Identifying the Problem of Banjarese Speaking Students in Learning English Pronunciation

Vivi Aulia

doi:10.30870/jels.v3i1.2582

Abstract

This article is a report of descriptive research aiming at identify the Banjarese speaking students in learning English pronunciation. This research is conducted towards the third semester students batch 2016 who have passed Pronunciation Practice I and II courses available at the English Department of STKIP PGRI Banjarmasin. Only the Banjarese speaking students are engaged as the subject of this research. The instruments used in this research are questionnaire and interview section. Both of the instruments are analyzed quantitatively by calculating the percentage of dominant answer given by students. The result of this research shows that most of Banjarese speaking students have problem relating to the interference of mother tongue while they are learning English pronunciation. The difference of English, Indonesian, and Banjarese sound systems affect much on the success of students’ English pronunciation learning process. Having no prior knowledge of English pronunciation, having low motivation and other possible factors also take part in determining their learning result. Based on these results, the teacher’s or instructor’s pronounciation should consider allocating much attention to English pronunciation learning since it plays role in determining the success of oral communication. Keywords: problem, Banjarese speaking students, learning, and English pronunciation

Highlights

Four skills of English will not be useful in communication without any knowledge about pronunciation
As mentioned in the previous section, the questionnaire is distributed to Banjarese speaking students to know their problems in learning English pronunciation
Some questions are given to know their further perspectives relating to their problems while learning English pronunciation

Summary

Introduction

Four skills of English will not be useful in communication without any knowledge about pronunciation. Pronunciation offers the rules of using the correct form of segmental and suprasegmental features in oral communication. Segmental features refer to vowels, diphthongs, and consonants used in English while suprasegmental one refers to the use of stress as well as intonation while we are speaking with others. When writing in English, we use 5 vowels and 21 consonant letters. When speaking English, we use 20 different vowel sounds, including 12. Vivi Aulia/ JELS 3 (1) (2018) 1-17 diphtongs and 24 consonant sounds typically (Kelly, 2000:7). Other languages have various vowels, diphthongs, and consonant sounds along with the rules and overviews relating to the way to pronounce it in the right manner

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Conclusion