Abstract
English pronunciation is a crucial part of communication however, it can be overwhelmingly challenging for non-native speaker students. Phonologically, it is because of its inconsistent orthography and idiosyncratic phonetics; it is also idiosyncratic or distinctive and not universal. To overcome such problems, Jenkins proposes a Lingua Franca Core (LFC). Despite its potential benefits, the LFC is practically and administratively challenging to be implemented in pronunciation learning practice in Indonesia. Thus, aiming to find issues regarding LFC in pronunciation teaching practices in Indonesia, data generated from ten Indonesian educational practitioners with diverse language backgrounds are qualitatively analyzed in this study. This study indicates that, practically, the replacement of dental fricatives /θ/ and /ð/ and its replacements with labiodental fricatives /f/ and /v/ is a failed suggestion and might lead to the fossilization of these sounds. Also, the LFC in the sentence level of utterance might not be as significant as in the word level. Administratively, LFC is challenging because of teachers' limited knowledge, training, and sources regarding assessing students’ English pronunciation skills, teachers' and students’ attitudes toward certain English accents, and the fact that pronunciation is not explicitly being taught in English class in Indonesia.
Highlights
English as a lingua franca gains massive attention worldwide recently
The significance of English as a lingua franca leads to substantial changes in language curriculum design in Indonesia, and one of them is making English one of four compulsory subjects to be tested in the national exam in Indonesia
AND DISCUSSION The descriptions and analyses of the findings are directed to answer the research questions: What are the issues of Lingua Franca Core (LFC) regarding English Pronunciation Teaching Practice in Indonesia? The data indicate that LFC promoted by Jenkins has practicality and administrative-related issues in its practice in Indonesia, and such issues will be discussed . 3.1 English Phonology in Indonesian Education
Summary
English as a lingua franca gains massive attention worldwide recently. The significance of English as a lingua franca leads to substantial changes in language curriculum design in Indonesia, and one of them is making English one of four compulsory subjects to be tested in the national exam in Indonesia. Despite its crucial role in global communication, the focus of English teaching in Indonesia is seemly only the grammar of such a language and have not been touched teaching the correct pronunciation as an urgent issue (Musthafa, 2015). English pronunciation is a crucial part of communication, and the mistakes in its pronunciation might mislead the non-native speakers (Wells, 2005). This paper aims to discuss the Pronunciation Teaching Practice in Indonesia.
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