AN ANALYSIS ON STUDENTS' DIFFICULTIES IN ENGLISH PRONUNCIATION AT MA AL-ISHLAH ISLAMIC BOARDING SCHOOL KENDAWANGAN KETAPANG

Abstract

AMELIA JESIKA, 12017014. An Analysis On Students' Difficulties In English Pronunciation At Mas Al-Ishlah Islamic Boarding School Kendawangan. English Tadris Study Program Teacher Training And Tarbiyah Faculty Pontianak State Islamic Institute 2024 M/ 1446 H. This research is intended for Madrasah Aliyah Al-Ishlah Kendawangan Ketapang which is a madrasa that is combined with an Islamic boarding school so that there are slight differences with other public schools. so that researchers are interested in researching students' difficulties in English pronunciation. the purpose of this study is: 1) to find out what students' difficulties are in English pronunciation and 2), to find out the reasons why students have difficulties in English pronunciation. This study uses a qualitative approach, data analysis methods, and data collection techniques using interviews, observations, and documentation. and using interactive model data analysis by collecting data, data condensation, data presentation, and concluding. The findings of the research that: students' difficulties in pronouncing English at Madrasah Aliyah Kendawangan are, 1) statements of students' difficulties in the form of not being able to distinguish certain phonemic sounds, intonation and accent, 2) the reasons experienced by students in pronouncing English are, difficulty distinguishing certain phonemic sounds, lack of confidence and lack of practice. Based on the results of the study, it can be concluded that students' difficulties in pronouncing English are mainly caused by differences in the phonological system between Indonesian and English, which results in difficulty in distinguishing and producing certain sounds. Lack of confidence and lack of intensive practice also exacerbate this problem. The results of this study have important implications for English language learning practices. Teachers need to pay special attention to teaching phonology, provide more opportunities for students to practice, and create a supportive learning atmosphere. In addition, students also need to be more active in independent learning and seeking additional learning resources.