2023 Madani : Jurnal Ilmiah Multidisiplin

Madani: Jurnal Ilmiah Multidisiplin

Volume 1, Nomor 6, Juli 2023, Halaman 159-165
E-ISSN: 2986-6340
DOI: https://doi.org/10.5281/zenodo.8114199

Difficulties in Pronouncing English Vowel and Consonant by English

Language Education Undergraduate Students at UINSU
Muhammad Arkan Syafiq1, Muhammad Hafiz2
12
State Islamic University of North Sumatera
Email: [email protected], [email protected]

Abstract
This research investigates the challenges encountered by undergraduate students majoring in English
Language Education at UINSU (State Islamic University of North Sumatra) when pronouncing
English vowels and consonants. A descriptive qualitative research method was employed, involving
25 students from the fourth semester of the English Language Education program. The results
revealed several difficulties faced by the students, including difficulty pronouncing vowel and
consonant sounds that are not present in their mother tongue, challenges in matching the sound of
English words with their written form, struggles in determining the correct sound to use in different
words or sentences, interference of the mother tongue on the pronunciation of English vowels and
consonants, and difficulties in accurately pronouncing English vowels and consonants due to
inconsistencies in pronunciation. These findings highlight the need for targeted instruction and
practice to address these challenges and enhance students' pronunciation skills in English language
learning.
Keywords: English pronunciation difficulties, Phonology, English vowel and consonant

Introduction
Learning English vowels and consonants is of utmost importance for students. Firstly,
understanding and mastering English vowels is crucial for achieving proper pronunciation
and clarity in speech. Vowels play a fundamental role in forming the core sounds of the
language and differentiating between words (Walker, 2011). By learning the correct
pronunciation of English vowels, students can effectively communicate their thoughts and
ideas, enhancing their overall language proficiency (Gilakjani & Ahmadi, 2011).
Additionally, acquiring proficiency in English vowels enables students to comprehend
spoken English more accurately, as they can recognize and differentiate between similar-
sounding words that may vary only in vowel sounds, such as "ship" and "sheep" or "pen" and
"pan” (Baker & Trofimovich, 2006). Furthermore, developing a strong foundation in English
vowels empowers students to improve their listening skills, enabling them to understand
various accents and dialects, which is vital in an increasingly globalized world.
Similarly, mastering English consonants is essential for students for several reasons.
Consonants contribute to the overall intelligibility and clarity of speech, allowing students to
convey their messages effectively (Levis, 2018). English has a wide range of consonant
sounds, and understanding the distinctions between them is crucial for accurate
pronunciation. Learning consonant sounds helps students differentiate between words with
similar spellings but different meanings, such as "cat" and "cut" or "bit" and "beat."
Moreover, developing proficiency in English consonants enhances students' reading and
writing abilities (Rajab, 2013). By recognizing and producing consonant sounds correctly,
students can improve their spelling, vocabulary, and grammar, enabling them to express
themselves accurately in written form (Al-Zuoud, & Kabilan, 2013). Overall, acquiring

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knowledge of English vowels and consonants empowers students to become effective

communicators and opens doors to various academic and professional opportunities.
Students face several difficulties in pronouncing English vowels and consonants, as
revealed by research. Challenges include differentiating between long and short vowels,
unfamiliarity with certain consonant sounds, struggling with specific articulatory features,
difficulty in understanding sound distribution and context, challenges in achieving fluency,
and difficulty in relating pronunciation to conventional spelling. These obstacles hinder
students' ability to accurately pronounce English words and affect their overall
communication skills. Addressing these difficulties through targeted instruction and practice
is crucial to help students improve their pronunciation proficiency and enhance their language
abilities (Simarmata & Pardede, 2018).
Research indicate that students encounter various difficulties when pronouncing
vowel and consonant sounds in English. Challenges include inconsistencies in single-vowel
letter sounds, as students struggle to pronounce vowels like "a" and "u" correctly, resulting in
mispronunciations of words like "what" and "ball." Inconsistencies in double-vowel letter
sounds also pose challenges, with mispronunciations occurring in words like "clean" and
"bear." Additionally, students face difficulties in understanding the sound-spelling
relationship, leading to mispronunciations when relying solely on word spelling. Mother
tongue interference further contributes to pronunciation difficulties, as students struggle to
differentiate between English sounds and those of their native language. Furthermore,
inconsistencies in single-consonant letter sounds, such as the soft "g" sound and silent
consonants like "h" and "k," pose additional obstacles. These difficulties in pronouncing
vowel and consonant sounds arise from inconsistencies in English pronunciation, the
influence of the students' native language, and a lack of knowledge about sound-spelling
relationships in English (Tambunsaribu & Simatupang, 2021).
The research highlights several factors contributing to the difficulties by Chinese
students face in pronouncing English vowels and consonants. Firstly, the interference of the
students' mother tongue, Chinese, plays a significant role, as the phonological systems of
Chinese and English differ, and English contains sounds absent in Chinese. This disparity
poses challenges for accurate sound production. Secondly, age is a factor, as younger learners
generally find it easier to acquire new languages and accents, while older learners may
struggle more. Native language knowledge, in this case, Chinese, can also hinder
pronunciation learning. Lastly, insufficient knowledge of phonology and phonetics impacts
learners' ability to acquire correct pronunciation. Without a solid understanding of the
English sound system, learners may encounter difficulties in accurately producing vowel and
consonant sounds (Zhang & Yin, 2009).
The purpose of this research is to investigate the specific challenges faced by
undergraduate students studying English Language Education at UINSU (State Islamic
University of North Sumatra) when pronouncing English vowels and consonants. The study
aimed to identify the factors contributing to these difficulties, such as native language
interference, age-related factors, and the students' knowledge of phonology and phonetics. By
understanding the specific pronunciation challenges encountered by these students, the
research aimed to provide insights that could inform targeted instructional approaches and
interventions to enhance their pronunciation skills. The ultimate goal was to improve the
students' overall English language proficiency and communication abilities.
Research Method
This research employed a descriptive qualitative research design. The participants of
the study consist of 25 students who are currently in their fourth semester, majoring in
English Language Education at UINSU (State Islamic University of North Sumatra). The
primary technique used to collect data is questionnaires.

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The questionnaires are designed to gather information regarding the students'

difficulties in pronouncing English vowels and consonants. The questionnaire included items
that address specific challenges identified in the literature
The questionnaire distributed to the participants, and they were asked to provide their
responses based on their experiences and perceptions. The data collected from the
questionnaires were analyzed qualitatively to get deep understanding about the students’
difficulties in pronouncing English vowel and consonant. The findings were presented in the
form of tables and descriptive summaries to provide a comprehensive overview of the
students' difficulties in pronouncing English vowels and consonants.

RESULT AND DISCUSSION

This research wants to know the students’ difficulties experienced in pronouncing
English vowels and consonants. This research was conducted on 25 undergraduate students
majoring in English Education semester 4 at UINSU. To find out about this, the researcher
created a questionnaire containing statements about the difficulty in pronouncing vowels and
consonants derived from the results of previous studies. The following are the results of a
questionnaire showing students' difficulties in pronouncing English vowels and consonants.
Tabel 1. Undergraduate Students’ Difficulties in Pronouncing English
Vowel and Consonant
Statement Strongly Agree Disagree Strongly
Agree Disagree
I struggle with pronouncing certain 36% 64% 0% 0%
vowel and consonant sounds that are
not present in my native language.
Matching the sounds of English 32% 68% 0% 0%
words with their written forms is
challenging for me.
I find it challenging to determine 16% 48% 36% 0%
which English vowel and consonant
are appropriate to use in different
words or sentences in English.
My native language interferes with 24% 56% 20% 0%
my pronunciation of English vowel
and consonant.
I struggle with accurately 8% 64% 28% 0%
pronouncing English vowels and
consonant due to inconsistencies in
their pronunciation.

The following is a discussion of each of the questionnaire items above:

Difficulty Pronouncing Vowel and Consonant Sounds that are not In The Mother
Tongue
The data number 1 in the table above shows that a significant majority of participants,
64% (n=16), agree that they struggle with pronouncing certain vowel and consonant sounds
that are not present in their native language. Additionally, 36% (n=9) strongly agree with this
statement, indicating a notable level of difficulty experienced by the participants. None of the
participants disagreed or strongly disagreed with the statement, suggesting that all
participants acknowledged the challenges they face in pronouncing these specific sounds.
This result highlight the common difficulty faced by students in pronouncing vowel
and consonant sounds that are not present in their native language. It indicates the impact of

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language differences and the influence of one's native language on pronunciation. The high
percentage of agreement among the participants emphasizes the need for targeted instruction
and practice to overcome these challenges. This is in line with research by Hassan (2014),
who found that Arab students had difficulty pronouncing English vowels and consonants
because Arab and English are very different in terms of vowels and consonants
The finding mentioned underscores the prevalence of a common difficulty
encountered by students when attempting to pronounce vowel and consonant sounds that do
not exist in their native language. This highlights the impact of language differences and the
influence of one's mother tongue on the acquisition of pronunciation skills. The high
percentage of agreement among the participants further emphasizes the universality of this
challenge, indicating that many students face similar obstacles. These findings stress the
importance of providing targeted instruction and ample practice opportunities to address
these difficulties effectively. By focusing on specific sounds and providing systematic
guidance, educators can help students overcome these challenges and improve their
pronunciation skills in the target language.

Difficulty Matching the Sound of English Words with Their Written Form
The data number 2 in the table above reveals that a majority of participants, 68%,
(n=17) agree that matching the sounds of English words with their written forms is
challenging for them. An additional 32% (n=8) strongly agree with this statement, indicating
a significant level of difficulty experienced by the participants. None of the participants
disagreed or strongly disagreed with the statement, suggesting that all participants
acknowledged the challenges they face in this aspect of pronunciation.
This finding explains the difficulties students face when trying to associate the sounds
of English words with their written representations. The data indicates a clear difficulty
among the participants in matching the sounds of English words with their written forms.
This result is in line with Tambunsaribu and Simatupang's (2021) which found that students
had difficulty matching the sounds of English words with their written forms. Tambunsaribur
and Simatupang (2021) argue that this occurs because a lack of understanding of the
relationship between sound and spelling leads to mispronunciation when they rely solely on
the spelling of words.
The finding highlights the challenges encountered by students in establishing the
connection between the sounds of English words and their written representations. The data
reveals a notable difficulty experienced by the participants in accurately matching the sounds
with their corresponding written forms. This suggests a discrepancy between their auditory
perception and their ability to associate the sounds with the visual cues provided by written
words. Such difficulties can impede effective communication and comprehension in English.
To address this issue, instructional strategies that focus on phonetic awareness, phonics
instruction, and exposure to authentic language materials can be implemented to enhance
students' ability to link sounds and written forms effectively. Providing explicit instruction on
sound-symbol correspondence and offering ample practice opportunities can contribute to
improving students' proficiency in associating English sounds with their written
representations.

Difficulty Determining the Correct Sound to Use in Different Words or Sentences in

English
The data number 3 in the table above shows that 48% (n=12) of the participants agree
and 16% (n=4) strongly agree that they find it challenging to determine which sounds are
appropriate to use in different words or sentences in English. On the other hand, 36% of the
participants disagree with this statement, while none of them strongly disagree.

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This findings indicate that a significant portion of the participants perceive difficulties
in selecting the correct sounds for different words or sentences in English. The results of this
study are in line with (Zhang & Yin, 2009) who found that because of a lack of knowledge of
phonology and phonetics, Chinese students find it difficult to determine the sound of English
words. This could be attributed to factors such as inconsistent sound patterns in English or a
lack of familiarity with the phonetic rules and conventions of the language.
The findings suggest that a considerable number of participants experience challenges
when it comes to determining the appropriate sounds to use in different words or sentences in
English. This indicates a difficulty in applying the appropriate phonetic and phonological
rules of the English language. The participants may struggle with understanding the sound
patterns and context-dependent variations in pronunciation. These difficulties can lead to
mispronunciations and hinder effective communication. To address this issue, explicit
instruction on English phonetics and phonology can be beneficial. Providing practice
opportunities with word and sentence-level exercises, as well as exposure to authentic spoken
English, can help students develop their ability to select the correct sounds based on the
specific linguistic context. Additionally, promoting self-awareness and metacognitive
strategies can empower students to actively monitor and improve their pronunciation skills.

The Mother Tongue Interferes with The Pronunciation of English Vowels and
Consonants
The data number 4 in the table above reveals that 56% (n=14) of the participants
agree and 24% (n=6) strongly agree that their native language interferes with their
pronunciation of English vowel and consonant sounds. On the other hand, 20% (n=5) of the
participants disagree with this statement, while none of them strongly disagree.
This finding explains that the majority of participants acknowledged that their native
language interfere their English pronunciation. A high percentage of agreement highlights the
impact of language transfer, in which the phonological patterns and sounds of one's native
language influence the pronunciation of a second language. This result is in line with research
by Tambunsaribu and Simaptupang (2021) which found that students' native language
influences their pronunciation of English sounds. They struggle to distinguish between the
sounds of English and the sounds of their native language, leading to mispronunciations. It is
common for learners to struggle with producing English vowel and consonant sounds that
don't exist in their native language or have different pronunciation rules.
The findings indicate that a significant majority of participants recognized the
influence of their native language on their English pronunciation. This acknowledgment
highlights the concept of language transfer, wherein the phonological patterns and sounds of
one's first language impact their pronunciation of a second language. The high percentage of
agreement underscores the pervasive nature of this interference and its impact on language
learners. Understanding the specific ways in which the native language influences English
pronunciation can inform targeted instruction and interventions. By addressing these
interference patterns through focused pronunciation exercises, explicit instruction, and
awareness-raising activities, educators can help students overcome the challenges posed by
language transfer and improve their accuracy in English pronunciation.

Difficulty Pronouncing English Vowels and Consonants Accurately Due to

Inconsistencies in Pronunciation
The data shows that 64% (n=16) of the participants agree and 8% (n=2) strongly
agree that they struggle with accurately pronouncing English vowels and consonants due to
inconsistencies in their pronunciation. On the other hand, 28% (n=7) of the participants
disagree with this statement, and none of them strongly disagree.

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The high percentage of agreement and strong agreement indicates that a significant
majority of the participants face challenges in accurately pronouncing English vowels and
consonants. The inconsistencies in English pronunciation, such as variations in vowel and
consonant sounds, contribute to their difficulty. This finding is in a line with Tambunsari and
Simatupang (2021) who found that English vowels and consonants in words or sentences are
inconsistent. Different words can cause different vowels and consonants. That inconsistencies
lead students into confusing and misunderstanding.
The findings reveal that a considerable majority of participants experience difficulties
in accurately pronouncing English vowels and consonants. The high percentage of agreement
and strong agreement among the participants underscores the prevalence of this challenge.
The inconsistencies in English pronunciation, particularly the variations in vowel and
consonant sounds, contribute to the participants' difficulty. These inconsistencies may arise
from factors such as regional accents, dialectal variations, and the complex nature of the
English language itself. The participants' struggle to navigate these pronunciation variations
highlights the need for focused instruction and practice targeting specific sounds and their
variations. By addressing these challenges through targeted exercises, audiovisual resources,
and exposure to different English accents, educators can support students in developing more
accurate and comprehensible pronunciation skills.

CONCLUSION
The research findings highlight the common difficulties encountered by students in
pronouncing English vowels and consonants. The data reveals challenges related to the
influence of one's native language, difficulties in matching sounds with written forms,
determining appropriate sounds for different words or sentences, and inconsistencies in
pronunciation. These findings emphasize the need for targeted instruction and practice to
address these challenges and improve students' pronunciation skills.
Based on the research findings, several suggestions can be made to help students
overcome difficulties in pronouncing English vowels and consonants. Firstly, it is essential to
provide explicit instruction on the specific sounds that are challenging for students, especially
those not present in their native language. This can include targeted practice exercises and
resources that focus on these sounds. Secondly, incorporating phonetic training and
awareness into language learning curricula can enhance students' ability to match sounds with
written forms and understand the sound-spelling relationship in English. Additionally,
promoting extensive listening and speaking activities, including conversations, dialogues, and
pronunciation drills, can contribute to developing accurate pronunciation and improving
fluency. Finally, creating a supportive and inclusive learning environment where students feel
comfortable practicing and receiving feedback on their pronunciation can greatly enhance
their progress.

References
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Hassan, E. M. I. (2014). Pronunciation problems: A case study of English language students
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