STUDENTS’ ABILITY ON PRONOUNCING FRICATIVE SOUNDS: A CASE STUDY

Muhammad Habibie, Imelda Noor Aisyah, Naila Syahida, Risna Fitriani

Abstract


Pronouncing fricative sounds in English is challenging for students. This study investigates the pronunciation challenges faced by first-semester university students at STAI RAKHA Amuntai in articulating English fricative sounds: /θ/, /ð/, /ʃ/, and /ʒ/. The research employs a mixed-methods approach, combining quantitative analysis of pronunciation accuracy with qualitative analysis of error patterns. Data were collected through voice note submissions from nine participants, with results indicating significant challenges in pronouncing /θ/ and /ð/, often substituted with /t/ and /d/. The study identifies native language interference and limited practice as key factors contributing to these difficulties. Then, it is suggested for students to use specific pronunciation exercises and more exposure to real English to help them speak more clearly and effectively.

Keywords


fricative sounds; pronunciation; mixed-methods; language interference; error patterns

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References


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SKETCH JOURNAL: Journal of English Teaching, Literature and Linguistics is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.