THE FINAL YEAR STUDENTS’ PROBLEMS IN ENGLISH PRONUNCIATION AT DARUL HIKMAH MODERN ISLAMIC BOARDING SCHOOL

ARINI NURUL IZZA, 126203202111 (2024) THE FINAL YEAR STUDENTS’ PROBLEMS IN ENGLISH PRONUNCIATION AT DARUL HIKMAH MODERN ISLAMIC BOARDING SCHOOL. [ Skripsi ]

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Abstract

ABSTRACT Arini Nurul Izza, Student ID Number. 126203202111. 2024. The Final Year Students’ Problems in English Pronunciation at Darul Hikmah Islamic Modern Boarding School. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic University Sayyid Ali Rahmatullah of Tulungagung. Advisor, Mrs. Arpinda Syifa’a Awalin, M.Pd. Keyword: Pronunciation, Problems, segmental features, supra-segmental features, Islamic Educational Institution. This research aimed to find and explain English pronunciation problems experienced by final students at Darul Hikmah Islamic Modern Boarding School. Darul Hikmah is an Islamic educational institution that provides Arabic and English language programs for six years. Arabic and English as languages of daily communication. According to final students, English is more difficult than Arabic. This happens because English pronunciation is considered difficult for students to pronounce. Pronunciation problems in Darul Hikmah It has never been researched academically so the solution is not yet clearly known. Therefore, it is necessary to find out the problem of pronunciation in Darul Hikmah so that the solution is carried out well. In this research the researcher used a qualitative descriptive method. Researcher collected data through observation, interviews, open-ended questionnaire and document study. Observations were carried out to observe English learning activities and the final students' environment. Data from interviews obtained from five final students and two English teachers. The questionnaire was given to all last year students at the science class, totalling 30 students. Documentation studies were carried out to strengthen data from previous data collection techniques. Researcher has analysed the data with six phases of thematic analysis namely familiarizing the data, generating initial codes, searching for themes, reviewing themes, defining and naming themes, and producing the report. The results of this research were that the English pronunciation problems experienced by the final students were problems in the aspect of linguistic and learning process. In linguistic aspect, the final students experienced problems in segmental and supra segmental features. In segmental feature students have difficulty in distinguishing vowel and consonant sounds in a word, while in supra segmental features students tend to use intonation from their native language. Furthermore, there were no special time for students to learn pronunciation that made they were lack of pronunciation knowledge. Student problems in English pronunciation were influenced by factors as mentioned by Kenworthy (1998). To overcome this pronunciation problem, teachers have made efforts in applying six strategies from ten strategies delivered by Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010)

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