EXPLORING THE PRONUNCIATION TEACHING DIFFICULTIES FACED BY INDONESIAN HIGH SCHOOL ENGLISH TEACHERS IN SURAKARTA: A CASE STUDY

Savira Miftakhul Jannah

Abstract

Effective English pronunciation teaching is crucial for language proficiency, yet EFL English teachers in Indonesia often encounter significant difficulties when teaching it. This study investigates the difficulties faced by English teachers at a public senior high school in Surakarta when teaching pronunciation and explores the strategies they employ to overcome these difficulties. Data were collected through semi-structured interviews, questionnaires, and observations with two English teachers as well as documentations of the English textbook used by the teachers to assess the availability of pronunciation materials. Thematic analysis was used to analyze the data. The findings reveal three major categories of difficulties: (1) curriculum and school regulations related difficulties, (2) student-related difficulties, and (3) teacher-related difficulties. Within these themes, various subthemes emerged, highlighting specific difficulties and strategies used to overcome them. This study offers contextual insights into pronunciation teaching challenges and instructional strategies in an Indonesian high school setting. Future research should explore similar issues across different educational levels or regions and assess the long-term impact of the identified strategies.

Keywords

Pronunciation Teaching, EFL English Teachers, Teaching Difficulties, Teaching Strategies

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DOI: https://doi.org/10.20961/ee.v13i3.100754

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