THE STUDENTS' PERCEPTION OF ENGLISH PRONUNCIATION DIFFICULTIES AT SAIBURI CHAENGPRACHAKARN SCHOOL, THAILAND

Mutiara Faradisa, Syarifah (2026) THE STUDENTS' PERCEPTION OF ENGLISH PRONUNCIATION DIFFICULTIES AT SAIBURI CHAENGPRACHAKARN SCHOOL, THAILAND. Undergraduate thesis, UIN KIAI HAJI ACHMAD SIDDIQ JEMBER.

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Abstract

Syarifah Mutiara Faradisa, 2026: An Analysis of Students' Perception of English Pronunciation Difficulties at Saiburi Chaengprachakarn School, Thailand.
Keywords: Students’ Perception, English Pronunciation, Pronunciation Difficulties.
English is an international language that plays an important role in communication, education, and global interaction. In learning English, pronunciation is crucial because clear pronunciation enables speakers to express their thoughts and prevent confusion. Nonetheless, for numerous EFL students in Thailand, pronunciation remains a significant obstacle due to differences between the Thai and English phonetic systems. Students at Saiburi Chaengprachakarn School faced various pronunciation challenges, including difficulties with vowel and consonant sounds and problems with word stress. These factors affected students’ speaking skills and made them feel more insecure when conversing in English.
Thus, the research questions of this study were: 1) What types of English pronunciation difficulties are perceived by students at Saiburi Chaengprachakarn School, Thailand? and 2) What factors contribute to students’ pronunciation difficulties in learning English?. This study aimed to analyze the types of English pronunciation difficulties experienced by students and to identify the factors contributing to these difficulties at Saiburi Chaengprachakarn School in Thailand.
The research design of this study was qualitative descriptive. Data were collected using techniques such as observation, interview, and document review. The subjects for the study were selected through purposive sampling, including one English teacher and 20 ninth-grade students from Saiburi Chaengprachakarn School. The data analysis involved condensing data, displaying data, and drawing conclusions or verifying them, as described by Miles, Huberman, and Saldana. To ensure the accuracy of the data, the researcher employed techniques of triangulation and source triangulation.
The results of the research were as follows: 1) The types of English pronunciation difficulties experienced by students included a) Vowel sounds, such the word ship /ɪ/ and sheep /i:/ are pronounced similarly because of the different sounds clearly, b) Consonant sounds, such as /θ/, /ð/, and /v/, which students often replaced with /t/, /d/, or /w/; for example, think was pronounced as tink and very became wery; and c) Word stress, students also experienced difficulties with word stress, such as pronouncing /ˈhoʊtel/ instead of /hoʊˈtel/. Students often relied on spelling to pronounce English words, had difficulty distinguishing similar vowel sounds, substituted unfamiliar consonant sounds with easier ones from their first language, and had difficulty applying correct word stress and intonation patterns. 2) The factors contributing to students’ pronunciation difficulties included a) Lack of pronunciation practice, b) Differences between English pronunciation and the students’ first language, such as the word judge pronounced as jus, and c) Mother tongue interference, such as the word zoo pronounced as su. These factors influenced students’ pronunciation accuracy and reduced their confidence in oral communication.

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