Investigating Acehnese EFL Learners’ Pronunciation Errors Based on Phonological Rules

This research investigates the difficulties encountered by students in pronouncing English phonological rules. The objective is to identify specific phonological rules that are pronounced erroneously by students and understand the perceived factors contributing to these pronunciation errors. Using a descriptive qualitative approach, six students majoring in the English department class of 2020 were selected as participants. Data collection involved a pronunciation test and subsequent in-depth interviews. The findings reveal that students face challenges in all four phonological rules in this study which are assimilation, dissimilation, insertion, and deletion. Interviews further identified factors including unawareness of the right pronunciation, influenced by the native language or mother tongue, the lack of formal instruction, lack of motivation from students to know the right pronunciation, and rare use of English. These finding have important implications for students aiming to enhance their pronunciation skills, emphasizing the need for targeted practice and guidance.