Exploring Pronunciation Barriers in English Learning for Young Learners
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https://doi.org/10.32665/intens.v3i2.6793Keywords:
Pronunciation Barriers, Young Learners, EFL Learners, English Foreign Language (EFL)Abstract
Accurate English pronunciation is an essential foundation for communication, but elementary school students still commonly face various barriers in their learning process. This study aims to explore the pronunciation barriers and identify the linguistic and non-linguistic factors experienced by young learners in an EFL context. The research employed a descriptive qualitative approach involving five fifth-grade students as participants. Open-ended observation checklists and interviews were utilized as research instruments to gain an in-depth understanding of students' experiences in learning English pronunciation. The results showed a significant linguistic barrier in the form of segmental articulation difficulties with non-native phonemes like /θ/, /ð/, /ʃ/ that do not exist in Bahasa Indonesia. Non-linguistically, despite exhibiting high interest, the students’ oral production was severely hindered by psychological anxiety and a fear of making mistakes. This condition was reinforced by teacher-centered lessons providing zero meaningful speaking opportunities in class and a lack of English media exposure outside of school. Therefore, this study suggests a pedagogical shift toward student-centered and visual-interactive learning spaces to foster young learners’ speaking confidence.
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