SEGMENTAL PHONEME TEACHING FOR LOWER PRIMARY SCHOOL STUDENTS IN INDONESIA: A NEED ANALYSIS STUDY
DOI:
https://doi.org/10.21009/ishel.v1i1.56665Keywords:
Segmental Pronunciation, EFL Learners, Lower Primary StudentsAbstract
This study investigates the instructional needs and challenges in teaching English segmental phonemes to lower primary school students in Indonesia. Although pronunciation is a foundational aspect of oral communication, it is often overlooked in early English instruction. Indonesian learners struggle with phonemes absent in their L1, such as /θ/, /ʒ/, and /æ/, leading to persistent mispronunciations. Using a descriptive qualitative approach, data were gathered through interviews with five elementary English teachers from Central Java and Jakarta. Thematic coding with ATLAS.ti revealed 11 key categories related to instructional methods, media use, assessment, and teacher expectations. Findings show that teachers employ simple, intuitive strategies—such as drilling, songs, flashcards, and kinesthetic activities—that align with brain-based learning principles. However, instruction is constrained by limited classroom time, lack of pronunciation-focused training, and inadequate multimedia support. Assessment remains informal and unsystematic, primarily based on observation during classroom activities. Teachers emphasized the need for a structured, engaging, and sustainable pronunciation teaching model, integrated curriculum support, and access to multisensory teaching media. The study highlights the importance of early phoneme instruction to prevent fossilization of errors and to support learners’ long-term communicative competence.
References
Alisoy, H. (2024). Exploring Language Acquisition: The Role of Native Language Interference in ESL Learners. Journal of Azerbaijan Language and Education Studies, 1(1), 50–66. https://doi.org/10.69760/jales.2024.00105
Al-khresheh, M. H. (2024). Phonetic challenges in English: the impact of mispronunciation of the bilabial plosive/p/on communication among Saudi EFL learners. Cogent Arts & Humanities, 11(1). https://doi.org/10.1080/23311983.2024.2390777
Aluwa, Y., & Junaedi, S. (2025). A Study of Javanese Language Learners on Language Interference in English Pronunciation. IJELT: Indonesian Journal of Education, Language, and Technology, 1(2), 201–216.
Amengual, M. (2024). Phonetics of Early Bilingualism. Annual Review of Linguistics, 10(1), 191–210. https://doi.org/10.1146/annurev-linguistics-031522-102542
Awodeha, A., & Chika, J. E. (2025). Phonetic Training and Pronunciation Accuracy in FLE: A Case Study of Nigerian Learners. CogNexus, 1(1), 100–111.
Azizah, N. N., & Musthafa, B. (2024). Phonetic Analysis of English Segmental Sounds Produced by The English Young Learners’ Teachers. ENGLISH FRANCA : Academic Journal of English Language and Education, 8(2), 397–408.
Barone, S. (2024). The importance of interlanguage in language teaching: an analysis of its development in l2 learners. Vestnik of Samara State Technical University Psychological and Pedagogical Sciences, 21(3), 81–97. https://doi.org/10.17673/vsgtu-pps.2024.3.6
Crowther, D., & Loewen, S. (2025). Instructed Second Language Acquisition and Second Language Pronunciation. Language Learning. https://doi.org/10.1111/lang.12716
Djiwandono, P., & Ginting, D. (2025). Evaluating research reports on the qualities of tests of English language skills in Indonesian schools: A systematic review. Language Education & Assessment, 8(1), 2237. https://doi.org/10.29140/lea.v8n1.2237
Dugan, M. J. (2025). Exploring Phonics Instruction and Strategies in Emerging Literacy: A Phenomenological Inquiry into Effective Early Literacy Interventions [Doctoral Dissertations and Projects]. Liberty University.
Fadillah, A. C. (2020). PRONUNCIATION DIFFICULTIES OF EFL LEARNERS IN INDONESIA: A LITERATURE STUDY. Jurnalbudaya.Ub.Ac.Id, 1(2).
Foncubierta, J. M., & Cores-Bilbao, E. (2024). Affect in English Language Learning: What Goes on Inside and Between (pp. 285–307). https://doi.org/10.1007/978-3-031-66532-5_13
Gui, J., & Ismail, S. M. (2024). The effect of planning time on vocabulary acquisition in a task-based environment: the mediating roles of working memory and field (in)dependence. BMC Psychology, 12(1), 145. https://doi.org/10.1186/s40359-024-01638-4
Gupta, A. (2024). Qualitative Methods and Data Analysis Using ATLAS. ti. Springer.
Harashchuk, K. (2024). Practical Application Of Second Language Acquisition Theory In Teaching English To Young Learners: Strategic Approaches And Recommendations. Humanities Science Current Issues, 1(80), 260–267. https://doi.org/10.24919/2308-4863/80-1-39
Ihsani, P. F., Nanda, D. S., & Susanto, S. (2025). Insights into Enhancing English Pronunciation and Vocabulary through Drilling and Word Repetition Techniques. Journal of Scientific Insights, 2(1), 35–47. https://doi.org/10.69930/jsi.v2i1.276
Karimah, S. A. (2023). The Islamic Education Students’ Motivation in Learning English. Journal of Islamic Education, 1(2), 71–79. https://doi.org/10.61231/jie.v1i2.166
Karimah, S. A., Lustyantie, N., & Murtadho, F. (2025). Non-Test Instrument for Pronunciation Self-Assessment among Intermediate-Level English Language Learners in Higher Education: A Rasch Model Approach. Jurnal Ilmiah Global Education, 6(2), 1079–1100. https://doi.org/10.55681/jige.v6i2.3968
Lok Raj Sharma. (2021). Significance of Teaching the Pronunciation of Segmental and Suprasegmental Features of English. Interdisciplinary Research in Education, 6(2). https://doi.org/10.3126/ire.v6i2.43539
Ni Luh Desy Suari Dewi, I Gede Neil Prajamukti Wardhana, & Yohanes Octovianus L. Awololon. (2024). THE INFLUENCE OF NATIVE LANGUAGE ON YOUNG INDONESIAN LEARNERS’ ABILITY TO PRONOUNCE ENGLISH SHORT VOWELS. Santhet (Jurnal Sejarah Pendidikan Dan Humaniora), 8(2), 2729–2733. https://doi.org/10.36526/santhet.v8i2.4833
Panyathikul, W., & Poopatwiboon, S. (2024). Improving EFL Secondary Learners’ Pronunciation through Multimodal Teaching [Doctoral Dissertation]. Mahasarakham University.
Pawlak, M. (2025). Explicit and implicit (automatized) knowledge of second language pronunciation: Implications for theory, research, and classroom practice. Foreign Language Annals. https://doi.org/10.1111/flan.12803
Permata, D. A., Sabil, S., & Rohmana, W. I. M. (2025). Challenges in Teaching English Consonant Clusters to Non-Native Speakers: A Phonological Approach. Indonesian Journal of English Language Studies (IJELS), 11(1), 53–64. https://doi.org/10.24071/ijels.v11i1.10753
Qosimova, N. (2025). THE IMPACT OF FIRST LANGUAGE INTERFERENCE IN TESOL: ANALYZING HOW A LEARNER’S NATIVE LANGUAGE AFFECTS ENGLISH LEARNING AND WAYS TO ADDRESS IT. Journal of Applied Science and Social Science, 1(1), 499–504.
Saito, K. (2023). How does having a good ear promote successful second language speech acquisition in adulthood? Introducing Auditory Precision Hypothesis-L2. In Language Teaching (Vol. 56, Issue 4). https://doi.org/10.1017/S0261444822000453
Salsabila, D., Sari, I. A., Ghazali, R. R., & Lubis, Y. (2025). English Sound System: A Phonological Perspective Understanding Pronunciation Challenges and Teaching Strategies for Non-Native Speakers. Fonologi : Jurnal Ilmuan Bahasa Dan Sastra Inggris, 3(2), 162–172.
Selinker, L. (2015). Interlanguage. Error analysis. Routledge.
Septa Aryanika. (2024). The Influence of First Language on Second Language Pronunciation. Fonologi : Jurnal Ilmuan Bahasa Dan Sastra Inggris, 3(1), 31–47. https://doi.org/10.61132/fonologi.v3i1.1315
Umar, R. L. U., & Aspany, N. F. (2024). STUDENTS’ PRONUNCIATION SKILL ON THE ABILITY OF SUPRASEGMENTAL AND SEGMENTAL ASPECTS IN ENGLISH PRONUNCIATION. NUSRA: Jurnal Penelitian Dan Ilmu Pendidikan, 5(1), 314–319. https://doi.org/10.55681/nusra.v5i1.2196
Werker, J. F. (2024). Phonetic perceptual reorganization across the first year of life: Looking back. Infant Behavior and Development, 75, 101935. https://doi.org/10.1016/j.infbeh.2024.101935
Yulianti, L. D., Marhum, M., & Kamaruddin, A. (2025). Pronunciation Problems of English Segmental Sounds Encountered by EFL Learners of English Education Study Program. Jurnal Pendidikan Bahasa Inggris Undiksha, 13(1), 124–139. https://doi.org/10.23887/jpbi.v13i1.86838
Zega, Y. S. (2025). Effective strategies for enhancing English speaking competence among learners in English education study programs. Journal of Education, Social & Communication Studies, 2(2), 88–100. https://doi.org/10.71028/jescs.v2i2.27
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Syahadah Albaqiyatul Karimah, Endry Boeriswati, Muchlas Suseno
This work is licensed under a Creative Commons Attribution 4.0 International License.
