Pronunciation Issues Among Islamic Education Students Speaking English Keywords

Ade Priyanta Padang, Muhammad Rafi’i

Abstract


Effective English speaking, especially for those learning the language as a foreign
language (EFL), depends heavily on pronunciation. Pronunciation is still a major problem for
students at Islamic educational institutions because of their mother language's heavy
interference and little exposure to spoken English. This study investigates the pronunciation
issues that Islamic education students face when speaking English and looks at the causes of
these issues. Data were gathered through speaking exercises, classroom observations, and
interviews with Islamic education students using a descriptive qualitative method. The results
show that mispronounced vowel and consonant sounds, improper word stress, and trouble
making sounds that are absent from the students' native tongue are prevalent pronunciation
issues. Phonological interference, lack of communicative practice, and low confidence in
speaking English were identified as the main factors influencing these challenges. The study
highlights the need for pronunciation-focused instruction and communicative speaking activities
tailored to the context of Islamic education students. These findings are expected to provide
insights for English teachers and curriculum designers in improving speaking instruction within
Islamic education settings.


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