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An Analysis of Techniques and Challenges in Teaching Pronunciation to Young Learners: A Case Study at A Primary School Level

Language Circle: Journal of Language and Literature · Vol. 21 No. 1 (2026) · hlm. 311–336

DOI
10.15294/lc.v20i2.31698
ISSN
2460-853X, 1858-0157
Terbit
2026-04-30
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Pronunciation plays a crucial role in communication, especially for early English learners during their optimal language-acquisition period. However, many primary school teachers struggle with effective pronunciation instruction due to limited training and resources. This research aimed to identify the methods teachers employed, the obstacles they encountered, and how students responded to pronunciation instruction. This study investigates the techniques used and challenges faced by teachers in teaching pronunciation to young learners at one of the primary schools in Pati, Central Java, Indonesia. Using a descriptive qualitative approach, data were collected through classroom observations, interviews with one teacher and six students, and document analysis. The findings revealed that drilling and repetition were the most commonly used techniques, although students perceived them as monotonous. More engaging strategies, such as using games and audiovisual media, increased student motivation and participation more effectively. Challenges included a lack of appropriate materials, limited technological tools, and the influence of students' first language. This study concludes that while traditional methods remain dominant, integrating interactive, technology-supported techniques can enhance the effectiveness of pronunciation instruction. The results suggest more targeted teacher training and resource development to support pronunciation teaching at the elementary level.

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  • State University of Semarang
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Mohamad Irfan SahroniAfiliasi tidak diketahui1
Galuh Kirana Dwi AreniState University of Semarang1
Ayun Bekti SaparenaState University of Semarang1
Ade Dama YantiState University of Semarang1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/LC/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">An Analysis of Techniques and Challenges in Teaching Pronunciation to Young Learners: A Case Study at A Primary School Level</dc:title>
	<dc:creator xml:lang="en">Pramudanti, Yolinda</dc:creator>
	<dc:creator xml:lang="en">Bahri, Seful</dc:creator>
	<dc:subject xml:lang="en">elementary education </dc:subject>
	<dc:subject xml:lang="en">pronunciation</dc:subject>
	<dc:subject xml:lang="en">teaching techniques</dc:subject>
	<dc:subject xml:lang="en">young learners</dc:subject>
	<dc:description xml:lang="en">Pronunciation plays a crucial role in communication, especially for early English learners during their optimal language-acquisition period. However, many primary school teachers struggle with effective pronunciation instruction due to limited training and resources. This research aimed to identify the methods teachers employed, the obstacles they encountered, and how students responded to pronunciation instruction. This study investigates the techniques used and challenges faced by teachers in teaching pronunciation to young learners at one of the primary schools in Pati, Central Java, Indonesia. Using a descriptive qualitative approach, data were collected through classroom observations, interviews with one teacher and six students, and document analysis. The findings revealed that drilling and repetition were the most commonly used techniques, although students perceived them as monotonous. More engaging strategies, such as using games and audiovisual media, increased student motivation and participation more effectively. Challenges included a lack of appropriate materials, limited technological tools, and the influence of students' first language. This study concludes that while traditional methods remain dominant, integrating interactive, technology-supported techniques can enhance the effectiveness of pronunciation instruction. The results suggest more targeted teacher training and resource development to support pronunciation teaching at the elementary level.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-04-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/LC/article/view/31698</dc:identifier>
	<dc:identifier>10.15294/lc.v20i2.31698</dc:identifier>
	<dc:source xml:lang="en">Language Circle: Journal of Language and Literature; Vol. 21 No. 1 (2026): Regular Edition of April 2026; 311 - 336</dc:source>
	<dc:source>2460-853X</dc:source>
	<dc:source>1858-0157</dc:source>
	<dc:source>10.15294/lc.v20i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/LC/article/view/31698/10352</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Language Circle: Journal of Language and Literature</dc:rights>
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