PROBLEM BASED LEARNING

PROBLEM OF THE DIFFICULTY IN PRONOUNCING ENGLISH WORD

PRONOUNCIATION
Lecturer:
Yani Lubis,[Link]., [Link]

Compiled By:
Zulio Diva Ananta (0304242055)
Class: TBI 1 Semester 1

DEPARTEMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF NORTH SUMATERA MEDAN
2024
 PREFACE

Puja and praise our gratitude to theirat Allah subhanuwataa'la who has given grace and favor both
health and opportunity so that we can complete a paper entitled “Problem of the difficulty in
pronouncing word in english”.This paper is made for the purpose of learning material in
Pronunciation courses, this paper will not be completed if it is not done and we will not be able to
learn if no one completes it. We thank Sir Yani Lubis [Link] for giving us the opportunity to make
this paper.

We realize that our paper still has many short comings that must be improved,
therefore we accept all criticisms and suggestions so that this paper can be even better and
hopefully this paper is useful for all of us.

Medan, 27 November 2024

By: zulio diva ananta

TABLE OF CONTENTS

i
PREFACE ………………………………………………………….…………….…..………i
TABLE OF CONTENTS………………………………………………….….……..……….ii
CHAPTER1:INTODUCTION…………………………………………………….............….1

1. Background of The Study...................................................................................................1

2. .Limitation of study.............................................................................................................1
3. Formulation of study...........................................................................................................1

CHAPTER 2:THEOROTICAL REVIEW

1. Problem student..................................................................................................................2
2. Pronounce...........................................................................................................................2

CHAPTER 3: METHOD OF STUDY.....................................................................................3

1. design of study..................................................................................................................3.
2. process of study.................................................................................................................3

CHAPTER 4: PROBLEM SOLVING.....................................................................................4

CHAPTER 5:CONCLUSION..................................................................................................5.

REFERENCES..…………………………………………………………………..………….6

ii
 CHAPTER 1
Introduction
1. Background of The Study
The human ability to communicate through spoken language is one of the most
remarkable features of our species. At the heart of this ability are the speech organs, which
play a vital role in the production and articulation of sounds. These organs, including the
lungs, vocal cords, tongue, lips, and palate, work together in a complex and coordinated way
to produce the wide variety of sounds that make up human language.
The diversity of words in English sometimes makes it difficult to pronounce, making it
difficult to pronounce the word or [Link] is also inseparable from the scope of
education
moreover, knowledge of pronouncing can enhance our understanding of various speech
disorders and contribute to more effective in pronouncing interventions. For individuals with
speech impairments, a comprehensive understanding of how these organs function can aid
therapists in developing targeted strategies to improve communication skills.
In an increasingly globalized world where effective communication is essential, exploring the
intricacies of how we speak can lead to better language learning and appreciation. By
learning how to pronounce words correctly, we can avoid making mistakes in pronouncing a
word or sentence. Not only that, this exploration serves as a foundation for further study in
linguistics, cognitive science, and related disciplines, ultimately enriching our understanding
of how to pronounce a word or sentence properly
2. Limitation of study
a) Student unprepared
b) Teacher unprepared
c) lack of time to studying the study
d) difficulty of group study
3. Formulation of study
a) How to improve the students skills in pronouncing word?
b) What is the obstacle when studying pronounciation?
c) what to do to reduce errors in pronunciation?

1
 CHAPTER 2
THEORETICAL REVIEW
1. Problem Student
a) the difficulty of the word in english:some word are difficult to pronounced and
distinguished
b) lack of interest from students in enriching their vocabulary through listening and
reading: Students are more interested in playing games than enriching their
vocabulary
c) Psychological factors in students that can cause learning difficulties include generally
low intelligence levels, low subject aptitude, lack of interest in learning, low
motivation, and poor mental health conditions.1
d) Students still pronounce vocabulary or sentences as written in the reading & students
still look confused about how to pronounce them correctly, this error causes the sound
of the voice to change when students pronounce the words/sentences2.
e) Not Having Friends to [Link] people stop learning English because they don't
have friends to practice with. 3

2. pronounciation
pronunciation is the act or result of producing the sounds of speech, including articulation,
stress, and intonation, often with reference to some standard of correctness or acceptability.
pronunciation is the form in which the elementary symbols of language, the segmental
phonemes or speech sounds, appear and are arranged in patterns of pitch, loudness, and
duration.

1
Masalah yang dialami peajar bahasa inggris dalam memahami pelajaran bahasa inggris,January
2022DIALEKTIKA JURNAL BAHASA SASTRA DAN BUDAYA 8(1)

2
[Link]
3
[Link]

2
 CHAPTER 3
METHOD OF STUDY
1. DESIGN OF STUDY
 Group Discussions and Collaborative Learnin
 Hands-On Activities
 Role-Playing Scenarios
 Research Projects

2. Procees of study
 Description: Students work in small groups to discuss the functions of different speech
organs and their roles in sound production.
Activity Example: Each group pronounce how to speak the word and other show the word
 Description: Engage students in practical exercises where they can physically manipulate
their speech organs to produce different sounds.
Activity Example: Students practice producing various vowel and consonant sounds while
focusing on the correct positioning of their tongue and lips.
 Description: Students assume roles (e.g., speech therapist, patient) to simulate interactions
focused on speech production and articulation.
Activity Example: Conduct mock therapy sessions where students practice techniques to
help improve articulation based on their understanding of speech organs.
 Description: Assign students to research specific aspects of phoneticsand how to
pronounce it.
 Activity Example: Create a presentation or report on how different cultures utilize various
phonetic sounds

3
 CHAPTER 4
PROBLEM SOLVING
 Use phonetic transcript
Scenario: students starts the study with pronunciation guidebook
Objective: To analyze how the the word pronounced correctly4.
 Engaging activities
Scenario: Use games that require students to use vocabulary in context, such as word
association games or vocabulary charades.
Objective: to foster students' enthusiasm and interest in learning by playing games5.
 Promote a growth mindset
Scenario: Teach students that intelligence and abilities can grow with effort and practice.
Use language that emphasizes growth, such as "You can improve with practice" instead
or "You're not good at this.".
Objective: To increase their interest in learning and their motivation to be more
enthusiastic in learning
 Phonemic awareness and phonics instruction.

Scenario: introduce students to the sounds of letters and letter combinations. Use phonics
instruction to help them understand how letters correspond to sounds.
Objective: to reduce errors in pronunciation
 Create a language exchange program
Scenario: Collaborate with community centers, libraries, or universities to set up
language exchange programs where English learners can meet native speakers or other
learners.
Objective: to create a suitable study group and meet other learn.

4
[Link]
5
[Link]

4
 CHAPTER 5
CONCLUSION

Understanding pronounce is fundamental for students as it lays the groundwork for

effective communication and language acquisition. Through Problem-Based Learning (PBL),
students engage in active exploration of how to spoke the word, which not only enhances
their knowledge but also develops critical thinking and problem-solving skills.
Difficulty in pronouncing words is often influenced by various linguistic factors, such as
phonotactics, which is a combination of sounds that are rarely used in a particular language,
and the uniqueness of phonemes that are not present in the learner's mother tongue. The
influence of the native language (L1) also plays a big role, especially if the phonological
system of the mother tongue is very different from the second language (L2).
In addition, words that are rarely encountered or used in conversation tend to be more
difficult to pronounce due to lack of exposure. Suprasegmental complexity, such as
intonation, stress, and the distinctive tone of a word, often poses additional challenges,
especially if these patterns do not match the learner's mother tongue. Not only linguistic
factors, non-linguistic causes such as age, learning motivation, self-confidence, and oral
motor skills also affect the level of pronunciation difficulty. This study provides important
insights for language learning curriculum designers, especially in providing teaching methods
that focus on difficult sounds and effective pronunciation strategies. By understanding these
challenges, better learning strategies can be developed to help learners improve their fluency
and confidence in speaking a second language.

5
REFERENSI
1. Masalah yang dialami peajar bahasa inggris dalam memahami pelajaran bahasa
inggris,January 2022DIALEKTIKA JURNAL BAHASA SASTRA DAN
BUDAYA 8(1)
2. [Link]
3. [Link]
4. [Link]
5. [Link]