English Pronunciation Error Analysis of Eleventh Grade Students

This study aims to analyze English pronunciation errors made by eleventh-grade students based on S.P. Corder’s Error Analysis Theory. The research employed a mixed-method approach combining quantitative and qualitative methods. Quantitative data were obtained by calculating the frequency of pronunciation errors, while qualitative data were used to describe the types and characteristics of the errors. The analysis focused on four categories of English sounds: monophthongs, diphthongs, triphthongs, and consonants. The findings revealed that students experienced difficulties in pronouncing various English phonemes. A total of 87 errors were identified in monophthongs, 89 errors in diphthongs, 47 errors in triphthongs, and 100 errors in consonants. Substitution errors were the most dominant type of error across all sound categories. These findings indicate that differences between English and Indonesian phonological systems significantly influence students’ pronunciation performance. Therefore, more intensive pronunciation instruction and practice are needed to improve students’ English speaking abilities.