Strategies of Teaching Pronunciation to Students with a Regional First Language Context: Using Interview

Abstract

This study aimed to investigate both the challenges and strategies involved in teaching pronunciation to students whose first language is a regional language. The research focused specifically on the instructional roles of teachers, deliberately excluding other groups, such as native speakers or experienced educators, to maintain a consistent lens on classroom practices. The objective was to explore how teachers address the complexities of teaching pronunciation in a context where regional linguistic influences play a significant role in shaping students' learning experiences. The study employed a descriptive qualitative research design, gathering in- depth data from five master's students who were teaching at senior high schools in rural regions, including Cirebon, Java, Medan, and Banjarmasin. Data collection methods included interviews and observations, providing rich, firsthand insights into the teachers' experiences and methods. The qualitative nature of the research allowed for a comprehensive exploration of the unique challenges faced by these educators, as well as the strategies they developed to overcome them. Data were analyzed to identify recurring themes related to pronunciation instruction and to understand the contextual factors affecting teaching effectiveness. The findings revealed a range of challenges, including difficulties with intonation, pronunciation accuracy, fostering phonological awareness, and managing the impact of cultural influences on pronunciation learning. Teachers employed various effective strategies to address these issues, such as customizing lessons to students' linguistic backgrounds and proficiency levels, incorporating regional cultural elements into pronunciation exercises, and utilizing visual aids to tackle specific issues like vowel articulation and intonation patterns. The study concludes that adopting a more personalized and culturally sensitive approach in pronunciation instruction significantly enhances students' ability to learn and improve their pronunciation skills. These insights offer practical recommendations for educators working with students who speak regional languages, suggesting that tailored and culturally aware teaching practices can lead to better learning outcomes.