Challenges in English Phonology for Indonesian EFL Learners with a Focus on Consonant Clusters, Vowel Length, and Rhythm

Abstract

This study investigates the phonological challenges faced by Indonesian EFL learners in producing English consonant clusters, vowel length, and rhythm, and how these difficulties affect their speaking confidence and classroom performance. Data were collected through open-ended survey responses from undergraduate students of English Education Study Program at the University of Insan Budi Utomo. Using a qualitative descriptive design, the analysis identified recurrent pronunciation patterns and learners’ reflections on their affective experiences and learning strategies. Findings reveal that learners consistently struggle with complex consonant clusters, particularly at word-final positions, as they often insert epenthetic vowels or omit difficult consonants to simplify articulation. Distinctions between short and long vowels (e.g., ship vs. sheep, pull vs. pool) also pose persistent confusion due to the absence of phonemic vowel length in Indonesian. Moreover, students demonstrate difficulty adapting to English’s stress-timed rhythm, resulting in monotonous, syllable-timed speech. These phonological challenges not only hinder intelligibility but also reduce learners’ self-confidence, often causing anxiety, hesitation, and avoidance of speaking tasks. Overall, the study underscores the need for integrating phonological awareness and affective support into pronunciation pedagogy. It concludes that addressing both linguistic and psychological barriers can enhance learners’ intelligibility and confidence in oral communication.