PERCEPTIONS OF LEARNING PHONETICS AND PHONOLOGY AMONG UNDERGRADUATES: INSIGHTS FROM ENGLISH COMMUNICATION MAJORS

Abstract

The study of phonetics and phonology plays a crucial role in shaping students’ linguistic competence, particularly in pronunciation and awareness of the English sound system. However, despite its significance, students often perceive phonetics and phonology as challenging due to the theoretical complexity and the technical nature of phonetic terminology. This study investigates undergraduate students’ perceptions of learning phonetics and phonology within the Bachelor of English with Communication program. Using a quantitative survey design, data were collected from 111 students through a structured questionnaire, analyzed using descriptive statistics and mean interpretation. Findings reveal that students highly recognize the importance of phonetics (Mean=4.27) and find it interesting (Mean=4.24), yet they also perceive it as a challenging subject (Mean=4.20) due to theoretical density (Mean=3.46) and extensive terminology (Mean=3.82). Despite these challenges, students strongly agree that learning phonetics has enhanced their pronunciation (Mean=4.33) and increased their awareness of the English sound system (Mean=4.54). The study highlights the need for more interactive and practice-oriented pedagogical approaches to balance theory with application, ensuring effective phonetics instruction that aligns with students’ learning needs. The findings provide valuable insights for linguistics educators, suggesting that a structured and engaging curriculum, integrating both theoretical knowledge and applied phonetic exercises, can enhance student engagement and learning outcomes.