The Analysis of Students Difficulties in Pronouncing German Language

Authors

  • Suryawati Br Lumbantoruan Universitas Negeri Medan, Indonesia
  • Rahel Indah Yemima Purba Universitas Negeri Medan, Indonesia
  • Ningsi Warni Hutagalung Universitas Negeri Medan, Indonesia
  • Mariana Br Sihaloho Universitas Negeri Medan, Indonesia
  • Fitri Ervina Tarigan Universitas Negeri Medan, Indonesia

DOI:

https://doi.org/10.57235/jcrd.v3i1.8231

Keywords:

German Phonetics, German Pronunciation, Pronunciation Challenges, Pronunciation Difficulties, Second Language Learning

Abstract

Pronunciation is an important aspect of learning a new language because it helps learners speak clearly and communicate effectively. Many students experience difficulties in pronouncing German words because the sound system of their first language differs from that of German. This study aims to analyze the difficulties faced by students in pronouncing German words and to identify the factors that cause these difficulties. This study employed a qualitative descriptive research method. Data were collected through classroom observations, interviews with students, and pronunciation tests. The collected data were then analyzed to identify common pronunciation errors and the factors that influence students’ ability to pronounce German words accurately. The results show that students experience several challenges in pronouncing German words, particularly sounds that do not exist in their native language. The most common difficulties include pronouncing German consonant clusters, producing umlaut vowels such as ä, ö, and ü, and articulating specific sounds such as ch, r, and z. In addition, factors such as the influence of students’ first language, limited practice opportunities, low speaking confidence, and insufficient exposure to authentic German speech also contribute to these difficulties. Overall, students’ pronunciation difficulties arise from both linguistic and non-linguistic factors. Therefore, teachers should provide more opportunities for pronunciation practice, listening activities, and interactive speaking exercises to help students improve their pronunciation and communicate more effectively in German.

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References

Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices. New York: Pearson Education.

Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching Pronunciation: A Course Book and Reference Guide. Cambridge: Cambridge University Press.

Fraser, H. (2000). Coordinating Professional Development for the Teaching of Pronunciation. Canberra: Department of Education, Training and Youth Affairs.

Gilakjani, A. P. (2016). English Pronunciation Instruction: A Literature Review. International Journal of Research in English Education, 1(1), 1-6.

Harmer, J. (2007). The Practice of English Language Teaching. 4th Edition. Harlow: Pearson Longman.

Kelly, G. (2000). How to Teach Pronunciation. Essex: Pearson Education Limited.

Miles, M. B., & Huberman, A. M. (2014). Qualitative Data Analysis: A Methods Sourcebook. 3rd Edition. Thousand Oaks, CA: SAGE Publications.

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Published

2026-05-27

How to Cite

Lumbantoruan, S. B., Purba, R. I. Y., Hutagalung, N. W., Sihaloho, M. B., & Tarigan, F. E. (2026). The Analysis of Students Difficulties in Pronouncing German Language. Journal of Citizen Research and Development, 3(1), 130–134. https://doi.org/10.57235/jcrd.v3i1.8231

Issue

Vol. 3 No. 1 (2026): Mei 2026

Section

Articles

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Copyright (c) 2026 Suryawati Br Lumbantoruan, Rahel Indah Yemima Purba, Ningsi Warni Hutagalung, Mariana Br Sihaloho, Fitri Ervina Tarigan

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