Vol. 8 No. 4 (2026): Ranah Research : Journal Of Multidisciplinary Research and Development

An Analysis of Pronunciation Errors of English Consonant Sounds /tʃ/ and /dʒ/ by First-Year English Department Students

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Naila Alvi Nuril Auliya
English Language Education Study Program, Muhammadiyah University of Purworejo, Indonesia
Andrian Nuriza Johan
English Language Education Study Program, Muhammadiyah University of Purworejo, Indonesia
Sri Widodo
English Language Education Study Program, Muhammadiyah University of Purworejo, Indonesia

Published

Jul 1, 2026

DOI

https://doi.org/10.38035/rrj.v8i4.2161

Abstract

English pronunciation plays an important role in achieving effective oral communication, yet many English as a Foreign Language (EFL) learners experience difficulties in producing English sounds that do not exist in their native language. Among these sounds, the English affricative consonants /tʃ/ and /dʒ/ are often problematic for Indonesian learners. Therefore, this study aimed to identify and analyze the pronunciation errors, particularly the substitution patterns, of the English affricative consonant sounds /tʃ/ and /dʒ/ produced by first-year English Education students. This research employed descriptive qualitative design supported by simple quantitative analysis. The participants were 17 first-year students selected through purposive sampling. Data was collected through a pronunciation test consisting of 20 words containing the target sounds in initial, medial, and final positions, and the students’ pronunciations were recorded in video form. The findings revealed a total of 39 pronunciation errors, all of which (100%) were classified as substitution errors. The sound /dʒ/ was more frequently mispronounced than /tʃ/. Pronunciation errors occurred in all sound positions, with the highest frequency found in the initial and medial positions (38.46% each), followed by the final position (23.08%). The dominant substitution patterns were /d/ /j/, /d/ /g/, /tʃ/ → /k/, and /tʃ/ → /s/. These findings indicate that students tended to replace English affricative consonants with more familiar non-affricative sounds. The study highlights the need for targeted pronunciation instruction and systematic drilling activities focusing on English affricative consonants to improve students’ pronunciation accuracy and communicative intelligibility.

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How to Cite
Nuril Auliya, N. A., Johan, A. N. and Widodo, S. (2026) “An Analysis of Pronunciation Errors of English Consonant Sounds /tʃ/ and /dʒ/ by First-Year English Department Students”, Ranah Research : Journal of Multidisciplinary Research and Development, 8(4), pp. 2462-2470. doi: 10.38035/rrj.v8i4.2161.

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