Pronunciation is an important component of English communication because it
affects students’ intelligibility and speaking effectiveness. However, many
English as a Foreign Language (EFL) learners, particularly at the senior high
school level, still experience difficulties in producing accurate English sounds.
Previous studies have mainly focused on university students or EFL learners in
general, while limited research has explored pronunciation difficulties and their
contributing factors among senior high school students in specific contexts.
Therefore, this study aims to investigate the types of pronunciation difficulties
faced by senior high school students and to identify the factors influencing those
difficulties. This research employed a descriptive qualitative design involving
senior high school students as participants. The data were collected through
pronunciation tests, classroom observations, and semi-structured interviews to
obtain comprehensive findings. The results revealed that vowel errors were the
most dominant, especially in distinguishing long and short vowels. Students also
encountered difficulties in producing several English consonant sounds that do not
exist in the Indonesian phonological system. These difficulties were influenced by
first language interference, limited exposure to English, lack of speaking practice,
and low confidence. Therefore, teachers are recommended to provide sufficient
input, intensive pronunciation practice, and communicative learning activities to
improve students’ pronunciation.

Keywords: Consonant errors, EFL learners, pronunciation difficulties, senior
high school students, vowel errors.