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Pronunciation is one of the determiner aspects in English as it can change the meaning of the words and sentences. This research discusses the analysis of errors in the pronunciation of triphthongs in words and sentences in English. The research was aimed to know the types of triphthongs often mispronounced in the pronunciation of words and sentences in English among second semester students in class A of Speaking for workplace communication lecture at English study program of Madiun State Polytechnic. The quantitative were used after being collected from the assignments and pronunciation tests for several words and sentences containing triphthongs during the research. The research results are described in percentages. The diphthong errors that students often make are //aʊə /= 34.6%, /aɪə /= 31.8%, /ɔɪə /= 20%, /əʊə/= 9%, and /eɪə/= 4.6%. Errors that occurred in the classification of substitutions = 43.64%, insertions = 32.73%, and omissions = 23.63%. The errors occur due to the influence of inter-language and intra-language factors of the students.

This undergraduate thesis examines English diphthong pronunciation errors among fifth-grade students at North Bali Bilingual School, with a specific focus on centring and opening diphthongs using Peter Roach's theory. The primary aim is to identify the errors made by the students and determine the underlying factors contributing to these errors. The research employs a qualitative method supported by quantitative data, involving voice recordings collected via VoiceMemos on an iPhone, which were then phonetically transcribed. Additionally, a questionnaire was administered to gather background information on the students that might explain the pronunciation errors. The findings reveal that while the majority of students can correctly produce diphthong sounds, 22% of them made pronunciation errors. The most frequently mispronounced diphthongs were /ɪə/ with 75% errors, /ɑʊ/ with 59% errors, and /eə/ with 25% errors. The questionnaire results suggest that the primary factors contributing to these errors include the students' native language, phonological interference, avoidance strategies, and potential neurodevelopmental disorders. The research provides insights into the specific challenges faced by bilingual students in mastering English diphthongs and highlights the need for targeted interventions to address these pronunciation issues.

The purpose of this study was to find phonological errors that students make when they pronounce vowel diphthongs. Researchers also asked what type of vocal diphthong sound students most often said in tenth grade. Grade X students of the 2021/2022 school year are the subjects of this study. This study used a quantitative descriptive approach. Researchers randomly selected 60 samples from 395 individuals. The tool used is the English Vowel Diphthong word pronunciation test, which includes eight types of English vowel diphthongs with two focus words for each type. Furthermore, a voice recorder is employed to capture the students' pronunciation. Findings showed that students made 339 word mistakes. The pronunciation of X graders shows the most frequent types of vowel diphthong errors: Diphhongs [ɔʊ] with the focus word "although" experience 72% of total errors, Diphhongs [ʊə] with the focus word "during" experience 65% of total errors, and Diphhongs [aɪ] with the focus word "sacrifice" experience 61% of total errors.

This research analyzes students’ pronunciation errors in English diphthongs in MA NW Teko. The objective was to identify commonly mispronounced errors. The research is descriptive qualitative. The subjects were twelfth grade students at MA NW Teko. Fifteen students were chosen as representatives for analysis. Data was collected from oral tests, interviews, and observations. The data source was a short story called "Sangkuriang". Based on the oral test, students fluently read the story with 14 students in paragraph 1 and 11 students in paragraph 2. In paragraphs 3 and 4, the students read the story with less fluency, with 9 and 12 students respectively. During the interview, students mentioned difficulty in identifying diphthong words due to insufficient vocabulary mastery. In paragraph 1, 8 words were pronounced incorrectly, 13 words in paragraph 2, 10 words in paragraph 3, and 12 words in paragraph 4. However, observation revealed that out of the 5 types of diphthongs given, 14 out of 15 students struggled with pronouncing the diphthong "oʊ", with only 1 student pronouncing it correctly. Therefore, the research results indicate that the errors faced by the students were not significantly different from those who could pronounce correctly.

Pronunciation plays an important role in communication. It provides the different meaning of English words when they are pronounced differently especially English diphthongs. Producing errors in pronouncing English diphthongs cause misunderstanding in communication. The research was aimed to know(1) the commonmispronounced diphthongs by the second semester of English Study Program’s students atintermediate speaking class and (2) the causation of errors in pronouncing English diphthongs. The mixed method research was used to get the data. The qualitative data were taken based on the observations, documentations, and interviews, meanwhile the quantitative data were taken based on the errors of the students on the tests. The results of the research were described by the percentages. The students commonly made diphthong errors as follows/uә/= 19.3%, /eә/= 21.3%, /ei/= 20%,/aʊ/= 13.10%, and/ɪә/= 26.2%.The errors happened in the classifications ofsubstitution = 46.9%, insertion = 13.8%, and omission = 39.3%. It happened because of the influence of inter-lingual and intra-lingual factors.