This research examines students’ difficulties in conveying English diphthongs, especially closing and middle diphthongs. This study was conducted qualitatively with a phenomenological approach through interviews with students in the first semester of the English Language Education Study Program at the State Islamic University of North Sumatra. The research results show that the influence of mother tongue is very significant on the accuracy of different pronunciations. The main factors include difficult vowel transitions, differences in phonological systems between Indonesian and English, and the substitution of diphthongs for pure vowels. Closing diphthongs such as /e?/, /a?/, and /o?/ were found to be more difficult to pronounce than middle diphthongs because they require faster and more accurate vowel movements. Apart from that, internal factors such as lack of self-confidence also contribute to pronunciation errors. This study suggests the use of intensive practice, learning technology, and immediate feedback to improve diphthong pronunciation accuracy.

The aims of this research are to help students new to English phonology understand its fundamentals. The study employs a literature review methodology to explore the field of English phonology. It addresses key topics for beginners, including the basic units of sound (phonemes) and their variations (allophones). The research also discusses vowel and consonant reduction, which impacts the pronunciation of certain sounds. Finally, it provides an overview of how consonant and vowel sounds are grouped based on their characteristics. By studying these elements, beginners can enhance their pronunciation, recognize different sound patterns, and improve their overall communication skills in English.

This study explores the significance of English phonology in enhancing language skills during the golden age of childhood. Phonological awareness, encompassing sound discrimination and manipulation, plays a crucial role in vocabulary acquisition, reading proficiency, and overall linguistic development. Early intervention through phonological activities in educational settings, supported by parental involvement and technological integration, fosters a strong foundation for language acquisition. Continuous professional development for educators ensures the implementation of evidence-based practices in phonological instruction. Investing in phonological awareness during childhood is essential for promoting academic success, cognitive development, and lifelong literacy.

This research presents an in-depth analysis of various types of English syllables, including closed, open, vowel-consonant-e, vowel team, r-controlled, and consonant-le syllables. Each type of syllable has unique characteristics that contribute to the structure and pronunciation of words in English. Closed syllables produce short vowel sounds due to the ending consonant, while open syllables result in long vowel sounds due to the ending vowel. Vowel-consonant-e syllables involve a vowel followed by a consonant and a silent 'e,' which lengthens the vowel sound. Vowel team syllables consist of two vowels that together produce a single vowel sound, while r-controlled syllables involve a vowel followed by the letter 'r,' which alters the vowel sound. Consonant-le syllables, typically found at the end of words, provide a distinctive rhythm and flow. This study demonstrates that a theoretical understanding of syllable types has significant implications for phonics instruction and language education. Phonics instruction based on syllable patterns can enhance reading fluency and spelling proficiency. The analysis also reveals phonological diversity in English, reflecting the language's adaptability and complexity. Understanding syllable structures also provides insights into how the brain processes language, which is crucial for developing effective language teaching strategies.

The study titled "The Complex Interplay of Segmental and Suprasegmental Features in English Phonology: An Advanced Study" delves into the intricate relationships between the segmental (phonemes) and suprasegmental (prosody) elements of English phonology. Utilizing a multifaceted methodological approach, including acoustic analysis, perception experiments, corpus studies, and computer simulations, the research reveals how stress, intonation, and rhythm systematically influence the acoustic properties of vowels and consonants. Acoustic data analysis indicates that stressed syllables have higher pitch, greater intensity, and distinct formant frequencies, enhancing their perceptual salience. Perception experiments demonstrate that listeners heavily rely on prosodic cues to interpret meaning and resolve ambiguities in speech. Corpus studies highlight significant regional and contextual variations in the use of suprasegmental features, underscoring the phonological diversity within English dialects. Computer simulations using autosegmental-metrical models provide a theoretical framework that supports the hierarchical nature of phonological representations, where suprasegmental features modulate segmental structures. Interviews with native speakers and experts emphasize the practical importance of integrating segmental and suprasegmental analyses for comprehensive linguistic understanding and effective communication.

This study explores the significance of suprasegmental features in English phonology, focusing on prosodic hierarchy and intonation patterns. The analysis delves into how these features play a crucial role in structuring spoken language, particularly in conveying nuances, emotions, and pragmatic information. The study highlights the importance of understanding suprasegmental features in enhancing speaking proficiency in English and their relevance to English language curriculum development. Further research opportunities in English phonology, such as investigating other suprasegmental features and adopting an interdisciplinary approach, are suggested to deepen the understanding of English phonological structures and improve the quality of teaching speaking skills in English. This study emphasizes the valuable insights gained from a deeper understanding of the role of suprasegmental features in English phonology for teaching, research, and overall understanding of oral language

The aim of this research is to describe the causes of white collar crime. To collect data, this research uses literature study research with secondary data types and qualitative data analysis techniques. The results of the research examined regarding the causes of white collar crime are among professional people who have studied the law in terms of dimensions in the field of work related to seven aspects of people's lives, this involves their expertise in violating the law in order to obtain benefits for themselves and themselves. people involved around him.

The Minimal Pairs technique is a technique for investigating the existence of phonemes (language sounds that can distinguish meaning) by comparing two or more forms of speech sounds in the same environment. The minimal pairs technique is used to practice pronunciation skills, especially on similar word sounds and makes it easier for us to distinguish phoneme sounds in English. This study aims to determine student perceptions of the use of minimal pairs technique in class. This research is qualitative research using questionnaires and interviews that ask students' perceptions about the use of minimal pairs technique in class. The results of this study indicate that most students have positive perceptions of using the minimal pairs technique in improving their pronunciation skills. Then they argue that their pronunciation skills improve after using the minimal pairs technique. So that this technique can be suggested as a learning method that will be applied in class learning to improve students' pronunciation skills.

Phonology is an important part of sound or sound in language pronunciation, including in English, because inaccurate pronunciation will result in a misunderstanding in communication. The difficulty faced by students lies in the pronunciation of sounds. As for the research method, the researcher used a type/research approach in the form of Library Research. Literature study is used to collect information and data with the help of various materials in the library such as documents, books, magazines, and historical stories.

This study aims to inform that an understanding of phonetic symbols is needed to assist in pronouncing. This study uses library research, this study uses student observation by giving students a few words or sentences and then students read it. The result, students of the Department of English at Negeri Padang University in 2015 were said to have good skills in pronouncing the vowels of English words. The average is 66.1. There are 9 excellent students here.