Teaching Voiced and Voiceless Sounds in EFL Classrooms: A Conceptual Review of Challenges and Pedagogical Strategies

Abstract

ABSTRAK
Pengajaran pelafalan, khususnya perbedaan antara bunyi bersuara (voiced) dan tak bersuara
(voiceless), masih menjadi domain yang kurang dieksplorasi dalam pedagogi Bahasa Inggris
sebagai Bahasa Asing (EFL). Artikel ini menyajikan tinjauan konseptual yang berlandaskan tiga
pilar teoritis: teori fonologi, teori transfer bahasa pertama (L1), dan instruksi pelafalan berbasis
keterpahaman (intelligibility). Tiga tantangan utama diidentifikasi: interferensi fonologis L1,
kesulitan artikulasi dan persepsi, serta keterbatasan kesadaran fonologis pada peserta didik dan
pendidik. Sebagai respons, empat strategi pedagogis berbasis bukti diusulkan: instruksi fonologis
eksplisit, praktik pasangan minimal yang terintegrasi dalam tugas komunikatif, pelatihan
diskriminasi auditori, dan alat pelafalan berbantuan teknologi. Artikel ini berargumen bahwa
prinsip keterpahaman harus memandu prioritas instruksional, dengan kontras berbeban fungsional
tinggi seperti /s/–/z/, /t/–/d/, dan /f/–/v/ mendapat perhatian utama. Implikasi diturunkan bagi guru
EFL, perancang kurikulum, dan program pelatihan guru.
ABSTRACT
The teaching of pronunciation, particularly the distinction between voiced and voiceless sounds,
remains a critically underexplored domain within English as a Foreign Language (EFL)
pedagogy. This article presents a conceptual review grounded in three theoretical pillars:
phonological theory, first language (L1) transfer theory, and intelligibility-based pronunciation
instruction. Three primary challenges are identified: L1 phonological interference, articulatory
and perceptual difficulty, and limited phonological awareness among learners and teachers. Four
evidence-based pedagogical strategies are proposed: explicit phonological instruction, minimal
pair practice embedded in communicative tasks, auditory discrimination training, and
technology-assisted pronunciation tools. The article argues that the intelligibility principle should
guide instructional priorities, with high-functional-load contrasts such as /s/–/z/, /t/–/d/, and /f/
/v/ receiving primary attention. Implications are drawn for EFL teachers, curriculum designers,
and teacher training programs.
Keywords: voiced sounds; voiceless sounds; EFL pronunciation; phonological
awareness; pedagogical strategies