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skill. Further, it also helps to improve their speaking
skill. However, they don’t have sufficient prior
knowledge about it. Therefore students need more
time to study about what the IPA symbols are and
their features.
Secondly, Teacher has and important role in
teaching the IPA symbol to the students, it is in line
with Lucaz (2013) who stated “ needless to say .“ it is
also the teaching style, teacher student rapport,
manner of correcting error .determining classroom
dynamic “. Therefore, before teaching, an EFL
teacher should equip himself/herself with decent and
sufficient knowledge of the IPA symbols. He/she also
needs to be a role model and simplify the IPA
symbols concept.
Thirdly, learning about the IPA symbol does not
make students having native like pronunciation, but it
at least help them acquire the basic and vital concept
of other activities that lead to other pronunciation
activities and elevate their confidence when
pronouncing an English word.
Lastly, the idea of making the IPA symbols as
independent subject can be an alternative solution.
The more time provided will certainly make them, the
prospective EFL teachers, have more chance to
understand the concept, and help them in teaching
pronunciation to their students in the foreseeable
future.
ACKNOWLEDGMENT
I would like to thank to my lecturer, Dr Lia Maulia
Indrayani, who has been willing to be the co-author
of this paper, and has been willing to assert valuable
assistance and suggestion in conducting this research.
The sincere thankful is also address to all STKIP
Persatuan Islam students who have been willing to
participate in this study.
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