Pronunciation Errors Produced by Preschool Teachers

English teachers for young learners should be a good model of English pronunciation. Unfortunately, in the initial observation of this study, pronunciation errors produced by preschool teachers were found. Such facts triggerred the writer to conduct a further study. Therefore, this study investigates: (1) types of English pronunciation errors the teachers produce, (2) sources of their errors, and (3) their efforts to overcome their errors. Employing a case study design, the participants involved were 50 preschool teachers from ten different branches under the same private Foundation in Surabaya, Sidoarjo and Malang, East Java, Indonesia. 40 individual words drawn from the syllabus were prepared. The teachers were asked to pronounce those prepared words and their voices were recorded. Contrastive analysis and phonological analysis were applied to analyze the data. To triangulate, this study provided a 29-item questionnaire and an interview. This study also referred to two models of pronunciation namely Standard Southern British (SSB) and General American (GA) and both models employ the International Phonetic Alphabets (IPA) for phonetic transcriptions. Finally, types of errors, causes of errors, teachers’ efforts revealed become the basis of suggestions made in this study. Keywords: English pronunciation errors, source of errors, English consonants, English vowels, word stresse