The Phonological Interference of Students’ First Language in Pronouncing English Sounds (A Case Study on Buginese and Makassarese Students)

Abstract

The study indicates the phonological interferences occurred by the Buginese and Makasserese students in pronouncing English sounds and the factors affect pronunciation interference of Buginese and Makasserese students in pronouncing English sounds. The respondents were eight university students majoring English Department. They are four Buginese students which their L1 is Buginese and four Makassarese students which their L1 is Makassarese. This research was conducted through a case study design. The instruments were oral test by reading three different texts to get the data with audio recording and interview about students’ problems in pronouncing English sounds. The result of data analysis showed that there is 46 kinds manner of articulation that the students made when they produced English sounds; 32 vowels and 14 consonants. The data also showed that the main factor that influences the students while pronouncing English words is interlanguage transfer. The implication of this research can be expected upon teaching and learning process. The students should put more awareness toward the L1 interference in pronouncing English vowels and consonant and drill more the correct pronunciation. The study also suggests that the teachers should give an extra attention to this problem. The teacher expected can help the students to reduce the mispronounced. The study also has some contributions to the language field where teachers/lecturers need to take a special attention of this phenomenon.

The Phonological Interference of Balinese Language of Jagaraga Dialect in English Pronunciation

“…Negative transfer of the L1 rules to the L2 system leads to this kind of interference (Ajani & Odoh, 2021;Alteyp, 2019). This supported by previous study that highlights negative interference from mother tongue as the only source of error, the type of error resulting from the negative transfer of the L1 system for the target language system, is in line with this (Díaz-Galaz & Torres, 2019; Utami et al, 2017). As a result, L1 interferences are always present in while reading the English words.…”

“…Since English is an international language, it is one of the many thousands of languages that are spoken worldwide. When language learners or speakers attempt to learn a second language, their first-language habits will have an impact on how the target language is pronounced (Makhmatkulov et al, 2021;Utami et al, 2017). Native speakers pronounce words differently, although both will always attempt to communicate the same idea.…”

A Cross-sectional Study of the Present Perfect Tense in Arabic and Indonesian EFL Settings

“…This linguistic issue has been examined with relevance to various levels of interference: phonology (Utami et al, 2017), morphology (Baykalova et al, 2019), grammar (Moqbel, 2021), productive skills, e.g., speaking and writing (Rubab & Zaidi, 2022), among many other related works. Besides the transfer of linguistic structures (Karim & Nassaji, 2013), Odlin (1989) suggested that non-structural factors, namely proficiency, literacy, and variation influence language acquisition (Hazzaa, 2021).…”

The Phonological Interference of Acehnese in Pronouncing Indonesian Language

“…The researchers found that the phonological aspect was the main cause of the changes, so that Indonesian loanword sounding typically Acehnese. Utami et al, (2017) also did a study to examine the phonological interference of students' native language in their pronunciation of English sounds. They discovered that there are three primary elements that impact children while pronouncing English words.…”