The Phonological Interference in Pronouncing the English ...

THE PHONOLOGICAL INTERFERENCE IN PRONOUNCINGTHEENGLISH

SOUND BY BUGINESE STUDENTS ON THE THIRD SEMESTER ENGLISH

EDUCATION DEPARTMENT AT MAKASSARMUHAMMADIYAH

OF UNIVERSITY

(A Descriptive-Qualitative Research on Buginese Students)

A THESIS

Submitted to the Faculty of Teacher Training and Education Muhammadiyah

University of Makassar in Partial Fulfillment for the Degree of Education in

English Department

SRI ARNA NENGSI

10535 6294 15

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MAKASSAR MUHAMMADIYAH OF UNIVERSITY

2019

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UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Jalan Sultan Alauddin No. 259Makassar no. 259 Telp. (0411) 86672 Makassar 90221

SURAT PERNYATAAN

Saya yang bertanda tangan dibawah ini:

Nama : Sri Arna Nengsi

Nim : 105356294 15

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : The Phonological Interference in Pronouncing the English

Sound by Buginese Students on the Third Semester English

Education Department at Makassar Muhammadiyah of

University

Dengan ini menyatakan bahwa:

Skripsi yang saya ajukan di depan TIM Penguji adalah ASLI hasil karya

saya sendiri, bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.

Demikian pernyataan ini saya buat dengan sebenarnya dan saya bersedia

menerima sanksi apabila pernyataan ini tidak benar.

Makassar, 30 November 2019

Yang membuat pernyataan

Sri Arna Nengsi

vi

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Jalan Sultan Alauddin No. 259Makassar no. 259 Telp. (0411) 86672 Makassar 90221

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : Sri Arna Nengsi

Nim : 105356294 15

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : The Phonological Interference in Pronouncing the English

Sound by Buginese Students on the Third Semester English

Education Department at Makassar Muhammadiyah of

University

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai selesainya skripsi ini, saya akan

menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).

2. Dalam penyusunan skripsi saya akan selalu melakukan konsultasi dengan

pembimbing, yang telah ditetapkan oleh pimpinan fakultas.

3. Saya tidak akan melakukan penjiplakan (Plagiat) dalam menyusun skripsi

saya.

4. Apa bila saya melanggar perjanjian saya seperti butir 1, 2, dan 3, maka saya

bersedia menerima sanksi sesuai aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, 30 November 2019

Yang membuat perjanjian

Sri Arna Nengsi

vii

MOTTO AND DEDICATION

Always Bismillah every doAnything

Beacause without Allah, we are Nothing.

Amalan yg paling dicintai Allah adalah yg terus-menerus

(dilakukan) meskipun sedikit. Al Qasim berkata:“Dan Aisyah,

bila ia mengerjakan suatu amalan, maka ia kan menekuninya.”

[HR. Muslim No.1305]

Do the slightest kindness, because you don't know

which kindness will bring you to heaven

(Researcher)

I Dedicated this Thesis for:

Allah SWT, My Beloved Parents, Sister, My Family and My

Friends

https://www.mutiarahadits.com/93/60/76/sunahnya-konsisten-dalam-melaksanakan-shalat-malam-dan-selainnya.htm

viii

ABSTRACT

Sri Arna Nengsi, 2019. ThePhonological Interference in Pronouncing the

English Sound by Buginese Students on the Third Semester English Education

Department at Makassar Muhammadiyah of University (A Descriptive-

qualitative Research).Under the Thesis of English Education Department the

Faculty of Teacher Training and Education, Makassar Muhammadiyah of

University,supervised by RadiahHamid and Ratu Yulianti Natsir.

The objective of this research to find out the phonological interference

occurs and factors that cause interferencein pronouncing English sounds on vowel

and diphthong sounds by Buginese Students on the Third Semester at Makassar

Muhammadiyah of University.

This research used Descriptive-qualitative Method and applied Purposive

Sampling Techniques with Inclusion Criteria. Respondents consisted of 10

Buginese studentsThird Semester English Education Department at Makassar

Muhammadiyah of University. The data were collected by using audio recorder

and interview.

The results of this research showed the interference that occurs of

Buginese Students of Third Semester is substitution. There were 52types

interference made by Buginese students in pronouncing English sounds consisting

of 23vowels and 29 diphthongs. The main factors contribute to language

interference is interlingual factor such as are less knowledge about phonology of

the students, less practice in pronouncing English word, the difficulty in

recognizing phonetic symbols and limited vocabulary from the target language

mastered by students.The researcher concluded thatthe students need to practice

more in speak English with their daily life, so they can pronounce each word

correctly based on good English pronunciation.

Keywords: Phonological Interference, Language, Buginese, Vowel, Diphthong.

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ABSTRAK

Sri Arna Nengsi, 2019. ThePhonological Interference in Pronouncing the

English Sound by Buginese Students on the Third Semester English Education

Department at Makassar Muhammadiyah of University (A Descriptive-

qualitative Research).Pada Skripsi Departemen Pendidikan Bahasa Inggris,

Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar,

dibimbing oleh Radiah Hamid dan Ratu Yulianti Natsir.

Tujuan dari penelitian ini untuk mengetahui gangguan fonologis yang

terjadi dan faktor-faktor yang menyebabkan gangguan dalam pengucapan bunyi

bahasa Inggris pada bunyi vokal dan diftong oleh Mahasiswa Bugis pada

Semester Ketiga di Universitas Muhammadiyah Makassar.

Penelitian ini menggunakan Metode Deskriptif-kualitatif dan

menggunakan Teknik Purposive Sampling dengan Kriteria Inklusi.Responden

terdiri dari 10 mahasiswa Bugis Jurusan Pendidikan Bahasa Inggris Semester Tiga

di Universitas Muhammadiyah Makassar.Data dikumpulkan melalui rekaman

audio dan menggunakan teknik wawancara.

Hasil penelitian ini menunjukkan gangguan yang terjadi pada Mahasiswa

Bugis Semester Ketiga adalah substitusi.Ada 52 jenis gangguan yang dilakukan

oleh siswa Bugis dalam mengucapkan bunyi bahasa Inggris yang terdiri dari 23

vokal dan 29 diftong.Faktor utama yang berkontribusi terhadap gangguan bahasa

adalah Faktor Interlingual seperti kurangnya pengetahuan tentang fonologi siswa,

kurang praktik dalam mengucapkan kata bahasa Inggris, kesulitan mengenali

simbol fonetik dan terbatasnya kosa kata dari bahasa target yang dikuasai oleh

siswa.Peneliti menyimpulkan bahwa siswa perlu berlatih lebih banyak dalam

berbicara bahasa Inggris dengan kehidupan sehari-hari mereka, sehingga mereka

dapat mengucapkan setiap kata dengan benar berdasarkan pengucapan bahasa

Inggris yang baik.

Kata Kunci: Gangguan Fonologis, Bahasa, Bugis, Vokal, Diftong.

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ACKNOWLEDGEMENTS

Alhamdulillahi Rabbil Alamin, all praises be to Allah SWT, the Lord of

this universe. Researcher expresses her highest gratitude to Allah SWT for the

love, blessing, mercy, help and health to the researcher in finishing this research.

Peace and blessing be upon our prophet Muhammad SAW, his family,

companions, and his faith followers till the end of the world.

Alhamdulillah by the grace of Allah the highest, the researcher could

finish her thesis after long hard effort of writing. Thus, she would like to express

her greatest gratitude to her beloved parents MuhammadBintang and Darnawati

who always pray, support, and motivate her of every part of her life especially in

doing this research. During the writing of this thesis, the researcher received a lot

of help from a number of people. She realized that this thesis could never be

completed without their generous help, support, advice and prayers. It would be

an honor for researcher to express herdeepest appreciation to:

1. Prof. Dr. H. Abd Rahman Rahim SE., MM. as the rector of Makassar

Muhammadiyah University.

2. Erwin Akib M.Pd.,P.Hd as the Dean of FKIP also for his signature,

support and motivation during her study at UNISMUH.

3. Ummi Khaerati Syam, S.Pd, M.Pd the head of English Department of

FKIP also for her signature, support and motivation.

4. Researcher most profound and sincere thanks and appreciation is due to

her first supervisor Dra. Radiah Hamid, M.Pd. and to her second

supervisor Ratu Yulianti Natsir, S.Pd., M.Pd. Who patiently guided and

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assisted her to finish this thesis by giving suggestions, motivation, and

correction since the proposal until this thesis finished.

5. All lecturers who have taught her and all staff of FKIP and especially staff

of English Education Study Program.

6. The Students Third Semester English Education Department 2017 of FKIP

UNISMUH Makassar.

7. Her big family who always gives inspiration and motivation to continue

her study.

8. Special thanks go to her motivator Dian Hera Utami and her beloved

friendsfor the critics, suggestion and especially the unforgettable days,

they are: Herawati,Siti Aisyah, Siti Hajar Martina, Nurlinda, Tasmaniar

Taiyeb, Emilia Sianti, Sam Pravita Sari, Khairunnisa, Rika Afraini,

Khadijah, Wiranggi Wahidin, Mirdawaty and all member of Class C

whose name cannot be mentioned one by one.

9. Thanks to all her friends in Magang III, ISEH, TKJ 1, and P2K 2019.

Finally, the researcher realizes that this thesis has some weakness and

shortage. Thus, she would be grateful to accept any suggestions and corrections

from anyone for better writing.

May the Almighty bless us now and forever, and this thesis can be useful,

Aamiin ya Rabbal alamin.

Makassar, November 2019

Sri Arna Nengsi

xii

TABLE OF CONTENTS

Page

COVER ............................................................................................................i

LEMBAR PENGESAHAN ..............................................................................ii

APPROVAL SHEET .......................................................................................iii

COUNSELLING SHEET ................................................................................iv

SURAT PERNYATAAN .................................................................................v

SURAT PERJANJIAN ....................................................................................vi

MOTTO AND DEDICATION ........................................................................vii

ABSTRACT .....................................................................................................viii

ACKNOWLEDGMENTS ...............................................................................x

TABLE OF CONTENTS .................................................................................xii

LIST OF TABLES ...........................................................................................xiv

LIST OF FIGURES .........................................................................................xv

LIST OF APPENDICES ..................................................................................xvi

CHAPTER I INTRODUCTION

A. Background ................................................................................1

B. Research Question ......................................................................4

C. Objective of the Research ...........................................................4

D. Significance of the Research .......................................................4

E. Scope of the Research .................................................................5

CHAPTER II REVIEW OF RELATED LITERATURE

A. Previous Findings ........................................................................7

B. Some Pertinent Ideas ...................................................................10

1. The Concept of Contrastive Analysis ...............................10

2. The Concept of Interference.............................................11

3. First Language .................................................................14

4. Factors that Cause Language Interference ........................15

5. Vowel and Diphthong Sounds..........................................16

C. Conceptual Framework ...............................................................26

CHAPTER III RESEARCH METHOD

A. Research Design .........................................................................27

B. Research Setting .........................................................................28

C. Instrument of the Research ..........................................................28

D. Procedure of Data Collection ......................................................29

E. Technique of Data Analysis ........................................................29

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CHAPTER IV FINDINGS AND DISCUSSION

A. Findings ......................................................................................31

1. The Phonological Interference Occurred in

2. Pronouncing English Sound by Buginese Students ........32

Factors that Causes the Interference Occurred in

Pronouncing English Sound by Buginese Students ........47

B. Discussion ..................................................................................49

1. The Phonological Interference Occurred in


2. Factors that Causes the Interference Occurred in


CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ..................................................................................53

B. Suggestion ..................................................................................54

BIBLIOGRAPHY

APPENDICES

CURICULUM VITAE

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LIST OF TABLES

Number Pages

4.1 The phonological interference in pronouncing vowel sound by S1 32

4.2 The phonological interference in pronouncing diphthong sound by S1 33



















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LIST OF FIGURES

Number Page

2.1 English Vowel Chart 19

2.2 Diagram of the Total Number of Diphthong 21

2.3 Buginese Vowel Sound 24

2.4 Buginese Diphthong Sound 25

2.4 Conceptual Framework 25

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LIST OF APPENDICES

APPENDIX A Instrument Text in Pronounce English Sound

APPENDIXB Key Answer of Instrument Text in Pronounce English

Sound

APPENDIXC Total Correct and Incorrect Students in Pronouncing Vowel

and Diphthong Sounds

APPENDIXD List Name of the Participants

APPENDIXE Results of Students Pronunciation

APPENDIX F Instrument of Interview

APPENDIX G Result of Student Interview

APPENDIX H Documentations

CHAPTER I

INTRODUCTION

This chapter consists of background, research questions, objective of the

research, significance ofthe research and scope of the research.

A. Background

Every country has their language to communicate. Language is a

system of sound symbols that humans use in communicating with others. As

we know, language consists of words or sets of words. One of the language

is used from several thousand languages in many countries is English

because it is international language. Selinker as cited in Utami (2017) states

that when language learners or a speaker try to learn a second language,

their habits in the first language will affect with the pronunciation of the

target language.The resulting pronunciation differs from native speakers,

but both will always try to convey the same meaning. The difference is the

sound that results from second language learning that influence of mother

tongue.

For some foreign language learners, pronunciation is the most

important thing to learn because error pronunciation will have consequences

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that can change the meaning of a word delivered.Therefore, to avoid these

errors it is necessary to know what kinds of interference occur that can

affect the foreign language learners' first language in pronouncing English

sounds.

English sounds divided into two parts namely consonant and vowel.

Vowel is the production of sound whose air flow does not encounter

obstacles while consonant is a sound made by a cover or narrowing in the

vocal tract so that the air flow is completely or limitedly blocked by audible

friction (Sinulingga, 2016). In this study, researcher will only focus on

vowel and diphthong sounds, because based on observations the researcher

found that there were still many English students who did not pronounce the

several English vowel and diphthong words correctly because of the

interference from their first language especially Buginese. For example the

word late /leɪt/ pronounced/let/and word stay/steɪ/ pronounced

/stʌɪ/.Buginese is one of the many regional languages found in South

Sulawesi that still holds a variety of linguistic problems that are challenging

to study. One of them is about language errors due to the occurrence of

Buginese interference against foreign languages (Saharuddin, 2016: 78).

Weinrich as cited in Syarifah (2017) states language interference is the

situation when the person uses rule from their first languages involved to the

second language as a result on the language contact on both languages.

Problems that are Indonesian learners often face in learning English are

language factors that arise from the interference of their first language.

Interference happens whenthe speaker uses second language and ones which

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is interfered into first language or mother tongue.English learners are often

influenced by their first language or mother tongue. However, both

languages can affect each other in the aspect of syntactic, morphology and

phonology. Phonology is the field of linguistics that investigates the sounds

of language according to their function (Kridalaksana, 1982). Phonology

can interpret as part of the language order that study the sounds of language.

Phonological differences between English and Indonesian often cause

difficulties. They may be able to speak with correct grammar and lexicon,

but the intonation is still in Indonesian.

Based on observations from researchers in the classroom and in the

surrounding environment, researchers got differences in English

pronunciation by Buginese students from various regions in South Sulawesi,

especially in English students at Makassar Muhammadiyah ofUniversity.

Then the researcher did research on English students in the third semester,

because based on the opinion of researcher, third semesters students are still

new or beginners are the best targets for conducting a study because they

still have strong influence from their first language, also they are learn about

phonology in third semester. Therefore, researcher conducted a study

entitled: The Phonological Interference in Pronouncing the English Sound

byBuginese Students on theThird Semester English Education Department

at Makassar Muhammadiyah of University.

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B. Research Question

Based on the explanation above, the researcher focused on the

interference of Buginese students and the research question were formulated

as follows:

1. What the interference occurs in pronouncing English sounds by

Buginese Students Third Semester at UNISMUH?

2. What factors affect the pronunciation interference in pronouncing

English sounds by Buginese Students Third Semester at UNISMUH?

C. Objective of the Research

In accordance with the research question above, the objectives of the

research were to find out:

1. The interference phonological occurs in pronouncing English sounds by

Buginese Students Third Semester at UNISMUH.

2. The factors interference phonological in pronouncing English sounds

byBuginese Students Third Semester at UNISMUH.

D. Significance of the Research

The researcher hopes this research is useful practically and

theoretically for:

a) English Students

The research can provide information that can help students or

English learner in understanding the pronunciation of English sounds

correctly. Also for avoid and reduce the interference phonological of

Buginese students.

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b) Lecturers or Educators

The researcher expect in this study can help to develop English

learning process, especially in the field of phonological system of

English. The problem of mastering English pronunciation can be solved

by knowing about phonological language system.

c) Next Researchers

In this study, the researcher expected to be able provide

information or contribute to other researchers, so that next researchers

can use the results of this study as a reference and comparison with

other similar studies of the first language phonological interference in

the pronunciation of English sounds.

E. Scope of the Research

The scope of this research is limited to find substitution of

phonological interference that happened from Buginese to English and to

find the factor causes phonological interference of Buginese students from

various regions in Makassar Muhammadiyah of University. Buginese here

not determined in specific areas, because every Buginese student from

various regions has characteristics in pronouncing wordand a jaw of person

in pronouncing word is not always the same or different and the samples in

this research were Buginese students in South Sulawesi. In this study,

researcher only focus on vowel and diphthong sounds; vowel /ʊ/, vowel /æ/,

vowel /ɜ:/, vowel /ɔ:/, vowel /ʌ/, vowel /ɒ/,diphthong/eɪ/, diphthong/ɑʊ/,

diphthong /əʊ/,diphthong /eə/, diphthong/ʊə/, diphthong/ɪə/.The research

target is English Students in the Third Semester English Education

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Department at Makassar Muhammadiyah of University during the

Academic Year 2019/2020.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This part deals with some pertinent ideas consisting of previous findings,

some pertinent ideas, concept related to this study and conceptual framework.

A. Previous Findings

A number of researcher had conducted researches related to the

interference of first language to second language or target language. There

were some previous related study that supported this research. Some of

them were presented as follows:

1. Utami (2017) in her thesis entitled The Phonological Interference of

Students’ First Language in Pronouncing English Sound concluded that

there are 46 kinds manner articulation that students made when they

pronounced English sound consist of 32 vowels and 14 consonants. The

factor was interlanguage transfer, some of the students have known

about the rules but sometimes they forgot to applied it when produced

the English sounds.

2. Pratama (2017) in his research entitled Error Analysis on Diphtong

Sound Pronounced by Fourtheenth Semester Student in English

Department UIN Sunan Kalijaga focused on the error analysis in the

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diphthongs sound by forth semester English students in UIN Sunan

Kalijaga. He concluded that there are 66 wrong words when student

speak, because of the difficulty of students in pronouncing a second

language. This condition is called Intralingual Error or they have

difficulties in second language when pronouncing diphthong words.

The result of psychological factors is students’ intelligence does not

effect of their pronunciation.

3. Syarifah (2017) in her thesis entitled Phonological Interference In The

Spoken English Performed By Japanese Speaker In Teaching Process

Of “Mind Your Language Video” found that there are four types of

phonological disorders that occur in Japanese speakers who speak

English in the Mind Your Language video. Those were, (1) the

existence of distinction phonetic systems so as to produce production

errors, this is also called phoneme differentiation; Japanese speaker

confused to distinguish of sounds /l/ and /r/; (2) there were distinction

only in primary language, this is also referred to as Over-differentiation

of phonemes; Japanese speaker adds a voice /o/ in several English

words; (3) the distinction of reinterpretation occur when different

phonetic systems and different interpretations of the emphasis on a few

secondary words by then producing on error pronunciation; (4) actual

phone substitution occurs when absence of corresponding distinctions

in primary languages consisting of several sound including /ɒ/, /ӕ/, /ʌ/,

/ɵ/, /əʊ/, /ð/, /ə/, /ᴐ:/, /ʊ/, /ɪ/ and /ɜ:/.

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4. Tilman and Nurhayani (2015) in their research entitled Kesalahan

Pengucapan Vokal Depan Bahasa Inggris oleh Mahasiswa Semester I

Universitas Nasional Timor Lorosa’e aimed to describe the

pronunciation errors of front vowels done by the first semester students

of Timor Lorosa’e National University in Timor Leste. The results of

this research show that the pronunciation of native speakers of students

and Portuguese front vocals in English is different from the standard

spoken by native English speakers. Problems that occur in this study are

caused by sound and grammatical disorders that affect the

pronunciation of students' English vocals. Based on the results of this

study, they concluded that students still have problems in pronouncing

English vowels because they are influenced by the Portuguese

pronunciation system.

From the findings that have been explained above, the researcher

interprets that most students’ error can be due to their L1 transfer. A

researcher found that language students having interference in their

phonology, morphology and syntax. Summarily, that L1 has the potential to

have a big influence on language students who will have an impact on the

English production.

The researcher proposed a difference between the studies mentioned.

Because the study above focuses on pronunciation disorders in consonant

sounds, mispronunciation on the vowel front in English, interference in their

phonology, morphology and syntax. And in this research,researcher focused

on phonological interference in several symbol on vowel and

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diphthongsounds. Buginese is known as the largest tribe in South Sulawesi.

Particularly,the interference of students pronunciation from Buginese to

English.

B. Some Pertinent Ideas

1. The Concept of Contrastive Analysis

In Indonesia, English is generally learned at school, sometimes

giving difficulties to students because this language is a foreign

language in this country.Linguists have developed a Contrastive

Analysis Approach to assist students in learning a foreign language and

allow students to compare two languages so they are easy to describe

language similarities and differences. Contrastive analysis has

beenregarded as main pillars in the domain of second or foreign

language acquisition especially in Indonesia.

Contrastive Analysis of two languages in question: L1 and L2,

pointing at the specific features of each language system (in its major

areas: phonology, morphology, lexicology, syntax, text analysis) helps

in the process of anticipation of possible difficulties with the L2

learners. A part of the difficulties can be attributed to the mother tongue

(first language) interference (Kardaleska, 2006).Tarigan as cited in

Listiani (2013) argues that Contrastive Analysis is an activity of

comparing the structure of two languages - first language (B1) and

second language (B2) - to find differences that exist in both languages.

Linguistic state of language that has been mastered by the learner,

influences the process of acquiring the language learned or trying to

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master it. There is this theoretical assumption that there will be transfers

in learning: in the case of the Service Level Agreement, this means the

transfer of elements obtained (or eliminated) at L1 to the target L2.

Transfers are called positive (or facilitating) when the same structure is

suitable in both languages, and transfers are called negative (or

interfering) when the L1 structure is used inappropriately in L2 (Utami,

2017).

Based on the explanation above, researcher concluded the definition

of Contrastive Analysis is a systematic learning from the language part

to analyze the similarities and differences with the assumption of

different elements between the first language and the target language

(second language).

2. The Concept of Interference

a) Language Interference

Language interference is one of the current problems in

learning a foreign language, because the influence from the first

language to the second language. Therefore, it was necessary to be

known what the causes and it can be given handling in minimizing

the problem.

Suwito (1983: 55) explained that interference may occur in

the in all the linguistic component, such as grammar, sentence, the

words and the meaning. Skiba (1997) stated that interference can

see as transferring elements from one language to another at

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various levels including phonological, grammatical, lexical and

orthographic. Dulay, et. al. as citedin Wahyuni (2016) defined

interference as the automatic transfer, due to habit, of the surface

structure of the first language onto the surface of the target

language.Interference is negative transfer because the transfer is

the influence resulting from similarities and differences between

the target language and any other language that has been

previously acquired (Muhyidin, 2016). Based on the explanation of

some of the experts above,researcher concluded that the language

interference is the presence of the influence of automatic transfer

or foreign languages against native language either from the

components of phonological, grammatical, lexical or orthography.

b) Phonological Interference

According to Weinrich as cited in Lubis (2014) the

phonological interference occurs at the level of the sound. The

type of this interference occurs when a person utters phonemes in

a foreign language. He also divided interference into three types;

they are phonic interference (phonological interference),

grammatical interference and lexical interference. He said that

phonological interference is also called the interference of sound.

Berthold,et.al.as cited in Skiba (1997) defined the

phonological interference is the various items from the first

language that affect the second language.Phonological interference

can occur when there are different phonological rules active in both

13

languages. When speaking English, students will tend to use

similar sounds in their language systems that they often use to

replace those sounds (Syarifah, 2017).

As have been explained above, researcher concluded that

second language learners tend to make mistakes when they

produce the target language. One source of the errors is

interference. That is the use of mother tongue patterns or rule in

producing the target language. The mistakes that learners second

language make not only in grammar and vocabulary but also in

phonology. Based on this explanation, phonological interference

can be defined as an error in producing the sound of the target

language caused by transfers or influences from the first language.

c) Types of Interference

There are four main types of interference of contrastive

phonology stated by Hickey (2006);

1) Substitution. At any stage in language acquisition, students

can use existing elements that they do not have. For example

the sound that has been obtained is used on the sound that has

not been obtained; [w] for [r] in English as [rein] to [wein].

2) Over- and under- differentiation. Over-differentiation that

there are several sounds in the first language which

transferred to produce into the second language. For instance,

in the contact of Schwyzertutsch, in the interpretation of

/'lada/ pronounced as /'la d﮲a/ by Schwyzertutsch.

14

3) Under- phoneme differentiation occurs when two sounds

from a secondary system whose counterparts are not

differentiated in the primary system. There are two sounds in

the second language counterparts but in the first language

here is no difference that makes speakers confused. For

example: Romansh speaker confusion about /y/ and /i/.

4) Over-indulgence and under-representation. This is scalar

phenomena, the structure used in the second language is not

wrong, but statistically not the same with the native speakers

of this language. For example Ihave many books for I’m

having many books. Over-indulgence is common for second

language speakers to have a limited range of synonyms. The

structure used by students repeatedly in foreign languages

because they have no broad alternatives.

3. First Language

A person's first language is part of his identity. First language or

mother tongue (also known as arterial language or L1) is a language

that has been exposed to someone since birth (Wikipedia). In some

countries first language or mother tongue refers to a person's group or

ethnic language. Statistics Canada defines mother tongue as "the first

language learned at home in childhood and still understand by

individuals”. L1 has a role that can support the learning process in

foreign language classes.

15

First language used in South Sulawesi were fourethnic groups

namely Buginese (70%), Makassarese (25%), Torajarese (2,5%) and

Mandarese (2,5%).Buginese is included in the Austronesian language

family, spoken in Indonesia in the South Sulawesi Region with a total

of 4 million speakers. Buginese in South Sulawesi which is spread in

parts of Maros Regency, some in Pangkep Regency, Soppeng Regency,

Wajo Regency, Bone Regency,Barru Regency, Pare-pare City, Pinrang

Regency, part of Enrekang Regency, some Majene Regency, Luwu

Regency, Sidenrengrappang Regency, Sinjai Regency, Bulukumba

Regency, and Bantaeng Regency (Sidauruk, 2017).

4. Factors that Cause Language Interference

Lott as cited in Utami (2017) defines interference is an errors in the

used of second language students that can be traced back to first

language or mother tongue. In other words, language learners use the

structure of the first language into the target language. According to

Lott as cited in Utami (2017) there are three factors that cause language

interference as follows:

a. The interlingual factor. Transfer between languages is an important

resource for language learners. This concept comes from

contrastive analysis of behavioristic school of learning. This

emphasizes negative interference from mother tongue as the only

source of error. This type of error results from the negative transfer

of the first language rules for the target language system.

16

b. The over extension of analogy. In general, students incorrectly use

vocabulary caused by the similarity of elements between the first

language and the second language, e.g. the use of cognate words

(the same form of words in two languages with different functions

or meanings). Examples are the use of moon and months.

Indonesian students can make the mistake of using the month to

say the moon in space.

c. Transfer of structure. There are two types of transfer according to

Dulay et.al. (1982: 101), Positive and negative transfer. Negative

transfers are errors that occur as a result of old habits of behavior

that are different from those of new behavior. Conversely, positive

transfer is the correct speech because of the same structure of the

first language and second language, whereas interference occurs

because of the negative transfer of the native language.

5. Vowel and Diphthong Sounds

English vocals divided into two main types, namely vowels and

diphthongs. Vowels do not indicate changes in quality as in the words:

pit, set, cat, dog, put, and the first vowel on word suppose. Diphthongs

are vowels that show a change in quality in one syllable (buy, say, cow,

go, ice and boy).

A vowel is one of the two principal classes of speech sound, the

other being a consonant. Vowel divided into two types, namely short

vowel and long vowel. McCully as cited in Marifatika (2015)

17

definesShort vowel is a simple (non-complex) vocalic segment

occurring within the nucleus of a syllable. Long vowels are vowels

associated with two X-slots within the syllabic nucleus. Examples

include /i:/ (/hi:d/, heed) and /ɔ:/ (/hɔ:l/, hall).

Diphthong sound is that consist of movement from one vowel to

another. In the diphthong the first part is longer and stronger than the

second part; for example, most of the diphthongs (as in the word 'Eye',

'I') consist of vowels, and only about the last quarter of the diphthong

that glides on me becomes real. When the movement occurs, the

loudness of the sound is reduces. As a result, the part is shorter and

quieter. English students must always remember that the last part of

English diphthong cannot be made too strong (Roach, 2009).

a. The Classification of Vowels Sound

Vowels classification based on Ba'dulu (2009) as

follows:

1) Front vowels are vowels produced in the front part of the

mouth. They are: /i:/, /ɪ/, /e/, /æ/.

2) Central vowels are vowels produced in the central part of

the mouth. They are: /ɜ:/, /ə/, /ʌ/, /ɑ:/.

3) Back vowels are vowels produced in the back part of the

mouth. They are: /ɒ/, /u:/, /ʊ/, /ɔ:/.

Based on the height of the tongue in the mouth:

1) High vowels are vowels produced with the tongue high in

the mouth. They are: /i:/, /ɪ/, /u:/, /ʊ/.

18

2) Mid vowels are vowels produced with the tongue is

neither raised nor lowered. They are: /e/, /ɜ:/, /ə /, /ʌ/.

3) Low vowels are vowels produced with lowered tongue.

They are: /æ/, /ɑ:/, /ɔ:/, /ɒ/.

Based on whether the lips are round or unrounded:

1) Round vowels are vowels produced with the rounding of

the lips. They are: /u:/, /ʊ/, /ɔ:/, /ɒ/.

2) Unround vowels are vowels produced without the

rounding of the lips. /i:/, /ɪ/, /e/, /ɜ:/, /ə/, /ʌ/ /æ/, /ɑ:/.

Description vowel sounds:

1) /ɑ:/ = the back of the tongue is fully open and no contact

between the side of the tongue and the upper molar. The

tip of the upper tongue behind the lower teeth and lips in a

neutral position.

2) /ʌ/ = the middle of the tongue is fully open, the jaw is far

apart and the lips are open neutral and the tip of the tongue

is behind the lower teeth.

3) /ɔ:/ = the lips are rounded but not full, the back of the

tongue is raised between the half-open and half-close

position, this is considered a relatively long vowel.

4) /ɒ/ = the back of the tongue is raised above, the position is

half open, no contact is made between the tongue and the

upper molars and the tip of the tongue is behind the lower

teeth

19

5) /i:/ = the front part of the tongue is raised, the lips are

spread out, the tongue is firm with the rim making strong

contact with the upper molar. Jaw is open from narrow to

medium.

6) /ɪ/ = the part of tongue used to produce it is the front of the

tongue connected to the palate, the position of entire

tongue is relatively high in the mouth, make it a closed

vowel and lips spread widely.

7) /u:/ = the lips are round or medium and the jaw is narrow,

strong contact is made between the tongue and the upper

molar; the tip of the tongue is behind the lower teeth. Lips

tend to be round.

8) /ʊ/ = the part of the tongue is lifted up with a half closed

position close to the center from back, the lips are

rounded, the tip of the tongue is behind the lower teeth.

9) /e/ the front of the tongue is raised and the rim may make

contact with the upper molar, the lips spread slightly wider

and the tongue is tighter than /ɪ/.

10) /ɜ:/ = the center of the tongue is raised between the half-

open and half-close position, this phoneme is central and

pronounced with unrounded lips. The opening of the jaws

is narrow.

20

11) /æ/ = the position of the front of the tongue is half-open

and raise, the lips open neutral, the side rim makes contact

with the upper and back molar.

12) /ə/ = the tongue is raised between the half-open and half-

closed position, the lips in a neutral position, the tip of the

tongue is behind lower teeth. This is a relatively short

vowel sound and is never spoken in a depressed position.

In the following, all the vowels mentioned above are put

into vowel chart, it easy to describe and name them.

Figure 2.1 English Vowel Chart

b. The Classification of Diphthong Sound

Based on Roach (2009) there are two classification of

diphthong sound, centering and closing diphthongs:

a. Centering Diphthongs

The centring diphthongs glide towards the (schwa)

vowel, as the symbols indicate.

1) /ɪə/= Example words: beard, weird, fierce. The

starting point is a little closer than /ɪ/ in bit, bin,

21

2) /eə/= Example words: aired, cairn, scarce. This

diphthong begins with a vowel sound that is

more open than the /e/ of get, men.

3) /ʊə/ = Example words: moored, tour, lure). For

speakers who have this diphthong, this has a

starting point similar to in put, pull. Many

speakers pronounce /ɔː/ instead.

b. Closing Diphthongs

1) /eɪ/= Example words: paid, pain, face. The

starting point is the same as the /e/ of get, men.

2) /aɪ/= Example words: tide, time, nice. This

diphthong begins with an open vowel which is

between front and back; it is quite similar to the

of the words cut, bun,

3) /ɔɪ/= Example words: void, loin, voice. The first

part of this diphthong is slightly more open than

in ought,born.

4) /əʊ/ = Example words: load, home, most. The

lips may be slightly rounded in anticipation of

the glide towards, for which there is quite

noticeable lip-rounding.

5) /aʊ/ = Example words: loud, gown, house. This

diphthong begins with a vowel similar to /aɪ/.

Since this is an open vowel, a glide to would

22

necessitate a large movement and the tongue

often does not reach the u position. There is

only slight lip-rounding.The movement in /ʊ/

diphthong is not a large one, because the second

part of the diphthong is weak.

The total number of diphthongs is eight. The easiest way

to remember is in terms of three groups divided as in the

following figure 2.2:

Figure 2.2: Diagram of the Total Number of Diphthong

c. Buginese Vowel and Diphthong Substitution

According to Utami (2017) she finds that there are the

interference of vowel sound substitutions from Buginese

students, they are:

1. /ɔ/ substitutes /ɒ/:the first case of vowel substitution is

vowel /ɔ/ instead of /ɒ/ to utter the nonsense, honor,

involved, of, and blonde.

2. /ə/substitutes /ɪ/: the second case of vowel substitution

is vowel /ə/ instead of /ɪ/ to utter the privet, inflicted,

behind, inflicted and indigeneous.

23

3. /a/substitutes /ɔ/: the students pronounce word called

/kaːləd/ instead of /kɔːld/, word although/aːlˈðəʊ/

instead of /ɔːlˈðəʊ/ and word formeris /ˈfaː.mər/

instead of /ˈfɔː.mər/.

4. /e/ substitutes /æ/: the students use of /e/ to replace /æ/

as happen on the words have, that, chapter, families,

man and land.

5. /ə/ substitutes /ɑ/: the fifth vowel change is the

substitution from vowel /ɑ/ to /ə/. It happen on the

word large, students pronounce /ləːrdʒ/ instead of

/lɑːrdʒ/.

6. /ʌ/ substitutes /e/: vowel /e/ was changing to the

vowel /ʌ/. Student mispronounced in pronounced

word difficulties.

7. /u/ substitutes /ʌ/: the students pronounce a word

culture/ˈkul.turs/ instead of /ˈkʌl.tʃərs/.

8. /e:/substitutes /ɔ:/: the students pronounce a word

small /smeːl/ instead of /smɔːl/.

9. /a/ substitutes /æ/: student mispronounced in

pronounced word character /ˈkar.ʌk.tər/ instead of

/kær.ɪk.tər/ and word families /ˈfam.əl.i:s/ instead of

/ˈfæm.əl.i:s/.

24

10. /i:/substitutes /ɜ:/: student mispronounced in

pronounced word firm /fiːm/ instead of /fɜːm/ and

word her /hiːr/ instead of /hɜːr/.

According to Muhyidin (2016: 211-213) vowel and

diphthong substitution describes as the substitution of the

vowel in a word to another vowel. From the data, he found 4

mistakes substitution of vowel to diphthong sound, they are:

1. /ɪ/ substitutes /ɑɪ/. The studentsuse /ɪ/ to replace /ɑɪ/

as happen on the word campsite, /kæmp. saɪt/ and

/fraɪ.deɪ/.

2. /o/ substitution of /oʊ/. The fourth vowel change is

the substitution from vowel /oʊ/ to /o/ the substation

occurs on word middle position of the word home

pronounced as /hom/ instead of /hoʊm/.

3. /ɪ/ substitutes /ɪə/. The seventh pronunciation error

of the English vowel is the substitutesof diphthong

/ɪə/ to replace the vowel /ɪ/.

4. /ʌ/ substitutes /eɪ/.The eight mispronunciation of

vowel anddiphthong substitution happen on the

word stay which should be pronounced as /steɪ/.

25

Figure 2.3 Buginese Vowel Sound (Sidauruk: 2017)

Sidauruk (2017: 9) in his research concluded that in Buginese

there are two phonemes of diphthongs /ai/ and /ui/. The diphthong

distribution is displayed in the diphthong chart below:

Figure 2.4 Buginese Diphthong Sound (Sidauruk: 2017)

26

C. Conceptual Framework

The conceptual framework of this research is given in the following

diagram.

The Conceptual framework above explained the process that

researchers did to obtain the result. Researcher identified phonological

interference on English pronunciation of students from first language

(Buginese) to second language (English). Researcher focused on identifying

the interference pronunciation on the several symbols from vowel and

diphthong sounds.

Phonological Interference English Pronunciation

Figure.2.5 Conceptual Framework of the Phonological

Interference of Buginese Students' (L1) in Pronouncing English

Sounds (L2).

Buginese (L1) – English (L2)

Vowel Sounds Diphthong Sounds

27

CHAPTER III

RESEARCH METHOD

This chapter deals with the description of research design, research setting,

instrument of the research, procedures of data collection, and techniques of data

analysis.

A. Research Design

The design of this research used Descriptive Qualitative

Method.Descriptive Qualitative Methodis the method of research that

reveals events or facts, phenomena, variables and circumstances that occurs

when the research takes place by presenting what actually happened. The

aims of used a Descriptive-Qualitative Method to find out what is the

interference and factors that causes interference Buginese students in

pronouncing English sounds. Therefore, data collected and explained using

words and not numbers.

28

B. Research Setting and Research Subject

The population of this research was the ThirdSemester Students of

English Education Department atMakassar Muhammadiyah of University

for Academic Year 2019/2020. The researcher collected 10 samples of

Buginese students from various regions Third Semester English Education

Department at Makassar Muhammadiyah of University.Researcher had

several considerations in choosing a sample such as; the students must

Buginese, their first language is Buginese, their parents must be from

Buginese and their daily language is more dominant Buginese. This research

used Purposive Sampling Techniques with Inclusion Criteria. Inclusion

Criteria were sample criteria desired by researcher based on research

objectives.

C. Instrument of the Research

In this research, the researcher used recording techniques and

interview as instruments of collecting data.

1. Recording techniquesis a technique of collecting data by tapping

conversationsor the use of persons’ language (Sudaryanto as cited

in Jaya, 2018).

2. Interview is one technique in collecting data in a research by

debriefing between interviewers and respondent which has purpose

to get certain information. According to Sugiyono as cited in

Mutmainnah (2019) Interview is technique used to collect the data

when the researcher wants to do the study to find out the problems.

29

The researcher used text to read by students. Researcher provided a

list of word and used recording audio to get the data. After the data was

collected through audio recording, the researcher have written the recording

to the orthographic transcription and compared it with the standard phonetic

transcription taken from Oxford English Dictionary (OED) and obtained the

interference. Also the researcher interviewed students concerningwith their

problem to the English pronunciation to answer the second research

question. Interview that used by researchers were unstructured interview,

but researchers have provided guidelines for questions to ask students

relating to the research title.

D. Procedures of Data Collection

The techniques of data collection used in this research wererecording

techniques and interview. The researcher used audio recording to obtain

data relating to the English pronunciation of students. After that, the

researcher made a transcript of students’ error in pronouncing English

sounds especially in vowel and diphthong sounds in the scope of the

research. Also audio recording used to interview the students to get data

about the factor that interference in pronouncing English sounds.

E. Techniques of Data Analysis

To analyze the data, researcher used thetechnique of Sudjana as cited

in Megawati (2018) as following steps:

30

1. Identify the Interference

The researcher listened the recording and identified the

interference by looking for language substitution from Buginese to

English from the students’ pronunciation in reading a list of word

and compared the words pronouncing by students with standard

phonetic transcription from Oxford English Dictionary and got the

substitution of interference that occurs.

2. Describe the Interference

After identifying interference, the researcher explained the

interference that occurs in students' pronunciation by classified into

types or categories such as substitution in vowel and diphthong

sound.

3. Explain the Factor that Cause Interference

The researcher explained the factors and causes of

interference from students in pronouncing English sound,

especially in vowel and diphthong sounds. Researcher interviewed

students and got the factors that made students difficult in

pronouncing English sound, by giving students 12 questions that

have been provided by researchers relating to the research title.

31

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter deals with research findings and discussion. The findings cover the

descriptive answers to the two research questions and discussion reveals the

explanation of the research findings.

A. Findings

Findings were explained in this section based on data analysis collected

by researchers through recording techniques. The findings refer to the research

questions inprevious chapter, namely: 1) What are interference occurs in

pronouncing English sounds by Buginese students? And 2) What is the factor

affect the pronunciation interference in pronouncing English sounds by

Buginese students?

The researcher made a transcript of students' pronunciation in English

vowels and diphthongs sound. The transcription of this study used the Oxford

English Dictionary (OED). Before making a student transcript in pronouncing

the words, the researcher gave the participant's code name as follows:

32

1. The first Student as S1

2. The second Student as S2

3. The third Student as S3

4. The fourth Student as S4

5. The fifth Student as S5

6. The sixth Student as S6

7. The seventh Student as S7

8. The eighth Student as S8

9. The ninth Student as S9

10. The tenth Student as S1

1. The Phonological Interference Occurred in Pronouncing English

Sound by Buginese Students

The data is taken from the pronunciation of students when pronouncing

the words. Researcher used theory of Contrastive Analysis to analyze

mispronounced to the source of interference in pronouncing vowel and

diphthong sound.

Based on the results of the recording of respondents totaling 10 students

who read the instrument text in the form of English vocabulary which

contained 12 English sound consisting of 6 vowels and 6 diphthongs, then the

total overall recorded data of respondent was 36 words.

33

Table 4.1 The Phonological Interference in Pronouncing Vowel Sound

by S1

No Vowels Substitution Words

Correct

Pronunciation

(OED)

Student

Pronunciation

1. /ʊ/ ->/ɔ:/ Nose /nəʊz/ /nɔ:s/

2. /æ/ ->/ʌ/

Campus /kæmpəs/ /kʌmpiʊs/ /ə/ -> /ʊ/

3. /ʌ/ -> /ɔ:/ Double /’dʌbl/ /dɔ:bl/

Table 4.1 showed a list of words that students' mispronounced. The

interference that occurs of S1 pronunciation in the vowel sound was the

change of close-mid back rounded vowel to long rounded open-mid back

vowel (/ʊ/became/ɔ:/) mid central vowel to close-mid back rounded vowel

(/ə/ became /ʊ/) near-open front unrounded vowel to open-mid back

unrounded vowel (/æ/ became/ʌ/)and open-mid back unrounded voweltolong

rounded open-mid back vowel (/ʌ/ became /ɔ:/).

Table 4.2 The Phonological Interference in Pronouncing Diphthong

Sound by S1

No Diphthongs

Substitution Words

Correct

Pronunciation

(OED)

Student

Pronunciation

1. /əʊ/ ->/ɔʊ/

Toe /təʊ/ /tɔʊ/

Coast /kəʊst/ /kɔʊst/

Float /fləʊt/ /flɔʊt/

2. /aʊ/ ->/ɔʊ/ Mouse /maʊs/ /mɔʊs/

3. /ɪə/ -> /i:/ Deer /dɪər/ /di:r/

Clear /clɪə(r)/ /cli:r/

4. /ea/ -> /i:/ Hair /hea(r)/ /hei:r)/

5. /ea/ -> /e/ There /ðea(r)/ /ðe(r)/

Square /skwea(r)/ /skwe(r)/

6. /ʊə/ -> /u:/

Manicure /mænikjʊə(r)/ /mænikju:(r)/

Secure /sɪ’kjʊə(r)/ /sɪ’kju:(r)/

Europe /jʊərəʊp/ /ju:rɔ:p/

34

Table 4.2 described a list of words that students' mispronounced. The

interference that occurs of student pronunciation in the diphthong sound was

the change of diphthong to diphthong (/əʊ/to/ɔʊ/ and /aʊ/to/ɔʊ/) and

diphthong to vowel (/ɪə/ became /i:/, /ea/ became /i:/, /ea/ became /e/,

/ʊə/became /u:/and /ʊə/became /ɔ:/). From 36 words provided, S1

mentioned 21 words correctly and 15 words that have substitution. In the

vowel there were 3 words and 12 words ofdiphthong.

Table 4.3The Phonological Interference in Pronouncing Vowel Sound

by S2


Correct

Pronunciation

(OED)

Student

Pronunciation

1. /ʊ/ ->/ɔ:/ Doubt /daʊt/ /dɔ:bt/

Nose /nəʊz/ /nəɔ:s/

2. /ə/ ->/ʊ/ Campus /kæmpəs/ /kæmpʊs/

3. /ɜ:/ -> /ɔ:/ Fur /fɜ:(r)/ /fɔ:(r)/

Word /wɜ:d/ /wɔ:d/

4. /ɜ:/ -> /ɪ:/ First /fɜ:st/ /fi:rst/

5. /ɔ:/ -> /ɒ/ Bought /bɔ:t/ /bɒθ/

Taught /tɔ:t/ /tɒgθ/

6. /ʌ/ -> /e/ Cup /kʌp/ /kep/

7. /ʌ/ -> /u:/ Stuck /stʌk/ /stu:k/

8. /ɒ/ -> /e/ Got /gɒt/ /get/

Table 4.3 was presented a list of words that students' mispronounced.

The interference that occurs of student pronunciation in the vowel sound

was the change of close-mid back rounded vowel to long rounded open-mid

back vowel (/ʊ/became/ɔ:/)mid central vowel to close-mid back rounded

vowel (/ə/ became /ʊ/)long unrounded open-mid central vowelto long

rounded open-mid back vowel and long unrounded high front vowel(/ɜ:/

became /ɔ:/ and /ɪ:/) long rounded open-mid back vowel to open back

rounded vowel (/ɔ:/became /ɒ/) open-mid back unrounded vowel to close-

35

mid front unrounded vowel and long rounded high back vowel (/ʌ/became

/e/ and /u:/) and open back rounded vowel to close-mid front unrounded

vowel (/ɒ/became /e/).

Table 4.4The Phonological Interference in Pronouncing Diphthong

Sound by S2

No Diphthongs

Substitution Words

Correct

Pronunciation

(OED)

Student

Pronunciation

1. /eɪ/ -> /e:/ Brave /breɪv/ /bre:v/

2. /eɪ/ -> /ɔ:/ Sale /seɪl/ /sɔ:l/

3. /əʊ/ -> /ɔ:u/ Toe /təʊ/ /tɔ:u/

4. /əʊ/ -> /ɔ/ Coast /kəʊst/ /kɔast/

5. /əʊ/ -> /c:/ Float /fləʊt/ /flɔ:t/

6. /aʊ/ -> /oʊ/ Around /ə’raʊnd/ /ə’roʊnd/

7. /aʊ/ -> /ɔ:/ Mouse /maʊs/ /mɔ:s/



9. /ea/ -> /eɪ/ Hair /hea(r)/ /heɪr/

10. /ea/ -> /i:/ There /ðea(r)/ /ðri:(r)/

11. /ea/ ->/ʊa/ Square /skwea(r)/ /skʊa(r)/

12. /ʊə/ -> /ɪ/ Manicure /mænikjʊə(r)/ /mæni:kɪ(r)/

13. /ʊə/ -> /ʊ/ Europe /jʊərəʊp/ /eʊroʊp/

Secure /sɪ’kjʊə(r)/ /sekjʊ(r)/

Table 4.4 showed a list of words that students' mispronounced in

diphthongs sound. The interference that occurs of student pronunciation in

the diphthong sound was the change of diphthong to diphthong sound (/aʊ/

to /oʊ/, /ea/ to /eɪ/, /ea/ to/ʊa/) and diphthong to vowel sound (/əʊ/ become

/ɔ:/,/əʊ/ become /ɔ/, /eɪ/became /e:/, /eɪ/became /ɔ:/, /əʊ/ became /ɔ:/,/aʊ/

became /ɔ:/, /ɪə/ became /i:/, /ea/ became /i:/, /ʊə/ became /ɪ/, /ʊə/ became

/ʊ/). From 36 words provided, S2 mentioned 9 words correctly and 27

words that have substitution. In the vowel there were 11 words and 16

words ofdiphthong.

36


by S3


Correct

Pronunciation

(OED)

Student

Pronunciation

1. /ʊ/ ->/ɔ:/ Doubt /daʊt/ /dɔ:t/

Nose /nəʊz/ /nɔ:s/


3. /ɜ:/ -> /ɔ:/ Fur /fɜ:(r)/ /fɔ:(r)/


4. /ɔ:/ -> /ɑ:/ Saw /sɔ:/ /sɑ:w/

5. /ɔ:/ -> /aʊ/ Taught /tɔ:t/ /taʊθ/


interference that occurs of student pronunciation in the vowel sound was the


vowel (/ʊ/became/ɔ:/), mid central vowel to close-mid back rounded vowel

(/ə/became/ʊ/), long unrounded open-mid central vowel to long rounded open-

mid back vowel (/ɜ:/ became /ɔ:/), long rounded open-mid back vowel to open

back unrounded vowel and became diphthong sound (/ɔ:/ became /ɑ:/and/aʊ/).


Sound by S3

No Diphthongs

Substitution Words

Correct

Pronunciation

(OED)

Student

Pronunciation

1. /eɪ/ ->/e/ Sale /seɪl/ /sel/

2. /əʊ/ -> /u:/ Toe /təʊ/ /tu:/

3. /əʊ/ ->/ɔ:/ Coast /kəʊst/ /kɔ:st/

Float /fləʊt/ /flɔ:t/

4. /aʊ/ -> /ɔ:/ Owl /aʊl/ /ɔ:l/




7. /ea/ -> /e:/ There /ðea(r)/ /ðe:r/

8. /ea/ -> /ʊe/ Square /skwea(r)/ /skʊe(r)/

9. /ʊə/ -> /ʊ/ Europe /jʊərəʊp/ /jʊrɔ:p/

37

Table 4.6 was presented to showall types of phonological interference

in pronouncing diphthong sound. The interference that occurs of S3

pronunciation in the diphthong sound was the change of diphthong to

diphthong sound (/ea/ became /eɪ/ and /ʊe/) and diphthong to vowel sound

(/eɪ/became /e/, /əʊ/ became /u:/,/əʊ/ became /ɔ:/,/aʊ/ became /ɔ:/, /ɪə/

became /i:/, /ea/ became /eɪ/ and /e:/, /ʊə/ became /ʊ/). From 36 words

provided, S3 pronounced 18 words correctly and 18 words that have

substitution. In the vowel there were 7 words and 11 words ofdiphthong

sound.


by S4


Correct

Pronunciation

(OED)

Student

Pronunciation

1. /ʊ/ ->/a:/ Doubt /daʊt/ /da:bt/



4. /ɜ:/ -> /ʊ/ Fur /fɜ:(r)/ /fʊr/

5. /ɜ:/ ->/ɔ:/ Word /wɜ:d/ /wɔ:d/

6. /ɔ:/ ->/ʊ/ Saw /sɔ:/ /saʊ/

7. /ɔ:/ -> /ɒ/ Bought /bɔ:t/ /bɒθ/

Taught /tɔ:t/ /tɒgθ/

8. /ʌ/ -> /a:/ Double /’dʌbl/ /da:bl/

9. /ɒ/ ->/ɔ:/ Often /’ɒfn/ /’ɔ:fn/


interference that occurs of S4 pronunciation in the vowel sound was the change

of close-mid back rounded vowel to open back unrounded vowel and long

rounded open-mid back vowel (/ʊ/became/a:/and /ɔ:/), mid central vowel to

close-mid back rounded vowel (/ə/became/ʊ/), long unrounded open-mid

central vowel to close-mid back rounded vowel and long rounded open-mid

back vowel (/ɜ:/ became /ʊ/and /ɔ:/), long rounded open-mid back vowel to

38

close-mid back rounded vowel and open back rounded vowel

(/ɔ:/became/ʊ/and /ɒ/), open-mid back unrounded vowel to open back

unrounded vowel (/ʌ/ became /a:/), open back rounded vowel to long rounded

open-mid back vowel (/ɒ/ became/ɔ:/).


Sound by S4

No Diphthongs

Substitution Words

Correct

Pronunciation

(OED)

Student

Pronunciation

1. /eɪ/ ->/e/ Brave /breɪv/ /bre:v/

Sale /seɪl/ /se:l/

2. /eɪ/ ->/aɪ/ Paint /peɪnt/ /paɪnt/

3. /əʊ/ -> / ɔʊ/ Toe /təʊ/ /tɔʊ/



5. /aʊ/ -> /ɔ:/ Owl /aʊl/ /ɔ:l/

6. /aʊ/ -> /ɔʊ/ Around /ə’raʊnd/ /ə’rɔʊnd/

Mouse /maʊs/ /mɔʊs/

7. /ɪə/ -> /ɪʊ/ Previous /pri:vɪəs/ /prevɪʊs/



9. /ea/ -> /aɪ/ Hair /hea(r)/ /haɪr/

10. /ea/ -> /i:/ There /ðea(r)/ /ði:(r)/

11. /ea/ -> /e/ Square /skwea(r)/ /skwer/

12. /ʊə/ -> /u:/ Manicure /mænikjʊə(r)/ /mænikju:(r)/

13. /ʊə/ ->/ʊ/ Europe /jʊərəʊp/ /eʊrɔ:p/

Table 4.8 was presented the types of phonological interference in

pronouncing diphthong sound. The interference that occurs of S4 pronunciation

in the diphthong sound was the change of diphthong to diphthong sound

(/eɪ/became /aɪ/,/əʊ/became / ɔʊ/, /aʊ/became / ɔʊ/,/ɪə/ became /ɪʊ/,/ea/

became /aɪ/) and diphthong to vowel sound (/eɪ/became /e/, /əʊ/ became

/ɔ:/,/aʊ/ became /ɔ:/, /ɪə/ became /i:/, /ea/ became /i:/ and /e:/, /ʊə/ became/u:/

and /ʊ/). From 36 words provided, S4 pronounced 9 words correctly and 27

39

words that have substitution. In the vowel there were 10 words and 17 words

ofdiphthong.


by S5


Correct

Pronunciation

(OED)

Student

Pronunciation

1. /ʊ/ ->/a:/ Doubt /daʊt/ /da:t/

2. /ə/ ->/a/ Nose /nəʊz/ /naʊs/

3. /ɜ:/ -> /u:/ Fur /fɜ:(r)/ /fu:r/



of close-mid back rounded vowel to open back unrounded vowel

(/ʊ/became/a:/), mid central vowel to open-low front unrounded vowel

(/ə/became/a/), long unrounded open-mid central vowel to long rounded high

back vowel (/ɜ:/ became /u:/).


Sound by S5

No Diphthongs

Substitution Words

Correct

Pronunciation

(OED)

Student

Pronunciation

1. /eɪ/ ->/e/ Sale /seɪl/ /sel/

2. /əʊ/ -> /u:/ Toe /təʊ/ /tu:/



4. /aʊ/ -> /ɔʊ/ Around /ə’raʊnd/ /ə’rɔʊnd/

5. /ɪə/ -> /ɔʊ/ Previous /pri:vɪəs/ /pri:vɔʊs/




8. /ea/ -> /e:/ There /ðea(r)/ /ðe:r/

9. /ea/ -> /eə/ Square /skwea(r)/ /skweə(r)/

10. /ʊə/ -> /ʊ/ Manicure /mænikjʊə(r)/ /mæni:kʊr/

Europe /jʊərəʊp/ /eʊrɔ:p/

11. /ʊə/ -> /e:/ Secure /sɪ’kjʊə(r)/ /skwe:r/

40

Table 4.10 was presented the types of phonological interference in

pronouncing diphthong sound. The interference that occurs of S5 pronunciation

in the diphthong sound was the change of diphthong to diphthong sound (/aʊ/

became /ɔʊ/,/ɪə/ became /ɔʊ/,/ea/ became /eɪ/and /eə/) and diphthong to vowel

sound (eɪ/became /e/,/əʊ/became / ɔ:/ and /u:/, /ɪə/ became /i:/,/ea/became /e:/,

/ʊə/ became /ʊ/ and/ʊə/ became /e:/).S5 pronounced 19 words correctly and

17 words that have substitution from 36 words provided. In the vowel there

were 3 words and 14 words ofdiphthong.


by S6


Correct

Pronunciation

(OED)

Student

Pronunciation

1. /ʊ/ ->/a:/ Doubt /daʊt/ /da:t/

2. /ʊ/ ->/ɔ/ Nose /nəʊz/ /nɔʊs/

3. /ə/ ->/ɪʊ/ Campus /kæmpəs/ /kæmpiʊs/

4. /ɜ:/ -> /u:/ Fur /fɜ:(r)/ /fu:r/

5. /ɜ:/ -> /ɔ:/ Word /wɜ:d/ /wɔ:d/

6. /ɔ:/ -> /aʊ/

Saw /sɔ:/ /saʊ/

Bought /bɔ:t/ /baʊt/

Taught /tɔ:t/ /taʊt/

7. /ʌ/ -> /ʊ/ Stuck /stʌk/ /stʊk/

8. /ɒ/ -> /ɔ/ Knock /nɒk/ /knɔk/

The interference that occurs of S6 pronunciation in the vowel sound was

the change of vowel to vowel and to diphthong sound. Table 4.11 showed the

types of phonological interference of the vowel sound that changed from close-

mid back rounded vowel to open back unrounded vowel and open-mid back

rounded vowel (/ʊ/became/a:/and /ɔ/), long unrounded open-mid central vowel

to long rounded high back vowel and long rounded open-mid back vowel (/ɜ:/

became /u:/and /ɔ:/), open-mid back unrounded vowel to close-mid back

rounded vowel (/ʌ/became /ʊ/) and open back rounded vowel to open-mid

41

back rounded vowel (/ɒ/ became /ɔ/). The vowel sound become diphthong

sound were mid central vowel (/ə/) become diphthong /ɪʊ/ and long rounded

open-mid back vowel (/ɔ:/) become diphthong /aʊ/.


Sound by S6

No Diphthongs

Substitution Words

Correct

Pronunciation

(OED)

Student

Pronunciation

1. /eɪ/ ->/e:/ Sale /seɪl/ /se:l/

2. /əʊ/ -> /u:/ Toe /təʊ/ /tu:/



4. /aʊ/ -> /ɔ:/ Owl /aʊl/ /ɔ:wl/

5. /aʊ/ -> /ɔʊ/ Mouse /maʊs/ /mɔʊs/

6. /ɪə/ -> /ɪʊ/ Previous /pri:vɪəs/ /pervɪʊs/




9. /ʊə/ -> /ʊ/ Europe /jʊərəʊp/ /eʊrɔpa/

10 /ʊə/ ->/u:/ Secure /sɪ’kjʊə(r)/ /sekju:r/

The interference that occurs of S6 pronunciation in the diphthong sound

was the change of diphthong to diphthong sound and diphthong to vowel

sound. Table 4.12 was presented the types of phonological interference in

pronouncing diphthong sound. The changed of diphthong to diphthong sound

(/aʊ/ became /ɔʊ/,/ɪə/ became /ɪʊ/,/ea/ became /eɪ/) and diphthong to vowel

sound (eɪ/became /e:/,/əʊ/became /u:/ and /ɔ:/, /ɪə/ became /i:/,/ʊə/ became /ʊ/

and/u:/).S6 pronounced 14 words correctly and 22 words that have substitution

from 36 words provided. In the vowel there were 10 words and 12 words

ofdiphthong.

42


by S7


Correct

Pronunciation

(OED)

Student

Pronunciation


2. /æ/ -> /ɑ:/ Hat /hæt/ /hɑ:t/


4. /ɜ:/ -> /u:/ Fur /fɜ:(r)/ /fu:(r)/

5. /ɜ:/ ->/ɔ:/ Word /wɜ:d/ /wɔ:d/

6. /ɒ/ -> /ɔ:/ Knock /nɒk/ /nɔ:k/

7. /ɒ/ -> /ɔ/ Often /’ɒfn/ /’ɔften/



of close-mid back rounded vowel to long rounded open-mid back vowel

(/ʊ/became/ɔ:/), near-open front unrounded vowel to open back unrounded

vowel (/æ/ became /ɑ:/), mid central vowel to close-mid back rounded vowel

(/ə/ became /ʊ/), long unrounded open-mid central vowel to long rounded high

back vowel and long rounded open-mid back vowel (/ɜ:/became /u:/ and/ɔ:/)

and open back rounded vowel to long rounded open-mid back vowel and open-

mid back rounded vowel (/ɒ/ becomeɔ:/ and/ɔ/).


Sound by S7

No Diphthongs

Substitution Words

Correct

Pronunciation

(OED)

Student

Pronunciation

1. /eɪ/ ->/e/ Brave /breɪv/ /brev/

Sale /seɪl/ /sel/

2. /əʊ/ -> /u:/ Toe /təʊ/ /tu:/

Float /fləʊt/ /flu:t/


4. /aʊ/ ->/ɔ:/ Owl /aʊl/ /ɔ:wl/

5. /ɪə/ -> /ɪʊ/ Previous /pri:vɪəs/ /pri:vɪʊs/



7. /ea/ -> /i:/ Hair /hea(r)/ /hi:r/

43

8. /ʊə/ -> /u:/ Manicure /mænikjʊə(r)/ /mænɪkju:(r)/

Secure sɪ’kjʊə(r)/ /sekju:r/

9. /ʊə/ ->/ʊ/ Europe / /jʊərəʊp/ /eʊrɔp/

Table 4.14 described a list of words that students' mispronouncedThe

interference that occurs of S7 pronunciation in the diphthong sound was the

change of diphthong to diphthong sound (/ɪə/ became /ɪʊ/) and diphthong to

vowel sound (/eɪ/became/e/, /əʊ/ became /u:/and /ɔ:/,/ɪə/became

/i:/,/ea/became /i:/, /ʊə/ -> /u:/ and /ʊ/). From 36 words provided, S7

pronounced 16 words correctly and 20 words that have substitution. In the



by S8


Correct

Pronunciation

(OED)

Student

Pronunciation


2. /ʊ/ ->/ɔʊ/ Nose /nəʊz/ /nɔʊs/


4. /ɜ:/ -> /ɔ:/ Fur /fɜ:(r)/ /fu:r/


5. /ɔ:/ -> /ʊ/ Saw /sɔ:/ /saʊ/


The interference that occurs of S8 pronunciation in the vowel sound was the

change of vowel to diphthong sound (/ʊ/became/ɔʊ/) and vowel to vowel

sound change from close-mid back rounded vowel to long rounded open-mid

back vowel (/ʊ/became/ɔ:/) and otherwise from long rounded open-mid back

vowel to close-mid back rounded vowel (/ɔ:/became/ʊ/), mid central vowel to

close-mid back rounded vowel (/ə/ became /ʊ/) and long unrounded open-mid

central vowel to long rounded open-mid back vowel (/ɜ:/became/ɔ:/).

44


Sound by S8

No Diphthongs

Substitution Words

Correct

Pronunciation

(OED)

Student

Pronunciation

1. /eɪ/ ->/e/ Brave /breɪv/ /brev/

2. /əʊ/ -> /u:/ Toe /təʊ/ /tu:/

3. /əʊ/ ->/ɔ:/

Coast /kəʊst/ /kɔ:st/


Europe /jʊərəʊp/ /jʊərəɔ:p/

4. /aʊ/ -> /ə/ Owl /aʊl/ /awəl/






(/aʊ/ became /ɔʊ/) and diphthong to vowel sound (eɪ/became /e/,/əʊ/became

/u:/ and /ɔ:/, /aʊ/ became/ə/ became /ɔʊ/). S8 pronounced 23 words correctly

and 13 words that have substitution from 36 words provided. In the vowel there

were 6 words and 7 words ofdiphthong.


by S9


Correct

Pronunciation

(OED)

Student

Pronunciation


Nose /nəʊz/ /nɔ:s/


3. /ɜ:/ -> /u:/ Fur /fɜ:(r)/ /fu:r/

4. /ɜ:/ -> /ɔ:/ Word /wɜ:d/ /wɔ:(r)d/

5. /ɒ/ -> /ɔ:/ Knock /nɒk/ /nɔ:k/

Often /’ɒfn/ /’ɔ:ften/


The interference that occurs of S9 pronunciation in the vowel sound was the

45


vowel (/ʊ/becameand /ɔ:/), mid central vowel to close-mid back rounded

vowel (/ə/became/ʊ/), long unrounded open-mid central vowel to long rounded

high back vowel and long rounded open-mid back vowel (/ɜ:/ became /u:/and

/ɔ:/), open back rounded vowel to long rounded open-mid back vowel

(/ɒ/became/ɔ:/).


Sound by S9

No Diphthongs

Substitution Words

Correct

Pronunciation

(OED)

Student

Pronunciation


2. /əʊ/ -> /ɔʊ/ Coast /kəʊst/ /kɔʊst/

3. /əʊ/ ->/ɔ:/ Float /fləʊt/ /flɔ:t/

Europe /jʊərəʊp/ /jʊərɔ:p/

4. /aʊ/ -> /ɔ:/ Owl /aʊl/ /ɔ:l/

5. /aʊ/ -> /ɔʊ/ Mouse /maʊs/ /mɔʊs/

6. /ɪə/ -> /ɪʊ/ Previous /pri:vɪəs/ /pri:vɪʊs/


8. /ea/ -> /eə/ Square /skwea(r)/ /skweə(r)/

9. /ʊə/ -> /ʊ/ Secure /sɪ’kjʊə(r)/ /sekjʊ(r)/





(/əʊ/ became /ɔʊ/,/aʊ/ became /ɔʊ/, /ɪə/ became /ɪʊ/, /ea/ became /eɪ/ and

/ea/became /eə/)and diphthong to vowel sound (eɪ/became /e:/,/əʊ/became /ɔ:/,

/aʊ/ became/ɔ:/ and /ʊə/ became /ʊ/).From 36 words provided, S9 pronounced

19 words correctly and 17 words that have substitution. In the vowel there were

7 words and 10 words ofdiphthong.

46


by S10


Correct

Pronunciation

(OED)

Student

Pronunciation

1. /ə/ -> /a/ Nose /nəʊz/ /naʊs/

2. /æ/ -> /ʌ/ Campus /kæmpəs/ /kʌmpəs/

3. /ɜ:/ -> /ɪʊ/ Fur /fɜ:(r)/ /fɪʊr/

4. /ɜ:/ -> /ɔ:/ Word /wɜ:d/ /wɔ:rd/

5. /ɔ:/ -> /aʊ/ Saw /sɔ:/ /saʊ/

6. /ɒ/ -> /ɔ:/ Got /gɒt/ /gɔ:t/

The interference that occurs of S10 in pronouncing the vowel sound was

the change of vowel to vowel and to diphthong sound. Table 4.19 showed the

types of phonological interference of the vowel sound that changed from mid

central vowel to open-low front unrounded vowel (/ə/ became /a/),near-open

front unrounded vowel to open-mid back unrounded vowel (/æ/became /ʌ/),

long unrounded open-mid central vowel to long rounded open-mid back vowel

(/ɜ:/became /ɔ:/),open back rounded vowel to long rounded open-mid back

vowel(/ɒ/ became /ɔ:/). The vowel sound become diphthong sound were long

unrounded open-mid central vowel (/ɜ:/) become diphthong (/ɪʊ/)and long

rounded open-mid back vowel (/ɔ:/) become diphthong (/aʊ/).

Table 4.20 The Phonological Interference in Pronouncing Diphthong

Sound by S10

No Diphthongs

Substitution Words

Correct

Pronunciation

(OED)

Student

Pronunciation


2. /əʊ/-> /aʊ/ Toe /təʊ/ /taʊ/

Coast /kəʊst/ /kaʊst/

3. /əʊ/ -> /ɔ:/ Europe /jʊərəʊp/ /jʊərɔ:p/

4. /əʊ/ ->/u:/ Float /fləʊt/ /flu:t/

5. /aʊ/ ->/e/ Owl /aʊl/ /awel/


7. /ɪə/ ->/ɔʊ/ Previous /pri:vɪəs/ /prevɪɔʊs/

8. /ɪə/ ->/i:/ Deer /dɪər/ /di:r/

47


9. /ea/ -> /e:/ Square /skwea(r)/ /skwe:r/

10. /ʊə/ -> /u:/ Manicure /mænikjʊə(r)/ /mʌnɪku:(r)/

Secure /sɪ’kjʊə(r)/ /sekju:r/





(/əʊ/ became /aʊ/, /aʊ/ became /ɔʊ/, /ɪə/ became /ɔʊ/) and diphthong to vowel

sound (eɪ/became /e:/,/əʊ/became /ɔ:/ and /u:/, /aʊ/ became/ɜ:/,/ɪə/became /i:/,

/ea/became /e:/and /ʊə/ became /u:/). From 36 words provided, S10

pronounced 17 words correctly and 19 words that have substitution. In the


2. Factors that Causes the Interference Occurred in Pronouncing English


There are many students who did not pronounce the correct sounds of

vowel and diphthong in English words. The factor that caused is transfer

between languages.Interference that occurs from L1 to l2 was the change of

sound fromone symbol to another because the two languages can contain

sounds that seem the same but produced by different articulation movements.

Buginese students mostly pronounced short vowel sounds into long

vowel sounds. This case occurred in students who changed the close-mid back

rounded vowel to long rounded open-mid back vowel (/ʊ/ became /ɔ:/). For

example, students pronounced the word "Nose" incorrectly. They pronounced

48

it as/nɔ: s/, not /nəʊz/, they changed the short vowel become long vowel. Also

happened to the word "Doubt" which should be pronounced /daʊt/ but the

students pronounced it /da: bt/, it changed the close-mid back rounded vowel to

open back unrounded vowel. Another example in word "Fur" showed the

changing of long unrounded open-mid central vowel /ɜ:/ to close-mid back

rounded vowel /ʊ/, the sound the students pronounced /fʊr/ instead of /fɜ:(r)/.

Students changed the long vowel to the short vowel.

Interview results showed that students still have difficulty pronouncing

English words because they just found out the way to pronounce good English

and correctly when they in the first semester, the average of them started

learning English at the age of 5 years which is precisely still in Elementary

School. At that time, they only focused on learning the meaning of the English

word. Likewise in Junior High School and Senior High School they did not

really know the correct pronunciation of English, except for some students who

took courses outside of school. They practice their English pronunciation by

watching videos and listening to music that has subtitles to facilitate them in

practicing their English pronunciation. But most students rarely practice their

English pronunciation so that they are not accustomed to pronouncing English

words they prefer to use Buginese language in their daily environment.

From 10 students, 6 students who answered that the difficulty in

pronouncing English sounds was lack of vocabulary, 2 students answered due

to lack of practice so stiff in pronouncing English words, 1student answered

that English pronunciation is not difficult or easy.The most difficulty faced by

students in English pronunciation is when they do not have a lot of vocabulary

49

and they will find a lot of unfamiliar words. In addition, they have difficulty

recognizing phonetic letters and symbols so they are difficult to read the actual

words can help them pronounce the words in the correct sound.

B. Discussion

After identifying and analyzing the interference of L1 (Buginese)

students in pronouncing English words,researcher explain the findings have

been investigated in this section to answer research questions.As stated in the

previous chapter, the source of this research data is phonological interference

in pronouncing English sounds by Buginese Students. This researchrevealed

that students made many mistakes in pronounce English words. It causes

students did not understanding about the rules of phonology in English.The

discussion deals with the phonological interference of students L1 and the

factors that caused interference through tests and interviews.Researcher

grouped the interference of the word found into substitution categories of the

sound.

1. The Phonological Interference Occurred in Pronouncing English


Researcher found that there were 10 Buginese students who made the

error pronunciation on the test given by researcher. From 10 students,

researcher found interference that occurs of Buginese Students of Third

Semester is substitution, 52 types interference of sound substitution made

by Buginese students in reciting English sounds consisting of 23 vowels

50

and 29 diphthongs.When students pronounced English sound, they transfer

several Buginese elements (L1) to the English language system (L2). The

results obtained by researchers are related to the theory put forward by

Berthold, et. al. (1997) that phonological interference occur when different

phonological rules active in both languages, from the first language to the

second language.But scanty errors that occur in the sound of vowel

because the pronunciation of vowel in Buginese is almost the same in

English, the difference only the length and the short of the sound.

The most frequently mispronounced is Buginese students made when

they pronouncing the words "nose, coast, float and Europe" allstudents

pronounced it wrong. Then, there were 3 wrong words pronounced by 9

Buginese students, they mispronounced the words "campus, fur, toe" and 7

words that were spoken incorrectly by 8 students, the words "word,

bought, taught, sale, deer, dear & hair" and 7 students pronounced 4 wrong

words, the words "owl, mouse, secure and doubt". 6 students pronounced

the word "saw & there" incorrectly, and the word "knock, often & brave"

was mispronounced by 4 students. 3 students mispronounced two words

"double & around". Only 2 students mispronounced the word "stuck", and

1 student who mispronounced the word "hat, first, cup, got and paint". The

last is all students pronounced the word "book & lamb" with the correct

pronunciation.

Long vowel deviations occur in each short vowel. This is possible

because Buginese students most pronounced short vowels into long

vowels. Related with the findings of Utami (2017) namely substitution

51

vowel, from short vowel to long vowel. As well as the findings of

Muhyidin (2016) namely diphthong substitution, from vowel sound into

diphthong sound. The participants already knew about the long and short

vowels in English, but in their application they did a lot of mistake in

pronouncing the English sound. This happened because students tend to

pay attention to the letters that are there, but did not pronounce the actual

sound. This is due to automatic transfer from first language habits to the

target language, also less practice and rarely use dictionary make students

not know the correct pronunciation.The result of this study supported by

Dulay, et. al. as cited in Utami (2017) which indicated that interference is

the automatic transfer due to habit of the surface structure of the first

language onto the surface of the target language.

2. Factors that Causes the Interference Occurred in Pronouncing

English Sound by Buginese Students

Based on the findings of the research, researcher found that the

main factor that causes interference is interlingual factor. This type of

interference is the result of negative transfer of the L1 rules to the L2

system.This is supported by the theory put forward by Lott as citted in

Utami (2017) that the emphasizes negative interference from mother

tongue as the only source of error, the type of error results from the

negative transfer of the first language rules for the target language system.

Thus, the first language interferences always play a role in the

acquisition of a second language.The interference occurred not because it

was intentional by students, but their habit of using Buginese in their daily

52

environment, thus affects when they speak English which is not their daily

language. This proves that the use of English is still rarely used by

students. But different with study by Pratama (2017) he found that

students got Intralingual Errors or difficulties in the second language when

pronounced diphthong words.

In addition, based on the results of interviews conducted by

researcher, the problem of students in pronouncing English is caused by a

lack of students' knowledge of phonology, less practice in pronouncing

English words, transfer of Buginese, the difficulty in recognizing phonetic

symbols and limited vocabulary of the target language mastered by

students.

53

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents the conclusion and suggestion based on the findings

and discussion for the data analysis.

A. Conclusion

Based on the findingsand discussion in the previous chapter, the

researcher concluded that:

1. The interference that occurs of Buginese Students of Third Semester is

substitution. It was found that there were 52typesinterference occurs,

namely the sound substitution made by Buginese students in reciting

English sounds consisting of 23vowels and 29 diphthongs.

2. The factor affect pronunciation interference of students isinterlingual

factors. It was found that there were6students difficult in pronouncing

English sounds because less vocabulary, 2 students less practice so

stiff in pronouncing English words, 1 students answered that English

pronunciation is easy. Also most of students difficult to recognizing

phonetic symbols.

54

B. Suggestions

Based on the conclusion above, the researcher would like to give the

following suggestions for:

1. The lecturer of English in teaching pronunciation must give students more

practice in English pronunciation, explain and give students understanding

how to use the phonetic symbols. They can help the students to reduce the

mispronouncing when they produce English sounds.

2. The students of Third Semester need more practice pronunciation in

English, understanding how to use phonetic symbols and increase

knowledge of English vocabulary.

3. For the next researcher can use this thesis as an additional reference in

their research.

55

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57

A

P

P

E

N

D

I

C

E

S

58

APPENDIX A Instrument Text in Pronounce English Sound

APPENDIXB Key Answer of Instrument Text in Pronounce English

Sound

APPENDIXC Total Correct and Incorrect Students in Pronouncing Vowel

and Diphthong Sounds

APPENDIXD List Name of the Participants

APPENDIXE Results of Students Pronunciation

APPENDIX F Instrument of Interview

APPENDIX G Result of Student Interview

APPENDIX H Documentations

59

APPENDIX A

Instrument in Pronounce English Sound

Pronounce the words below correctly!

1. Doubt

2. Book

3. Nose

4. Hat

5. Campus

6. Lamb

7. Fur

8. Word

9. First

10. Saw

11. Bought

12. Taught

13. Cup

14. Double

15. Stuck

16. Got

17. Knock

18. Often

19. Brave

20. Paint

21. Sale

22. Toe

23. Coast

24. Float

25. Owl

26. Around

27. Mouse

28. Previous

29. Deer

30. Clear

31. Hair

32. There

33. Square

34. Manicure

35. Europe

36. Secure

60

APPENDIX B

Key Answer

No Symbol Words Pronounce Meaning

1. /ʊ/ Doubt /daʊt/ Keraguan

Book /bʊk/ Buku

Nose /nəʊz/ Hidung

2. /æ/ Hat /hæt/ Topi

Campus /kæmpəs/ Kampus

Lamb /læm/ Anak Domba

3. /ɜ:/ Fur /fɜ:(r)/ Bulu

Word /wɜ:d/ Kata

First /fɜ:st/ Pertama

4. /ɔ:/ Saw /sɔ:/ Gergaji

Bought /bɔ:t/ Dibeli

Taught /tɔ:t/ Diajarkan

5. /ʌ/ Cup /kʌp/ Cangkir

Double /’dʌbl/ Belipat Ganda

Stuck /stʌk/ Terjebak

6. /ɒ/ Got /gɒt/ Dapatkan

Knock /nɒk/ Ketukan

Often /’ɒfn/ Sering

7. /eɪ/ Brave /breɪv/ Berani

Paint /peɪnt/ Cat/Melukis

Sale /seɪl/ Penjualan

8. /əʊ/ Toe /təʊ/ Ujung Kaki

Coast /kəʊst/ Pantai/Pesisir

Float /fləʊt/ Mengapung

9. /aʊ/ Owl /aʊl/ Burung hantu

Around /ə’raʊnd/ Sekitar

Mouse /maʊs/ Mouse/Tikus

10. /ɪə/ Previous /pri:vɪəs/ Sebelumnya

Deer /dɪər/ Rusa

Clear /clɪə(r)/ Bersih/Jelas

11. /ea/ Hair /hea(r)/ Rambut

There /ðea(r)/ Disana

Square /skwea(r)/ Kotak/Persegi

12. /ʊə/ Manicure /mænikjʊə(r)/ Merias Tangan

Europe /jʊərəʊp/ Eropa

Secure /sɪ’kjʊə(r)/ Aman/Terjamin

61

APPENDIX C

Total Correct and Incorrect Students in Pronouncing Vowel and Diphthong Sounds

No Sounds Word Dictionary

Transcription

Total

Correct Incorrect

1. /ʊ/ Doubt /daʊt/ 3 7

Book /bʊk/ 10 0

Nose /nəʊz/ 0 10

2. /æ/ Hat /hæt/ 9 1

Campus /kæmpəs/ 1 9

Lamb /læm/ 10 0

3. /ɜ:/ Fur /fɜ:(r)/ 1 9

Word /wɜ:d/ 2 8

First /fɜ:st/ 9 1

4. /ɔ:/ Saw /sɔ:/ 5 5

Bought /bɔ:t/ 2 8

Taught /tɔ:t/ 2 8

5. /ʌ/ Cup /kʌp/ 9 1

Double /’dʌbl/ 7 3

Stuck /stʌk/ 8 2

6. /ɒ/ Got /gɒt/ 9 1

knock /nɒk/ 6 4

Often /’ɒfn/ 6 4

7. /eɪ/ Brave /breɪv/ 6 4

Paint /peɪnt/ 9 1

Sale /seɪl/ 2 8

8. /əʊ/ Toe /təʊ/ 1 9

Coast /kəʊst/ 0 10

Float /fləʊt/ 0 10

9. /aʊ/ Owl /aʊl/ 3 7

Around /ə’raʊnd/ 7 3

Mouse /maʊs/ 3 7

10. /ɪə/ Previous /pri:vɪəs/ 4 6

Deer /dɪər/ 2 8

Clear /clɪə(r)/ 2 8

11. /ea/ Hair /hea(r)/ 2 8

There /ðea(r)/ 5 5

Square /skwea(r)/ 4 6

12. /ʊə/ Manicure /mænikjʊə(r)/ 4 6

Europe /jʊərəʊp/ 0 10

Secure /sɪ’kjʊə(r)/ 3 7

62

APPENDIX D

List Name of Participants

No Name Code Name Class Origin

1. Fikri S1 E Barru

2. Nirma S2 E Barru

3. Nunu S3 A Barru

4. Fitri HR S4 C Soppeng

5. Asyah S5 F Soppeng

6. Nia S6 B Bone

7. Dilla S7 F Bone

8. Astiani S8 C Bone

9. Fitriani S9 C Wajo

10. Syarmila S10 E Wajo

63

APPENDIX E

Students’ Pronunciation

Student 1 (S1)

No Words Standard Phonetic

Transcription by OED

Student Actual

Pronunciation

1. Doubt /daʊt/ /daʊt/

2. Book /bʊk/ /bʊk/

3. Nose /nəʊz/ /nɔ:s/

4. Hat /hæt/ /hæt/

5. Campus /kæmpəs/ /kʌmpɪʊs/

6. Lamb /læm/ /læm/

7. Fur /fɜ:(r)/ /fɜ:(r)/

8. Word /wɜ:d/ /wɜ:d/

9. First /fɜ:st/ /fɜ:st/

10. Saw /sɔ:/ /sɔ:/

11. Bought /bɔ:t/ /bɔ:t/

12. Taught /tɔ:t/ /tɔ:t/

13. Cup /kʌp/ /kʌp/

14. Double /’dʌbl/ /dɔ:bl/

15. Stuck /stʌk/ /stʌk/

16. Got /gɒt/ /gɒt/

17. Knock /nɒk/ /nɒk/

18. Often /’ɒfn/ /’ɒfn/

19. Brave /breɪv/ /breɪv/

20. Paint /peɪnt/ /peɪnt/

21. Sale /seɪl/ /seɪl/

22. Toe /təʊ/ /tɔʊ/

23. Coast /kəʊst/ /kɔʊst/

24. Float /fləʊt/ /flɔʊt/

25. Owl /aʊl/ /aʊl/

26. Around /ə’raʊnd/ /ə’raʊnd/

27. Mouse /maʊs/ /mɔʊs/

28. Previous /pri:vɪəs/ /prevɪəs/

29. Deer /dɪər/ /di:r/

30. Clear /clɪə(r)/ /cli:r/

31. Hair /hea(r)/ /hei:(r)/

32. There /ðea(r)/ /ðe(r)/

33. Square /skwea(r)/ /skwe(r)/

34. Manicure /mænikjʊə(r)/ /mænikju:(r)/

35. Europe /jʊərəʊp/ /sɪ’kju:(r)/

36. Secure /sɪ’kjʊə(r)/ /ju:rɔ:p/

64


Student 2 (S2)



Student Actual

Pronunciation

1. Doubt /daʊt/ /dɔ:bt/


3. Nose /nəʊz/ /nəɔ:s/


5. Campus /kæmpəs/ /kæmpʊs/


7. Fur /fɜ:(r)/ /fɔ:(r)/

8. Word /wɜ:d/ /wɔ:d/

9. First /fɜ:st/ /fi:rst/

10. Saw /sɔ:/ /sɔ:/

11. Bought /bɔ:t/ /bɒθ/

12. Taught /tɔ:t/ /tɒgθ/

13. Cup /kʌp/ /kep/

14. Double /’dʌbl/ /’dʌbl/

15. Stuck /stʌk/ /stu:k/

16. Got /gɒt/ /get/



19. Brave /breɪv/ /bre:v/


21. Sale /seɪl/ /sɔ:l/

22. Toe /təʊ/ /tɔ:u/

23. Coast /kəʊst/ /kɔast/

24. Float /fləʊt/ /flɔ:t/


26. Around /ə’raʊnd/ /ə’roʊnd/

27. Mouse /maʊs/ /mɔ:s/

28. Previous /pri:vɪəs/ /prevɪəs/



31. Hair /hea(r)/ /heɪr/

32. There /ðea(r)/ /ðri:(r)/

33. Square /skwea(r)/ /skʊa(r)/

34. Manicure /mænikjʊə(r)/ /mæni:kɪ(r)/

35. Europe /jʊərəʊp/ /eʊroʊp/

36. Secure /sɪ’kjʊə(r)/ /sekjʊ(r)/

65


Student 3 (S3)



Student Actual

Pronunciation

1. Doubt /daʊt/ /dɔ:t/






7. Fur /fɜ:(r)/ /fʊ:(r)/



10. Saw /sɔ:/ /sa:ʊ/

11. Bought /bɔ:t/ /bɔ:θ/

12. Taught /tɔ:t/ /tɔ:θ/





17. Knock /nɒk/ /knɒk/




21. Sale /seɪl/ /sel/

22. Toe /təʊ/ /tu:/

23. Coast /kəʊst/ /kɔ:st/


25. Owl /aʊl/ /ɔ:l/


27. Mouse /maʊs/ /maʊs/

28. Previous /pri:vɪəs/ /pri:vɪəs/




32. There /ðea(r)/ /ðe:r/

33. Square /skwea(r)/ /skʊe(r)/

34. Manicure /mænikjʊə(r)/ /mæni:kɪ(r)/

35. Europe /jʊərəʊp/ /jʊrɔ:p/

36. Secure /sɪ’kjʊə(r)/ /sɪ’kjʊə(r)/

66


Student 4 (S4)



Student Actual

Pronunciation

1. Doubt /daʊt/ /da:bt/






7. Fur /fɜ:(r)/ /fʊr/



10. Saw /sɔ:/ /saʊ/

11. Bought /bɔ:t/ /bɒθ/

12. Taught /tɔ:t/ /tɒgθ/


14. Double /’dʌbl/ /da:bl/




18. Often /’ɒfn/ /’ɔ:fn/

19. Brave /breɪv/ /bre:v/

20. Paint /peɪnt/ /paɪnt/

21. Sale /seɪl/ /se:l/

22. Toe /təʊ/ /tɔʊ/




26. Around /ə’raʊnd/ /ə’rɔʊnd/


28. Previous /pri:vɪəs/ /prevɪʊs/



31. Hair /hea(r)/ /haɪr/

32. There /ðea(r)/ /ði:(r)/

33. Square /skwea(r)/ /skwer/

34. Manicure /mænikjʊə(r)/ /mænikju:(r)/

35. Europe /jʊərəʊp/ /eʊrɔ:p/


67


Student 5 (S5)



Student Actual

Pronunciation

1. Doubt /daʊt/ /da:t/


3. Nose /nəʊz/ /naʊs/


5. Campus /kæmpəs/ /kæmpəs/


7. Fur /fɜ:(r)/ /fu:r/

8. Word /wɜ:d/ /wɜ:d/


10. Saw /sɔ:/ /sɔ:/








18. Often /’ɒfn/ /ɒften/








26. Around /ə’raʊnd/ /ə’rɔʊnd/


28. Previous /pri:vɪəs/ /pri:vɔʊs/




32. There /ðea(r)/ /ðe:r/

33. Square /skwea(r)/ /skweə(r)/

34. Manicure /mænikjʊə(r)/ /mæni:kʊr/

35. Europe /jʊərəʊp/ /eʊrɔ:p/

36. Secure /sɪ’kjʊə(r)/ /skwe:r/

68


Student 6 (S6)



Student Actual

Pronunciation

1. Doubt /daʊt/ /da:t/


3. Nose /nəʊz/ /nɔʊs/


5. Campus /kæmpəs/ /kæmpɪʊs/






11. Bought /bɔ:t/ /baʊt/

12. Taught /tɔ:t/ /taʊt/



15. Stuck /stʌk/ /stʊk/


17. Knock /nɒk/ /knɔk/








25. Owl /aʊl/ /ɔ:wl/



28. Previous /pri:vɪəs/ /pervɪʊs/




32. There /ðea(r)/ /ðea(r)/

33. Square /skwea(r)/ /skwea(r)/

34. Manicure /mænikjʊə(r)/ /mænikjʊə(r)/

35. Europe /jʊərəʊp/ /eʊrɔpa/

36. Secure /sɪ’kjʊə(r)/ /sekju:r/

69


Student 7 (S7)



Student Actual

Pronunciation




4. Hat /hæt/ /hɑ:t/






10. Saw /sɔ:/ /sɔ:/


12. Taught /tɔ:t/ /tɔ:θ/





17. Knock /nɒk/ /nɔ:k/

18. Often /’ɒfn/ /’ɔften/

19. Brave /breɪv/ /brev/





24. Float /fləʊt/ /flu:t/

25. Owl /aʊl/ /ɔ:wl/



28. Previous /pri:vɪəs/ /pri:vɪʊs/



31. Hair /hea(r)/ /hi:r/



34. Manicure /mænikjʊə(r)/ /mænɪkju:(r)/

35. Europe /jʊərəʊp/ /eʊrɔp/


70


Student 8 (S8)



Student Actual

Pronunciation



3. Nose /nəʊz/ /nɔʊs/
















19. Brave /breɪv/ /brev/


21. Sale /seɪl/ /seɪl/




25. Owl /aʊl/ /awəl/



28. Previous /pri:vɪəs/ /pri:vɪəs/

29. Deer /dɪər/ /dɪər/

30. Clear /clɪə(r)/ /clɪə(r)/

31. Hair /hea(r)/ /hea(r)/




35. Europe /jʊərəʊp/ /jʊərəɔ:p/


71


Student 9 (S9)



Student Actual

Pronunciation








8. Word /wɜ:d/ /wɔ:(r)d/


10. Saw /sɔ:/ /sɔ:/







17. Knock /nɒk/ /nɔ:k/

18. Often /’ɒfn/ /’ɔ:ften/




22. Toe /təʊ/ /təʊ/

23. Coast /kəʊst/ /kɔʊst/





28. Previous /pri:vɪəs/ /pri:vɪʊs/

29. Deer /dɪər/ /dɪər/

30. Clear /clɪə(r)/ /clɪə(r)/



33. Square /skwea(r)/ /skweə(r)/


35. Europe /jʊərəʊp/ /jʊərɔ:p/

36. Secure /sɪ’kjʊə(r)/ /sekjʊ(r)/

72


Student 10 (S10)



Student Actual

Pronunciation



3. Nose /nəʊz/ /naʊs/


5. Campus /kæmpəs/ /kʌmpəs/


7. Fur /fɜ:(r)/ /fɪʊr/

8. Word /wɜ:d/ /wɔ:rd/



11. Bought /bɔ:t/ /bɔ:tʃ/

12. Taught /tɔ:t/ /tɔ:tʃ/




16. Got /gɒt/ /gɔ:t/






22. Toe /təʊ/ /taʊ/

23. Coast /kəʊst/ /kaʊst/

24. Float /fləʊt/ /flu:t/

25. Owl /aʊl/ /awel/



28. Previous /pri:vɪəs/ /prevɪɔʊs/



31. Hair /hea(r)/ /hea(r)/


33. Square /skwea(r)/ /skwe:r/

34. Manicure /mænikjʊə(r)/ /mʌnɪku:(r)/

35. Europe /jʊərəʊp/ /jʊərɔ:p/


73

APPENDIX F

Instrumen Wawancara

1. Apa bahasa pertama Anda?

2. Bahasa apa yang dominan Anda gunakan dalam percakapan sehari-hari?

3. Dari usia berapa Anda belajar bahasa inggris?

4. Dari mana Anda belajar melafalkan kata-kata bahasa inggris?

5. Seberapa sering Anda melatih pengucapan bahasa inggris Anda?

6. Bagaimana cara anda melatih pengucapan bahasa inggris Anda?

7. Apakah dosen/guru Anda pernah mengajarkan cara pelafalan bahasa

inggris secara baik dan benar?

8. Apakah menurut Anda pengucapan/pelafalan bahasa inggris mudah atau

sulit? Mengapa?

9. Kesulitan apa yang Anda hadapi ketika berbicara bahasa inggris?

10. Apakah anda mengetahui cara menggunakan kamus dengan simbol-simbol

fonetik?

11. Apakah anda dapat membaca kata dengan simbol fonetik (vowel dan

diphthong)?

12. Apakah ada huruf-huruf atau simbol-simbol tertentu yang sulit Anda

lafalkan ketika melafalkan bunyi vowel dan diphthong dalam bahasa

inggris?

74

Instrument of Interview

1. What is your first language?

2. What is the dominant language that you use in daily conversation?

3. When did you start to learn English?

4. Where did you learn to pronounce English vocabularies?

5. How often do you practice your English pronunciation?

6. How do you practice your English pronunciation?

7. Have your lecturers/teacher ever taught you how to pronounce English

correctly?

8. Do you think English pronunciation is easy or difficult? Why?

9. What difficulties did you face when speaking English?

10. Do you know how to use a dictionary with phonetic symbols?

11. Can you pronounce words with phonetic symbols (vowels and diphthongs

sound)?

12. Are there certain letters or symbols that are difficult for you to pronounce

vowel and diphthong sound when reciting English?

75

APPENDIX G

The Result of Interview (S1)

Interviewer : Apa bahasa pertama Anda?

Student : Bahasa Bugis

Interviewer : Bahasa apa yang dominan Anda gunakan dalam percakapan

sehari-hari?

Student : Kalau di kampus pakai Bahasa Indonesia, kalau di rumah Bahasa

Bugis

Interviewer : Dari usia berapa Anda belajar bahasa inggris?

Student : 8 tahun

Interviewer : Dari mana Anda belajar melafalkan kata-kata bahasa inggris?

Student : Dari guru dan dari internet

Interviewer : Seberapa sering Anda melatih pengucapan bahasa inggris Anda?

Student : Untuk saat ini jarang, dulu sering

Interviewer : Bagaimana cara anda melatih pengucapan bahasa inggris Anda?

Student : Dengan cara melihat pengucapan yang ada di kamus dan

mengulang-ulangnya

Interviewer : Apakah dosen/guru Anda pernah mengajarkan cara pelafalan

bahasa inggris secara baik dan benar?

Student : Pernah

Interviewer : Apakah menurut Anda pengucapan/pelafalan bahasa inggris

mudah atau sulit? Mengapa?

Student : Mudah, karena pengucapannya menurut saya tidak jauh beda

dengan pengucapan Bahasa Indonesia dan Bahasa Bugis

Interviewer : Kesulitan apa yang Anda hadapi ketika berbicara bahasa inggris?

Student : Awalnya belajar Bahasa Inggris, saya kesulitan di pelafalan,

namun karena sering berlatih jadi saya sudah terbiasa

Interviewer : Apakah anda mengetahui cara menggunakan kamus dengan

simbol-simbol fonetik?

Student : Iya saya tahu

Interviewer : Apakah anda dapat membaca kata dengan simbol fonetik (vowel

dan diphthong)?

Student : Tidak terlalu

Interviewer : Apakah ada huruf-huruf atau simbol-simbol tertentu yang sulit

Anda lafalkan ketika melafalkan bunyi vowel dan diphthong

dalam bahasa inggris?

Student : Hampir semua kak, saya sudah lupa sebagian. Seperti /ɑ:/, /ɒ/,

/ɔ:/, /ʊ/, /u:/,/ʌ/, /ɜ:/, /ə/, /eɪ/, /aɪ/, /əʊ/, /aʊ/, /ɔɪ/, /ɪə/, /eə/, /ʊə/.

Interviewer : Ok dek, Terimakasih atas waktunya.

76



Student : Bahasa Bugis kak


sehari-hari?

Student : Saya menyesuaikan kak, tapi di keluarga saya menggunakan

bahasa bugis


Student : Dari usia 9 tahun kak, karena pertama belajar Bahasa Inggris

mulai kelas 4 SD, itupun saya hanya sekedar belajar saja, tanpa

memperhatikan pengucapannya


Student : Dari Guru kak, di perkuliahan saya baru belajar cara pengucapan

Bahasa Inggris dengan benar


Student : Tidak terlalu sering


Student : Ketika berbicara dengan teman-temanku kak, disitu saya melatih

speaking dan ketika proses pembelajaran juga. Saya juga kadang

melatih pengucapan dengan cara membaca teks



Student : Pernah kak, dalam pembelajaran dosen kadang mengoreksi saya

ketika saya salah mengucapkan sebuah kata.



Student : Susah gampang kak, bagus menurut saya. Namun saya belajar

jadi pengucapan saya masih kaku dalam mengucapkan kata

bahasa inggris


Student : Salah kesulitan saya adalah kurang kosa kata dan kurang tahu

mengucapkan kata tanpa melihat katanya dahulu



Student : Saya tahu kak


dan diphthong)?

Student : Tidak terlalu kak, saya masih bingung membaca simbol-simbol

dikamus Oxford

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Student : /ɒ/, /ɔ:/, /ʊ/, /ɜ:/, /ʌ/, dan semua simbol diphthong .


78


Interviewer : Apa Bahasa Pertama Anda?

Student : Bahasa Bugis kak, karena bapak dan ibu orang Bugis


sehari-hari?



Student : Dari usia 9 tahun kak


Student : Dari kamus dan sempat kursus Bahasa Inggris


Student : Kadang-kadang kak, tidak terlalu sering


Student : Mendengarkan audio visual seperti lagu



Student : Iye kak



Student : Sulit kak, dikarenakan bahasa kita berbeda dengan Bahasa

Inggris, pasti ada kesulitan tersendiri karena beda tulisannya, beda

pengucapannya


Student : Kesulitan yang saya hadapi yaitu dalam pelafalan kata nya kak



Student : Sedikit, namun saya sudah mengenal lebih banyak simbolnya


dan diphthong)?

Student : Iye kak




Student : Ada, seperti /ɔ:/, /ɜ:/, /ə/, dan /ɔɪ/.


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Interviewer : Apa Bahasa Pertama Anda?

Student : Bahasa pertamaku kak Bahasa Bugis


sehari-hari?

Student : Tergantung orang yang saya ajak bicara kak, kalau di Makassar

saya pake Bahasa Indonesia tapi di rumah saya pake Bahasa

Bugis


Student : Dari usia kelas 5 SD kak (10 Tahun)


Student : Dari SD saya les kak, jadi disitu saya belajar pelafalannya,

bagaimana grammarnya serta dasar-dasar Bahasa Inggris


Student : Jarang kak


Student : Kadang saya mendengar lagu baru saya dengarkan

pronounciationnya, atau saya mendegar pidato di Youtubebaru

saya ikuti karena ada subtitle nya.



Student : Iye pernah kak, dari dosen di kampus



Student : Tengah-tengah kak, karena ada yang mudah ada yang sulit seperti

yang selalu didengar itu mudah dan yang jarang didengar yah itu

sulit


Student : Kesulitan saya kak, pada Grammardan kurangnya Vocabulary,

jadi kadang saya buat kalimat sebagian kata berbahasa Inggris dan

yang tidak saya tahu saya pake Bahasa Indonesia saja



Student : Sedikit kak, karena sudah dipelajari di mata kuliah pronunciation


dan diphthong)?

Student : Sedikit kak, sebagian saja.




Student : Saya masih bingung sama simbol /ɒ/, /ɑ:/, /æ/.


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Student : Bahasa pertama saya itu bahasa Bugis


sehari-hari?

Student : Tergantung dari orang yang saya ajak bicara kak, tapi paling

dominan Bugis


Student : Dari usia 6 Tahun saya mulai belajar Bahasa Inggris


Student : Pertama sekali belajar Bahasa Inggris yaitu dari buku dan sempat

kursus dan dari orang sekitar


Student : Saya tidak sering melatihnya kak


Student : Kalau saya melatih Bahasa Inggris saya yaitu dengan mendegar

music dan nonton film Barat, sepeti itu sih kak.



Student : Iye kak pernah, apalagi dalam materi Pronunciation



Student : Tergantung sih kak, kadang mudah, kadang sulit. Karena jika

katanya mudah diucapkan maka mudah kak, begitupun sebaliknya


Student : Kesulitannya itu kak pengucapannya dan kurangnya kosakata



Student : Belum terlalu tau kak, masih bingung


dan diphthong)?

Student : Belum terlalu juga kak




Student : Tidak terlalu banyak kak, tapi ada seperti /ɜ:/dan /ɪə/.

Interviewer : Ok dek, Terimakasih.

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Student : Bahasa pertama ku kak Bahasa Bugis


sehari-hari?

Student : Bahasa yang dominan yang saya gunakan yaitu Bahasa Bugis kak


Student : Kalau belajar bahasa inggris kak dari usia 10 Tahun, kalau tidak

salah kelas 5 SD


Student : Kalau belajar pelafalan itu sendiri kak baru saya pelajari pas

masuk kuliah dan di mata kuliah Pronunciation di semester 1


Student : Setiap hari kak saya latih pengucapanku ketika ada kata yang

tidak saya tahu, lalu saya artikan dan latih pengucapannya sampai

saya tahu


Student : Saya belajar di aplikasi kak karena ada rekomendasi dari dosen,

dan setiap ada kosa kata baru yang saya dapat, saya melatihnya di

aplikasi tersebut dan saya sering dengar music juga kak



Student : Pernah kak di semester 1



Student : Bagi saya pelafalan kata Bahasa Inggris itu sulit, karena

alasannya bukan bahasa kita, dan saya baru tahu kalau di Bahasa

Inggris harus diperhatikan pengucapannya karena banyak kata di

Bahasa Inggris yang penyebutannya hampir sama namun artinya

berbeda.


Student : Yang membuat sulit karena lidah tidak terbiasa mengucapkan

kata yang baru, dan ada istilah English sound di Bahasa Inggris,

ternyata banyak simbol yang baru saya tahu, itu baru saya

dapatkan di bangku perkuliahan



Student : Belum terlalu tau kak


dan diphthong)?

Student : Sedikit kak

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Student : Saya tidak bisa membedakan antara /ɔ:/, /u/, /u:/, /ʊ/. dan /ɜ:/, /ə/,

dan semua symbol diphthong


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sehari-hari?

Student : Bahasa yang dominan adalah Bahasa Bugis, tapi saya tetap

menggunakan Bahasa Indonesia ketika berbicara dengan teman

yang tidak tahu Bahasa Bugis


Student : Dari SD kelas 6


Student : Dari buku dan dari guru


Student : Jarang


Student : Dengan cara mendengarkan musik dan mengikuti pelafalannya



Student : Pernah, saat kuliah materi Pronunciation



Student : Tidak terlalu sulit, namun tergantung kata yang diucapkan, jika

suku katanya banyak, maka sulit, namun yang suku katanya

hanya 1 sampai 4 suku kata, itu menurut saya mudah


Student : Kurangnya latihan dan kurang kosa kata yang saya kuasai



Student : Iya


dan diphthong)?

Student : Iya, namun sedikit




Student : Ada /əʊ/ dan /ʊə/.

Interviewer : Ok, Terima kasih atas waktunya dek

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Student : Bahasa pertama saya adalah Bahasa Bugis


sehari-hari?

Student : Bahasa Bugis, tapi kadang pakai Bahasa Indonesia


Student : Waktu kelas 6 SD sudah mengetahui Bahasa Inggris sedikit dan

di kelas 1 SMP saya mulai belajar Bahasa Inggris


Student : Waktu kelas 2 SMP, saya ikut kursus Bahasa Inggris, disana saya

diajarkan dasar-dasar dan pelafalan Bahasa Inggris


Student : Tidak terlalu sering kak


Student : Biasanya jika ada tugas dari dosen buat naratif dan diceritakan

ataupun jika nonton film ada kalimat percakapan saya dapat, saya

mengikuti pelafalannya



Student : Iye sering kak, biasanya kalau ada yang salah pelafalannya,

guru/dosen mengoreksinya



Student : Ada yang mudah dan ada yang sulit, yang sulit biasanya jika kata

tersebut memiliki 6 suku kata, dan regular verbyang ditambahkan

–ed.


Student : Kesulitannya dalam melafalkan kata yang melebihi 5 suku kata

serta kata yang ditambahkan –ed dibelakangnya



Student : Saya tahu, tapi tidak terlalu


dan diphthong)?

Student : Sebagian kak




Student : nah itu kak, saya tidak paham simbol /ɔ:/, /ʊ//ɜ:/, /əʊ/ dan/ʊə/.


85





sehari-hari?



Student : 10 tahun


Student : Dari film, lagu dan aplikasi penerjemah


Student : 3 hari sekali, saya rutin, dan memaksakan diri kak


Student : Pakai aplikasi penerjemah, kemudian didengarkan berulang-ulang

sambil diucapkan



Student : Pernah



Student : Mudah


Student : Tidak ada, karena sering berlatih



Student : Tahu


dan diphthong)?

Student : Tahu tapi hanya sebagian




Student : simbo /æ/, /ɒ/,/ʊ/,/ɜ:/, /ə/, /əʊ/, /aʊ/, /ɔɪ/, /ɪə/, /ʊə/.


86





sehari-hari?



Student : Dari usia 6 tahun


Student : Dari guru dan kakek saya kak


Student : Sejarang mungkin kak, karena saya belajar Bahasa Inggris kak

kalau saya mood lagi


Student : Saya berlatih di depan orang tua, teman atau dicermin



Student : Pernah, disekolah guru sering melatih pelafalan Bahasa Inggris,

begitupun saat kuliah



Student : Menurut saya gampang-gamoang susah karena ada juga kata

Bahasa Inggris yang ribet diucapkan contohnya kata Through


Student : Pelafalan dan kurangnya Vocabulary, makanya susah



Student : Tidak terlalu tahu


dan diphthong)?

Student : Iye kak, namun sedikit




Student : Simbol /ɒ/, /ɔ:/, /ʊ/, /aʊ/, /ʊə/.

Interviewer : Ok, Terima kasih atas waktunya dek.

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DOCUMENTATION

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CURICULUM VITAE

Sri Arna Nengsi.She was born on October 4th, 1997 in

Soro Wajo Regency. She is the first born of two sisters

from the marriage of her parents Muhammad Bintang

and Darnawati. In 2003 she registered as student in

Elementary School 298 Soro, Takkalalla District and

graduated in 2009. Then she continued her study at

Junior High School 2 Takkalalla and graduated in 2012. Afterwards, she

graduated at Vocational High School 1 Sengkang Majoring Computer and

Network in 2015. In the same year, she continued her study at Study Program

English Education Departmentthe Faculty of Teacher Training and Education

Makassar Muhammadiyah of University. During her studies, she joined a

regional organization called the Wajo Students Association (Himpunan Pelajar

Mahasiswa Wajo) Takkalalla commissariat and served as a Member of Interest

and Talent Development. Finally, she finished her thesis by the title “The

Phonological Interference in Pronouncing the English Sound byBuginese

Students on theThird Semester English Education Department at Makassar

Muhammadiyah of University”.

The Phonological Interference in Pronouncing the English ...

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