PHONOLOGICAL INTERFERENCE PRODUCED BY BUGINESE

STUDENTS AT ENGLISH AND LITERATURE DEPARTMENT

THESIS

Submitted to the Adab and Humanities Faculty State Islamic University of Alauddin
Makassar in partial Fulfillment of the Requirements for the Degree of Sarjana
Humaniora

By:

Rafika Nur Dzakira Ibrahim

Reg.Num. 40300117081

ENGLISH AND LITERATURE DEPARTMENT

ADAB AND HUMANITIES FACULTY

STATE ISLAMIC UNIVERSITY ALAUDDIN MAKASSAR

2021
I. INTRODUCTION

A. Background

It has been a general thing that English has become a very important

language to learn since English is established as an international language.

English has been studied by many people in the world so they have good

prospects in various aspects of life. In Indonesia, English is still used as a foreign

language, of course, this makes Indonesian people still influenced by their

mother tongue when they are speaking.

Mother tongue is a language that has potential to be mastered since people

are born. It is acquired naturally because it is studied and used in a child's

environment (Linson, 1994). This is called language acquisition, in addition to

the child's environmental factors, the role of parents is also very influential

because parents will correct the language when their child is speaking. This

means that the people have a big role to play in transferring their language to

other languages based on the environment and mother tongue.

Most of the people have their characteristics pronunciation that can be

known when they do interact with other people that depend on their origin.

Abdulhayi (1985) claimed that there are hundreds of regional languages that are

used by Indonesians as their national language and official language. This

phenomenon shows that Indonesian people are created as a multilingual society

(Chaer, 1994).
 Indonesia consists of many different tribes, cultures, races, and languages

and has its own characteristics. Like Buginese, Balinese, Javanese, Makassarese,

etc. Indonesian population, which consists of many ethnic and cultural

backgrounds, makes the language used can influenced other languages.

Speakers will make pronunciation errors and misunderstandings because

their first language has a different pattern from the second language. For

example, a speaker who wants to say people smart instead smart people. This

can be explained that she is influenced by the Indonesian language word order

Orang Pintar. In the Indonesian structure, when the noun is explained by an

adjective, the arrangement is noun + adjective. Whereas in the English structure,

when the noun is explained by an adjective, the order should be adjective + noun.

It is mean the first language can affect the pattern of the second language and it

is called language interference.

In South Sulawesi, some people can be called bilingual because they can

speak Buginese and Indonesian, Indonesian and English, and other languages.

The negative movement of the Buginese language to English pronunciation also

occurs in daily activities that use English as its foreign language. For examples,

if the Buginese speaker pronounces sounds /θ/, /f/, /ʃ/. The speakers pronounce

word ‘anythink’ / Ɛnɪθiŋ/ become /Enting/, ‘all’ /o:l/ become /al/, shy /ʃaɪ/

become /sai/.
 Islam also taught us about differences in language as a sign of Allah's power.

Ar- rum Verse 22, Allah SWT says:

َۡ‫ِنۡفِىۡۡ ٰذ ِلكَۡۡ َ ٰۡل ٰيتۡۡ ِللعٰ ِل ِمين‬

َّۡ ‫ضۡ َواختِ ََلفۡۡاَل ِسنَتِكمۡۡ َواَل َوانِكمؕۡۡا‬ ِۡ ‫َو ِمنۡۡ ٰا ٰيتِهۡۡخَلقۡۡالسَّمٰ ٰو‬
ۡ ِ ‫تۡ َواۡلَر‬

The meaning:

“And among His Signs is the creation of the heavens and the earth, and the

variations in your languages and your colors: verily in that are Signs for those

who know.”

Based on Tafsir Jalalayn, Ar- rum verse 22 interpret that “(And among the

signs of His power is to create the heavens and the earth and your different

languages) that is to say with different languages, some speak Arabic and some

speak Ajam and various other languages (and your skin color differs too). Some

of you are white, some are black, and so on, even though you are from a man

and a woman, namely Prophet Adam and Hawa (In fact there are signs) which

show the power of Allah SWT. (for those who know) that is, for those who are

intelligent and knowledgeable.

Furthermore, creating a different language is one of the signs of Allah’s

power including many languages are uttered by humans in the world with its

various variation. These show us the omnipotence of Allah and learning

language including language interference in the world means expressing

gratitude as a servant of Allah SWT.

 These phenomena are important things to further known and to understand

how the students make errors in pronunciation when they produced English

sounds that are influenced by their mother tongue. This research will help the

students to understand and preparation of the appropriate language pattern in

English.

B. Research Question

1. What are the kinds of phonological interference produced by Buginese

students at English and Literature Department?

2. What factors cause the phonological interference produced by Buginese

students at English and Literature Department?

C. Research Objective

1. To describe the kinds of phonological interference produced by Buginese

students at English and Literature Department.

2. To identify the factors that influence the phonological interference produced

by Buginese students at English and Literature Department.

D. Research Significance

Doing this research, the researcher hopes that it can give an advantage in

English teaching and learning especially at the English and Literature

Department. This research has benefit for English students, lecturers, and other

researchers.

1. For English students

The result of this research can be used as a reference to improve the

ability of students in English speaking skills correctly.

 2. For the lecturers

The result of this research can help the lecturers easier to identify and

focus to teach their students in speaking English based on the

phonological interference.

3. Other researchers

To give additional information for other researchers who wants to

conduct further research on the related field.

E. Scope of The Research

In this case, the researcher will make a research about the phonological

interference produced by the students at English and Literature Department by

using Weinreich’s theory (1953). The researcher will take the Buginese students

who are studying in the department. Although, there are also other students who

come from other ethnics.

Therefore, this research will take 10 Buginese students to find out the

phonological interference of the students that use English in learning process.

This research also will be focused on certain English sounds, it is Fricative

sounds, such f, v, θ, ð, ʃ, ʒ.
II. REVIEW OF RELATED LITERATURE

A. Previous Findings

Studies related to the interference of the first language to the second

language have been carried out by some other researchers.

Weda and Sakti (2017) discussed the impact of formal training on the

acquisition of short English vowels by the students at Language and Literature

department at State University of Makassar. They found that formal instruction

is significantly related to improving the acquisition of English short vowels by

students. They also found that most of the students transcribed the short vowels

as long vowels. For example /ǝ/ becomes /e:/ as in word docter; /ɪ/ becomes /i/

as in word sit.

Wahyuni (2016) in her research was found the interference happens in

linguistic aspects, like phonological, grammatical, and lexical interference of the

students at sixth semester at English and Literature Department. There are

mostly deviations that occur in Two-language speakers. As a consequence, when

the learners speak, they transfer several elements within the English sounds.

Hardiyanti (2014) in her research, phonological interference of

Lampungnese students toward English consonants. She was observed that 3

forms of phonological interference were conducted by the Lampungnese

students, they are: sound exclusion (O), sound replacement (R) and sound

addition (A). The researcher in this research concentrated on the phonological

interference with English also in multiple ethnic groups.

 Akhyaruddin (2011) conducted a study at SD Kabupaten Tanjung Jabung

Timur, Jambi, to test the interference of the Buginese language in studying the

Indonesian language. The data is an oral language and is spoken by the students

who have Buginese as their mother tongue. This analysis showed three types of

interference that exist in the communication of students: morphological, syntax,

and phonological interference. Buginese intervention does not exist

intentionally, but influence from daily life that aspects of Buginese words or

phrases is already held in the school's environment.

The first previous study analyzed the phonological interference focused on

the English vowels sounds especially short vowel. The second previous study

discussed all the types of interference like phonological, grammatical, and

lexical interference. The third previous study same with this study because focus

to discuss the phonological interference but different with subject of this

research. The last previous study also analyzed the interference of the Buginese

language but he analyzed all the types of interference, while this research will

be focused on phonological interference in certain English consonant sounds.

B. Error Analysis

Richards (2010) said: “Error analysis is an activity to reveal errors found in

writing and speaking. Error analysis also is the study of errors made by the

second and foreign language learners”. Error analysis can be used to decide

however well somebody is aware of a language, decide however an individual

learns a language, and get info on common difficulties in the acquisition, as a

tool and preparation for the teaching and learning process. Brown (1980) also

said that error analysis is a method for perceptive, analyzing, and classifying rule

deviations from the second language to precise the system operated by the

learner.

Some peoples said error is mistake. But actually, there is a difference

between error and mistake. According to James (1998) error refers to the failure

in using the system of language correctly. The students do not yet fully command

some language system. They arise due to the imperfect competence in the second

language. While according to Fauziati (2009), mistake refers to a performance

error that it is the failure to utilize a known system correctly. The students make

a mistake caused by performance factors.

The sources of errors in learning a foreign language might be caused by the

interference of the student’s mother tongue and the general characteristics of the

rule learning. The errors that are caused by the general characteristics of the rule

learning are known as the intra language errors, and the errors caused by the

interference of the student’s mother tongue known as the inter language errors

(Richards, 1974).

There are three sources of competence errors distinguishes by Richards:

1. Interference errors occur when elements of a language are used when

speaking in another language.

2. Intra lingual errors indicate the characteristics of rule learning in general such

as the implementation of the rules are incomplete.

 3. Developmental errors occur when the hypothesis regarding the target

language is made by the learner but based on limited experience.

From the definitions above, it can be concluded that error analysis is an

activity to spot, classify, describe the errors, and administered to get data on

common difficulties featured created by somebody in speaking or in writing

English sentence. It was part of the student’s process in learning English, and

the researcher will analyze the phonological errors in certain English sounds.

C. Interference

Weinreich (1953) argues that interference is a systematic change in

bilinguals that use a second language as a result of the language transfer process

(a process by a person who is learning a second language). On the other hand,

Yule (1985) says that interference is a term to refer to negative transfer or to use

sounds, expressions, and structures of the first language when using a second

language. Interference is the tendency for the habit of pronouncing in the first

language to be used in the second.

It can be seen from the definitions of interference that interference is a

linguistic mistake that exists with the speakers of second languages who have

structural differences in their first language. for example, Indonesians who try

to use the English adjective, should position it after the noun as is characteristic

of Indonesian constructions. Moreover, Weinreich (1953) divided there are three

kinds of interference, which are phonological, lexical, and grammatical

interference, and this research focuses on phonological interference.

 Weinreich (1979) explained that phonological interference is seen as a

phenomenon of speakers reproducing a second language using their first

language's norms and sound system. Phonological interference is the confusion

or disruption of a phoneme-related language system (Briere, 1966). This

phonological interference happens at the level of vowels, diphthongs, and

consonants. A popular form of interference is phonological interference, and a

second language is the most prominent manifestation.

When the phonetic structure of the first language is different from the

second language, it will affect the pronunciation of phonetic sounds that are not

correct and cause phonological interference. The elements in different languages

will be difficult to apply if the second language contrast from the language

patterns of the first language.

Furthermore, Schane (1973) classified phonological processes into four

categories. They are:

1. Assimilation: A process when the speakers produce a word and they take

another features to the word. A consonant may take features of another

consonant. Usually speakers do not realize what they are doing and they are

surprised to be told that the sound they produce is different from the actual

spelling.

2. Syllable structure: A process that affects the relative distribution of vowels

within a word. Both consonants and vowels can be deleted or inserted.

3. Weakening & strengthening: the deletion of a final unstressed vowel, vowel

shift and reduction, and diphthongization.

 4. Neutralization: a reduction process of phonological distinctions in a particular

environment.

D. Factors Causing Phonological Interference

According to Weinreich (1970) there are four factors causing phonological

interference, they are:

1. Speaker’s bilingualism background

The main factor is bilingualism. This interference occurs because the

speaker is influenced by the first language and second language. This

condition occurs because of the large number of speaker interactions in two

languages, so that the first language disturbs the second language a lot.

2. Disloyalty to target language

Attitudes that arise because of disloyalty to the target language. this

condition will cause the target language structure to be unorganized. As a

result, bilinguals will use the structure of their first language element in

practicing the pronunciation of both spoken and written words.

3. The limited vocabularies of target language

For foreign language learners, vocabulary plays an important role. The

source of most of the language vocabulary is about words which are closely

related to the daily life of the people where the language is used. This factor

occurs when a foreign language student will deliberately use the word in the

original language to state something that they cannot find the best equivalent

word in the target language.

 4. Prestige and style

The predominance of applying foreign words during communication

practice. Interference will arise because there are certain words that make it

possible for the receiver to be unable to grasp the true idea of a speaker. The

use of foreign words is a characteristic of a user. Unfortunately, sometimes

the speaker himself does not really understand the true meaning of the words

he is using.

E. English Phonemes

A phoneme is the smallest unit of sound in a word that makes a difference

in its pronunciation, as well as its meaning, from another word. Phonemes may

demonstrate the differentiation of the tone. There are two groups in the sequence

of phonemes: Vowel and Consonant.

a) Vowel

Vowels play a central role in the phonetics of English. The vowel is a

syllabic speech sound pronounced without any stricture in the vocal tract.

Vowels are syllabic sounds made with the free passage of air down the mid-

line of the vocal tract, usually with a convex tongue shape, and without

friction. There are three categories of vowels they are short vowels, long

vowels, and diphthongs.

b) Consonant

Consonant sounds are produced by blocking the flow of air as it leaves the

mouth. A consonant is a letter of the alphabet that represents a basic speech

sound produced by obstructing the breath in the vocal tract.

F. English Consonant VS Buginese Consonant

The researcher starts this part with the following tables that explanation

about the consonant comparison of the English language and Buginese language

adapted from Jaya (2018).

a. English consonant

App Nas late frica Affri stop

roxi al ral tive cati Manner of Place of
ma ve articulation articulation
nt
p Voiceless Bilabial
W m b Voiced
F Voiceless Labiodental
V Voiced
Θ Voiceless Dental
Ð Voiced
S t Voiceless Alveolar
N l Z d Voiced
r ʃ ʧ Voiceless Palato-

ʒ ʤ Voiced Alveolar
Voiceless Palatal
J Voiced
k Voiceless Velar
H g Voiced
H Voiceless Glottal
voiced
b. Buginese consonant

App Nas Trill late frica affri stop

roxi al s/ ral tive cati Manner of Place of
ma Flap ve articulation articulation
nt
p Voiceless Bilabial
W m b Voiced
Voiceless Labiodental
Voiced
Voiceless Dental
Voiced
S t Voiceless Alveolar
n r L d Voiced
c Voiceless Palato-
j Voiced alveolar
Voiceless Palatal
Y Voiced
k Voiceless Velar
Η g Voiced
h Voiceless Glottal
Voiced

The tables above show that English and Buginese have the plosive sound

/p/, /b/, /k/, and /g/. Buginese does not have labiodental fricative /f/, and /v/,

dental fricative /θ/, and /ð/, and /z/, palato-alveolar fricative /ʃ/, and /ʒ/. English

have palato-alveolar affricative /ʧ/, /ʤ/, and approximant /r/, palatal

approximant /j/, and alveolar lateral /l/. Buginese have palatal approximant /y/,

alveolar trills /r/. Alveolar fricative /s/, glottal fricative /h/, nasal /m/, /n/, and /ŋ/,

bilabial approximant /w/, have the same in both languages.

G. Possible Suspected Sounds

Some other researchers found several samples of phonological interference

of Buginese into English sound were found randomly in their observation, and

then the researcher also tries to make English sounds data samples suspected of

phonological interference that produced by the Buginese students in certain

English sounds (f, v, θ, ð, ʃ, ʒ).

English Buginese Word English Student’s

Sound Sound Pronunciation Pronunciation

[θ] th Anything [Ɛnɪθiŋ] [Ɛnɪthiŋ]

[ð] th Without [wɪðaʊt] [wɪthaʊt]

[f] P Photo [fəʊtəʊ] [phəʊtəʊ]

[ʃ] S Shock [ʃɒk] [sɒk]

[v] F Seven [sɛvən] [sɛfən]

[ʒ] sh Asia [eɪʒə] [eɪshə]

From the data show the phonological interference of sound /th/, /p/, /s/, and

/f/ where the sound [θ], [ð], [f] and [ʃ], as in “anything” “without” “photo” and

“shock” are pronounced as [Ɛnɪthiŋ] instead of [Ɛnɪθiŋ] [wɪthaʊt] instead of

[wɪðaʊt], [phəʊtəʊ] instead of [fəʊtəʊ], and [sɒk] instead of [ʃɒk] by the

students. The students will pronounce those sounds because they think based on

the sound that almost has the same pronunciation with their first language as in

Buginese with no aspiration.

III. Methodology of the Research

A. Research design

This research will be described in descriptive qualitative research. It will

intend to describe the phonological interference produced by the English and

Literature Department’s students. According to Creswell (2009), qualitative

research is research in social or human problems to explore and further

understand the meaning of individuals or groups, and the final written report

has a flexible structure. This study aims to obtain more information about

current and existing phenomena at the time of research.

B. Informant

In this research, the researcher will take 10 Buginese students as the

informants who have studying English at the English and Literature

Department.

C. Research Instrument

The researcher will collect the data by interview, recording, and reading.

a. The interview aims to gain the data related to the factors that affect them in

producing phonological interference in English sounds.

b. Recording the informants will be used to record the students when they read

the word lists and texts.

c. Reading consists of English sounds that are suspected will cause the

phonological interference (f, v, θ, ð, ʃ, ʒ).

D. Procedure of Data Collection

In collection data the researcher will apply some procedure as follows:

1. preparing word lists and texts.

2. Recording the students when they read a particular reading.

3. Identifying the phonological interference produced by English and Literature

Department’s students.

4. Classifying the phonological interference produced by English and Literature

Department’s students.

E. Technique of Data Analysis

In this research, the researcher will be analyzed the data based on

Weinreich’s theory. Weinreich (1979) said that phonological interference is seen

as a phenomenon of speakers reproducing a second language using their first

language's norms and sound system. To direct the research process, the

researcher uses the supporting theory proposed by Schane (1973) about the

phonological process which will help researchers find phonological errors that

will occur based on the phonological process itself.

The factors contribute to interference according to Weinreich’s theory, they

are: Speaker’s bilingualism background, disloyalty to target language, the

limited vocabularies of target language, prestige and style

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