PHONOLOGICAL INTERFERENCE OF BUGINESE TOWARDS ENGLISH

STUDENTS OF SENIOR HIGH SCHOOL 11 PINRANG

RAFIKA NUR DZAKIRA IBRAHIM

40300117081

AG 4

ENGLISH AND LITERATURE DEPARTMENT

ADAB AND HUMANITIES FACULTY

ISLAMIC STATE UNIVERSITY OF ALAUDDIN MAKASSAR

2019/2020 PERIODE
 CHAPTER I
INTRODUCTION

A. Background of Study

Mother tongue is a language, which is very potentially be mastered

when people are born. It is acquired informally and unconsciously. It is the
language learned from child because it is one used in the child’s environment
(Linson, 1994). This is known as language acquisition, language acquisition
not only happens in the child’s environment, but it also happened when child
speaks, their parents correcting their language. It means that people have great
tendency to transfer their language into another language because there is a
big influence from their mother tongue and society.

People have different pronunciation when they speak and talk with the
other people. Because most of people have their own characteristic that can be
known when they do interaction with the other that depend on their origin. In
Indonesia, there are so many various culture, ethnics, and regional language,
some of ethnics have different accents. Like Buginese, Javanese, Sundanese,
Madurese, and etc. The number of languages or language variations in
Indonesia makes Indonesian as bilingual or even multilingual. The influence
of the variation of language causes the tendency of one language to another.

According to Harmer, English as a foreign language describes the

situation where students are learning English in order to use it with any other
English speakers in the world – when the students may be tourists or business
people. It means that English is not used on daily communication in the
country, and also limited temporal of using its spoken form. Therefore, when
the speakers or language learner s use a second language then their habits will
affect the target language.
 Mother tongue (first language) have different pattern with the second
language, it would make some misunderstanding on pronunciation or the
speaker of first language will do some error pronunciation. It is the reason
why the first language affects the use of second language. It may be called as
language interference. Weinreich (1979:1) states language interference itself
is defined as situation when the person (bilingual) uses norm or rule from
their first languages involved to their second language as a result on the
language contact on both languages.

Weinreich (1979: 2) states that there are three kinds of language

interference, they include phonological, grammatical, and lexical. Lekova
(2016: 321-322) defines that phonetic interference affects the improper
pronunciation of phonetic sounds in the second language caused by the
existence of different phonetic structures from the point of view of the mother
tongue or the first foreign language. Typical examples of lexical interference
are: the wrong use of words, narrowing or expansion of the word meaning,
formation of non-existing lexical items using foreign suffixes. Grammatical
interference concerns changes in the structure and the structural elements in
the foreign language. However, this study will focus on the term of
phonological interference.

In South Sulawesi, people may develop bilingualism because most of

people can speak by using Buginese language and Indonesian language,
Buginese and English, Indonesian and English, and others. There are even
people who multilingual because they can speak Buginese as well as English,
and so on. Negative transfer of Buginese towards pronouncing English sounds
a lot going on. For example, if the Buginese speaker pronounces sound /θ/
/f/, /z/, /ʃ/, and so forth. The speakers pronounce word ‘think’ /θɪŋk/ become
/ting/, ‘of’/əv/ become /op/, ‘all’ /o:l/ become /al/, ‘zoom’ /zu:m/ become
/sum/, shy /ʃaɪ/ become /sai/, and so forth.
 there are some previous research about phonological interference as
follows the first study conducted by M.Muhassin, M.Hum entitled
phonological interference of Rejangnese students at STAIN Bengkulu. It was
found that students of STAIN Bengkulu did 4 types of phonological
interferences they are : Sound Addition (A) ,sound omission (O) ,sound
replacements (R) , and combination of sound replacements and addition (RA).

In a line with the discussion are highlighted in this research is

interference of Buginese language in speaking English. Phonological
interference of the first language made by the students in speaking English is
seen by the researcher as an urgent problem to be solved. The cause of the
problem is the inappropriate phonology made by the students when they
produce English sounds.

B. Research Question
The problems that the writer want to solve are as follows:
1. What are the kinds of phonological interferences of Buginese towards
english students of Senior High School 11 Pinrang?
2. What are the factors that influence the phonological interferences of
Buginese towards english students of Senior High School 11 Pinrang?

C. Research Objective
The objectives of the study are as follows:
1. To describe the kinds of phonological interferences of Buginese towards
english students of Senior High School 11 Pinrang.
2. To identify the factors that influence the phonological interferences of
Buginese towards english students of Senior High School 11 Pinrang.
D. Research Significance
The writer hopes this research can give contribution to the English
teaching and learning. It has two major significances i.e.: practical and
theoretical significances:
1. Theoretical Significance
This research will give meaningful contribution to the phonological study
and enlarge the view of the phonological interferences.

2. Practical Significance
a. For the students
The result of this research can be used as a reference to improve the
ability of student in English speaking skill correctly.
b. For the teachers
The result of this research can help the teacher to easier identify and
focus to teach their students in speaking English based on the
phonological interference.
c. Other researchers
To give additional information for other researchers who wants to
conduct further research on the related field.

E. Scope of The Research

The writer gives a limited knowladge, sourches and the issue. In this
case the writer choose to research the issue about the phonological
interferences of Buginese towards english students of Senior High School 11
Pinrang. So it is all about the students that have Buginese ethnics even in the
school also there are some another ethnics, but the focus of the research is
Buginese because it is the native tribe language.
The research is primarily taken with in the scope of the student in
Senior High School 11 Pinrang more specifically for the 1rd student of senior
high school, because the 1rd student of senior high school is the longest or the
lowest student who have learn and practice their english language Senior High
School 11 Pinrang is one of the best boarding school in Pinrang in practice the
language for their students. So that is the reason of the writer to choose the
1rd student of Senior High School 11 Pinrang.
 CHAPTER II
LITERATURE RIVIEW

A. Previous Finding
Some researchers have been conducting studies related to the
interference of L1 to L2. Weda and Sakti (2017) discussed and analyzed the
effects of formal instruction on the acquisition of English short vowels of
students of English Literature Study Program Faculty of Languages and
Literature Universitas Negeri Makassar, Indonesia. Their research found that
the formal instruction relates significantly to the improvement of students‟
acquisition of English short vowels. The also found that the majority of the
students transcribed the short vowels as long vowels, e.g., ǝ becomes e: as in
docter; ɪ becomes i as in sit. Conspicuously, the Indonesian learners’ problems
in pronouncing short vowels: ɪ, e, æ, ʌ, ɒ, and ʊ need more attention from the
teachers and language practitioners, especially in countries where English
becomes a compulsory subject at schools and universities and also taught as a
Foreign Language (FL).
Riska Ayu Hardiyanti (2014) entitled phonological interference of
Lampungnese students toward English consonants. It was found that the
lampungnese students did 3 types of phonological interference they are :
sound addition (A), sound omission (O), sound replacements (R). In contrast
with the previous study, there were similarities on the topic about
phonological interference. It can be concluded that are significant differences
of previous research to this research. In this research, the researcher focused
on the phonological interference towards English but in different ethnic.
A research conducted by Nada (2012) related to the cause of errors
made by Iraq EFL students related to L1. It is revealed that most of the
students rely on or depend on their mother tongue when they speaking or
 expressing their ideas. The main cause of this problem is a grammatical error.
Thus, it shows the influence of Arabic on students’ writing of English.
Akhyaruddin (2011) conducted a research to analyze the interference
of Bugisnese language in learning of Indonesian language at SD Kabupaten
Tanjung Jabung Timur, Jambi. The data is an oral language which is spoken
by the students who the mother language is Buginese. His research found that
there are three types of the interference which are occurred in students’
conversation: phonological, morphological, and syntax interferences. The
interference of Buginese does not occur consciously, but it occurs because
there is an effect from daily life so that the element of Buginese words or
sentences is still carried in the communication at the school.
Bennui (2008) conducted a research to analyze the problems that Thai
EFL students faced with transfer phenomena in the learning process while
trying to communicate their ideas. The research revealed that there was a
significant level of L1 interference that represents more negative transfers
than positive transfers in students' written English. In addition, the results
show the different types of errors such as the use of vocabulary, phrases,
clauses and sentence structure, as well as the language style of paragraph
writing. It can be concluded that at the end of the study it is possible to
identify that all aspects of L1 interference should be seriously considered by
teachers in writing courses so that negative transfers will be reduced and
positive transfers will appear and become a useful tool for students when
analyzing the structures both structures.

B. English Phonetics and Phonology

The study of pronunciation consists of two fields, namely Phonetics
and Phonology. According to Hamann and Scmitz (2005:3) phonetic is
concerned with how sound are produced, transmitted and perceived (we will
look only look at the production of sounds) and phonology is the structure of
 sounds structure in language. Phonology can be divided into two aspect there
are a) segmental is based on the segmentation of language into individual
speech sounds provided by phonetics, these features include vowel and
consonants. b) suprasegmental also called prosody is concerned with those
features of pronunciation that can not be segmented because they extend more
over than one segment or sound, such stress, rhythm, and intonation.

C. English Phonemes
The phoneme is the smallest unit of sound which can differentiate one
word from another : in other word phonemes make lexical distinction. It
means that, phonemes can show distintion of the sound in every words. The
set of phonemes consists of two categories : Vowel and Consonant.
a) Vowel
We can divide sounds of the languages of the world into two basic types
which we call. For case of use vowel and consonant. Vowels play a central
role in the phonetics of English. Vowel is produced with vocal tract
relatively open. Vowels are syllabic sounds made with free passage of air
down the mid-line of the vocal tract, usually with a convex tongue shape,
and without friction. They are normally voiced; and they are normally
oral.7 Vowel have three categories they are short vowels, long vowels, and
diphtongs. In English, there are twelve vowels ; 8 in short vowels : /ɪ/,
/ʊ/, /e/, /ə/, /æ/, /ʌ/,/ɒ/, and in long vowels : /i:/, /u:/, /ᴣ:/, /ᴐ:/, /ɑ:/, and
diphtongs is a combination involving movement from one vowel sound to
another.In English, diphtong consist of eight sounds. Such as /eɪ/ , /ᴐɪ/ ,
/aɪ/ , /ʊə/, /eə/ , /əʊ/ , /aʊ/.
b) Consonant
Consonant is a speech sound that is articulated with complete or partial
closure of the vocal tract. Consonant sounds are produced by blocking the
flow of air as it leaves the mouth. There are many ways of blocking the air
 and various tongue, lip and jaw positions required in order to create
accurately the consonant English. There are 24 consonant sounds in spoken
English.

D. Interference
Weinreich (1953), an American linguist, introduced the term
interference in his book. He explains that Interference is a systematic change
in any kinds of language system that occurs in bilinguals speaking their
second language as a result of language transfer (the process by people who
is learning a second language). Meanwhile, Yule (1985:191) said that
interference is a term used to call negative transfer or using first language
(L1) sounds, expressions, and structures from L1 while using second
language (L2). Interference happens because the tendency of habitual
pronunciation in L1 is used in L2.
From the concepts of interference above, it can be said that
interference is a language error that happens to a native speaker of a certain
language performing the L2 that has some differences from the L1. It is cited
that “transfer” may be due to different structures or sounds. For example,
Indonesians who are trying to use English adjective, may place it after noun
as is typical in Indonesian constructions. In addition, there are three kinds of
interference according to Weinreich (1953) which are phonological, lexical,
and grammatical interference.

E. Phonological Interference
Phonological Interference is an interference that relates to the sounds.
Weinreich (1979:14) defined phonological interference as the phenomenon
when a bilingual received and then reproduced the second language by using
his first language sound norm and system. Furthermore, Weinreich (1979:18-
19) noticed phonological interference into four basic categories: (1) Under-
differentiation of phoneme, (2) Over-differentiation of phoneme, (3)
Reinterpretation of distinctions, and (4) phone substitution.
The first is Under-differentiation of phonemes. It happens when two
phonemes of the second language that are not distinguished in the first
language
cause confusion. For example, the Romansh speaker who is confused with /y/
and /i/ in Schwyzertütsch and the Schwyzertütsch speaker who is confused
with /i/ and /I/ in Roman.
The second is over differentiation of phonemes. It happens when a
bilingual involves phonemic distinctions of his first language system into the
second language system that is not required like [k] and [k/] are over
differentiated and interpreted as separate phonemes in German but not in
Lettish.
The third is the reinterpretation of distinctions which happens when
someone distinguishes second language phonemes by features which are
redundant in that language but still relevant in his first language. For example,
the Romansh word /mesa/ ‘Mass’, can be interpreted as /mesa/ in
Schwyzertutsch since /ss/ does not occur in its language system.
The last is phone substitution that happens when first language
phonemes are similar to second language phonemes but different in phonetic
realizations or pronunciation like Schwyzertütsch [b] substituted by [B] in
Romansh.
In addition, the four kinds of interference mentioned above can be
related to phonological processes that can affect second language learner in
making interference.
From the explanation above, the occurrences of phonology
interference because of differentiate in phonetic structure between second
language and first language. The kinds of phonology interference are under
 differentiation of phonemes, over-differentiation of phonemes,
reinterpretation of distinctions and actual phone substitution.
F. Factor Causing Phonological Interference
According to Weinreich (1979: 64) explained factor causing
phonological interference include absence of corresponding distinctions in
primary language, presence of distinction (only) in primary language,
different phonetics system and different pronunciation of equivalent
phonemes.
a. Absence of corresponding distinctions in primary languages
This factor means the condition where there is no distinction of
identical sounds in primary language (first language) but there is a
distinction of identical sounds in the target language (second language).
Phonological interference can occur because of those distinction due to the
speaker of first language is not recognize those several distinction sounds;
moreover they may replace those sounds with similar sounds which are
found in the first language system.
b. Presence of distinction (only) in primary language
Presence of distinction (only) in primary language is opposite from the
first point. This factor has a distinction of identical sounds in primary
language (first language) but in the target language (second language)
system has not recognize the distinction sounds. It can make the speakers
may transfer the language system in their primary to produce several
sounds of target language (second language).
c. Different phonemic systems
This factor means there is different phonological system between
primary language (first language) and target language (second language) on
producing sounds. Those different are including different place of
articulation (where the place for producing sounds), different manner of
articulation (how to produce sounds), or even different number of
 consonant and vowel and etc. It could occur phonological interference on
those languages.

d. Different pronunciation of equivalent phonemes

This factor means that the condition where there are identical sounds
between primary language (first language) and target language (second
language) that have different pronunciation, it can make a phonological
interference on those languages.
From the explanation above, the absence of corresponding distinctions
in primary language means the condition when there is no distinction of
identical sound in the first language but in the target language does. Presence
of distinction (only) in primary school means there is a distinction of identical
sounds in the first language but in the second language doesn’t. Different
phonetic systems means there is a distinction between first and second
language. And different pronunciation of equivalent phonemes means there is
an identical sound in both language but different pronunciation.
 CHAPTER III
METHODOLOGY OF RESEARCH

A. Method of Research
This research is descriptive qualitative research. According to
Moleong (2002: 6), the data of qualitative method are collected in the form of
words, picture, and non-numerical oriented. This research is designed to
obtain much more information concerning with the current phenomenon and it
exists at the time of the study. Research design has an important role as the
relevance of the truth from research depends on the precise way to write a
technique used in a research.
Bodgan (cited in Henjum, 1993: 212) stated that the characteristics of
qualitative research are qualitative research has the natural setting as the direct
source of data and the researcher is the key instrument; qualitative research is
descriptive; qualitative researchers are concerned with process rather than
simply with outcomes or products.
In line with the statement, according to Bodgan and Taylor (cited in
Moleong, 2002: 3) define qualitative methodology as a research procedure
that produces descriptive data in the form of words written or spoken from the
people and their behaviors which can be observed.
From the explanation above qualitative research is a research that
produces descriptive data in the form of words or non-numerical oriented that
is concern with the process rather than simply with products.

B. The Data Soruce

According to Sugiyono, the source of data in qualitative research can
be resource person (informant), event (activities), places (location), various
photograph object, recording as well as document and archives. In taking data,
the researcher needs sources to get the available data. Data sources are the
 subject of the research where the data can be obtained. Data sources are the
important thing in conducting research. Thus, the data source is the substance
where the researcher will get information is required. Aryet.al argued that in
qualitative research, there are two sources that can be used to get the data.
Those are :
1. Primary Source
Sugiyono stated that primary source is the source which can give valuable
information directly. In other words, the primary source is to give
prominent data relate to problems of the research. For the primary source,
the researcher uses the result of interview. In qualitative research, the result
of an interview can be used as the strongest source to get the information.
2. Secondary Source
The secondary source is an additional source to get the data. Given the
argued "secondary data source is the preexisting source that has been
collected for different purposes when conducting research. Here, the
secondary source that is used documents. The document is the students'
pronunciation recording. The recording was used to know the students’
phonological interference in English.

C. Research Instrument
In identifying the study, the researcher needs some instruments to
collect the data; it makes the researcher easy to finish the research. There are
two instruments include the main instrument and the supporting instrument.
The main instrument includes the researcher its self, because this research is
descriptive qualitative research. According to Moleong (2002: 121), the
researcher during the whole process of the research takes roles as a designer,
data collector, analyst, and reporter of the research result.
 Supporting instrument includes computer, journal, paper, pen, and
Oxford dictionary. It used to obtain the information or the dat a of the study.
The supporting instrument is used by the researcher to collect data for
finishing the research easily.

D. Technique of Data Analysis

According to Moleong (2002: 103) data analysis is a process of
organizing and classifying the data into a pattern, category and basic unit of
analysis in order to find a theme and to formulate hypothesis as data suggest.
The researcher collects the data and analyses the data based on the following
steps:
1. Recording the students when they read a particular reading
2. Writing all of the words that said by students to make analysis data easier.
3. After that, the researcher changed the words into phonetic symbol. The
researcher also wrote the phonetic symbol of those words based on Oxford
dictionary.
4. Checking the words with Oxford dictionary. Here, the researcher used
contrastive analysis to look for the difference of those words between
pronunciation of Buginese speaker and English language. According to
Kavanagh (2007: 283) states contrastive analysis is the systematic study of
the linguistic systems of two language with a view to identifying their
structural differences and similarities.
5. Identifying and classifying the data using phonological interference
classification made by Weinreich. The data categorized as four types; they
are under-differentiation of phonemes, over-differentiation of phonemes,
reinterpretation of distinctions, and actual phonic substitution.
6. Identifying the factors resulting on phonological interference made by the
students.
 REFERENCE
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English Consonant at 2nd Semester of Seventh Grade Of SMPN 1
Sekincau, West Lampung”,(IAIN Raden Intan Lampung, 2014), p. 3