Thesis Proposal

THESIS PROPOSAL
EXPLORING THE SELAYARESE LANGUAGE TRANSFER ON STUDENTS’

ENGLISH PRONUNCIATION
A Case Study at SMAN 1 Selayar in Academic Year of 2020/2021
MUH. ASWAN AMRAH ARRAHMAN

191052501033
ENGLISH EDUCATION
PROGRAM PASCASARJANA
UNIVERSITAS NEGERI MAKASSAR
2020
TABLE OF CONTENTS
Page
TITLE COVER i
TABLE OF CONTENTS ii
CHAPTER I INTRODUCTION 1
A. Background 1
B. Research Problems 5
C. Objectives of the Research 6
D. Significance of the Research 6
E. Scope of the Research 8
CHAPTER II LITERATURE REVIEW 9
A. Some Pertinent Ideas 9
1. Pronunciation 9
2. Pronunciation Mastery 18
3. Interlanguage 19
4. Dialect/Native Language 33
5. Selayarese Language 35
B. Resume 44
C. Theoretical Framework 45
CHAPTER III RESEARCH METHODOLOGY 46
A. Research Design 46
B. Subject and Object of the Research 47
C. Research Instruments 47
D. Method of Collecting Data 48
E. Method of Analyzing Data 50
F. Triangulation 59
REFERENCES 60
APPENDICES 70
ii
1
CHAPTER I
INTRODUCTION
This chapter includes the background of the study, research problems,
objectives of the study, significance of the study, and the scope of the study.
A. Background
English is the language of choice throughout the world today. It has
become an international language due to being the language of business,
communication, media and entertainment, international relations and education.
Considering the importance of English, Indonesia also introduces English as the
first foreign language to the students taught in each level of education starts from
kindergarten, elementary, junior high school, senior high school and university.
English has four major skills such as listening, speaking, reading, and
writing. To master the English language, learners should pay more attention to the
spoken and written form of it. The ultimate goal of learning the spoken form of
English is the learner able to produce the sounds, utterances, and words properly
until the thoughts and messages are delivered in order to create an understandable
and meaningful communication. Therefore, there are several sub-skills covered in
order to speak English well, including vocabulary, pragmatics, grammar,
pronunciation, etc. Fraser (2000) emphasized that the most important of such
skills is pronunciation, which means that by having a good pronunciation, a
speaker is comprehensible despite other errors; with poor pronunciation, a speaker

can be extremely convoluted, despite accuracy in other areas. There were several
studies that attempt to improve the English pronunciation of Indonesian speaker
since pronunciation was less concerned. One of them was through various
techniques in improving pronunciation for instance tongue twister, story-telling,
minimal pairs, role play, substitution drill, communicative drilling and audio
lingual method. Other than various techniques, previous researchers also used
media. Numerous media could be used to enhance the pronunciation of
Indonesian learners’ for instance English movie, drama, songs, short stories,
YouTube videos, video dubbing, and also video games. The pronunciation
improvement was later expected to contribute the enhancement of speaking
(Altamimi, 2015; Hidayati, 2016; Irianti, 2011; Jalaluddin, 2016; Maharida, 2014;
Nurhayati, 2015; Pamungkas, Sumardi & Rochsantiningsih, 2019; Pardede, 2011;
Riswanto & Haryanto, 2012; Setia et al., 2012; Sitoresmi, 2016; Susilawati, 2013;
Wahyuni, Rosdiana & Fitriani, 2016; Zuhriyah, 2017).
Pronunciation is how the articulators such as the larynx, the two lips, the
tongue, etc. produce the sounds that later formed into utterances and words to
make meaning. Having a good pronunciation is every EFL learners’ aspiration in
order to speak English properly and fluently like a native English speaker. The
first thing that people perceive when we talk to them in English is our
pronunciation. The imprecise production of pronunciation can lead to
misinterpretation. A learner who frequently mispronounces the words can be
extremely convoluted for a speaker from another language to interpret the
meaning (Kelly, 2000).
2
However, in the same way as any other aspects of English, there would be
many influencing factors that might become drawbacks for learners during
learning pronunciation. Kenworthy (1987) divided the factors that influence the
pronunciation learning into the first language (L1) interference, attitude, the age
factor, earlier pronunciation instruction, the insufficient language knowledge of
English phonology and phonetics, and the reality that the EFL students speak
English just inside their classroom but they tend to use their own native language
right after the class is over. It was in line with Carruthers’s (1987) argument that
the reasons why learning another language pronunciation is incomprehensible;
first, several sounds of the new or target language do not exist in the learners’
native language. The second is in the dissimilarity of distribution between native
language and the target language.
The impact of native language on English pronunciation is definitely a
difficulty for the Indonesian EFL learners since Indonesia possesses hundreds of
distinct and unique native language from Aceh language in Aceh through Zorop
language in West Papua. Evidently, most of Indonesian learners have obstacles in
producing phonemes /ð/, /θ/, and the minimal pair /f/ and /v/, /s/ and /z/, /e/ and
/æ/. Furthermore, they also had difficulties in diphthongs and long vowels. They
tend to make morphological errors rather than a phonological and syntactic error
when it comes to speaking. In reading, they have obstacles in pronouncing /d/, /ŋ/,
/ʧ/, /ʤ/, /z/, /θ/, /ð/, and /g/. (Biantoro, 2018; Fauzi, 2014; Hidayati, 2011;
Kurniawan, 2016; Mulansari et al., 2014; Ramasari, 2017).
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In the process of acquiring the second language, the term of language
transfer or cross-linguistic influence refers to the influence of the prior language.
It was also strengthened by Selinker (1972) argument that one of the processes
involved in Interlanguage development when acquiring the second language is the
language transfer or cross-linguistic influence of prior knowledge from native
language to second language. The language transfer can bring positive and
negative effect towards the second language acquiring. It is considered as a
positive transfer when a native language structure or role is used properly in a
second language utterance, meanwhile, it is described as a negative transfer when
a native language structure or role is used inappropriately in a second language
utterance and considered as an error.
The realization of language transfer was perceived by students in SMAN 1
Selayar, Selayar Islands Regency, South Sulawesi. Through the researcher
informal observation, the researcher found out that some of the students in class
XI IPA 1 still using Selayarese language as their daily language. Even when
talking to them, the Selayarese language still became the language of choice. In
addition, the researcher inquired ten students that picked randomly to pronounce
several words such as ‘scene’, ‘choir’, ‘island’, ‘scam’, ‘tube’, ‘through’,
‘scramble’, ‘nude’, ‘crane’, and ‘aisle’. The results showed that they similarly
pronounced the words and tended to be equivalent with their first language. For
example, the word ‘island’ that should be pronounced /ˈaɪ.lənd/ becomes /ɪslʌn/,
‘nude’ that supposed to be /njuːd/ becomes /nude/, ‘scene’ /siːn/ tends to be /sken/,
and ‘choir’ /kwaɪ.ɚ/ tends to be /tʃoir/. Therefore, the best option for nonnative
4
speaker if they are unfamiliar with the words in the second language is to
pronounce it according to their knowledge in the first language. It was in line with
Ortega (2009) that argued when there is a gap in second language knowledge then
the best way to overcome is to rely on native language knowledge.
For that kind of reason, the researcher will conduct a further investigation
related to the impact of the native language towards English pronunciation as a
second language. Here, the researcher will explore how the Selayarese
pronunciation affects students’ pronunciation of English vowels, diphthongs,
consonants, and consonant clusters based on Selinker’s (1972) Interlanguage
theory, especially the process of Language Transfer. This kind of study is
somehow not something new in Indonesia as there were many studies that
compared the native language and English but however, in South Sulawesi it is
limited. Furthermore, there is still no study that explored the influence of
Selayarese language on English pronunciation. The results of the study are
expected to contribute in pronunciation and Second Language Acquisition field,
and also to be an advantageous discovery for the teachers and students, especially
in South Sulawesi.
B. Research Problems
The basic problem discussed in the study is “how Selayarese language
affects students’ English pronunciation?” Then, the researcher elaborated four
strands of sub-problems as follows:
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1. How does Selayarese pronunciation affect the students’ pronunciation of
English vowels?
English diphthongs?
English consonants?
English consonant clusters?
C. Objectives of the Research
The objectives of the study are described as follows:
1. to analyze students’ English pronunciation in order to explain the influence of
Selayarese pronunciation on English vowels;
Selayarese pronunciation on English diphthongs;
Selayarese pronunciation on English consonants;
Selayarese pronunciation of English consonant clusters;
D. Significance of the Research
The influence on Selayarese pronunciation on English vowels, so that,
theoretically, it will make the learners study more about the English vowels until
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their knowledge will be enriched; practically, the learner will practice the vowels
that perceived negative effects from their first language; and pedagogically, the
readers especially those who worked in educational settings such as English
teacher will focus on teaching the students on the pronunciation of these English
vowels.
The influence of Selayarese pronunciation on English diphthongs, so that,
theoretically, the learners are expected to get additional information about the
English diphthongs that may be affected by the negative transfer of Selayarese
language; practically, when the learners acknowledge which of the English
diphthongs that influenced negatively by Selayarese pronunciation, they will
practice harder in order to make their pronunciation better; pedagogically, it will
give an input to those who are in educational settings, especially English teachers
in South Sulawesi until they can give better teaching to their students.
The influence of Selayarese pronunciation on English consonants, so that,
theoretically, it will expand learners’ information related to English consonants
and which English consonants that received negative impacts from Selayarese
language as the first language; practically, by getting sufficient information about
which consonants that received negative impacts from first language transfer, the
learner will pay more intention to practice and improve their English
pronunciation; pedagogically, those whose profession as English teachers will
concentrate in teaching students on those English consonants.
The influence of Selayarese consonant clusters, so that, theoretically,
learners will get new knowledge about the English clusters that influenced by the
7
negative transfer of Selayarese language; practically the learners will
acknowledge the errors and they will pay more attention and emphasized more in
practicing the clusters; pedagogically, will be an input for the English teachers
especially in South Sulawesi so they can focus on teaching the students on these
clusters.
E. Scope of the Research
Pronunciation is divided into two parts namely segmental and
suprasegmental features. Vowels, diphthongs, consonants, and consonants clusters
are parts of segmental features that become the focus of the study, while the
suprasegmental features of pronunciation are excluded. Other than that, as the
variable investigates is Selayarese language, therefore the research will conduct in
one of the regencies located in South Sulawesi namely Selayar Islands Regency
where the speakers are using Selayarese language in their daily communication.
Moreover, the population and sample of the study come from students of SMAN 1
Selayar.
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CHAPTER II
LITERATURE REVIEW
This chapter includes some pertinent ideas and theoretical framework. The
first section is the exploration of the relevant theories related to the study. The last
section presents the theoretical framework used to describe the study generally.
A. Some Pertinent Ideas
This subchapter described the theory that supported the current study from
the view of experts. It explains about pronunciation, pronunciation mastery,
Interlanguage, dialect/native language and Selayarese language.
1. Pronunciation
a. Vowels
Traditionally, the first division in speech sounds is made between vowels
and consonants (Odden, 2005). Vowel is speech sound where the airstream
escapes from the vocal throat freely and without obstruction (Dalton & Seidlhofer,
1994; Kreidler, 2008). Vowel later is divided into short and long vowels.
Roach (2009) defined the illustration of the vowel symbols as follows:
Table 2.1 English Vowel Symbols

Vowel Phonemes Representative Words Phonetic Writing
/ɪ/ Pit /pɪt/
/e/ Pet /pet/
/æ/ Pat /pæt/
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/ʌ/ Cut /kʌt/
/ʊ/ Put /pʊt/
/ɒ/ Dog /dɒɡ/
/ə/ About /əˈbaʊt/
/i:/ Week /wiːk/
/ɑ:/ Hard /hɑːd/
/ɔ:/ Fork /fɔːk/
/ɜ:/ Hurt /hɝːt/
/u:/ Boot /buːt/
/eɪ/ Place /pleɪs/
/oʊ/ Home /hoʊm/
/aʊ/ Mouse /maʊs/
/ɪə/ Clear /klɪər/
/eə/ Care /keər/
/ɔɪ/ Boy /bɔɪ/
/aɪ/ Find /faɪnd/
/ʊə/ Tour /tʊər/
1) English short vowels
According to Roach (2009), English has numerous vowel sounds, the first
ones to be examined are short vowels. The symbols for these short vowels are /ɪ/,
/e/, /æ/, /ʌ/, /ʊ/, /ɒ/. Each vowel is described as the cardinal vowels:
10
Figure 1: English short vowel
/ɪ/ (example words: ‘bit’, ‘pin’, ‘fish’). The diagram shows that through this vowel
is in the close front area, compared with cardinal vowel number 1 [i] it is more
open and nearer into the center. The lips are slightly spread.
/e/ (example words: ‘bet’, ‘men’, ‘yes’). This vowel is front, but not quite as open
as cardinal vowel number 2 [e] and number 3 [ε]. The lips are slightly spread.
/æ/ (example words: ‘bat’, ‘man’, ‘gas’). This vowel is front, but not quite as open
as cardinal vowel number 4 [a]. The lips are slightly spread.
/ʌ/ (example words: ‘cut’, ‘come’, ‘rush’). This is a central vowel and the diagram
shows that it is more open than the open-mid tongue height. The lip position is
neutral.
/ʊ/ (example words: ‘put’, ‘pull’, ‘push’). The nearest cardinal vowel is number 8
[u], but it can be seen that /ʊ/ is more open and nearer to central.
/ɒ/ (example words: ‘pot’, ‘gone’, ‘cross’). This vowel is not quite fully back and
between open-mid and open in tongue height. The lips are slightly rounded.
2) English long vowels
There are five long vowels in English, which tend to be longer than the
short vowels. As the vowels tend to be long, the symbols consist of one vowel
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symbol plus a length mark made of two dots [:]. Thus, it will be /i:/, /ɑ:/, /ɔ:/, /ɜ:/,
and /u:/. The explanations are as follows:
Figure 2: English long vowels
/i:/ (example words: ‘beat’, ‘mean’, ‘peace’). This vowel is nearer to cardinal
vowel number 1 [i] (e.g. it is closer and more front) than is the short vowel of
‘bid’, ‘pin’, and ‘fish’).
/ɑ:/ (example words: ‘card’, ‘half’, ‘pass’). This is an open vowel in the region of
cardinal vowel number 5 [ɑ]. The lip position is neutral.
/ɔ:/ (example words: ‘board’, ‘torn’, ‘horse’). The tongue height for this vowel is
between cardinal vowel number 6 [ɔ] and number 7 [o] and closer to the latter.
/ɜ:/ (example words: ‘bird’, ‘fern’, ‘purse’). This is a mid-central vowel which is
used in most English accents as a hesitation sound (written ‘er’).
/u:/ (example words: ‘food’, ‘soon’, ‘loose’). The nearest cardinal vowel to this is
number 8 [u].
3) Diphthongs
As stated by Roach (2009), in terms of length, diphthongs are similar to
the long vowels described above. Perhaps the most important thing to remember
about all the diphthongs are that the first part is much longer and stronger than the
12
second part; for instance, most of the diphthong /aɪ/ (as in the word ‘eye’, ‘I’)
consists of the a vowel, and only in about the last quarter of the diphthong does
the glide to ɪ become noticeable. There are eight diphthongs in total:
Table 2.2 English Diphthongs Symbols

Vowel Phonemes Representative Words Phonetic Writing
/eɪ/ Place /pleɪs/
/oʊ/ Home /hoʊm/
/aʊ/ Mouse /maʊs/
/ɪə/ Clear /klɪər/
/eə/ Care /keər/
/ɔɪ/ Boy /bɔɪ/
/aɪ/ Find /faɪnd/
/ʊə/ Tour /tʊər/
b. Consonants
Consonant is the opposing of vowel. It is a set of speech sound that is
produced when the airflow is blocked by teeth, lips or tongue. Crystal (2008)
argued that consonants can be described as those sounds are formed because of
the vocal tract is narrowing so that the air stream from the lung is obstructed
which results friction nose. On the other hand, in term of phonological,
consonants are group of sounds which occupy within the syllabus, both single or
clusters. There are 24 consonants in English and illustrated as follows:
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Table 2.3 English Consonants Symbols
Consonant Grapheme IPA Phoneme Representative Words Phonetic Writing
/b/ /b/ Baby /ˈbeɪ.bi/
/d/ /d/ Dog /dɑːɡ/
/f/ /f/ Photo /ˈfoʊ.t̬ oʊ/
/g/ /g/ Game /ɡeɪm/
/h/ /h/ Hat /hæt/
/j/ /dʒ/ Judge /dʒʌdʒ/
/sh/ /ʒ/ Measure /ˈmeʒ.ɚ/
/k/ /k/ Cook /kʊk/
/l/ /l/ Lamb /læm/
/m/ /m/ Monkey /ˈmʌŋ.ki/
/n/ /n/ Nut /nʌt/
/p/ /p/ Pink /pɪŋk/
/ng/ /ŋ/ Ring /rɪŋ/
/r/ /r/ Rabbit /ˈræb.ɪt/
/s/ /s/ Sun /sʌn/
/t/ /t/ Tap /tæp/
/v/ /v/ Van /væn/
/w/ /w/ Wish /wɪʃ/
/y/ /j/ Yes /jes/
/z/ /z/ Zebra /ˈziː.brə/
/th/ /ð/ Then /ðen/
14
/th/ /θ/ Thin /θɪn/
/ch/ /tʃ/ Chip /tʃɪp/
/sh/ /ʃ/ Ship /ʃɪp/
In addition, to help learners know exactly how to pronounce a certain word
in English, the International Phonetic Alphabet (IPA) needs to be taught. IPA is a
system where each symbol is associated with a particular English sound. This
helps in improving English pronunciation and feeling more confident speaking in
English.
Table 2.4 The International Phonetic Alphabet (IPA) Symbols of English

Consonants
Bilabial Labio- (Inter-) Alveolar Palato- Velar Glottal
dental Dental Alveolar
Stop p b t d k g
Fricative f v θ ð s z ʃ ʒ h
Affricate tʃ dʒ
Nasal m n ŋ
Lateral l
Approximant w r j
or Glides
Shaded = voiced; Unshaded = voiceless
The table above showed that the English language has twenty four
consonants. As for the MOA there are six stops /b/, /p/, /t/, /d/, /k/, /g/, two
affricates /tʃ/ and /dʒ/, none fricatives /f/, /v/, / θ/, / ð/, /s/, /z/, /ʒ/, /h/, one lateral
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/l/, three nasals /m/, /n/, /ŋ/ and three glides /r/, /w/, /j/. According to POA,
English has four bilabials /b/, /p/, /m/, /w/, two labio-dentals /f/, /v/, two
interdentals /θ/, /ð/, seven alveolars /t/, /d/, /s/, /z/, /l/, /r/, /n/, four palate-alveolars
/ʃ/, /tʃ/, /dʒ/, /ʒ/, one palatal /j/, three velars /k/, /g/, /ŋ/ and one glottal /h/ (Catford,
1988).
1) Consonant Cluster
According to Avery and Ehrlich (1992), the consonant cluster comprises
initial and final clusters. The initial clusters are divided into beginning with stop
consonant, fricative, nasal, [h], and also few initial clusters of three consonants.
The researcher limited the study into seven clusters only. They are two from
initial two-consonant clusters beginning with a stop consonant: /pl/ and /kr/, initial
two-consonant clusters beginning with a fricative: /fr/ and /sk/ and also initial
clusters of three consonants: /spl/ and /skr/. The followings are examples of
consonant clusters in general:
Table 2.5 Initial Two-consonant Clusters Beginning with a Stop Consonant

Lips Tooth Ridge Velum
Cluster Example Phonetic Cluster Example Phonetic Cluster Example Phonetic
Writing Writing Writing
/pl/ Play /pleɪ/ /kl/ Clean /kliːn/
/pr/ Pray /preɪ/ /tr/ Tree /triː/ /kr/ Cream /kriːm/
/py/ Pure /pjʊr/ /ty/ Tune /tjuːn/ /ky/ Cute /kjuːt/
/tw/ Twin /twɪn/ /kw/ Queen /kwiːn/
/bl/ Blue /bluː/ /gl/ Gleam /ɡliːm/
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/br/ Brown /braʊn/ /dr/ Dream /driːm/ /gr/ Green /ɡriːn/
/dw/ Dwindle /ˈdwɪn.dəl/ /gw/ Gwen /gwen/
Table 2.6 Initial Two-consonant Clusters Beginning with a Fricative

Lips and Teeth Between Teeth Tooth Ridge Hard Palate
Clu Exa Pho Clu Exa Pho Clu Exa Pho Clu Exa Pho
ster mple netic ster mple netic ster mple netic ster mple netic
Writ Writ Writ Writ
ing ing ing ing
/fl/ Fly /flaɪ/ /sl/ Slow /sloʊ/
/fr/ Fry /fraɪ/ /θr/ Thre /θriː/ /ʃr/ Shri /ʃriːk
e ek /
/fy/ Few /fju:/ /sy/ Suit /sjuːt/
/θw/ Thwart /θwat/ /sw/ Switch /swɪtʃ/
/sp/ Spit /spɪt/
/st/ Stone /stoʊn/
/sk/ School /skuːl/
/sm/ Smile /smaɪl/
/sn/ Snow /snoʊ/
/sf/ Sphere /sfɪr/
/vy/ View /vju:/
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Table 2.7 Initial Clusters of Three Consonants in English
Cluster Example Phonetic Cluster Example Phonetic Cluster Example Phonetic Writing
Writing Writing
/spl/ Splice /splaɪs/ /skl/ Sclerosis /skləˈrəʊ.sɪs/
/spr/ Spring /sprɪŋ/ /str/ String /strɪŋ/ /skr/ Screw /skruː/
/spy/ Spew /spjuː/ /sty/ Stew /stjuː/ /sky/ Skew /skjuː/
/skw/ Squirt /skwɝːt/
2. Pronunciation Mastery
Many people across the world have strong desire to learn and speak
English with proper pronunciation since the English learners with a limited
pronunciation performance may lose their self-confidence in social interactions
that “negatively affects estimations of a speaker’s credibility and abilities”
(Gilakjani, 2012, p. 119). To put it another way, learners with good English
pronunciation tend to be understood despite their grammatical errors in the
speech. However, having a good knowledge of English grammar is not a
guarantee of intelligibility, meaning “how much of the speech is actually
understood by interlocutors” (Munro, 2011, p. 9). For this reason, pronunciation is
a skill that needs to be taught by teachers as it is basic to reach a successful
communication. Kelly (2000) argued that the inaccurate production of a phoneme
can lead to misunderstanding. A learner who consistently mispronounces a range
of phonemes can be extremely difficult for a speaker from another language to
understand.
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However, pronunciation instruction is always being ignored. Several
factors evoke the ignorance based on the teacher and learners perspectives. From
teachers’ perspectives, the ignorance to teach pronunciation may not due to
lacking interest but rather to a feeling of doubt as to how to teach it. Lack of
knowledge of theory of pronunciation made them feel the need to improve their
practical skills in pronunciation teaching (Kelly, 2000, p. 13). On the contrary,
according to Kenworthy (1987), there were several factors that could affect the
students’ ability to speak English with proper pronunciation, for instance the first
language (L1) interference, attitude, the age factor, earlier pronunciation
instruction, the inadequate language knowledge of English phonetics and
phonology, and the fact that the students speak English just inside their classroom
but they use their own native language whenever they leave their classes. In
addition, Carruthers (1987) argued that the reasons why learning another language
pronunciation is difficult to master; first, some sounds of the new or target
language do not exist in the learners’ native language. The second is in the
difference of distribution between native language and the target language. The
influence of the native language in acquiring the second language is due to a
process called language transfer. The further explanations about dialect or native
language and also language transfer demonstrated below.
3. Interlanguage
The emergence of Interlanguage cannot be separated from Contrastive
Analysis and Error Analysis. Interlanguage emerged because of the numerous
criticisms that CA and EA get in their view of the learners’ errors. Both of them
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were criticized as being insufficient for describing second language errors. In this
case, CA was questioned by many researches and scholars working in the field of
applied linguistic. Interlingual interference from first language is not the only
factor for the occurrence of errors in SLA was the major criticism. Moreover, CA
is most predictive at the phonological form and least predictive at the syntactic
form because there is no language that is comparable to other languages. On the
contrary, EA, very popular in the 1960’s, occupied a leading position in the field
of SLA research due to its large contribution in this field. Despite its popularity, it
is not without criticisms. For instance, poor statistical inference, its subjectivity
error interpretation, and lack of predictive power are some of the criticisms
directed at EA. Schachter & Celce-Murcia (1977) argued that EA fails to identify
all FL learners’ error because learners have an inclination to avoid L2 items which
they do not know about. Moreover, EA ignores correct sentences because the
main focus is sentences with errors. In other words, it could not see the complete
overview of the learners’ language because it is very limited by errors. It is
necessary to conduct an investigation of non-errors as well to get the full and
proper overview of the learner’s competence. Therefore, the success of CA cannot
be seen only in areas where L2 learners were competent (Brown, 2000; Gass &
Selinker, 2001; Larsen-Freeman & Long, 1991). In addition, Schachter & Celce-
Murcia (1977) believed that L2 and foreign language learners try to avoid using
the certain grammatical or syntactic structures. Hence, these avoided structures
cannot be studied because the major focus of this approach is on errors.
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After many limitations and criticisms that received by EA and CA during
that period, Larry Selinker introduced the term Interlanguage as a theory in 1972.
Selinker (1972) referred it as L2 systematic knowledge independent of both L1
and L2. Richards et al. (1996) argued that Interlanguage is the type of language
that can be produced by L2 or FL learners who are in the process of acquiring or
learning a new language. In a cognitive perspective, Brown (1994) acknowledged
that Interlanguage refers to the separateness of an L2 learner’s system that
includes a structural status between native language and target language. This
reflects the efforts of L2 learners in building a linguistic system which
progressively and gradually approaches the target language system (Fauziati,
2011).
In contrast to CA and EA, Interlanguage is not viewed as a process in SLA
influenced by L1 or L2. By all means, it is not an L1 system or an L2 system, but
rather as an independent linguistic system that exists independently. Interlanguage
is found where L2 learners express the knowledge they already have in the new
language they are trying to learn. Selinker (1972) believed that Interlanguage can
be observed and explored in language learners since it is a transition process
between L1 and L2. He assumes that Interlanguage as “a dialect whose rules share
characteristics of two social dialects of languages, whether these languages
themselves share rules or not” (Selinker, 1972 cited in Coder, 1981, p. 17).
Selinker (1972) illustrated the notion of Interlanguage as seen in Figure 3.
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Figure 3: The notion of Interlanguage
a. Characteristics of Interlanguage
According to Tarone et al. (2001), there are five characteristics or facts
that can be observed from the Interlanguage theory. These characteristics are
explained below.
1) Stability
Stability in Interlanguage is to show consistency in using certain rules or
forms over time in the Interlanguage learning field. To put it another way, stability
can be seen in the use of the same form twice by L2 learners. Henderson (1985)
argued that it is not clear to us that the new language hypothesis is necessary for
further explanation of the human tendency to continue to make the same mistakes
or errors, and to learn things gradually. This Interlanguage feature became less
attractive when we found that Tarone et al. (1976) decided to differentiate
between the two types of Interlanguage users. Type one is associated with those
whose Interlanguage is differentiated by stability, whereas the other type is
characterized by instability. The major problem comes from determining the type
of student. Determining is based on the stability of a learner’s Interlaguage.
22
2) Systematicity
Interlanguage is characterized as not a random of rules or items. It follows
a specific system of rules that makes it systematic. However, the rules are not
fundamentally the same as the rule of the target language, Interlanguage after all,
has a certain set of rules. Regardless the Interlanguage variability, it is possible to
detect the rule-based nature of a learner’s use of a second language or foreign
language (Kasper, 2001; Kasper & Dahl, 1991). According to Tarone (1990),
second language speech can be called systematic when it evidences an internal
consistency in the use of forms at a single point in time.
3) Mutual Intelligibility
According to Adjemian (1967), Interlanguage, in general, can be used for
the benefit of communication among their speakers. They can share different
communication function with natural languages. In a view of linguistic, mutual
intelligibility is considered as a relationship between dialects or languages in
which speakers of different languages can to some extent understand each other
without tremendous effort. Intelligibility among languages could be asymmetric
(Bent et al., 2008; Bent & Bradlow, 2003).
Henderson (1985) argued that mutual intelligibility is the intrinsic property
of the Interlanguage which makes them to become members of the human
language. The need to determine whether foreign language learners can
communicate verbally with other languages other than their native language is
considered here. If this is proven, then the students are proven to be able to share
an Interlanguage and can be considered efficient. If the students are found not able
23
to communicate with other languages, then they will be considered to have the
non-native grammar that cause them not to have the ability to make the emergence
of an Interlanguage native (Bent & Bradlow, 2003).
The need to establish whether a learner in one foreign language class is
able to communicate with and understand another student from another class
being taught foreign language is crucial. If it is proven, then the students will have
reached the Interlanguage. And if not, they will be assumed not to having it
(Darling-Hammond & Youngs, 2002). Therefore, if students can understand each
other, then they should have an Interlanguage. If they cannot, it is obviously that
they will not have one. If they had one, they might be able to understand each
other.
4) Backsliding
Another feature of Interlanguage is backsliding. All foreign language teachers are
familiar with the concept of backsliding. It means that linguistic mastery of certain
form in the target language, followed by low, disuse or misuse of the form
(Butler-Tanaka, 2000). According to Selinker (1974), backsliding is neither
haphazard nor towards the speaker’s native language but is toward an
Interlanguage norm. He argues that backsliding may occur when a second
language learner focuses on meaning and produces a formerly learnt
Interlanguage form. Fossilized forms or structures continue in spite of error
correction, explicit grammatical instruction or explanation; and even if they are
eradicated, they might occur again in spontaneous production. This phenomenon
is called backsliding (Ellis, 1994).
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5) Fossilization
Fossilization has received great interest among Second Language
Acquisition researchers and has stimulated important differences of
argumentation. Selinker (1974) defines fossilization as one of the most crucial
mechanisms of the latent psychological structures. Selinker’s fossilization concept
is not too different from Tarone (1990), Nemser (1971), and Sridhars’ (1980)
concepts; all of them had some attempts to explore the source of fossilization in
the second language learners’ Interlanguage. His definition was that fossilisable
linguistic phenomena are linguistic items, rules, and subsystems which speakers
of a particular native language will tend to keep in their Interlanguage relative to a
particular target language, no matter what the age of the learners or amount of
explanation or instruction they receive in the target language (Selinker, 1972). He
believes that many second language learners do not achieve the competence of the
target language, because they stop somewhere in the middle of their language
learning process affected by errors. He states that fossilization occurs at different
stages of the language learning process. During the process of Interlanguage
continuum, only 5% of second language learners reach the end of their
Interlanguage continuum successfully while the majority of them do not do so
(Birdsong, 2004). In different way, they cannot overcome fossilization. When a
second language learner stops progressing any further, his/her Interlanguage will
be fossilized. In this case, only the successful learners will not fossilize as they
constantly move along the Interlanguage continuum.
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Selinker & Lakshamanan (1992) argue that the first sign of fossilization is
stabilization. However, Fauziati (2011) explains that second language fossilized
errors are permanent and continue to occur in the learner’s performance despite
any further exposure to the target language. In conclusion, stabilized errors can be
defined as such errors which eventually subside while the language learners make
progress. On the other hand, fossilized errors refer to those which occur in spite of
the given input and exposure provided for the learners.
b. Processes of Interlanguage
Selinker (1972) classified five main processes that occur in Interlanguage,
they are language transfer, overgeneralization of target language rules, transfer of
training, strategies of second language learning, and strategies of second language
communication.
1) Language Transfer
Arabski (2006) describes two definitions of transfer: the first is related to
behaviorist and the other is related to applied linguistic. Behaviorist psychologist,
who first defined ‘transfer’ technically, used it to refer to a process described as
the automatic, uncontrolled, and subconscious use of past learner’s behaviors in
the attempt to produce new responses. On the other hand, the applied linguists
define it as a process in foreign language learning in which learners bring what
they already know about their first language to their performance in their new
language.
26
It is worth mentioning that language transfer is also referred to as first
language or native language interference and as cross-linguistic influence that
affect communicators accessing the first language system when using second
language, i.e. applying linguistic knowledge from first language to second
language. When describing language transfer in theory of Interlanguage, it is quite
common to find explanations about the role of the learner’s mother tongue in
Second Language Acquisition and the consequences of that involvement.
According to Selinker (1972), language transfer is a process that indicates the
demonstration of the rules and subsystems of first language in the performance of
second language learners – their Interlanguage. Similarly, but in brief, Ellis (1997)
defines language transfer as the process by which the learner’s first language
influences the acquisition and use of second language.
In his distinctive attempt to highlight the role of mother tongue in SLA,
Coder (1993) appears to be displeased with the terms transfer or interference and
calls for alternative terms on the grounds that the first language’s influence is
richer and more complex than transfer theory. However, he asserts language
transfer postulating the occurrence of “more incorrect mother-tongue-like features
in learner’s performance in the earlier stages than in the later stages” (p. 23). In a
positive view of the developmental process of SLA learners, Montrul (2014)
defines transfer as a defining feature of the SLA cognitive process.
In all the above definitions, seemingly, language transfer is a
conceptualized as a mother-tongue-based-process which is responsible for the
unnatural production of second language. Montrul’s view of language transfer,
27
which emphasizes the aspect of cognition, sounds, is positive because it means
that these characteristics are an indication of the existence or development of the
second language learning process. In contrast with CA hypothesis which
considers first language to be the only developer of the language learner,
Interlanguage theory proposes other processes to shape the L2 besides the process
of native language transfer. As for the amount of the occurrence of language
transfer in second language, the features in correspondence, the more chances for
first language to have a positive influence on learning second language and vice
versa.
Scholars, starting from the behaviorists, classify language transfer into two
types according to first language’s facilitating role in providing appropriate
features for the learner to match the ones in second language. Thus, whenever the
learner finds first language features have equivalent in second language, the
transfer is known as a positive transfer. On the contrary, the lack of such
equivalence of correspondence will cause to what is labeled as negative transfer
also called first language interference. And due to the circumstance that positive
transfer results in the production of correct language and negative transfer leads to
errors, it is known that the latter type is researched and highlighted more than the
former. Nemser (1971) places these types quickly when referring to the presumed
CA approach. He explains that the approach is based on the general view of
learning according to which prior learning affects subsequent learning, positively
where the new skill coincides with one already mastered, negatively where they
are opposed. What is to be kept in mind of Nemser’s prior learning is that it
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includes both first language knowledge and the learner’s current experience of
second language – the Interlanguage.
An example that may clarify the two types is that Kurdish EFL students
have no problem in pronouncing words with the phonemes /p/ or /v/ because of
the existence of the sounds /p/ and /v/ in Kurdish language and realized by the
Kurdish letters ‫ پ‬and ‫ ڤ‬respectively, which makes a positive transfer. In contrast,
most of Indonesian learners have obstacles in producing phonemes /ð/, /θ/, and the
minimal pair /f/ and /v/, /s/ and /z/, /e/ and /æ/. Furthermore, they also had
difficulties in diphthongs and long vowels. They tend to make morphological
errors rather than a phonological and syntactic error when it comes to speaking. In
reading, they have obstacles in pronouncing /d/, /ŋ/, /ʧ/, /ʤ/, /z/, /θ/, /ð/, and /g/.
Such obstacles lead to a negative transfer. (Biantoro, 2018; Fauzi, 2014; Hidayati,
2011; Kurniawan, 2016; Mulansari et al., 2014; Ramasari, 2017). Additionally,
Based on several studies, it is found that in Indonesia the learners made errors in
English sounds that unavailable in Bahasa Indonesia for example /dʒ/, /ð/, /v/, /θ/,
/ʒ/, /t/, /oʊ/, /eɪ/, and /аυ/. The learners’ initiative to cope with the sounds that they
are unfamiliar with is to pronounce using their native language phonemic system.
As a result, they fail to produce English words appropriately. The foreign EFL
learners also have various problems in pronunciation. For instance, it can be seen
that Sudanese students are complicated in the minimal pair of /ʃ/and /tʃ/, /v/ and
/f/, /z/ and /ð/, /s/ and /θ/, /p/ and /b/. Meanwhile, Saudi learners have problem
with the substitution of /p/ by /b/, /ŋ/ sometimes by [n-k] or [n-g], [ʒ] by [dʒ] and
[v] replaced by [f]. Furthermore, Igbo speakers and Hausa speakers respectively
29
have obstacles and replace [ð] with [d] or [z], and problems in vowel [ᴧ], [ɔ:], and
[з:] also consonant [f], [v], [θ] and [ð]. For Chinese learners instead, the
interference may come from mother tongue and other factors such as learners' age,
attitude, psychological factor, and prior pronunciation instruction. For Javanese
and Persian-speaking speakers instead, they have difficulties in pronouncing /ð/
and replaced it to a similar sound either [d] or [z] (Derakhsan & Karimi, 2015;
Donal, 2016; Gilakjani & Ahmadi, 2011; Hakim, 2012; Hassan, 2014; Kosasih,
2017; Nkamigbo, 2010; Senel, 2006; Sumbayak, 2009; Tiono & Yostanto, 2008;
Zhang & Yin, 2009).
2) Overgeneralization of Target Language Rules
Second language learners may tend to over-generalize some of the
grammatical rules of the second language or some of its semantic features
(Selinker, 1972). The overgeneralization involves the application of grammatical
or morphological rules in contexts or cases where the rules does not apply, for
instance adding past tense marker –ed to irregular verbs such as teach forming
*teached. Or using the verb ride, which is acceptable with bicycle and horse, with
car and saying something for instance *He is riding a car. Overgeneralization-
based errors committed by second language learners are almost similar to the ones
children make in their mother tongue.
3) Transfer of Training
The next process of Interlanguage performance classified by Selinker
(1972) is transfer of training. It occurs when the items, rules, and subsystems,
which can be fossilized, are resulted from identifiable items in training
30
procedures. What teachers aim at in their training courses is to enable the learners
transfer the knowledge gained in the classroom the real life situations outside the
classroom environment appropriately. Thus, the training will be considered
successful if it makes the learners successful in implementing it when needed, for
example, making requests outside the instruction environment after having
covered related conversational extracts in the class.
Furthermore, training transfer can be positive if the training course
facilitates the mission for the trainees to convey their communicative messages in
the same situations in everyday life. Conversely, if the facilitation does not occur,
then the training transfer is negative. The criterion of positivity and negativity of
such transfer, then, is the success of the learners in adapting their classroom
acquired knowledge to real world situations.
4) Strategies of Second Language Learning
The valuable role of strategy in language learning is unquestionable
among strategy specialists who believe that learners with strategic knowledge of
language learning, compared with those without, become more efficient,
resourceful, and flexible, thus acquiring a language more easily (Tseng, Dörnyei,
& Schmitt, 2006). In the same way, Fedderholdt (1988) emphasizes the idea of
cultivating language learners’ skills by providing them with appropriate language
learning strategies.
Tarone (1981) views language learning strategy in a broader frame
covering the linguistic and the metalinguistic skills in the second language which
are followed in developing the Interlanguage competence of the learner. Tarone
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(1981) regards language learning strategies as “an attempt to develop linguistic
and sociolinguistic competence in the target language to incorporate these into
one’s interlanguage competence” (p. 290). In other hand, Wenden (1987) defines
language learning strategies as language learning behaviors learners actually
engage in to learn and regulate the learning of a second language. To put it briefly,
it can be concluded from the definitions mentioned above that strategies of second
language learning underlie all what a learner does in their attempt to acquire the
language in terms of both its system and behavior.
5) Strategies of Second Language Communication
Communication strategies as a term is basically used to cover all the ways
a second language learner uses to communicate their ideas and also intentions
relying on the limited linguistic knowledge of the second language. This concept
is clearly found in Bialystok’s (1983) definition of communication strategies that
all attempts to manipulate a limited linguistic system in order to promote
communication. Thus, such strategies can be understood as problem solving ways
to facilitate communication in second language. The strategies which second
language learners used to communicate meanings vary according to the
complexity of the intended meaning. They range from using synonyms,
paraphrasing, literal translating, generalizing, approximating, roundabout
speaking (circumlocution), to pointing, and miming.
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4. Dialect/Native Language
No people in this world speak the same and it is a fact. Even a single
person can pronounce a single vowel differently every time. However, some
features of speech, vocabulary and grammatical differences shared by certain
groups can be considered as the characteristics and distinguish them from other
groups. This distinction is known as a dialect. Several experts agreed that dialect
is divided into two types: regional dialect and social dialect (Holmes, 2010;
Romain, 2000; Wardaugh, 2010). A regional dialect refers to a particular language
that its pronunciation, vocabulary and grammatical features are recognized by the
geographical area that they live, while social dialect refers to the variety of
language that describes the differences in related to particular social groups.
In learning English pronunciation, errors occur as every language has a
different inventory of sounds, different rules for combining these sounds into
words and different stress and intonation patterns. It is due to the reflection of the
sound inventory, rules of combination, and the stress and intonation pattern of the
native language (Alvery & Ehrlich, 1992; Kenworthy, 1987). Besides, they also
proposed that the sound system of dialect or native language can be seen to
influence students’ pronunciation of English in at least three ways. First,
difficulties may arise when a student encounter sounds in English that is not part
of the sound inventory of the student’s native language. Secondly, difficulties may
arise because the rules for combining sounds into words are different from the
learners’ native language. Last, the patterns of stress and intonation, which
33
determine the overall rhythm and melody of a language, can be transferred from
the native language into the second language.
Several studies have been conducted in comparing English with native
languages; Arab, China, Hausa, Igala, Indonesia, Libya, and Sunda. Apparently,
Arab EFL learners encounter numerous problems in learning English
pronunciation especially with unfamiliar speech sounds that do not exist in their
mother tongue such as [p], [ŋ], [ʒ], and [v]. Moreover, Hausa speakers have
difficulties and replacing [v] with [b], [θ] as [t], [p] with [ɸ], [ʒ] as [dʒ], and [ð] as
[d]. For vowels, they tend to replace [ə] and [ə:] as [e], [eə] as [ea], [æ] and [ʌ] to
[a], [əu] as [ɒ], [uə] as [ua], and [iə] as [ai] respectively. On the other hand,
Indonesian EFL learners encounter problems in pronouncing phonemes that
unavailable in Bahasa Indonesia such as [ð], [ʌ], [θ], [æ], [v], and [ɜ], sounds that
exist in L1 and L2 but have different phonetic features such as [z], [g], [b], [ʧ],
[d], [s], and [ʤ], and spelling of English words such as [s] that sometimes
pronounced as [z] and [a] that sometimes pronounced as [æ], [ə] and [e]. Sunda
speakers instead have an obstacle in pronouncing the minimal pairs of [f] and [v],
[ð] and [z], and [s] and [θ]. Chinese people have difficulties because of the
unavailable of consonants [v], [θ], and [ð], long vowels, diphthongs, and
consonant. Meanwhile Libyan learners had errors while they produce English
sounds such as: consonants [dʒ], [p], [θ], [v], [ð], [ŋ], and [tʃ], vowels [ɪ], [i:], [ɑ:],
[ə], [ɛ:], [u:], and [ᴐ:], and finally diphthongs [əʊ], [ʊə], [eə]. Last, the errors in
the speech of Igala second language speakers of English can be seen from
intonation, tone, and stress (Al-Zoubi, 2019; Emran & Anggiani, 2017; Kadir,
34
2015; Li, 2016; Malah & Rashid, 2015; Okpanachi & Kadiri, 2015; Pallawa,
2013; Risdianto, 2017).
5. Selayarese language
Selayarese is one of the dialects from Makassarese family together with
the other dialect such as Turatea, Bantaeng, Konjo and Lakiung. Selayarese
language is spoken by approximately one hundred thousand people in Selayar
Islands Regency, South Sulawesi Province, Indonesia (Mithun & Basri, 1987).
There are twenty consonant phonemes in Selayarese as shown below. It is
definitely essential to expound the speech sounds of Selayarese to illustrate
understandably their effects on EFL learners. It is better to describe them as
Mithun and Basri (1987) defined the illustration of the consonant phonemes of
Selayarese as follows:
Table 2.8 The Consonant Phonemes of Selayarese Language

Bilabial Dental Alveolar Palatal Velar Glottal
Plain Stops [p], [b] [t] [d] [j] [k],[g] [ʔ]
Prenasalized [ᵐb] [ⁿd] [ᶮj] [ᵑɡ]
Stops
Nasals [m] [n] [ɲ] [ŋ]
Fricatives [s] [h]
Liquids [l] [r]
35
Plain stops
There are bilabial, dental, alveolar, palatal, velar, and glottal stops. Voicing is
distinctive for the plain stops except for the voiced palatal, which has no voiceless
counterpart, and the glottal stop.
Table 2.9 Plain stops of Selayarese consonants

Phoneme Allophone Description, occurrence, and examples
Tense, voiceless, unaspirated bilabial stop. Initially, it occurs
alone or geminated. Medially, it occurs alone, geminated, or
preceded by /m/.
/p/ [p]
[pá:oˬ] ‘mango’
[sá:pi] ‘cow’
[lám:pa] ‘go’
Lax, slightly prevoiced, bilabial stop. It occurs alone or preceded
by glottal stop or /m/, both initially and medially.
/b/ [b]
[bá:ba] ‘mouth’
[ˀbá:lasa] ‘recipocrate’
[tim:boˬ] ‘grow’
Tense, voiceless, apico-dental stop. It occurs alone, geminated,
or preceded by /n/, both initially and medially.
/t/ [t]
[tálluˬ] ‘three’
[ntáˀleˬ] ‘cross’
36
[katin:tinŋ] ‘thorn’
Lax, slightly prevoiced, apico-alveolar stop. It occurs alone or
preceded by glottal stop or /n/, both initially and medially.
/d/ [d]
[dá:reˀ] ‘monkey’
[ndá:tala] ‘pursue’
[sóˀdiˀ] ‘a little’
Lax, voiced, palatal stop. It occurs alone or preceded by glottal
stop or /ɲ/, initially and medially.
/j/ [j]
[já:la] ‘net’
[ˀjá:ri] ‘become’
[ɲjóˀjoˀ] ‘vote’
Tense, voiceless, velar stop. Initially, it occurs alone or
geminated. Medially, it occurs alone, geminated, or following
/ŋ/.
/k/ [k]
[ká:ruŋ] ‘sack’
[bó:koˬ] ‘back’
[séŋ:ka] ‘stop by’
Voiced velar stop. It appears alone or preceded by glottal stop
initially, and alone, geminated, or preceded by glottal stop or /ŋ/,
/g/ [g] medially.
[gá:ja] ‘elephant’
37
[ˀgán:raŋ] ‘play the drum’
[saŋgén:ã] ‘until’
Appears initially, intervocalically, before voiced consonants, and
finally.
/ˀ/ [ˀ]
[ˀdómmĩ] ‘play dominoes’
[láˀbaˀ] ‘wide’
[séˀla] ‘salt’
Prenasalized stops
Most varieties of Selayarese contain an additional set of distinctive prenasalized
voiced stops, that appear only intervocalically. They contrast with the plain voiced
stops, as below:
Table 2.10 Prenasalized Stops in Selayarese Consonants

Phoneme Allophone Examples
[só:ᵐbala] ‘a sail’
/ᵐb/ [ᵐb] [kasú:ᵐba] ‘dye for coloring clothes or cake’
[sá:ᵐbe] ‘replace’
[tá:ⁿdaŋ] place name
/ⁿd/ [ⁿd] [lá:ⁿdoro] ‘have trousers or skirt that sink below the waist’
[hó:ⁿdu] ‘the odor of perfume’
/ᶮj/ [ᶮj] [pé:ᶮja] ‘a small type of fish’
/ᵑɡ/ [ᵑɡ] [pé:ᵑɡa] place name
38
[sá:ᵑɡara] ‘fry’
[há:ᵑɡa] place name
Nasals
Selayarese has four distinctive voiced nasal consonants: bilabial, dental/alveolar,
palatal, and velar. All of the nasals are slightly lengthened at the end of stressed
syllables.
Table 2.11 Nasals of Selayarese Consonants

Bilabial nasal. It appears alone, before other bilabials,
geminated, or following glottal stop, both initially and medially.
/m/ [m]
[mé:ã] ‘urine’
[tá:mãˀ] ‘come in’
[ˀmá:éˀ] ‘breathe’
Dental/alveolar nasal. It appears alone, before other apicals,
geminated, or following glottal stop, both initially and medially.
Before vowels, /d/, /n/, and /s/, it is alveolar.
/n/ [n]
[ná:ba] ‘correct’
[ˀnikka] ‘marry’
[bóˬ:né] ‘sand’
Lamino-palatal nasal. It occurs alone, before /h/, or following

/ɲ/ [ɲ]
glottal stop initially, and alone, before /j/, geminated, or
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following glottal stop medially.
[ɲá:ha] ‘soul’
[taˀɲúˀɲuˀ] ‘stumble’
[kalumáɲɲáŋ] ‘tired’
Velar nasal. Initially, it occurs alone, before /g/ or /h/, or after
glottal stop. Medially, it occurs alone, before other velars or /h/,
geminated, or after glotal stop. It also appears finally after
vowels.
/ŋ/ [ŋ]
[ŋá:seŋ] ‘all’
[ŋgó:ra] ‘shout, cheer on’
[ŋhá:u] ‘kiss’
[ˀŋó:ãˀ] ‘yawn’
[miŋ:ka] ‘but’
Fricatives
There are two voiceless fricatives in Selayarese, /s/ and /h/.
Table 2.12 Fricatives of Selayarese Consonants

Phoneme Allophone Description, occurrence, and examples.
Alveolar groove fricative. It appears alone, geminated, or
preceded by /n/, both initially and medially.

/s/ [s]
[sampú:loˬ] ‘ten’
40
[sin:siŋ] ‘(a) ring’
[pé:soˀ] ‘lame’
Laryngeal fricative. It appears alone, geminated, or preceded by
/ŋ/, both initially and medially.
/h/ [h]
[há:taŋ] ‘difficult’
[ló:hé] ‘much’
[bá:hi] ‘pig’
Liquids
There are two voiced liquids in Selayarese, /l/ and /r/.
Table 2.13 Liquids of Selayarese Consonants

Apico-alveolar lateral. It occurs alone, geminated, or preceded
by glottal stop, both initially and medially.
/l/ [l]
[lai:a] ‘ginger’
[ˀlá:ga] ‘fight’
[bá:loˬ] ‘hole’
Alveolar approximant. It occurs alone or preceded by glottal stop
or /n/, both initially and medially. It also occurs geminated
/r/ [r] medially.
[rá:ga] ‘ball of rattan’
41
[ˀrá:ga] ‘play rattan ball’
[nri:oˬ] ‘bathe’
[sú:roˬ] ‘ask, order’
Meanwhile for the vowels of Selayarese consist of five sounds: /i/, /e/, /a/,
/o/, and /u/. All of the vowels appear in initial, medial, and final position in the
word. The followings are the tables and examples of the use of the sounds as
defined by Mithun and Basri (1987):
High vowels
There are two high vowels in Selayarese, /i/ and /u/
Table 2.14 High Vowels of Selayarese

Phoneme Allophone Definition and examples
High, tense, unrounded front vowel.
/i/ [i] [ˀi:tiˀ] ‘duck’
[katin:tiŋ] ‘thorn’
[ló:pi] ‘to sail, sailboat’
High, tense, back, rounded vowel.
/u/ [u] [ˀú:huˀ] ‘hair’
[tá:uŋ] ‘year’
[ránnu] ‘glad’
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The low vowel
There is only one low vowel in Selayarese, /a/.
Table 2.15 The Low Vowel of Selayarese

Phoneme Allophone Definition and examples
Low vowel. It is slightly fronted when stressed and not
nasalized.
/a/ [a]
[ˀá:su] ‘dog’
[mãŋká:sara] ‘Makassar’
[li:la] ‘tongue’
Mid vowels
The mid vowels /e/ and /o/ exhibit interesting alternations. They are basically
tense. They show the same alternations as other vowels. Like any other vowels,
the mid vowels are long in open, stressed syllables.
[ˀé:raŋ] ‘bring’ [ró:koˀ] ‘wrap’
[sé:keˀ] ‘tight’ [tó:boˀ] ‘stab’
Like other vowels, the mid vowels are automatically nasalized following nasals.
[ŋé:ra] ‘ask for’ [nõn:toŋ] ‘watch’
[má:ŋéi] ‘he went’ [dó:ŋoˀ] ‘stupid’
The mid vowels are slightly raised following a palatal.
[jéˆˀneˀ] ‘water’ [jóˆ:roˀ] ‘bend’

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B. Resume
Language transfer is a replication of the rules from our first language (L1)
to our second language (L2). Our knowledge and understanding of L1 influences
our understanding of L2. We can transfer grammar, vocabulary, syntax,
semantics, spelling, morphology, pronunciation, structure and culture to the L2
language. This process of language transfer is also known as linguistic
interference, cross meaning, and L1 interference. Language transfer describes the
various accents and what mistakes people make. In addition, it can predict how
fast we can acquire a second language, taking into account the similarities and
dissimilarities between the two languages. Language transfer can be positive and
negative. Positive transfer facilitates learning, whereas negative transfer impedes
learning. The greater the difference between the two languages, the more the
negative can be affected. Thus, language acquisition ease can be predicted by the
amount of similarities and differences between L1 and L2.
44
C. Theoretical Framework
After reviewing the related literature, the theoretical framework is
designed and presents as follow:
The focus of the study is pronunciation. Pronunciation is divided into
segmental and suprasegmental features. In details, the aim of the research is
limited to students’ segmental features. The segmental features comprised of four
parts namely vowels, consonants, diphthongs and consonants clusters. In process
of acquiring English, language transfer is one of the factors that influencing
pronunciation. The study is focusing on one native language or dialect called
Selayarese language how does it affects students’ English vowels, diphthongs,
consonants and consonant clusters.
45
CHAPTER III
RESEARCH METHODOLOGY
This section focuses on the discussion of the research design, subject and
object of the research, research instruments, method of collecting data, method of
analyzing data, and triangulation.
A. Research Design
A research design is a set of a framework that guides the researcher in
analyzing the variables specified in the research problem. In general, the current
study employs qualitative research. Moreover, Cresswell (2013) mentioned
several designs underlie the research such as narrative, grounded theory,
phenomenological, ethnography, discourse analysis, and case study. Therefore,
the researcher classified the current study as a case study.
The researcher started the analysis of the study as figured out that there
was a problem in students’ pronunciation due to the effect of their native
language. Therefore, to figure out which speech sounds that are difficult for the
students, the data needed to be collected and then analyzed. The researcher will
use two instruments to obtain the data, there are recordings of the students’
pronunciation as the main instrument, and for the supporting instruments, there is
questionnaire. The procedure of collecting the data started as the researcher spread
the questionnaire to determine students who originally come from the regency.
The selected students then will be asked to read a group of sentences and
represented words and the researcher will record them. The data from the
46
recording are later transcribed, analyzed, and represented. All the data obtained
will analyze and present in the next chapter.
B. Subject and Object of the Research
The subject of the study is the participant that being the target of
observation by researchers. The student from class XI IPA 1, SMAN 1 Selayar
will become the participant. Meanwhile, the objects of the study are the English
speech sounds pronounced by them.
C. Research Instruments
Research instrument is related to the measurement device used by the
researcher to obtain data. The followings are the explanations of the instruments
will be used:
1. English vowels
In order to analyze students’ English vowels, there are two instruments
will be used, namely questionnaire and recordings. The instruments are used to
analyze the phonemes namely /ɪ/, /e/, /æ/, /ʌ/, /ɒ/, /ʊ/, /ə/, /i:/, /ɑ:/, /ɔ:/, /u:/, and
/ɜ:/.
2. English diphthongs
There are eight diphthongs that will be analyzed in the study namely /eɪ/,
/aɪ/, /ɔɪ/, /ɪə/, /eə/, /aʊ/, and /ʊə/. Questionnaire and students’ recordings are the
tools will be used to measure the data.
47
3. English consonants
In analyzing students’ English consonants, questionnaire and students’
recordings are the instruments of the study. In total, there are twenty four
consonants that will be analyzed namely /b/, /d/, /f/, /g/, /h/, /ʤ/, /k/, /l/, /m/, /n/,
/ŋ/, /r/, /s/, /t/, /v/, /w/, /j/, /z/, /ð/, /θ/, /ʃ/, and /tʃ/.
4. English consonant clusters
Seven consonant clusters that represented all the clusters in chapter II will
be analyzed namely /bl/, /dr/, /kw/, /fr/, /sk/, /spl/, and /skr/. The data will be
explored through questionnaire and students’ recordings.
D. Method of Collecting Data
Method of collecting data is the procedure or way employed by the
researcher to collect the data. Therefore, the researcher explains the procedure of
collecting the data based on the researcher question of the study.
1. English vowels
First of all, to collect the data about students’ English vowels, the
researcher needs to know whether the participant fulfilled the criteria to become
the subjects of the study. Therefore, the researcher will spread a questionnaire
covered several questions related to the participants’ identity. These kinds of
questions are needed to investigate students’ background and academic profile.
Students who originally come from Selayar Islands Regency will become the
subjects of the study. Later, after the researcher selecting the students who
48
fulfilled the criteria, the researcher will gather the data about students’ English
vowels through students’ voice recording. The students will read a list of
sentences and a list of represented words that related to the English vowels.
There are two instruments used to collect the data about English
diphthongs namely questionnaire and recordings. The function of questionnaire is
to dig more information about the students’ background and identity. The
researcher later will select the students who originally born in Selayar Islands
Regency to become the subject of the study. After selecting the subject of the
study, the researcher will ask them to read a list of sentences and represented
words that contain the English diphthongs.
In collecting data about the students’ English consonants it is obligatory to
figure out if the students are qualified or not to be the participant of the study.
Therefore, a questionnaire that contained several questions will be given to reveal
the students’ background and identity. The questionnaire functions to choose the
students who originally from Selayar Islands Regency. After the researcher
deciding the students that are going to be a part of the participants of the study, the
next step is recordings. Later, the researcher will record the students’ voice when
they are reading a list of sentences and represented words that denoted the English
consonants.
49
To investigate the English consonant clusters, the questionnaire and
recordings are employed to obtain the data. The questionnaire will be given to the
students contained questions related to their background and identity. Through the
questionnaire, the researcher selected the students that are qualified to become the
subjects of the study. The recordings instead, will be employed to the subjects of
the study to record their voice while they are reading a list of sentences and
represented words.
E. Method of Analyzing Data
Method of analyzing data is related to the procedure or way the researcher
analyzed the data. The analysis of the data was done according to the research
question stated by the researcher.
1. English vowels
a. Designing
First of all, the researcher chose and designed a list of words that will be
analyzed. There are twelve vowels will be analyzed and each sound is represented
in initial, middle, and final position. The design is illustrated as follows:
Table 3.1 Illustration of English Vowels Design

Initial Middle Final
No. Sound
Word Transcription Word Transcription Word Transcription
1. /i/ Inside /ɪnˈsaɪd/ Bit /bɪt/ Party /ˈpɑːr.t̬ i/
50
b. Selecting
Before collecting the data, the researcher needs to select the students who
will be chosen as the participants of the study. The selection is done after the
students answering the questionnaire.
c. Recording
In this stage, the researcher will ask the students one by one according to
their absent and will ask them to read the sentences, and list of words of English
vowels. At the same time, the researcher will record their voice.
d. Transcribing
Later, the researcher will transcribe the recordings and write them down to
get an understanding of the difficulties faced by the students in English vowels.
e. Categorizing
After the transcription, later the researcher will classify the data based on
several categories in the form of a table. The table will be consisted of the number
of participants, list of words, phoneme, phonetic transcription and participants’
pronunciation. The example illustrates as follows:
Table 3.2 Illustration of English Vowels Data Classification

Participant’s
Student’s
No. Sounds Phoneme Word Transcription Pronunciation
Code
I II
1 S1 /a/ /ʌ/ Study /stʌdi/
51
f. Analyzing and interpreting
After classifying the data, the researcher will be analyzed and interpreted
the data. The interpretation of the data will reveal how Selayarese language
affecting students’ English pronunciation.
g. Presenting
The data will portray descriptively and explain based on the analysis in the
next chapter. The presentation of the data is illustrated as below:
Table 3.3 Illustration of the Data Presentation of English Vowel

Produced Sound
Task Word Initial Word Medial Word Final
/ʌ/ /ɔ/ /ɔ/ /ɔ/
1 All /ɔ:l/ 19 1 Born /bɔ:n/ 20 More /mɔ:/ 20
2 17 3 20 20
a. Designing
To analyze the data related to English diphthongs, first of all, the
researcher chose and designed a list of words that become the object of the
analysis. Eight diphthongs become the focus of the study. It represented in initial,
medial, and final position as illustrates bellow:
52
Table 3.4 Illustration of English Diphthongs Design
No. Sound Initial Medial Final
1 /eɪ/ Eight /eɪt/ Rain /reɪn/ Sunday /sʌndeɪ/
b. Selecting
Before collecting the data, it is necessary to figure out who are going to be
the participants in the study. The selection is done after the students answer the
questionnaire given.
c. Recording
In this section, the researcher will inquire the chosen participant to read a
group of sentences and a list of represented words that represented all the English
diphthongs and at the same time the researcher will record their pronunciation.
d. Transcribing
The recorded speech sounds are transcribed to gather information related
to figure out whether there is an effect from the native language towards their
English diphthongs or not.
e. Categorizing
Later, data classification needed to be done to categorize the obtained data
into several categories in the form of a table. The table consisted of several
participants, list of words, phoneme, phonetic transcription and participants’
pronunciation. The description as shows below:
53
Table 3.5 Illustration of English Diphthongs Data Classification
Participant’s
Student’s
Code
I II
1 S1 /aie/ /ɪə/ Fire /faɪər/
The classification of the data will be analyzed and the interpretation of the
data will reveal how Selayarese language affecting students’ English diphthongs.
g. Presenting
Presentation of the data is the last part where the data described
descriptively and explain narratively in the next chapter. The illustration of the
data presentation is described below:
Table 3.6 Illustration of the Data Presentation of English Diphthongs

Produced Sound
Task Word Initial Word Medial Word Final
/e/ /eɪ/ /aɪ/ /i/ /eɪ/
1 Aisle /aɪl/ 6 3 Like /laɪk/ 20 Sky /skaɪ/ 9 2
2 4 7 20 7 2
a. Designing
To analyze the data, the researcher started by designing a list of words that
will be analyzed. In English consonants, there are twenty four consonants will be
54
analyzed and each sound is represented in initial, medial and final position. The
illustration of the design is as follows:
Table 3.7 Illustration of English Consonants Design

1 /d/ Day /deɪ/ Indeed /ɪndid/ Did /dɪd/
b. Selecting
In this selection, the researcher will select the students that going to
participate in the study. The selection is done after they answered the
questionnaire related to their background.
c. Recording
After the subject of the study has been chosen, the researcher inquire them
to read a group of sentences and a list of represented words that signified English
consonants and the researcher record their pronunciation at the same time.
d. Transcribing
The recordings later will be transcribed to get the information related to
the students’ English consonants and the effect of the native language.
e. Categorizing
In this stage, the researcher classified the data based on several categories
in the form of a table. It consisted of the number of participants, list of words,
phoneme, phonetic transcription and participants’ pronunciation. Below is the
example of table:
55
Table 3.8 Illustration of English Consonant Data Classification
Participant’s
Student’s
Code
I II
1 S1 /d/ /deɪ/ Indeed /ɪndid/
The data will be analyzed and interpreted to reveal the effect of the
students’ current native language on their English consonants.
g. Presenting
After the next chapter, the data will be presented descriptively and
interpreted in the form of narration. The illustration of the data is as follow:
Table 3.9 Illustration of the Data Presentation of English Consonants

Produced Sound
Task
Word Initial Word Medial Word Final
1 /b/ /b/ /b/
2 Building /bɪldɪŋ/ 20 Husband /hʌzbənd/ 20 Curb /kɜ:b/ 20
20 20 20
a. Designing
In this stage, the researcher determined and designed a list of words that
become the unit of analysis. The researcher limited the unit of analysis to only
56
seven clusters instead of the whole forty three consonant clusters. The design
shows below:
Table 3.10 Illustration of English Consonant Clusters Design

1 /pr/ Pray /preɪ/ Surprise /sərpraɪs/ - -
b. Selecting
Later, after the design has been determined, the researcher will intend to
choose the participants of the study. The selection will be done by spreading a
questionnaire to choose students who originally come from Selayar Islands
Regency.
c. Recording
After the participants have been determined, their voice will be rocerded
while they read a group of sentences and represented words.
d. Transcribing
Next, the recordings will be transcribed and written down to get the
information regarding the effect of the Selayarese language on students’ English
consonant clusters.
e. Categorizing
The data gotten from students’ recordings will be classified based on
several categories in the form of a table. The table consisted of the number of
57
participants, list words, phoneme, phonetic transcription and the participants’
pronunciation. The example is illustrated as follows:
Table 3.11 Illustration of English Consonant Clusters Data Classification

Participant’s
Student’s
Code
I II
1 S1 /spl/ - Splendid /splændid/
The data that has been classified will be analyzed and interpreted. The
interpretation of the data will uncover how Selayarese affecting the students’
consonant clusters.
g. Presenting
The data will be explained descriptively based on the analysis in the next
chapter. Below is the illustration of the data analysis:
Table 3.12 Illustration of the Data Presentation of English Consonant Clusters

Produced Sound
Word Initial Word Medial Word Final

Task
/bl/ Addition /bl/ Addition
Black /ə/ Establish /i/
1 /blæk/ 10 10 /ɪstæblɪʃ/ 5 15
2 9 11 10 10
58
F. Triangulation
Triangulation is very crucial to determine the internal validity in
qualitative research. Triangulation may be defined as the use of two or more
methods of data collection in the study of some aspects of human behavior
(Cohen, Manion & Morrison, 2007, p. 141). Cohen et al. also suggested some
types of triangulation in the qualitative study such as time triangulation, space
triangulation, combined-levels of triangulation, theoretical triangulation,
investigator triangulation, and methodological triangulation. In the current study,
the researcher will use the methodological triangulation. Methodological
triangulation used either for the same method on different occasions or different
methods on the same object of study. In line with the definition, the researcher
will use methodological triangulation as the researcher will apply several
instruments to obtain the data.
59
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69
APPENDIX 1
Students’ Questionnaire
Direction: Answer the questions below clearly according to your current

condition!
1. Q: When and where were you born? (Di mana dan kapan kamu dilahirkan?)
A:
_____________________________________________________________
2. Q: Where do you live now? (Di mana kamu tinggal sekarang?)
A:
_____________________________________________________________
3. Q: Where did you study when you were in Kindergarten? (Di manakah kamu
belajar saat TK?)
A:
_____________________________________________________________
4. Q: Where did you study when you were in Elementary School? (Di manakah
kamu belajar saat SD?)
A:
_____________________________________________________________
5. Q: Where did you study when you were in Junior High School? (Di manakah
kamu belajar saat SMP?)
A:
_____________________________________________________________
6. What language do your parents use to communicate to you? (Bahasa apa yang
digunakan orang tua kamu untuk berkomunikasi denganmu?)
A:
_____________________________________________________________
7. What language do you use when you are talking to the elderly or to your
friends? (Bahasa apakah yang kamu gunakan untuk berbicara ke orang yang
lebih tua dan ke temanmu?)
A:
_____________________________________________________________
8. Do you learn any other language? What are they and where did you learn it?
(Apakah kamu mempelajari bahasa lain? Apa dan di mana kamu
mempelajarinya?)
A:
_____________________________________________________________
9. When did you learn English for the first time? (Kapan kamu belajar Bahasa
Inggris pertama kali?)
A:
_____________________________________________________________
10. Do/Did you ever take an English course? (Apakah kamu sedang/pernah
mengambil kursus Bahasa Inggris?)
A:
_____________________________________________________________
70
APPENDIX 2
List of Target Words in Sentence
A. Vowels
1. We bought fresh eggs from the farmer.
I am unable to accept your late homework.
2. I hurt my ankle and I can’t walk on it.
What a big family it was!
3. I always cry when I’m chopping onions.
The grammatical structure of English sentence is easy to learn.
4. When the earthquake happened, my son was really shook.
5. Our main problem is lack of gratitude.
6. Comets appear at predictable times.
I’d like some time to consider before I make a decision.
7. I felt ill so I went home.
It will only take a little while to clear up the kitchen.
8. My arms ache from carrying this bag.
The children had an argument about what game to play.
9. All people are equal, deserving the same rights as each other.
I appreciate that it’s a difficult decision for you to make.
Feel free to help yourself to coffee.
10. He did a lot to improve conditions for factory workers.
Let’s go into the garden.
11. Happy Earth Day!
She’s an extremely kind person.
12. He’s almost 40.
I’d rather live in a small town than a big city.
B. Diphthongs
1. That’s a good idea!
I learn to ride a bike when I was six.
Our love will never die.
2. The aim is to improve the speaking skill.
Please could you explain why you’re so late?
I pay my own bills.
3. Serve the pasta hot with a drizzle of olive oil.
The date on the coin is 1994.
Listening to music is one of my greatest joys.
4. Are you the owner of this shop?
I have no power over him.
5. Look at that beautiful owl!
He is defending his Olympic crown now.
6. I went outside to get some fresh air.
He rarely shares his lunch with his classmates.
7. The hearing in my left ear is not so clear.
Two men were shot during fierce fighting last weekend.
71
8. I’m burning with curiosity. You must tell me who won!
There’s still no cure for cancer.
C. Consonants
1. I took a book with me to read on the plane;
She introduced a noble gesture;
A spider’s web hung in a corner of the window.
2. There’s no butter left in the butter dish;
There once was a poor widow who had a beautiful daughter;
The dress was bright red.
3. I work five days a week;
I have never won anything in a raffle;
She is off to Selayar next week.
4. Did you have a good time at the party?
There are so many exotic beaches in Selayar;
I really had to drag myself out of bed this morning.
5. It’s too hot in here;
The parade took place without mishap.
6. Let’s jump right in to it!
Sugar is a major cause of tooth decay;
A lion has escaped from its cage.
7. The kings and queens of England;
The rocket blew up on the launch pad;
I wanted a simple black dress, nothing fancy.
8. Look! There’s grandma;
There are eleven girls in my class;
It was a lovely cool evening.
9. the movie was about a huge green monster;
New York is very hot and humid in the summer;
It’s been a very mild autumn.
10. I prefer to use a knife and fork;
This plant needs a warm, sunny place;
Sign here, please!
11. I remember the night your father proposed to me;
He took a bite out of the apple;
How can I help you?
12. There’s a clear distinction between the dialects spoken in the two regions;
It’s been a very wet spring.
13. You can’t rush a job like this;
These books are too heavy for me to carry.
14. She stood in the center of the stage;
Would you massage my shoulders?
Would you like to come round to my house after school?
15. Her father died ten years ago;
You need financial security in order to attain emotional well-being;
I love this simple white T-shirt.
72
16. Add two teaspoons of vanilla and stir;
Cover the meat with a layer of cheese;
I hope I live to see my grandchildren.
17. Last winter we went skiing;
You and I on the road to nowhere;
18. If we unite, there will be forever peace in this world;
You’re so beautiful today.
19. Temperatures rarely rise above zero in winter;
Is the picture always fuzzy on your TV?
Could I have two cups of coffee, please?
20. They are very nice people;
My father sends his greetings;
He lives with his grandmother.
21. All that exercise has made me thirsty;
I have nothing new to tell you;
This is the path to the cliffs.
22. Cheers, see you next week;
Can we take a picture together?
I watch a lot of YouTube videos.
23. I’m sure that I left my keys on the table;
I had a mushroom omelet;
The meeting should finish around four o’clock.
D. Consonant Clusters
1. The zebra is a wild African horse with black and white stripes;
They established a clothes retailing business.
2. I like to have a hot drink at bedtime.
3. The products are of very high quality;
Students at this level require a lot of help.
4. I will freeze any food that’s left over;
A good night’s sleep will refresh you.
5. I have no skill at sewing.
I will buy a laundry basket.
The smell of this fragrance is musk.
6. You look splendid in that outfit;
The queen’s resplendent purple robes
7. Be careful not to scratch yourself on the roses.
73
APPENDIX 3
List of Target Words in Initial, Medial, and Final Position
Table 1. English Vowels

Initial Medial Final
No Sound Word Phonetic Word Phonetic Word Phonetic
Transcription Transcription Transcription
1 /ɛ/ Egg /ɛg/ Accept /əkˈsept/ - -
2 /æ/ Ankle /ˈæŋ.kəl/ Family /ˈfæm.əl.i/ - -
3 /ʌ/ Onion /ˈʌn.jən/ Structure /ˈstrʌk.tʃɚ/ - -
4 /ʊ/ - - Shook /ʃʊk/ - -
5 /ɒ/ - - Problem /ˈprɒb.ləm/ - -
6 /ə/ Appear /əˈpɪr/ Consider /kənˈsɪd.ɚ/ - -
7 /ɪ/ Ill /ɪl/ Little /ˈlɪt̬ .əl/ - -
8 /ɑ:/ Arm /ɑːrm/ Argument /ˈɑːrɡ.jə.mənt/ - -
9 /i:/ Equal /ˈiː.kwəl/ Appreciate /əˈpriː.ʃi.eɪt/ Free /friː/
10 /u:/ - - Improve /ɪmˈpruːv/ Into /ˈɪn.tuː/

11 /ɜ:/ Earth /ɝːθ/ Person /ˈpɝː.sən/ - -
12 /ɔ:/ Almost /ˈɔːl.məʊst/ Small /smɔːl/ - -
Table 2. English Diphthongs

N Soun Word Phonetic Word Phonetic Wor Phonetic
o d Transcriptio Transcription d Transcriptio
n n
1 /aɪ/ Idea /aɪˈdiː.ə/ Ride /raɪd/ Die /daɪ/
2 /ɛɪ/ Aim /ɛɪm/ Explain /ɪkˈsplɛɪn/ Pay /pɛɪ/
3 /ɔɪ/ Oil /ɔɪl/ Coin /kɔɪn/ Joy /dʒɔɪ/
4 /əʊ/ Owne /ˈəʊ.nər/ Power /ˈpəʊ.ɚ/ -
r
5 /aʊ/ Owl /aʊl/ Crown /kraʊn/ Now /naʊ/
6 /eə/ Air /eər/ Rarely /ˈreə.li/ Shar /ʃeər/
e
7 /ɪə/ Ear /ɪər/ Fierce /fɪəs/ Clear /klɪər/
8 /ʊə/ - - Curiosit /ˌkjʊə.riˈɒs.ə.ti Cure /kjʊər/
y /
Table 3. English Consonants

N Soun Word Phonetic Word Phonetic Word Phonetic
o d Transcription Transcription Transcriptio
n
1 /b/ Book /bʊk/ Noble /ˈnoʊ.bəl/ Web /web/
2 /d/ Dish /dɪʃ/ Widow /ˈwɪd.oʊ/ Red /red/
3 /f/ Five /faɪv/ Raffle /ˈræf.əl/ Off /ɑːf/
4 /g/ Good /ɡʊd/ Exotic /ɪɡˈzɑː.t̬ ɪk/ Drag /dræɡ/
5 /h/ Hot /hɑːt/ Mishap /ˈmɪs.hæp/ - -
74
6 /ʤ/ Jump /dʒʌmp/ Major /ˈmeɪ.dʒɚ/ Cage /keɪdʒ/
7 /k/ King /kɪŋ/ Rocket /ˈrɑː.kɪt/ Black /blæk/
8 /l/ Look /lʊk/ Eleven /əˈlev.ən/ Cool /kuːl/
9 /m/ Monste /ˈmɑːn.stɚ Humid /ˈhjuː.mɪd/ Autum /ˈɑː.t̬ əm/
r / n
10 /n/ Knife /naɪf/ Sunny /ˈsʌn.i/ Sign /saɪn/
11 /p/ Propose /prəˈpoʊz/ Apple /ˈæp.əl/ Help /help/
12 /ŋ/ - - Distinctio /dɪˈstɪŋk.ʃən Spring /sprɪŋ/
n /
13 /r/ Rush /rʌʃ/ Carry /ˈker.i/ - -
14 /s/ Center /ˈsen.t̬ ɚ/ Massage /məˈsɑːʒ/ House /haʊs/
15 /t/ Ten /ten/ Attain /əˈteɪn/ White /waɪt/
16 /v/ Vanilla /vəˈnɪl.ə/ Cover /ˈkʌv.ɚ/ Live /lɪv/
17 /w/ Winter /ˈwɪn.t̬ ɚ/ Nowhere /ˈnoʊ.wer/ - -
18 /j/ Unite /juːˈnaɪt/ Beautiful /ˈbjuː.t̬ ə.fəl/ - -
19 /z/ Zero /ˈzɪr.oʊ/ Fuzzy /ˈfʌz.i/ Please /pliːz/
20 /ð/ They /ðeɪ/ Father /ˈfɑː.ðɚ/ With /wɪð/
21 /θ/ Thirsty /ˈθɝː.sti/ Nothing /ˈnʌθ.ɪŋ/ Path /pæθ/
22 /ʧ/ Cheers /tʃɪrz/ Picture /ˈpɪk.tʃɚ/ Watch /wɑːtʃ/
23 /ʃ/ Sure /ʃʊr/ Mushroom /ˈmʌʃ.ruːm/ Finish /ˈfɪn.ɪʃ/
Table 2. English Consonant Clusters

No Sound Word Phonetic Word Phonetic Word Phonetic
Transcription Transcription Transcription
1 /bl/ Black /blæk/ Establish /ɪˈstæb.lɪʃ/ - -
2 /dr/ Drink /drɪŋk/ - - - -
3 /kw/ Quality /ˈkwɑː.lə.t̬ i/ Require /rɪˈkwaɪr/ - -
4 /fr/ Freeze /friːz/ Refresh /rɪˈfreʃ/ - -
5 /sk/ Skill /skɪl/ Basket /ˈbæs.kət/ Musk /mʌsk/
6 /spl/ Splendid /ˈsplen.dɪd/ Resplendent /rɪˈsplen.dənt/ - -
7 /skr/ Scratch /skrætʃ/ - - - -
75

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THESIS PROPOSAL

EXPLORING THE SELAYARESE LANGUAGE TRANSFER ON STUDENTS’

MUH. ASWAN AMRAH ARRAHMAN

This chapter includes the background of the study, research problems,

English is the language of choice throughout the world today. It has

become an international language due to being the language of business,

communication, media and entertainment, international relations and education.

Considering the importance of English, Indonesia also introduces English as the

and meaningful communication. Therefore, there are several sub-skills covered in

order to speak English well, including vocabulary, pragmatics, grammar,

skills is pronunciation, which means that by having a good pronunciation, a

speaker is comprehensible despite other errors; with poor pronunciation, a speaker

studies that attempt to improve the English pronunciation of Indonesian speaker

techniques in improving pronunciation for instance tongue twister, story-telling,

media. Numerous media could be used to enhance the pronunciation of

improvement was later expected to contribute the enhancement of speaking

Nurhayati, 2015; Pamungkas, Sumardi & Rochsantiningsih, 2019; Pardede, 2011;

Wahyuni, Rosdiana & Fitriani, 2016; Zuhriyah, 2017).

make meaning. Having a good pronunciation is every EFL learners’ aspiration in

pronunciation. The imprecise production of pronunciation can lead to

misinterpretation. A learner who frequently mispronounces the words can be

extremely convoluted for a speaker from another language to interpret the

meaning (Kelly, 2000).

factor, earlier pronunciation instruction, the insufficient language knowledge of

the reasons why learning another language pronunciation is incomprehensible;

native language. The second is in the dissimilarity of distribution between native

language and the target language.

The impact of native language on English pronunciation is definitely a

language in West Papua. Evidently, most of Indonesian learners have obstacles in

Kurniawan, 2016; Mulansari et al., 2014; Ramasari, 2017).

transfer or cross-linguistic influence refers to the influence of the prior language.

involved in Interlanguage development when acquiring the second language is the

language transfer or cross-linguistic influence of prior knowledge from native

negative effect towards the second language acquiring. It is considered as a

positive transfer when a native language structure or role is used properly in a

second language utterance, meanwhile, it is described as a negative transfer when

a native language structure or role is used inappropriately in a second language

utterance and considered as an error.

The realization of language transfer was perceived by students in SMAN 1

Selayar, Selayar Islands Regency, South Sulawesi. Through the researcher

several words such as ‘scene’, ‘choir’, ‘island’, ‘scam’, ‘tube’, ‘through’,

the best way to overcome is to rely on native language knowledge.

related to the impact of the native language towards English pronunciation as a

pronunciation affects students’ pronunciation of English vowels, diphthongs,

consonants, and consonant clusters based on Selinker’s (1972) Interlanguage

theory, especially the process of Language Transfer. This kind of study is

limited. Furthermore, there is still no study that explored the influence of

Selayarese language on English pronunciation. The results of the study are

expected to contribute in pronunciation and Second Language Acquisition field,

The basic problem discussed in the study is “how Selayarese language

affects students’ English pronunciation?” Then, the researcher elaborated four

strands of sub-problems as follows:

2. How does Selayarese pronunciation affect the students’ pronunciation of

3. How does Selayarese pronunciation affect the students’ pronunciation of

4. How does Selayarese pronunciation affect the students’ pronunciation of

English consonant clusters?

C. Objectives of the Research

The objectives of the study are described as follows:

1. to analyze students’ English pronunciation in order to explain the influence of

Selayarese pronunciation on English vowels;

2. to analyze students’ English pronunciation in order to explain the influence of

Selayarese pronunciation on English diphthongs;

3. to analyze students’ English pronunciation in order to explain the influence of