EFL students' mother tongue interference in English pronunciation (A case study on Kaurnese and Rejangnese students in IAIN Bengkulu English education program). The research aims to explore the interference of EFL students' mother tongue in English pronunciation.
INTRODUCTION
- Background of the Study
- Identification of the Problems
- Research Constraint
- Research Questions
- Research Objectives
- Significance of the Research
- Definition of Key Terms
The result of the study showed that first language interference is the most important factor affecting students' pronunciation. The way in which the students' native sound was produced was taken into account by the students when pronouncing English sounds.
LITERATURE REVIEW
Second Language Acquisition
As described, the age of language learners is highly influential in second language acquisition. There are several factors that influence the failure or success of second language acquisition.
First Language Interference
On the other hand, negative transfer refers to interference that occurs when the first language and the second language have different language features. During the process of word formation, there will be a process of word change due to the transfer of prefixes from the first language to the second language.
Native Language
This language has a unique dialect and is difficult to pronounce, and has its own script called Ka Ga Nga (Sudarmanto et al., 2020, p.304). According to Hady (2013, p.8), Rejangnese has its own writing, so not all Rejangnese vocabulary can be written precisely in Latin, if the vocabulary is written in Latin letters it will be pronounced not according to the sound of Rejangnese language.
Pronunciation
Furthermore, phonetics has objective means of recognizing and evaluating the various sounds used in languages (McMahon, 2002, p.1). In particular, the speech organs included in the development of different language sounds are determined by articulatory phonetics.
English Phonemes
Next, the tongue position is at the front, more open and closer to the center of the mouth. Back vowel refers to the vowel sound formed by the position of the lips being rounded.
Previous Related Studies
As can be seen, this occurred because several English sounds did not exist in the Serawai Melayunese sound system, and the lack of pronunciation training also affected the students' pronunciation errors. The results showed that 50% of Banjarese students have problems related to mother tongue interference. Madurese versus English Phonological Interference in Eleventh SMA Al Hikam Bangkalan East Java Students”.
This is a descriptive qualitative study that focused on the phonological interferences occurring in secondary school students due to Madurese language influence. Furthermore, sound substitution is the most phonological intervention made by students when pronouncing a word. Fourth, a study conducted by Utami et al. 2017, p.206) with the title "Phonological intervention of first language students in the pronunciation of English sounds".
This study is a case study design that focuses on phonological interference in the pronunciation of four Buginese students and four Macassarese students. Furthermore, there are three factors that affect students' pronunciation, namely transfer of structure, overextension of analogy, and the interlingual. The similarities are found in the research focus, which corresponding qualitative study dealt with the first language intervention among the students.
RESEARCH METHOD
- Research Design
- Research Setting
- Data Collection Method
- Research Instruments
- Data Analysis
- Credibility of Research
Academic Glossary Pronunciation of First-Year English Students” by History and Bram (2019). The researcher asked the respondents some questions to understand the data on the factors that influence the interference of native language on the pronunciation of English learners. In this step, the researcher asks the respondents some questions to understand the data on the factors that influence the interference of the first language on the pronunciation of English learners.
After the observation is done for the students, the result of the data is collected by recording the voice of the students. After getting the number of percentage of students' pronunciation interferences, the researcher would classify it into criteria. The final factor that was examined is the difference in linguistic characteristics between English and the students' mother tongue.
This phenomenon occurs due to differences in linguistic characteristics between English and the student's mother tongue (Kaurnese & . Rejangnese). In addition, the differences in linguistic features between English and students' mother tongue affect students' pronunciation because students have difficulty pronouncing English words correctly. A total of seven questions on factors affecting first language interference in the pronunciation of English students (Ellis, 1977 and Avery &.
RESULTS AND DISCUSSION
Findings
In addition, the phoneme /ʃ/ in the word “machine” adds the phoneme /s/ as /məs‟ʃi:n/. Moreover, the phoneme /r/ in the word "wrong". The phoneme /ɳ/ in the word 'string'. striɳ/ adding the phoneme /s/ as /striɳs/. Then the phoneme /p/ in the word. bri:ð/ adding the phoneme /s/ as /bri:ðs/. b) Rejangnese students. From the table above, it can be seen that only one vowel sound in the phoneme /r/ that has an addition sound is pronounced by Rejangnese learners. The phoneme /r/ in the word "wrong" /rɒɳ/ adds the phoneme /w/. like /wrɒɳ/. It thus deviates from the standard rules of English.
In this research, the researcher found nine sounds that have missing sound in the phoneme /ɜ:/, /ʒ/, /θ/, /n/, /j/, /tʃ/, /dʒ/, /h/, and / f/. The researcher classified two types of sound release including vowel sound release and consonant sound release. Based on Table 3.5, there is only one vowel sound in the phoneme /ɜ:/ which has a missing sound pronounced by the Kaurnese students. Based on table 3.8 above, it can be seen that there are six consonant sounds in the phoneme /ʒ/, /θ/, /n/, /j/, /dʒ/, /f/ which have a missing sound pronounced by Kaurnese students. . dropped in the word "vision" /vIʒn/ as /vIsIən/.
Then, the phoneme /j/ was dropped in the word "europe‟ /jʊərəp/ as /e‟urɒp/. After that, the phoneme /dʒ/ was dropped. From the above data, the students' responses showed that most of them think that learning pronunciation is important because pronunciation affects the listener's understanding.Finally, English has a wide variety in sound articulation, while in Kaurnese and Rejangnese it is simpler, although the sounds are similar between English and the native language of to the students.
Discussion
This happened because the phoneme /æ/ does not exist in the students' native language, so they replaced it with the closest sound that does exist in their native language, namely the phoneme /e/. This happened because the phoneme /ð/ does not exist in the students' native language. So they replaced it with the closest sound to their native language, the phoneme /t/. First, the native language interferes with students' pronunciation because their speech organs have become accustomed to producing native sounds.
Secondly, age affects students' pronunciation because they rarely use the second language, especially in pronunciation, because they have never practiced it. The findings of the study indicated that some English sounds are not present in the students' native language, and some English sounds have the same phonetic symbol as the native language sounds, but the way of pronunciation is different. For example, academic communication in the classroom will be disrupted, impacting students' understanding of learning English.
First, students' mother tongue hindered pronunciation as all Kaurnese and Rejangnese students had interference in pronouncing English sounds. Second, this study revealed that there are three main factors that influence the students when they pronounce the English words, that is mother tongue, language, age and the difference of language characteristic between English and students' mother tongue. Pronunciation and comprehension of spoken English in the English as a foreign language class: Key aspects, students' perceptions and suggestions.
CONCLUSION AND SUGGESTIONS
Conclusion
Thus, to determine students' pronunciation errors, the identified and classified sounds and factors are consulted in two lectures of IAIN Bengkulu English Department as Validator I and Validator II to agree on the identification of pronunciation errors. All respondents confirmed that their mother tongue is the languages studied (Kaurnese and Rejangnese). From the above interview, it can be concluded that the respondents are native speakers of the studied language (Kaurnese and Rejangnese), so it can be said that they have used the native language since childhood.
Second question, to ensure the difference between English and native speaker pronunciation, the researcher asked "What is the difference between English pronunciation and Kaurnese/Rejangnese pronunciation?". From the above data, it can be concluded that Kaurnese and Rejangnese students have difficulty in learning pronunciation due to the differences between English and their mother tongue. Thus, the result contradicts Ellis's statement (1977), the higher the students' motivation, the higher the success rate in achieving the goal in terms of second language acquisition.
The study has collected some important information from the students of the English Department Study Program at the State Institute for Islamic Studies (IAIN) Bengkulu regarding the interference of mother tongue in English pronunciation.
Suggestions
Apakah menurut Anda mempelajari pengucapan bahasa Inggris itu penting? Apakah menurut Anda mempelajari pengucapan bahasa Inggris itu penting?). Setelah itu, perbedaan sound system antara Kaur dan Bahasa Inggris membuat kita sering melakukan kesalahan dalam pengucapannya.” Kemudian, kebiasaan menggunakan first dalam percakapan sehari-hari menyebabkan kesulitan dalam mempelajari pengucapan bahasa Inggris.
Menurutku yang membedakan pengucapan bahasa Inggris dan Kaur adalah dialeknya, jadi bunyi kedua bahasa ini berbeda." Dimulai dengan aksen yang membuat bunyi berbeda dalam bahasa Inggris tidak ditemukan di Kaur. Saya belajar bahasa Inggris dari SMP (SMP) hingga Sekolah Menengah Atas (SMA).
Saya mulai mengambil kelas bahasa Inggris dan saat kuliah juga saya mulai belajar pengucapan bahasa Inggris." Saya pikir ini penting karena mempelajari pengucapan bahasa Inggris adalah aspek terpenting dalam mengetahui bahasa Inggris. Bahasa Inggris dan Kaur memiliki bunyi yang berbeda, jadi ketika Anda mengucapkan kata-kata dalam bahasa Inggris Bahasa Inggris, kamu bisa dipengaruhi oleh Kaur."
Karena pengucapan kata-kata bahasa Inggris tidak bergantung pada ejaannya, hal ini membuat belajar pengucapannya menjadi sulit.” Saya mulai belajar bahasa Inggris sejak sekolah menengah pertama (SMP), sekolah menengah atas (SMA), hingga sekarang kuliah.
