IJRETAL

International Journal of Research on English Teaching and Applied Linguistics

Vol. 3, No.1, June 2022

PHONOLOGICAL INTERFERENCES IN THE ENGLISH OF BUGINESE

STUDENTS

Ani Dyah Astuty*1

1
State Polytechnic of Ujung Pandang
*
Corressponding Author Email: [email protected]

Abstract
The problem of phonological interference, which is a key contributor to incorrect pronunciation
of English as a foreign language, is still a problem in English language instruction, especially
in the area of pronunciation and phonology. Therefore, it's crucial to look into how native
language influences how English sounds are produced by EFL students. This study brought to
light the phonological errors that Buginese students make when pronouncing English sounds.
This study used a qualitative approach, particularly in the form of case studies, to address the
objective. 10 second-semester students who are originally from different Buginese regions
participated in this research at State University of Makassar. The researcher tested students'
pronunciation of English consonants to gather information about the students' phonological
interference. The test recording was then translated and examined in light of the students'
pronunciation errors. It was discovered that eight consonants were mispronounced by Buginese
students, which areconsonants /f/, /v/, /θ/, /z/, /ʃ/, /ʒ/, /dʒ/, and /ð/. Buginese pupils make the
closest sounds that are present in Buginese to pronounce these eight consonants. The study's
findings were useful in that they helped identify certain English sounds that Buginese pupils
had trouble pronouncing, which the English lecturer might use to help the students'
pronunciation.

Keywords: English language teaching, phonological interference, English sounds

INTRODUCTION

People from different parts of the world can be distinguished by their languages
(Brown, 2015, pp. 326-327). Each language has its own set of grammatical rules, which
can be quite similar to or very distinct from those of other languages. The most common
target language used nowadays is English, although there are many more languages.
There has never been any discussion in Indonesia about making English a second official
language alongside the country's primary tongue, Indonesian. Despite this, the majority
of individuals in Indonesia study English because it is the most widely spoken language
in the world.
Buginese is one of the vernacular languages spoken in South Sulawesi. It is
distinct from others, such as Torajanese, Makassarese, and Mandarese, due to its unique
cultural norms and practices. This language is spoken by the Buginese society in a variety
of dialects, such as the Wajo dialect, which is used in the Wajo regency, and the Luwu
dialect, which is used in the South part of the Luwu regency, amongst other dialects.
When one considers the various forms of the Buginese language, one may assert that
Buginese is a form of regional speech or vernacular that is utilized by the members of the
Buginese society. According to Sua and Maman (2017, page 928), it is just as significant
as other vernaculars in Indonesia that prove the presence of the Buginese ethnic or tribal
group. Furthermore, the Buginese comprise the largest tribe and the language that is
spoken the most commonly in South Sulawesi.

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According to the hypothesis that suggests that when speakers or language learners
attempt to learn a second language, their habits occasionally influence the producing of
utterances for the target language. This is because there is a psychological structure that
is dormant in their brains but will be activated automatically. It is possible for it to make
errors in pronunciation, similar to those that have been made by native speakers or
students learning a second language. Learners of a language create utterances that are
distinct from those produced by native speakers, yet they consistently make an effort to
communicate the same meaning. As a result, there are changes in the production of sounds
as a result of learning a second language influenced by habit in one's mother tongue, and
this phenomenon is referred to as interference (Derakhshan & Karimi, 2015, pp. 2113).
Although interference is often known as language transfer or cross-linguistic
effect, these terms refer to a more general phenomenon and are frequently interchanged
with one another. Interference is also known as interference. The term "transfer" refers to
an activity in which some form of external influence is required for it to take place (Odlin,
2005, p. 3). In other words, the result of transfer is when an individual's native language
has an effect on the language that they are studying. This kind of effect can be beneficial
when it makes it easier to learn a skill by pointing out parallels between the two languages,
but it can also be detrimental when a skill transferred from the L1 results in production
that is inconsistent with the expectations of the target language (Derakhshan & Karimi,
2015, pp. 2113). This time around, the researcher has the intention of carrying out this
research because the researcher is interested in learning more about the phonological
interference that is caused by Buginese students when they are attempting to pronounce
English sounds.
According to numerous researches, like the ones done by Rivera and Marisol,
have been done on the effects of native language on second or foreign languages (2018,
p. 33). They discovered that the two main ways in which Spanish pronunciation might be
inferred phonologically in English were long vowels and consonant clusters. In English,
a word's meaning can be altered by the length of a vowel, but not in Spanish. Additionally,
pronunciation errors occurred because Spanish speakers read English using the same
method (letter by letter) as they do in Spanish.
The research result that Zheng conducted provides another discovery regarding
native language interferences with second language acquisition (2018, pp. 1478-1484).
He demonstrated that students in Northwest China struggled to distinguish between the
sounds /n/ and /l/, /ei/ and /en/, and /u/ and /. All of these were brought on by their inability
to tell apart various Chinese phoneme pairs in their dialects. Furthermore, there were no
long or short vowels in the dialect of central China, which caused confusion among
learners regarding phonetic pairings. These phonetic pairs caused confusion among the
students in this area: /n/ and /l/, /u/ and //, /i/ and /i/, /w/, /f/ and /v/, /f/ and /h/. .
Similar to the previous finding, Sabbah (2015, p. 288) discovered that Arabic students'
native languages interfered with their pronunciation of English. They used phonemes
from some English sounds as a stand-in or borrowed them. It was because Arabic only
uses one letter to represent each sound, whereas English uses two letters to represent the
sound /. As a result, spelling in Arabic may be simpler than in English. Another instance
involved Saudi pupils who mispronounce the voiceless bilabial stop (/p/) as the voiced
bilabial stop (/b/).

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The Phonology Concept

The study of phonology examines the structure and use of sounds in language. Phonology
was described as the study of sound patterns in language by Hawkins (2018, pp. 121–
124). It is one of the main subfields of linguistics, along with syntax, morphology, and
semantics. Therefore, one might think of phonology as the study of the mental model for
human speech from a neurological or cognitive neuroscience perspective (Idsardi &
Monahan, 2016, p. 141). Phonology, according to Skandera and Burleigh (2006, pp. 11–
12), deals with the speaker's understanding of the sound systems present in a language. It
is a description of a language's phonological structure and patterning. A language's
distinctive sounds must be identified, and rules must be established outlining the
modifications that these sounds undergo when they occur in different relationships with
other sounds (Gries, 2011, p. 491). Additionally, according to Kaye (2013, p. 9),
phonology is the study of the systems of linguistically meaningful sounds. Only a
relatively small number of the extremely vast range of sounds that the human vocal
apparatus is capable of producing, and which are examined by phonetics, are employed
in any given language in a characteristic way. This topic deals with the sound systems of
language.

Consonants
Vowels and consonants are the two main categories used to classify speech
sounds. Consonant is one of the two general categories used for the classification of
speech sounds, according to Guenther and Vladusich (2012, p. 410) Both phonology and
phonetics can be used to define consonants. Consonants are sounds that are heavily
obstructed. It is obvious that we are making it tough or impossible for the air to enter
through the mouth when we generate a sound like /s/. All consonants can be categorized
based on (a) the place of articulation, (b) the style of articulation, and (c) the voicing or
voicelessness, claim Clark and Yallop (2011, pp. 75–77). Each point at which the
airstream can be altered to produce a different sound is referred to as the location of
articulation. The process of producing different kinds of sounds by changing the position
of the lips, tongue, glottis, and velum is known as articulation.

Interference
Due to their experience with many languages, bilinguals' speech may interfere,
which is a divergence from either language's norms. Typically, it is described as the
unintentional use of the present non-target language during the production of the target
language. Karimi and Derakhshan (2015, p. 2113). Interference in linguistics is
comparable to the sociological problem of bilingualism. One of the current issues in
teaching foreign languages is interference. It can be seen as the transfer of phonological,
grammatical, lexical, and orthographic components from one language to another
(Lekova, 2010, pp. 321-322). The term "phonological" specifically refers to elements that
have a foreign accent, such as stress, rhythm, intonation, and speech sounds, which are
transferred from one language to another. Interference is a term used in sociolinguistics
and second language acquisition to describe the inaccuracy that a speaker brings into one
language as a result of this contact with another language, according to Green and
Abutalebi (2013, p. 515). The native tongue usually interferes when learning a foreign
language, although interference can also happen in other interaction settings, such as
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when a person is multilingual. According to Declerck et al. (2017, p. 1010), language

control—the inhibitory process that increases the likelihood that speech will be delivered
in the appropriate language—is typically thought to resolve language interference. If we
carefully consider the concepts presented above, we might get to the conclusion that
interference is a collection of deviations in generating and comprehending linguistic
sounds. Language interference is the impact of a language learner's native tongue on their
ability to produce the new language. It indicates that the first language of the speaker has
an impact on their second or foreign language. In this instance, it is clear that language
interference is common among beginners or students learning English. To put it another
way, language learners incorporate first-language structure into the target language.
According to Mahmud (2017, p. 57), borrowing systems from other languages
may be the main cause of phonological interference. If a speaker reproduces sounds from
one language while making errors in adapting it to another, it is also known as sound
interference. Phonological interference typically occurs when learners tend to replace
their native phonemes with a specific target language sound when pronouncing one letter.
It's because some sounds in the target language are absent from the mother tongue.
Additionally, second language learners mistakenly believe that the target language's
sounds are the same as those of their mother tongue, whereas in fact they are distinct.

METHOD
In order to achieve the research objective, this study was conducted in the form of
case study. According to Gay (2012, p. 443–444), a case study is a type of empirical
inquiry that examines a current phenomenon in its actual environment, particularly when
the lines separating the phenomenon from its environment are not immediately apparent.
The researcher also used discourse analysis to examine the phonological interference
made by Buginese students. Purposive sampling was used by the researcher to choose the
research subjects, taking into account the students' first languages. Ten students were
chosen from the sampling to take part in the study. They were five pupils from the
Automotive Program and five students from the Banking and Micro Finance Program,
both in the second grade. The pronunciation exam of English consonants, which was
divided into two portions called the Word-level Pronunciation Test and the Sentence-
level Pronunciation Test, was the tool used to gather information regarding the students'
phonological interference. The pupils had to read 67 English words on a word-level test
that had various English consonants in various word positions. The students were then
expected to read out 24 phrases that had been written using some of the English words
they had used in the previous test after reading all the words that had been provided. The
researcher used an audio recording to capture the execution of both pronunciation tests in
order to save the data. The test recording was then translated and examined in light of the
students' pronunciation errors.

FINDINGS
The researcher created a transcript of the students' pronunciation of English
consonant sounds based on the audio recording's results in order to reveal the interference.
The International Phonetic Alphabet (IPA) and the English Pronouncing Dictionary
served as the foundation for the transcription of this study (EPD). The researcher gave
the participants the following labels to help the subjects in the study have different
pronunciations: P1 refers to the first participant. P2 refers to the second person. P3 refers

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to the third participant. Additionally, the information on the pupils' phonological

interferences is included in the table below:
Table 1.
Modification Number of
No English Consonants Words
(Buginese) participants
1 Voiceless labiodental Voiceless bilabial fall, after, 5
fricatives /f/ stop /p/ beef
2 Voiced labiodental Voiceless bilabial visit, travel, 6
fricatives /v/ stop /p/ or voiceless believe
labiodental fricatives
/f/
3 Voiceless dental Voiceless dental stop think, 10
fricatives /θ/ /t/ healthy,
mouth
4 Voiced dental fricatives Voiced dental stop they, 10
/ð/ /d/ or voiceless brother,
dental stop /t/ smooth
5 Voiced alveolar Voiceless dental zero, crazy, 7
fricatives /z/ fricatives /s/ freeze
6 Voiceless palato-alveolar Voiceless dental show, 7
fricatives /ʃ / fricatives /s/ fashion,
finish
7 Voiced palato-alveolar Voiceless dental genre, 10
fricatives /ʒ/ fricatives /s/ or visual,
voiced velar stop /g/ message
or voiced palatal
affricatives /j/
8 Voiced palato-alveolar Voiced palatal jump, 10
affricatives /dʒ/ affricatives /j/ subject,
page

The table demonstrates among the 10 participants, 5 mispronounced words that

had the consonant /f/, in this example, the phrases "fall," "after," and "beef," with the
consonant /f/ in the start, middle, and final positions, respectively. Buginese students
changed the voiceless labiodental fricative sound /f/ to the voiceless bilabial stop sound
/p/. Additionally, Buginese kids pronounced the consonant /v/ incorrectly. They either
replaced the voiced sound /v/ with the voiceless sound /f/ or the labiodental fricative
sound /v/ with the bilabial stop sound /p/.
The chart also suggests that none of the participants were able to pronounce words
with the sound /θ/ correctly. They mispronounced words that had the sound /θ/, whether
it was in the word's beginning, middle, or end. To substitute the pronunciation of the
voiceless dental fricative sound /θ/, all participants used the sound /t/, a voiceless dental
stop sound. Additionally, 7 out of the 10 individuals made mistakes when producing the
English consonant /z/. The words used to test this consonant were "zero," which begins
with the letter "z," "crazy," which comes in the center, and "freeze," which comes at the
end. They changed the voiced alveolar fricative sound (/z/) in the word "zero" into the
voiceless dental fricative (/s/). When pronouncing the word "crazy," they swapped the
sound "z" for "s." Instead of saying "krezi," they said "kre:si" in this instance. It also
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occurred when the majority of participants mispronounce the word "freeze" as "fri:s" or
"pri:s," when it should be "friz."
The majority of the participants (7 students) pronounced the voiceless palatao-
alveolar fricative /ʃ/ as the voiceless dental fricative (/s/), demonstrating that Buginese
significantly interfered with the generation of the English sound /ʃ/. Additionally, the
word with the middle position /ʃ/, in this case the term "fashion," experienced the most
interference. Additionally, as can be seen in the table above, all participants pronounced
words with the sound /ʒ/ incorrectly. The participants mispronounced the beginning /nr/
word, in this case the term "genre," as /genre/ whereas the correct pronunciation is /nr/.
They substituted the voiced velar stop consonant (/g/) for the voiced palate-alveolar
fricative /ʒ/. Additionally, when the middle /ʒ/ word, "visual," is spoken, the voiceless
dental fricative sound /s/ has been substituted for the sound /ʒ/. The participants
mispronounced word ‘visual’ by saying/pisuɑl/ or /fisuɑl/which are supposed to be
pronounced by/ˈvɪʒuəl/. The participants also substituted the last /ʒ/ sound for either the
voiced palatal affricative sound, /j/, or the voiced velar stop sound, /g/.
Buginese interference also affected the /dʒ/ sound's development. It is
demonstrated that every participant mispronounced words with the sound /d/. It is evident
from the way they pronounce terms like "jump," "topic," and "page." All of the
participants substituted the sound /dʒ/ for the initial /dʒ/ sound in the word "jump" while
pronouncing it. All of the participants mispronounced the middle /dʒ/ sound when
pronouncing the word "subject," stating either /’sɑbjek/ or /’subjek/ instead of the proper
/ˈsʌbdʒɛkt/. Further, all participants mispronounced the final /d/ sound in the word
"page," which should be pronounced as /pe:j/, /pej/, or /pej/. Additionally,
Buginesestudents have trouble pronouncing words with the sound /ð/. They
mispronounced words that had the sound /ð/, whether it was in the word's beginning,
middle, or end. The first word offered in the test was "they." All participants
mispronounced this word as /deɪ/ when it should be pronounced as /ðeɪ/. They substituted
the sound /ð/ with the sound /d/. Similar to this, while pronouncing the middle ð word,
"brother," they modified the sound / to the sound /d/.

DISCUSSION
The Buginese influenced how the English consonants /f/ and /v/ were produced.
The labiodental fricative sounds are used for both consonants. The Buginese students
pronounced the voiceless labiodental fricatives (/f/), by replacing it with consonant /p/
which is voiceless bilabial stops, and the same way occurred when pronouncing the
voiced labiodental fricatives (/v/). This is consistent with Bada's assertion (2001, pp. 6–
12) that Japanese significantly affects how the English sounds /f/ and /v/ are pronounced
even though these sounds do not exist in Japanese. As an alternative, they generate the
allophone /Φ/, which is the closest sound to the English /f/, and consonant /f/ in place of
consonant /v/. Therefore, it can be claimed that certain speakers, like Buginese people,
find it difficult to produce the English consonants /f/ and /v/.
Even if the mispronunciation made by all study participants qualifies it as severe
interference, interference also occurred in the generation of dental fricative consonants.
Because /θ/ and ð/ are not consonants in Buginese, Buginese students were unable to
pronounce them. So they used the closest Buginese sounds to enunciate the consonants
/θ/ and ð/. To substitute the consonant /θ/, they said the voiceless dental stop /t/, and they
said the voiced dental stops /d/ or /t/. This conclusion is corroborated by Tiono and Yosta
(2008, p. 112), who conducted research on the interference of the Indonesian language in
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English pronunciation and discovered that several English sounds, such as /θ/and ð/, do
not exist in Indonesian. The closest Indonesian sounds to these were used by the pupils
to enunciate these words. Further, Mathew (2005, pp. 43–44) showed that learners
frequently mispronounced certain sounds, such as the consonants /θ/ and ð/, when
studying pronunciation errors of consonants made by English language learners. As a
result, the Buginese pupils' production of the English consonants /θ/ and ð/ is influenced
by their native tongue because these consonants are absent from Buginese. Instead, they
create the consonants /t/ and /d/, which are most likely with the consonants /θ/ and ð/.
Additionally, Buginese interfered with the pronunciation of the palato-alveolar
fricative sounds, /ʃ/ and /ʒ/. Buginese pupils substitute the consonant /ʃ/, which is voiced
palato-alveolar fricative sound, with voiceless dental fricatives /s/, voiceless velar stops
/g/, or voiced palatal affricatives /j/. They also change the consonant /ʒ/, which is
voiceless palato-alveolar fricative sound. This is consistent with studied conducted by
Utami et al(2017, pp. 211-212)which found that participants changed the sound /s/ or /t/.
The consonant /ʃ/ is then changed to /s/. However, because lexical interference is the
reason of Buginese pupils' mispronunciation of the consonant /ʒ/, which results in the
sound /g/ as previously explained, it cannot be categorized as phonological interference
like the other occurrences. In this instance, the word "genre" was provided. The Buginese
kids read the word based on how the Indonesian word is pronounced because the English
word "genre" also exists in Indonesian. Buginese students mispronounce the word as
/genre/ when it should be pronounced as /nr/. As a result of the descriptions, it may be
concluded that Buginese students have trouble pronouncing palato-alveolar sounds and
tend to make alveolar sounds as a substitute. However, lexical interference may be to
blame for mispronouncing specific sounds like /ʃ/ and /ʒ/.
Voiced palato-alveolar affricatives (/d/) and voiced alveolar fricatives (/z/) are the
two English consonants that Buginese interferes with. Buginese students utter voiceless
dental fricatives (/s/) to pronounce the consonant /z/. In a similar vein, Chaira (2015, pp.
481-483) discovered that despite the phoneme /z/ infrequently appearing in the grapheme
"s," pupils seldom give it any thought. As a result, they simply speak these syllables with
the sound /s/. For example, the word "dos" will be pronounced as /ds/ rather than /dz/.
Additionally, Buginese students utter voiced palatal affricatives (/j/) when pronouncing
the consonant /d/. This is corroborated by Subandowo (2017, pp. 205–207), who
discovered that students mispronounced words with the sound /d/ by pronouncing other
consonants like /j/ or /d/.

CONCLUSION
As a result of interference from their original language, in this case Buginese,
Buginese students mispronounced specific English consonants. Eight of the 24 English
consonants were mispronounced by Buginese students. They are consonants /f/, /v/, /θ/,
/z/, /ʃ/, /ʒ/, /dʒ/, and /ð/. Buginese pupils make the closest sounds that are present in
Buginese to pronounce these 8 consonants. Buginese students replace the consonants /f/
with /p/, consonant /v/ with /p/ or /f/, consonant /θ/ with /t/, consonant /ð/ with /d/ or /t/,
consonant /ʃ/ with /s/, consonant /ʒ/ with /s/ or /g/ or /j/, and consonant /dʒ/ with /j/.

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