PHONOLOGICAL INTERFERENCE OF MADURESE TOWARDS ENGLISH AT THE ELEVENTH STUDENTS OF SMA AL HIKAM BANGKALAN EAST JAVA IN THE ACADEMIC YEAR OF 2017/2018 - Raden Intan Repository

JAVA IN THE ACADEMIC YEAR OF 2017/2018

  

TARBIYAH AND TEACHER TRAINING FACULTY

RADEN INTANSTATE ISLAMIC UNIVERSITY

LAMPUNG

2018

  

A Thesis

  Submitted as a Partial Fulfillment of the Requirements for S1- Degree

  

PHONOLOGICAL INTERFERENCE OF MADURESE TOWARDS ENGLISH

AT THE ELEVENTH STUDENTS OF SMA AL HIKAM BANGKALAN EAST

  

Study Program: English Education

  By:

  

PRASASTI PRASETYO PUTRI

NPM. 1211040151

JAVA IN THE ACADEMIC YEAR OF 2017/2018

  Advisor : Dr. M. Muhassin, M.Hum

Co-Advisor : Fithrah Auliya Ansar, M.Hum

  

TARBIYAH AND TEACHER TRAINING FACULTY

RADEN INTANSTATE ISLAMIC UNIVERSITY

LAMPUNG

2018

  

A Thesis

  Submitted as a Partial Fulfillment of the Requirements for S1- Degree

  

PHONOLOGICAL INTERFERENCE OF MADURESE TOWARDS ENGLISH

AT THE ELEVENTH STUDENTS OF SMA AL HIKAM BANGKALAN EAST

  

Study Program: English Education

  By:

  

PRASASTI PRASETYO PUTRI

NPM. 1211040151

  

ABSTRACT

PHONOLOGICAL INTERFERENCE OF MADURESE TOWARDS ENGLISH

AT THE ELEVENTH STUDENTS OF SMA AL HIKAM BANGKALAN EAST

JAVA IN THE ACADEMIC YEAR OF 2017/2018

By :

PRASASTI PRASETYO PUTRI

  Phonological interference happens when the speaker pronounces the English word, then the words have interfered with other sounds of the native language. Based on researcher's observation at the eleventh-grade students of SMA Al Hikam Bangkalan East Java, in pronouncing the English word, there were some differences from English Standard. The pronouncing of English in those words have been influenced by the sounds of phonemes in Madurese. The purpose of this research is to find out the percentages of students' phonological interference of Madurese toward English, the types of phonological interferences at the eleventh students of SMA Al Hikam Bangkalan East Java in the academic year of 2017/2018.

  The research used a descriptive qualitative method. In collecting the data, the researcher used the document of students’ pronunciation as secondary source. Forty- four (44) words were pronounced by the students. The students' pronunciation were transcribed into phonetic transcription and then analyzed. The population of this research was students of SMA Al Hikam Bangkalan East Java in the academic year of 2017/2018. The researcher took the sample based on the purposive sampling technique. The sample was class XI IPS 1 consisting of 30 students because most of the students in this class are Madurese with Madurese accent.

  The result of this research shows that students phonological interference occurs 699 of 1320 (52,93 %) in phonemes /r/, / ʃ/, /ɪ/, /k/, /y/, /ə/, /ʊ/, /y/,/l/, /ԑ/,

  / ʊ/,/ɑ/, /ɪ/, /æ/, /θ/, /g/, /ɪə/,/r/, /ʊ/, /j/. The phonological interference of Madurese toward English occurs in 5 categories. They are 1). Sound addition is 174 (13,18 %) in this type occurs some kinds of additives such as single vowel, single consonants, combination single vowel and consonant, 2). sound replacement 329 (24,92 %) in this type occurs some kinds of replacements such as single vowel, single consonants, single vowel and double consonants, 3). sound omission are 111 (8,40%) in this type occurs 3 kinds of omission such as single vowel, double consonants, combination single vowel and single consonant 4). Combination of sound replacement and addition (RA) are 61 (4,62 %) in this type occurs some kinds of RA such as single consonants, the combination of single vowel and single consonant, 5). Combination of sound replacements and omission RO are 24 (1,81 %) in this type occurs 2 kinds of RO such as single consonant and Combination single vowel and double consonants.

  Keywords: Phonological Interference, Madurese Students’, Accent, Pronunciation

  

DECLARATION

  The researcher is a student with the following identity : Name : Prasasti Prasetyo Putri Students Number : 1211040151 Thesis Title :

  “Phonological Interference of Madurese toward English at the Eleventh students of SMA Al Hikam Bangkalan East

Java in theAcademic Year of 2017/2018

”

  Certify that this thesis is definitely on my own work. I am completely responsible for the content of this thesis. Other people’s opinions of findings included in the thesis are quoted or cited in accordance with ethical standards.

  Bandar Lampung, July 2018 Declared by

  Prasasti Prasetyo Putri 1211040151

  

MOTTO

           

  

  “and among his signs is the creation of the heavens and the earth, and the variations in your language and your colours : verily in that are signs for those who know ”

  (Ar Rum : 22)

  

DEDICATION

  From the deepest part of my heart, this thesis is dedicated to: 1.

  My beloved parents, Ir. Tulus Prasetyo Juli Triono and Aidawati, without their constant support, both finance and moral, I would never have been able to carry out this piece of work 2. My beloved sister and brother, Pratiwi Prasetyo Putri,S.Ag, Prayoga

  Muhammad Insan Prasetyo, Anissa Prasetyo Putri Kartini, Ilham Menggala Suhada Putra, Adzan Subhi Kumandang, Insan Hidayatullah and Anjani Mikayla Prasetyo Putri who always supports and loves me.

  3. My special partner, Nasrudin Fanani, S.Pd for your love, your motivation, and taking good care of me.

  4. My beloved best friend, Octa Kholilah Aulia and Dina Marsita,S.Pd 5.

  My beloved sister at UIN Sunan Ampel Surabaya, Niatus Sofa and all of her friends who always support me to collecting the data.

  6. All of Teacher at SMA Al Hikam Bangkalan East Java, Especially Mr Abdul Jalil, S.S thank you very much for your help 7. My beloved friends PBI C Executive Class 2012.

  8. My beloved Almamater UIN Raden Intan Lampung.

CURRICULUM VITAE

  The name of the researcher is Prasasti Prasetyo Putri. She is the first child from eight siblings. Her parents’ names are Ir. Tulus Prasetyo Juli Triono and Aidawati. She was

  th

  born in Bandar Lampung on June 26 , 1994. She has 4 brothers, namedPrayoga Muhammad Insan Prasetyo, Ilham Menggala Suhada Putra, Adzan Subhi Kumandang, Insan Hidayatullah, and also 3 sisters, named Pratiwi Prasetyo Putri, S.Ag, Anisa Prasetyo Putri Kartini, Anjani Mikayla Prasetyo Putri.

  She graduated from Nurul Amal Kindergarten Bandar Lampung, she studied for 1 year. Then she continued her study in SDN Tembok Dukuh 1 No. 83 Surabaya East Java and graduated in 2006, She Extended her study in SMPN 14 Surabaya East Java and graduated in 2009, then she continued senior high school at SMA Muhammadiyah Pekalongan Lampung Timur, but she did not finish the senior high school in there, when she was at the third grade she moved out to SMA Al Huda Jatiagung Lampung Selatan and graduted in 2012, In the same year, she registered in UIN Raden Intan Lampung and took English Education Study Program of Tarbiyah and Teacher Training Faculty and graduated in 2018.

  

ACKNOWLEDGEMENT

Bismillahirrohmanirrohim Alhamdulillahirobbil’alamin

  Praise be to Allah SWT the Almighty, the Most Merciful, and the most Beneficent for blessing the researcher with His Mercy and guidance to finish this thesis. The Sholawat peace be upon our prophet Muhammad, with his family and followers. This thesis entitled :

  “PHONOLOGICAL INTERFERENCE OF MADURESE

TOWARDS ENGLISH AT THE ELEVENTH STUDENTS OF SMA AL

HIKAM BANGKALAN EAST JAVA IN THE ACADEMIC YEAR OF

2017/

  2018” is submitted as compulsery fulfillment of the requirements for S1 degree

  of English education study program at Tarbiyah and Teacher Training Faculty , State Islamic University (UIN) Raden Intan Lampung. Without help, support, and encouregement from several people and institution, this thesis would never come into existence.

  Therefore, the researcher would sincerely thank : 1.

  Prof. Dr. H. Chairul Anwar, M.Pd, the Dean of Tarbiyah and Teacher Training Faculty, UIN Raden Intan Lampung.

2. Meisuri, M. Pd, the Chairperson of English Education Study Program UIN

  Raden Intan Lampung and the advisor who gives the researcher permission to

  3. Dr. M. Muhassin, M.Hum, the Advisor for giving guidance and help to finish the final project.

  4. Fithrah Auliya Ansar, M.Hum, the Co-advisor, who has also shrewdly guided the researcher to finish the final project.

  5. Drs. Djoko Setyono, The Head master of SMA Al Hikam Bangkalan East Java and Abdul Jalil, S.S as an English teacher and also the students of SMA Al Hikam Burneh Bangkalan to allowing her to carry out the research in their institution and for giving the contribution while she was conducting research there.

  6. The lecturers of English study program of Tarbiyah and Teacher Training Faculty of UIN Raden Intan Lampung.

  7. My beloved parents’ and all of friends, Octa, Dina, Atika and PBI 2012 who always give support for the success of the research.

  Finally, none is perfect and neither is this final project.Any correction, comment, and critism for betterment of this final project are always open heartedly welcome. May Allah the almighty bless all of them

  Bandar Lampung, 2018 The researcher,

  Prasasti Prasetyo Putri 1211040151

  TABLE OF CONTENTS Page TITLE ....................................................................................................................... i ABSTRACT .............................................................................................................. ii ADMISSION ............................................................................................................ iii APPROVAL.............................................................................................................. iv DECLARATION ...................................................................................................... v MOTTO .................................................................................................................... vi

DEDICATION .......................................................................................................... vii

CURRICULUM VITAE .......................................................................................... viii

ACKNOWLEDGEMENT ....................................................................................... ix TABLE OF CONTENTS ......................................................................................... xi

LIST OF TABLE...................................................................................................... xiii

LIST OF FIGURE.................................................................................................... xiv

LIST OF APPENDICES.......................................................................................... xv

  CHAPTER I INTRODUCTION A. Background of the Problem ........................................................................... 1 B. Limitation of the Problem .............................................................................. 7 C. Formulation of the Problem ........................................................................... 7 D. Objective of the Research .............................................................................. 7 E. Uses of the Research ...................................................................................... 8 F. Scope of the Research .................................................................................... 8 CHAPTER II REVIEW OF LITERATURE A. Concept of English Phonetic and Phonology ................................................. 9 B. Concept of Language Interference ................................................................. 10 C. Factors of Language Interference................................................................... 12 D. Concept of Phonological Interference ............................................................ 14 1. Sound Addition ........................................................................................ 15

  3. Sound Replacement .................................................................................. 15 E. Concept of English Phonemes ....................................................................... 16 1.

  English Vowel .......................................................................................... 17 2. English Consonant ................................................................................... 19 F. Voice and Voiceless ....................................................................................... 22 G.

  Madurese Language ....................................................................................... 23 1.

  Madurese Consonant ................................................................................ 24 2. Madurese Vowel ...................................................................................... 27 H. Concept of English Mastery and Pronunciation............................................. 28

  CHAPTER III RESEARCH METHODOLOGY A. Research Design ............................................................................................. 29 B. The Data Sources ........................................................................................... 30 C. Research Subject ............................................................................................ 31 D. Data Collecting Technique ............................................................................. 32 E. Research Instrument ....................................................................................... 33 F. Credibility and Transferability of the research .............................................. 33 G. Data Analysis ................................................................................................. 36 CHAPTER IV FINDINGS AND DISCUSSION A. Findings .................................................................................................... 38 B. Discussion ................................................................................................ 39 1. The Types of phonological Interference ............................................ 39 2. The Percentage of students’ Phonological Interference .................... 50 CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion...................................................................................................... 51 B. Suggestion ...................................................................................................... 52 1. Suggestion for the Teacher....................................................................... 52 2. Suggestion for the Students ...................................................................... 53 3. Suggestion for the other Researcher ........................................................ 53 REFERENCES APPENDICES

  

LIST OF TABLES

Page

Table 1. Sound Explanation of English Consonant ................................................... 25

Table 2. Madurese Consonant ................................................................................... 28

Table 3. Phonetic Transcription of Madurese Consonant ......................................... 29

Table 4. Madurese Vowel.......................................................................................... 30

Table 5. Phonetic Transcription of Madurese Vowel ................................................ 30

Table 6. The Total Number of Eleventh Students in SMA Al Hikam ...................... 34

Table 7. The T

  ypes of Students’ Phonological Interference ..................................... 39

  LIST OF FIGURE Page Figure 1. Vowel Chart ........................................................................... 20 Figure 2. Consonant Chart ..................................................................... 22

LIST OF APPENDICES

  Appendix 1. List of respondents Appendix 2. The Instrument Appendix 3. Pronunciation Test Appendix 4. Phonetic Transcription Appendix 5. Result of Pronunciation test Appendix 5.1. Sound Addition Appendix 5.2. Sound Omission Appendix 5.3. Sound Replacements Appendix 5.4. Combunations of sound replacements and addition Appendix 5.5. Combination of sound replacements and omission Appendix 5.6. Data Recapitulation

Appendix 5.7. Data Classification of students phonological interference

Appendix 6.

  Students’ Pronunciation

CHAPTER I INTRODUCTION A. Background of the problem Language is a crucial instrument to connect people. We need language to

  communicate easily. According to Ogden, language is one of the distinctive characteristics of human beings, without formal instruction, we learn from infanthood

  1

  the skills that we need to be successful users of a language. It means, language becomes human characteristics, and naturally we were born to be user of languages.

  The Language may show people's nationality. According to Finegan, language

  2

  contributes to defining nationality. We can describe a person's characteristics, not only with their physical appearance or cultural characteristics but also with their language, or the way use their language when they do interact with the others. In this era, the English language plays an important role. According to Crystal, English has been learned by many people to have a good prospect in the community of international world since it raised as a global language as Britain, its origin

  3

  country, had become the world's leading industrial and trading country. In Indonesia, English still used as the foreign language. According to Harmer, English as a foreign language describes the situation where students are learning English in order to use it ₁ Ogden Richard, an introduction to English Phonetics, (Edinburgh : Edinburgh University

  Press Ltd, 2009), p.1 _{2 3} Finegan Edward, Language Its Structure and Use,(USA : Thomson Wadsworth, 2008), p.12 Crystal David, English as a Global Language : Second Edition (New York : Cambridge

  2 with any other English speakers in the world

• – when the students may be tourists or business people. with any other English speakers in the world
• – when the students

  4

  may be tourists or business people. It means that English is not used on daily communication in the country, and also limited temporal of using its spoken form.

  Mother tongue is a language, which is potentially be mastered when people are born. It is acquired informally and unconsciously. It is the language learned from a child

  5

  because it is one used in the child's environment. This is known as language acquisition, language acquisition not only happens in the child's environment, but it also happens when a child speaks, their parents correcting their language. It means that people have a great tendency to transfer their language into another language because there is a big influence from their mother tongue and society. Actually, people have different pronunciation when they speak or talk to other people, most of people have their own characteristic, and it can identify how they

  6

  pronounce. It means we can know the origin of people based on their pronunciation and when they do interaction with other. Indonesia is one of the country that have many various cultures, ethnics and regional language, some of ethnics have different accents: Javanese, Sundanese, Madurese, and etc. ₄ Harmer Jeremy, The Practices of English Language Teaching: Fourth Edition

  (EnglandLongman Press,2007), p. 19 ₅ Linson Tom, Checklist Of Basic EFL Terms,(Heinemann Educational Books : London, 1984) p.95 ₆ Hardiyanti Riska Ayu, ‘’Phonological Interference of Lampungnese Students Toward English Consonant at 2nd Semester of Seventh Grade Of SMPN 1 Sekincau, West Lampung

  ”,(IAIN Raden

  3 When second or foreign language is learned, aware or not, the mother of tongue of the learner will influences his or her mastery of that language. For instance, when someone learns English, the way to pronounce the word is almost the same when they pronounce words in their own language. This is happens almost of the language learner, it is called language interference. The number of languages or language variation in Indonesia makes Indonesia as bilingual or even multilingual. The influence of the variation of language causes the tendency of one language to another. The interference in communication is usually caused by the interaction of these languages. Selinker states that when the speakers or language learners use second language then their habits will affect the target language. Language interference can be divided into three types such as phonological, morphological, and lexical. In this research, the researcher wants to analyze language interference on the type of phonological interference; phonological interference is some aspects of pronunciation such as stress, rhythm, intonation, and speech sound from the first language influencing the second language. Phonological interference generally divided into three types, these are: 1. Sound Addition, 2.Sound Replacements, 3. Sound Omission and the main object that analyzed in here is Madurese language.

  4 Madurese is one of the traditional languages in Indonesia, which has uniqueness system. Madurese language has a distinctive characteristic whether in its intonation, stress, or speech sound which are very different from another language including English. Madurese is famous with its intonation characteristic that is swaying, high pitch, suddenly low tone, and long-rising tone. The differences of pronunciation arises from a variety of causes, such a locality, early influences and social surrounding; there are also individual peculiarities for which is difficult or impossible

  7 account.

  Every person speaks with an accent, it can be reasonably said that nobody is born with an accent. Accent is restriced to the description of aspects of pronunciation that identify where an individual speaker is from, regionally or socially. It is different from the term dialect, which is used to describe feature of grammar, vocabulary and

  8

  aspect of pronunciation. It known that accent and dialect are different, dialect is describe three feature including grammar, phonology and vocabulary, and accent only describe aspects of pronunciation or phonology features. Before the researcher conducted the research, the researcher is doing some test to know the phonological interference of Madurese toward English with some students.

  Negative transfer of Madurese towards pronouncing English sounds a lot going on. For example: ₇

  5

  Table 1.

Students’ Pronunciation

  Phonetic Transcription By the Students Word No (IPA) S1 S2 S3 S4 S5 Know

  1 /nouw/ /nouw/ /now/ /nouw/ /nou/ /now/ Impossible

  2 ll/ /im’posibəll/ /im’pasəbəl/ /im’pasibəl/ /aim’posibell/

  /im’pasəbəl/ /im’posibə Laugh

  

3 /laukh’/ /lauf/ /lauf/ /laukh/ /laukh’/

/læf/ Beautiful

  

4 /beyutifull/ /beyutifull/ /’byuwtəfəl/ /beyutipul/ /beyutifull/

/

  ’byuwtəfəl/ Thief

  5 /thif/ /thif/ /thief/ /thi:f/ /thif/ /thief/

  From the tables above, we can clearly see that the phonological interference occured in the students’ pronunciation. In the example 1, the students’ pronunciation were interfered by madurese structure. In the word know /now/some of students pronounce /nouw/, /now/, /nou/.

  To know the students’ interference in phonology at SMA Al Hikam Bangkalan East Java, The researcher also interviewing the English teacher (Mr. Abdul Djalil, S.S), hesaid that most of 75 % students are still influenced a lot by their mother tongue

  9

  when they speak in English. In this research, he also give suggestion to the

  9 _st Abdul Djalil, English Teacher at SMA Al Hikam Bangkalan East Java, Interview, June 01

  6 researcher to make a research in XI IPS 3, because the class is have strong Madurese accent among all the class in grade XI.

  There are some previous researchers about phonological interference follows : the first study conducted by M. Muhassin, M.Hum entitled phonological interference of rejangnese students at STAIN Bengkulu. It was found that students of STAIN Bengkulu do 4 types of phonological interference they are : 1. Sound addition, 2.

  Sound replacements, 3. Combination of sound replacements and addition, 4. Combination of sound replacements and omission.

  Secondly, a research conducted by Riska Ayu Hardiyanti, entitled Phonological Interferences of Lampungnese Student towards English Consonant. It was found that the students of lampungnese do 3 types of phonological interference they are : 1.

  Sound addition, 2. Sound replacements, 3. Sound omission In contrast, to previous research, there were similiraties in topic about phonological interference. It can be concluded that are significant differences of previous research to this reseanrch. The researcher focused the phonological interference towards English in other ethnic.

  Based on the background above, the researcher is interested in conducting a research to find out the phonological interference of madurese students. It is an interesting topic to be analyzed because Madurese language has unique features. Therefore, the

  7 researcher proposed a research entitled: Phonological Interference of Madurese Towards English at the Eleventh Students of SMA Al Hikam Bangkalan East Java.

  A. Limitation of the Problem

  Based on the identification of problem above,the researcher would like to focus this research on analyzing of students’ phonological interference in using English especially in English phonemes :/a/, /i/, /u/, /e/, /o/, /p/, /t/, /k/ ,/b/, /d/, /g/, /m/,

  /n/,/ ᶇ/,/f/, /Ɵ/, /s/, /n/, /ʃ/, /v/, /ð/, /z/, /Ʒ/, /w/, /r/, /j/, /l/, /h/, /tʃ/, /dƷ/ according to The

  IPA B.

   Formulation of the Problem

  Based on the identification and limitation of the research, the researcher will formulate the problem as follows:

  1. How many types of phonological interference of madurese students are there towards English at SMA Al Hikam Bangkalan East Java?

  2. How many percentages of phonological interference of madurese students are there towards English at SMA Al Hikam Bangkalan East Java?

  C. Objective of the Research 1.

  To know the types of phonological interference of madurese students are there toward english at SMA Al Hikam Bangkalan East Java

2. To know the percentage of students’ phonological interference at SMA Al

  Hikam Bangkalan East Java

  8

  D. Uses of the Research

  The uses of this research are : 1.

  Theoritically : The benefit of this research is to give more information for the next researcher dealing sociolinguistics analysis. The information are to understand the phonological interference.

  2. Practically : This research can be a reference to many linguistic fields especially in sociolinguitics field for the language. For the researcher, this research can be enlarge knowledge about sociolinguistics especially phonological interference.

  E. Scope of the Research 1. Subject of research

  The subject of this research was the madurese students at the eleventh grade of SMA Al Hikam, Bangkalan East Java, in the 2017/2018 academic year.

  2. Object of research

  The object of the research was an analysis of Madurese students ’phonological interference in using English.

  3. Place of research

  The research was conducted in SMA Al Hikam, Bangkalan East Java. It is located on Jl. Raya Perumnas Tunjung Burneh Bangkalan East Java.

  4. Time of research

  The research was conducted at the first semester in the 2017/2018 academic year

CHAPTER II REVIEW OF LITERATURE A. English Phonetics and Phonology The study of pronunciation consists of two fields, namely Phonetics and Phonology. Phonetic and phonology are concerned with speech sounds and the sounds systems. Phonetic is concerned with how sound are produced, transmitted and perceived (we

  1

  will look only look at the production of sounds). Phonetics can be divided into three distincts phases : 1). articulatory phonetics, the action and movements of the speech organ in producing sounds, 2). acoustics phonetics, nature and acoustics of the sound waves which transmit speech, 3). Auditory phonetics, how speech is received by the ears.

  2 According to Ogden, Phonology is the study of sounds structure in language.

  Phonology can be divided into two branches : 1) Segmental Phonology is based on the segmentation of language into individual speech sounds provided by phonetics, these features include vowel and consonant, 2) Suprasegmental phonology also called prosody is concerned with those features of pronunciation that cannot be segmented because they extend more over than one segment or sound, such features include stress, rhythm, and intonation.

1 Cornelia Hamann and Carmen Scmitz, Phonetics and Phonology: Reader for First Year English Linguistics , (Oldenburgh : University of Oldenburgh, 2005) p. 3.

  In English those are variations of phonetics that is influenced by geographical origin, gender, environment, etc. Variations of phonetics and phonology has strong relationships with language variation. The study of language variations namely sociolinguistics.

  From those all, phonetics is study and description of concrete utterance and concrete individual speech sound then used phonetics systems to represent a speech sound and phonology is study about sound system in language. Variations of phonetic and phonology are influenced by language variation.

B. Language Interference

  Language interference is the alternative use by bilinguals of two or more languages in the same conversation. Language interference is a lingusitic practice constrained by grammatical principles and shaped by environmental, social and personal influences including age, length of time in a country, educational background and social networks. Language interference also calls negative transfer. This is caused by any languages contact that happens at bilingual and influences each other or between L1 and L2.

  The interactive between L1 and L2 will be more intensive when the quantity of bilingual who uses that two languages greater. It means that intensity of the interaction becomes greater. So, the effect or cross influence between the two also more intense. In addition there are three factors that are involved in language interference. Lim Kiat Boey states that languages interference in learning situation is students, habit of perceiving, performing, and tendency to speak L2 with the

  3 intonation or word order of his L1.

  Language interference is the transfer of elements of one languages to another at

  4

  various levels including phonological, grammatical, lexical, and ortographical. It means language interference transfer not only in one elements but various levels, language interferences happens in phonological, morphological, also orthographical. Other theory by Lott defines that language interference as “errors in the learner‟s use

  5

  of the foreign language that can be traced back to the mother tongue.” In addition, Ellis refers to language interference as „transfer‟ which he says is “the

  6 He argues that

  influence that the learner‟s L1 exerts over the acquisition of an L2.” transfer is governed by learner‟s perceptions about what is transferable and by their stage development in L2 learning. In learning a target language, learners construct their own interim rules with the use of their L1 knowledge, but only when they believe it will help them in the learning task or when they have become sufficiently proficient in the L2 for the transfer to be possible.

  3 Boey Kiat Lim, An Introduction to Linguistics for the Language Teacher (Singapore University Press : Singapore, 1975) p. 109

  4 Skiba Richard, 1977, Code Swithching as a Countenance of Language Interference, [online], Avaliable : http://iteslj.org/articles/skiba-codeswithching ₅ Lott D, 1983, Analysing and Countering Interference Errors, [online], Avaliable on: http://iteslj.org/Articles/Lott-Interference.html ₆ Ellis, R, The Study of Second Language Acquisition, (Oxford University Press : Oxford, From the explanation about language interference above it is clear that language interference is also called negative transfer. It occurs as a result of the failure in suing both L1 and L2 Weinrich divides type of language interference into three. There are : 1.

  Phonological interference, it occurs when bilingual speaker retranslaate or reproduce his/her L1 by using the appropriate phonemes in L2 .

2. Lexical intereference, it occurs when bilingual speaker use two or more part or structure of different language in single word or lexicon.

  3. Grammatical interference, it occurs when a bilingual speaker identifies morphemes, class of morpheme in language chain in syntaxes and uses it in the speech act. There are two kinds of interference, first static interference which reflects permanent traces of one language on the order (such as foreign accent), and second the dynamic interference which the ephemeral accidental intrusion of the other language. It is clear to conclude that interference occurs in all aspects or levels of languages such as phonology, morphology and lexical. In this research, the researcher will be focus on phonological interference.

C. Factors of Language Interference

  Since interference occurs in all aspects of language such as phonology, morphology, lexis, syntax and semantic, it can be said that interference caused by the factors inside the language. In other words language interference cuased by the changing of the of language contact and bilingualism. It means that, its occurence can not be separated from society and cultural aspects where it belongs. Thus, Suwito states that the non linguistics factors influence the use of language include language interference phenomena. The main point of non-lingusitics factors influenced the language use are social and situational factors. Language is the main factor in a society. According to Lott, there are three factors that cause the interference : 1.

   The interlingual factor

  Interlingual transfer is a significant source for language learners. This concept comes from contrastive analysis of behaviouristic school learning. It stresses upon the negative interference of mother tongue as the only source of errors. Commonly, errors are caused by the differences between the first and second language. Such a constractive analysis hypothesis occurs where structures in the first language which are different from those in the second language produce the errors reflecting the structure of first language. Such errors were said to be due to the influence of leraners‟ first language habits on second language production.

2. The over extension of analogy

  Usually, a learner has been wrong in using a vocabulary caused by the similarity of the elements between first language and second language, e.g the use of cognate words (the same form of word in two languages with different

3. Transfer of structure

  There are two types of transfer according to Dulay et.al, positive transfer and negative transfer. Negative transfer refers to those instances of transfer, which result in error because old habitual behaviour is different from the new behaviour being learned. On the contrary, positive transfer is the correct utterance, because both the first language and second language have the same structure, while the negative transfer from the native language is called interference.

7 D.

   Phonological Interference

  According to different shcolars there are many types of interference. Alabi identified three types of interference which are phonological, lexical, grammatical.

  8 This is

  seen in his following statement, “interference occurs virtually at all primary levels of language description most especially phonology, lexis, grammar.” Phonological interference is a common typeof interference, its most prominent manifestation being a

  „foreign accent‟. Bethold in Skiba define phonological interference as items including foreign accent such as stress, rhythm, intonation, and speech sound from the first language infleuncing the second.

  9 According to Crystal,

  phonological interference divided into three kinds, they are : ₇ Lott D, Op.Cit, [online], available : http://itesjl.org/Articles/Lott-Interference.html ₈ Alabi T.A, Language Contact ; The nigeria experience with English ,[online], Available on:

  http://hdl.handle.net/1808/1789

  1) Sound addition

  In this types, the interference occur is an addition of the sound, this interference from the rule of English standard. For example : an addition of phoneme /k/, the pronunciation of word „knife‟ /naɪf/ adding with phoneme /k/ as /knaɪf/. Other example „know‟ /nouw/. Those pronunciation are inappropriate with the pronunciation rule in English standard which based on the rule of English standard phoneme /k/ at the first word, is not pronounced.

  2) Sound omission

  This type of phonological interference that is marked by the omission of phoneme in English standard. For example : the pronunciation of word weight /we ɪt/ omit the phoneme /

  ɪ/ it becomes /wet/.

  3) Sounds replacements

  This type of phonological interference that is marked by the pronunciation changing of phoneme in English standard . For example phoneme /œ/ in word dad /daœd/ means „ayah‟ change with phoneme /e/ it becomes /ded/. Thus, these replacement cause of phonological interference because of the pronouncing of word “dad” is inappropriate with the English standard. The research has been done by Muhassin, found that there are four kinds of phonological interference in Rejang college students, they are : 1) sound replacements, 2) sound addition, 3) sound combination and sound addition, 4)

  10

  combination of sound omission and sound addition. Also supported by Riska Ayu Hardiyanti in phonological interference of lampungnese students, they are : 1) sound addition, 2) sound omission, 3) sound replacement.

  In this research, the researcher chooses phonological interference. The phonological interference is chosen by the researcher because the students‟ situation in class is used madurese as their habitual language. Then, when they face with pronunciation of foreign language in this case is English. However, in this case the researcher limits her research only on the local phonological interference in English phonemes. As the theory that mentioned in the previous paragraph, phonological interference as items including foreign accent that the first language influencing the second and foreign language. In this case, L1 that influence the phonological interference in madurese to foreign (English).

E. English phonemes

  The phoneme is the smallest unit of sound which can differentiate one word from

  11

  another : in other word phonemes make lexical distinction. It means that, phonemes can show distintion of the sound in every words. The set of phonemes consists of two categories : Vowel and Consonant.

  10 ₁₁ Muhassin M, Op.Cit.,p.20 Ogden Richard, an introduction to English Phonetics, (Edinburgh : Edinburgh University

1. English Vowel

  We can divide sounds of the languages of the world into two basic types which we call. For case of use vowel and consonant. Vowels play a central role in the phonetics of English. Vowel is produced with vocal tract relatively open. Vowels are syllabic sounds made with free passage of air down themid-line of the vocal tract, usually with a convex tongue shape, and without friction. They are normally voiced; and they

  12

  arenormally oral. Vowel have three categories they are short vowels, long vowels

  13

  and diphtongs. In English, there are twelve vowels ; in short vowels : / ɪ/, /ʊ/, /e/,

  / ə/, /æ/, /ʌ/,/ɒ/, and in long vowels : /i:/, /u:/, /ᴣ:/, /ᴐ:/, /ɑ:/, and diphtongs is a combination involving movement from one vowel sound to another.In English, diphtong consist of eight sounds. Such as /eɪ/ , /ᴐɪ/ , /aɪ/ , /ʊə/, /eə/ , /əʊ/ , /aʊ/.

  14 ₁₂ Figure 1.Vowels Chart ₁₃ Ibid., p.

  Kelly Gerald, How to Teach Pronunciation,(Edinburgh : Longman, 2000) p. 2 The representation figure 1 where vowel sounds are articulated : 1.

  Front and close (high) In this position, the tip of the tongue still touches the bottom teeth, but the front of the tongue will be placed high and touch thevery front roof of the mouth. The lips are very spread out when saying /i/.

  2. Front and Central It is also in close-mid position. In this position between the front and the central roof of the mouth. However the front of the tongue does not touch the roof of the mouth. The lips are still spread out but less so than with /i/.

  3. Back and Close (high) In this position, the tip of the tongue still touches the bottom teeth, but the back of the tongue is raised very high and touches the very far back of the roof of the mouth. The lips are very rounded in this position.