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The Effect of Buginese Language Transfer on Students’ English Pronunciation: a Case Study at SMAN 4 Barru

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The Effect of Buginese Language Transfer on Students’ English Pronunciation: a Case Study at SMAN 4 Barru EEJ 9 (3) (2019) 334 - 341 English Education Journal http://journal.unnes.ac.id/sju/index.php/eej The Effect of Buginese Language Transfer on Students’ English Pronunciation: A Case Study at SMAN 4 Barru Lisa Binti Harun, Januarius Mujiyanto, Abdurrachman Faridi Universitas Negeri Semarang, Indonesia Article Info Abstract ________________ _________________________________________________________________ Article History: Indonesia is a country consists of various cultures and possesses hundreds of Recived 10 February native language. Therefore, in the process of l2 acquisition, the impact of L1 2019 on English articulation certainly is seen as a tough obstacle for the Accepted 04 July Indonesian EFL learners. In SLA, it is known as language transfer. Buginese 2019 Published 15 language as one of the native language existed in South Sulawesi also gave September 2019 positive and negative transfer towards English pronunciation. It was proven __________________ through a qualitative case study employed towards 20 students from XI IPA Keywords: 2 at SMAN 4 Barru. To obtain the data, several methods were undergone Language transfer, such as questionnaires, students’ recording, interview and observation. The Second language results of the study showed that Buginese language gave major negative acquisition, English transfer towards vowels /ə/ and /æ/, diphthongs /ɪə/, /eə/, /ʊə/ and /əʊ/, pronunciation consonants /p/, /f/, /ŋ/ and /n/, and also clusters skr/, /spl/ (initial), ____________________ /sk/, and /bl/. Moreover, this language gave minor negative transfer towards long vowels /i:/, /ɑ:/, /ɔ:/, and /u:/ and vowels /ɒ/, also consonants /ʤ/, /ʒ/, /z/, /v/, /ð/, /θ/, /ʧ/, and /ʃ/. It did not give any transfer towards diphthongs /eɪ/ (initial), /aɪ/ (initial and final) and /aʊ/. Besides that, Buginese language also gave minor positive transfer towards; vowels /ʌ/, /ɪ/, /e/, /ʊ/ and /ɔ/, diphthongs /ɔɪ/, /eɪ/ (middle and final), and /aɪ/ (middle), and also consonants /b/, /d/, /g/, /h/, /k/, /l/, /m/, /r/, /s/, /t/, /w/ and /y/. Last, the role of the teacher in improving students’ pronunciation was considered lack and need to be improved. © 2019 Universitas Negeri Semarang Correspondence Address: p-ISSN 2087-0108 Kampus Pascasarjana Unnes, Jl.Kelud Utara III Semarang 5023, e-ISSN 2502-4566 Indonesia Email: [email protected] Lisa Binti Harun, Januarius Mujiyanto, Abdurrachman Faridi/ EEJ 9 (3) 2019 334 - 341 INTRODUCTION Indonesia consists of various cultures and Language is inseparable from human possesses hundreds of native language. In being as it is road for communicating to the process of acquiring the second each other. As we live in the globalization language, the influence of the prior era, the demand for learning foreign language is called language transfer or language especially English is increasing as cross-linguistic influence. It is in line with it becomes a communication tool among Saville-Troikes’ (2006) argument that in people around the world. To fluently acquiring second language there is a speaking in English, a number of sub-skills general agreement that cross-linguistic are a must for the EFL learners to master influence, or transfer of prior knowledge involving vocabulary, grammar, from L1 to L2 is one of the processes that is pragmatics, pronunciation and others involved in Interlanguage development. (Fraser, 2000). The most supporting sub- The language transfer brings positive and skill according to Fraser is pronunciation, negative effect towards second language as for the speaker with good pronunciation acquiring. It is described as positive is still understandable even it contains transfer when an L1 structure or role is errors within, and speaker with bad used in an L2 utterance and that use is pronunciation leads to misunderstanding in appropriate or correct, meanwhile when an communication. L1 structure or role is used in an L2 However, like any other aspects of utterance and that use is inappropriate and English, certainly there will be many considered as error, it is considered as affecting factors that might become negative transfer. obstacles for the learners during learning There were several studies that pronunciation. Kenworthy (1978) divided investigated the positive and negative the factors that affect the pronunciation transfer from L1 towards L2. For instance, learning into the native language, age Dewi (2013) who investigated the influence factor, amount of exposure, phonetic of Brebes Javanese Dialect comes into ability, attitude and identity, and conclusion that the dialect gives negative motivation. Zhang (2009) on the other transfer on the vowel sound [ɪ], and hand, proposed that factors affecting diphthong /eɪ/, /aɪ/, /ɔɪ/ and /ɪə/. It also pronunciation are categorized into two gave positive transfer on the consonant areas, which are named internal and sounds final [b], final [d], and final [g], external factors. Internal factor focuses on meanwhile it did not give any transfer to L2 learner themselves, and involves the English initial cluster /st/, /spr/, and biologic factor (i.e. age, ear perception, and /str/. Moreover, Mulya (2018) found out aptitude) and individual differences (i.e. that Serawai Melayunese dialect gave personality, attitude, motivation, identity, strong influence towards sound /aʊ/ and individual efforts, and goal setting). two syllable word stress on final position. External factor involves L2 learner’s In addition, the dialect did not strongly learning environment, and relates to gave negative transfer on the substitutions learner’s native language, exposure, and of long vowel sounds [I’], [ɒ], [ʌ], [ɔ], and educational factors. [e]. The sounds that did not strongly The impact of native language on received positive transfer from the dialect English articulation is certainly a tough are vowels [ʊ],[ɒ],[ʌ],[ə],[e], consonants obstacle for the Indonesian EFL learners as [p], [b], [t], [d], [f], [ʃ], [k], [h], [s], [m], [n], 335 Lisa Binti Harun, Januarius Mujiyanto, Abdurrachman Faridi/ EEJ 9 (3) 2019 334 - 341 [l], [r], and diphthong [ɔɪ]. Falahuddin expected to be a beneficial discovery for the (2019), on the other hand, found out that teachers and students especially in South students with Mid-East Sundanese dialect Sulawesi. tended to change sound [æ] with [ʌ], and [e] as well as sounds [əʊ] and [eə] that METHOD replaced with sounds [ʌ], and [ɜː] as the negative transfer from L1. The consonants This is a qualitative case study that that received negative transfer from L1 using field note to obtain the data needed. could be seen on sound [θ], [ð], [ʧ]. The participants of the study were the Moreover, L1 also positively affected the students of class XI IPA 2 of SMAN 4 cluster sounds [pr], [kw], [bl], and [str]. Barru. The total number of students in the The realization of language transfer class was 24 that later being limited to 20 also happened to one of native language in as the requirement of the research were the South Sulawesi namely Buginese language. students who originally come from Barru Buginese people are bilingual speakers as Regency. they use Indonesian in formal settings and Various ways are undergone to get Buginese language in informal context such the data for instance; questionnaires that as daily communication. The strong accent employed to obtain the data about and different phoneme production usually students’ origin and background, students’, become obstacles for them to learn new recordings to get the data about their language (Nasir, 2016). The same matter pronunciation. The students are required to also goes to English as second language, read an English text, a list of sentence, and thus, a throughout investigation related to target words that represented initial, which phonemes in segmental features that middle and final position of each sound, affected by Buginese language need to be interviews to obtain information related to done. Previously, several studies have been the role of the teacher in helping the conducted to examine sounds that were students to improve their English difficult to be uttered by Buginese speakers pronunciation, and last, observation to get for instance, /f/ and /v/, /θ/ and /d/, /s/ information related to teacher’s and /ž/, vowel /æ/ and diphthongs /iə, contribution in real situation. uə, əu, eə/. The reasons lead to the The data later analyzed according to obstacles are the different sound system few stages such as: (1) designing, (2) between Bugis and English and also selecting, (3) recording, (4) transcribing, (5) strong/heavy accent from the dialect. categorizing, (6) analyzing and interpreting (Nurpahmi, 2013; Padilah et.al, 2018) and (7) presenting. Apparently, the previous study only observed the comparison of both languages RESULTS AND DISCUSSION towards common speakers. The current study meanwhile attempts to examine both The results of the data lead the study positive and negative transfer that occurred to several arguments. It is divided into five in English segmental features resulting parts and explained as follow. from Buginese language towards students. Moreover, the role from the teacher also needs to be analyzed as they also give contribution in improving students’ English pronunciation. The results of the study are 336 Lisa Binti Harun, Januarius Mujiyanto, Abdurrachman Faridi/ EEJ 9 (3) 2019 334 - 341 English Vowels Affected by Buginese /ə/ in its sound system, for instance Language [mʌegʌ] (many) and [mʌkʌtə] (itchy). The analysis of the entire English However, in pronouncing
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