EUREKAEUREKA

IJOLEH : International Journal of Education and HumanitiesIJOLEH : International Journal of Education and Humanities

This study aims at finding errors made by the students because of local language interference. In this case of Buginese pronunciation. This study employed qualitative method with a case study. There were seven students involved as participant. They were chosen purposively with some criteria. Research instrument used in collecting data was test. The test form was reading test, where the students read the word and sentences. Data transcription was analyzed in three steps, namely data reduction, data display, data classification, data interpretation, and verification and drawing conclusions. The result indicates the errors produced by the students are categorized in segmental and suprasegmental sounds. In terms of segmental aspects, the most common error is the substitution of sounds /θ/ is replaced with /t/ same thing can be seen in the sound /ð/, which is pronounced as /d/, students also tend to replace the sound /v/ with /f/, sound /tʃ/ with /k/ or /kh/. These errors mean the interference of the local language influence students English pronunciation. They tend to adapt English sounds to sounds that are more familiar in the Bugis language. Therefore, students must practice their speech organs in order to produce right English sounds.

Based on the aim of the study, students who are from rural area with thick local language have pronunciation problems in producing segmental and suprasegmental sounds.In terms of segmental sounds, students are hard to produce /θ/, /ð/, /v/, /z/, /tʃ/, /æ/, /ʌ/.In terms of suprasegmental sounds, the students produce wrong stress such as record (noun → reCORD, relax (RElax), happy (happy Flat intonation (record, relax, present), and unnatural rhythm (monotone/too fast reading).Mispronouncing of those words is because of the local language interreference, in this case Buginese.Besides, less pronunciation practice and unrecognized English sounds affect students ability to mention words correctly.Rural students, actually, have potential to speal fluently and accurately with right pronunciation as long as they are leaded to practice many times with different instructional activity.

Berdasarkan temuan penelitian ini, terdapat beberapa saran penelitian lanjutan yang dapat dikembangkan. Pertama, penelitian selanjutnya dapat mengeksplorasi efektivitas penggunaan teknologi, seperti aplikasi pengenalan suara AI, dalam meningkatkan kemampuan pengucapan bahasa Inggris pada siswa pedesaan. Hal ini penting karena teknologi dapat memberikan umpan balik instan dan personalisasi pembelajaran. Kedua, penelitian dapat difokuskan pada pengembangan metode pengajaran inovatif yang menggabungkan unsur bahasa Buginese sebagai jembatan untuk memahami dan menguasai pengucapan bahasa Inggris. Dengan memanfaatkan kesamaan dan perbedaan fonetik antara kedua bahasa, siswa dapat lebih mudah mengidentifikasi dan memperbaiki kesalahan pengucapan mereka. Ketiga, penelitian dapat menginvestigasi pengaruh pelatihan kesadaran fonologis terhadap kemampuan siswa dalam membedakan dan menghasilkan bunyi-bunyi bahasa Inggris yang sulit. Pelatihan ini dapat membantu siswa meningkatkan kemampuan pendengaran dan artikulasi mereka, sehingga menghasilkan pengucapan yang lebih akurat dan jelas.

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