A STUDY ON FIRST LANGUAGE TRANSFER IN PRONOUNCING ENGLISH

CONSONANTS BY SIXTH SEMESTER ENGLISH DEPARTMENT STUDENTS OF

FKIP LAMBUNG MANGKURAT UNIVERSITY

A Final Project of Second Language Acquisition Course

Lecturer: Elvina Arapah M.Pd.

Written by:

Rabiatul Hamidah (A1B214041)

Rizki Amalia (A1B214049)

Class: A3

LAMBUNG MANGKURAT UNIVERSITY

THE FACULTY OF TEACHER TRAINING AND EDUCATION

ENGLISH DEPARTMENT

BANJARMASIN

2017
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 A STUDY ON FIRST LANGUAGE TRANSFER IN PRONOUNCING ENGLISH
CONSONANTS BY SIXTH SEMESTER ENGLISH DEPARTMENT STUDENTS OF FKIP
LAMBUNG MANGKURAT UNIVERSITY

I. INTRODUCTION

In learning a foreign language, English included, there are four skills (listening, speaking,
reading, and writing) and components (grammar, pronunciation, and vocabulary). Besides the
four skills, students should have good pronunciation to support the development of those skills.
Some foreign students usually have some difficulties in pronouncing some English sounds
because the significant different between their first language and English language. They also
have varied ways in pronouncing some English sounds. This phenomenon is caused by what we
called as language transfer. Besides, the learners themselves also have different styles in
pronouncing the sounds because each learner has what we called as learner language.

Learner language is what learners produce when they are trying to communicate using a
second (or non-primary) language. Second language acquisition (SLA) research has shown that
no matter what syllabus teachers use, learners of all languages have their own built-in syllabus,
or systematic developmental sequence (Corder, 1967; Lightbown & Spada, 2013). Learner
language can be described in terms of 3 dimensions: accuracy, complexity, and fluency. Learner
language is accurate when it conforms to target language norms; it is complex when it contains a
range of vocabulary and grammatical structures; it is fluent when it is produced quickly and with
few pauses.

Among the three dimensions of learner language, the researchers tend to focus on
accuracy. Based on the researchers experience, several sixth semester students of English
Department have found some difficulties in pronouncing English sounds, especially English
consonants. As we have mentioned before, English learners usually face some difficulties in
pronouncing English sounds because they are not familiar with the sounds they learn. It also
supported by the fact that some English sounds are not exist in the learners first language
(Indonesian). Besides, even if the learners can pronounce the English sounds, they usually
pronounce it in their own way because their pronunciation is affected by the sounds in their first
language. This statement is supported by an earlier research conducted by Avery and Ehrlich
(1992) who claim that the sound pattern of the learners first language is transferred into the
second language and is likely to cause foreign accents. Based on the result of that research, the
researchers assume that the first language transfer affected students in pronouncing English
sounds. Here, we focus on consonants sounds because there are quite many different consonants
sounds between Indonesian language (learners first language) and English language (learners
second language). So, the statements of the problems is Does the first language transfer affect
students in pronouncing the English consonants?.

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 This research is very useful because it will give information about whether the first
language can affect the students pronunciation of English consonant sounds or not. So, the
teachers will be able to find a suitable method for their teaching and the teachers can also know
whether they can make use of the first language or not when they promote the language that the
students will learn. Besides, this research can also be a guide to conduct further research in the
same field.

II. LITERATURE REVIEW

Many linguists and researchers on (SLA) concluded that the English pronunciation
problems among speakers of other languages are the same but it is according to each language
background. Indonesian language is among them, so here we are going to see how is the first
language transfer in pronouncing English consonants by sixth semester English departments
students of teacher training and education at Lambung Mangkurat University.

It seems as though some learners are more adept at acquiring good pronunciation. Even
within one homogenous classroom, there is often a large discrepancy among the pronunciation
ability of the students. In a study on pronunciation accuracy of university students studying
intermediate Spanish as a foreign language, Elliot (1995) found that subjects attitude toward
acquiring native or near-native pronunciation as measured by the Pronunciation Attitude
Inventory (PAI), was the principal variable in relation to target language pronunciation. In other
words, if the students were more concerned about their pronunciation of the target language, they
tended to have better pronunciation of the target allophones (Elliot, 1995). This study echoed
earlier research done by Suter (1976), which found that students who were more concerned
about their pronunciation (p. 249) had better pronunciation of English as a Second Language
(Elliot, 1995).

Avery and Ehrlich (1992) claim that the sound pattern of the learners first language is
transferred into the second language and is likely to cause foreign accents. The
mispronunciations of words by nonnative speakers reflect the influence of the sounds, rules,
stress, and intonation of their native language. For example, nonnative speakers production of
English rhythm was investigated in several studies (Wenk, 1985; Machizuki-Sudo, Kiritani,
1991). These researchers concluded that the transfer from the learners native language
influenced their production of English-like stress alternation across a phrase. In this respect,
Avery and Ehrlich point out that the sound system of the native language can influence the
learners pronunciation of a target language in at least three ways. First, when there is a sound in
the target language which is absent from the learners native sound inventory, or vice versa,
learners may not be able to produce or even perceive the sound(s). Second, when the rules of
combining sounds into words (i.e., phonotactic constraints/rules) are different in the learners
mother tongue from those of the target language, they cause problems for learners because these
rules are language specific as they vary from one language to another. Thirdly, since the rhythm
and melody of a language determine its patterns of stress and intonation, learners may transfer

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these patterns into the target language. In summary, while there are other factors that influence
Researchers and linguists have pointed some linguistic factors such as the differences of the
sound system between the (LI) and the (L2), the inconsistency of some sounds in English
language, the mother tongue interference and the influence of spelling on pronunciation.

Some work has been done to compare the English and Indonesian phonological systems,
notably in Indonesian language textbooks such as the one written by Macdonald and Soenjono
(1967), and in resources for EFL/ESL teachers such as Learner English (Swan and Smith 2001).
However there is a marked absence of research looking at the phonological system of English
alongside those of the regional languages of Indonesia. The author predicted that pronunciation
errors for these groups would be different because the three languages have some differences in
their phonological systems. The relevant phonological information has been summarized firom
Baihaqi (1977) and Soravia (1984) for Gayo, Durie (1985) and Wamad Abdullah (1973) for
Acehnese, and Macdonald and Soenjono (1967) for Indonesian in the Appendices.

There are different terminologies for and ways of classifying errors, but a simple and
useful distinction is that between transfer and developmental errors. Developmental factors here
refer to processes found in first language acquisition, such as final consonant devoicing (e.g. [b]
replaced by [p]), overgeneralization (where one target language sound is substituted for another),
and approximation (Odlin 1989:123; Tarone 1978:19-20). Errors not accounted for by
contrastive analysis can sometimes be explained by looking at the errors made by children
acquiring their first language and the processes they use.

Transfer of linguistic items, including word order, certain vocabulary and sounds, from
first language to second language is another process involved in second language acquisition.
Selinker, quoted in Ellis (1994) reports that transfer may also be "responsible for fossilization"
(Ellis 1994:309), meaning that certain L2 (second language) sounds are consistently replaced by
a phonetically close LI (first language) sound; the correct L2 sound is not incorporated into the
interlanguage. Transfer is an important source of errors in second language, but not the only one,
although it is more obvious at the level of the sound system than at other levels of language. For
example some phonological errors that were assumed to be a result of LI interference in later
research in child language acquisition and second language acquisition were shown to be
developmental errors. Dulay and Burt's (1974) study of Spanish children acquiring English
morphemes is often quoted in the literature (Ellis 1994:60-1, 308-9,339). They found that a large
proportion of errors in acquiring English could be explained as developmental errors. It has also
been found that the acquisition sequence of English morphemes of groups of children and of
adults from different first language backgrounds are very similar, thus showing the role of
developmental processes. However first and second language acquisition sequences differ, with
adult second language acquisition showing transfer errors (Dulay, Burt and Krashen 1982:202,
229). "Transfer and development are not independent processes but are rather interrelated in
complex ways" (Pennington 1992:10).

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 While native-like pronunciation of a second language may not be possible on account of
various hypothesized factors, such as identity (Schumann, 1978), articulatory habits (Corder,
1973, p. 125), age (Sharwood Smith, 1994, pp. 197-198), and fossilization (Ellis, 1994, p.353),
there is general agreement that it is essential tor language teachers to try to help EFL learners
produce an adequate range of differentiable EngJish phonemes, in order to avoid
misunderstandings and irritation (Norrish, I 983, p.53; Standwell, I 978, p.l42; Dull, 1990, p.21;
Harmer, 1991, p.21 ).

In considering the steps towards helping a certain group of EFL students towards
pronouncing an adequate range of differentiable consonant phonemes, based on evidence of
transfer the assumption has often been made that a homogenous group of first language speakers
will experience similar difficulties in pronunciation (Odlin, 1989, p.4). Many researchers in
Second Language Acquisition agree that first language (LI) plays some role in second language
(L2) pronunciation.

In the near past (Brown, 2000) found that a second language learner meets some
difficulties, because his LI affects his L2 specially in adulthood, and this effect is a result of LI
transfer; so it is a significant source of making errors for second language learners. (Ladefoged,
2001; Carter & Nunan, 2001) showed that mother tongue has clear influence on learning L2
pronunciation. Where LI and L2 rules are in conflict, errors are expected to be committed by
foreign learners. All that can be linked to what is known as the interference between LI and L2.
So many learners use /p/ as /b/, others use /s/ for // and /z/ for // and /b/ for /v/.

Empirical studies to sort out the mother tongue influence on the learners language were
initiated by Newser (1971) who reported NL influences in the speech of some immigrant
workers in the States. To follow up, Dulay & Burt (1974) conducted a case study comparing
childrens learning in a first and second language. Conor et al (1983) examined how transfer
worked in the learners compositions and Biskup (1992) displayed transfers in the learners use
of collocations.

The relationship between transfer and speech production was observed in earlier studies
(Flege & Davidian, 1977; Krashen & Scarcella, 1978), too. Both Nicjel (1985) and Hsia (1986)
showed that transfer prohibited the second language learner in second language learning transfer
was not only found present in the learners interlanguage but active as variable rules (Dickerson,
1975). Tarone (1983) gave an incisive account of the role variability played in the language
produced by second-language learners. Gass et al (1989) even showed that variation in fact
occurred also at the levels of discourse and pragmatics. Besides, variability in terms of amount
and type of transfer among the learners occurred due to individual differences in second
language learning (Skehan, 1989).

Comprehensive studies on transfers were found in Corder (1969; 1971; 1981), Richards
(1974), Richards & Gloria (1974), Ellis (1983; 1985), Odlin (1989), Hammerly (1991) and

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Larsen-Freeman & Long (1991). They all helped to display that transfers are at all the linguistic
levels, phonological, lexical, syntactical and semantic.

III. METHODOLOGY

A. Approach and Type of Research

In this study, the researcher will use a qualitative approach to obtain information.
Qualitative research is more subjective in nature than quantitative research and involves
examining and reflecting on the less tangible aspects of a research subject, e.g. values, attitudes,
perceptions (Collin, 2007:3).

Qualitative approach concerned with a quality of information, qualitative approach

attempt to gain an understanding of the underlying reasons and motivations for actions and
establish how people interpret their experiences and the world around them. Qualitative methods
provide insights into the setting of a problem, generating ideas and/or hypotheses (Stuart
MacDonald & Nicola Headlam, CLES, Pg. 9).

For the type of research the researcher uses descriptive method in this study. Fraenkle et
al (2012:16) states descriptive studies describe a given state of affairs as fully and carefully as
possible. Descriptive research involves a collection of technique used to specify, delineate, or
describe naturally occurring phenomena (Seliger and Shohamy, 1989: 124).

Collin (2007:2) states Descriptive research can be used to identify and classify the
elements or characteristics of the subject. Kothari also states that (2004:2) The major purpose
of descriptive research is description of the state of affairs as it exists at present.

In conclusion descriptive research in this research is to describe, explain, and conclude

finding by describing the percentage summary on variables; L1 transfer in pronouncing English
consonants.

B. Setting of the Research

This research will take place in University of Lambung Mangkurat Banjarmasin. The
university is located in Jl. Brigjen Haji Hasan Basri, Kayu Tangi, Banjarmasin, South Borneo
province.

C. Data and Source of Data

a. Data

The main data of the research is recording. It is the records of the students test,
pronouncing words which consist of English consonants.

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 The additional data of the research is interview which consist questions of students
personal information and participant interview. The purpose of the interview is to find out the
cause of mispronunciation of English consonants.

b. Source of Data

The data source of the research is the sixth semester students of University of Lambung
Mangkurat Banjarmasin academic year 2016/2017. The number of population is 120 students
batch 2014. The writer chooses students batch 2014 because they have passed Phonology course.

This research uses purposive sampling to take data. Sujarweni and Endrayanto (2012:16)
states that purposive sampling is a sampling technique with consideration or certain criteria

This research will take fifth semester students from batch 2014 because they have learned
the foundation of English sounds on first semester. The total active students of are 120 students,
the researcher uses random sampling by using table of random numbers. 13 students are as
respondents of this research. In conclusion, the combination of random sampling and purposive
sampling take place in this research.

D. Data Collection Procedure

In collecting the data, the researcher uses a test and interview to obtain the data to find
out how is L1 transfer in pronouncing English consonants by the students. Below are procedures
in collecting the data:

1. Make an appointment with the participants (data source).

2. Preparing students test (containing list of words of English) and list of questions for
interviewing.

3. Prepare tools for recording students test and interview

4. Students test: Ask students to pronounce list of words that have been prepared to find out how
is L1 transfer in pronouncing English consonants by the students.

5. Interview: After the students take the test, interview the students using questions that have
been prepared to find out the cause of mispronunciation of English consonants.

6. The results of the test and interview are used to identify and describe L1 transfer in
pronouncing English consonants by the students. The score for the test are using rubric.

E. Data Analysis

Qualitative analysts are justifiably wary of creating an unduly reductionistic or

mechanistic picture of an undeniably complex, iterative set of processes. Nonetheless, evaluators
have identified a few basic commonalities in the process of making sense of qualitative data. In

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this chapter we have adopted the framework developed by Miles and Huberman (1994) to
describe the major phases of data analysis: data reduction, data display, and conclusion drawing
and verification.

a. Data Reduction

First, the mass of data has to be organized and somehow meaningfully reduced or
reconfigured. Miles and Huberman (1994) describe this first of their three elements of qualitative
data analysis as data reduction. "Data reduction refers to the process of selecting, focusing,
simplifying, abstracting, and transforming the data that appear in written up field notes or
transcriptions."

b. Data Display

Data display is the second element or level in Miles and Huberman's (1994) model of
qualitative data analysis. The researchers moving a step beyond data reduction to provide an
organized, compressed assembly of information that permits conclusion drawing of the result.

c. Data Verification

This activity is the third element of qualitative analysis. The researchers gathered the
conclusion drawing involves stepping back to consider what the analyzed data mean and to
assess their implications for the questions at hand. Verification, integrally linked to conclusion
drawing, entails revisiting the data as many times as necessary to cross-check or verifies these
emergent conclusions. "The meanings emerged from the data have to be tested for their
plausibility, their sturdiness, their conformability - that is, their validity" (Miles and Huberman,
1994, p. 11).

IV. RESEARCH FINDINGS AND DISCUSSIONS

A. Description of Research Findings

The instrument of research is a pronunciation test that consists of English consonant

sounds:

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 An interview had also been done by the researchers as the additional data. The instrument
is tested on 26th May 2017. The test only held once. Below are the descriptions of learner
language in pronouncing English consonants sounds.

Table 4.2
The sound [b], [f], [k], [r], [m], [n], [l], [s], [w], [d] and [p]
No. Words Tsa Lil Sa So Ri M Lis Ik J Rj Ih An Total
1. Beer [r] [r] [r] [r] 4
2. Beard . . 2
3. Fear [f] . 2
4. Clear [r] 1
5. Entire [r] 1
6. Near [r] 1
7. Mere . [r] 2
8. Fire [r] 1
9. Liar [r] 1
10. Sapphire . . . . . . . 7
11. Carrier [r] 1
12. Warrior [r] 1
13. Peculiar [r] . . . 4
14. Inferior . [r] [f] [f] . 4
15. Superior [r] . . . . . 6
Note: . is a symbol of wrong pronunciation
Based on the data obtained, the researchers found three findings. First, after the
researchers analyzed the data, the researchers conclude that 58.3% (7/12) of participants
pronounce the English sounds [r] as Indonesian [r]. It means that their pronunciation is
influenced by their first language. They pronounce the sound [r] as in Indonesian language not in
the English language. For example, they pronounce Beer as Bir. Based on the chart, it can be
seen that most of the students pronounce the word like in their first language because the sounds
in Beer is similar to the sounds in Bir. Second finding, out of 12 students, there are 3 students

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who pronounce the sound [f] as [p]. The Three students who mispronounce the sounds are
Banjarese. In Banjarese language, there is no [f] sound (Hapip, 2006). Based on this fact, we can
conclude that their pronunciations are influenced by their first language. The third finding is
unexpected. Out of 12 students, there are 7 students who pronounce the word sapphire as
saphir. Researchers thought that it is likely to happen because most students know that both
words have the same meaning (sapphire/sapir: a kind of diamond) because the word sapir exists
in Indonesian language. Researchers assumption is proven through the interview with the
participants. Participants who mispronounced the word thought that both words also have the
same sounds and pronounced the same because they have same meaning, even though in fact,
they have different sounds and pronounced differently.
Table 4.2
The sound [w], [s], [k], [d], [f], [b], [r], [], and []
No. Words Ts Lil Sa So Rj M Lis Ik J Ri Ih An Total
1. Where [r] [r] [r] [r] [r] 4
2. Stare [r] [r] 2
3. Scare [r] [r] [r] 3
4. Compare [r] 1
5. Wear [r] [r] . . [r] 5
6. Dear [r] [r] . . . 5
7. There [] [] [] [] 4
8. Fare [r] 1
9. Pair . 1
10. Bare [r] 1
11. Rare . [r] 2
12. Tear . [r] . . . . . . . . 10
13. Care [r] 1
14. Share [r] [r] 2
15. Mare [r] [r] . 3
Note: . is a symbol of wrong pronunciation

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 In this section, researchers wanted to know whether the first language transfer affected
the sounds [w], [s], [k], [d], [f], [b], [r], [], and []. The researchers have found that most of
students had a different way in pronouncing [r] and [] sounds. Based on this analysis, the
researchers concluded that L1 influenced the production of consonants which are the sounds
itself do not exist in Indonesia along the lines of /f/, /v/, /z/, / t/, //, //, and //. The majority of
the participants who have been being tested pronounced it as /f/ = /p/, /v/ = /p/, /z/ = /j/, /t/ = /c/,
// = /s/, and, // = /t/ // = /d/. It is due to the fact that most Indonesians tend to mix aspects of
their own local dialects ( Javanese, Sundanese, Balinese, and, Banjarese, even Chinese) with
English when speaking, which results in the creation of various types of accented English, the
very types that a foreigner is most likely to hear upon arriving in any Indonesian city or town.
Even though many languages use the same Roman alphabets (A-Z), the pronunciation for these
alphabets differs in each language.

Consonant /t/: Almost there is no word exist with /t/ sound in Indonesian. Although this sound
does not exist, Indonesian speakers will not have difficulty to pronounce this sound once they
have listened carefully.

Consonant /v/ and /f/: /v/ sound does not exist in Indonesian. Instead, in Indonesian all /v/ is
pronounced as /f/. Moreover, /f/ sound also does not exist in Indonesian. Instead, in Indonesian
all /f/ sound pronounced as /p/. Compared to other pairs, it is not difficult to differentiate and
pronounce these two sounds. But it is challenging to break a habit of pronouncing /v/ with /f/.

Consonant //: There are two sounds related to th. Voiceless th, which its symbol is // and
voiced th, which its symbol is //. Since these two sounds do not exist in Indonesian, it is
extremely difficult to pronounce th. Indonesian speakers tend to replace // with /d/. This sound
is more difficult than //. // and // sounds are also the most challenging sound to master for
Indonesian speakers, especially in phrases, because the tongue has to move to a position where it
has never been when speaking Indonesian.

Consonant //: There are two sounds related to th. Voiceless th, which its symbol is // and
voiced th, which its symbol is //. Since these two sounds do not exist in Indonesian, it is
extremely difficult to pronounce th. Indonesian speakers tend to replace // sound with /t/. It
takes time to produce this sound, but the effort is rewarding.

Consonant /z/: Z is an alphabet rarely used in Indonesian. Although it is not difficult to

pronounce z at the beginning of the words, it may be challenging to pronounce final z. However,
most of the participants will pronounce /z/ sound with /j/ sound.

Consonant //: Although final // does not exist in Indonesian, Indonesian speakers can be
relieved that they can produce this sound quite easily.

Consonant //: It is relatively easy to produce this sound even though Indonesian does not have
this sound.

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V. CONCLUSION AND SUGGESTIONS

A. Conclusion

After conducting the research, the writers found that L1 influenced the production of
consonants which are the sounds itself do not exist in Indonesia along the lines of /f/, /v/, /z/, / t/,
//, and, //, //. Due to the fact that most Indonesians tend to mix aspects of their own local
dialects ( Javanese, Sundanese, Balinese, and, Banjarese, even Chinese) with English when
speaking, which results in the creation of various types of accented English, the very types that a
foreigner is most likely to hear upon arriving in any Indonesian city or town. Even though many
languages use the same Roman alphabets (A-Z), the pronunciation for these alphabets differs in
each language.

The researchers also found that most of the participants (exact number) produced
consonant /r/ are not in line with English standard pronunciation. Due to the fact that Indonesian
people do not have any difficulty at all because this sound exists in Indonesian. However, the
way they pronounce it is not the same with native English. Furthermore, very strong and dry /r/
sound. Though unlike Russian or Eastern European accent, Indonesians pronounce /r/ sound
cleanly or tensely, with short tongue vibration and with only the slightest hint of /w/ sound, e.g.
"very" isn't pronounced /ver(uw)i/, it'll be just a clean /ver-i/. How to pronounce /r/ in English is
divided into two main accent groups, the rhotic and non-rhotic, depending on when the phoneme
/r/ is pronounced. Rhotic speakers pronounce written /r/ in all position. They will pronounce the
/r/ in stork, whereas non-rhotic speakers wont, making no distinction between stork and stalk.
Non-rhotic speakers pronounce/r/ only if it is followed by a vowelright, rain, Robert, far away,
etc. Moreover, very rhotic /r/ sound (more rhotic than the American one). To give more an idea,
the Indonesian /r/ is similar to the Spanish /r/. A very same trait can also be found in a Filipino
accent.

The tip or the blade of the tongue articulates with the forward part of the alveolar ridge. A
sound made with the tip of the tongue here is an apico-alveolar sound; one made with the blade.

Lastly, researchers also found that on the occasion of producing word sapphire 7
participants pronounced it as /spi:r/ not /sf.ar/. It is because most of them interpreted
that word has meaning as batu safir in Indonesian. Therefore, the pronunciation will be the
same with the Indonesian meaning itself.

B. Suggestions

The researchers hope that other researchers can conduct a research about the occasion of
producing words that have same meaning and similar way of pronouncing in the future because
the researchers think there have been very few researches about that. The researchers also hope
this research can be useful for further research in the same field.

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Haider, Zulfiqr GM. The role of L1 in second language acquisition.

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Karim, K. and Hossein Nassaji. 2013. First language transfer in second language writing: An
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Liu, Shaozhong. 2001. Studies on Transfer in Second Language Acquisition. China: Guangxi
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Pangesty, E.R, Nur Utami, and Deddy Sofyan S. 2013. An Analysis Syudy on Students Difficulties
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