The First Language Interference in Producing English Consonant Sounds
Corresponding Author(s) : Kuntum Setyaningsih
Prosiding International Conference on Sustainable Innovation (ICoSI),
Vol. 2 No. 2 (2022): Optimizing Global Benefit for Future Wellbeing
Abstract
his research deals with the problems
encountered by the students whose first language is
Sundanese language in learning English as a Foreign
Language. The focus of this study is to examine the errors
made by the students who have a Sundanese cultural
background in producing consonant sounds. The study
used descriptive qualitative research. This study involved
the first-grade students of Vocational High School. The
data were collected through observations and recordings.
The recording of the students' English pronunciation was
transcribed phonetically. The data were analyzed by using
contrastive analysis techniques. The findings revealed that
Sundanese students met problems in English consonant
sounds while producing, [ð], [v], [f], and sounds.
Sundanese students tend to shift the English consonant
sounds to Sundanese sound systems when they speak. The
results indicate that the significant differences between
English and Sundanese sound systems are the cause of
interference. To reduce the first language interference,
the teacher should learn something about phonetic
features of the students' first language sound systems so
she or he can predict the errors that students would
probably make while producing English sounds.
Moreover, the students must be familiarized to speak and
to listen to English in the teaching-learning process
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