Nashrullah, Muhammad Rizal (2015) The Analysis of The Interference of The English Department of UNISKA Students’ Native Language on The Pronunciation of English Monophthongs. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

Muhammad Rizal Nashrullah. 2015. The Analysis of The Interference of The English Department of UNISKA Students’ Native Language on The Pronunciation of English Monophthongs. Thesis, English Education Department, Faculty of Tarbiyah and Teacher’s Training. Advisor: Dr. Saifuddin Ahmad Husin, M.A. Keywords: English monophthongs, interference, native language The problem formulations of this research are: what kinds of sounds of students’ native language that interfere with the pronunciation of English monophthongs, what are the most difficult monophthongs to pronounce based on students’ native language, and what are the problems faced by the students in pronouncing English monophthongs. The subject of the research is 38 students of English department of UNISKA Banjarmasin. The object is the students’ pronunciation of monophthongs. The data of the research collected by using questionnaire, interview and pronunciation test by recording the pronunciation. All the data are analyzed by using qualitative descriptive method. The result of this research is that each native language has different kind of sounds that interfere with the pronunciation of English monophthongs, as it follows: Only a few students who show the sound which is interfered by the native language, the sounds are [e] and [ɔ:]. The most difficult English monophthongs which are found in the test result are [ɪ], [i:], [u:], [ɔ:], [ɒ] and [ɑ:] for Banjarese Hulu; [ɪ], [i:], [e], [u:], [ɔ:], [ɒ] and [ɑ:] for Banjarese Kuala; [ɪ], [i:], [u:], [ɔ:], [ɒ] and [ɜ:] for Bakumpai. The problems faced by the students in pronouncing English monophthongs are the difference in number of monophthong sounds between English and the students’ native language, the difference between the way of English words are spelling with the way the words are pronounced, the absence of short and long vowel sounds in students’ native language, and the prior knowledge of the students about the sound production of the English words.

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