Local Linguistic Interference on English Pronunciation in Speaking Activities: A Case Study of University Students
This study aims to analyze pronunciation challenges and the influence of local linguistic interference on English speaking activities among university students. A qualitative case study design was employed involving 36 third-semester students of the English Language Education Study Program at UIN Fatmawati Sukarno Bengkulu, selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and documentation, and analyzed using Spradley’s ethnographic analysis model, including domain, taxonomic, componential, and cultural theme analyses. The findings revealed that students experienced both segmental and suprasegmental pronunciation difficulties. Segmental problems included errors in producing English vowels and consonants, while suprasegmental problems involved incorrect word stress and flat intonation. Strong interference from students’ first languages, particularly Rejang, Serawai, Lembak, Pasemah, and Pekal, contributed to negative linguistic transfer, phonological interference, spelling-based pronunciation, consonant cluster simplification, sound substitution, and vowel insertion. Classroom observations further showed that frequent use of local languages and limited exposure to native English pronunciation reduced students’ pronunciation accuracy, fluency, confidence, and communication effectiveness. Although positive linguistic transfer facilitated the production of similar English sounds, negative transfer remained the dominant challenge. The study concludes that local linguistic interference significantly shapes students’ English pronunciation patterns. Therefore, contextual pronunciation instruction, systematic phonetic training, and increased exposure to authentic English pronunciation are recommended to improve students’ speaking competence.