First Language's (Minangkabau) Interferences on English Teachers' Pronounciation in Solok City

Herlian, Cheysa Amanda (2026) First Language's (Minangkabau) Interferences on English Teachers' Pronounciation in Solok City. Skripsi thesis, Universitas Islam Negeri Imam Bonjol Padang.

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Abstract

This study investigates the phonological interference of Minangkabau as a first language (L1) in the English pronunciation of English teachers in Solok City, particularly in the production of vowels and diphthongs. The study aims to (1) identify the types of Minangkabau phonological interference found in teachers’ English pronunciation, (2) examine how the interference occurs in the production of English sounds, and (3) propose an appropriate teaching strategy for students from a Minangkabau linguistic background. This research employed a qualitative case study design, with participants selected purposively based on their Minangkabau-speaking background and experience in teaching English. The data were obtained from audio recordings of teachers’ spontaneous speech during classroom instruction, transcribed verbatim, and analyzed by comparing the teachers’ pronunciation with standard English pronunciation. The findings indicate that Minangkabau interference occurred in front, back, and central vowels, as well as in several English diphthongs, as shown by substitutions such as /ɪ/→/e/, /ʊ/→/u/, and /ə/→/e/, /a/, or /o/, and reductions of diphthongs such as /əʊ/→/o/, /aɪ/→/i/, and /aʊ/→/o/. These pronunciation patterns were mainly associated with differences between the Minangkabau and English phonological systems, particularly in vowel quality, articulatory position, vowel length, and diphthong movement, which led teachers to substitute or simplify unfamiliar English sounds with sounds that were more familiar in their first language. Based on the findings, a contrastive sound comparison strategy is proposed to support pronunciation teaching through sound identification, explicit comparison of target and substitute sounds, guided pronunciation practice, corrective feedback, and meaningful speaking activities. Overall, this study highlights the importance of teachers’ awareness of L1-related pronunciation patterns and provides a practical contribution to improving English pronunciation instruction for learners with a Minangkabau linguistic background in EFL classrooms.

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