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All Journal Linguistics Initiative International Journal of English Learning and Applied Linguistics (IJELAL)
Dian Fajrina Mubarokah
Universitas Darussalam Gontor
Humanities Languange, Linguistic, Communication & Media

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INTERLANGUAGE IN SOUND: SYLLABLE-STRUCTURE MODIFICATION IN ENGLISH PRONUNCIATION AMONG INDONESIAN PESANTREN LEARNERS Dian Fajrina Mubarokah; Faiz Rizki Muhammad; Dinar Dipta; Haida Umiera Hashim
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 6 No. 2 (2026): Emerging Trends and Innovations in English Language Teaching: Insights from Lin
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v6i2.24

Abstract

This study investigates syllable-structure modification in the English pronunciation of 11th-grade students at one of pesantrens institution in East Java. It aims to identify modification types in monosyllabic, disyllabic, and trisyllabic words, determine the most frequently affected syllable positions (onset, nucleus, and coda), and examine these modifications from a Second Language Acquisition (SLA) perspective. Using a descriptive qualitative design, data were collected through pronunciation tasks and semi-structured interviews. The findings show that pronunciation modification occurs systematically, reflecting learners’ developing interlanguage phonology. Four major modification types were identified: substitution, epenthesis, deletion, and cluster reduction. Substitution was the most dominant type, while nucleus modification occurred most frequently, indicating persistent difficulty in vowel production. From an SLA perspective, these patterns are influenced by first-language transfer, phonotactic constraints, and learners’ tendency to assimilate unfamiliar English sounds into existing phonological categories. Increased modification in longer words also suggests the role of cognitive processing limitations. Despite substantial English exposure in the pesantren environment, the persistence of these patterns indicates that input alone is insufficient without explicit phonological awareness and corrective feedback. This study highlights the importance of integrating phonological instruction with SLA-informed approaches to support pronunciation development in EFL contexts.
“English in Pesantren Soundscape”: Linguistic identity and pronunciation development among Indonesian EFL learners in pesantren Faiz Rizki Muhammad; Dian Fajrina Mubarokah; Dinar Dipta
Linguistics Initiative Vol. 6 No. 2 (2026)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27753719.62475

Abstract

This study investigates how linguistic identity and educational ecology shape English pronunciation development among Indonesian EFL learners in a pesantren context. Situated within a multilingual Islamic boarding school environment where English is practiced alongside Indonesian, local languages, and Arabic, the study examines pronunciation not merely as a phonological skill, but as a socially negotiated and educationally mediated process. Using a qualitative case-study design, the research involved 11th-grade students at one of modern pesantren in East Java, Indonesia. The preliminary data were collected through pronunciation tasks and followed with semi-structured interviews, and contextual analysis of students’ language practices within the practical environment. Preliminary pronunciation findings revealed systematic interlanguage patterns in the form of substitution, epenthesis, deletion, and cluster reduction, particularly in multisyllabic words and vowel production. These phonological modifications indicate the influence of first-language transfer and learners’ adaptation to unfamiliar English sound structures. However, deeper analysis demonstrated that pronunciation development was also strongly shaped by broader educational and sociolinguistic factors. The findings show that peer interaction, institutional language practices, limited exposure to authentic pronunciation models, and affective pressures such as anxiety and fear of negative evaluation significantly influenced learners’ confidence and spoken English performance. In addition, the pesantren soundscape created a unique linguistic environment in which non-target-like pronunciation patterns were collectively circulated and normalized among learners. From an educational linguistics perspective, the study argues that pronunciation acquisition in EFL settings should be understood as both a linguistic and identity-forming process embedded within social interaction and institutional culture. This study contributes to the growing discussion on educational ecology and second language pronunciation by highlighting how multilingual boarding school environments mediate learners’ interlanguage development and English-speaking identity formation.
Co-Authors DINAR DIPTA Faiz Rizki Muhammad Haida Umiera Hashim