The Interference of the Mother Tongue on the English Speaking Skill Development

Abstract

Language functions as a primary tool for communication to express intentions, ideas, and thoughts. A first language or mother tongue is naturally acquired through early interactions with family and the surrounding environment. As learners grow older, they often acquire a second language, such as English, either naturally or through formal instruction. However, during second language acquisition, mother tongue interference frequently occurs, particularly in speaking skills. This study aims to identify the common speaking difficulties experienced by students as a result of mother tongue interference and to explore the strategies they use to overcome these challenges. Employing a qualitative approach with a phenomenological method, the study involved students from three classes: Class X, XI C, and XI D. Data were collected through in-depth interviews, classroom observations, and documentation. The data were analyzed using Miles and Huberman’s interactive analysis model and open coding techniques proposed by Strauss and Corbin. Data validity was ensured through source and technique triangulation. The findings reveal that mother tongue interference consistently appears in three major aspects: grammar, pronunciation, and vocabulary. Students tend to directly translate sentence structures from their native language, produce pronunciations influenced by local sounds, and mix languages when encountering vocabulary limitations. To address these difficulties, students apply independent learning strategies such as watching English films, reading, listening to English songs, and engaging in informal conversations. The study concludes that although mother tongue interference poses challenges in speaking proficiency, it can be minimized through autonomous learning and supportive English language exposure.