This study was aimed at finding out the factors of Buginese students’ interference in pronouncing English phonemes at the Eleventh Grade of SMA Negeri 1 Majauleng. The research applied a descriptive research method. The subjects of this research were Wajo Buginese students at eleventh grade of senior high school at Wajo regency in South Sulawesi. They were chosen by using purposive sampling technique, and there were 20 students involved in this study. The instrument of the research was pronunciation test and reading test form and. The students’ pronunciation in reading test was recorded to be analyzed based on research focused. The results of this research showed that most of the students were difficult to pronounce the front vowels correctly, it indicated that the interference of made by Wajo Buginese students in pronouncing English phoneme occur in substitution of phoneme and the phoneme that has prominent interference was  /ae/. Therefore, students’ dialect of Wajo Buginese interfered English pronunciation in reading.

Teachers as facilitators and motivators in schools have a role in realizing the development of the talents of their students, especially the reading skills of habsyi. In this case, students should be given supervision, coaching, and motivation so that their talents can develop optimally. Some did not master their religious arts, and some of them also did not participate in these activities because they feel did not have talent in that field, especially in terms of the reading skills of habsyi. The reading skills of Habsyi can be developed through training or learning that is carried out outside of teaching hours, namely extracurricular activities that are developed through more directed and systematic coaching. Therefore, to develop the students' potential in the Maulid habsyi, it is necessary to provide continuous supervision, attention, and motivation from all teachers and school principals. This is because extracurricular coaching that is less than optimal will result in less-than-optimal reading skills of students.

The author of the Book of Al-Akhlak Lil Banin is Al-Ustadz 'Umar bin Achmad Baradja, he is a scholar who has very noble character. Since childhood he was raised and educated by his maternal grandfather, Shaykh Hasan bin Muhammad Baradja, a scholar of nahwu and fiqh. Nasab Baradja comes from Seiwun, Hadramaut, Yemen. The spirit of struggle carried out by Al-Ustadz 'Umar bin Achmad Baradja to spread religion and form good moral character in early childhood in Indonesia in general and in Ampel in particular, who saw the moral damage that had undermined the morals of teenagers at that time. So that Al-Ustadz 'Umar Baradja composed as well as compiled the book Al-Akhlak Lil Banin to guide them to always do positive things, such as keeping their bodies clean, clothes, to morals to Allah SWT, parents, teachers, friends and so on. , and the character most described by him is the character of social care. The problems that will be discussed are, (1) Who is Al-Ustadz 'Umar Baradja and his activities (2) What is the thought of Al-Ustadz 'Umar Baradja in the book Al-Akhlak Lil Banin . The thoughts of Al-Ustadz 'Umar Baradja in the book Al-Akhlak Lil Banin are more focused on special morals for boys, because they are prepared for the future to become leaders. If he grows up in noble character and grows up with the right education, he will also become a role model and be obeyed by his children in particular and the wider community in general