THE INTERFERENCE OF BAHASA INDONESIA IN ENGLISH ORAL PRODUCTION: A CONTRASTIVE ANALYSIS OF THE FIRST GRADE STUDENTS OF SMA N 1 PURWOREJO IN THE ACADEMIC YEAR 2011/2012
THESIS
Submitted in Partial Fulfillment of the Requirements of Sarjana Pendidikan Degree
By: Kismora Merly Anjasmita NIM. 082120119
ENGLISH DEPARTMENT TEACHER TRAINING AND EDUCATIONAL SCIENCES FACULTY PURWOREJO MUHAMMADIYAH UNIVERSITY 2012
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MOTTOS
Blessed is He in whose hand is dominion, and He is over all things competent. [He] who created death and life to test you [as to] which of you is best in deed - and He is the Exalted in Might, the Forgiving – (Q.S. Al Mulk 1-2)
There will always be a people who'll hurt you, so you need to continue trusting, just be careful.
Don’t waste your time on those that don’t try to spend it with you.
iv DEDICATIONS
This is my final work as an under-graduate student which leaves one-step only to face the edge of my four-year studying in Purworejo Muhammadiyah
University.
This four-month work is the thing I would dedicate to:
1. My beloved father, Bapak Waluyo, and my beloved mother Ibu Sumiyati, who always give the best for me. Thanks for your loves, prayers, and supports. 2. My little brothers, Muhamad Ramdany Rahmatullah. I cannot believe you are growing up now. You have been my motivation to show you how to be an older sister. 3. Dhany Dwi Nugroho, thanks for your care, support and everything you give. You’re my great buddy who always standing by my side.
4. Purworejo Muhammadiyah University’s experiences of PIMNAS 2010 delegates and the supervisor, for the bronze medal in Denpasar-Bali in the national grade.
5. All the people gave me devotion in friendship.
v ACKNOWLEDGEMENT
Glory to Allah SWT, most merciful, most compassionate that blessed the writer with health and tremendous power to finish this thesis entitled “The Interference of Bahasa Indonesia in English Oral Production: A Contrastive Analysis of the First Grade Students of SMA N 1 Purworejo in the Academic Year 2011/2012” as a partial requirement for getting Sarjana Pendidikan Degree of English Educationof Muhammadiyah University of Purworejo. On the occasion, the writer would like to express her great gratitude to several people who participated in finishing this thesis. She extends her sincere gratitude and appreciations to:
1. Mr. Drs. H. Hartono, M.M, as the dean of the teacher training and Educational Scinces and Faculty. 2. Mrs. Semi Sukarni, M.Pd as the head of English department and as her advisor. Thanks for guiding her to finish her thesis. 3. Mrs. Dra. Budiastuti Sumaryanti, M.Pd, the Headmaster of SMA Negeri 1 Purworejo. Thank for permitting her to do the research. 4. Mrs. Tri Yuniarti R.K, S.Pd for helping the writer to observe her students in order to accomplish her research study. 5. The first grade students of SMA Negeri 1 Purworejo. Thanks for the help and cooperation. 6. Her big family, thanks for their support, prayers, motivations, love and cares. 7. Mas Setyo Jati Purweko, Mbak Berlin, Mbak Nurika and everyone who has supported her.
Finally the writer hopes that this thesis will be useful for the readers. The writer also realizes that this thesis is still far from being perfect. However, the writer will appreciate criticisms and suggestions from the readers.
Purworejo, July 2012
The Writer
vi STATEMENT
Hereby, the researcher: Name : Kismora Merly Anjasmita NIM : 082120119 Faculty : Teacher Training and Educational Sciences Department of Field : English Department Title : The Interference of Bahasa Indonesia in English Oral Production: A Contrastive Analysis of the First Grade Students of SMA N 1 Purworejo in the Academic Year 2011/2012 States that this thesis is absolutely done by her ownself and the contents of this thesis are not written by someone else as the requirement in accomplishing study in this university or other institutions, except in a few parts which she takes as the references according to the written ethics of the thesis. If it is proven that this statement is incorrect, this entirely becomes her own responsibility.
Purworejo, July 2012
Kismora Merly Anjasmita
vii TABLE OF CONTENTS
Title ……………………………………………………………………………. i Approval Sheet ………………………………………………………………… ii Ratification Sheet ……………………………………………………………… iii Mottos …………………………………………………………………………. iv Dedications ……………………………………………………………………. v Acknowledgement …………………………………………………………….. vi Statement ……………………………………………………………………… vii Table of Contents ……………………………………………………………… viii List of Tables ………………………………………………………………….. x Abstract ………………………………………………………………………... xi
CHAPTER I INTRODUCTION A. Background of the Study ………………………………… 1 B. Identification of the Problem …………………………….. 4 C. Reason for Choosing the Topic ………………………….. 5 D. Statement of the Problems ……………………………….. 5 E. Objective of the Study …………………………...………. 6 F. Significance of the Study ………………………………… 6 G. Scope and Limitation …………………………………….. 7 H. Definition of the Key Terms ……………………………... 7 I. Organization of the Study ………………………………... 8
CHAPTER II REVIEW OF RELATED LITERATURE A. Previous study ……………………………………….…... 10 B. Culture and Language …………………………….……... 11 C. Language Learning ……………………………..………... 16 D. Language Interference ……………………….…………... 20 E. Contrastive Analysis ……………………………………... 27 F. Oral Production ……………………………………...…... 29
vii G. Utterances ………………………………………………... 31 H. The Characteristic of Senior High School Students …...… 32
CHAPTER III RESEARCH METHODOLOGY A. Research Approach ……………………….…………….... 34 B. Research Instrument ……………………………………... 35 C. Place and Time of study …………………..……………... 36 D. Data Collection …………………………………………... 36 E. Object of the Study ………………………………………. 37 F. Unit Analysis …………………………………………….. 38 G. Data Analysis ……………………………..……………… 38
CHAPTER IV RESEARCH FINDING AND DISCUSSION A. Research Finding ……………………………..………….. 40 B. Discussion ……………………………..…………….…… 53
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ……………………………..………………… 74 B. Suggestion ……………………………..………………… 75
BIBLIOGRAPHY APPENDICES
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LIST OF TABLES
1. Table 1. Cultural Interference in students’ English oral production...... 41
2. Table 2. Semantic Interference in students’ English oral production...... 42
3. Table 3. Lexical Interference in students’ English oral production...... 42
4. Table 4. Phonological Interference in students’ English oral production..... 42
5. Table 5. Grammatical Interference in students’ English oral production..... 45
6. Table 6. The Result of the Type of Interference...... 49
7. Table 7. Students’ Efforts in Minimizing the Interference of
Bahasa Indonesia...... 52
8. Table 8. Students’ Pronunciation Compared with the Correct One...... 58
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ABSTRACT
Anjasmita, Kismora Merly. 2012. The Interference of Bahasa Indonesia in English Oral Production of the First Grade Students of SMA N 1 Purworejo in the Academic Year 2011/2012: A Contrastive Analysis. A Thesis. Teacher Training and Educational Sciences Faculty of Purworejo Muhammadiyah University. Semi Sukarni, M.Pd.
Key words: Interference, Bahasa Indonesia, Oral Production
Language has relations to cultural points of view as it has its own uniqueness and also as an indication of cultural values. English and Bahasa Indonesia are different languages with different cultures too. In learning English, Indonesian students, tend to transfer or to use their knowledge of Bahasa Indonesia into English because Bahasa Indonesia has become the lingua franca for Indonesian and it has become their habit. Such condition is called Language interference. Language interference may occur in written and spoken language. This study is intended to identify the Interference of Bahasa Indonesia in students’ english oral production. There are two objectives to be achieved: (1) To find out the types of the interference of Bahasa Indonesia in English oral production of the first grade student of SMA N 1 Purworejo in the academic year 2011/2012, and (2) To find out the types of the interference of Bahasa Indonesia in English oral production of the first grade student of SMA N 1 Purworejo in the academic year 2011/2012. In achieving those two objectives, the writer conducts the descriptive qualitative study, since the data which are performed are in the form of words, phrases, and sentences. In order to analyze the Interference, she uses Contrastive analysis. Contrastive analysis is the aspect of linguistics to identify the structural differences between two languages. It is conducted by contrasting the distinctive features owned by both languages. She also uses several techniques to collect the data, including Recording Technique and giving the questionnaire. By conducting this research, the researcher finds that all five types of language interference still can be found or exists in students’ English oral production. It is 8.13% for cultural interference, 2.44% for semantic interference, 1.63% for lexical interference, 54.47% for phonological interference, and 33.33% grammatical interference. From the questionnaire given to the students, the researcher find that the students are actually conscious of the interference of Bahasa Indonesia in their English oral production and they have done some effort to minimize it (p. 50), but in fact, it is still quite difficult for them to eliminate the interference of Bahasa Indonesia.
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CHAPTER I
INTRODUCTION
A. Background of the Study
People have constantly communicated via language, particularly their
mother tongue which they use to communicate with others and in order to be
able to live as a social community.
Language has relations to cultural points of view as it has its own
uniqueness and also as an indication of cultural values. Nida (1998:29) holds
the view that language and culture are two symbolic systems. Everything we
say in language has meanings, designative or associative, denotative or
connotative. Every language has meanings, carries meanings that are not in the
same sense because it is associated with culture and culture is more extensive
than language.
A language is both a component of culture and a central network
through which the other components are expressed. It means that by knowing
the style of a person speak and uses a language; it reflects the culture of a
person and can show where a person comes from. People who come from
different culture will use different style of language even they come from the
same country. Language and culture are correlated because the sounds, words,
and syntax of a language are related to the ways the speakers of that language
experience and behave in it.
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A language is often identified as ‘a group of people’ (Finegan et. al.,
1997:6). For instance, Germans are people who speak German, the English are people who speak English, Indonesians are people who speak Bahasa
Indonesia (Indonesian Language), etc.
Indonesia is an archipelago with more than 13,000 islands. The country is divided into 31 provinces. Each is with her own local language with different sublanguages and dialects, customs and cultures. There are about 700 different ethnics and 731 local languages in Indonesia. To make the communication possible and to avoid cultural misunderstanding among different ethnics, Indonesian use Bahasa Indonesia as the lingua franca.
To maintain the cultural heritage of all different ethnics in the 31 provinces, the government encourages the teaching of local languages of which the students’ ethnic belong. On the other hand, English is taught as foreign language in schools of all levels.
Mastering a foreign language is important in our modern society and global area. Human being needs communication to fulfil their needs in their life. People can communicate in written and oral form. They communicate and interact one to another using language in spoken and oral form in daily life.
Because of that, people should be able to communicate in English as well as possible.
English speaking is becoming the primary skill given to students.
Speaking English as a foreign language for the Indonesian students need more practice. The speaker should also master several important elements, such as
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pronunciation, grammar, vocabulary, fluency, and comprehension. Speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information. The students should have the ability of speaking English in order that they can communicate with others, but in fact, students usually get difficulties in their oral production which is caused by the differences between two languages, English and Bahasa Indonesia.
English and Bahasa Indonesia are different languages with different cultures too. In learning English, Indonesian students, tend to transfer or to use their knowledge of Bahasa Indonesia into English because Bahasa Indonesia has become the lingua franca for Indonesian and it has become their habit.
Such condition is called Language interference. It is a negative transfer of language habits and skills from the mother tongue or from a second language to foreign language. The greater the differences between the two languages, the more negative effects of interference are likely to be.
Language interference may occur in written and spoken language.
Language interference may give effect on any aspect of language such as phonological, semantic, lexical, grammatical and cultural.
The interference of Bahasa Indonesia may also occur in the oral production of foreign language learner. For example, the first grade students of
SMA N 1 Purworejo who use Bahasa Indonesia in their daily communication.
This study, therefore, attempts to discuss language interference with special reference to Bahasa Indonesia, which can affect Indonesian learners in learning English, especially in oral production. The researcher want to find out
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the types of interference of Bahasa Indonesia found in the students’ oral
production and to find out the effort of the students to minimize the
interference, because the better the learner in overcoming language
interference, the more dilute that blend will be and it will help the students
improve their oral production too.
B. Identification of the Problem
When second or foreign language is learned, aware or not, the mother
tongue or the first foreign language of the learner will influence his/her
mastery of that language. For example, when Indonesian learners learn
English, the way they pronounce words is almost the same when they
pronounce words in their own language that is Bahasa Indonesia. This happens
to almost all language learners.
Language learners in SMA N 1 Purworejo are those who have
academic ability above the average. SMA N 1 Purworejo is the best school in
Purworejo. The minimum passing score of this school is quite high. For
English, the minimum passing score is 7, 8 in the academic year 2011/2012.
Although with such kind of fact, there is still a possibility for the students to
make errors in their English learning which is caused by the interference of
Bahasa Indonesia, especially in their oral production.
C. Reason for Choosing the Topic
The native culture experience will facilitate learning the patterns that
are sufficiently similar to function satisfactorily when transferred. The native
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culture experiences, in this case the culture of Bahasa Indonesia, will interfere
with those cultural patterns and meanings that are not equitable with similar
ones or that are partly similar nut function differently in the target culture
(English). So, when students learn English as the second or as a foreign
language, it cannot be separated from their native or own language.
Therefore, the researcher is curious about finding out how far the
interference of Bahasa Indonesia affects the first grade students of SMA N 1
Purworejo on their oral production and their efforts to minimize it.
D. Statement of the Problems
In conducting this research, the researcher endeavors to put answers to
the following questions:
1. What are the types of interference of Bahasa Indonesia found in oral
production of the First Grade Student of SMA N 1 Purworejo in the
Academic Year 2011/2011?
2. What are the first grade students of SMA N 1 Purworejo efforts to
minimize the interference of Bahasa Indonesia in oral production?
E. Objective of the Study
Since the researcher is curious to find out the result of Interference of
Bahasa Indonesia In Oral Production of the First Grade Student of SMA N 1
Purworejo in the Academic Year 2011/2012, the research basically consists of
her two attempts as the following:
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1. To find out the types of the interference of Bahasa Indonesia in oral
production of the first grade student of SMA N 1 Purworejo in the
academic year 2011/2012.
2. To find out the efforts of the first grade students of SMA N 1 Purworejo to
minimize the interference of Bahasa Indonesia in oral production.
F. Significance of the Study
1. For the teachers, the researcher hopes that the result of the study can be
reference for English teachers. It can be a good guide for the teachers to
teach their students correctly especially in teaching speaking.
2. For the students are to be able to know how to learn English, especially
speaking in correct and fluent pronunciation so that they can avoid the
error which is caused of their Bahasa Indonesia habit.
3. For the researcher, the result of the research will give some useful
knowledge and experiences for her in learning and improving English,
especially in speaking.
4. For the other researcher it may offer some information to other researchers
who are interested to research the similar topics to carry out further studies
on the interference of Bahasa Indonesia.
G. Scope and Limitation
The researcher limits her observation only on the interference Of
Bahasa Indonesia In Oral Production of the First Grade Student of SMA N 1
Purworejo in the Academic Year 2011/2012. Furthermore, the research will be
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obtained from the students’ conversation recording and questionnaire given to
them.
The researcher will also limit her research to observe the detail of each
type of language interference. He will tend to observe the general information
of each type of language interference which will probably appear in their
utterances.
H. Definition of the Key Terms
In this study, the researcher needs to explain the terms that are related
to the title of this thesis as follows:
1. Interference
In learning language we know there is a kind of interference called
language interference. Dulay et al. (1982: 155) define interference as the
automatic transfer, due to habit, of the surface structure of the first
language onto the surface of the target language.
2. Bahasa Indonesia
The dialect of Malay used as the national language of the Republic
of Indonesia or of Malaysia. (http://www.websters-dictionary-online.org/
credits/wordnet.html).
Bahasa Indonesia is the correct term for the Indonesian language.
At times foreigners may refer to it as only Bahasa, but the word Bahasa
simply means language. Likewise, Bahasa Inggris refers to the English
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language. Therefore, Bahasa Indonesia appropriately means the Indonesian
language.
3. Oral Production
According to O’Maley y Valdez (1996:238) oral production is “The
way two people share knowledge about what they know taking in account
the context of the conversation”.
I. Organization of the Study
The thesis comprises five chapters. The first chapter is introduction. In
this chapter, the researcher explains the Background of the Study – why this
topic is interesting to be studied, Reasons for Choosing the Topic, Statements
of the Problems – contains the researcher’s summaries of the topic, Purpose of
the Study, Significance of the Study – the elaborations of the advantages might
come with the thesis, Scope and Limitation, and Definition of the Key Terms.
The second chapter contains theories related to the research. To
mention are the theories of culture and language, language learning, language
interference, oral production, utterances, and the characteristics of senior high
school students.
The third chapter is Research Methods. The researcher details the
Research Approach, Research Instrument, Place and time of study, Data
Collection, Object of the Study, Unit Analysis and Data Analysis.
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In chapter four, the researcher describes the result of the study and the discussions. The researcher reports the data analyzed and relates the data to the theories.
Eventually, ends with the conclusions of the research and the suggestions put forward by the researcher.
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CHAPTER II
REVIEW OF RELATED LITERATURE
In conducting this research, the researcher uses some related theories as the references which can aid her in analyzing data. Before further discussion on the interference of Bahasa Indonesia in oral production of the first grade students is attempted, it is necessary to state some elaborations of certain theories. Chapter two provides the previous study, the theories on culture and language, language learning, language interference, oral production, utterances and characteristic of senior high school students.
A. Previous Study
There are some researchers who have conducted the study of language
interference. The fist research was done by Ervina with his research entitled
“The Interference of Indonesian Language Spoken by the Members of
Debating Community at Ahmad Dahlan University: A Contrastive Analysis”.
In her study he uses the descriptive qualitative study to describe to describe
kinds of Interference spoken by the members of Debating Community at
Ahmad Dahlan University. He finds that there are some errors spoken by the
debaters which are caused by the rules of Indonesian language.
The second research was done by Setyo Indriyani with her research
entitled “Javanese Principles Interference in Speaking Class of the Second
Semester English Department of UMP”. He finds that Javanese principles
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interfered the process of learning speaking. Students who were accustomed to
practicing certain Javanese Principles tended to have interference in speaking
class.
In this research the writer is going to do the similar research but in
different scope of subject. The subject is the fist grade students of SMA N 1
Purworejo in the Academic year 2011/2012. The object of this research is the
interference of Bahasa Indonesia in oral production.
B. Culture and Language
It is commonly accepted that language is a part of culture, and that it
plays a very important role in it. Some social scientists consider that without
language, culture would not be possible.
Languages cannot be learned or taught without introducing the culture
of the community where they are used. Together these “two reflect a current
direction in language pedagogy” (Robinson-Stuart & Nocon 1996:435, cited
in Lantolf 1999:28).
1. Culture
In its broadest meaning, culture is a “humanly created environment
for all out thoughts and actions” (Tepperman et al. 1994:1). This is
something all humans share and what distinguishes us from the animal
world. Culture means custom, beliefs, art, way of life, etc of a particular
country or group.
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Berry et al. (2002:2) define culture as the shared way of life of a
group of people. Culture exists in a group of people. It is not a matter of
individual habit; it is a matter of a community habit.
According to Hornby (1995:285) culture means art, literature,
music, and other intellectual expressions of a particular society or time.
Each society has different ways of thinking, expressing ideas and
interpreting messages; thus, each society has different cultural
background. The way of thinking, expressing ideas and interpreting
messages are influenced by their experience and cultural background. The
experience and cultural background of a society is different from another
society and as the result different society has different culture.
2. Language
Elgin (2000: 20) says that language is a group of dialects
sufficiently alike that all who use them perceive themselves to be speaking
the same language, although not necessarily in the same language. People
use language to express their idea, thoughts and feeling to others.
Many scholars stress the close relationship between language and
culture. According to brown (2000: 177), “a language is a part of a culture,
and a culture is a part of a language; the two are intricately interwoven so
that one cannot separate the two without losing the significance of either
language or culture.
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Kramsch (1998: 3) identifies three ways how language and culture are bound together. First, language expresses cultural reality (with words people express fact and ideas but also reflect their attitudes). Second, language embodies cultural reality (people give meaning to their experience through the means of communication). Third, language symbolizes cultural reality (people view their language as a symbol of their social identity).
Lado (1985:23) says that language is part of the culture of a people and the chief means by which the members of a society communicate. A language is both a component of culture and a central network through which the other components are expressed. It means that by knowing the style of a person speak and uses a language; it reflects the culture of a person and can show where a person comes from. It is almost same as
Corder’s argument about language and culture. Corder (1993:70) argues that language mediates between the individual and the culture. It means that culture influences the way people use the language. People who come from different culture will use different style of language even they come from the same country. Language and culture are correlated because the sounds, words, and syntax of a language are related to the ways the speakers of that language experience and behave in it.
Lado (1985: 24) says that man has been a social being and has lived in society, so he has developed patterned ways of doing things and talking about them that facilitate the communication and interaction
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necessary for social living. When these patterned ways of acting, talking,
thinking, and feeling become sufficiently uniform in a society and
sufficiently different from those of other societies, they constitute a
culture. So language takes important role in a society. Language reflects
thinking and feeling of a society. Thought and feeling of a society is
different from another society, so a culture of a society is also different
from another society’s culture.
3. Cultural differences between English and Bahasa Indonesia
Bahasa Indonesia is the lingua franca for Indonesian, since
Indonesia has hundreds local language use by different ethnics in
Indonesia. While English, is considered a foreign language in Indonesia.
This is a situation where the users learn English as an additional language
and use it voluntarily when necessary, especially outside their countries.
English should be mastered by Indonesian students because
English is an international language which is used for communication in
many countries around the world.
Differences in cultural meaning across languages are a problem in
learning a foreign language. For example Indonesians have so many names
for the term banana. Indonesia is a tropic country and banana is a kind of
fruit which can grow up easily in Indonesia. So, there are so many kinds of
banana and Indonesians have so many terms for banana for example;
pisang kapok, pisang susu, pisang raja, pisang putri etc. it is different
from Americans way in stating banana. Americans doesn’t care about the
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kind of banana. Americans only know that a long, curved fruit with a yellow skin is called banana.
It also happens in Basa-basi, or "small talk". It is light conversation on unimportant or non-serious subjects. In many countries small talk is very important to establish the correct social relationship that must provide the foundation for conducting business. While westerners have their forms of small talk ("it looks like it might rain") the “rules” for small talk vary considerably between Indonesian and western cultures.
Indonesian small talk often includes questions like “how old are you?” or “are you married?” that are quite normal for Indonesians, but can seem intrusive or impolite to a Westerner.
So, it is clear enough that different thought, different feeling, different experience and different culture wilt result the differences language that is used. Language is always to express ideas, feelings, experiences and cultures.
We must remember that people from different cultures learn things in different ways. Indonesians will have different way in learning English is different from Chinese way in learning English.
Lado (1985: 25) states that the goal of learning a foreign language are the ability to use it, understanding its meaning and connotations in terms of the target language and culture, and the ability to understand the
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speech and writing of natives of the target culture in terms of their
meaning as well as their great ideas and achievements.
If the target language is English, it means that in achieving the
goals, the ability of students in using English must be measured. In the
other hand, if the students understand the meaning and connotation in term
of English and culture of English it means that the goal is achieved.
Students also mush have the ability to understand the speech and writing
of native of English. If those are done well, the whole goals of learning
English as foreign language is achieved.
Every people have their own way in learning something for
example culture. Each student has different way and ability in learning or
understanding the material given.
In learning English as the target language, the understanding of
culture of English is very important. Besides comparing the target
language with the first language is also important. It is in order to
understand about cross cultural between two languages.
C. Language learning
Language acquisitions in human life have become interesting
phenomena to observe. When we observe in depth, the first language learning
(mother tongue) happened as a natural learning. The learning proceeded
gradually in line with the development of the natural physical growth of
people. Besides that, coming into the curious stage of life, children have got
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the highest and most productive time not only to digest and master the grammar of the mother language, but to also that language perfectly in accordance with their age. Therefore, the fist language acquisition is far much better that the second or foreign language one.
Language acquisition is similar to the process children use in
acquiring fist and second languages. It requires meaningful interactions in
the target language-natural communication- in which speakers are
concerned not with the form of their utterances but with the message they
are conveying and understanding (Krashen, 2002: 1).
When talk about language acquisition, it can be separated from the
term of second language acquisition. Second Language Acquisition (SLA)
refers both to the study of individuals and groups who are learning a
language subsequent to learning their first one as young children, and to
the process of learning that language. The additional language is called a
second language (L2), even though it may actually be the third, fourth, or
tenth to be acquired. It is also commonly called a target language (TL),
which refers to any language that is the aim or goal of learning. (Saville-
Troike, 2006: 2)
Sometimes it is necessary for us to make further distinctions
according to the function the L2 will serve in our lives, since this may
significantly affect what we learn. These differences may determine the
specific areas of vocabulary knowledge we need, the level of grammatical
complexity we have to attain, and whether speaking or reading skills are
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more important. The following are distinctions commonly made in the literature: a. A second language is typically an official or societally dominant
language needed for education, employment, and other basic purposes.
It is often acquired by minority group members or immigrants who
speak another language natively. In this more restricted sense; the term
is contrasted with other terms in this list. b. A foreign language is one not widely used in the learners’ immediate
social context which might be used for future travel or other cross-
cultural communication situations, or studied as a curricular
requirement or elective in school, but with no immediate or necessary
practical application. c. A library language is one which functions primarily as a tool for
further learning through reading, especially when books or journals in
a desired field of study are not commonly published in the learners’
native tongue. d. An auxiliary language is one which learners need to know for some
official functions in their immediate political setting, or will need for
purposes of wider communication, although their first language serves
most other needs in their lives. Other restricted or highly specialized
functions for ‘second’ languages are designated language for specific
purposes (such as French for Hotel Management, English for Aviation
Technology, Spanish for Agriculture, and a host of others), and the
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learning of these typically focuses only on a narrow set of occupation-
specific uses and functions. One such prominent area is English for
Academic Purposes (EAP).
In the society which develops more and more pluralistic, it is not enough for someone to master just one language. There are many reasons why they have to study and master one language, either considered as a foreign or second language.
Either second language learning or foreign language learning will certainly bring significant success for the learners. People will not only learn and achieve the success of communication in the international forum on all aspects of life and science, but they will also learn how to achieve the language itself.
Language learning refers to the conscious knowledge of a second language, knowing the rules, being aware of them, and being able to talk about them. Thus language learning can be compared to learning about a language.
Language learning is the result of direct instruction in the rules of language. And it certainly is not an age-appropriate activity for your young learners. In language learning, students have conscious knowledge of the new language and can talk about that knowledge. They can fill in the blanks on a grammar page. Research has shown, however, that knowing grammar rules does not necessarily result in good speaking or writing. A student who has memorized the rules of the language may be able to
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succeed on a standardized test of English language but may not be able to
speak or write correctly.
There are many factors which contribute to the success of learning
a second language. Besides socio and cultural factors, the first language
acquisition also influences the success of a second foreign language. This
condition is also highlighted by J.P. Harmer (1990) as saying that the
second language acquisition is much influenced by the first language
acquisition. J.P. Harmer (1990:215) also said that L2 (Second Language)
acquisition is considered to be completely determined by previous
cognitive and linguistic knowledge.
As a foreign language, English does not certainly give facilities to
the people learning the language to master it fast. As pointed clearly by
Suwarsih Madya (1991:67) stating firmly that Indonesian students benefit
very little from the environment. Besides the unfavorable environment, the
clear difference between the first and the foreign language will certainly
serves as the source of interference. The first language acquisition which
interferes the second or foreign language learning is considered as the
habit interference.
D. Language Interference
Language interference (also known as linguistic interference, cross-
linguistic interference or transfer) is defined by Richard and Schmidt
21
(2002:294) as the use of a native-language pattern or rule which leads to an error or inappropriate form in the target language.
Language interference is the effect of language learners' first language on their production of the language they are learning. The effect can be on any aspect of language: grammar, vocabulary, accent, spelling and so on. It is most often discussed as a source of errors (negative transfer), although where the relevant feature of both languages is the same, it results in correct language production (positive transfer). The greater the differences between the two languages, the more negative the effects of interference are likely to be.
Interference may be conscious or unconscious. Consciously, the student may guess because he has not learned or has forgotten the correct usage. Unconsciously, the student may not consider that the features of the languages may differ, or he may know the correct rules but be insufficiently skilled to put them into practice, and so fall back on the example of his first language.
Interference can also take place between acquired languages (multiple acquire languages): an English learner of French or Spanish, for example, may mistakenly assume that a particular feature of one language applies also to the other. Examples: Language interference produces distinctive forms of learner English depending on the speaker’s first language. Some well-known examples are: Chinglish (Chinese) Engrish or Japlish (Japanese) Franglais
(French) Spanglish (Spanish) Tinglish (Thai).
22
Language interference is one of the current problems in foreign language learning. Communication between the two language systems is the reason for the interference which is the object of psycholinguistics and linguistics research.
From the point of view of psycholinguistics, it is a negative transfer of language habits and skills from the mother tongue or from a foreign language to another foreign language.
From a linguistic point of view, interference is an interaction or a change in linguistic structures and structural elements. It appears to be a deviation from linguistic norms in the spoken and written language.
According to Hornby (1995:623) interfere means to get in the way of something or prevent something from being done or succeeding. Interference means the action of interfering (Hornby, 1995: 623).
Dulay et al. (1982: 155) define interference as the automatic transfer, due to habit, of the surface structure of the first language onto the surface of the target language.
Ellis (1997: 51) refers to interference as ‘transfer’, which he says is
'the influence that the learner’s L1 exerts over the acquisition of an L2'. He argues that transfer is governed by learners ‘perceptions about what is transferable and by their stage of development in L2 learning. In learning a target language, learners construct their own interim rules with the use of their
L1 knowledge, but only when they believe it will help them in the learning
23
task or when they have become sufficiently proficient in the L2 for transfer to be possible.
Interference is explicit in cases when learners make mistakes in oral and written foreign language expression transferring language habits from the native to the foreign language and thus they ignore the norms of foreign speech. With implicit interference learners do not make mistakes because they avoid using grammatical and lexical difficulty constructing phrases without it.
In this way there are no mistakes but the speech becomes simpler and poorer and it loses its expressive and idiomatic aspect.
Interference itself divided into various types. In general, Ardiana
(1990:14) divides into five types of interference, namely: Cultural
Interference, Semantic Interference, lexical Interference, Phonological interference, Grammatical Interference.
1. Cultural Interference
Interference is also called the cultural or cultural interference can
reflected through the language used by someone who is bilingual or
mastered two languages, at least the mother tongue and target language are
studied.
This interference happens because of the close relationship
between language and culture. As Elgin (2000: xvi) says that the link
between language and culture is so strong.
24
Examples of interference Indonesian culture to the English
language:
Joko : I’m sorry, Johnny. Um… I want to ask you a question.
Johnny : You don’t have to say sorry, Joko.
Joko : Um… I want to ask you a question.
Johnny : Yes, please.
After one hour
Joko : I’m sorry, Johnny. I want to ask you a question. Err…
Johnny : You do not have to say sorry every time you ask me a
question. OK, what’s your question?
At the next meeting
Joko : I’m sorry, Johnny. I want to ask you a question.
Johnny : Joko, you do not make a mistake. Do not say sorry if you
want to ask me a question.
2. Semantic Interference
Semantic interference is interference that occurs in the use of
words that have a variable in a language. Semantics interference is where
the choice of Indonesian lexicon affect election use to use a word and its
placement in the sentence English.
25
One example of the semantic interference Indonesian in English
usage is as follows.
I will make the homework soon.
In English, the sentence correct and acceptable is lexical and
grammatical.
I will do the homework soon.
3. Lexical interference
Lexical interference must be contrasted with the loan word
(respect). Loanwords or integration has been fused with a second
language, while interference cannot be accepted as part of a second
language. The entry lexical items first language or foreign language into
second language is disturbing.
In lexical level, interference may involve the introduction of
morphemes of language A into B. For instance, an Indonesian speaker
introduces the word syukuran when she/he speaks English. For example, I
will hold syukuran after my graduation. The word syukuran is not
acceptable in English culture.
4. Phonological interference
Phonological interference includes intonation, rhythm and
articulation space. This interference occurs as a result of the fact that there
are different elements in sound system between English and Bahasa
Indonesia.
26
Different elements in sound system between both languages may be of several kinds. First, it is the existence of a given sound in the latter, which is not found in the former. Second, both languages have the same phonetic features but they are different in their distribution, namely: when and where they may occur in an utterance. Third, both have similar sounds that have different variants or allophones. Interference arises when a bilingual speaker identifies a phoneme of one language with that in another. For instance, an Indonesian speaking English may pronounce bag as [bæk] instead of [bæg]. This interference occurs because of the fact that
/g/ never arises in the final position of Indonesian language words; so, /g/ is identified as /k/ in that position. In addition, he may replace /v/ with /p/,
/f/ with /p/; he may not use a /p/ with aspiration.
Indonesian learners, who speak Bahasa Indonesia, when learning
English are likely to transfer the sound- the sound of his own language into English sounds. This can be exemplified by the following table:
Correct Usually spoken No. Phoneme Example pronunciation pronunciation
1. i: machine məˈʃiːn I, i 2. I think θIŋk i 3. æ man mæn e
4. ɑː path pɑːθ ʌ , e
5. əʊ no nəʊ o, oʊ
6. ɔː chalk tʃɔːk ɔ , ʌ 7. eə bear beə (r) e, iə
27
5. Grammatical Interference
Reference grammatical occur at levels that are above levels words,
for example in the structure of syntax. Included in this is the preparation
of the English sentence which stills the structure referring to the
Indonesian. Placement English words in structure are sound or feel
unnatural and strange.
The usual case there is someone to translate from Indonesian to
English language per word, which automatically refers only to the
meaning of each word not the meaning one sentence in its entirety.
In this case may be illustrated as follows:
Usually I take a bath at 6 am.
Usually the sentence is used when someone want to say "Usually I
take a bath at six in the morning." In order, the sentence in the English is
already in accordance with the sentence with the Indonesian version. But
in English, in general, adverbs that the time midsentence classified as
adverbs such as ‘usually’, ‘always’, and ‘Often’ rarely placed at the
beginning of the sentence.
The differences between Bahasa Indonesia and English can make
the Indonesian learners get difficulties in learning English. In grammatical
level, the differences will appear such as in tense maker, article, noun,
pronoun, auxiliaries and modals, word order and preposition.
28
E. Oral production
There are many definitions about oral production which every
definition has different elements which are not specific the same.
According to O’Maley y Valdez (1996:238) oral production is “The
way two people share knowledge about what they know taking in account the
context of the conversation”.
Bygates (1991:14) said that oral production is the ability to make
sentences, produce in every situation. It’s to take instants decisions. To realize
the interaction between two persons should have the knowledge about the
language they used and those aspects mention before for example: greetings,
agreements, etc;
The function of the language in oral production required the
knowledge of the language which is grammatical, pronunciation and
vocabulary. Mackey 1997 cited in Bygate, 2000: 5 also said that oral
expressions involves not only the use of the right sounds in the right patterns
of rhythm and intonation but also the choice of words and inflections in the
right order to convey the right meaning.
In other word, we can say that oral production has the same meaning
as speaking. We can conclude that based on the definition of speaking.
According to Arsjad (1998:17), speaking is the activity of pronouncing
words in order to express or to convey thought, ideas and emotion. Speak
means talk seriously to somebody about something; use your voice to say
29
something. To speak means to say words (Hornby, 1995:1140). Speaking was so natural when we were learning first language. Sometimes we do not realize how the process of learning happens. Then, it comes to us the time we learn a second or foreign language. It takes time and efforts. We learn it consciously.
We fully know that we are learning a language. We have to learn it over and over again in order to master it.
Language learners usually regard speaking as the measure of knowing a language. They regard speaking as the most important skill to acquire. They assess their progress in terms of their accomplishments in spoken communication.
Language learners need to recognize that speaking involves three areas of knowledge. They are mechanics, functions, and social and cultural rule and norms. Mechanics is about how to use the right words in the right order with the correct pronunciation. Function means knowing that the content of the message is essential and precise understanding is not required. While the last area means to understand how to consider about who is speaking, the circumstance while speaking, the thing being talked to and the reason of speaking. Speaking is a crucial part of second language learning, it’s a very important area of activity for language learner. (Saville-Troike, 2006:166)
Finocchiaro and brumfit (1983:140) state speaking is a complex skill, for in addition to know the sound structure, vocabulary and culture, subsystem of language. Today’s world requires that the goal of teaching speaking should improve students’ communicative skills, because, only in that way, students
30
can express themselves and learn how to follow the social and cultural rules
appropriate in each communicative circumstance.
F. Utterances
It has often been claimed that for spoken dialogue, utterances rather
than sentences are the primary object of study.
In oral production, speakers use linguistic knowledge in the production
of utterances. Block (1995:181) said that utterances are verbal formulations.
They may be complete sentences or fragments of sentences, well formed or
errant, fluent or hesitant.
We use the term utterance to refer to complete communicative units,
which may consist of single words, phrases, clauses and clause combinations
spoken in context, in contrast to the term 'sentence,' which we reserve for units
consisting of at least one main clause and any accompanying subordinate
clauses, and marked by punctuation (capital letters and full stops) in writing.
In conversation, each turn by a speaker may be considered an
utterance. An utterance is never more than one conversational turn. When
people are taking turns talking, having a conversation, a single utterance will
never span over more than one person’s turn.
G. The Characteristics of Senior High School Students
In general, senior high school students are the children at the age
between fifteen up to nineteen years old in which they will be an adult. The
31
following are some general characteristics as the children of that group according to Hidayat (1997: 10):
1. The senior high school students still need another help in learning.
2. They prefer to practice something interesting than studying the lesson.
3. They often do or imitate negative thing from what they know or they
watch.
4. They prefer to state their ideas than to obey the advice from another
people.
5. Most of senior high school students are creative.
High school students are qualitatively different than younger learners.
Teacher certainly can "teach an old dog new tricks" by understanding the cognitive and social characteristics of high school learners. Using the right instructional strategies to maximize the learning advantages and address the learning challenges of high school learners can make all the difference in their success.
32
CHAPTER III
RESEARCH METHODS
Research Methods is needed to help the researcher to find the result of the research. Research Methods, which deals with the ways we conduct the research is really helpful for the researcher in solving the problem. Besides that, the subject matter being researched will be clear and easy to understand if we apply an adequate method.
A. Research Approach
According to Hornby (1995:734) method is a way of doing something.
To conduct a research, a researcher should have a suitable method for the
research she conducts. A good method is really required in conducting
research.
The research topic is about the interference of Bahasa Indonesia in
oral production of the first grade students of SMA N 1 Purworejo was
conducted as a qualitative research because the most important factor that the
researcher attempted to observe is the interference and the effort of the
students to minimize the interference. This research is designed as a
descriptive qualitative research. It is mentioned as a descriptive since this
study aims to describe the obtained data in the field.
There are certain general features that characterize qualitative research.
The natural setting was the direct source of data, firstly. The researcher went
32 33
directly to the particular setting in which she was interested to collect her data.
Secondly, qualitative data were collected in the form of words rather than
numbers. The kinds of data collected in qualitative research could convey the
actual words, so that no data were trivial or unworthy of notice. The researcher
sought to portray what she had observed in all of its richness. Third, the
researcher as a qualitative researcher tends to analyze the data inductively. She
tends to spend a considerable amount of time collecting data primarily through
observing and making notes.
B. Research Instrument
Sugiyono (2008:102) defined research instrument as a device to
measure natural or social phenomenon observed. There are many instruments
available. However, in qualitative research, the instrument is the research
herself. As Stake (2010:10) says, for qualitative research, the researcher him-
or herself is an instrument.
The researcher observes the action and contexts, often intentionally
plays a subjective role in the study. The researcher uses her own personal
experience in making interpretations. That’s why the researcher should be also
‘validated’. The validity of the research includes validity of qualitative
research method understanding, knowledge on the field she studies, and her
readiness to enter object of the study. Besides, she had her peer checked for
her analysis.
34
C. Place and time of study
The researcher conducts her study in SMA N 1 Purworejo. She takes
some time doing her research. Started on May 2012, the study continues until
July 2011.
D. Data Collection
According to Arikunto (2010: 65), collecting data is a difficult task.
Wrong or inappropriate data will result on wrong conclusion and make the
research a fake. Taking this as a consideration, the researcher tries to collect
the data in the best and the most appropriate way for her study.
In collecting the data the researcher uses several techniques. Data
collecting is systematic procedure in getting the data the researcher needs. The
techniques the researcher uses are observation and questionnaire.
The researcher observes students’ oral production in their conversation
by recording it. While to find out their effort to minimize the interference of
Bahasa Indonesia in oral production, the researcher uses open questions since
open questions allow the respondent to answer in exactly the way that they
wish. Open questions are more useful if the researcher aim is to uncover
attitudes and genuine feelings.
In collecting data, the researcher did some steps. The steps are as she
explains in detail as follow:
1. First, she came to the research place and asked permission from the
principal and the English teacher to do research. 35
2. Second, she made an appointment with the students.
3. After that, she observed the students activity in speaking class.
4. Then, she recorded the students’ dialogue / conversation in the class which
represent their oral production.
5. After finishing the record, she gave questionnaires to them. The
questionnaires given are those which are related to the data she wants to
get.
E. Object of the Study
Object of the research is the object which the researcher tries to
examine. According to Stake (2010:11), qualitative research relies primarily
on human perception and understanding. While quantitative research, it relies
heavily on linear attributes, measurements, and statistical analysis.
In this research, the researcher uses purposive sampling technique. The
objects of this study are the students of the first grade in SMA N 1 Purworejo
who use Bahasa Indonesia as their Lingua Franca. The researcher takes 32
students as her sample in conducting this research. They are the ones who tend
to use Bahasa Indonesia in their daily life. This is a research about the
interference of Bahasa Indonesia in oral production, so the researcher takes
Indonesian students as samples. Those objects that the researcher takes are the
first grade students of SMA N 1 Purworejo in the academic year 2011/2012.
36
F. Unit Analysis
In this research, the researcher analyses interference of Bahasa
Indonesia in oral production of the first grade students of SMA N 1
Purworejo. It can be seen in the way the students conduct the conversation in
English.
Taking consideration on the topic of the study, the unit analysis of this
research is the utterances in their conversation which interfered by their
knowledge and culture of Bahasa Indonesia. The first grade students of SMA
N 1 Purworejo efforts to minimize the interference of Bahasa Indonesia will
also be analyzed to know how first grade students of SMA N 1 Purworejo
improve their ability in oral production.
G. Data Analysis
The overall data analyzing process involve attempts in interpreting the
data. The researcher should prepare the data to be analyzed, do different kinds
of analysis, deepen the data understanding, serve the data, and make broader
data interpretation on the data (Creswell: 2010).
After collecting the data, the researcher will analyze the data based on
these steps:
1. First, the researcher transcripts the conversation/dialogue record.
2. Second, she describes the way Bahasa Indonesia interfere the students’
oral production. 37
3. Third, she analyzes the questionnaire given to the students.
4. Then, she interpreted the data both recorder and questionnaires, then
correlated it to the theory. 38
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
After conducting this research, the result of the research and its discussion will be found in this chapter. Further explanations and details are presented here.
A. Research Finding
As it is stated in the previous chapter, this research aims to find out the
types of interference of Bahasa Indonesia found in oral production of the First
Grade Student of SMA N 1 Purworejo and their efforts to minimize the
interference.
The researcher also limits the classification of the interference type of
Bahasa Indonesia in oral production. The researcher only analyses the oral
production made by the first grade students of SMA N 1 Purworejo from the
cultural, semantic, lexical, phonological, and grammatical interference point
of view. It is based on Ardiana (1990:14) who divides the types of interference
into those five types.
1. The types of interference of Bahasa Indonesia found in oral production of
the First Grade Student of SMA N 1 Purworejo
The researcher tries to find out the words and sentence in the
students’ oral production. The researcher analyses the words and sentences
which contain language interference then classify them into the five types
38 39
of language interference. Below are the interferences of Bahasa Indonesia found in the students’ conversation: a. Cultural Interference
Table 1
Cultural Interference in students’ oral production
No Cultural interference
1. (G1-8/CI) Desy, Putri why you look so abstract now?
2. (G1-17/CI) Yeah. It makes me can’t take a nap!
3. (G1-38/CI) See you, take care on the way!
4. (G2-5/CI) Go to the front now!
I want to know the reason why you come late.
5. (G3-27/CI) Because it is our heritage and we must conserve it. We
can like the other culture, but don’t forget own culture.
6. (G4-4/CI) Thank you mom for your time. Hello friends, my name
is Rara Kusuma Wijaya. But you can call me, Rara. I
come from SMA 3 Bandung. I think enough. Do you
have any question?
7. (G4-17/CI) Sure, the minimal passing score in this school is 80. It
is because to get the best quality.
8. (G4-21/CI) SMA 1 is the one school that has an environment
conception. The proof is SMA 1 got “Wawasan
Wiyata Mandala” award. 40
9. (G5-25/CI) Oh my God, the bell is ringing, let’s go to the seat!
10. (G7-19/CI) Wow… how much the price?
b. Semantic Interference
Table 2
Semantic Interference in students’ oral production
No Semantic interference
1. (G3-8/SI) Hey, do you know if Super Junior will come to
Jakarta?
2. (G6-29/ SI) Hey, Catur! Stop it! I will forgive you if you change
your attitude. Don’t repeat it again. OK?
3. (G7-7/SI) Hey guys, can I know what do you talking about? You
are so noisy.
c. Lexical Interference
Table 3
Lexical Interference in students’ oral production
No Lexical interference
1. (G2-18/LI) Apa?
2. (G3-11/LI) Iuuhh .. Kamseupay! Why do you like it?
41
d. Phonological interference
Table 4
Phonological Interference in students’ oral production
No. Word Students’ Pronunciation
1 About əˈbɒt 2 Abstract ˈʌbstrɑːkt 3 August ˈɔːɡʊst 4 Award əˈwɜːd 5 Baby ˈbebi 6 Back bek 7 Beautiful ˈbjuːtiful 8 Behavior bɪˈheviɔː 9 Bilingual bɪˈlɪŋɡwʌl 10 Chicken ˈtʃɪkən 11 Computer kɒmˈpjuːtə 12 Condition kɒnˈdɪʃən 13 Course kɔːʊrs 14 Culture ˈkəltʃə 15 Curious ˈkʊrɪʊs 16 Daily ˈdʌɪli 17 David Archuleta ˈdʌvɪd arkuːˈleta 18 Delicious deˈlɪʃɪʊs 19 Don’t dɒnt 20 English ˈeŋɡlɪʃ 21 Environment enˈvɪrɒnmənt 22 Exercise ˈeksəsɜːz 23 Expensive ekˈspensɪv 24 Extracurricular ˌekstrakʊˈrɪkjʊlə 25 Favourite ˈfʌvɒrɪt 26 Follow ˈfɒlɒʊ 42
27 Found fɒnd 28 Go ɡɒ 29 Hero ˈherɒ 30 Homework ˈhɒmwɜːk 31 Junior ˈdʒuːnɪɒ 32 Know nɒ 33 Korean kɒˈrean 34 Later ˈletə 35 Lie le 36 Logo ˈlɒɡɒ 37 Loud lɒd 38 Love lɒv 39 May maɪ 40 Method ˈmeθɒd 41 Music ˈmuːzɪk 42 Name ˈnem 43 No nɒ 44 Now nɒ 45 Over ˈɒvə 46 Power ˈpɒwə 47 Produce prɒˈdjuːs 48 Projector prɒˈjektɒ 49 Quality ˈkwalɪti 50 Really ˈrɪli 51 Religion reˈlɪdʒən 52 Rupiah ruːˈpiːa 53 Satan ˈsʌtʌn 54 Satanic sʌˈtʌnɪk 55 Saturday ˈsatəde 56 Serious ˈserɪʊs 57 Should ʃɒd 58 So sɒ 59 Sound sɒnd 60 Take tek 43
61 Thousand ˈθɒzənd 62 Ticket ˈtɪket 63 Title ˈtɪtəl 64 Turn tuːn 65 Useful ˈjuːsfʊl 66 Various ˈvarɪʊs 67 Zero ˈzerɒ
e. Grammatical Interference
Table 5
Grammatical Interference in students’ oral production
No Grammatical interference
1. (G1-14/GI) Why you and Putri have different opinion?
2. (G1-19/GI) If I can choose, I want move to your school Putri.
3. (G1-22/GI) By the way, what extracurricular that you follow?
4. (G1-23/GI) I followed Paskibra. You must see me on 17th August
later.
5. (G1-26/GI) I didn’t follow extracurricular. I have a course, and
you?
6. (G1-27/GI) I followed Gamma! This extracurricular produce a
magazine 3 times a year.
7. (G1-30/GI) Wow, you like a hero!
8. (G1-33/GI) Oh yeah, next week my school will be hold a “Pensi”.
9. (G2-21/GI) Yeah, this book is about adventures of Mayor Marwoto. 44
10. (G3-17/GI) Hey, you are so noisily.
11. (G4-4/GI) Ok, thank you Yulintin for your question. The first and
the important reason is my father has job in here. So, my
family must to follow him. And then, I choose this
school because I hear this school is the best school in
this regency and I think this school is better than my last
school.
12. (G4-12/GI) Of course. Like as your words SMA 1 is the best school
in Purworejo. Because SMA 1 is the first school that
become piloting international standardized school.
13. (G4-13/GI) Is it means that all of lessons in here use English
language?
14. (G4-15/GI) Therefore, in each class there are computer and LCD
projector to help the learning and teaching process
activity.
15. (G4-23/GI) SMA 1 very care with environment condition. One of
methods is in rubbish fickle.
16. (G4-24/GI) It is the reason of our school brave to take
benchmarking with theme zero waste.
17. (G4-26/GI) Because that reason, our school makes rubbish becomes
something that can useful in our daily life. We benefit it.
And use reuse, reduce, recycle, and repair principle.
18. (G5-5/GI) I am so relieved. Come on go to class! 45
19. (G5-11/GI) I have not watched it but I have read that “Jolenan” in
Central Java means “ojo lalen”.
20. (G5-13/GI) Are you kidding me? You are from Purworejo right? So,
why you don’t know about it?
21. (G5-17/GI) It’s very great! It’s like carnival and it’s very crowded
like this class.
22. (G5-24/GI) I proud the Indonesia culture. Indonesia has various
cultures.
23. (G6-1/GI) Lita, have you did your homework? I think it’s so
difficult.
24. (G6-10/GI) Now, let’s start our lesson. Have you do your
homework?
25. (G6-14/GI) Hey, Catur, what did you do there?
26. (G6-27/GI) He is lie, Sir!
27. (G7-3/GI) I know you must thinking about your girlfriend.. haha
28. (G7-5/GI) Then, what do you thinking about?
29. (G7-8/GI) I am just asked to him, what the book that he has read,
he so serious read this book. That makes me to be
curious.
30. (G7-9/GI) I am just read Maryamah Karpov book, this is a good
book. I am very interested to read it.
31. (G7-10/GI) Wow, Maryamah Karpov ? I liked it, I have searched
this book for a long time, but I don’t have found it. 46
Where are you found it?
32. (G7-11/GI) I got this book from Chariri’s book store. That is a new
book store in my village, but it has completely book.
33. (G7-12/GI) Really? I also will go to that bookstore. Can we go
together?
34. (G8-2/GI) I am reading this unusual book. Do you want to look it?
35. (G8-5/GI) Let’s check it together. I have seen picture like this, but
I forget where is it.
36. (G8-8/GI) Do you know this picture?
37. (G8-11/GI) I think I ever look this picture. Ehm, oh yeah, I
remember, that picture is on 1 US Dollar.
38. (G8-26/GI) Where you know the satanic?
39. (G8-27/GI) It was learned by Alaister Crowley. He is minister
worlds satanic.
40. (G8-31/GI) Yes of course, now satanic can found everywhere in the
world.
41. (G8-33/GI) We can see in group band and singer like led zeppelin,
The Beatles Rihana, and in Indonesian like Dewa 19,
The Virgin, Ungu, and the singers like lady gaga.
In this research, the researcher categorized the words and sentences which are interfered by Bahasa Indonesia based on the type 47
of the interference. The following table was the result of the data classification of the Interference of Bahasa Indonesia:
No. The type of interference Total Number Percentage
1. Cultural Interference 10 8.13%
2. Semantic interference 3 2.44%
3. Lexical interference 2 1.63%
4. Phonological interference 67 54.47%
5. Grammatical interference 41 33.33%
Total 123 100%
From the table above, we can see that phonological interference is the most dominant interference in students’ oral production. It can be seen in the students’ conversation, there are 67 utterances for phonological interference or it was 54.47% from the total number of the interference. It shows that pronunciations still become the main difficulties in students’ oral production.
Grammatical interference is on the second rank with 33.33%.
It shows that in making utterances, students are still interfered by grammatical pattern of Bahasa Indonesia.
Cultural interference plays the role in making error in students’ utterances in the third place with 8.13%. Semantic interference is in 48
the fourth place with 2.44% and in the last place is lexical interference
with 1.63%.
3. First grade students of SMA N 1 Purworejo efforts to minimize the
interference of Bahasa Indonesia in oral production.
The researcher uses on open – questionnaire to add the information
from the students. Open – questionnaire gives a freedom for the students to
write their opinions in their own words
The questionnaire consists of four questions. They are as follows:
a. Are you aware that one of the causes of your difficulties in learning
English, especially verbal communication (oral production), caused by the
interference of Bahasa Indonesia? Give explanation.
b. What do you know about the interference of Bahasa Indonesia on the
process of learning English, especially in oral production?
c. What are your efforts that you are already do in order to learn English,
especially speaking and minimize the interference of Bahasa Indonesia in
oral production?
The explanation of the questionnaire’s results is listed below:
a. Question number 1 49
The question number 1 asks about the students’ awareness of the
interference of Bahasa Indonesia in learning English especially in oral
production.
100% of total students answer that they aware of the interference of
Bahasa Indonesia in learning English especially in oral production.
Further they give explanation about the interference of Bahasa Indonesia
in their oral production. They said that Bahasa Indonesia has been their
habit. They use it everyday in their daily conversation so that it’s difficult
to get rid of the interference of Bahasa Indonesia when they are learning
English especially in oral production. b. Question number 2
The question number 2 asks about the students’ understanding of
language interference (the interference of Bahasa Indonesia in their oral
production).
In general they fully understand that the interference of Bahasa
Indonesia happen in their English learning especially in their oral
production. 46.88 % of total students said that the dialect of Bahasa
Indonesia has been their habit, so they will apply it, somehow, in their
English. 18.75 % of total students said that when they are speaking
English, they cannot pronounce the word well because spelling in English
and Bahasa Indonesia are different. While 28.13 % said that they know
that there are people who merely translate Indonesian word, phrase or 50
sentence into English without considering the meaning so that meaning in
English and Bahasa Indonesia will be different.
c. Question number 3
The question number 3 is about the students’ efforts or strategies to
overcome the difficulties.
There are some efforts that the students did in order to minimize
the interference of Bahasa Indonesia in oral production. The researcher
classified the students’ effort into table bellow.
Table 6 Students’ Efforts
No Students’ efforts Number Percentage 1. Listening to English song, searching the lyric of 19 59.38% the song and singing that song. 2. Watching movies and imitating the speech of 17 53.13% the actor or actress. 3. Playing games using English. 8 25.00% 4. Reading English texts or articles. 8 25.00% 5. Chatting with native speaker through social 7 21.88% media such as Skype, mibbit, omegle, rizon, face book and twitter. 6. Learning English tenses. 1 3.13% 7. Doing extra lesson outside the school. 3 9.38% 8. Using electronic dictionary when studying 1 3.13% English 9. Practicing to use English in the daily 13 40.63% conversation with friend, family or other. 10. Recording the voice when pronouncing the 1 3.13% words in English. 11. Watching and listening the program such as 4 12.50% news, dialogue or other in television. 51
12. Increasing the vocabularies and practicing to 4 12.50% pronounce it correctly. 13. Setting social media using English. 3 9.38% 14. Setting electronic tools using English. 4 12.50% 16. Translating English subtitles to Bahasa 2 6.25% Indonesia 17. Looking for tourists to have conversation with 1 3.13% them.
B. Discussion
1. Cultural Interference
In cultural level, cases of interference may be found in the speech
of the bilingual; their causes may be found, not in his other language, but
in the culture that it reflects. The foreign element may be result of an effort
to express new phenomena or new experience in a language that does not
account for them.
a. (G1-8/CI) “Desi, Putri, why you look so abstract now?”
This sentence is directly translated from Indonesian sentence
“kenapa kamu kelihatan abstrak banget sekarang?” into english. The
sentence “kenapa kamu kelihatan abstrak banget sekarang?" usually
introduces by Indonesian speaker to express a joke to their close
friend. In western, people don’t use such kind of sentence to express a
joke to their friend.
b. (G1-17/CI) “Yeah. It makes me can’t take a nap!” 52
This sentence is grammatically correct, but the student translate
merely the sentence form of Bahasa Indonesia, “ini membuatku tidak
bisa tidur siang”, that make the style on her English sound so
Indonesian. It’s enough for the student to write “I can’t take a nap”. c. (G1-38/CI) “See you, take care on the way!”
This sentence is simply translated from Indonesian sentence
“hati-hati di jalan” into english. Indonesian speaker usually say “hati-
hati di jalan" when his/her friend are going to leave. Western people
usually use “be careful” or “take care”. d. (G2-5/CI) “Go to the front now!”
The sentence “go to the front now!” is grammatically correct,
but usually western uses “come forward, please!” to express “maju lah
kedepan”. e. (G3-27/CI) “We can like the other culture, but don’t forget own
culture.”
“We can like the other culture, but don’t forget own culture in
Bahasa” Indonesia means “kita bisa saja menyukai budaya lain, tapi
jangan lupa budaya kita sendiri”. The phrase we can like is interfered
by Bahasa Indonesia culture because the students translate merely the
sentence form of Bahasa Indonesia “kita bisa saja menyukai”. It’s
better to use expression such as “we can be more delighted to …” f. (G4-4/CI) “Thank you mom for your time.” 53
The student try to express her grateful to the teacher using the
expression “thank you mom for your time”. In Bahasa Indonesia, it
means “terima kasih banyak bu atas waktunya”.
We can use ‘thank you’ or ‘thank you very much’ to express
our grateful. ‘For the time’ is actually Bahasa Indonesia culture. g. (G4-17/CI) “It is because to get the best quality.”
This sentence is grammatically correct. If we translate it
into Bahasa Indonesia, it will become “ini karena untuk mendapatkan
kualitas terbaik”. But this sentence is interfered by the culture of
Bahasa Indonesia because it’s directly translated into English without
considering the meaning. h. (G4-21/CI) “SMA 1 is the one school that has an environment
conception”
The sentence is grammatically correct, but the aim of the
student to use “SMA 1 is the one school that has an environment
conception” is to say that “SMA 1 merupakan suatu sekolah yang
mempunyai konsep lingkungan” in Bahasa Indonesia. So, “the one
school” should be “a school”. i. (G5-25/CI) “Oh my God, the bell is ringing, let’s go to the seat!”
This sentence is grammatically correct. The aim of the student
uses “let’s go to the seat!” is to say “ayo kembali ke tempat duduk”.
But this sentence is purely translated into English. It would be better if
the student say “let’s go back to our seat” 54
j. (G7-19/CI) “Wow… how much the price?”
The student wants to ask about the price of the book using this
sentence. In English culture, it’s enough to ask about the price using
“how much is it?” we don’t need to include the word price in our
question.
2. Semantic Interference
In semantic level, interference occurs when a speaker introduces
new semantic structures. Even though the semantic units may be the same
in both languages, a foreign way of combining them may introduced as a
new semantic structure.
a. (G3-8/SI) “Hey, do you know if Super Junior will come to Jakarta?”
According to Cambridge advanced learner’s Dictionary, the
word if used to say that a particular thing can or will happen only after
something else happens or becomes true. For example: I'll pay you
double if you get the work finished by Friday.
The student uses the word if to express jika, but in this case the
word repeat isn’t appropriate to be used in the sentence “Hey, do you
know if Super Junior will come to Jakarta?” Because the sentence is
not about a condition, it’s better for the students to use the word that
“Hey, do you know that Super Junior will come to Jakarta?”So the
meaning can be more acceptable. 55
b. (G3-8/SI) “Hey, Catur! Stop it! I will forgive you if you change your
attitude. Don’t repeat it again. OK?”
According to Cambridge advanced learner’s Dictionary, the
word repeat means:
1) [ T ] to say or tell people something more than once
Ex: Would you mind repeating what you just said?
2) [ I or T ] to happen, or to do something, more than once
Ex: Johnny had to repeat a year/class at school.
The student uses the word repeat to express mengulangi, but in
this case the word repeat isn’t appropriate to be used in the sentence
“Don’t repeat it again. Ok?” It’s better for the students to use the word
do “Don’t do it again. Ok?”So the meaning can be more acceptable.
c. (G7-7/SI) “Hey guys, can I know what do you talking about? You are
so noisy.”
In English, we have some modal such as can, may, might, must
etc., which can be used to express ability, permission, request,
possibility or offer.
Both can and may, can be used to express the permission, but
the use of can rather than may to request or express permission is not
incorrect in Standard English, although some people object to it. May 56
is, generally speaking, a more polite way of asking for something,
however, and is the better choice in more formal context.
3. Lexical Interference
In lexical level, interference may involve the introduction of
morphemes, word, phrase or sentence of Bahasa Indonesia into English.
a. (G2-18/LI) “Apa”
Ridwan introduce the word apa rather than ‘what’ or ‘excuse
me’ to give response to Manggar when he tried to get Manggar
attention. The word apa usually use by Indonesian when they speak
Bahasa Indonesia. This is disturbing the conversation.
b. (G3-11/LI) “Iuuhh... Kamseupay!”
Rosa introduces the phrase Iuuhh... Kamseupay! to express her
dislike of Korean boy band. This phrase will disturb the conversation
when she is doing conversation with native speaker, because the word
kamseupay is the abbreviation from kampungan sekali uh payah which
is the jargon from Bahasa Indonesia.
4. Phonological interference
In phonological level, the problem of interference concerns the
manner in which a speaker perceives and reproduces the sounds of one
language in terms of another. This interference occurs as a result of the
fact that there are different elements in sound system between one
language and another, or between native and foreign language. 57
The table bellow shows the words that pronounced wrong by the student and the correct pronunciation they should pronounce.
Table 7
Correct Pronunciation
Student’s Correct No. Word pronunciation pronunciation 1 About əˈbɒt əˈbaʊt 2 Abstract ˈʌbstrɑːkt ˈæbstrækt 3 August ˈɔːɡʊst ˈɔːɡəst 4 Award əˈwɜːd əˈwɔːd 5 Baby ˈbebi ˈbeɪbi 6 Back Bek bæk 7 Beautiful ˈbjuːtiful ˈbjuːtəfəl 8 Behaviour bɪˈheviɔː bɪˈheɪvjə 9 Bilingual bɪˈlɪŋɡwʌl baɪˈlɪŋɡwəl 10 Chicken ˈtʃɪkən ˈtʃɪkɪn 11 Computer kɒmˈpjuːtə kəmˈpjuːtə 12 Condition kɒnˈdɪʃən kənˈdɪʃən 13 Course kɔːʊrs kɔːs 14 Culture ˈkəltʃə ˈkʌltʃə 15 Curious ˈkʊrɪʊs ˈkjʊərɪəs 16 Daily ˈdʌɪli ˈdeɪli 17 David Archuleta ˈdʌvɪd arkuːˈleta ˈdeɪvɪd arkuːˈletə 18 Delicious deˈlɪʃɪʊs dɪˈlɪʃəs 19 Don’t dɒnt dəʊnt 20 English ˈeŋɡlɪʃ ˈɪŋɡlɪʃ 21 Environment enˈvɪrɒnmənt ɪnˈvaɪərənmənt 22 Exercise ˈeksəsɜːz ˈeksəsaɪz 23 Expensive ekˈspensɪv ɪkˈspensɪv 24 Extracurricular ˌekstrakʊˈrɪkjʊlə ˌekstrəkəˈrɪkjʊlə 25 Favourite ˈfʌvɒrɪt ˈfeɪvərɪt 26 Follow ˈfɒlɒʊ ˈfɒləʊ 27 Found fɒnd faʊnd 28 Go ɡɒ ɡəʊ 58
29 Hero ˈherɒ ˈhɪərəʊ 30 Homework ˈhɒmwɜːk ˈhəʊmwɜːk 31 Junior ˈdʒuːnɪɒ ˈdʒuːnɪə 32 Know nɒ nəʊ 33 Korean kɒˈrean kəˈrɪən 34 Later ˈletə ˈleɪtə 35 Lie le laɪ 36 Logo ˈlɒɡɒ ˈləʊɡəʊ 37 Loud lɒd laʊd 38 Love lɒv lʌv 39 May maɪ meɪ 40 Method ˈmeθɒd ˈmeθəd 41 Music ˈmuːzɪk ˈmjuːzɪk 42 Name ˈnem ˈneɪm 43 No nɒ nəʊ 44 Now nɒ naʊ 45 Over ˈɒvə ˈəʊvə 46 Power ˈpɒwə ˈpaʊə 47 Produce prɒˈdjuːs prəˈdjuːs 48 Projector prɒˈjektɒ prəˈdʒektə 49 Quality ˈkwalɪti ˈkwɒlɪti 50 Really ˈrɪli ˈrɪəli 51 Religion reˈlɪdʒən rɪˈlɪdʒən 52 Rupiah ruːˈpiːa ruːˈpiːə 53 Satan ˈsʌtʌn ˈseɪtən 54 Satanic sʌˈtʌnɪk səˈtænɪk 55 Saturday ˈsatəde ˈsætədi 56 Serious ˈserɪʊs ˈsɪərɪəs 57 Should ʃɒd ʃʊd 58 So sɒ səʊ 59 Sound sɒnd saʊnd 60 Take tek teɪk 61 Thousand ˈθɒzənd ˈθaʊzənd 62 Ticket ˈtɪket ˈtɪkɪt 63 Title ˈtɪtəl ˈtaɪtəl 64 Turn tuːn tɜːn 59
65 Useful ˈjuːsfʊl ˈjuːsfəl 66 Various ˈvarɪʊs ˈveərɪəs 67 Zero ˈzerɒ ˈzɪərəʊ
5. Grammatical Interference
In grammatical level, interference may involve the use of
grammatical patterns of one language in another.
a. Tense marker
Indonesian does not have tense marker as English does.
English has both time adverb and tense. On the other hand, Indonesian
has only the time adverbs but not the tenses. Moreover, in Indonesian,
the form of the verb does not change although the time changes.
1) (G1-23/GI) I followed paskibra.
Correct form : I follow paskibra.
In Bahasa Indonesia : saya ikut paskibra.
2) (G1-26/GI) I didn’t follow extracurricular.
Correct form : I don’t follow extracurricular.
In Bahasa Indonesia : Saya tidak ikut extrakurikuler.
3) (G1-27/GI) I followed Gamma.
Correct form : I follow Gamma.
In Bahasa Indonesia : Saya ikut Gamma. 60
4) (G1-33/GI) … my school will be hold a “Pensi”
Correct form : … my school will hold a “Pensi”.
In Bahasa Indonesia : …sekolah saya akan mengadakan Pensi.
5) (G4-4/GI) I choose this school because I hear this school is the
best school in this regency...
Correct form : I chose this school because I heard that...
In Bahasa Indonesia : Saya memilih sekolah ini karena saya
dengar bahwa …
6) (G6-1/GI) Lita, have you did your homework?
Correct form : Lita, have you done your homework?
In Bahasa Indonesia : Lita, sudahkah kamu mengerjakan PR mu?
7) (G6-10/GI) Have you do your homework?
Correct form : Have you done your homework?
In Bahasa Indonesia : sudahkah kamu mengerjakan PR mu?
8) (G6-14/GI) Hey, Catur, what did you do there?
Correct form : Hey, Catur, what are you doing there?
In Bahasa Indonesia : Hey, Catur, apa yang sedang kamu lakukan
di sana?
9) (G6-27/GI) He is lie, Sir! 61
Correct form : He is lying, Sir!
In Bahasa Indonesia : Dia sedang berbohong, pak!
10) (G7-5/GI) Then, what do you thinking about?
Correct form : Then, what are you thinking about?
In Bahasa Indonesia : Lalu, apa yang sedang kamu pikirkan?
11) (G7-8/GI) I am just asked to him, what the book …
Correct form : I just ask him, what the book …
In Bahasa Indonesia : saya hanya bertanya padanya, buku apa…
12) (G7-9/GI) I am just read Maryamah Karpov book.
Correct form : I am just reading Maryamah Karpov book.
In Bahasa Indonesia : Saya hanya membaca buku Maryamah
Karpov.
13) (G7-10/GI) ...but I don’t have found it. Where are you found it?
Correct form : …but I can’t find it yet. Where do you find
it?
In Bahasa Indonesia : …tapi saya tidak bisa menemukannya.
Dimana kamu mendapatkannya?
14) (G8-11/GI) I think I ever look this picture. 62
Correct form : I think I have ever seen this picture before.
In Bahasa Indonesia : Saya rasa saya pernah melikat gambar ini
sebelumnya. b. Auxiliary
Grammatical interference in auxiliary is occur because in
Indonesia doesn’t have rule about auxiliary verb, there is only single
verb used without auxiliary.
1) (G1-8/CI) Why you and Putri have different opinion?
Correct form : Why do you and Putri have different
opinion?
In Bahasa Indonesia : Mengapa kamu dan Putri punya pendapat
yang berbeda?
2) (G1-22/GI) … what extracurricular that you follow?
Correct form : …what is the extracurricular activity that
you follow?
In Bahasa Indonesia : …ekstrakurikuler apa yang kamu ikuti?
3) (G1-30/GI) Wow, you like a hero!
Correct form : Wow, you are like a hero!
In Bahasa Indonesia : Wow, kamu seperti pahlawan!
4) (G4-13/GI) Is it means...? 63
Correct form : Does it mean that....?
In Bahasa Indonesia : Apakah itu berarti …?
5) (G4-23/GI) SMA 1 very care with environment condition.
Correct form : SMA 1 is very care with the environment
condition.
In Bahasa Indonesia : SMA 1 sangat peduli dengan kondisi
lingkungan.
6) (G4-24/GI) ... our school brave to take benchmarking with theme
zero waste.
Correct form : ...our school to be brave to take
benchmarking with theme zero waste.
In Bahasa Indonesia : … sekolah kita berani untuk mengambil
standar dengan tema nol sampah.
7) (G4-26/GI) ...something that can useful....
Correct form : ...something that can be useful...
In Bahasa Indonesia : …sesuatu yang bisa berguna…
8) (G5-11/GI) I have not watched it ….
Correct form : I have never watched it before …
In Bahasa Indonesia : saya belum pernah melihat ini sebelumnya
9) (G5-24/GI) I proud the Indonesia culture. 64
Correct form : I’m proud of Indonesian culture.
In Bahasa Indonesia : saya bangga pada kebudayaan Indonesia.
10) (G7-3/GI) I know you must thinking about …
Correct form : I know you must be thinking about …
In Bahasa Indonesia : saya tahu, kamu pasti sedang berpikir
mengenai…
11) (G7-8/GI) : He so serious read this book.
Correct form : He is so serious read this book.
In Bahasa Indonesia : dia sangat serius membaca buku ini.
12) (G8-26/GI) : Where you know the satanic?
Correct form : Where do you know about the Satanism?
In Bahasa Indonesia : dari mana kamu tahu mengenai satanisme?
13) (G8-31/GI) ... now satanic can found everywhere ...
Correct form : ... now satanism can be found everywhere...
In Bahasa Indonesia : … sekarang satanisme dapat ditemukan
dimanapun… c. Word order
The rule of placing the words such as noun, verb, adjective, and
adverb is different between Indonesia and English.
1) (G1-22/GI) : what extracurricular that you follow? 65
Correct form : what is the extracurricular activity that you
follow?
In Bahasa Indonesia : ekstrakurikuler apa yang kamu ikuti?
2) (G3-17/GI) : Hey, you are so noisily.
Correct form : Hey, you are so noisy.
In Bahasa Indonesia : Hey, kalian sangat berisik.
3) (G5-13/GI) : So, why you don’t know about it?
Correct form : So, why don’t you know about it?
In Bahasa Indonesia : Jadi, mengapa kamu tidak tahu mengenai
hal itu?
4) (G4-12/GI) SMA 1 is the first school that become piloting
international standardized school.
Correct form : SMA 1 is the first school that becomes the
pilot project international-standard school.
In Bahasa Indonesia : SMA 1 merupakan sekolah pertama yang
menjadi Rintisan Sekolah Bertaraf
Internasional.
5) (G7-11/GI) : …but it has completely book.
Correct form : …but it has complete book.
In Bahasa Indonesia : … tapi ini memiliki buku yang lengkap. 66
6) (G7-12/GI) I also will go to that bookstore.
Correct form : I will also go to that bookstore.
In Bahasa Indonesia : Saya juga akan pergi ke toko buku itu.
7) (G8-5/GI) ... but I forget where is it.
Correct form : … but I forget where it is.
In Bahasa Indonesia : … tapi saya lupa dimana itu.
8) (G8-26/GI) Where you know the satanic?
Correct form : Where do you know about the Satanism?
In Bahasa Indonesia : darimana kamu tahu mengenai satanisme?
9) (G8-27/GI) He is minister worlds satanic.
Correct form : He is the minister of satanic worlds.
In Bahasa Indonesia : dia adalah menteri dunia persetan. d. Preposition
The uses of English prepositions are different from Bahasa
Indonesia. Sometimes in Bahasa Indonesia, it doesn’t need to use
preposition to show the relation to another word or element but in
English it is important to use the preposition.
10) (G8-8/GI) Do you know this picture?
Correct form : Do you know about this picture?
In Bahasa Indonesia : apa kamu tahu mengenai gambar ini? 67
11) (G8-26/GI) Where you know the satanic?
Correct form : Where do you know about the Satanism?
In Bahasa Indonesia : darimana kamu tahu mengenai satanisme?
12) (G8-27/GI) He is minister worlds satanic.
Correct form : He is the minister of satanic worlds.
In Bahasa Indonesia : dia adalah menteri dunia persetan.
13) (G8-2/GI) Do you want to look it?
Correct form : Do you want to look at it?
In Bahasa Indonesia : apa kamu ingin melihatnya? e. Article
In Indonesian, the role of articles is not so important. However,
in English, an article is very important because it is grammatical
requirement.
There are no articles in Bahasa Indonesia (no a, an or the),
although the se- prefix can act in a similar manner such as in secarik =
a scrap or sebuah = a piece (of fruit) and the noun should be clear
whether it is singular or plural.
1) (G2-21/GI) : Yeah, this book is about adventures of
Mayor Marwoto.
Correct form : Yeah, this book is about the adventures of
Mayor Marwoto. 68
In Bahasa Indonesia : Yeah, buku ini mengenai petualangan
Mayor Marwoto.
2) (G4-4/GI) : ... my father has job in here.
Correct form : ... my father has a job in here.
In Bahasa Indonesia : … ayahku mempunyai pekerjaan disini.
3) (G4-23/GI) SMA 1 very care with environment condition.
Correct form : SMA 1 is very care with the environment
condition.
In Bahasa Indonesia : SMA 1 sangat peduli pada kondisi
lingkungan.
4) (G5-5/GI) Come on go to class!
Correct form : Come on go to the class!
In Bahasa Indonesia : Ayo ke kelas!
5) (G5-17/GI) It’s like carnival
Correct form : It’s like a carnival
In Bahasa Indonesia : ini seperti karnaval.
6) (G8-27/GI) He is minister worlds satanic.
Correct form : He is the minister of satanic worlds.
In Bahasa Indonesia : dia adalah menteri dunia persetanan. 69
7) (G8-33/GI) We can see in group band and singer...
Correct form : We can see in many/some group band and
singer...
In Bahasa Indonesia : kita dapat melihat di grup band dan
penyanyi
8) (G1-22/GI) what extracurricular that you follow?
Correct form : what is the extracurricular activity that you
follow?
In Bahasa Indonesia : ekstrakurikuler apa yang kamu ikuti?
f. Other grammatical interference
1) If there are two verbs (v1) the other verb should be in different
types, it can be ‘to infinitive’, ‘past participle’, or ‘present
participle’ form.
(G1-19/GI) If I can choose, I want move to your school Putri.
Correct form : I want to move to your school Putri.
In Bahasa Indonesia : Saya ingin pindah ke sekolah kamu
Putri.
2) After modal, must be followed by verb.
(G4-4/GI) So, my family must to follow him. 70
Correct form : So, my family must follow him.
In Bahasa Indonesia : Jadi, keluarga saya harus mengikutinya.
3) There are two words that have similar meaning.
(G4-12/GI) Like as your words SMA 1 is the best school in
Purworejo.
Correct form : As your words SMA 1 is the best school
in Purworejo.
In Bahasa Indonesia : Seperti katamu SMA 1 merupakan sekolah
terbaik di Purworejo.
4) There are two nouns that have similar meaning.
(G4-15/GI) : ... to help the learning and teaching
process activity.
Correct form : ... to help the learning and teaching
activity.
In Bahasa Indonesia : ... untuk membantu kegiatan belajar
mengajar.
5) There is missing verb after ‘we’, because ‘benefit’ is a noun.
(G4-26/GI) : We benefit it.
Correct form : We take benefit of it.
In Bahasa Indonesia : Kita memanfaatkannya. 71
In this chapter, the researcher serves the answers of the two questions which appear in Chapter I specifically in the part of Statements of the Problem. The answers are based on the research finding as presented in the preceding paragraphs and numbers.
The first question is about the types of interference of Bahasa
Indonesia found in oral production of the First Grade Student of SMA N 1
Purworejo. By analyzing the first grade students’ video recorder and transcript of their conversation, the researcher finds that all five types of language interference still can be found in their conversation.
The second question appears in the Statement of the Problem is
What are the first grade students of SMA N 1 Purworejo efforts to minimize the interference of Bahasa Indonesia in oral production.
To answer the question, the researcher gave questionnaire to the students. The results from the questionnaires revealed the students’ personal perception of the interference of Bahasa Indonesia and their views of this phenomenon. Generally speaking, it is obvious that students are fully aware of the fact that interference occurs in their oral production and, to a certain extent, they consider it a problem. Nevertheless, they are fairly tolerant towards interference and admit that, although it should not appear in good oral production. Students also did several efforts to improve their English in other hand also to minimize the interference of
Bahasa Indonesia, such as watching movies, listening English song, practice English in daily conversation etc,. They actually trying hard and 72
give their best in learning English, but the interference of Bahasa
Indonesia still can be avoided. 73
CHAPTER V
CONCLUSION AND SUGGESTION
The researcher discusses two main point in this chapter namely conclusion and suggestion.
A. Conclusion
In this section, the researcher comes to the conclusion of the research.
Based on the research finding and discussion, the researcher finds the main
idea in answering the problem of the research.
In brief, it can be drawn from the theory that Bahasa Indonesia still
interferes in the students of SMA N 1 Purworejo oral production. Bahasa
Indonesia which has some different aspects of rules and norms from English
has created interference the first grade students of SMA N 1 Purworejo. The
findings reveal that all five types of language interference still can be found or
exists in students’ oral production.
Those interferences are still causing errors in their conversation. It is
8.13% for Cultural interference, 2.44% for semantic interference, 1.63% for
lexical interference, 54.47% for phonological interference, and 33.33%
grammatical interference.
The first grade students of SMA N 1 Purworejo also have done some
effort to minimize the interference of Bahasa Indonesia in their oral
production, such as Listening to English song; Searching the lyric of the song
and singing that song; Watching movies and imitating the speech of the actor
or actress; Playing games using English; Reading English texts or articles;
73 74
Chatting with native speaker through social media such as Skype, mibbit,
omegle, rizon, face book and twitter; Learning English tenses; Doing extra
lesson outside the school; Using electronic dictionary when studying English;
Practicing to use English in the daily conversation with friend, family or other;
Recording the voice when pronouncing the words in English; Watching and
listening the program such as news, dialogue or other in television; Increasing
the vocabularies and practicing to pronounce it correctly; Setting social media
using English; Setting electronic tools using English; Translating English
subtitles to Bahasa Indonesia; Looking for tourists to have conversation with
them.
So, it can be concluded that even for the first grade students of SMA N
1 Purworejo still make an error because of the interference of Bahasa
Indonesia. It seems that although students are conscious of the interference of
Bahasa Indonesia in their oral production and they have done some effort to
minimize it, it is quite difficult for them to eliminate the interference of
Bahasa Indonesia.
B. Suggestion
Having known the result of the study, the researcher gives some
suggestions for teachers, students, and next researchers.
1. Teachers
Oral production is not merely concerned with pronunciation and
intonation. Students can only improve their oral English and reach the aim
of communication by means of enormous reading, mastering rich language 75
material and acquaintance of western culture. Therefore, in oral training,
teachers should lay stress on factuality of language and adopt some
material approaching to daily life, such as daily dialogues with tape,
magazines, newspapers and report etc., because the material is from real
life, and it helps students to be well acquainted with standard
pronunciation and intonation, to speak English appropriate to the occasion,
to understand western way of life and customs etc. Otherwise,
misunderstanding and displeasure are inevitably aroused.
Teachers should let learners not only pay attention to the
vocabulary, grammar, or pronunciation when speaking English, but also
try to understand and study the cultural differences between English and
Bahasa Indonesia to avoid misunderstanding in study and communication.
It is necessary for students to be taught directly and develop their
awareness of cultural background knowledge in order to overcome the
obstacles produced by cultural differences.
2. Students
Even the students are able to pronounce the word and sentence
appropriately, fluently, and grammatically correct, but without knowing
the culture, the students may use English inappropriately or within the
wrong cultural context, thus defeating the purpose of learning a language.
To improve their ability in oral production, the students need to be
aware of the culture of English. Because language is closely related
cultural so that one cannot understand one of them is separately. 76
3. Next researcher
By doing research in this topic, the researcher raises suggestions
for the next researchers. They should find more varied solution to
minimize the interference of Bahasa Indonesia in oral production for the
students, different from the effort of the student of SMA N 1 Purworejo in
minimizing the interference. BIBLIOGRAPHY
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Dialogue transcription of Group 1 Desi Ulfasari Dwi Ardhiani Ichsaning S. Octadianti Kusumaputri Riana Nuritasari
1. Putri : Riana, Long time no see. 2. Desy : You look more beautiful than 3 years ago. 3. Putri : Yeah, you are slim now! 4. Riana : Thank you my darling. Please go to the special chairs! 5. Desy : By the way, where is the bunga desa? 6. Putri : Haha, maybe she is on the way. 7. Riana : Hi Tya, we are here baby! 8. Tya : Desy, Putri why you look so abstract now? (CI) 9. Putri : Oh my God, you still remember it. 10. Desy : Right, by the way? Let’s eat our delicious chicken! 11. Tya : By the way how about you Putri? I heard, you got tired with your school? 12. Putri : Yeah, I can’t enjoy there. 13. Desy : Ha? Our school is so interesting, Putri! 14. Riana : Why you and Putri have different opinion? (GI) 15. Putri : Because Desy has a boyfriend there. 16. Tya : Haha... I agree with you. My school make me so tired. I must go home at about 4.00 p.m. 17. Riana : Yeah. It makes me can’t take a nap! (CI) 18. Putri : You have a holiday in Saturday? 19. Tya : If I can choose, I want move to your school Putri. (GI) 20. Putri : No, no, no, no, there you can’t enjoy your life! 21. Desy : But, for me study in school is enough. 22. Tya : By the way, what extracurricular that you follow? (GI)
23. Putri : I followed paskibra. You must see me on 17th August later. (GI)
24. Tya : Really? 25. Putrid : Yeah. 26. Desy : I didn’t follow extracurricular. I have a course. And you? (GI) 27. Riana : I followed Gamma! This extracurricular produce a magazine 3 times a year. (GI) 28. Putri : I must read your magazine. And you, Tya? 29. Tya : I follow PMR. I join it because I love it very much. 30. Desy : Wow, you like a hero! (GI) 31. Putri : Yeah, you can be Saras 008! 32. Tya : Oh my God, no. 33. Putri : Oh yeah, next week my school will be hold a “Pensi”. (GI) 34. Desy : If you want, I will buy 4 tickets for you, you, you. 35. Riana : You are so kind, Desy. Love you. 36. Tya : Thank you so much! I must pick my mother up. See you next week. Good bye 37. R & D : Good bye. 38. Putri : See you, take care on the way! (CI) 39. Riana : Now, let’s go to my house!
Dialogue transcription of Group 2 Fandi Abraham Manggar Gendro B.W Muhammad Ridwan Pandhe Agung D.H
1. Pande : Ridwan, can you stand up? 2. Ridwan : What’s wrong sir? 3. Pande : You don’t have to pretend. I know you come late. 4. Ridwan : Huuft…! 5. Pande : Go to the front now! I want to know the reason why you come late. (CI) 6. Ridwan : I’m sorry Sir. I come late because I must help my friend. 7. Pande : So that’s why you come late? But never doing this again. Understand? 8. Ridwan : I understand Sir. 9. Pande : After the lesson over, I want you to write down “I will not come late again” until 100 times on the white board. Now you can back to your seat. 10. Ridwan : Ok. Thanks Sir, its very easy for me, you can trust me. 11. Manggar : Fan, Fan, Fan, please turn on the fan. 12. Fandy : Fan? I must turn on myself? 13. Manggar : No! Fan, please turn on the fan, you know? 14. Fandy : Oh, ok. 15. Manggar : Ok thank you. 16. Fandy : You’re welcome. 17. Manggar : Hey! 18. Ridwan : Apa? (LI) 19. Manggar : You know about this book? 20. Fandy : What is the book? 21. Manggar : Yeah, this book is about adventures of Mayor Marwoto. (GI)
22. Ridwan : I know that book. I like this book. The story about mayor Marwoto 23. Pande : Ridwan, why are you so loud? 24. Ridwan : Oh, nothing sir, I just talk about history of Mayor Marwoto. 25. Pande : Ok, that’s fine then. 26. Manggar : Ckckckck, Ridwan. 27. Ridwan : Hehehehe it’s me. 28. Fandy : Ok we will talk about it later.
Dialogue transcription of Group 3 Andriana Yuli K. Erita Damayanti Hidayatul Lisnaini Rosalia Ikarani
1. Erita : Hey Rosa, I have a new music video. Do you want to watch it with me? 2. Rosa : It sounds good. Who is the singer? 3. Erita : The singer is David Archuleta. Do you know him? 4. Rosa : Of course. He is one of my favourite singers. What is the title? 5. Erita : The title is “A Little Too Not over you”. 6. Rosa : Okay, I want to watch it. 7. Erita : Ok come on. 8. Ulis : Hey, do you know if Super Junior will come to Jakarta? (SI) 9. R & E : Ha? Super Junior? 10. Ulis : Yes, of course! Super Junior is my favourite boy band. They are so cute, handsome and charming. Look at this! 11. Rosa : Iuuhh.. Kamseupay ! (LI) Why do you like it? 12. Ulis : Because I think Korean is perfect. 13. Erita : I disagree with your opinion. I think the Western is more perfect than Korean. 14. Rosa : Yes, you are right Erita. Look at this, they are beautiful boys. 15. Erita : And the quality of their voice is worse than the Western. 16. Ulis : No, no, no, no, I don’t think so. Whatever you say, I love them all. 17. Ana : Hey, you are so noisily! (GI) 18. Ulis : This is their problem. They prefer Western to Korean. 19. Ana : Ha? Western? Korean? What is that? 20. Ulis : Don’t you know it? 21. Ana : Hmmm.....
22. Rosa : Come here. Come here. Look at this! This is Western. 23. Ulis : This is better. 24. Erita : No, no, no, look at this music video. 25. Ana : Stop! Why you like the other countries culture? You should love your own culture. Like Gambyong dance, gamelan, etc. 26. Ulis : Why must we love them? 27. Ana : Because it is our heritage and we must conserve it. We can like the other culture, but don’t forget own culture. (CI)