ISSN 2460-0598 The 3rd International Multidisciplinary Conference on Social Sciences (IMCoSS 2015) Bandar Lampung University (UBL) THE INFLUENCE OF LAMPUNGNESE ETHNICITY ACCENT ON DIALECT A TO LAMPUNGNESE STUDENTS’ PRONUNCIATION ABILITY AT ENGLISH EDUCATION STUDY PROGRAM Anggi Okta Dinata English Language Education Study Program, Faculty of Teacher Training and Education, Bandar Lampung University *Corresponding author e-mail: [email protected] ABSTRACT - This research was a qualitative research. Multiple methods were used in this research. They were observation, interview, transcription, and documentary.After getting the data, there were some influences in segmental and suprasemental features. At the segmental features, it influenced some consonant and vowel sounds. Those consonant sounds were [v] and [f] sound became [p] sound,[th] sound became [t] sound,[z] sound became [s] sound,[ch] sound became [c] sound, and [ǰ] became [ng]. Meanwhile, at the vowel sounds influenced monophtongs and diphtongs. At monophtongs, they were[é] sound became [ə] sound, [ə] sound became [é] sound, and [ɪ] sound became [e] sound. Meanwhile at the diphtongs, it was [ei] sound became [e] sound. At the suprasegmental features, there were some influences on the words’ stress and intonation. Some words and sentences were given inappropriate stress and intonation. Those things happened for some reasons. They were the intensity time in using English, the difference in phonological system between English and Lampungnese language, the sociolinguistic factor, the learner’s age, and the learner’s attitude and personality. Keywords: Ethnicity accent; influences; Pronunciation features; Factors. 1. INTRODUCTION used in gaining the data namely, observation, Studying English in senior and junior high school is interview, documentary, and transcript. Firstly, there different with studying English in university. In the were some observations to see how often they spoke university, students are expected to realize that English incorrectly and how often they practiced English is not their foreign language anymore. They English.It could be in the class and outside of the should master all four basic skills of English class. Next it was the interview section to the especially speaking. However in fact, many university participants. They were interviewed some topics such students especially in English education study as family, hobby, and dream. While doing the program at Bandar Lampunguniversity, some of interview, there was also documentary, the kind of Lampungnese students still speak with their heavy documents that were used namely audio(voice accent. It can arise some misunderstandings. To avoid recordings) and audio visual (video). Those misunderstanding usually listeners need to make sure documentaries were as the data sources and the basic whatspeakerstalk about since they speak with heavy fundamental to have some analysis. accent. Accent is not the only important part when you In collecting the data, the participants were observed speak your ethnicity language. It is really needed to and interviewed. Both observation and interview make yourselflookbetter than others. It can be as our section were recorded especially for interviews identity. Meanwhile ethnicity is section. The participants had been observed for about However, in this case only someuniversity students in three times in their classes. The first observation was Bandar Lampung who can understand and realize it in the first week ofDecember, the second was in the well. They do not need to avoid their accent but they second week of December and the last was in the third have to develop their accent which is close to the week of December. standard variety. However, in fact they do not speak After having some observations, they were ordinarily. They can decrease the sense of English interviewed about some topics such as family, hobby, itself and make other people feel confused and think and dream. Every interview consisted of ten questions. hardly to understand what they say. To avoid those Every interview was about five to fifteen minutes. misunderstandings, students are expected to be able to Each Interview was recorded. Because the participants use English maximumly and be professional in the were two university students, the writer had to make target language. the schedule which was suitable to them. The interview was held on December 2014 to February. 2. RESEARCH METHODOLOGY The first interview was in the Fourth week of In this research, it focused on influence of ethnicity December. It told about English, there was only accent to English pronunciation ability with two recording since the writer considered that was participants. This research explained the influence of warming-up interview. Then the second interview was Lampungnese ethnicity accent to English in the second week of January 2015. It was about pronunciation ability. There were two individuals as family so the participants were needed to tell about the participant. Those participants were university their families. The third interview was in the third students in Bandar Lampung. After choosing the week of January 2015. It was about their hobby. The participants, there were multiple methods that were last interview was in the first week of February 2015. V-88 The 3rd International Multidisciplinary Conference on Social Sciences ISSN 2460-0598 (IMCoSS 2015) Bandar Lampung University (UBL) The topic was about dream. The interview topics were Those things above can happen because of some very common and easy, so it was expected that the factors. They are the intensity time in using English, participants did not need to think heavily. They were in phonological system between English and expected to speak naturaly and spontaneously. Lampungnese language, Learner’s attitude and After getting those recordings of all interviews, they personality sociolinguistic factor, the learner’s Age. were listened carefully by the writer. The writer had to transcribe the interview sections in some pieces of 4. CONCLUSION paper. Then the writer took some notes of the words By having the data analysis, it is clearly seen that and utterances that were spoken incorrectly and not there are some influences from Lampungnese standard. After that, it was needed to re-listen the ethnicity accent on dialect A to Lampungnese interview recordings to measure the result. After students’ English pronunciation ability at English doing those steps the writer tried to find out the causes education study program. Those influences are at why they did not speak English standardly. segmental and suprasegmental features. The data analysed were all the recordings from the interview section. In this step, the writer listened all REFERENCES the conversations that they had done and took some [1] Arikunto, S. (1990). Prosedur Penelitian Suatu notes for some words that were said incorrectly. After Pendekatan Praktik. Jakarta: PT. Rineka Cipta. taking notes, the writer checked all the pronunciation [2] Bell, R. T. (1976). Sociolinguistics: Goals, of those words by using Oxford learner’s pocket Approaches and Problems. London: Batsford. dictionary, Cambridge dictionary, and English [3] Cambridge Dictionary. (2011). Cambridge phonetic transcription online as the reference. Then University Press the writer shared the result with the person in [4] Carlson, H. K and McHenry, M.A. (2006). Effect triangulation. It was also needed to re-ask the of accent and dialect on employability. United participants about the words they said. Those activities States: American Counseling Association Journal above were needed to avoid incorrectness in taking the (43). data, to make sure all the data and to make sure [5] Ferguson, C. A. (1972). Language Structure and whether those words were continuously spoken Language Use. Stanford, CA: Stanford University incorrectly or only at the interview. Press. [6] Harmer, J. (1998). How to Teach English. United 3. RESULT AND DISCUSSION Kingdom: Pearson Education Ltd. After finishing the interview sections, there are some [7] Haugen, E. (1966). Dialect, Language, Nation. research findings from the first and second participant. American Anthropologist, 68: 922–35. In Pride Those findings influence the segmental and and Holmes (1972). suprasegmental features. At the segmental features, it [8] Hewings, Martin. (2004). Pronunciation practice influences some sounds. The first sound is consonant activites: A resource book for teaching English sounds namely, . At the consonant sounds, [v] and [f] pronunciation. Cambridge: Cambridge University sounds become [p] soundas in have, family, feel, live, Press. feel, five, motivate, successful, improve, believe,funny, [9] Hudson, R. A. (1996). Sociolinguistics: 2nd edn. and familiar. At the consonant [th], it becomes [t] Cambridge: Cambridge University Press. sound as in fourth, with, and both. Then [z] [10] Indriani, M.I. (2005). English Pronunciation: The soundbecomes [s] sound as in result, present, and as, English Speech Sounds Theory and Practice. and [ch] sound becomes [c] sound as in change and Gramedia Pustaka Utama: Jakarta much. [11] Kayi, H. (2006). Teaching Speaking: Activities to Moreover at the vowel sounds, it is influenced some Promote Speaking in a SecondLanguage. vowel sounds. It influences monophtongs and The Internet TESL Journal, XII (11). (Online), diphtongs. At monophtongs, [é] sound becomes [ə] (http://iteslj.org/Techniques/Kayi- sound, [ə] sound becomes [é] sound, and [ɪ] sound TeachingSpeaking.html,