ISCE Journal of Innovative Studies on Character and Education Volume 1 issue 1, Year 2017

A CONTRASTIVE STUDY ON USING SIMPLE PRESENT TENSE BETWEEN ENGLISH AND TETUM –PRASA

Natalino Pereira Parada1 and Evaliza Soares2 Institute Superior Cristal, – Leste, [email protected]

ABSTRACT This thesis is entitled “A Contrastive Study of Using Simple Present Tense between English and Tetum Praça. It is a contrastive study because it is aimed to identify the similarities and differences between English and Tetum Praça. In order to find out the similarities and differences, the writer used sentence patterns in English Simple Present Tense to compare with Tetum Praça in order to find out the difficulties that faced by both native speakers of English and Tetum Praça. Contrastive method approach is used to analyze the collected data. This is because contrastive approach comprises the description, selection, contrasting and predicting. Meaning, in the process of analyzing the data, it pays more focuses on explanations and interpretation. So, it is a qualitative descriptive research. The research shows that there are some similarities and differences between both languages (English and Tetum Praça) in forming affirmatives, negatives, and interrogatives in Simple Present Tense.

Keywords: contrastive study, simple present tense, English and Tetum phrase

INTRODUCTION Language is human speech, either spoken or written which is the most common system of communication to allow people talk and interact with their though, feelings and idea of their daily habits. Richards (2000:153) argued that language is the system of human communication by means of the structured arrangement of sound that can be used to communicate to each other. Language is a system of arbitrary vocal symbols. Bloch and Trigger (2000:5) and Hall (2000:158) says that language is institution whereby humans communicate and interact with each other. Language exists because of the existence of society. Therefore, people cannot do activities or interact with one other without language. The characteristics of a language are as follows. Firstly, language operates in a regular systematic fashion. Secondly, language is basically oral, and that oral symbols represent meaning as they are related to real life situation and expression. Thirdly, language has a social function and that without any society, it would probably not exist. (Nasar, 2000). Since language is a part of the culture and human behavior or attitude it must be different from any other parts of a culture or human behavior.

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English was transmitted to a number of countries and become the national language of many countries like USA, Canada, , New Zealand and etc. In other countries, English established as a . Recently English is most widely spoken the language of the word. It has become an international language which is spoken all over the word as a tool of communication. Moreover, English is a language which is used in commerce, science, politics, administration and many universities around the world use English in teaching and learning process. In Timor-Leste English is considered as a working language beside the official and national language of this nation. Before the people in the world speak English, every nation has its own language which learns to speak in the small area or society which is called local dialect. The local language has the functions related to the society and the place of the users (a) a symbol of local resilience, (b) a symbol of local identity, and (c) a mean of communication in a family and society (spoken et al, 2000). So, local languages must be protected and developed. This is because local language can show the local identity or tradition of people. Through local language can paint the story to the next generation. There are 16 dialects that exist in this island (Timor-Leste) which are belonging to Austronesia and non-Austronesia (Hull, 2004:1). While says that Tetum is the common language and was regarded as the of during the Portuguese times. (Moris, 2000: 6). Tetum is called lingua Franca because the majority people of Timor –Leste use or speak it. Based on the constitution of RDTL, 2002:64 articles 13 say that “Tetum is considered as a national language besides the Portuguese as an . While articles 159 say that English and are recognized as working or business languages. The majority of Timorese, especially, in the rural areas spoke their own dialect at home. Most, such as Mambae and Tokodede, are related to Tetum they are belonging to the Austronesia . Some, such as Bunak and Makassae are totally unrelated to Tetum. There are two types of Tetum which are spoken in Timor- Leste. One is Tetum-Terik an ethnic language that spoken along both sides of the border with , and also along parts of the south coast. Relatively few people spoke Tetum-Terik for those who domicile to that ethnic group. The other is Tetum-Terik.

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It has evolved from Tetum-Terik, but the changes have been so great that speakers of the two languages have difficulties in understanding each other. A great difference is that Tetum-Dili has been strongly influenced by Portuguese, whereas Tetum-Terik has not. In other respects, Tetum-Dili is significantly simpler than Tetum- Terik. The communities consider that dialect as a mother tongue up to the present time. Even they are using different dialects in terms of the communication process. But at least they make an effort to understand each other very well. English plays important role in the world because it is an international language that is used for international communication (Noss, 2000). In East Timor, English is considered as a foreign language and everyone learns show to speak it. Learning English as a foreign language has some usefulness. Atmodarsono in “variables Affecting Success in teaching and learning a foreign language” (P.7) say that a person embarks on the study of a foreign language for various reasons, for instance, to get information for personal improvement, to familiarize oneself with another culture, to enjoy the pleasure of reading in another language. A person may also learn a foreign language with a vision of identity him with a certain segment of society, to become the potential member of the community speaking the target language. The first thing that we should realize in teaching language as a foreign language which it is one of the compulsory subjects that should be taught in junior high school, senior high school up to university based on the curriculum of education in Timor- Leste. As it had been written on the constitution of RDTL, there are four main languages, are used in our nation such as Tetum, Portuguese, Indonesia, and English. Beside those others, dialects are also used in this nation. In the society apart from individual own dialect as a means of communication in his village, some people also use Portuguese and Indonesia in daily communication. We categorized them as multilingualism. Due multilingualism, the learners are faced some difficulties in acquiring English. The difficulties faced by the learners are mostly found in all language features. On one hand, if the language features are parallel to learner native speaker, it will be easy for them to acquire English. On the other hand, if they are unparalleled to the linguistic structure of the second language and differ from those of the first

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language, the learners have a tendency to carry over features of the first language into the second language (Bell, 2000: 177). While the national language of East Timor is Tetum, the official language is Portugues. The Government declared the official name of East Timor as Timor Leste (Portuguese). The Tetum words for East Timor are Timor Lorosa’e, which means Timor of the Rising Sun (East Timor) in contrast to Timor Loro Toba or Timor Loro Monu ( Timor of the Setting or Sleeping Sun), which means West Timor. Timor Lora Toba/Monu was Timor Hollandaise, ( Dutch Timor), until 1949, when it became a part of the Republic of Indonesia. People educated under the Portuguese in East Timor are usually fluent in Portuguese and if they have lived in Timor since 1975 they are often fluent in Indonesian also. However, the majority of the young people educated during the Indonesian occupation do not speak Portuguese. In additional to Tetum Dili as the national language, Indonesian, Portuguese and English, almost every Timorese speaks his/her own mother tongue, such as Tetum-Terik, Bunak, Dawan, Makasae, Mambae, Kemak, Fataluku, Makalero, Haka, Uai-ma’a, and others. The Timorese of Chinese origins speaks Haka as their mother tongue. So there are 40 different languages spoken in East Timor (Whose population as of 2008 is less than one million ), 36 native languages plus Portuguese, Haka, Indonesian and English. Many people see the use of Tetum as critical to maintaining their cultural identity. They are resisting the renewal of in the country. It is common to see graffiti to this effect. This is being counter-balanced by the use of Portuguese in schools and official documents. In Dili, the capital, a combination of Indonesian, Portuguese and Tetum plus English is the lingua franca. The confusion about spilling even extends to the name of the language; some argue for Tetum others for Tetum. Tetum is the real name of the language. Tetum is the Portuguese spelling of Tetum. The letter M at the end of the word in Portuguese is pronounced N. This language complexity makes it difficult even to get consistency in spillings. Rather than spend overdue amounts of time on this issue, we will use Tetum wherever possible as a tiny contribution to efforts in maintaining Timorese identity. English is becoming more common in East Timor and many Australians working there

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are learning Tetum. And this is a kind of a cultural dialogue that is culturally enriching for both sides. As mentioned that the language has its elements. To know the elements, the learners should study deeply in order to find out their difficulties and use in the area of the users. According to this statement, the main study of this research is to compare the use of the elements of language between English and Tetum. The elements of language which will be compared in this study are the Simple Present Tense in both languages.

THEORETICAL FRAMEWORK Grammar plays an important role in learning language because it contains the rules to be followed. When constructing the sentences, we have to apply the appropriate rules in order to guarantee the correctness. When we talk about the grammar, we should be sure with what we know about word means. Grammar is usually taken to mean “correctness in speaking and writing”. Grammar, on the other hand, refers to the structure of language. Now we turn to theoretical perspectives which seek to do that. Language development is described as the acquisition of a set of habits. It is assumed that a person learning a second foreign language starts with the habit associated with the first language. These habits language interfere with those needed for language speech, and new habits must be formed (Nightgown and Spada, 1993). The most influenced theory on language learning is the one proposed by Krashen (1982). He says that we acquire the rules of a language in predictable sequence-some rules are acquired rules while others are acquired late. We acquire language in only one way-by receiving comprehensible input, that is, by the understanding message. If the input contains forms and structures just beyond the learner’s current level of competence in the language, then both comprehension and acquisition will occur (Light brown and Spada, 1993). According Mc Lewd (1982) states that grammar is the abstract System of rules in term of which a person mastery of his native Language can be explained (1982:485). Victor From kin, David Blair, and Peter Collins in an introduction to Language (2000: 10) defines that the sound and sound patterns, the basic units of meaning, such as

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words and the rules to combine them to form a new sentence to make up a grammar and a language. Richard, Harvey, and Wiener in Mc Grew- Hill, college handbook state that to write well, one must know how to use the elements of English sentences. Elements traditionally called grammar, and it has two parts. First, it is a collection of forms that make sense in the sentence. Second, the language we use to talk about forms we use grammar all the time as a set of forms that make sense. In other words, grammar or structure is used to make people understand the language based on the rules. When we talk about the grammar of a language, we are not talking about preferred choices among words and phrases but about the system of a language, we combine the words to produce meaning. Grammar is known as a system of language which contains the abstract rules that regulate the language users. The language users should follow the rules as possible in other to guarantee the correctness. According to Random House Webster dictionary, grammar is the study of the way the sentences of a language are constructed especially the study of morphology and syntax. (1998: 311). When we discuss the grammar, we should be sure with what we know about words means. The words meaning help people to understand the content and the context of the topic. In general, not technical sense, grammar is usually taken to mean “correctness in speaking and writing.” Grammar, on the other hand, refers to the structure of language. When we talk about the grammar of a language, we are not talking about preferred choices among words and phrases but about the system of a language and the way we use to combine the words to form a sentence, (Shepherd and. Mac Donald, 1974: 9).

METHOD Research is a systematic study or investigation of something for the purpose of answering questions posed by the researcher (Cited by Sanchez, P.2). According to Collins research is the systematic investigation to establish facts or collect information on a subject. (1982:987) The methodology is a technique or ways which we use to find out the solution. Regarding the statement above the writer wants to state the research procedures of the data collection.

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This study is A Contrastive Study of Using Simple Present Tense between English and Tetum Praça. The result of a contrastive study of Simple present Tense was the description of similarities and differences. Finally, the difficulties faced by the native speaker of Tetum Praça dialect in learning English Simple Present Tense can be predicted. Based on the type of this study, the appropriate method for analyzing this writing is “qualitative descriptive method”. Before the field research was conducted, the library research was done first. In- library research, the writer collected several references or books based on the topic and then dealing with the sentence pattern of English in Simple Present Tense. The objective of this research is to set out data resources to support the idea of Simple Present Tense. Field research is the appropriate setting for research. In order to collect the accurate data required from the informants, the writer conducted field research. In this step, the writer consulted with several people to represent the native speaker of Tetum Praça dialect. A population is a group of people in a particular area that the researchers have determined their qualities and characteristics. According to Cold says that population is all the people of a particular who live in one area or place, (2003:962). According to Nazir, the population is referring to the date, not people or things (1988:3) The population used as the data resources was the people of Motael village, sub-district Vera - Cruz, Municipal Dili. In conducting the research, the writer used the stratified random sample. It means that from all number of the population the researcher only took 15 persons as the sample of research, the researcher took all the number and selected them randomly. The instrument was used to get the data needed. In order to compile the data, the writer provided some items of simple present tense to be translated by the informants. To get more accurate data of translation, the researcher used tape record to recorder the sound of translation from the informants. After got the translation sound from the informants, the writer replayed the sound and then analyzed them. In this study, the researchers used the technique of data collection to collect the accurate date. In order to obtain the data, the researchers conducted direct approach with

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each informant by using translation items in English simple present tense into Tetum Praça. During the process of getting the information from the informants, the researchers used translation items, camera digital, handphone, pen and notebook for the personal list. This writing is aimed to identify the similarities and differences between English and Tetum Praça dialect in Using Simple Present Tense due comparison. The contrastive approach is used by the writer in analyzing data as introduced by Whitman 1970 (as quoted by Bogos 1990: 36). This procedure is comprised of the description, selection, contrasting and predicting. a. The writer described the sentences of and Tetum Praça dialect by putting them in Comparison b. The writer selected certain items of English in simple present tense and compared to Tetum Praça dialect. c. After putting them in comparison the writer attempted to find out the Similarities and differences between English and Tetum Praça Dialect. d. When the similarities and differences are found, the writer tried to predict the difficulties that faced by the native speaker of Tetum Praça dialect.

FINDINGS AND DISCUSSIONS The field research was conducted in Motael village from 9th of July until 23 of July 2015. Data collection after the researcher getting the data, the researcher was achieved the data through using translation items and interviews. The totality of the informants that used as informants of research was 15 people. And then informants were divided into two groups; the ten people translated English language and Indonesia Language items into Tetum Praça dialect based on the simple present tense and the other five were interviewed. The items of translation were 15 numbers which are written in English language and Indonesia Language. The informants translated the items of translation into affirmative, negative and interrogative sentences. In relevant to the title which is a Contrastive study of using Simple Present Tense between English and Tetum Praça dialect, the writer would like to justify about the comparison of Simple Present Tense with the formulation of syntactical structure. In

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this chapter, the writer shows on finding from the research which is a comparison between Tetum Praça dialect and English Language. Firstly, the writer describes the data which had been collected then secondly, all the data are analyzed, finally describe-out the difficulties that encountered by a native speaker of Tetum Praça dialect in acquiring English. The writer presents the data by using the contrastive method. And the following presentations show the organization or of simple present tense in both languages. Which are: Tetum Praça Dialect and English Language in Affirmatives, Negatives and Interrogatives sentences patterns. The tables below are text representation in terms of sentences. The writer needs extend it for handling relations between the structured of sentences, internal relations of forms and meaning of the sentences. Table 1. Affirmative Sentences Tetum Praça Dialect with its pattern English Language with its pattern Ha’u ba igreja Domingu - Domingu I go to church every Sunday. S+ V+ Adv.of place + Adv. of time. S+ V + Prep + Adv. of place + Adv. of time Nia hemu susu- ben kopu ida dader – dader. She drinks a glass of milk every morning. S + V + O + Adv. of time. S+ V + O + Adv. of time Nia koalia Ingles lor – loron. He speaks English every day. S + V + O + Adv. of time. S+ V+ O + Adv. of time Ita aprende Ingles Sabadu – Sabadu. You learn English every Saturday. S + V + O + Adv. of time. S + V + O + Adv. of time Ami ha’an etu lor – loron. We eat rice every day. S + V + O + Adv. of time. S + V + O+ Adv. of time Sira halimar bola lokraik – lokraik. They play football every afternoon. S + V + O + Adv. of time. S + V + O + Adv. of time. Likrauk han hudi lor – loron. Monkey eats the banana every day. S + V + O + Adv. of time. S + V + O + Adv. of time. Taxi buka pasajeirus lor – loron. Taxi looks for passengers every day. S + V + O + Adv. of time. S + V + prep + O + Adv. of time. Nia Halimar bola basket lokraik – lokraik. He plays basketball every afternoon. S + V + O + Adv. of time. S + V + O + Adv. of time. Sira sosa paun iha loja kalan – kalan. They buy breads in the store every night. S + V + O + Prep. + Adv. of Place + Adv. of S + V + O + Prep. + Adv. of place + Adv. of time. time. Ha’u hare’e Telejornal TVTL kalan – kalan. I watch TVTL news every evening. S + V + O + Adv. of time. S + V + O + Adv. of time. Sira joga karta Sabadu – Sabadu. They play card every Saturday. S + V + O + Adv. of time. S + V + O+ Adv. Of time. Maria le’e Jornal Timor- Post dader – dader. Maria reads Timor – Post’s newspaper every day. S + V + O + Adv. of time. S + V + O + Adv. of time. Joana tein etu lor – loron. Joana cooks rice every day. S + V + O + Adv. of time. S + V + O + Adv. of time. Timor Plaza loke lor - loron Timor Plaza opens every day. S+ V + Adv. of time. S + V + Adv. of time.

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Based on the sentences construction and the patterns of both languages on the table above, the writer described that; both languages have the similarities in terms of semantic or contextual meaning but in some parts they have differences. When constructing a sentence that uses the third-person singular in English Simple Present tense such as; Joana, he, she or it of affirmative sentences always add the letter “e” or “es “ at the end of the basic form of the verb. while in Tetum Praça dialect does not add letter “ s” or “es “ to the base form of the verb for third person singular but it has the same form of the verb for all subjects. On the other side, the Tetum language only has a preposition “ iha” but the others preposition like “to” in English, does not exist in Tetum Praça dialect. In terms of pronunciation, they have a huge difference because, in the English language, the writing and pronunciation are not the same. While in Tetum, there is no difference in pronunciation and writing.

Table 2. Negative Sentences

Tetum Praça dialect with its pattern English language with its pattern Ha’u la ba igreja Domingu – Domingu. I do not go to church every Sunday. S+ la + V+ Adv.of place + Adv. of time. S+ do + not + V + Prep + Adv. of place + Adv. of time. Nia la hemu susu- ben kopu ida dader – dader. She does not drink a glass of milk every morning. S + la + V + O + Adv. of time. S+ does + not + V + O + Adv. of time. Nia la koalia Ingles lor – loron. He does not speak English every day. S + la + V + O + Adv. of time. S+ does + not + V+ O + Adv. of time. Ita la aprende Ingles Sabadu – Sabadu. You do not learn English every Saturday. S +la + V + O + Adv. of time. S +do + not + V + O + Adv. of time Ami la ha’an etu lor – loron. We do not eat rice every day. S +la + V + O + Adv. of time. S + do + not + V + O+ Adv. of time Sira la halimar bola lokraik – lokraik. They do not play football every afternoon. S + la + V + O + Adv. of time. S + do + not + V + O + Adv. of time. Likrauk la han hudi lor – loron. Monkey does not eat banana every day. S + la + V + O + Adv. of time. S + does + not + V + O + Adv. of time. Taxi la buka pasajeirus lor – loron. Taxi does not look for passengers every day. S + la + V + O + Adv. of time. S + does + not + V + prep + O + Adv. of time. Nia la Halimar bola basket lokraik – lokraik. He does not play basketball every afternoon. S + la + V + O + Adv. of time. S + does + not + V + O + Adv. of time. Sira la sosa paun iha loja kalan – kalan. They do not buy breads in the store every night. S + la + V + O + Prep. + Adv. of Place + Adv. of S + do + not + V + O + Prep. + Adv. of place + time. Adv. of time. Ha’u la hare’e Telejornal TVTL kalan – kalan. I do not watch TVTL news every evening. S + la + V + O + Adv. of time. S + do + not + V + O + Adv. of time. Sira la joga karta Sabadu – Sabadu. They do not play card every Saturday.

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S + V + O + Adv. of time. S + do + not + V + O+ Adv. Of time. Maria la le’e Jornal Timor- Post dader – dader. Maria does not read Timor – Post’s newspaper S + la + V + O + Adv. of time. every day. S + does + not + V + O + Adv. of time. Joana la tein etu lor – loron. Joana does not cook rice every day. S + la + V + O + Adv. of time. S + does + not + V + O + Adv. of time. Timor Plaza la loke lor - loron Timor Plaza does not open every day. S + la + V + Adv. of time. S + does + not + V + Adv. of time.

In forming negative sentences between English and Tetum Praça Dialect, obviously showed above the differences of both: In English, when construct the negative sentence uses auxiliary verb “Do “or “Does” and word “not” after the subject. And the other side, when construct the negative sentences in English by using the third person singular, the verbs return to their base form or take out the letter “s or es” because of auxiliary verb “ does”. While in Tetum Praça, when constructing the negative sentences, it does not add auxiliary verb “do” or does, because they do not exist in Tetum. It only adds the word “la” (the same meaning with not in English) for negative sentences. The word “la” adds before the verb or after the subject (see the example above).

Table 3. Interrogative Sentences Tetum Praça dialect with its pattern English with its pattern Ha’u ba igreja Domingu – Domingu? Do I go to church every Sunday? S+ V+ Adv.of place + Adv. of time. Do + S + V + Prep. + Adv. of place + Adv. of time Nia hemu susu- ben kopu ida dader – dader? Does she drink a glass of milk every morning? S + V + O + Adv. of time. Does +S + V + O + Adv. of time Nia koalia Ingles lor – loron? Does he speak English every day? S + V + O + Adv. of time. Does + S + V+ O + Adv. of time Ita aprende Ingles Sabadu – Sabadu? Do you learn English every Saturday? S + V + O + Adv. of time. Do + S + V + O + Adv. of time Ami ha’an etu lor – loron? Do + we eat rice every day? S + V + O + Adv. of time. Do + S + V + O+ Adv. of time Sira halimar bola lokraik – lokraik? Do they play football every afternoon? S + V + O + Adv. of time. Do + S + V + O + Adv. of time. Likrauk han hudi lor – loron? Does monkey eat banana every day? S + V + O + Adv. of time. Does + S + V + O + Adv. of time. Taxi buka pasajeirus lor – loron? Does Taxi look for passengers every day? S + V + O + Adv. of time. Does + S + V + prep + O + Adv. of time. Nia Halimar bola basket lokraik – lokraik? Does he play basketball every afternoon? S + V + O + Adv. of time. Does + S + V + O + Adv. of time. Sira sosa paun iha loja kalan – kalan? Do they buy breads in the store every night? S + V + O + Prep. + Adv. of Place + Adv. Do + S + V + O + Prep. + Adv. of place + Adv. of of time. time. Ha’u hare’e Telejornal TVTL kalan – kalan? Do I watch TVTL news every evening?

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S + V + O + Adv. of time. Do + S + V + O + Adv. of time. Sira joga karta Sabadu – Sabadu? Do they play card every Saturday? S + V + O + Adv. of time. Do + S + V + O+ Adv. Of time. Maria le’e Jornal Timor- Post dader – dader? Does Maria read Timor – Post’s newspaper every day? S + V + O + Adv. of time. Does + S + V + O + Adv. of time. Joana tein etu lor – loron? Does Joana cook rice every day? S + V + O + Adv. of time. Does + S + V + O + Adv. of time. Timor Plaza loke lor – loron? Does Timor Plaza open every day? S+ V + Adv. of time. Does + S + V + Adv. of time.

In constructing Interrogative sentences in the English language the auxiliary verb of “Do” or “Does” are used at the beginning of a sentence. While in Tetum Praça dialect does not have both auxiliary verbs. It has the same form as affirmative sentences and only distinguishes by a question mark. In the other part, once constructing the interrogative sentences in English, have to avoid the letter “s” or “es” of the verb because of auxiliary verb “Does”. But in Tetum Praça, it does not exist. Overall, both languages have the differences in terms of grammatical matters (forms and the words modification) but semantically they are the same (contextual meaning). In order to show the similarities between English Language and Tetum Praça Dialect according to the structure by using the rules. In this section, the writer would like to describe several items of the Simple present tense of both languages with correspondence and noncorrespondence.

Similarities 1. The first person in singular form Ha’u ha’an etu lor – loron. S + V + O + Adv. of time. I eat rice every day. S + V + O + Adv. of time. 2. The second person in singular form Ita hare’e telivisaun kalan - kalan. S + V + O + Adv. of time. You watch television every night. S + V + O + Adv. of time. 3. The third person in singular form

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Francisco halimar bola lokraik – lokraik. S + V + O + Adv. of time. Francisco plays football every afternoon. S + V + O + Adv. of time. 4. The third person in plural form Sira attende kursu Ingles sexta – sexta. S + V + O + Adv. of time. They attend English course every Friday. S + V + O + Adv. of time. 5. The first person in plural form Ami le’e jornal STL dader – dader. S + V + O + Adv. of time. We read STL’s newspaper every morning. S + V + O + Adv. of time. In order to find out the similarities between Tetum Praça dialect and English Language the writer set-out the examples of both languages especially in sentences pattern. Based on the sentences above showed that English and Tetum Praça dialect have similarities in terms of sentence patterns and contextual meaning.

Differences 1. The first person in plural form. Ami ba’a igreja Domingu – Domingu? S + V + Adv. of place + Adv. of Time. Do we go to church every week? AV + S + V + Prep. + Adv. of place + Adv. of time. 2. The third person in singular form Nia ba’a eskola lor - loron? S + V + Adv. of place + Adv. of time. Does she go to school every day? AV + S + V + Prep + Adv. of place + Adv. of time. 3. Sira halimar bola lokraik - lokraik?

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ISCE Journal of Innovative Studies on Character and Education Volume 1 issue 1, Year 2017

S + V + O + Adv. of time. Do they play foot ball every afternoon? AV + S + V + O + Adv. Of time 4. The first person in singular form Ha’u le’e livru loron - loron? S + V + O + Adv. of time. Do I read book every day? AV + S + V + O + Adv. of time. 5. The third person in singular form Nia ba’a eskola dader – dader. S + V + Adv. of place + Adv. of time. He goes to School every morning. S + V + Prep. + O + Adv. of time. 6. The second person in singular form Ita attende kursu Ingles Sexta – Sexta? S + V + O + Adv. of time. Do you attend English course every Friday? AV + S + V + O + Adv. of time.

The differences between both languages appeared in affirmative, negative and interrogative sentences. When forming an affirmative sentence in the English language particularly for third person singular need to add “s or es”. While in Tetum Praça dialect does not add letter “s or es” for third person singular. When constructing negative sentences in English language, it has to use Auxiliary verb “do or does” before the verb or after the subject. But in Tetum Praça dialect does not have an Auxiliary verb. It only uses a word “la” to form the negative sentence. When arrange an interrogative sentence in the English Language should put an Auxiliary verb at the beginning of a sentence, while in Tetum Praça dialect the interrogative and affirmative sentences have the same form and only question mark can distinguish them. When the writer organize the syntactical structure of both languages, the writer recognizes that the difficulties which are being encountered by the native speaker of

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ISCE Journal of Innovative Studies on Character and Education Volume 1 issue 1, Year 2017

Tetum Praça dialect in learning occurred while constructing a sentence of using third person singular because it needs to add s or es to the verb while in Tetum Praça dialect does not possess them. The other differences between both languages also appear once constructing the negative sentences. In the English language, when construct negative sentences have to use auxiliary verbs “do or does” then add “not” before the verbs. While in Tetum Praça dialect does not have both auxiliary verbs. In another side, the differences of both languages also occurred when constructing the interrogative sentences. It happens because once forming the interrogative sentences in the English language has to use the auxiliary verbs “do or does” at the beginning of the sentence. However, in Tetum dialect, the interrogative sentences have the same form with affirmative sentences. In order to know that the sentence belongs to interrogative, its only determine a question mark.

CONCLUSION The similarities between English and Tetum Praça dialect mostly appeared when we constructing a positive sentence. It happens because English languages and Tetum Praça dialect have the same formula in constructing the sentences in Simple present Tense, and the other on because Tetum Praça belongs to Austronesia language. The differences of English language and Tetum praça dialect occurred in affirmative, negative and interrogative sentences. When we construct an affirmative sentence of third-person singular in English, need to add s or es but in Tetum Praça dialect it doesn’t exist. In forming negative and interrogative sentences in English have to utilize auxiliary verbs do or does but in Tetum Praça dialect does not possess them. The problem that are being encountered by the native speaker of Tetum Praça dialect in learning English, especially simple present tense namely; on how to construct a sentence of using the third person singular, how to collocate auxiliary verbs do or does when constructing negative and interrogative sentences. All the languages that exist in every country are very important because it’s part of culture and identity, therefore to English teacher who is interesting in teaching English to the native speakers of Tetum Praça dialect have to know the similarities and differences of both languages.

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ISCE Journal of Innovative Studies on Character and Education Volume 1 issue 1, Year 2017

The similarities of both languages can help the native speaker of Tetum Praça dialect to learn and understand English well. While the differences between English and Tetum praça dialect will become a reference for the native speaker of both languages in order to find out the ways to deal the encounter problems. In order to speak and write English well, the native speakers of Tetum Praça dialect have to mastery the English grammar, pronunciation, and practice a lot. Due these ways they can improve their English.

REFERENCES Allen W. (2000) “Living English Structure".Revised. Atmodarsono, Soewondo. (1984) "Variables Success in Teaching and Learning a Foreign Language." The University of Texas, Austin. 1984. Bell, Roger, T."An Introduction to Applied Linguistics Approach and Method in Language Teaching." Bats Ford Academic and Educational London, 1981. Bloch and Trager, "Language is a system of arbitrary vocal symbol." 1942: 5 Constitution of RDTL Murphy, Raymond. (2000). “Essential Grammar in use".Cambridge University Press. Forming, Victor; Blair, David; and Collins, Petter. "An Introduction to Language" “Hakerek Tetum tuir Banati. " Instituto Nacional De Lingustíka" Universidade Nacional Timor-Lorosa’e. Huddleston, Rodney. (1976). “An Introduction to English Transformational Syntax". Hull, Geoffrey. (2000). "The Language of East Timor ". University of Western Sydney. Lado, . (1974) "Language Teaching a Scientific Approach".Revised. Lyons, John. (1968). "Introduction to Theoretical Linguistics". Cambridge University Press. Leech, Geoffrey. (2002) "An English Grammar of Using". Revised. Macquarie Library: "Macquarie Learners Dictionary". McLeod, William T. (2000) "International Dictionary of English". Revised. Manuál Kursu Básiku Ortoģrafia no Gramátika Tetun.Timor AID ho Instituto Nacional De Linguístika.

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ISCE Journal of Innovative Studies on Character and Education Volume 1 issue 1, Year 2017

Mário Adriano Soares, L. Ed. (2001) "Manual Hanorin Ortografia Tetun nian" Instituto Nacional De Linguístika. Universidade Nacional Timor-Lorosa’e Morris, Cliff. (1992). “A Traveller’s Dictionary in Tetun – English and English – Tetun" Quirk, Randolph. (1973) “English Grammar “.Revised. Shephard, Ronald T. Donald. (1974) “Grammar for University Students”. The University of Toronto.

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