AN ANALYSIS OF GRAMMATICAL INTERFERENCE IN

INTERVIEW SESSION OF PUTERI INDONESIA 2009 ON

MISS UNIVERSE CONTEST 2010

By

DEWI PERMATA SARI 107026001180

ENGLISH LETTERS DEPARTMENT

LETTERS AND HUMANITIES FACULTY

STATE ISLAMIC UNIVERSITY “SYARIF HIDAYATULLAH”

JAKARTA

2011 AN ANALYSIS OF GRAMMATICAL INTERFERENCE IN INTERVIEW SESSION OF PUTERI INDONESIA 2009 ON MISS UNIVERSE CONTEST 2010

A Thesis Submitted to Letters and Humanities Faculty in Partial Fulfillment of the Requirements for the Degree of Strata One (S1)

By DEWI PERMATA SARI 107026001180

ENGLISH LETTERS DEPARTMENT

LETTERS AND HUMANITIES FACULTY

STATE ISLAMIC UNIVERSITY “SYARIF HIDAYATULLAH”

JAKARTA

2011 ABSTRACT

Dewi Permata Sari, An Analysis of Grammatical Interference in Interview Session of Puteri Indonesia 2009 on Miss Universe Contest 2010. Thesis: Letters and Humanities Faculty. UIN Syarif Hidayatullah Jakarta, 2011.

In this research, the writer discusses language interference from the grammatical aspect. It is one of bilingualism aspect that occur on the level of the structure and cultural sense whether oral or written, especially when somebody is learning his/her second language. In this case is Indonesian to English in interview session of Puteri Indonesia 2009 on Miss Universe contest 2010 as the unit of analysis of this research. It is chosen because the interviewee sometimes uses her Indonesian language that often contains error in her conversation. The purpose of the study is to find out the types of grammatical interference and the factors cause grammatical interference in the interview. The writer focuses the study on the interview of Puteri Indonesia 2009 on Miss Universe Contest 2010. In this research, the writer uses qualitative method of content analysis, explains some theories that related to grammatical interference, and then collects the data of the interview. Based on the theories, the writer selects some sentences included grammatical interference from the interview and analyzes them one by one. As a result of the research, the writer concludes that not all sentences spoken by the interviewee are fulfill the English Standard. It shows that there are many grammatical errors due to language interference that influence bilingual’s speech. In other words, her sentences are interfered by her mother tongue, namely Bahasa Indonesia and those caused by the interviewee did not master English grammar. Finally, the writer wants her study to be useful for all of the readers, especially the students of English Letters Department. The writer also expects to all the readers and students to enrich their knowledge about grammatical interference.

i APPROVEMENT

AN ANALYSIS OF GRAMMATICAL INTERFERENCE IN INTERVIEW SESSION OF PUTERI INDONESIA 2009 ON MISS UNIVERSE CONTEST 2010

A Thesis Submitted to Letters and Humanities Faculty in Partial Fulfillment of the Requirements for the Degree of Strata One (S1)

Dewi Permata Sari 107026001180

Approved by:

Dr. H. Muhammad Farkhan, M. Pd Advisor

ENGLISH LETTERS DEPARTMENT LETTERS AND HUMANITIES FACULTY STATE ISLAMIC UNIVERSITY “SYARIF HIDAYATULLAH” JAKARTA 2011

ii LEGALIZATION

Name : Dewi Permata Sari NIM : 107026001180 Title : An Analysis of Grammatical Interference in Interview Session of Puteri Indonesia 2009 on Miss Universe Contest 2010 The thesis entitled has been defended before the Letter and Humanities Faculty’s Examination Committee on May 25, 2011. It has already been accepted as a partial fulfillment of the requirements for the degree of Strata 1.

Jakarta, May 25, 2011

Examination Committee

Signature Date

1. Drs. Asep Saefuddin, M.Pd (Chair Person) ______19640710 199303 1 006

2. Elve Oktafiyani, M.Hum (Secretary) ______19781003 200112 2 002

3. Dr.H. Muhammad Farkhan, M.Pd (Advisor) ______19650919 200003 1 002

4. Drs. H. Abd. Hamid, M.Ed (Examiner I) ______150 181 922

5. Drs. Asep Saefuddin, M.Pd (Examiner II) ______19640710 199303 1 006

iii

DECLARATION

I hereby declare that this submission is my own work and that, to the best of my knowledge and belief, it contains no material previously published or written by another person nor material which to a substantial extent has been accepted for award of any other degree or diploma of the university or other institute of higher learning, except where due to acknowledgement has been made in the text.

Jakarta, May 18, 2011

Dewi Permata Sari

iv ACKNOWLEDGEMENT

In the name of Allah the Most Gracious, the Most Merciful

All praises to Allah SWT, Almighty and Merciful, The Great Creator and The Lord of Universe, for guiding the writer amazingly and mysteriously during the process of this research. Peace and salutation are upon the greatest prophet, Muhammad SAW, his family, and his companions.

The writer would like to give her sincerest gratitude to her beloved parents, her father, for giving advice, understanding, and financial encouragement during the process of her thesis, also her mother, for her everlasting love and her every-time-prayers. It makes the writer realize that she would have never finished her study without their support.

The writer also would like to express her deepest gratitude to the individuals for helping her finishing this thesis and for their contribution in the process of writing until it had become a complete work. They are as follows:

1. Dr. Abd. Wahid Hasyim, M.Ag, the Dean of Letters and Humaties

Faculty.

2. Dr. H. Muhammad Farkhan, M.Pd, the Vice Dean of Letters and

Humanities Faculty and also as the writer’s advisor of for guiding and

suggesting her in making a good thesis from the beginning until the end

of writing.

3. Drs. A. Saefuddin, M.Pd, the Head of English Letters Department and

Mrs. Elve Octaviany, M.Hum, the Secretary of English Letters.

v 4. All of the lecturers in English Letters Department for teaching her many

things during study.

5. All the staff of library and academic of Adab and Humanities Faculty

and State Islamic University.

6. The writer’s beloved brother Praka Nanang Nur Anhar along with his

wife, Rita Anita Sari, for becoming inspiration of her success and always

give her support; financially, morally and spiritually.

7. The writer’s friends: Yasir Mubarok, Ka’ Nopita and Ka’ Denny, for

help and support in making this thesis; Esa Yolanda, Nur Izma, Putri

Martanti, Nurul Laily, and Cici Puput for the wonderful friendship and

for the help in the process of writing; Sohibussirri, Sangkawentar,

Hendri Aditia, for laughs and every funniest things they brought.

8. All fellows at English Letter Department especially Linguistics class

who cannot be mentioned one by one.

May Allah SWT, The Almighty and The Merciful, bless them all. The writer realizes that this paper is not fully perfect. Therefore, the writer would like to accept any constructive suggestion to make this paper better.

Jakarta, April 15, 2011

The writer

vi TABLE OF CONTENTS

ABSTRACT ……………………………………………………………………... i

APPROVEMENT …………………………………………………………….... ii

LEGALIZATION ……………………………………………………………... iii

DECLARATION ………………………………………………………………. iv

ACKNOWLEDGEMENT .…….…………………………………………….… v

TABLE OF CONTENTS …………………………………………………….. vii

CHAPTER I. INTRODUCTION ………………………………………….... 1 A. Background of Study ……………………………………...1 B. Focus of the Study ……………………………………….. 5 C. Research Question …………………………………………5 D. Objective of the Research ……………………………….. 6 E. Significance of the Research ……………………………. 6 F. Research Methodology ……………………………………6 1. Method of the Research ……………………………… 6 2. Data Analysis …………………………………………. 7 3. Instrument of the Research ………………………….. 7 4. Unit of Analysis ……………………………………… 7 5. Time and Venue ……………………………………… 8

CHAPTER II. THEORETICAL FRAMEWORK ……...………………...... 9 A. Grammar ………………………………………………..... 9 1. The Definition of Grammar …………………………. 9 2. Types of Grammar ………………………………...... 12 B. Grammatical Interference ……………………………… 13 1. The Definition of Grammatical Interference ……… 13 2. Types of Grammatical Interference ……………….. 16 C. Causes of Grammatical Interference ………………….. 18

vii 1. Bilingualism and Multilingualism ………………..…18 2. Types of Bilingual Competence …………...……….. 19 3. Other Factors Related to Interference …………….. 20 D. Error Analysis ...... 22 1. Morphological Error ...... 22 2. Syntax Error ………………………………………... 23

CHAPTER III RESEARCH FINDINGS ……………………...……………. 24 A. Data Description ……………………………………….…24 B. Data Analysis ……………………………………………. 28

CHAPTER IV CONCLUSION AND SUGGESTION ...... 46 A. Conclusion ...... 46 B. Suggestion …………………………………………..…… 47

BIBLIOGRAPHY …………………………………………………………….. 49

APPENDICES …………………………………………………………..…..… 51

viii CHAPTER I

INTRODUCTION

A. Background of Study

Language is always changing, evolving, and adapting to the needs of its users. These happening exist because of social, economic, and cultural contact. As an integral part of culture, language cannot be separated from the problem mentioned above. People cannot avoid the language interplay, especially in an open speech community, which has a relationship with another one. The communities will have a contact language with all linguistic events as consequences.

If the same speaker uses two or more languages interchangeably, it means that the language is in a state of contact. The language contact between first language and second language will create interplay. As a result, many language problems arise in human life, either oral or written.

People speaking divergent languages populate many areas of the world.

This diversity often comes as a classic problem in human communication.

Therefore, a language may become a lingua franca to ease communication among people based on understanding among them.1 English has become “the lingua franca of the world” to substitute Latin in the previous time.2 As an international language, English is widely used in every corner of the world, either as a native

1Abdul Chaer dan Leonie Agustina, Sosiolinguistik: Suatu Pengantar (Jakarta: Rineka Cipta, 1995), p. 109. 2 Victoria Fromkin, An Introduction to Language: 7th edition (Boston: Heinle Thomson Co., 2003), p. 468.

1 2

language or a second language and almost information on any subject presented in

English, so that the rest of the world knows what is new. For this reason, scholars and educated people need to be able to use English.

In Indonesia, English is used mostly as the first foreign language.

Considering this status, English is acquired only through learning and teaching activity design and conducted as well as possible. Nowadays, many Indonesian people are able to speak English, but not all of them speak the language in the right way and base on Standard English. When they speak, their English are often interfered with Indonesian structure as their native language. It is occurred because they think that the main purpose of their communication is just understanding, then the communicators can catch what they say even its grammar is neglected. This phenomenon happens in bilingual or multilingual countries, either in the movie dialogues, interview, newspapers, books, and magazines, or even in the high-class contest, such as Miss Universe. If their sentences are analyzed one by one, there are some errors reflecting the structure of Indonesian language. Some sentences may not contain any grammatical errors, but it sometimes sounded uncommon and awkward in English.

Indonesian people sometimes transfer the structure of their first language into another one, in this case, Indonesian who knows English. If these two language structures were same, it would not be an important problem, because it is helpful based on alignment and similarity. It is mentioned as positive transfer.3

3 Henry Guntur Tarigan, Pengajaran Analisis Kesalahan Berbahasa (Bandung: Angkasa, 1988), p. 14.

3

However, the opposite case would happen if the two systems were different then the chaos begins. This transfer is known as negative transfer.

Negative transfer occurs when a speaker adopts the system of his/her native language on the target language that was not the same language, for example,

Indonesian language has defined-define (DM) pattern, but in contrast English has define–defined (MD) pattern. Therefore, when they translated a phrase new house into English, their translation would be house new that should be new house.

Aware or not, bilingual speakers often do this kind of transfer that more recognized as language interference4.

How far this language interference comes about, of course, depends on how far bilinguals master their target language. If they do not understand even master the target language, they will mostly transfer their source language structure into target language. The similar case happened to Qori Sandioriva, the winner of Puteri Indonesia 2009. She got a lot of criticism in public through her speech in interview session on Miss Universe 2010, which is „so indigenous”. She made lots of error when she answered several questions from interviewer, so her

English sounded awkward because she broke the rules of Standard English.

Errors occurs on various aspects of language and happens both on oral and written5. Therefore, the awkward and uncommon sentences often come up.

Weinreich says, “Interference is the occurrence of these deviations which occur in

4 Ibid, p. 15. 5 Abdul Chaer, Linguistik Umum, (Jakarta: Rineka Cipta, 2007), p. 66.

4

the speech of bilinguals as a result of their familiarity with more than one language and language contacts.”6

The language interference also occurs on various aspect of language, such as phonology, syntax, morphology, and lexical. Interference happened at level of morphology and syntax is called grammatical interference. It happened when Puteri Indonesia 2009, Qory Sandioriva, stated her opinions in interview session on Miss Universe Contest 2010, which took place in Las Vegas, United

States on August 17, 2010. She mostly transferred the structure of Bahasa

Indonesia into English without realizing that this transfer led her into error due to language interference. This situation attracted the writer to analyze them further.

In the interview session, Qory still adopted the structure of Bahasa

Indonesia when she was answering some question in English. As quoted from the video, when the interviewer asked, “Being a woman, what piece of advice would you give to a man?” Qory replied “I think when you down, your woman can make you up”. Maybe she wanted to say that when men feel upset, women can cheer them up, but the message becomes ambiguous because it deviates from Standard English grammar. The absence of auxiliary verb (are) and ambiguous sentence form bad sentence. Instead, good sentences suppose to appropriate with Standard English grammar and does not create double meanings, such as “When you fall down, your woman can raise you up.”

Based on description above, the writer is interested to learn about how source language do interfere target language in English conversation. In addition,

6 Uriel Weinrich, Language in Contact: Finding and Problems, (New York: Mouton Publishers, 1953), p. 1.

5

the writer also wants to find out why and what factors that cause the grammatical interference in interview session of Puteri Indonesia 2009 on Miss Universe

Contest 2010. As a hypothesis, grammatical interference creates errors in using target language and it occurs because the lack of competance leads her to transfer the structure of Bahasa Indonesia as her source language into English as the target language uncontrollable. As a result, her English sounds awkward because it deviates from Standard English.

B. Focus of the Study

Based on the background of study above, this research will be focus on grammatical interference in English Sentences of interview session of Puteri

Indonesia 2009 on Miss Universe Contest 2010. Here, the writer tries to analyze the sentences that sound awkward and uncommon in English spoken standard based on linguistics theories that related to this research.

C. Research Question

According to the focus of the study, the writer proposes two questions that will be interesting to discuss as follows:

1. What types of grammatical interference that occur in English sentences

of interview session of Puteri Indonesia 2009 on Miss Universe Contest

2010?

2. What are the factors that cause grammatical interference in English

sentences of interview session of Puteri Indonesia 2009 on Miss

Universe Contest 2010?

6

D. Significance of the Research

The writer hopes this thesis can be useful to enrich the writer‟s knowledge about linguistics, especially in the field of grammar, to find out the factors of grammatical interference. Moreover, the writer also hopes that this thesis can be helpful to understand how far source language interfere someone when using target language in communication. Beside that, the writer hopes this thesis can be benefit for readers as bilingual users in order to minimize and anticipate the mistakes in their English speech and writing because of interference of grammar.

E. Research Methodology

1. Objective of the Research

The objective of the research is to analyze the types of grammatical interference in English sentences of Puteri Indonesia 2009‟s interview session on

Miss Universe Contest 2010 by identifying every element of the sentences. Then, the writer tries to know the factors that cause grammatical interference in English sentences of the interview.

2. Method of the Research

The available data in this study are the sentences of Qory Sandioriva in the interview session on Miss Universe 2010 contest. Then, to analyze every sentence in the interview, the writer tends to use the qualitative method of content analysis to analyze them and solve the problems that will be studied further in this thesis.

7

3. Data Analysis Technique

In this study, the data that have been recorded and expected contain grammatical interference will be classified in several categories of grammatical interference. Then, it will be compared and analyzed based on English standard as described in the theoretical framework. Further, the writer will fix the errors that appear in the English sentences with Standard English grammar by using the theory of error analysis by Carl James about grammatical errors that include morphology and syntax errors. The analysis will prove whether the sentences are in accordance with the rules of Standard English grammar or out of the rules.

4. Instrument of the Research

The instrument of this research is the writer herself who analyzes the unit of analysis by downloading the video of Puteri Indonesia 2009 on Miss Universe

Contest 2010 interview from youtube7, quoting the sentences that contain grammatical interference, then analyzing those important data using the theory described previously. The writer also uses many books to support the research as references.

5. Unit of Analysis

The unit of analysis in this research is the video in interview session of

Puteri Indonesia 2009, Qory Sandioriva, on Miss Universe Contest 2010 in

August 17, 2010, which took place in Las Vegas, United States. The data source, which takes 3:46 min, was downloaded from www.youtube.com.

7Official Miss Universe, Miss Indonesia Universe 2009. Accesed on December 6, 2010, http://www.youtube.com/watch?v=jkENPvJcnTM, p. 1

8

6. Time and Venue

This research started on seventh semester of academic year 2010-2011, at

English Letters Department, State Islamic University Jakarta and at certain libraries in Jakarta that provide information and references about this material.

CHAPTER II

THEORETICAL FRAMEWORK

A. Grammar

1. The definition of Grammar

Nowadays, the study of grammar plays a significant role to form good sentences. Without grammar, the spoken and the written language will be useless and difficult to comprehend. In other words, grammar facilitates the learners to understand what people said or written both in native and in target language communication.

People associate grammar with errors and correctness but knowing about grammar also helps them to understand what makes sentences and paragraphs clear, interesting, and precise. Moreover, knowing about grammar will find out that all languages follow grammatical patterns or not.

Every language has its own distinct grammar. Either Indonesia or English has its own unique grammar. Both languages have different patterns, for instance word order phrase, which word defines and which word is defined. This pattern is

“to show which of two collected substantives in secondary and which in primary.”8 In Bahasa Indonesia, the defined word (primary) of a nominal sentence is put in the first position, but it is placed in the second on English.

8 Otto Jespersen, Essentials of English Grammar, (Alabama: University of Alabama Press, 1981), p. 376.

9 10

In Bahasa Indonesia: rumah baru primary secondary

In English: new house secondary primary

However, both languages also have a common pattern in sentence structure, for example, Subject-Predicate-Object in:

Human needs water

Manusia butuh air S P O

According to the structuralist point of view, grammar is the study of the rules governing the use of a language. “For British linguist, such study is called syntax, but for American linguist, it is named as a grammar.”9 The word grammar is used in many different senses. Most people are familiar with grammar both as a subject they studied in school and as a kind of language etiquette.

Different from the previous understanding, Veit defines grammar as “a person‟s subconscious language knowledge.”10 Someone use his/her grammar whenever he/she speak or write to understand someone else‟s speech or writing.

The subconscious knowledge must include some system, some set of principles for putting words together into sentences in grammatical way. These principals are called as grammatical rules; rules that people follow in order to create sentences and these rules are important component of grammar.

Producing and uttering sentences are important part of how people make sense of the world. “In traditional terms, grammar has been discussed in terms of

9 Muhammad Farkhan, An Introduction to Linguistics, (Jakarta: Lembaga Penelitian UIN Jakarta, 2006), p. 71. 10 Richard Veit, Discovering English Grammar, (Boston: Houghton Mifflin Company, 1986), p. 6.

11

morphology and syntax; the former handling structure and the latter handling structures „larger‟ than the word.”11

Fromkin and Rodman define syntax as “the part of the grammar that represents a speaker‟s knowledge of sentences and their structures.”12 Syntax incorporates the grammar of phrase, clause, and sentences.

The smallest unit in syntax is sentence. According to Frank, “a sentence consists of a subject and a predicate.”13 This definition is more satisfactory, because it is possible to identify the structural functions of subject and predicate in a sentence.

As stated before, grammar is not only about syntax but also morphology.

Morphology is how people form words. Carstair-McCarty states, “The area of grammar concerned with the structure of words and with relationship between words, involving the morphemes that compose them is technically called morphology.”14 Two basic divisions in morphology are lexical morphology (word formation) and inflectional morphology (conjugation and declination).

People ability to arrange words in different ways allow them to produce on infinity of grammatical sentences, but since not all arrangements are grammatical, their grammar must consist of rules to arrange them. Violations of the rules result in ungrammatical sentences. From the statement above, grammar

11Carl James, Error in Language Learning and Use: Exploring Error Analysis, (New York: Longman Inc, 1998), p. 154. 12Victoria Fromkin, An Introduction to Language: 7th edition (Boston: Heinle Thomson Co., 2003), p. 117. 13Marcella Frank, Modern English: A Practical Reference Guide, (New Jersey: Prentice-Hall Inc, 1972), p. 1. 14Andrew Carstair-McCarty, An Introduction to Morphology: Words and Their Structure, (Edinburgh: Edinburgh University Press Ltd, 2002), p. 16.

12

plays a significant role to make someone clearly understand what people said or wrote. Grammar helps a person to speak and to write well because it enables people to comprehend and produce language.

2. Types of Grammar

Linguists recognize a number of types of grammar in linguistics studies:

a) Prescriptive grammar

Prescriptive grammar attempts to legislate what grammar should be. This grammar is usually called as the role of various parts of speech. It attempts to tell the users of the language how to use it in order to speak correctly. This grammar was a formative influence on language attitudes in Europe and America during the

18th and 19th centuries. Prescriptive grammarians lay out rules about what they believe to be the correct or incorrect use of language. “They wished to prescribe rather than describe the rule of grammar, which gave rise to the writing of perspective grammars.”15 Some linguist even called this grammar as traditional grammar.

b) Descriptive grammar

Descriptive grammar refers to the structure of a language that is actually used by speakers and writers. It observes and records how language is used in function, and advocates teaching the function of grammatical structure. It does not tell the learners how they should speak but it describes the learners‟ linguistic knowledge or capacity of its speakers. “It explains how it possible for someone to speak and understand what the learners know about sounds, words, phrases, and

15 Victoria Fromkin (2003), op.cit. p. 15.

13

sentences of learners‟ language.”16 Descriptive grammarians generally advise people not to be overly concerned with matters of correctness in a language; which one is good or bad.

c) Universal Grammar

Linguists investigate thousands of languages of the world and describe the ways in which they differ from each other, the more they discover that these differences are limited. There are linguistics universals that pertain to each of the parts of grammars, the way in which these parts are related and the forms of the rules. These principles comprise universal grammar, which defines the basis of the specific grammars of all possible human languages and constitutes the innate component of the human language faculty that makes normal language development possible and shared by all human languages.17

B. Grammatical Interference

1. The Definition of Grammatical Interference

When using target language, learners sometimes gets influence from their native language, for instance, when Indonesians speak in English, they tend to transfer the structure of Bahasa into English. It is shown that Bahasa interfere their English. If these two language structures were same, it would not be an important problem, because it is helpful based on alignment and similarity. This transfer is called as positive transfer. However, the opposite case would happen if

16 Ibid, p. 14. 17 Ibid, p. 28.

14

the two systems were different then the chaos begins, and this confused transfer is known as negative transfer.18

Negative transfer occurs when a speaker adopts the system of his/her native language on the target language that was not the same language, for example, Indonesian language has defined-define (DM) pattern, but in contrast

English has define–defined (MD) pattern. Therefore, when they translated a phrase new house into English, their translation would be house new that should be new house. Bilingual speakers, aware or not, often do this kind of transfer that more recognized as language interference.19

Alwasilah defines interference as “the interplay between languages.”20

The definition is based on the view that aware or not, a language is always changing as long as the language is still used. One of these language changes happens due to the influence of other languages. The influence of the system or pattern of the learners‟ native language on the language they are learning.

Robert Lado and Sunyono, as quoted by Aslinda, express another opinion that has not much difference, that “such effect is could be a product of habitual influence of the first language speakers who have mastered the target language.”21 However, Weinreich tells that language interference also causes deviations. On his book, Language and Contact, he argues “those instance of deviation from the norm of either language which occurs in the speech of

18 Henry Guntur Tarigan, Pengajaran Analisis Kesalahan Berbahasa (Bandung: Angkasa, 1988), p. 14. 19 Ibid, p. 15. 20 Chaedar Alwasilah, Sosiologi Bahasa (Bandung: Angkasa, 1985), p. 132. 21 Aslinda. Pengantar Sosiolinguistik, (Bandung: Rafika Aditama, 2007), p. 66

15

bilinguals as a result of their familiarity with more than one language, will be referred to as INTERFERENCE phenomena.”22

Language interference commonly occurs in an open society, either in bilingual or multilingual countries, such as Indonesia. At a glance, language interference is similar to code mixing or code switching, but actually these two language problems have their own different perspective.

In the process of interference, Chaer and Agustina stated “there are three elements that take significant role”23, namely:

a) The source language; is a source of interference. A language that give or affects other languages as dominant language in a society, so that the elements of language are often borrowed for the purposes of communication between members of the community. It is normally the learner‟s native language. b) The target language or recipient language; is that in which communication is being attempted. In the case of a learner, it is the language he/she learning when uses it. This language receives the source language elements, and then aligns the rules of pronunciation and writing into the target or recipient language. c) The elements of importation; are the elements given in another language and then switch from a foreign language into the target language. That is the deviant linguistic system actually employed by the learner attempting to utilize the target language.

Interference occurs at many aspects of language, such as phonology, morphology, syntax, and lexicon. Interference on morphology and syntax is called grammatical interference. The grammatical interference happens when a bilingual speaker transfers his/her source language system gradually into his/her target language at many linguistics parts, such as word order, subject-verb agreement, and so on.

22 Uriel Weinrich, Language in Contact (New York: Mouton Publishers, 1953), p. 1. 23Abdul Chaer and Leonie Agustina, Sosilinguistik: Suatu Pengantar, (Jakarta: Rineka Cipta, 1995), p. 166.

16

2. Types of Grammatical Interference

Weinreich as quoted by Heine, distinguished three types of grammatical interference, namely:

a) “Interference relates to transfer of morphemes from the source language to the recipient language.”24 This interference occurs because the transfer of morphemes or words of the source language into the target language usage, for example, An American Yiddish says not he but I which has been

25 transferred from his source language /nit er bΛt ix/. It should be not him but I.

The morpheme he in the source language belongs to subject or object, but in the target language (English) it is only used as a subject and never be an object.

b) “Interference relates to the grammatical relations, in particular word order.”26 This kind of interference is an application of the source language structure (Ls) into the target language (Lt). Weinreich, as quoted by Heine, prefer to call the terms “source and recipient” language as “model and replica” language.27 This interference occurs in the term of syntax, in particular word order. This type of interference is the most common interference in bilingual speech. A sentence in English, I and my friend told that story to my father as a translation of Aku dan temanku menyampaikan cerita itu kepada ayah. In the sentence appeared the use of Indonesian structure into an English sentence.

Instead, the best translation of the sentence is My friend and I told that story to my father.

24Bernd Heine and Tania Kuteva, Language Contact and Grammatical Change (Cambridge: The Press Syndicate of The University of Cambridge, 2005), p. 2. 25 Uriel Weinreich, (1953), op.cit., p. 30 26Bernd Heine and Tania Kuteva (2005), loc. cit. 27Ibid.

17

Weinreich has his own opinions deals with this interference. He divided this interference associated with syntax into three types, namely:

1) “The replica of the relations of another language explicitly conveys an unintended meaning, for example, a German speaker says in English, This woman loves the man on the model of German, intending to communicate the message The man loves this woman, but producing the opposite effect. 2) The replica of the relations of another language violates an existing relation pattern, producing nonsense or a statement which is understandable by implication, for example, an Indonesia speaker says in English, the hat red on the model of Indonesian topi merah, meaning the red hat. 3) The replica of the relations of another language which constitutes interference only theoretically, consists in the unnecessary imposition of a relation to a language where no obligatory relations exist in the equivalent domain, for example, a native Indonesian speaker were to maintain the Indonesian-type word order of Subject + Predicate + Object in English speech, What are you doing?. This would not violate English grammar, but it would be superfluous monotonous.”28

c) “Interference relates to functions or meaning of grammatical forms.”29 This interference is associated with grammatical function or meanings of languages, which occur when a speaker identifies a morpheme or a word of the source language grammatical then, use it in the target language. In this case, this interference occurs when an Indonesian speaker who knows English, for instance, involved in a conversation. He/she likes to transfer English words into Bahasa without awareness, for example, Planningku setelah lulus sarjana adalah melanjutkan sekolah lagi. The word planning is put as a subject although it is used as a verb in English.

28 Uriel Weinreich, (1953), op.cit., p. 37 29 Bernd Heine and Tania Kuteva (2005), loc. cit.

18

According to a theory of language acquisition, the transfer or language interference of source language into target language will always happen in communication.30 Interference that occurs in speech events can not be eliminated, but the amount can be overcome. Higher education and knowledge people have, less interference will be produce.

C. Causes of Grammatical Interference

1. Bilingualism and Multilingualism

To be able in using two different languages, people have to master those languages. The first is their mother tongue or source language, and the second is another language that becomes target language. Generally, a person who uses both languages is called a bilingual and “the ability to use them distinctively is termed as bilingualism; while the ability to use three or more languages refers to multilingualism.”31 and a person who has ability in using more than two language is multilingual Beside language contact as described previously, bilingualism comes up as another common factor that causes grammatical interference.

Bloomfield in his book “Language” said that the competence of a bilingual must be equal in using the two languages “…bilingualism, native-like control of two languages.”32

However, the Bloomfield concept of bilingualism had become a controversial theory among linguists because it was rare to find a speaker who mastered two different languages equally well. It means that the person has the

30 Abdul Chaer, Psikolinguistik: Kajian Teoritik (Jakarta: Rineka Cipta., 2003), p. 261 31 Muhammad Farkhan, An Introduction to Linguistics (Jakarta: Lembaga Penelitian UIN Jakarta, 2006), p. 138. 32 Leonard Bloomfield, Language (London: George Allen &Unwin Ltd., 1933), p. 56

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same opportunity to learn and use both languages. Therefore, other linguists had heavily modified this concept.

Robert Lado as quoted by Chaer and Agustina, gives different limitation of the Bloomfield concept, that in using target language, they do not need to master both languages equally well but less was allowed.33 From the discussion above, it can be concluded that bilingualism is one‟s knowledge of two or more languages that can lead to the situation of interference.

2. Types of Bilingual Competence

Alwasilah distinguish three categories of bilingualism, they are

Compound bilingualism, Coordinative bilingualism, and Sub-ordinative bilingualism. 34

a) Compound bilingualism

The compound bilingualism indicates that speakers‟ ability to speak a language is better than other languages. Speakers of this type attach most of their linguistic elements to the same concept. A bilingual competence of both languages is still standing on its own.

b) Coordinative bilingualism

The coordinative bilingualism is formed when the experience mastered two languages are different, because rarely interchangeable in use. It means he/she almost has the same ability in using both languages. This type of bilingual speaker usually belongs to the competence of a bilingual.

33 Abdul Chaer and Leonie Agustina (1995), op.cit. p. 114. 34 Chaedar Alwasilah, (1985), op.cit. p. 128.

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c) Sub-ordinative bilingualism

Sub-ordinative bilingualism is a concept of bilingualism which indicates the transfer of source language when using target language interchangeably. A bilingual on this type, generally can not distinguish the term as separate things.

When they speak or write an idiom for instance, they tend to translate the source language into the target language word by word.

Speakers who have equal bilingual abilities will face no difficulties, so there will be no language interference in their communication, and vise versa. If the writer tracks it deeper, the cause of interference is mostly depend on the ability of speakers in using a particular language. Thus, their source language influences their communication in using target language. People who did not master a language well will create language interference all the time they speak because their target language still in contact with his source language aware or not.

3. Other Factors Related to Grammatical Interference

Beside language contact and bilingualism, there are two main factors causing grammatical interference, they are structural and non-structural factor.

1) Structural Factor

Structural factor are those which stem from the organization of linguistic forms into definite system. The structural factors related to grammatical interference are the non-congruent systems; complicated functions and morphemes; and conflict with existing relation pattern.35

35 Uriel Weinreich, (1953), op.cit., p. 65.

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2) Non-structural Factor

Non-structural factor are derived from the contact of the system with the outer world.36 The non-structural factors related to grammatical interference are:

a) Loyalty to source language

It leads the speaker to neglect the rule of the recipient language and to transfer some elements of the source language uncontrollable. Then, interference emerges because of using them in both written and oral.

b) Individual traits of bilingual speaker

It means that individual competence is important to use both languages distinctively. The very different pattern in the systems of languages has to be concerned. If it does not so, it will lead a bilingual to grammatical interference.

c) Circumstances in the speech situation

This factor relates to psychological state of the bilingual speaker.

Inconvenient circumstance can lead a speaker to make errors in speech.

d) Socio-cultural context of the language contact (prestige)

If one language is endowed with prestige, the bilingual is likely to use a word which can display the social status. Sometimes bilinguals consider the prestige of one language to show off their ability in using it.

e) The element of time and length of contact

Longer time a speaker live in overseas, more skills of language he gets.

In this case, the element of time and length of contact with different language systems are important in mastering both languages distinctively.

36 Uriel Weinreich, (1953), op.cit., p. 5

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D. Error Analysis

English as the first foreign language in Indonesia is an important language to learn. Learning the target language is clearly different from learning first language. The learners inevitably will make errors in the process of first foreign language learning, but natives sometimes make mistakes in the process of acquisition.

At a glance, there is no difference between mistakes and errors as stated by Hornby, they are recognized as synonymous words, sometimes the terms used interchangeably.37 Instead, they are technically used differently as in some source.

According to Corder, mistake refers to performance errors, while the term error refers to competence errors, the systematic errors of a learner from which the source people are able to reconstruct his/her knowledge of the language.38

Errors are classified into vocabulary (lexical error), pronunciation (phonological error), word formation (grammatical error) and misunderstanding of a speaker‟s or meaning (interpretive error).39

According to James, there are two types of grammatical errors: a) Morphology Errors, the failure to comply letter and word in supplying any

part of any instance of the word classes.40 Morphology is the identification,

analysis, and description of the structure of words. In English, there are five

lexical words classes; noun, verb, adjective, adverb, and preposition.

37 A.S. Hornby, Oxford Advance Learner’s Dictionary, (Oxford: Oxford University press, 2003), p. 543. 38 S.P. Corder, “The Significance of Learners‟ Errors,” Error Analysis :Perspectives on Second Language Acquisition, ed. Jack C. Richards (London: Longman, 1974), p. 25. 39 Carl James, (1998), op.cit. p. 13. 40 Ibid, p. 154.

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Morphology Errors are usually seen in plurality, genitive, and tense, such as

six book*, *bringed, and aboli*shment (√-tion). b) Syntax Errors, errors that affect texts larger than the word.41 Syntax is the

former handling structures larger than the word. These errors happen in phrase

structure, clause structure, sentence structure and intersentence errors

(cohesion), for example, Give *[NP] to the dog.

Grammatical error happens because of competence factor. Learners do not understand the rule of the target language, so they do transfer of grammatical rules of their native language into it. This creates an error both in oral and written.

Errors are sign of learning failure and not to be willingly tolerated. It must be analyzed what kinds of errors that happen to learners. “The fact that learners do make errors and that these errors can be observed, analyzed, and classified to reveal something of the system operating within the learner, led to a surge of study of learners‟ errors, called error analysis.”42

From several definitions above, it can be said that error analysis is the technique of finding the errors that learner made in speaking and writing using any principles and procedures provided by linguistics. It is the technique that is mostly used in many researches.

41 Ibid, p.156. 42 Muhammad Farkhan (2006), op.cit. p. 149.

CHAPTER III

RESEARCH FINDINGS

A. Data Description

Language interference occurs when two languages in different grammatical systems come into contact. The language contact produces some errors, like grammatical errors that ultimately allow some awkward sentences in target language. For that reason, in this research, the data are several sentences that may be containing grammatical errors.

The section looks further into samples taken from Miss Universe 2010

Interview Session. The sentences spoken by the interviewee who uses English as her first foreign language or target language are estimated containing grammatical interference. The writer gives the number for the collected data to make easier to analyze. The data were taken from a video of Puteri Indonesia 2009 in interview session on Miss Universe Contest 2010 as follows:

1. Morphological Error a) Agreement 1) Singular – Plural Agreement No. Corpuses Types of Grammatical Correct Sentences Min. Interference a. Q: What is the best gift It has a sound, a you have ever received? beautiful sound that 00:53 A: It have a sounds, a makes me love the Interference relates to beautiful sounds that music. makes me love a music. function or meaning of b. Q: What is the best gift I love music now. 00:59 grammatical forms. you have ever received? A: I love a music now.

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c. Q: What is the worst date So he has three 01:49 you have ever been on? girlfriends including A: So he have three me, but before that I girlfriend including me, know that he has had but before that I know more than one that they have more than hundred girlfriends. one hundred girlfriend.

2) Subject – Verb Agreement

No. Corpuses Types of Grammatical Correct Sentences Min. Interference a. Q: What is the best gift It has a sound, a you have ever received? beautiful sound that 00:53 A: It have a sounds, a makes me love the Interference relates to beautiful sounds that music. makes me love a music. transfer of morphemes. b. Q: What is the worst date So he has three 01:49 you have ever been on? girlfriends including A: So he have three me, but before that I girlfriend including me, know that he has had but before that I know more than one that they have more than hundred girlfriends. one hundred girlfriend.

3) Tense Agreement

No Corpuses Types of Grammatical Correct Sentences Min. Interference a. Q: What is the best gift The best gift 00:35 you have ever received? somebody ever given A: The best gift to me was a box, but

somebody ever given to the case was not good me is the one box, but the Interference relates to or irrelevant. case is not good or function or meaning of beautiful. grammatical forms. b. Q: What is the best gift Now, I‟m a singer 01:04 you have ever received? and I’m studying to A: Now, I‟m a singer and be a singer for jazz, I’m study at singer for for classical, and of jazz, for classical, and of course for pop. course for pop. c. Q: What is the best gift That makes me 01:13 you have ever received? know what I want to A: That is makes me do. know what I want to do.

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d. Q: What is the worst date That was the day that 01:39 you have ever been on? I know he was a A: That is the day that I playboy. know he is a playboy. e. Q: What is the worst date He always protects 02:14 you have ever been on? me. A: He always protect me. f. Q: What is the worst date So, he never touches 02:27 you have ever been on? me, you know, like a A: So, he never touch playboy, but he me, you know, like a always makes me playboy, but he always comfortable beside make me comfortable him. beside him. g. Q: What is the worst date It‟s a very bad, bad 02:44 you have ever been on? date, but he inspired A: It‟s a very bad, bad me to be a taught date, but he inspiring me woman. to be a taught woman.

4) Active – Passive Voice

No. Corpuses Types of Grammatical Correct Sentences Min. Interference a. Q: Being a woman, what I think that woman 00:11 piece of advice would Interference in can says “I have you give to a man? advice for you”. particular word order. A: I think that woman can be said that “I have advice for you”.

2. Syntax Error a) Redundancy No. Corpuses Types of Grammatical Correct Sentences Min. Interference a. Q: What is the best gift The best gift 00:35 you have ever received? somebody ever given

A: The best gift to me was a box, but somebody ever given to Interference in the case was not good me is the one box, but or irrelevant. particular word order. the case is not good or beautiful. b. Q: What is the best gift That is makes me 00:18 you have ever received? know what I love. A: That makes me know what I love it.

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c. Q: What is the worst It‟s very bad, but I 02:40 date you have ever been know the good is now on? he always care, and A: It‟s very bad, but I can be a best friend know the good is now for me. he always care for me, and can be a best friend for me.

b) Pronoun – Antecedent Agreement

No. Corpuses Types of Grammatical Correct Sentences Min. Interference a. Q: What is the worst So he has three 01:49 date you have ever girlfriends including been on? me, but before that I

A: So he have three know that he has had girlfriend including Interference relates to more than one me, but before that I hundred girlfriends. transfer of morphemes. know that they have more than one hundred girlfriend. b. Q: What is the worst So, he never touches 02:27 date you have ever me, you know, like a been on? playboy, but he A: So, he never touch always makes me me, you know, like a comfortable beside playboy, but he always him. make me comfortable beside her.

c) Parallel Structure

No. Corpuses Types of Grammatical Correct Sentences Min. Interference a. Q: What is the best That makes me know 00:25 gift you have ever what kind of job or Interference in particular received? what kind of activity A: That makes me word order. that I love. know what jobs or what kind activity that I love it.

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d) Ambiguity

No. Corpuses Types of Grammatical Correct Sentences Min. Interference 1. Q: Being a woman, I think, when you 00:05 what piece of advice fall down, your Interference in particular would you give to a woman can raise man? word order. you up. A: I think, when you down, your woman can make you up.

B. Data Analysis

The collected data will be analyzed through qualitative method of content analysis. The writer rewrites sentences containing grammatical interference collected from a video of Puteri Indonesia 2009 in interview session on Miss

Universe Contest 2010. Then, she categorizes the compiled data into several categories of grammatical interference. Next, she analyzes the sentences based on the English Standard and corrects them into good sentences. Lastly, she analyzes the factors that cause grammatical interference. From the data description above, they could be analyzed as follows:

1. Types of grammatical interference

a) Agreement

English grammar has given some categories including number, person, tense, voice, and gender in rule.43 These categories can be discussed in isolation, but their role in describing language structure becomes clearer when the writer

43 George Yule, The Study of Language: 4th Edition, (Cambridge: Cambridge University Press, 2010), p. 83

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considers them in terms of agreement, for example, in the sentence Alice loves her dog, the verb loves “agree” with the noun Alice.

1) Singular – Plural Agreement

This agreement is partially based on the category of person, whether the noun is singular or plural. To minimize errors in singular-plural agreement, a speaker must correctly identifies and determines whether the subject or the object is singular or plural.

In English, the vast majority of words become plural simply by adding a morpheme -s. The plural of words ending in s, sh, ch, z, and x, however, is formed by adding -es. Different from English, Bahasa Indonesia does not distinguish singular and plural form, instead using reduplicated form to denote plurality.44

Besides, in Bahasa Indonesia there is no rule about “to be” that can change depending on the noun in English grammar. As a result, most plural forms are uttered in English singular form.

Some speakers speak a dialect which does not observe the agreement convention, so their speech mostly contain interference that relates to function or meaning of grammatical forms. In other words, this interference causes several errors due to abandonment of different language system that is the function of morpheme in singular-plural agreement, which produces morphology errors in target language.

Datum a: Q: What is the best gift you have ever received? A: “It have a sounds, a beautiful sounds that makes me love a music.”

44 J.S. Badudu, Inilah Bahasa Indonesia yang Benar, (Jakarta: Gramedia Pustaka Utama, 1994), p.14

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In English, the subject must be concord with the verb in a sentence. In the sentence above, there are several discrepancies in determining which noun is singular and which noun is plural. The word “sounds” should be in singular form agreement for word “a” denotes singular form. Therefore, the word “sounds” should become “sound” in order to agree with the previous word. Besides, the word “music” actually refers to the sound that comes out from the box, then, definite pronoun is used. Thus, the correct sentence is It has a sound, a beautiful sound that makes me love the music.

Datum b: Q: What is the best gift you have ever received? A: “I love a music now” Noun in English grammar is also divided into uncountable noun and countable noun. Most countable nouns are words for separate things that can be counted, but uncountable are usually words for things as a quantity or mass, such as sugar and coffee. In this case, music belongs to uncountable noun because it is categorized as quantity. Therefore, it does not need any number to count. So the word “a” should be omitted because uncountable noun is never preceded by indefinite article, like “a/an”. Thus, the correct sentence is I love music now.

Datum c: Q: What is the worst date you have ever been on? A: “So he have three girlfriend including me, but before that I know that they have more than one hundred girlfriend.” As explanations in the previous section, a speaker must correctly identifies and determines whether the subject or the object is singular or plural. Generally, the plural form is formed by adding final morpheme –s or –es in the singular form. In the datum c, the phrase “one hundred” denotes plural form, so another

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phrase that comes after it must follow the plural agreement by adding the morpheme –s. Thus, grammatically, the word “girlfriend” should become

“girlfriends”. Therefore, the correct sentence is So he has three girlfriends including me, but before that I know that he has had more than one hundred girlfriends.

2) Subject – Verb Agreement

This agreement is based on the category of person, which covers the distinctions of the first person, the second person, and the third person. In

Standard English grammar, a verb agrees with its subject in person. If the subject is the first person singular (I), the verb is the first person (am, was, do, have), if the subject is the second person singular (you), the verb is the second person (are, were, do, have) and if the subject is the third person (he, she, it), the verb must be in the third person too (is, was, does, has). Interference on this section is categorized as interference relates to transfer of morphemes because there is no such agreement in the source language.

Datum a: Q: What is the best gift you have ever received? A: “It have a sounds, a beautiful sounds that makes me love a music.” In the sentence above, the interviewee translates a verb “punya” into

English “have” without following the subject–verb agreement. The third person singular “it” should be followed by third singular verb “has”, not “have”, instead

“have” is used after the second person subject. Therefore, the appropriate phrase is “it has” wherein the verb has following the subject it. This error happens because Bahasa Indonesia has no rule dealing with this agreement. Thus, the

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correct sentence of it is It has a sound, a beautiful sound that makes me love the music.

Datum b: Q: What is the worst date you have ever been on? A: “So he have three girlfriend including me, but before that I know that they have more than one hundred girlfriend.” In the sentence above, the third person singular “he” should be followed by the third person singular verb “has”, not “have”, instead “have” is used for the third person plural. So that, the appropriate phrase is “he has”. Therefore, the appropriate verb following the subject is has. This error happens because Bahasa

Indonesia has no rule about this agreement. Thus, the correct sentence of it is So he has three girlfriends including me, but before that I know that he has had more than one hundred girlfriends.

3) Tense Agreement

Learning to use verbs correctly will help someone to communicate clearly, what action is occurring and when it occurred. Verbs indicate the time of an action by their form. The form tells whether the action is in the past, the present or the future. In English, these variations of verb to indicate time differences are called tenses45.

Every native speaker of English knows the tense patterns. There are six principal tenses used: Present Tense, Past Tense, Future Tense, Present Perfect

Tense, Past Perfect Tense, and Future Perfect Tense.

45 Langdon Elsbree, et al., Health’s College Handbook of Composition, (Lexington: D.C. Health and Company, 1977), p. 324

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English rules are reflection of the way the educated people using the language. The rule is simple enough in theory, but in practice, foreigners, especially Indonesian, sometimes ignore the rules for some reasons. Ignoring the tense pattern occasionally produces awkward sentences.

Different from English, Bahasa Indonesia does not classify its verb into specific time. It is only noted by adverb of time, like sedang, sudah, sekarang, etc, for example, I study English means Saya belajar bahasa Inggris, and I studied

English yesterday means Saya sudah bealjar bahasa Inggris kemarin in Bahasa

Indonesia. The verb “belajar” is never change in active voice. Therefore, when

Indonesian bilinguals speak in English, they sometimes forget to use appropriate tenses in their sentences. For this reason, an Indonesian bilingual needs to master

English tenses to make obvious sentences.

Interference on this section belongs to interference relates to function or meaning of grammatical forms because inexistence of tenses in source language leads the bilingual speaker to juxtapose sentence in the target language. This interference causes several errors, such as using wrong tense and using double verb (auxiliary and main verb).

Datum a: Q: What is the best gift you have ever received? A: “The best gift somebody ever given to me is the one box, but the case is not good or beautiful.” Statements about the experience of a person‟s life is normally shared in the past tense. The past form will not have a helping verb. Grammatically, if a past tense clause comes in the beginning sentence, it is not allowed to switch another clause following it to the present tense, unless there is a good reason to do so. In

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the sentence above, the interviewee tries to tell her story but she uses different tense in one sentence. She utters her first clause in the past tense but continues it in the present tense. It creates ungrammatical sentence and confuse the interlocutors about the time when she gets her gift. Furthermore, the choice of word “beautiful” is not suitable for describing the case. It will be better if she uses a word “irrelevant” Thus, the correct sentence is The best gift somebody ever given to me was a box, but the case was not good or irrelevant.

Datum b: Q: What is the best gift you have ever received? A: “Now, I’m a singer and I’m study at singer for jazz, for classical, and of course for pop.” By using tenses, the speaker indicates the time of an action. The present progressive in a sentence is always preceded by auxiliary verb be (am, are, is, was, were, be, been) and its verb must be followed by –ing form. In the sentence above, the interviewee tends to use present progressive tense, but she uses inappropriate verb because the verb in the sentence is not followed by –ing form.

So that, the correct sentence is Now, I’m a singer and I’m studying to be a singer for jazz, for classical, and of course for pop.

Datum c: Q: What is the best gift you have ever received? A: “That is makes me know what I want to do” Looking at the sentence above, the writer can see that the subject is followed by auxiliary verb and main verb, whereas it should be ended by -s at the main verb. Actually, the sentence is verbal, so the auxiliary verb does not need to come out because it is not in continues form. Thus, the verb that appropriate in the sentence is only the main verb and it is put based on the tenses, in this case,

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simple present is used. For that reason, the good sentence is “That makes me know what I want to do.”

Datum d: Q: What is the worst date you have ever been on? A: “That is the day that I know he is a playboy.” As stated in the previous analysis, a statement about experience of a person‟s life is normally uttered in the past tense. In the sentence above, the interviewee uses present tense, whereas she is telling about her worst date that she has ever been on. Thus, the correct sentence is that was the day that I know he was a playboy.

Datum e: Q: What is the worst date you have ever been on? A: “He always protect me.” The sentence above shows the present form. It may, or may not, has auxiliary verb. In the simple present tense above, there is no auxiliary verb, so the main verb must be added by –s morpheme to follow the rule of simple present.

This rule is simply enough but Indonesian bilinguals sometimes forget to use it properly. Thus, the correct sentence in simple present is He always protects me.

Datum f: Q: What is the worst date you have ever been on? A: “So, he never touch me, you know, like a playboy, but he always make me comfortable beside him.” As stated before, the verb in a sentence must agree with its subject; but the sentence above does not do so. It is simple present form that the main verb should be added by –s or –es to make the sentence clear. However, the sentence above breaks the rule of the simple present tense, wherein no –s or –es following the

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verb. Thus, the good sentence is So, he never touches me, you know, like a playboy, but he always makes me comfortable beside him.

Datum g: Q: What is the worst date you have ever been on? A: “It’s a very bad, bad date, but he inspiring me to be a taught woman.” Sentence in datum g sounds awkward and ungrammatical. The clause he inspiring me is not clear whether it is gerundive form or progressive form. The word “inspiring” is not included as gerundive form because it does not form a noun. A gerund is used in the same way as noun, as a subject or an object, for example, “Playing card is fun.” “Playing” is a gerund. It is used as the subject of the sentence. Instead, datum g is not progressive too, because there is no auxiliary verb that is usually put before the verb. Thus, the sentence is neither gerundive form nor progressive form. The writer observes that the sentence should be uttered in the past tense considers the interviewee is telling about her experience to the interviewer. Then, the appropriate sentence is “It’s a very bad, bad date, but he inspired me to be a taught woman.

4) Active – Passive Voice

This agreement is based on the category of voice. A sentence Alice loves her dog is performed in active voice, describing what Alice does. She performs the action of the verb. On the other hand, passive voice is usually used to describe what happens to Alice. It means she does not perform the action, as in Alice is loved by her dog. Interference in this part, relates to grammatical relation,

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especially in particular word order, because it explicitly conveys unintended meaning in target language.

Datum a: Q: Being a woman, what piece of advice would you give to a man? A: I think that woman can be said that “I have advice for you”. Structurally, the sentence above is well-formed, but it does not make sense. Although grammatically correct, it semantically has passive voice sense. In passive construction, the verb is preceded by auxiliary verb, but not in active.

Through the question, it can be seen that actually the interviewee wants to say it in active voice but she utters in passive voice. So that, the appropriate sentence is I think that woman can say, “I have advice for you”.

b) Redundancy

A phrase, which carelessly repeats what has already been said, is redundant.46 It usually causes no misunderstanding, but it is a sign of sloppy speaking. Oftentimes, redundancies occur in speech unintentionally. In rhetoric, it tends to has negative connotation because of its usage of unnecessary word.

Sentence with redundant items could be either structurally wrong or seemed awkward in English grammar. A good sentence is a sentence that is formed effectively as possible without any additional of elements of the sentence that has the same meaning in the sentence.

Some bilingual speakers do not really understand Standard English grammar. They tend to add unnecessary words in their sentences so that they would sound smart, whereas, they do not realize when doing so. This is the type

46 Langdon Elsbree, et al. (1977), op.cit., p. 93.

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of interference in particular word order, wherein the target language still relates to the source language but constitutes interference only theoretically. This interference may not violate the English grammar, but it will be superfluous monotonous and exaggerated.

Datum 1: Q: What is the best gift you have ever received? A: “The best gift somebody ever given to me is the one box, but the case is not good or beautiful.” Indonesian speaker tend to use additional information to clarify a sentence, but sometimes they create ineffective sentence due to waste of elements.47 In datum a, the interviewee does not understand that without using definite article

“the”, the sentence clearly indicates that she has received a box. “The” in English is used to denote something that has already been said and has been clearly understood. It is preceding the singular or plural form. Whereas, indefinite article

“a/an” is put before an unknown singular form and can not be used for uncountable nouns. So that, the sentence should be The best gift somebody ever given to me was a box, but the case was not good or irrelevant.

Datum 2: Q: What is the best gift you have ever received? A: “That is makes me know what I love it.” An unnecessary word added in a sentence can make it ineffective. In the sentence above, the interviewee does not understand that without using the word

“it” the sentence is clearly understood because it belongs to the previous clause. It means that the word “it” is a component that does not need to be added in the sentence, so the correct sentence is That makes me know what I love.

47 Ida Bagus Putrayasa, Kalimat Efektif, (Bandung: Refika Aditama, 2007), p. 100.

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Datum 3: Q: What is the worst date you have ever been on? A: “It’s very bad, bad date, but I know the good is now he always care for me, and can be a best friend for me.” In the sentence above, the phrase “for me” does not need to be repeated. It happens because the interviewee wants her sentence to be more complete as in

Bahasa Indonesia without realizing the good form in English. Instead, she makes the word redundant. So that, the phrase “for me” in the first clause should be omitted because the verb “care” should be followed by the proposition “about”.

Furthermore, the choice of phrase “for me” in the second clause is not suitable either. Thus, the good sentence is It’s very bad, but I know the good is now he always cares about me, and he can be my best friend.

c) Pronoun – Antecedent

A pronoun is a replacement for a noun to avoid repeating the same noun.48

A pronoun functions as a noun, though there are some differences. It can be classified into three cases: nominative, objective, and possessive. Specifically, a pronoun that is the subject of verb is in nominative case; a pronoun that acts as the object of verb is in objective case; a pronoun that posses something is in the possessive case.

A pronoun should not too far away from its antecedent; otherwise, it will cause misunderstanding. Antecedent is the noun that goes before or precedes the pronoun and that the pronoun points back to.49

48 Barbara Hansen and Rebecca McDaniel, Simplified Sentence Skills, (Illinois: NTC Publishing Group, 1998), p.259 49 Barbara Hansen and Rebecca McDaniel (1998), loc.cit.

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A problem arises in the fact that English has three expressions for the third singular pronoun which refer specifically to male, to female or to unknown object, that is he, she, it. In contrast, Bahasa Indonesia has no specific expression for the third singular pronoun, except dia that refers to all sexes. Therefore, most

Indonesian bilinguals often forget to specify them, so the non-congruent systems of languages convey their English into interference. Interference on this section relates to transfer of morphemes of the source language to target language that violates the existing pattern and ultimately produces error in the target language or a nonsense statement which is understandable by implication.

Datum 1: Q: What is the worst date you have ever been on? A: “So he have three girlfriend including me, but before that I know that they have more than one hundred girlfriend.” In the sentence above, the misuse of pronoun makes several interpretation of meaning possible. It creates misunderstanding what it actually means. Instead, from the conversation, it is obviously understood that the antecedent of “he” is the interviewee‟s boyfriend. As stated before, the pronoun and its antecedent must agree in number. Therefore, to make the sentence clear, the interviewee should determine the pronoun and its antecedent whether it is singular or plural. Thus, the appropriate sentence is So he has three girlfriends including me, but before that I know that he has had more than one hundred girlfriends.

Datum 2: Q: What is the worst date you have ever been on? A: “So, he never touch me, you know, like a playboy, but he always make me comfortable beside her.”

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When subject or possessive pronoun is used inappropriately, it creates misunderstanding due to several interpretations. In the sentence above, “he” is a nominative pronoun for male then it should be associated with the objective pronoun for male too, so it should be “him” not “her”. It may occur because there is no specific singular pronoun for male and female in Bahasa Indonesia. Thus, to make the sentence clear, the correct sentence is So, he never touches me, you know, like a playboy, but he always makes me comfortable beside him.

d) Parallel Structure

A sentence is coherent when all its words, phrases, and clauses are properly connected and related in a clear and logical way. In life, people make things parallel without thinking about it, so do in sentence. Sometimes people want the parts of the sentence to share the grammatical form.

To put all parts together into one sentence, conjunction is used. The major function of conjunction is to connect words or phrases that have the same grammatical function. This use of conjunction is called parallel structure50.

Parallel structure is constantly used in speech, joining two or more verbs, adjectives, phrases, or clauses by one of the coordinating conjunctions. For example, Alice likes to study, to date, and to work. All the three “to” verbs share the same grammatical form.

However, faulty of parallelism can happen to anyone for any reason, like lack of grammar, language interference, etc. This occurs commonly and interferes

50 Betty Schrampfer Azar, Understanding and Using English Grammar: 2nd edition, (New Jersey: Prentice Hall Regents, 1989), p. 287

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with the coherence of sentences. Faulty parallelism occurs when the parts of a sentence are not clearly in the same grammatical form.51 At first, this error interferes only theoretically because it does not violate the word order.

Nevertheless, this interference tends to violate the existing pattern in the target language, because the dependent clause of the sentence does not follow the rule of both singular-plural and subject-verb agreement. This is the type of interference in particular word order.

Datum 1: Q: What is the best gift you have ever received? A: “That makes me know what jobs or what kind activity that I love it.” In the sentence above, there are two dependent clauses and two independent clauses. In the two dependent clauses, faulty parallelism occurs. They should have been shared the same grammatical form.

The datum shows that the interviewee is not aware with her speech which consist of parallel structure. In the first dependent clause, she begin in the plural form but in the second clause, she uses singular form. It shows a lack of parallelism. It should be plural is joined by plural and singular is joined by singular; jobs with activities and job with activity. Thus, the appropriate sentence restructuring it is That makes me know what kind of job or what kind of activity that I love.

e) Ambiguity

Another error happened as a product of interference is ambiguity.

Sentences that fulfill the grammatical rule but still have double meaning can not

51 Barbara Hansen and Rebecca McDaniel (1998), op.cit., p. 89

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be classified as effective sentence, for example, “I once shot an elephant in my pajamas”.52 It has two distinctive structures. One expresses the idea that I shot an elephant (while I was) in my pajamas. The other expresses the idea that there is an elephant got into my pajamas then I shot it. This sentence provides an example of structural ambiguity. This interference relates to grammatical relations in particular word order. It produces an ambiguity statement, which is difficult to understand. This interference type leads her to make an error in target language.

Datum 1: Q: Being a woman, what piece of advice would you give to a man? A: I think, when you down, your woman can make you up. There are two different deep structures in the sentences above. A person hearing the statement may think that she is talking about man-woman relation in negative meaning. Actually, it is not what she means. She wants to share that women can help and accompany men, especially their boyfriend to solve any problem in their life. So that, to avoid the structural ambiguity, a skill in choosing appropriate words is needed. Thus, the correct sentence is I think, when you fall down, your woman can raise you up.

2. Causes of Grammatical Interference

From the analysis above, it can be described that some factors that cause grammatical interference are:

a) Structural Factor

From the structural factor, there are several stimuli that cause grammatical interference in the data of the interview session. First, Bahasa Indonesia has

52 George Yule (2010), op.cit., p. 98.

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different language system from English. As a sexiest language, English has three different expressions to express the third person singular which refer to each sexiest that is “he” refers to male person, “she” refers to female person and “it” refers to unknown object. In contrast, Bahasa has only one expression for the third person, that is “dia” which is used for both sexes. It can be seen that the non- congruent systems of languages leads the speaker (Qory Sandioriva) to transfer the morpheme “dia” into English without considering the specification of pronoun, for example, in the datum (c2) she says “he always makes me comfortable beside her”. It shows that she fails to use the expression appropriately that should be agreed between the pronoun and its antecedent. This error violates the existing relation pattern of English grammar.

Second, the complicated function of morpheme may also be the next stimuli. In the interview, the writer can see that the speaker (Qory) is not aware of many important aspects in English agreement, for example subject-verb agreement, in Bahasa Indonesia, there is no rule that verb must be changed depending on its subject, but vice versa in English grammar, so she tends to transfer the morpheme “punya” for instance, into English “have” without considering English subject-verb agreement that it should be “ has” not “have” if the subject is the third person singular. Therefore, bilingual speakers, especially

Indonesian, should be aware of this structural factor, because they have different language systems from English.

b) Non-Structural factor There are several non-structural factors that cause grammatical interference in the interview session, they are:

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1) Bilingualism and Multilingualism factor

As explanation in the previous section, bilingualism or multilingualism is the ability in using more than one language which becomes one of the dominant factors that cause interference interplay as a consequences. Aware or not, bilingualism often do the interference which can create errorness in using the target language.in the interview, the speaker‟s source language influences her

(Qory) English as her target language. If she is a coordinative bilingual, she would not do many errors, but actually, she is not. She is categorized as compound bilingual because she can not use both language seperately. So that, many deviations occur in her speech that lead her to do some errors.

2) Individual factors of bilingual speaker

From the interview, the writer can see that Qory lacks of English grammar.

The lack of competence has brought her to do interference in her speech. She tends to juxtapose those language systems (Bahasa and English). In tenses agreement aspect, she fails to use approriate tenses in her statements, for example, in the interview she said “that is the day that I know he is a playboy”. To tell her experience, she should have used “was” because it is normally uttered in the past tense form. Besides, she is not aware of the rules because there is no agreement in

Bahasa Indonesia. In conclusion, higher knowledge people have, less interference will be produced.

3) The Element of Time and Length of Contact From the interview, the writer can see that the element of time and length of contact may also be at play. The speaker in the interview (Qory) only stays for few days in the English speaking country (America) just to follow the miss

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universe contest, so she has not mastered English as good as native. Her source language still influences her English speech when she is answering several questions from the interviewer. If she has ever lived in English speaking country, it would help her to communicate very well in English because she accostumed to use the language, but actually she has not. Based on the theory of interference, longer contact with the target language, better speech people have and less interference will be produced.

4) Circumstances in the speech situation

From the interview, the writer can see that circumstance in the speech situation also comes into play. Formal situation makes emotional involvement of the interviewee. From the video of interview session, Qory gets many pauses when she is answering those questions. It may occur because she is nervous.

Besides, bilingual that has not mastered the target language very well will do so because she is not get used to speak in English. According to psycholinguistics study, people‟s mind will take long time to speak in foreign language better than in mother-tongue language, so they will produce many pauses in speech.

In conclusion, grammatical interference in the interview session happens not only because of the structural factor, but also the non-structural factor, such as bilingualism, individual factor, length of contact, and circumstance in the situation.

CHAPTER IV

CONCLUSION AND SUGGESTION

A. Conclusion

In language practice, some problems bilingual faced in communication are found. One of them is language interference. Language interference is a natural phenomenon that occurs in bilingual or multilingual countries. It happens in Indonesia, a multilingual and developed country that welcomes every new thing from overseas through English as the international language.

The term of interference offers the sense that its small presence is slightly aware. Most Indonesian copy an inappropriate forms from the others without realizing what they copy is inappropriate. As a result, when they speak or write, they transfer several elements of the source language (Bahasa Indonesia) in to the target language systems (English) It makes the sentence sounds awkward and inappropriate. Therefore, further analysis is needed if a person wants to find the awkwardness.

Interference can occur at any aspect of language, such as phonology, grammar, vocabulary, even cultural sense, whether oral and written, especially when somebody is learning his/her second or foreign language. In this study, the writer focuses on the grammatical interference, that is the deviations which mostly occurs in the speech of bilinguals due to transfer the system of the source language into the target language. Based on the data that has been described in this thesis, the writer has several conclusions can be drawn. The types of

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grammatical interference in the sentences of the interview session, which interfere

English sentence pattern, are interference relates to transfer of morphemes; interference relates to the grammatical relation in particular word order and interference relates to functions or meaning of grammatical forms. These kinds of grammatical interference cause several errors in speaking which mostly occur on parallel structure, subject–verb agreement, singular–plural agreement, redundancy, tenses using, pronoun–antecedent agreement and structural ambiguity.

Considering the theories at the beginning chapter to be compared to the fact that gained by the research, the writer answers the question that the grammatical interference is mostly caused by structural and non-structural factor.

From the non-structural point of view, the individual factor is dominant. The lack of competence of the bilinguals always brings them to do languages, mostly in grammar. From the structural point of view, the very different language systems or the non-congruent language systems cause grammatical interference.

Furthermore, to build good communication, bilinguals not only need to master the grammar of both languages but also the vocabulary, because it is important to avoid ambiguity sentence or redudancy in their speech.

B. Suggestions

From the analysis and the conclusion above, the writer would like to propose the following suggestions for whoever concern with the English study.

First, considering Indonesia as a developing country, which always accepts every development including language, Indonesian people need to learn and to master

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English as an international language as good as possible because it is important based on globalization today.

Second, for bilingual speakers who are learning their second language, especially English, they should balance their understanding of two language systems of grammar. Therefore, the interference can be minimized even prevented.

Third, for students of English Letters who are interested in studying the language interference, especially in grammar, they can study further about the subject by using any kind of references, which support that matter.

Finally, the writer hopes that the study will be useful for the writer herself and other readers for future improvement of studying grammatical interferences in English sentence patterns by Indonesian. Therefore, they can produce their speech correctly based on English grammar.

BIBLIOGRAPHY

 Books

Alwasilah, Chaedar, Sosiologi Bahasa, Bandung: Angkasa, 1985.

Aslinda and Leni Syafyahya, Pengantar Sosiolinguistik, Bandung: Rafika Aditama, 2007.

Azar, Betty Schrampfer Understanding and Using English Grammar: 2nd edition, New Jersey: Prentice Hall Regents, 1989.

Bagus Putrayasa, Ida, Kalimat Efektif, Bandung: Refika Aditama, 2007.

Badudu, J.S. Inilah Bahasa Indonesia yang Benar, Jakarta: Gramedia Pustaka Utama, 1994.

Bloomfield, Leonard, Language, London: George Allen & Unwin Ltd., 1933.

Carstair-McCarty, Andrew, An Introduction to Morphology: Words and Their Structure, Edinburgh: Edinburgh University Press Ltd, 2002.

Chaer, Abdul, Linguistik Umum, Jakarta: Rineka Cipta, 2007.

______. Psikolinguistik: Kajian Teoritik, Jakarta: Rineka Cipta, 2007.

Chaer, Abdul and Leonie Agustina, Sosilinguistik: Suatu Pengantar, Jakarta: Rineka Cipta, 1995.

Chomsky, Language and Mind: third edition, Cabridge: Cambridge University Press, 2006.

Corder, S.P, “The Significance of Learners’ Errors.” Error Analysis :Perspectives on Second Language Acquisition, ed. Jack C. Richards. London: Longman, 1974.

Elsbree, Langdon, et al., Health’s College Handbook of Composition, Lexington: D.C. Health and Company, 1977.

Farkhan, Muhammad, An Introduction to Linguistics. Jakarta: Lembaga Penelitian UIN Jakarta, 2006.

Frank, Marcella, Modern English: A Practical Reference Guide, New Jersey: Prentice-Hall Inc, 1972.

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Fromkin, Victoria An Introduction to Language: seventh edition, Boston: Heinle Thomson Co., 2003.

Guntur Tarigan, Henry, Pengajaran Analisis Kesalahan Berbahasa, Bandung: Angkasa, 1988.

Hansen, Barbara and Rebecca McDaniel, Simplified Sentence Skills, Illinois: NTC Publishing Group, 1998.

Hornby, A.S, Oxford Advance Learner’s Dictionary, Oxford: Oxford University Press, 2003.

Heine, Bernd, and Tania Kuteva, Language Contact and Grammatical Change, Cambridge: The Press Syndicate of The University of Cambridge, 2005.

James, Carl, Error in Language Learning and Use: Exploring Error Analysis, New York: Longman Inc, 1998.

Jespersen, Otto, Essentials of English Grammar. Alabama: University of Alabama Press, 1981.

Veit, Richard, Discovering English Grammar, Boston: Houghton Mifflin Company, 1986.

Weinrich, Uriel, Language in Contact: Finding and Problems, New York: Mouton Publishers, 1953.

Yule, George, The Study of Language: 4th Edition, Cambridge: Cambridge University Press, 2010.

 Website

Anonym, Miss Indonesia Universe 2009. Accesed on December 6, 2010,

http://www.youtube.com/watch?v=jkENPvJcnTM

APPENDICES

Q: Being a woman, what piece of advice would you give to a man?

A: I think that when you down, your woman can make you up. And I think that, woman can be said that I have advice for you that ummm…. if you way up, you have to be nice to people include women. So that when you down, women can be nice with you….

Q: What is the best gift you have ever received?

A: The best gift somebody ever given to me is the one box but the tartars is not good or beautiful but it have a sounds, a beautiful sounds that makes me love a music, I love a music now. Now, I’m a singer and I’m study at singer for jazz, for classical and of course for pop. That is makes me know what I want to do. That makes me know what I love it. That makes me know what jobs or what kind activity that I love it.

Q: What is the worst date you have ever been on?

A: In one restaurant, and that is the day that I know he is a playboy. So he have three girlfriends, including me, but before that I know that they have more than one-hundred girlfriend. It’s very bad, but I know the good is now he always care for me and can be a best friend for me. He always protect me, please Qory don’t like me, don’t same like me, you are a nice girl, so he never touch me, you know like a playboy, but umm, he always make me comfortable beside her and yeah, it’s a very, very bad, bad date, but he inspiring me to be a tough woman.

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Puteri Indonesia

Puteri Indonesia

Format Beauty contest Created by Mooryati Soedibyo Country of origin Indonesia Broadcast Original run 1992 – now External links Website

Puteri Indonesia (literally translates into "Princess of Indonesia"), as also known as Miss Indonesia Universe, is one of the two biggest beauty pageants in Indonesia along with Miss Indonesia, as well as the oldest one. Puteri Indonesia pageant began delegating its winner to Miss Universe in 1995, but by 1996, the winner was forced to withdraw from competing in the Miss Universe pageant by Mrs. Tien Suharto, who was the wife of the late second president of the Republic of Indonesia, Suharto. With Suharto overthrown, in 2005, Puteri Indonesia resumed to send the winner of this pageant to Miss Universe 2005. In 2006, in addition to sending the winner Miss Universe 2006, the first runner up was sent to Miss World 2005. In 2006, however, Puteri Indonesia lost the franchise of Miss World. Nowadays, its winner will still be sent to Miss Universe, its first runner up to Miss International.

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Putri Indonesia In addition to crown the new Puteri Indonesia (Miss Indonesia Universe), at the end of election night event Puteri Indonesia will elect The Three Princess as determined by the jury. 1. In addition to earned Puteri Indonesia, the winner is also entitled to hold the title of Miss Indonesia Universe and will represent Indonesia in the Miss Universe Pageant 2. 1st runner-up, since 2007, the 1st runner-up will hold the title of Puteri Indonesia Lingkungan/Environment and Miss Indonesia International, so Indonesia would be represented in the Miss International beauty pageant by the titleholder. 3. 2nd runner-up, will hold the title of Puteri Indonesia Pariwisata/Tourism, is currently not a representative of Indonesia in any pageant since 2007. In 2010 2nd runner-up will represent int the Miss Asia Pacific World.

Qory Sandioriva – Puteri Indonesia 2009

Name Qory Sandioriva Born August 17, 1991 (age 19) Jakarta, Indonesia Height 1.73 m (5 ft 8 in) Hair color Black Eye color Brown Title(s) Puteri Indonesia 2009 Puteri Indonesia Nanggroe Aceh Darussalam 2009 Major (Winner) competition(s) Puteri Indonesia 2009 (Winner) Miss Universe 2010

Qory Sandioriva (born in Jakarta, August 17, 1991), is an Indonesian beauty pageant titleholder. She was crowned as Puteri Indonesia 2009 on October 9, 2009 by her predecessor, Zivanna Letisha Siregar. Currently she's the youngest titleholder in Puteri Indonesia's history and the first ever woman from Nanggroe Aceh Darussalam province to win the title.

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Early life Sandioriva was born in Jakarta to a Sundanese father and an Acehnese mother. She attended the Al-Azhar School for her elementary and secondary education. During high school, Sandioriva joined the Pencak Silat and choir team of her school and won a choir competition. She is currently studying at the University of Indonesia majoring in French literature. Her participation in Puteri Indonesia 2009 was controversial because she was representing the province of Nanggroe Aceh Darussalam, a conservative Muslim province ruled by Sharia law. Past representatives of Nanggroe Aceh Darussalam had always worn a headscarf, but Sandioriva did not. Sandioriva later explained that despite not wearing a headscarf, she still upheld traditional values and morals – just like the Acehnese heroine she admired, Cut Nyak Dhien.

Miss Universe 2010 As the official representative of her country to the 2010 Miss Universe pageant broadcast live from Las Vegas, Nevada on August 23,[3] Sandioriva participated as one of the 83 delegates who vied for the crown of eventual winner, Ximena Navarrete of Mexico. Miss Universe

Miss Universe

Logo of the Miss Universe pageant Formation 1952 Type Beauty Pageant Headquarters New York City, U.S. President Paula Shugart Key people Donald Trump Website missuniverse.com

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Miss Universe is an annual international beauty contest run by the Miss Universe Organization. The pageant is the most publicized beauty contest in the world with 600 million viewers. The contest was founded in 1952 by California clothing company Pacific Mills. The pageant became part of Kayser-Roth and then Gulf and Western Industries, before being acquired by Donald Trump in 1996. In 1998, Miss Universe changed its name from Miss Universe, Inc. to Miss Universe Organization and the headquarters moved from Long Beach California, to New York City that year. Donald Trump brought in a new team of professionals to the contest headed by its new CEO, Molly Miles, and president Maureen Reidy. The contest would use the slogan "Redefined for Today" for promotion of the pageants. The current Miss Universe is Ximena Navarrete, from Mexico. She won the title on August 23, 2010.

History The first use of the title "Miss Universe" was as part of International Pageant of Pulchritude which began in 1926. These events, the first international contests, lasted until 1935 when the Great Depression and other events preceding World War II led to their demise. This pageant had no direct relationship with the modern event. The winner of the later "Miss America 1951" pageant, Yolande Betbeze, refused to pose in a swimsuit from its major sponsor, Catalina swimwear. As a result, the brand's manufacturer Pacific Mills withdrew from Miss America and set up the Miss USA and Miss Universe contests. The first Miss Universe Pageant was held in Long Beach, California in 1952. It was won by Armi Kuusela from Finland, who gave up her title though not officially to get married, shortly before her year was complete. Until 1958 the Miss Universe title (like Miss America) was post- dated, so at the time Ms. Kuusela's title was Miss Universe 1953. The pageant was first televised in 1955. CBS began nationally broadcasting the combined Miss USA and Miss Universe pageants from 1960 and, separately, from 1965. In 2003 NBC took over the television rights.

Competition formats In the early years of the pageant the delegates who made the cut were announced after the preliminary competition. From 1965 to the present day the semi-finalists were not announced until the night of the main event. The semi- finalists once again competed in evening gown and swimsuit and a top 5 were announced. An interview portion was introduced in 1960 to decide the runners-up and winner. From 1959 to 1964 there were slight format changes. From 1959 through 1963 there was no cut to reach the five finalists. The runners-up and winner were called from the assembled 15 semi-finalists.

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In 1965 the pageant returned to the original format of a cut to five finalists, and remained so until 1989. In 1969 a final question was posed to the last five contestants. The final question was an on-and-off feature of the pageant. In 1990 it had taken root, and with every pageant since the final contestants have had to answer a final question. In 1990 the pageant implemented major format changes in the competition itself. Instead of five finalists, the field was reduced from 10 semi-finalists to 6. Each contestant then randomly selected a judge and answered the question posed by the judge. After that, the field was narrowed down further to a final 3. In 1998, the number of finalists was reduced to 5, although there still was a cut to a final 3. This continued to 2001, where the final 5 format was re-instated. In 2000 the interview portion of the semi-finals was quietly dropped and the contestants once again, as in the early days of the pageant, competed only in swimsuit and gowns. In 2003 the Top 15 was again selected instead of the Top 10. Cuts were made to make the Top 10, and eventually the Top 5. The final question varied, each coming from the final delegates themselves and the current Miss Universe. In 2006 twenty semi-finalists were announced, with these delegates competing in the swimsuit competition. The number of competing delegates was then cut to ten, with those delegates competing in the evening gown competition. After that round of competition, the final five were announced, with the finalists competing in the "final question" or interview round. At the end of competition the runners-up were announced and the winner crowned by the outgoing queen. In 2007 the format changed slightly with the top 15 moving to the swimsuit competition; from there, 10 selected contestants moved on to the evening gown competition where half were eliminated. The final five were competing in the "final question". At the end of competition the runners-up were announced an the winner crowned by the outgoing queen.

The contest today The Miss Universe Organization, a New York–based partnership between NBC and Donald Trump, has run the contest since June 20, 2002. The current president is Paula Shugart. The Organization sells television rights to the pageant in other countries, and also produces the Miss USA and Miss Teen USA contests with the winner of Miss USA representing the USA in Miss Universe.

Contestant selection Each year, bids are received by the Miss Universe organizers from organizations who wish to select the Miss Universe contestant for a country. This allows competition between different pageants to hold a country's license, as happened for Miss Italy and Miss France for example, when the licenses for their respective traditional organizations were revoked (the usual Miss France competition returned in 2004). Usually a country's candidate selection involves pageants in major cities, with the winners competing in a national pageant, but this does not always occur.

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For example, in 2000 Australia's national pageant was abolished as a relic of a bygone era, with Australian delegates instead chosen by a modeling agency. Such "castings" are generally discouraged by the Miss Universe Organization, which prefers national pageants that preserve an aura of respectability and competition. Despite being "cast", Miss Australia, Jennifer Hawkins, was chosen as Miss Universe 2004. Later that year, Australia resumed its national pageant and chose Michelle Guy as Miss Universe Australia 2005. Some of the most successful national pageants in the last decade have been Venezuela, USA, Puerto Rico, etc. which command consistently high interest and television ratings in their respective countries. Recent arrivals in the pageant include China (2002), Albania (2002), Vietnam (2004), Georgia (2004), Ethiopia (2004), Latvia (2005), Kazakhstan (2006), Tanzania (2007), and Kosovo (2008); there have also been efforts to revive strong national pageants in South Africa, Canada, Spain, Japan; Latin America (especially Venezuela, Puerto Rico, Dominican Republic, Mexico, Colombia and Brazil) among other regions. Prior powerhouses are Finland, Germany and Sweden. England is the most successful non-winning country with nine Top 5 positions. There are continually efforts to expand the pageant, but the participation of some countries such as Algeria has proven difficult due to cultural barriers to the swimsuit competition, while others such as Azerbaijan, Mozambique, Armenia and Nepal have balked at sending representatives due to the cost (in fact, of all the major international pageants, the franchise fee for Miss Universe is the most expensive). As of 2010, only four countries have been present at every Miss Universe since its inception in 1952: Canada, France, Germany, and the United States. Many European countries allow 17-year-old contestants to compete in their pageants, while Miss Universe's minimum age is 18, so national titleholders often have to be replaced by their runners-up. Miss Universe also prohibits transsexual applicants and age fabrication.

Main pageant The main Miss Universe Pageant, as of this writing, is held over a two week period in May and July. In the 1970s through the 1990s, the pageant was a month long. This allowed time for rehearsals, appearances, and the preliminary competition, with the winner being crowned by the previous year's titleholder during the final competition. According to the organizers, the Miss Universe contest is more than a beauty pageant: women aspiring to become Miss Universe must be intelligent, well-mannered, and cultured. Often a candidate has lost because she did not have a good answer during the question responses rounds; although this section of competition has held less importance during recent pageants than it did in the twentieth century. Delegates also participate in swimsuit and evening gown competitions. Currently, the final placement of the finalists is determined by a ranked vote, where each judge ranks each of the final three/five candidates, with the contestant posting the lowest cumulative score (thus often, but not necessarily

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always, the contestant with the most number one votes) becoming the winner. If there is a tie, the higher semifinal scores become decisive. The winner is assigned a one-year contract with the Miss Universe Organization, going overseas to spread messages about the control of diseases, peace, and public awareness of AIDS. Since Donald Trump took over the pageant, the winner has been given the use of a Trump Tower apartment in New York City for use during her reign. Aside from the main winner and her runners-up, special awards are also given to the winners of the best National Costume, Miss Photogenic, and Miss Congeniality. The Miss Congeniality award is chosen by the delegates themselves. In recent years, Miss Photogenic has been chosen by popular internet vote (the winner used to be chosen by media personnel covering the event).

Final judgment The competition for the Miss Universe title has seen many changes, although there have been several constants throughout its history. All the contestants compete in a preliminary round of judging (nowadays called the "Presentation Show") where the field is narrowed to a select number of semi- finalists. This number has fluctuated over the years. The very first Miss Universe pageant had ten semi-finalists. The next two years, the number of semi-finalists grew to 16. In 1955, the number dropped to a stable 15, which remained through 1970. In 1971, the number was reduced to 12. That number was further reduced to a mere 10 in 1984. This lasted until 2003, when the number of 15 was re-instated. In 2006, there were 20 semi-finalists, the highest number ever. In 2007, the Organization announced the Top 15 system would be back, which was also used in 2008. In the early years, the contestants were judged in swimsuit and evening gown only. In later years, the contestants also competed in a preliminary interview round in a one-on-one meeting with each individual judge. In 2007, 77 contestants started the competition; the top 15 moving to the swimsuit competition. From there, 10 were selected for the evening gown competition which halved the contenders to 5. These final five then answered a final question to decide the winner.

Crown The Miss Universe crown used from 2002–2007 was designed by Mikimoto, the official jewellery sponsor of the Miss Universe Organization, and depicted the phoenix rising, signifying status, power and beauty. The crown has 500 diamonds of almost 30 carats (6.0 g), 120 South Sea and Akoya pearls, ranging in size from 3 to 18 mm diameter and is valued at $250,000. The Crown was designed specifically for the pageant on Mikimoto Pearl Island in Japan with the Mikimoto crown and tiara being first used for Miss Universe 2002.[11] Since 2009, Diamond Nexus Labs has made the Miss Universe crown. The crown is set with 1,371 gemstones, weighing a total of 416.09 carats (83.22 g). It contains 544.31 grams of 14k and 18k white gold as well as platinum. The crown features synthetic rubies to represent Miss Universe's HIV/AIDS education and

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awareness platform. Diamond Nexus Labs is the first ever eco-friendly Official Jeweler of Miss Universe and was selected as part of NBC Universal's "Green is Universal" initiative.

Musical score 2004 marked the first year for the Miss Universe pageant to use the Orenté musical score, the official Miss Universe soundtrack. The Orenté musical score is divided into eight sequences: the Orenté Introduction — the musical score played during the live telecast as the voice over begins the Miss Universe pageant, the Orenté Major — used for the cue after commercial and during the announcement of the newly crowned Miss Universe, the Orenté Elimination — used for the announcement of semi-finalists, the Orenté Fashion Presentation, the Orenté Interlude — used while showing the ten finalists, the Orenté Pregunta Final — used while the final five finalists answer the final question the Orenté Final Look — used for the final look of the five finalists, and the Orenté Announcement — used while announcing the positions of the final five delegates. In 2008, a new Orenté Fashion Presentation was played during the Fadil Berisha swimsuit photoshoot, the 2008 version was now the called the Orenté Curtain Call, which was used as Melanie B and Jerry Springer called out the delegates just before they made the first cut, making the Orenté musical score divided into nine sequences. Recent titleholders

Year Country/Territory Miss Universe National title Location 2011 São Paulo, Brazil Ximena Nuestra Belleza 2010 Mexico Las Vegas, U.S. Navarrete México Stefania 2009 Venezuela Miss Venezuela Nassau, Bahamas Fernandez Dayana Nha Trang, 2008 Venezuela Miss Venezuela Mendoza Vietnam Miss Universe Mexico City, 2007 Japan Riyo Mori Japan Mexico Miss Puerto Rico Los Angeles, 2006 Puerto Rico Zuleyka Rivera Universe U.S. Natalie Miss Universe Bangkok, 2005 Canada Glebova Canada Thailand Jennifer Miss Universe 2004 Australia Quito, Ecuador Hawkins Australia Dominican Miss Dominican Panama City, 2003 Amelia Vega Republic Republic Panama Oxana San Juan, Puerto 2002 Russia (Dethroned) Miss Russia Fedorova Rico

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Panama Justine Pasek Señorita Panamá Denise Miss Puerto Rico Bayamón, Puerto 2001 Puerto Rico Quiñones Universe Rico 2000 India Lara Dutta Miss India Nicosia, Cyprus

By Number of Wins Country/Territory Titles Winning years United States 7 1954, 1956, 1960, 1967, 1980, 1995, 1997 Venezuela 6 1979, 1981, 1986, 1996, 2008, 2009 Puerto Rico 5 1970, 1985, 1993, 2001, 2006 Sweden 3 1955, 1966, 1984 Mexico 1991, 2010 Japan 1959, 2007 Canada 1982, 2005 Australia 1972, 2004 India 1994, 2000 2 Trinidad & Tobago 1977, 1998 Thailand 1965, 1988 Finland 1952, 1975 Philippines 1969, 1973 Brazil 1963, 1968 Dominican Republic 2003 Panama 2002 (Inherited crown after Russia was dethroned) Russia 2002 (Dethroned on September 23, 2002) Botswana 1999 Namibia 1992 Norway 1990 Netherlands 1989 Chile 1987 New Zealand 1 1983 South Africa 1978 Israel 1976 Spain 1974 Lebanon 1971 Greece 1964 Argentina 1962 Germany 1961 Colombia 1958

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Peru 1957 France 1953

Top 15 Countries by Tally

1st 2nd 3rd 4th Miss Rank Country/Territ Runn Runn Runn Runn Semifinalis Total Univers ory er- er- er- er- ts e Up Up Up Up 1 USA 7 8 6 1 5 27 54 2 Venezuela 6 6 5 4 2 13 36 3 Puerto Rico 5 1 2 1 3 6 18 4 Sweden 3 1 2 3 4 16 29 5 Brazil[14] 2 5 0 2 3 17 29 6 Finland[14] 2 3 5 1 1 6 18 7 Australia[14] 2 1 3 1 2 5 14 8 Japan[15] 2 1 1 2 3 9 18 9 India 2 1 1 1 1 13 19 10 Canada 2 1 1 1 0 11 16 11 Philippines 2 1 0 3 2 7 15 12 Mexico 2 0 1 2 2 9 16 Trinidad and 13 2 0 1 0 1 4 8 Tobago 14 Thailand 2 0 1 0 0 4 7 15 Colombia 1 4 2 3 1 18 29

Trivia and statistics

Scores

 Electronic voting was introduced to television viewers in 1978 when the pageant was held in Acapulco, Mexico: for the first time in a televised pageant, the audience got to see how the judges voted. This system was temporarily suspended from 2003 to 2006, where the traditional ballot system was implemented. The pageant reestablished a computer voting system in 2007.

 From 1990 to 2001, the judges' individual scores were visible to the viewing audience, creating three of the four highest scores ever seen on the pageant in each area of competition. The scoring system was similar to the Olympics. As each contestant competed, the judges entered a score

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ranging from 1.0 to a high of 9.99 into their computer terminals. The judges' names and scores were seen on screen, then the highest and lowest scores were eliminated and the rest were averaged. o The highest Semifinal Swimsuit score in that time period was given in 1998, a score of 9.855 to Miss Venezuela, Veruska Ramírez. o The highest Semifinal Evening Gown score was given in 1994, a score of 9.897 to Miss Colombia, Carolina Gómez. o The highest Semifinal Interview score was given in 1993, a score of 9.843 to Miss Venezuela, Milka Chulina. o The highest Top 5 Interview score was given in Miss Universe 2000, a score of 9.954 to Miss India, Lara Dutta. This is in fact the highest score in any competition in the history of Miss Universe.

 However, in 2002, individual judges' scores were hidden again, as it happened from 1978 to 1989, and only the average score is shown to the viewing audience nowadays. That year, the highest Semifinal Swimsuit score ever recorded was given to Miss Russia, Oxana Fedorova, a score of 9.88.

 There is a team of three people who install, maintain, and operate the voting system. They sit somewhere in the audience area with a view of the stage, usually just in front of the accountants. They are listed in credits as ―Computer Score Operators.‖ The same system is used for Miss Teen USA and Miss USA. HISTORY

Who would have thought that in 1952, a local "bathing beauty" competition spearheaded by Catalina Swimwear in Long Beach, CA would transform into an international annual tradition with countless young women around the world vying to become a part of Miss Universe history? As millions of fans have watched around the globe, the contest has evolved into a powerful, year-round, international organization that advances and supports opportunities for these young women. These women are savvy, goal-oriented and aware. The delegates who become part of the Miss Universe Organization display those characteristics in their everyday lives, both as individuals, who compete with hope of advancing their careers, personal and humanitarian goals, and as women who seek to improve the lives of others.

SUMMARY

AN ANALYSIS OF GRAMMATICAL INTERFERENCE IN

INTERVIEW SESSION OF PUTERI INDONESIA 2009 ON

MISS UNIVERSE CONTEST 2010

By

DEWI PERMATA SARI 107026001180

ENGLISH LETTERS DEPARTMENT

LETTERS AND HUMANITIES FACULTY

STATE ISLAMIC UNIVERSITY “SYARIF HIDAYATULLAH”

JAKARTA

2011

1

2

AN ANALYSIS OF GRAMMATICAL INTERFERENCE IN

INTERVIEW SESSION OF PUTERI INDONESIA 2009 ON

MISS UNIVERSE CONTEST 2010

A. INTRODUCTION

Language is always changing, evolving, and adapting to the needs of its user. These happening exist because of social, economic, and cultural contact. As an integral part of culture, language cannot be separated from the problem mentioned above and people cannot avoided language interplay. The communities will have a contact language with all linguistic events as consequences.

People speaking divergent languages populate many areas of the world.

This diversity often comes as a classic problem in human communication.

Therefore, a language may become a lingua franca to ease communication among people based on understanding among them.1 English has become “the lingua franca of the world” to substitute Latin in the previous time.2 As an international language, English is widely used in every corner of the world, either as a native language or a second language and almost information on any subject presented in

English, so that the rest of the world knows what is new. For this reason, scholars and educated people need to be able to use English including Indonesian.

Indonesian people sometimes transfer the structure of their first language into another one, in this case, Indonesian who knows English. If these two

1Abdul Chaer dan Leonie Agustina, Sosiolinguistik: Suatu Pengantar (Jakarta: Rineka Cipta, 1995), p. 109. 2 Victoria Fromkin, An Introduction to Language: 7th edition (Boston: Heinle Thomson Co., 2003), p. 468. 3

language structures were same, it would not be an important problem, because it is helpful based on alignment and similarity. It is mentioned as positive transfer.3

However, the opposite case would happen if the two systems were different then the chaos begins. This transfer is known as negative transfer.

Negative transfer occurs when a speaker adopts the system of his/her native language on the target language that was not the same language, for example,

Indonesian language has defined-define (DM) pattern, but in contrast English has define–defined (MD) pattern. Therefore, when they translated a phrase new house into English, their translation would be house new that should be new house.

Aware or not, bilingual speakers often do this kind of transfer that more recognized as language interference.4

The language interference also occurs on various aspect of language, such as phonology, syntax, morphology, and lexical. Interference happened at level of morphology and syntax is called grammatical interference. The interference case happened to Qori Sandioriva, the winner of Puteri Indonesia

2009. She got a lot of criticism in public through her speech in interview session on Miss Universe 2010, which is „so indigenous”. She made lots of error when she answered several questions from interviewer, so her English sounded awkward because she broke the rules of Standard English. It happened when

Puteri Indonesia 2009, Qory Sandioriva, stated her opinions in interview session on Miss Universe Contest 2010, which took place in Las Vegas, United States on

August 17, 2010. She mostly transferred the structure of Bahasa Indonesia into

3 Henry Guntur Tarigan, Pengajaran Analisis Kesalahan Berbahasa (Bandung: Angkasa, 1988), p. 14. 4 Ibid, p. 15. 4

English without realizing that this transfer led her into error due to language interference. This situation attracted the writer to analyze them further.

How far this language interference comes about, of course, depends on how far bilinguals master their target language. If they do not understand even master the target language, they will mostly transfer their source language structure into target language and this situation leads the speaker to do some errors. Errors occurs on various aspects of language and happens both on oral and written5. Therefore, the awkward and uncommon sentences often come up.

Weinreich says, “Interference is the occurrence of these deviations which occur in the speech of bilinguals as a result of their familiarity with more than one language and language contacts.”6

In the interview session, Qory still adopted the structure of Bahasa

Indonesia when she was answering some question in English. As quoted from the video, when the interviewer asked, “Being a woman, what piece of advice would you give to a man?” Qory replied “I think when you down, your woman can make you up”. Maybe she wanted to say that when men feel upset, women can cheer them up, but the message becomes ambiguous because it deviates from Standard English grammar. The absence of auxiliary verb (are) and ambiguous sentence form bad sentence. Instead, good sentences suppose to appropriate with Standard English grammar and does not create double meanings, such as “When you fall down, your woman can raise you up.”

5 Abdul Chaer, Linguistik Umum, (Jakarta: Rineka Cipta, 2007), p. 66. 6 Uriel Weinrich, Language in Contact: Finding and Problems, (New York: Mouton Publishers, 1953), p. 1. 5

Based on description above, the writer is interested to learn about how source language do interfere target language in English conversation. In addition, the writer also wants to find out why and what factors that cause the grammatical interference in interview session of Puteri Indonesia 2009 on Miss Universe

Contest 2010. As a hypothesis, grammatical interference creates errors in using target language and it occurs because the lack of competance leads her to transfer the structure of Bahasa Indonesia as her source language into English as the target language uncontrollable. As a result, her English sounds awkward because it deviates from Standard English.

B. THEORETICAL FRAMEWORK

1. Grammar

Nowadays, the study of grammar plays a significant role to form good sentences. Without grammar, the spoken and the written language will be useless and difficult to comprehend. In other words, grammar facilitates the learners to understand what people said or written both in native and in target language communication.

According to the structuralist point of view, grammar is the study of the rules governing the use of a language. “For British linguist, such study is called syntax, but for American linguist, it is named as a grammar.”7 The word grammar is used in many different senses. Most people are familiar with grammar both as a subject they studied in school and as a kind of language etiquette.

7 Muhammad Farkhan, An Introduction to Linguistics, (Jakarta: Lembaga Penelitian UIN Jakarta, 2006), p. 71. 6

Different from the previous understanding, Veit defines grammar as “a person‟s subconscious language knowledge.”8 Someone use his/her grammar whenever he/she speak or write to understand someone else‟s speech or writing.

The subconscious knowledge must include some system, some set of principles for putting words together into sentences in grammatical way. These principals are called as grammatical rules; rules that people follow in order to create sentences and these rules are important component of grammar. “In traditional terms, grammar has been discussed in terms of morphology and syntax; the former handling structure and the latter handling structures „larger‟ than the word.”9

Fromkin and Rodman define syntax as “the part of the grammar that represents a speaker‟s knowledge of sentences and their structures.”10 Syntax incorporates the grammar of phrase, clause, and sentences.

People ability to arrange words in different ways allow them to produce on infinity of grammatical sentences, but since not all arrangements are grammatical, their grammar must consist of rules to arrange them. Violations of the rules result in ungrammatical sentences. From the statement above, grammar plays a significant role to make someone clearly understand what people said or wrote. Grammar helps a person to speak and to write well because it enables people to comprehend and produce language.

8 Richard Veit, Discovering English Grammar, (Boston: Houghton Mifflin Company, 1986), p. 6. 9Carl James, Error in Language Learning and Use: Exploring Error Analysis, (New York: Longman Inc, 1998), p. 154. 10Victoria Fromkin, An Introduction to Language: 7th edition (Boston: Heinle Thomson Co., 2003), p. 117. 7

2. Grammatical Interference

When using target language, learners sometimes gets influence from their native language, for instance, when Indonesians speak in English, they tend to transfer the structure of Bahasa into English. It is shown that Bahasa interfere their English. If these two language structures were same, it would not be an important problem, because it is helpful based on alignment and similarity. This transfer is called as positive transfer. However, the opposite case would happen if the two systems were different then the chaos begins, and this confused transfer is known as negative transfer.11

Negative transfer occurs when a speaker adopts the system of his/her native language on the target language that was not the same language, Therefore, when they translated a phrase new house into English, their translation would be house new that should be new house. Bilingual speakers, aware or not, often do this kind of transfer that more recognized as language interference.12

Weinreich tells that language interference also causes deviations. On his book, Language and Contact, he argues “those instance of deviation from the norm of either language which occurs in the speech of bilinguals as a result of their familiarity with more than one language, will be referred to as

INTERFERENCE phenomena.”13 In the process of interference, Chaer and

Agustina stated “there are three elements that take significant role”14, namely:

11 Henry Guntur Tarigan, Pengajaran Analisis Kesalahan Berbahasa (Bandung: Angkasa, 1988), p. 14. 12 Ibid, p. 15. 13 Uriel Weinrich, Language in Contact (New York: Mouton Publishers, 1953), p. 1. 14 Abdul Chaer and Leonie Agustina, Sosilinguistik: Suatu Pengantar, (Jakarta: Rineka Cipta, 1995), p. 166. 8

a) The source language; is a source of interference. A language that give or affects other languages as dominant language in a society, so that the elements of language are often borrowed for the purposes of communication between members of the community. It is normally the learner‟s native language. b) The target language or recipient language; is that in which communication is being attempted. In the case of a learner, it is the language he/she learning when uses it. This language receives the source language elements, and then aligns the rules of pronunciation and writing into the target or recipient language. c) The elements of importation; are the elements given in another language and then switch from a foreign language into the target language. That is the deviant linguistic system actually employed by the learner attempting to utilize the target language.

Interference occurs at many aspects of language. Interference on morphology and syntax is called grammatical interference. The grammatical interference happens when a bilingual speaker transfers his/her source language system gradually into his/her target language at many linguistics parts, such as word order, subject-verb agreement, and so on.

3. Types of Grammatical Interference

Weinreich as quoted by Heine, distinguished three types of grammatical interference, namely:

a) “Interference relates to transfer of morphemes from the source language to the recipient language.”15 This interference occurs because the transfer of morphemes or words of the source language into the target language usage, for example, An American Yiddish says not he but I which has been

16 transferred from his source language /nit er bΛt ix/. It should be not him but I.

15Bernd Heine and Tania Kuteva, Language Contact and Grammatical Change (Cambridge: The Press Syndicate of The University of Cambridge, 2005), p. 2. 16 Uriel Weinreich, (1953), op.cit., p. 30 9

The morpheme he in the source language belongs to subject or object, but in the target language (English) it is only used as a subject and never be an object.

b) “Interference relates to the grammatical relations, in particular word order.”17 This kind of interference is an application of the source language structure (Ls) into the target language (Lt). Weinreich, as quoted by Heine, prefer to call the terms “source and recipient” language as “model and replica” language.18 This interference occurs in the term of syntax, in particular word order. This type of interference is the most common interference in bilingual speech. A sentence in English, I and my friend told that story to my father as a translation of Aku dan temanku menyampaikan cerita itu kepada ayah. In the sentence appeared the use of Indonesian structure into an English sentence.

Instead, the best translation of the sentence is My friend and I told that story to my father.

Weinreich has his own opinions deals with this interference. He divided this interference associated with syntax into three types, namely:

1) “The replica of the relations of another language explicitly conveys an unintended meaning, for example, a German speaker says in English, This woman loves the man on the model of German, intending to communicate the message The man loves this woman, but producing the opposite effect. 2) The replica of the relations of another language violates an existing relation pattern, producing nonsense or a statement which is understandable by implication, for example, an Indonesia speaker says in English, the hat red on the model of Indonesian topi merah, meaning the red hat. 3) The replica of the relations of another language which constitutes interference only theoretically, consists in the unnecessary imposition of a relation to a language where no obligatory relations exist in the equivalent

17Bernd Heine and Tania Kuteva (2005), loc. cit. 18Ibid. 10

domain, for example, a native Indonesian speaker were to maintain the Indonesian-type word order of Subject + Predicate + Object in English speech, What are you doing?. This would not violate English grammar, but it would be superfluous monotonous.”19

c) “Interference relates to functions or meaning of grammatical forms.”20 This interference is associated with grammatical function or meanings of languages, which occur when a speaker identifies a morpheme or a word of the source language grammatical then, use it in the target language. In this case, this interference occurs when an Indonesian speaker who knows English, for instance, involved in a conversation. He/she likes to transfer English words into Bahasa without awareness, for example, Planningku setelah lulus sarjana adalah melanjutkan sekolah lagi. The word planning is put as a subject although it is used as a verb in English.

According to a theory of language acquisition, the transfer or language interference of source language into target language will always happen in communication. The higher education and knowledge people have, the less interference will be produce.

4. Causes of Grammatical Interference

There are two main factors causing grammatical interference, they are structural and non-structural factor.

a) Structural Factor

Structural factor are those which stem from the organization of linguistic forms into definite system. The structural factors related to grammatical

19 Uriel Weinreich, (1953), op.cit., p. 37 20 Bernd Heine and Tania Kuteva (2005), loc. cit. 11

interference are the non-congruent systems; complicated functions and morphemes; and conflict with existing relation pattern.21

b) Non-structural Factor

Non-structural factor are derived from the contact of the system with the outer world.22 The non-structural factors related to grammatical interference are:

1) Loyalty to source language

2) Individual traits of bilingual speaker

3) Circumstances in the speech situation

4) Socio-cultural context of the language contact (prestige)

5) The element of time and length of contact

5. Error Analysis

At a glance, there is no difference between mistakes and errors as stated by Hornby, they are recognized as synonymous words, sometimes the terms used interchangeably.23 Instead, they are technically used differently as in some source.

According to Corder, mistake refers to performance errors, while the term error refers to competence errors, the systematic errors of a learner from which the source people are able to reconstruct his/her knowledge of the language.24

Errors are classified into vocabulary (lexical error), pronunciation (phonological

21 Uriel Weinreich, (1953), op.cit., p. 65. 22 Uriel Weinreich, (1953), op.cit., p. 5 23 A.S. Hornby, Oxford Advance Learner’s Dictionary, (Oxford: Oxford University press, 2003), p. 543. 24 S.P. Corder, “The Significance of Learners‟ Errors,” Error Analysis :Perspectives on Second Language Acquisition, ed. Jack C. Richards (London: Longman, 1974), p. 25. 12

error), word formation (grammatical error) and misunderstanding of a speaker‟s or meaning (interpretive error).25

According to James, there are two types of grammatical errors: a) Morphology Errors, the failure to comply letter and word in supplying any

part of any instance of the word classes.26 Morphology is the identification,

analysis, and description of the structure of words. In English, there are five

lexical words classes; noun, verb, adjective, adverb, and preposition.

Morphology Errors are usually seen in plurality, genitive, and tense, such as

six book*, *bringed, and aboli*shment (√-tion). b) Syntax Errors, errors that affect texts larger than the word.27 Syntax is the

former handling structures larger than the word. These errors happen in phrase

structure, clause structure, sentence structure and intersentence errors

(cohesion), for example, Give *[NP] to the dog.

Grammatical error happens because of competence factor. Learners do not understand the rule of the target language, so they do transfer of grammatical rules of their native language into it. This creates an error both in oral and written.

Errors are sign of learning failure and not to be willingly tolerated. It must be analyzed what kinds of errors that happen to learners. “The fact that learners do make errors and that these errors can be observed, analyzed, and classified to

25 Carl James, (1998), op.cit. p. 13. 26 Ibid, p. 154. 27 Ibid, p.156. 13

reveal something of the system operating within the learner, led to a surge of study of learners‟ errors, called error analysis.”28

From several definitions above, it can be said that error analysis is the technique of finding the errors that learner made in speaking and writing using any principles and procedures provided by linguistics. It is the technique that is mostly used in many researches.

C. RESEARCH FINDINGS

1. Types of Grammatical Interference

a) Morphological Error

1) Singular – Plural Agreement

No. Corpuses Types of Grammatical Correct Sentences Interference a. Q: What is the best gift you Interference relates to It has a sound, a have ever received? beautiful sound that function or meaning of A: It have a sounds, a makes me love the beautiful sounds that grammatical forms. music. makes me love a music. This agreement is partially based on the category of person, whether the noun is singular or plural. In English, the vast majority of words become plural simply by adding a morpheme -s. The plural of words ending in s, sh, ch, z, and x, however, is formed by adding -es. Different from English, Bahasa Indonesia does not distinguish singular and plural form, instead using reduplicated form to denote plurality.29

Datum a: Q: What is the best gift you have ever received? A: “It have a sounds, a beautiful sounds that makes me love a music.”

28 Muhammad Farkhan (2006), op.cit. p. 149. 29 J.S. Badudu, Inilah Bahasa Indonesia yang Benar, (Jakarta: Gramedia Pustaka Utama, 1994), p.14 14

In English, the subject must be concord with the verb in a sentence. In the sentence above, the word “sounds” should be in singular form agreement for word

“a” denotes singular form. Therefore, the word “sounds” should become “sound” in order to agree with the previous word. Besides, the word “music” actually refers to the sound that comes out from the box, then, definite pronoun is used.

Thus, the correct sentence is It has a sound, a beautiful sound that makes me love the music.

2) Subject – Verb Agreement

No. Corpuses Types of Grammatical Correct Sentences Interference a. Q: What is the best gift It has a sound, a beautiful you have ever received? Interference relates to sound that makes me love A: It have a sounds, a the music. transfer of morphemes. beautiful sounds that makes me love a music. In Standard English grammar, a verb always agrees with its subject also in person. In the sentence above, the interviewee translates the verb “punya” into

English “have” without following the subject–verb agreement. This error happens because Bahasa Indonesia has no rules about this agreement. Thus, the correct sentence of it is It has a sound, a beautiful sound that makes me love the music.

3) Active – Passive Voice

No. Corpuses Types of Grammatical Correct Sentences Interference a. Q: Being a woman, what I think that woman can piece of advice would Interference in says “I have advice for you give to a man? you”. particular word order. A: I think that woman can be said that “I have advice for you”. 15

This agreement is based on the category of voice. Interference in this part, relates to grammatical relation, especially in particular word order, because it explicitly conveys unintended meaning in target language.

Datum a: Q: Being a woman, what piece of advice would you give to a man? A: I think that woman can be said that “I have advice for you”. Structurally, the sentence above is well-formed, but it does not make sense. Although grammatically correct, it semantically has passive voice sense. In passive construction, the verb is preceded by auxiliary verb, but not in active.

Through the question, it can be seen that actually the interviewee wants to say it in active voice but she utters in passive voice. So that, the appropriate sentence is I think that woman can say, “I have advice for you”.

2. Syntax Error 1) Pronoun – Antecedent Agreement

No. Corpuses Types of Grammatical Correct Sentences Interference a. Q: What is the worst So he has three girlfriends date you have ever including me, but before Interference relates to been on? that I know that he has had A: So he have three transfer of morphemes. more than one hundred girlfriend including girlfriends. me, but before that I know that they have more than one hundred girlfriend.

A pronoun should not too far away from its antecedent; otherwise, it will cause misunderstanding. Antecedent is the noun that goes before or precedes the pronoun and that the pronoun points back to.30 A problem arises in the fact that

English has three expressions for the third singular pronoun which refer

30 Barbara Hansen and Rebecca McDaniel (1998), loc.cit. 16

specifically to male, to female or to unknown object, that is he, she, it. In contrast,

Bahasa Indonesia has no specific expression for the third singular pronoun, except dia that refers to all sexes. Therefore, most Indonesian bilinguals often forget to specify them, so the non-congruent systems of languages convey their English into interference.

Datum 1: Q: What is the worst date you have ever been on? A: “So he have three girlfriend including me, but before that I know that they have more than one hundred girlfriend.” In the sentence above, the misuse of pronoun makes several interpretation of meaning possible. Therefore, to make the sentence clear, the interviewee should determine the pronoun and its antecedent whether it is singular or plural.

Thus, the appropriate sentence is So he has three girlfriends including me, but before that I know that he has had more than one hundred girlfriends.

2) Parallel Structure

No. Corpuses Types of Grammatical Correct Sentences Interference a. Q: What is the best That makes me know what gift you have ever kind of job or what kind Interference in particular received? of activity that I love. A: That makes me word order. know what jobs or what kind activity that I love it.

Faulty of parallelism can happen to anyone for any reason, like lack of grammar, language interference, etc. This occurs commonly and interferes with the coherence of sentences. At first, this error interferes only theoretically because it does not violate the word order. Nevertheless, this interference tends to violate the existing pattern in the target language, because the dependent clause of the 17

sentence does not follow the rule of both singular-plural and subject-verb agreement. This is the type of interference in particular word order.

Datum 1: Q: What is the best gift you have ever received? A: “That makes me know what jobs or what kind activity that I love it.” In the sentence above, there are two dependent clauses and two independent clauses. In the two dependent clauses, faulty parallelism occurs. They should have been shared the same grammatical form. The datum shows that the interviewee is not aware with her speech which consist of parallel structure. In the first dependent clause, she begin in the plural form but in the second clause, she uses singular form. It shows a lack of parallelism. It should be plural is joined by plural and singular is joined by singular; jobs with activities and job with activity.

Thus, the appropriate sentence restructuring it is That makes me know what kind of job or what kind of activity that I love.

3) Ambiguity

No. Corpuses Types of Grammatical Correct Sentences Interference 1. Q: Being a woman, I think, when you fall what piece of advice down, your woman can Interference in particular would you give to a raise you up. man? word order. A: I think, when you down, your woman can make you up. Another error happened as a product of interference is ambiguity.

Sentences that fulfill the grammatical rule but still have double meaning can not be classified as effective sentence.

Datum 1: Q: Being a woman, what piece of advice would you give to a man? A: I think, when you down, your woman can make you up. 18

There are two different deep structures in the sentences above. A person hearing the statement may think that she is talking about man-woman relation in negative meaning. Actually, it is not what she means. She wants to share that women can help and accompany men, especially their boyfriend to solve any problem in their life. So that, to avoid the structural ambiguity, a skill in choosing appropriate words is needed. Thus, the correct sentence is I think, when you fall down, your woman can raise you up.

2. Factors that cause Grammatical Interference

From the analysis above, it can be described that some factors that cause grammatical interference are:

a) Structural Factor

From the structural factor, there are several stimuli that cause grammatical interference in the data of the interview session. First, Bahasa Indonesia has different language system from English. As a sexiest language, English has three different expressions to express the third person singular which refer to each sexiest that is “he” refers to male person, “she” refers to female person and “it” refers to unknown object. In contrast, Bahasa has only one expression for the third person, that is “dia” which is used for both sexes. It can be seen that the non- congruent systems of languages leads the speaker (Qory Sandioriva) to transfer the morpheme “dia” into English without considering the specification of pronoun. Therefore, bilingual speakers, especially Indonesian, should be aware of this structural factor, because they have different language systems from English.

b) Non-Structural factor 19

1) Bilingualism and Multilingualism factor

Aware or not, bilingualism often do the interference which can create error in using the target language in the interview, the speaker‟s source language influences her (Qory) English as her target language. If she is a coordinative bilingual, she would not do many errors, but actually, she is not. So that, many deviations occur in her speech that leads her to do some errors.

2) Individual factors of bilingual speaker

From the interview, the writer can see that Qory lacks of English grammar.

The lack of competence has brought her to do interference in her speech. She tends to juxtapose those language systems (Bahasa and English). In tenses agreement aspect, she fails to use approriate tenses in her statements. Besides, she is not aware of the rules because there is no agreement in Bahasa Indonesia. In conclusion, higher knowledge people have, less interference will be produced.

3) The Element of Time and Length of Contact

From the interview, the writer can see that the element of time and length of contact may also be at play. The speaker only stays for few days in the English speaking country (America) just to follow the miss universe contest, so she has not mastered English as good as native. Based on the theory of interference, longer contact with the target language, better speech people have and less interference will be produced.

4) Circumstances in the speech situation

From the interview, the writer can see that circumstance in the speech situation also comes into play. Formal situation makes emotional involvement of 20

the interviewee. From the video of interview session, Qory gets many pauses when she is answering those questions. It may occur because she is nervous. So that, she produce many pauses in speech.

D. Conclusion and Suggestion

Interference can occur at any aspect of language, such as phonology, grammar, vocabulary, even cultural sense, whether oral and written. In this study, the writer focuses on the interference of grammar. Based on the data that has been described in this thesis, the writer has several conclusions can be drawn. The types of grammatical interference in the sentences of the interview session, which interfere English sentence pattern, are interference relates to transfer of morphemes; interference relates to the grammatical relation in particular word order and interference relates to functions or meaning of grammatical forms.

These kinds of grammatical interference cause several errors in speaking which mostly occur on parallel structure, subject–verb agreement, singular–plural agreement, redundancy, tenses using, pronoun–antecedent agreement and structural ambiguity.

Considering the theories at the beginning chapter to be compare to the fact that gained by the research, the writer answer the question that the grammatical interference is mostly caused by individual factor of a bilingual. From the non- structural point of view, the lack of competence of the target language always brings them into language interference, mostly in grammar. Furthermore, from the structural point of view, the very different language systems or the non-congruent language systems causes grammatical interference. 21

From the analysis and the conclusion above, the writer would like to propose the following suggestions for whoever concern with the English study.

First, Indonesian people need to learn and to master English as an international language as good as possible. Second, they should balance their understanding of two language systems of grammar. Therefore, the interference can be minimized even prevented. Third, for students of English Letters, they can study further about the subject by using any kind of references, which support that matter.

Finally, the writer hopes that the study will be useful for the writer herself and other readers for future improvement of studying grammatical interferences in

English sentence patterns by Indonesian. Therefore, they can produce their speech correctly based on English grammar.