vii ABSTRACT
Wicaksono, V. A. (2016). The Negative Impact of Frequent Usage of English Language toward English Language Education Study Program Students’ Official Indonesian Language. Yogyakarta: Sanata Dharma University.
It is no doubt that in the present time, English has become a globally wide-spreading language because of its practicality in various aspects of life, thus draw more people to learn and speak the language. In accordance to that, ELESP (English Language Education Study Program) of Sanata Dharma University in some way imposes English as the compulsory means of communication for the academic members within, making English becomes the most frequent language used for the academic importance.
Viewing from two different perspectives, the frequent usage of English in the community of students in ELESP of Sanata Dharma University seems to bring about two contradictory impacts to the students. On the one hand, intensive practices of the language being learned might result positive implication to the students’ English competence. On the other hand, the frequent usage of English could cause such a negative impact towards the students’ official Indonesian language usage; the language in which students of ELESP employ mostly in the Indonesian scientific paper writing. Accordingly, it is crucial now to pay more attention to the impact regarding the existence, the survival and the development of the official Indonesian language in facing such situation of global competition.
This preliminary study aims to find out the answers of two formulated problems in the relation to the frequent usage of English in the community of students in ELESP of Sanata Dharma University, which are (1) The negative impact of the frequent usage of English toward ELESP students’ official Indonesian language, mainly in the lexical aspect; and (2) The potentially foreseeable linguistic consequence resulted from the phenomenon of the frequent usage of English in the community of students of ELESP.
This research mainly employed a library study method. Besides, two other data collection techniques, i.e. interview and paper analysis, were also conducted in order to seek for proofs. Interview method was conducted to reveal the students’ attitude towards the usage of both English and Indonesian language as well as to uncover the tendencies that emerge in the relation to the topic. Meanwhile, paper analysis was conducted to see into what extent English had given its influence towards the usage of official Indonesian language among the students.
viii
lexis starts to be neglected and language shift is likely to occur in certain extent. Moreover, the tendency to possess negative attitude towards the official Indonesian language and to care less to the appropriate usage of the language become two distinct disintegrating factors that can lead to a more risky circumstance in the future.
It is necessary for the institution and the academic community within to maintain the usage of the official Indonesian language and perhaps contribute to the development of the language for academic purposes. For one reason, the students of ELESP of Sanata Dharma University are mainly trained to be a teacher and therefore, as the Indonesian citizen, it’s a duty to contribute to the maintenance of the official Indonesian language. For another reason, the official Indonesian language is a national language, in which it represents the identity, culture, and power of the nation, and thus, its existence is vital.
ix ABSTRAK
Wicaksono, V. A. (2016). The Negative Impact of Frequent Usage of English Language toward English Language Education Study Program Students’ Official Indonesian Language. Yogyakarta: Sanata Dharma University.
Tidak diragukan bahwa saat ini Bahasa Inggris menjadi bahasa yang tersebar luas secara global oleh karena kegunaannya di dalam berbagai segi kehidupan sehingga banyak orang tertarik untuk mempelajarinya. Sehubungan dengan itu, jurusan PBI (Pendidikan Bahasa Inggris) Universitas Sanata Dharma mewajibkan peggunaan Bahasa Inggris dalam berkomunikasi antar para akademisinya, mengakibatkan Bahasa Inggris menjadi bahasa yang paling sering digunakan untuk kepentingan akademis.
Dilihat dari dua sudut pandang yang berbeda, tingkat keseringan penggunaan Bahasa Inggris di kalangan mahasiswa PBI Universitas Sanata Dharma membawa 2 dampak yang saling bertolak belakang. Di satu sisi, penggunaan bahasa yang cukup sering dapat memberikan hasil yang baik bagi kecakapan berbahasa dari bahasa yang sedang dipelajari. Di sisi lain, keseringan penggunaan bahasa Inggris tersebut dapat memberikan dampak merugikan bagi penggunaan Bahasa Indonesia baku di kalangan mahasiswa, dimana Bahasa Indonesia baku digunakan terlebih pada penulisan karya ilmiah berbahasa Indonesia. Oleh karena itu, perlu adanya perhatian khusus terhadap dampak buruk tersebut, berkaitan dengan keberadaan, kelangsungan, dan perkembangan Bahasa Indonesia baku di dalam menghadapi situasi kompetisi global.
Kajian awal ini bertujuan untuk menjawab dua permasalahan yang berkaitan dengan keseringan penggunaan Bahasa Inggris di kalangan mahasiswa PBI Universitas Sanata Dharma, yaitu (1) Dampak buruk dari keseringan penggunaan Bahasa Inggris terhadap Bahasa Indonesia baku di kalangan mahasiswa PBI, terutama pada segi kosakata; dan (2) Dampak kebahasaan yang mungkin dapat diperkirakan dari peristiwa seringnya penggunaan Bahasa Inggris di kalangan mahasiswa PBI.
Secara garis besar, penelitian ini menggunakan metode penelitian pustaka. Disamping itu, peneliti juga menggunakan dua metode pengumpulan data lainnya yaitu wawancara dan analisis makalah yang bertujuan untuk memperoleh bukti-bukti. Metode wawancara digunakan untuk mengetahui sikap para mahasiswa terhadap penggunaan Bahasa Inggris dan Bahasa Indonesia begitu pula untuk menemukan kecenderungan yang muncul yang berkaitan dengan topik. Sementara itu analisis makalah digunakan untuk melihat sejauh mana tingkat pengaruh Bahasa Inggris terhadap penggunaan Bahasa Indonesia di kalangan para mahasiswa.
x
Inggris dan frasa Bahasa Inggris di dalam penulisan karya ilmiah berbahasa Indonesia. Para mahasiswa cederung lebih sering menggunakan kata serapan Bahasa Inggris daripada menggunakan kata padanannya dalam Bahasa Indonesia; yang menandakan bahwa kosakata Bahasa Indonesia mulai diabaikan dan pergeseran bahasa terjadi pada tingkatan tertentu. Selain itu, kecenderungan untuk bersikap negatif terhadap Bahasa Indonesia baku serta kekurangpedulian terhadap penggunaan Bahasa Indonesia secara tepat menjadi dua unsur yang jelas merugikan, dimana kedua unsur tersebut dapat mengarahkan pada keadaan yang lebih merugikan dimasa depan.
Penting bagi institusi dan kalangan akademisi didalamnya untuk memelihara penggunaan Bahasa Indonesia baku bahkan mungkin pula berkontribusi dalam pengembangan Bahasa Indonesia demi kepentingan akademis. Alasan pertama adalah karena para mahasiswa PBI Universitas Sanata Dharma dididik untuk menjadi pengajar dan oleh karena itu, sebagai warga Negara Indonesia, wajib untuk berkontribusi dalam pemeliharaan Bahasa Indonesia baku. Alasan berikutnya adalah karena Bahasa Indonesia baku merupakan bahasa nasional, dimana bahasa ini mewakili identitas, budaya, dan kekuatan bangsa, dan oleh karena itu, keberadaannya sangat penting untuk terus dijaga.
THE NEGATIVE IMPACT OF FREQUENT USAGE OF
ENGLISH LANGUAGE TOWARD ENGLISH LANGUAGE
EDUCATION STUDY PROGRAM
STUDENTS’ OFFICIAL
INDONESIAN LANGUAGE
A SARJANA PENDIDIKAN FINAL PAPER
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Vincensius Anggit Wicaksono Student Number: 091214090
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY
i
THE NEGATIVE IMPACT OF FREQUENT USAGE OF
ENGLISH LANGUAGE TOWARD ENGLISH LANGUAGE
EDUCATION STUDY PROGRAM STUDENTS’ OFFICIAL
INDONESIAN LANGUAGE
A SARJANA PENDIDIKAN FINAL PAPER
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Vincensius Anggit Wicaksono Student Number: 091214090
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF ENGLISH LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY
v
For the sake of my devotion
to the universe,
vii ABSTRACT
Wicaksono, V. A. (2016). The Negative Impact of Frequent Usage of English Language toward English Language Education Study Program Students’ Official Indonesian Language. Yogyakarta: Sanata Dharma University.
It is no doubt that in the present time, English has become a globally wide-spreading language because of its practicality in various aspects of life, thus draw more people to learn and speak the language. In accordance to that, ELESP (English Language Education Study Program) of Sanata Dharma University in some way imposes English as the compulsory means of communication for the academic members within, making English becomes the most frequent language used for the academic importance.
Viewing from two different perspectives, the frequent usage of English in the community of students in ELESP of Sanata Dharma University seems to bring about two contradictory impacts to the students. On the one hand, intensive practices of the language being learned might result positive implication to the students’ English competence. On the other hand, the frequent usage of English could cause such a negative impact towards the students’ official Indonesian language usage; the language in which students of ELESP employ mostly in the Indonesian scientific paper writing. Accordingly, it is crucial now to pay more attention to the impact regarding the existence, the survival and the development of the official Indonesian language in facing such situation of global competition.
This preliminary study aims to find out the answers of two formulated problems in the relation to the frequent usage of English in the community of students in ELESP of Sanata Dharma University, which are (1) The negative impact of the frequent usage of English toward ELESP students’ official Indonesian language, mainly in the lexical aspect; and (2) The potentially foreseeable linguistic consequence resulted from the phenomenon of the frequent usage of English in the community of students of ELESP.
This research mainly employed a library study method. Besides, two other data collection techniques, i.e. interview and paper analysis, were also conducted in order to seek for proofs. Interview method was conducted to reveal the students’ attitude towards the usage of both English and Indonesian language as well as to uncover the tendencies that emerge in the relation to the topic. Meanwhile, paper analysis was conducted to see into what extent English had given its influence towards the usage of official Indonesian language among the students.
viii
lexis starts to be neglected and language shift is likely to occur in certain extent. Moreover, the tendency to possess negative attitude towards the official Indonesian language and to care less to the appropriate usage of the language become two distinct disintegrating factors that can lead to a more risky circumstance in the future.
It is necessary for the institution and the academic community within to maintain the usage of the official Indonesian language and perhaps contribute to the development of the language for academic purposes. For one reason, the students of ELESP of Sanata Dharma University are mainly trained to be a teacher and therefore, as the Indonesian citizen, it’s a duty to contribute to the maintenance of the official Indonesian language. For another reason, the official Indonesian language is a national language, in which it represents the identity, culture, and power of the nation, and thus, its existence is vital.
ix ABSTRAK
Wicaksono, V. A. (2016). The Negative Impact of Frequent Usage of English Language toward English Language Education Study Program Students’ Official Indonesian Language. Yogyakarta: Sanata Dharma University.
Tidak diragukan bahwa saat ini Bahasa Inggris menjadi bahasa yang tersebar luas secara global oleh karena kegunaannya di dalam berbagai segi kehidupan sehingga banyak orang tertarik untuk mempelajarinya. Sehubungan dengan itu, jurusan PBI (Pendidikan Bahasa Inggris) Universitas Sanata Dharma mewajibkan peggunaan Bahasa Inggris dalam berkomunikasi antar para akademisinya, mengakibatkan Bahasa Inggris menjadi bahasa yang paling sering digunakan untuk kepentingan akademis.
Dilihat dari dua sudut pandang yang berbeda, tingkat keseringan penggunaan Bahasa Inggris di kalangan mahasiswa PBI Universitas Sanata Dharma membawa 2 dampak yang saling bertolak belakang. Di satu sisi, penggunaan bahasa yang cukup sering dapat memberikan hasil yang baik bagi kecakapan berbahasa dari bahasa yang sedang dipelajari. Di sisi lain, keseringan penggunaan bahasa Inggris tersebut dapat memberikan dampak merugikan bagi penggunaan Bahasa Indonesia baku di kalangan mahasiswa, dimana Bahasa Indonesia baku digunakan terlebih pada penulisan karya ilmiah berbahasa Indonesia. Oleh karena itu, perlu adanya perhatian khusus terhadap dampak buruk tersebut, berkaitan dengan keberadaan, kelangsungan, dan perkembangan Bahasa Indonesia baku di dalam menghadapi situasi kompetisi global.
Kajian awal ini bertujuan untuk menjawab dua permasalahan yang berkaitan dengan keseringan penggunaan Bahasa Inggris di kalangan mahasiswa PBI Universitas Sanata Dharma, yaitu (1) Dampak buruk dari keseringan penggunaan Bahasa Inggris terhadap Bahasa Indonesia baku di kalangan mahasiswa PBI, terutama pada segi kosakata; dan (2) Dampak kebahasaan yang mungkin dapat diperkirakan dari peristiwa seringnya penggunaan Bahasa Inggris di kalangan mahasiswa PBI.
Secara garis besar, penelitian ini menggunakan metode penelitian pustaka. Disamping itu, peneliti juga menggunakan dua metode pengumpulan data lainnya yaitu wawancara dan analisis makalah yang bertujuan untuk memperoleh bukti-bukti. Metode wawancara digunakan untuk mengetahui sikap para mahasiswa terhadap penggunaan Bahasa Inggris dan Bahasa Indonesia begitu pula untuk menemukan kecenderungan yang muncul yang berkaitan dengan topik. Sementara itu analisis makalah digunakan untuk melihat sejauh mana tingkat pengaruh Bahasa Inggris terhadap penggunaan Bahasa Indonesia di kalangan para mahasiswa.
x
Inggris dan frasa Bahasa Inggris di dalam penulisan karya ilmiah berbahasa Indonesia. Para mahasiswa cederung lebih sering menggunakan kata serapan Bahasa Inggris daripada menggunakan kata padanannya dalam Bahasa Indonesia; yang menandakan bahwa kosakata Bahasa Indonesia mulai diabaikan dan pergeseran bahasa terjadi pada tingkatan tertentu. Selain itu, kecenderungan untuk bersikap negatif terhadap Bahasa Indonesia baku serta kekurangpedulian terhadap penggunaan Bahasa Indonesia secara tepat menjadi dua unsur yang jelas merugikan, dimana kedua unsur tersebut dapat mengarahkan pada keadaan yang lebih merugikan dimasa depan.
Penting bagi institusi dan kalangan akademisi didalamnya untuk memelihara penggunaan Bahasa Indonesia baku bahkan mungkin pula berkontribusi dalam pengembangan Bahasa Indonesia demi kepentingan akademis. Alasan pertama adalah karena para mahasiswa PBI Universitas Sanata Dharma dididik untuk menjadi pengajar dan oleh karena itu, sebagai warga Negara Indonesia, wajib untuk berkontribusi dalam pemeliharaan Bahasa Indonesia baku. Alasan berikutnya adalah karena Bahasa Indonesia baku merupakan bahasa nasional, dimana bahasa ini mewakili identitas, budaya, dan kekuatan bangsa, dan oleh karena itu, keberadaannya sangat penting untuk terus dijaga.
xi
ACKNOWLEDGEMENTS
Firstly, I would like to thank Almighty God and the universe for giving me
such strength and motivation all this time. Their blessings have been accompanying and guiding me through my journey. I would not be able to move forward if it is not for them.
Foremost, I would like to express my gratitude to my thesis advisor, Christina Lhaksmita Anandari, Ed. M. for her attention, guidance and patience
to help me in finishing this paper. She has been so patient in guiding and supporting me.
I would send my great gratitude to my academic advisor C. Sih Prabandari S. Pd., M. Hum. for her full attention and supports during the time I
have spent in ELESP. I would also send my great gratitude to Gregorius Punto Aji S. Pd., M. Hum. and Caecilia Tutyandari M. Pd. for their helps during the
process of writing this paper. After all, I cannot be more thankful to all of the most awesome PBI lecturers for the guidance and knowledge during my journey.
I would also thank all of the staff of PBI and Sanata Dharma University library for the enormous assistance.
My deepest and greatest thanks (and sorry) go to my Bapak, Ibuk, and Mbak Iyan and for their endless pray and the sacrifice. I express my very very
xii
The last gratitude goes to anyone who has been so helpful but I have not mentioned here.
xiii
PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ABSTRACT ... vii
2.5Official Indonesian Language .. ... 22
CHAPTER III. CONCLUSIONS AND RECOMMENDATION 3.1Conclusions ... 24
3.2Recommendation .. ... 25
xiv
xv
LIST OF APPENDIX
Appendix Page
A. The Questions of the Interview ... 29 B. The Result of the Interview ... 32 C. The Sample of the Indonesian Scientific Paper ... 36 D. The List of English Loanwords/Words/Phrases
1
CHAPTER I
INTRODUCTION
Firstly, this part explains the background of the research. It provides thorough elaboration about the usage of English within the community of students in ELESP of Sanata Dharma University and the situation of language dominance among them. Secondly, the writer explains the data collection methods that are employed in the research in order to seek for the answers of the formulated problems.
1.1 Research Background
The frequent usage of English, on the one hand, may give positive effect toward students’ English language proficiency. Intensive practice of the target language would increase the ELESP students’ language comprehension as it is
highly expected. According to Oya, Manalo, and Greenwood (2009), many researchers agree that utilizing target language outside the classroom can be a potential method to practice the language which is being learned. On the other hand, it is hypothesized that the high frequency usage of English can presumably give such a negative impact toward the existence of ELESP students’ other
languages e.g. Indonesian language as national language, mainly in the case of vocabulary, which is the focus of this study. Henceforth, Indonesian lexis and Indonesian language are treated as equal in the following discussion regarding the inclusion of lexis as part of a language unless it is explained exclusively.
The notion of frequent English can presumably give such a negative impact toward the existence of ELESP students’ Indonesian language in their mind is justified by the findings that many researchers agree upon inter-influencing languages in contact (e.g. Bialystok, 2008; Chang, 2011; Daulton, 2009; Hiramoto, 2003; Muysken, 1985; Sankoff, 2001; Tofan, 2011; Weinreich, 1968, as cited in Croft, 2000) “through direct mechanism of borrowing; the interaction that provides loanwords” (Tofan, 2011, p. 221). Viewing from a perspective of linguistic competence, the development of English proficiency among the students is very likely to yield positive outcomes in terms of vocabulary entries. However, students’ comprehension of English vocabularies
production. Some researchers affirm that bilinguals might demonstrate the linguistic problems in terms of vocabulary control, vocabulary access, and vocabulary choice (Bialystok, 2008; Ransdell and Fischler, 1987).
Historically, the introduction of English in Indonesia occurred back in more than one century ago. Western-style elementary schools were introduced in 1907 and English was first taught to Indonesians in 1914 when junior high schools were established (Lauder, 2008). After 1965 when Indonesia opened up for cooperation to western societies in economy and culture, great number of loanwords from English are adopted into Indonesian lexicon (Jones, 1984, as cited in Hiramoto, 2003) and ever since, even more English loanwords in various fields such as economy, technology, health, and education, are standardized by Indonesian government continually.
The number of English loanwords in Indonesia’s vocabulary increases
along with the present’s style of internationalization of English. The wide range of
field that uses English as the medium of communication draws more people to speak the language (Crystal, 2003; Daulton, 2009; Huda, 2000). Utilizing English as a means of communication among ELESP students is one of the processes to comprehend it and thus leads to a situation that vocabularies of Indonesian language might be put in a more and more isolated ground in students’ mind.
Students in ELESP use official Indonesian language less frequently since the usage of which is practically constrained by the program’s requirements.
There are at least three subjects that are most entirely delivered in Indonesian language. Those are Bahasa Indonesia - Indonesian Language Subject, Pancasila - Five Basic Principles of the Republic of Indonesia, and Agama – Religion Subject. Occasionally, to officially pass the subjects, students are required to write scientific papers or articles in official Indonesian writing format, which also means that using official Indonesian language is a prerequisite.
Considering the frequency of usage of official Indonesian language, it is then quite reasonable to put in mind that the usage of the language among ELESP students is someway constrained. It brings a consequence that the existence of official Indonesian lexicon in students’ mind might be at risk in some extent. Even though there is no recent research that suggest the least usage of certain language in a particular lapse of time to survive from partially to fully neglected (if not to mention extinction), the comparison of the usage of Indonesian language to the more dominant language used in the various form of academic works is quite considerable to view it as a less-utilized medium of communication among the students which therefore leads the existence of Indonesian lexis into disadvantageous status.
competition even more. This preliminary study, however, focuses only on the influence of frequent usage of English to official Indonesian language. To be more specific, it focuses on the usage of English loanwords in Indonesian lexis and the impact to the existence of the Indonesian language in students’ minds.
Another notion that is raised in this paper which is related to the language dominance in contact-induced languages as it is observed in the community of ELESP students is about language shift and the endangered language. Majidi (2013) explains that language shift refers to displacement of one language by another; it is always preceded by bilingualism or multilingualism and opens chance for the less-utilized language to be endangered. Craig (1997) asserts that an endangered language is “a language that may soon vanish, ceasing to be used as vehicle of communication” (as cited in Derhemi et al, 2002, p. 151). Furthermore, endangered language is not necessarily a minority language but there is a high probability that with time, a neglected language will become endangered.
finding out (1) the negative impact of frequent usage of English toward ELESP students’ official Indonesian language, mainly focuses in the lexical influence.
Furthermore, the researcher wants to determine (2) the potentially foreseeable linguistic consequence resulted from the phenomenon of the frequent usage of English in the community of students of ELESP in particular and perhaps in the wider scope that is Indonesian language as a national language in general.
1.2 Research Methodology
This preliminary research mainly employs a library study method. The hypothesis is developed upon the findings of some researchers in the field of language influence. Thorough elaboration related to the discussed problems is drawn from the provided existing theories. In order to support the findings of this research as well as to seek for the proofs of the hypothesis, the researcher conducted 2 methods of data collection, which are conducting interview and analyzing students’ scientific papers.
comparison result of the usage of both English and Indonesian language. Therefore, the interview was conducted to figure out the usage of both English and Indonesian language in the community of ELESP students for academic purposes. Besides, it is also intended to find out the students’ assessment of their English and Indonesian language comprehension in relation to the students’ linguistic competences as the result of the language influence over a particular period of time. The subjects of the interview were 5 (five) random ELESP students from semester 6. The participants were chosen considering the sufficient observable English influence they might show resulted from more or less 3 years of intense usage of English in class.
Next, an analysis to a group of scientific papers was conducted to support the finding from the preceding method. The researcher analyzed 5 (five) random scientific papers that were written individually by the students of ELESP in Pancasila Subject, a subject that is offered in the first year of the program. It
9
CHAPTER II
DISCUSSION
Firstly, this section discusses the collected data and gives a brief analysis upon the contained information. Next, it gives an overview of language contact and how it bases the background of the study. The following part elaborates the influence of one language toward others in context of language dominance and how it is related to the linguistic phenomena that occur in the community of students in ELESP. It also presents an overview about the endangered language as the victim of language dominance in a sense of narrowing the focus into the condition that is observed in the community of students in ELESP. The next following part provides an overview about the standard form of Indonesian academic writing and what it means to the students in purpose to provide understanding upon the relationship between the hypothesis and the findings.
2.1 Data Analysis
reasonable to draw a perception that English is a dominant language as the medium of communication among the students. The usage of English for academic purposes is compulsory in the community of ELESP students, either as the medium of communication in the classroom activities or as medium of communication in various kinds of academic writings. The intensity of using English increases along with the students’ raising levels. As the consequence, the
influence of English tends to emerge in the students’ academic writing.
The usage of English-influenced words and phrases is observed in the students’ Indonesian scientific papers (complete list of English
loanwords/words/phrases can be consulted in Appendix D). There are 156 English-influenced words and phrases that are found in the 5 students’ scientific papers. Of the 131 entries are categorized as standardized English loanwords, the 11 entries are categorized as non-standardized English loanwords, and another 1 entry is categorized as popular informal English loanword. While 2 entries are categorized as English words, and the other 11 entries are categorized as English phrases. 11 entries that are categorized as non-standardized English loanwords show errors in spelling aspect referring to the Great Dictionary of Indonesian Language, for example “Analisa”, “Ekstrim”, and “Otopsi”. Respectively, the
correct forms of the non-standardized loanwords are “Analisis”, “Ekstrem”, and “Autopsi”. Words such as “Agresi”, “Aksi”, “Aktivitas”, “Demo”, “Dosis”,
“Eksistensi”, “Era”, “Formal”, “Isu”, “Konflik”, “Manifestasi”, “Media”,
“Otoriter”, and “Protes” are some examples of loanwords that have their
sense of function and context. English phrases are also observed in the students’ papers which come with their Indonesian translations. The English phrases, such as “Enforced disappearence”, “Judicial review”, “Personal rights”, “Politic
rights”, “Rights of legal equality”, “Shock therapy”, and “Social and culture rights “ , are mostly employed to refer to some specific terminologies.
The students’ assessments on their comprehension of English and Indonesian language that they used in the scientific papers are confirmed through the interview. They were quite sure whether or not the scientific papers had met the standard requirements for every kind of scientific writing that they had ever written. There are some factors that base their confidence upon the confirmation, such as the awareness on self competence, whether or not the feedbacks were provided, and the strategy to consult trustworthy sources. All students (5) verified their comprehension upon their English writings through the feedbacks given, while there was no feedback that was provided for their Indonesian ones.
Diction of both English and Indonesian language becomes the most frequent observed aspect as the students’ difficulties in writing academic works according to the result of the interview. Accordingly, the analysis of the scientific papers reveals the students’ problems in form of the emergence of vocabulary
errors. Besides those that are mentioned in the preceding part, some examples of loanwords, such as “Amandemen”, “Anarkis”, “Formil” and “Obyek”, undergo
The result of the interview also clarifies the students’ attitude toward
English language. Even though most of the English papers were subjects’ requirement, two students confirmed their self-willingness in composing English papers for other purposes. Moreover, most of the students, in accordance with their difficulties in writing English or Indonesian scientific papers, have self willingness to equip themselves with sources that they need to overcome their difficulties. However, the result of the interview reveals that there is an emerging tendency for the students to ignore the existing problem; letting alone the errors unsolved.
2.2 Language Contact
Saphir (1921) affirms that when two or more languages undergo a contact, a phenomenon of what is called linguistic inter-influence occurs. Offiong and Okon (2005) point out that language contact is the base of linguistic phenomena to occur (as cited in Offiong and Okon, 2013, p. 900). Bilingualism, code-switching, and language interference, which are observed in the community of students of ELESP, are three examples of linguistic phenomena that emerge from language contact.
of more than one language in the same place at the same time” (p. 1), even though this definition is furthermore described for different circumstances i.e. the situation of being in the same place for the languages to be in contact is not a necessity. Tofan (2011, p. 219) indicates that language contact occurs when there is an interaction between speakers with different languages, resulting linguistic consequences i.e. language influence.
Contact between English and Indonesian language occurred back in more than one century ago since the establishment of western-style elementary school in 1907 (Lauder, 2008). Since then, the number of English loanwords in
Indonesia’s vocabulary increases along with the present’s style of
internationalization of English. Tofan (2011) states that “the current and growing status of English as a necessary part of higher education throughout the world” raises the “interest for the study of this language” (p. 221). English has become the world’s language where many countries in the world use it as one of their
communication languages (Crystal, 2003; Huda, 2000; Lauder, 2008). English has been widely used in many aspects of life, such as politics, diplomacy, international trade and industry, commerce, science and technology, education, the media, information technology, and popular culture (Crystal, 2003; Huda, 2000; as cited in Lauder, 2008, p. 12).
of the world’s various field of science are presented in English language (Listiyorini, 2008, p. 5). Along with the status of English as a global language grows firm, the positive attitude of the people toward English is as well as ensured. Therefore, the situation opens the opportunity for English to influence other languages in contact while the speakers “borrow” the language because they
need it (Saphir , 1921, p. 1). As English spreads globally, fragments of its lexicon permeate other languages (Inagawa, 2014). English gives its influences to other languages, from merely “loan” some – or seems likely to be many- words, or even
reconstruct the grammar of others (Alwasilah, 1985; Croft, 2000; Jendra ,1991; Sankoff, 2001; Tofan, 2011; Weinreich, 1968).
The attitude toward the English language in the community of ELESP students is confirmed positively through the interview. The status of English as global language and the wide range of English usage in various fields have brought English in a prestigious status in students’ mind which gives a rise to their positive attitude toward it. Some researchers also affirm the notion of English status among Indonesian society, especially among the scholars. Hiramoto (2003, p. 69) states that many Indonesian people consider the use of English loanwords as a sign of education; thus, expressions containing English loanwords have some degree of prestige in today’s general Indonesian society. Lauder (2008, p. 14)
loanwords or utilizing English entirely in their daily life communication. Gunarwan (1998, as cited in Lauder, 2008, p. 14) states that “English has a prestige among Indonesians that may even surpass that of Indonesian”, for they might become less familiar to the Indonesian words and feel more comfortable to use the borrowed English lexis/loanwords (or completely using English) without having a concern to the development of Indonesian Language (Suwardjono, 2000).
Accordingly, the students’ perception of English as a prestigious language
brings a consequence to the usage of Indonesian lexicon and its existence in their minds. There is a tendency for the students to use more English loanwords in the scientific works. According to the data of the loanwords in the students’ scientific papers (complete list of English loanwords/words/phrases can be consulted in Appendix D), there are at least 14 English loanwords that are found in the students’ scientific papers which interchangeable with their Indonesian pairs in
sense of meaning and function but remain unemployed. Here are 5 examples of the usage of loanwords within the students’ Indonesian scientific papers, followed by the possible alternatives with the Indonesian pairs:
1) “… produk budaya barat …”
“… hasil budaya barat …”(alternative)
2) “… manifestasi manusia beradab …”
“… perwujudan manusia beradab …” (alternative)
3) “… belum dapat dilaksanakan secara total …”
4) “… memberlakukan hukum formil …”
“… memberlakukan hukum resmi …”(alternative)
5) “… memprotes kebijakan pemerintah …”
“… menentang kebijakan pemerintah …”(alternative)
Even though the reasons of the students’ words choice are not confirmed
in the data, the fact that the absence of Indonesian counterparts of the English loanwords shows that the students tend to choose English-influenced words and thus reveals tendency for the students to ignore Indonesian lexis. Furthermore, the data shows the occurrence of language shift in certain extent; for Indonesian lexis apparently starts to be less utilized.
2.3 English Influence
domination of English towards Indonesian lexicon among ELESP students. However, this kind of nature cannot be merely seen to be the exact factor of the receptivity of a foreign language. Speaker’s attitude towards the language seems
to play more important role in the language acquisition and language influence. Saphir (1921) claims that the flows of the language influence frequently occur in one direction, which is from the dominant culture to the surrounding cultures. The tendency of the influence direction is for the stronger language to draw more speakers towards it which thereby engineers code-switching (Offiong, 2013). Students in ELESP, for instance, employ code-switching strategy as they speak one to another either in the context of academic or in their trivial discourses. Besides, it is a suggestion to utilize English as possible as they can afford.
Many researchers claimed that utilizing target language outside the classroom can be a potential method to practice the language which is being learned. This notion is supported by some researchers (as cited in Oya et al., 2009, p. 1), for example, d’Anglejan (1978) claims that without the necessary practice,
studying a language is not enough to improve second language proficiency; Seliger (1977) asserts that language contact outside the classroom is important because it can provide potential practice opportunities for the language which is being learned; while Harley et al. (1994) insists that to learn to speak, second language learners need opportunities to speak.
undergoes a significant influence in its elements. As the dominant communication means in the community of students of ELESP, English has preoccupied students’
minds mostly with lexical influence, which is worsen by mass media e.g. television, newspaper, magazine, etc (Suwardjono, 2004, p. 2). Muysken (1985; 1999) states that “lexicon is clearly the most borrowable element in language contact” (as cited in Sankoff, 2001, p. 19).
Furthermore, some researchers affirm that bilinguals might demonstrate the linguistic problems in terms of vocabulary control, vocabulary access, and vocabulary choice. Bialystok (2008, p. 4) indicates that bilinguals generally control smaller vocabulary than the monolinguals do, while access to the vocabulary is comparatively slower. Ransdell and Fischler (1987) state that “bilinguals experience more interference in lexical decision” (as cited in
Bialystok, 2008, p. 4). Based on these findings, it is quite reasonable to put in mind that there is a possible tendency of language shift; that is shift from Indonesian language to English in certain extent. Regardless the reasons of words’ choice, the data shows that students utilize English loanwords in considerable amount even though the loanwords have their Indonesian equivalents which grammatically and semantically interchangeable but nonetheless remain unemployed. Meanwhile, the tendency to utilize English in its entirety is as well as emerges in the observation.
words or phrases. As supported by Daulton (2009) that typically borrowing involves inserting a foreign word, or sometimes a phrase, into a spoken or written communication.
Moreover, evidences of error occurrences are noticed in the data. Some loanwords are mistakenly spelled referred to the standardized format of loanwords. The English loanwords, which have gone through such a linguistic adaptation process in several aspects, reach the susceptibility among the students along with students’ raising English comprehension level. However, the students’
susceptibility of the lexical influence from the English language is not simultaneous with their Indonesian language comprehension; which therefore lead errors to occur.
2.4 Neglected Language
Focusing on the community of students of ELESP of Sanata Dharma University, official Indonesian language is viewed as a victim of English language influence. This national language undergoes a significant influence to its lexicon in one’s process of learning the English language through various classroom
activities, tasks, academic papers, etc. The students seem to encounter some problems such as controlling small vocabulary, slowly accessing the vocabularies, and experiencing more interference in lexical decision (Ransdell and Fischler, 1987; Bialystok, 2008). These interferences suppress the official Indonesian language into an isolated place in students’ mind and open chance for language shift to occur; thus risk the existence of the official Indonesian language in students’ minds.
negative attitude in some extent towards official Indonesian language usage which can possibly disintegrate the situation.
Derhemi et al. (2002) states that “an endangered language is a language
that may soon vanish, ceasing to be used as a vehicle of communication, perhaps even disappearing completely from human history” (p. 151). Furthermore, as it is
elaborated, endangered language is not necessary to be the minority language, but the neglected language. Indonesian language at this point – in this focus is the standard official form – can be viewed as the endangered language since the speakers tend to neglect it and rarely use it in an appropriate way, for the speakers starts to bear more positive attitude towards English which is also observed in the data of the interview.
Many Indonesian people tend to learn and use the popular Indonesian style which is very common to be used in daily life communication instead of learning and using the standard official form (Suwardjono, 2004). Even though Indonesian language stands “unchallenged as the language of instruction and administration”; however, “the recent prescriptivist crack down on the proliferation of English in
public signs and mass communication channels implies a perceived threat to the Indonesian language” (Collins, 1996; as cited in Hiramoto, 2003, p. 69).
including ELESP students – tend to “mix up” languages between English and Indonesian language in a particular conversation (Listiyorini, 2008, p. 5). It is likely to be predictable that standard official form of Indonesian language will be in more and more risky situation in the future.
2.5 Official Indonesian Language
It is important for Indonesian academic community to master the standard form of Indonesian language for academic purpose, regarding the necessity of the product, for it might accommodate the usage by Indonesian academic community (Suwardjono, 2004). However, the use of official Indonesian language in the community of students of ELESP is practically constraint. According to Suwardjono (2004) a good and acceptable official Indonesian language competency is a pre-requisite in conducting scientific activities because the language is a main communication means. Moreover, Suwardjono (2004) states that scientific writing requires accuracy in its logic; it needs to fulfill the requirements of standard form of the type of works to avoid misinterpreting, misunderstanding, or ambiguity (p. 6). Without grammatical and lexical comprehension, it is difficult for a scientist to communicate his or her ideas to others. By means of the language, not only the scientists can convey information, but also be able to provide their argumentation, in which the grammatical and lexical aspects become the pre-requisite.
in writing Indonesian scientific papers. There is a tendency that the students have a problem in choosing appropriate words in their writing as well as in spelling of the English loanwords. In accordance with the existence of Indonesian language, this situation should be viewed as a crucial mater. The domination of English in students’ mind can possibly exert an undesirable influence on the Indonesian
language (Lauder, 2008), in which it can risk the existence of Indonesian language; for the stronger language (in the sense of language domination and one’s attitude toward the language) would mostly take over the position upon the
weaker counterpart.
Besides, the good scientific writing requires careful and accurate elaboration, as well as the appropriate diction, to avoid misunderstanding and ambiguity (Suwardjono, 2004). It means that the language used in the writing process should meet the standardized format of writing, including the spelling system, to avoid using non scientific language instead. The other thing that can be revealed regarding the use of scientific language is that using non scientific language might be danger for the readers. Sterling (as cited in Suwardjono, 2004) states that:
The danger in continuing to use a nonscientific language is that we will not even understand the questions of science, much less seek answers to those questions. If we begin to use the language of science, we may begin to ask the right kinds of questions. Asking the right kinds of questions is a long way of obtaining answer, but it is a prerequisite (p.7).
24
CHAPTER III
CONCLUSIONS AND RECOMMENDATION
In this chapter, the writer firstly summarizes the major findings of this study. The next following part presents the significance of the study and how it is related to the teaching field.
3.1 CONCLUSIONS
Viewing from two different perspectives, the frequent usage of English seems to bring about impacts to the students in ELESP of Sanata Dharma University; resulting two different outcomes. On the one hand, frequent usage of
English can improve students’ language comprehension as they study the English
(as the foreign language) intensively through various kinds of classroom tasks and activities. On the other hand, frequent and intensive usage of English seems to give such a negative impact towards the existence of official Indonesian language among the students.
English language has preoccupy students’ minds with its influence, resulting
language (or word) shift which official Indonesian language becomes the one in risk. This phenomenon is then viewed as a problem for the existence of official Indonesian language in the students’ minds for its usage tends to be neglected.
Some researchers agree that the neglected language has a strong tendency to be in danger in some extent, which also means that the language has a bigger possibility to come close to extinction in the future. The data of the interview and
the analysis of the students’ papers show that there is an emerging tendency of the students to ignore their mistakes within the Indonesian scientific paper. It implies the tendency of neglecting the language and its development. Therefore, it seems to be reasonable at this point to put in mind that the frequent usage of English might possibly endanger the existence of the official Indonesian language, for English dominance tends to exchange the Indonesian lexicon in some extent.
3.2 RECOMMENDATION
It becomes crucial to maintain the official Indonesian language of ELESP students for the academic importance. First, it is important due to the language necessity in relation to the production of scientific researches. Second, it is important to maintain the existence of the official Indonesian language in which it encounters a risky competition. The burden to this task will not merely go to the government or the authority in charge. It also becomes the duty of the institution and the academic community within it. As mentioned by Suwardjono (2004) that
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Appendix
A
THE QUESTIONS
QUESTION LIST OF INTERVIEW
1. In which semester are you now?
_________________________________________________________ 2. How often do you use English Language for academic purpose in one
week?
a. Less than 10 hours
b. 10 ≤ 20 hours
c. More than 20 hours
3. How often do you use Indonesian Language for academic purpose in one week?
a. Less than 10 hours
b. 10 ≤ 20 hours
c. More than 20 hours
4. What kind of English academic essay you have ever written during your study in ELESP?
_________________________________________________________ 5. How many essays were they?
a. ≤5 b. ≥6
6. What was your motivation of using English for that academic writing? _________________________________________________________ 7. Do you think that your English academic writings had met the standard
requirements for each type of the work?
_________________________________________________________ 8. How do you know that your English academic writings had met or
hadn’t met the standard requirements?
_________________________________________________________
9. What kind of Indonesian academic essay you have ever written during your study in ELESP?
_________________________________________________________ 10.How many essays were they?
a. ≤5 b. ≥6
11.What was your motivation of using Indonesian Language for that academic writing?
12.Do you think that your Indonesian academic writings had met the standard requirements for each type of the work?
_________________________________________________________ 13.How do you know that your Indonesian academic writings had met or
hadn’t met the standard requirements?
_________________________________________________________ 14.Considering the difficulty, which one do you think it is more difficult?
Writing the academic essay in English or in Indonesia?
_________________________________________________________ 15.What are the reasons? Consider some aspects:
a. Vocabulary:_________________________________________ 16.How did you solve the difficulties?
_________________________________________________________ _________________________________________________________ 17.What do you think you need to do (preventive efforts) toward the
difficulties?
32
Appendix
B
36
Appendix
C
THE SAMPLE
OF THE INDONESIAN SCIENTIFIC
SAMPLE OF THE STUDENT’S INDONESIAN SCIENTIFIC PAPER
The following 2 paragraphs are taken from one of the students’ Indonesian
scientific paper in Pancasila subject.
“…………..“
Dalam periode ini, pemikiran HAM dapat dilihat dari tiga kurun waktu yang berbeda. Kurun waktu yang pertama tahun 1967 (awal pemerintahan Presiden Soeharto), berusaha melindungi kebebasan dasar manusia yang ditandai dengan adanya hak uji materiil (judicial review) yang diberikan kepada Mahkamah Agung. Kedua, kurun waktu 1970-1980, pemerintah melakukan pemasungan HAM dengan sikap defensive (bertahan), represif (kekerasan) yang dicerminkan dengan produk hukum yang bersifat restriktif (membatasi) terhadap HAM. Alasan pemerintah adalah bahwa HAM merupakan produk pemikiran Barat dan tidak sesuai dengan nilai-nilai luhur budaya bangsa yang tercermin dalam Pancasila. Ketiga, kurun waktu 1990-an, pemikiran HAM tidak lagi hanya bersifat wacana saja melainkan sudah dibentuk lembaga penegakan HAM, seperti Komnas HAM berdasarkan Keppres No. 50 Tahun 1993, tanggal 7 Juni 1993. Selain itu, pemerintah memberikan kebebasan yang sangat besar menurut UUD 1945 amandemen, Piagam PBB, dan Piagam Mukadimah.
ekonomi akan sia-sia. Naskah ini pun merujuk kembali apa yang dinyatakan dalam penjelasan Undang Undang Dasar 1945 bahwa Indonesia adalah Negara yang berdasarkan atas kekuasaan belaka. Dengan demikian – demikian dikatakan di dalam naskah Rencana Pembangunan Lima Tahun I itu – rule of law benar-benar dijamin di dalam Undang Undang Dasar Republik Indonesia. Seterusnya, menurut Rencana Pembangunan Lima Tahun I itu apa yang dimaksudkan dengan rule of law itu mencakup tiga unsure kebijakan tersebut berikut ini. Pertama-tama bahwa hak-hak asasi manusia diakui dan dilindungi; kedua, bahwa peradilan harus bebas dan tidak memihak; dan ketiga bahwa asas legalitas akan dipegang teguh, baik dalam hal memberlakukan hukum formil maupun dalam hal memberlakukan hukum materiil. Memperuat ide rule of law yang hendak menjamin kebebasasn hakim dan aparat kehakiman, sebuah undang-undang tentang Kekuasaan Kehakiman (Undang-Undang Pokok nomor 14 Tahun 1970 tentang Kekuasaan Kehakiman) dibuat dan diumumkan berlakunya pada tahun 1970. Selain Repelita I, ada beberapa program pemerintah pula yang mendukung penegakan HAM seperti transmigrasi, swasembada pangan, dan GNOTA.
39
