FINDINGS AND DISCUSSION
After doing the data collection, I found that 46 materials (around 92% of
the materials) use SE. Only four materials (8%) apply English varieties from outer
and expanding circle. You can see on the table below the details of each week’s
materials.
Although some materials have WEs context, in example: a short animation
movie about Kungfu, a trailer of a movie which is set in China, and three videos
of Indonesian tourism advertisement; they are still not considered WEs materials
because they use SE instead of WEs varieties. In the analysis, I found that there
are three materials which use Hindi English, in which is a variety of English from
outer circle. The English variety from expanding circle that is used in the
explanation of why I identify the three recordings are using Hindi variety of
English and a recording is using France variety of English.
Hinglish
The Hindi English, also known as Hinglish, is an English variety from
India. India consider English as their second language because of their past as an
English colony and their declaration that English would be used for “official
purposes of the [India] Union and for use in [India] Parliament” (Act No.19 of
1963), thus making India considered to be in the outer circle of the concentric
circle. The variety is characterized by some aspect, such as spelling pronunciation
and retroflection. The spelling pronunciation, according to Kachru and Smith
(2008, p. 79), is a different pronunciation of some speaker of English in outer and
expanding circle who pronounce some words based on the spelling (i.e. the
stressed –nd in husband in recording C of week five, and the stressed (or
prolonged) –ll in well in recording A of week seven ). The Hinglish users also
tend to retroflect some vowels when pronouncing some words because of their
mother tongue pronunciation, in example the retroflection of the consonant /t/ in
the word fourteen of recording D of week five. The recordings C and D of week
five, and A of week seven considered as using Hinglish because of the presence of
spelling pronunciation and the retroflection of consonants in their words. In order
to familiarize with the Hinglish, some examples of Hinglish in authentic in
recording Hindi1 and Hindi13 can be accessed through accent.gmu.edu.
In France, English acts as a foreign language thus it is considered that
France variety of English is an English variety from the expanding circle.
Franglais, the name of French English variety, is a combination of the word
français (French) and anglais (English), Rowlett (2009) define Franglais as a
variety that emerged because of the merger of two languages, or code-switching
between two languages in a sentence, or an act of speech of the speaker to pepper
their speech. Some cognizant French characteristics are the liaison (an articulation
in which the next word begins with a vowel while the normally silent final
consonant is pronounced, i.e. le he´risson is pronounced /leeRisOD/ and le honze
is pronounced /leODz/ and the stressing of double consonant pronunciation.
Liaison affects the Franglais speaker’s pronunciation by omitting the ‘h’ sound in
the start of a word and the double consonant stressing make the speaker give
stress in a word with double consonant letter, in example: the word hello is
pronounced as /eLo/ instead of /helo/ (can be seen in the beginning of recording F
of week 11) and the stressed –ll in the word rea lly. In order to give an authentic
example, you can refer to recording French3 which can be found at
accent.gmu.edu.
The Materials Review
As my partner and I analyzed the materials, most of the weeks have low
scores on the 10 criteria theory because of the absence of WEs. Of the 13 weeks
of the course, only week five has two WEs materials, and there are two weeks
score given to the 10 weeks, which use entire ly SE, is one in every criterion of the
10 criteria theory. In contrary, the three weeks which use WEs materials have
higher score although did not reach the maximum score. You can see Appendix C
for the scoring samples. In the next paragraphs I will show the weekly analysis of
the three weeks which accommodate WEs as the highlights of this research.
Regarding the materials for the fifth week, in general all the criteria’s
scores are two, except for the tenth criterion which is three because of the
employment of Hinglish. This week is also the only week which uses more than
one WEs material because there are two Hinglish recordings (i.e., recordings C
and D). We can find some examples of retroflection and spelling pronunciation,
which are the characteristics of Hinglish, in the recording D, thus making this
week as the best example of WEs accommodation in the whole course. Although
recording C tells about the Hindi culture of arranged marriage, we give a score of
two on the ninth criterion because it is not significant enough. The recording is
not significant because the speaker only talks about her short opinion on arranged
marriage without further explanation about what arranged marriage is.
Another week which becomes the highlight of the research is week seven.
In this week, most criteria are scored two except for criterions nine and ten. The
analysts give score of three to number ten because there is a Hinglish recording in
this week. In the ninth criterion, the score of three is given because the materia ls
expose significant culture to the listeners. In the recording, the speaker talks about
five, the significance of multicultural aspect of this recording is considered higher
because it tells about the philosophy of Ayurveda in detail.
The last but not least is the eleventh week. This week has the only
recording which accommodates the use of Franglais, a WEs variety from
expanding circle. Most of the scores are two except in the eighth and tenth
criteria. The tenth is scored three because there is a Franglais recording between
the six recordings of the week. However, my fellow rater/analyst and I give one to
criteria eight because of the lack of Franglais example in the recording. The
example is lacking because some liaisons are not used. For example the speaker
pronounced hello as /eLo/ but her as /her/. In natural Franglais, the sound h in the
start of a word is omitted, however in the recordings when the speaker
pronounced her she does not omit the h. In the next paragraphs I will give an
overall view of the materials by re lating the findings to the theories in order to
answer my research question.
The Data Analysis
The materials are mainly using SE, although WEs are the varieties that is
encountered more in the society; thus make them unsuccessful to fulfill the
Tomlinson’s (2008) need that the materials should be encountered frequently. The
SE’s domination in the materials also failed to meet the Galloway and Rose’s
(2015) need that the materials should expose more on the English diversity.
franca communication. It can be seen by the various contexts, places, speakers,
and contents of the dialogue in the recording; which proves that English are not
exclusively used in the countries of the inner circle.
The WEs (Hinglish and Franglais) used in the materials, though not reach
deep and many aspect of the language; improve the student’s understanding
towards the diversity of Englishes. The terms “reaching deep and many aspect of
the language,” as proposed by Tomlinson (2008, p. 4), means that the materials
should be able to provide many aspects of the English varieties deeply, such as
accents, dialects, corpus, and syntax. It can be seen from the application of
spelling pronunciation and retroflection of Hindi English, and the liaison and the
stressing of double consonant in French variety of English. The learners might at
least understand the Hinglish and Franglais which are a variety of WEs from outer
and expanding circle. The materials also fairly pass one of the four requirements
of Galloway and Rose; which is that the materials need to be able to increase the
multilingualism value of the learners.
However, the presence of WEs in the materials is still not adequate. The
inadequacy comes from the lack of saliency and significance of the materials, the
lack of encouragement to the learners to learn about WEs, and that the materials
are not significant enough to reach mutual intelligibility and mutual understanding
in a context of WEs. The materials are lack of saliency and significance because
there are only four WEs recordings, such a small number considering the total of
50 recordings used in the course. The minority of WEs materials also becomes a
world. Mutual intelligibility and mutual understanding also may not be reached in
due to the lack of WEs used in the materials. In the next c hapter, I would give my
conclusion of the research, point out this research’s contributions to the topic
