T1 112008109 Full text

INDONESIAN EFL SUDENTS’ ATTITUDES TOWARD

VARIOUS ENGLISH ACCENTS

THESIS

Submitted in Partial Fulfillment of the Requirement of Degree of

Sarjana Pendidikan

Monika Dharma 112008109

ENGLISH DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

INDONESIAN EFL SUDENTS’ ATTITUDES TOWARD

VARIOUS ENGLISH ACCENTS

THESIS

Submitted in Partial Fulfillment of the Requirement of Degree of

Sarjana Pendidikan

Monika Dharma 112008109

ENGLISH DEPARTMENT

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INDONESIAN EFL SUDENTS’ ATTITUDES TOWARD VARIOUS ENGLISH ACCENTS

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Indonesian EFL Students’ Attitudes toward Various English Accents

Monika Dharma

Abstract

Some scholars (e.g. Kachru, 1985; Jenkins, 2000, 2006; Kirkpatrick 2006, 2007; McKay, 2002) has criticized monocentric view (Quirk, 1985, 1990) and promoted World Englishes, but English learners from Japan, Korea and Chinese still hold the monocentric view (Li, 2009; Jung, 2010; Mei 2011). However not all countries have same perspective. Learners from South Africa, Pakistan, and India hold their country English accent (Timmis, 2002). This study is a quantitative study that investigates Indonesian EFL students’ attitudes toward various accents, which are British English (BE), American English (AE), Malaysian English (ME), Indian English (IE), and Japanese English (JE). There are three sub topics: (1) Indonesian EFL students’ cognitive, affective, and behavioral toward various English accents; (2) opinions about the importance of using native accent(s); (3) opinions about own accent. Questionnaires written in Bahasa Indonesia were distributed to 100 students of English Department Satya Wacana Christian University Salatiga. The results show (1) native accents receive much more positive attitudes, and non-native accents receive much more negative attitudes; (2) more than half participants state using native accent(s) is not important; (3) the most of participants claimed their accent is non native, but they have positive opinions toward their accent, and positive feelings when they use their accent.

Keyword: Native accent(s), Non-native accent(s), Attitude(s), Monocentric view, Pluricentric view, World Englishses.

Introduction

Background of the study

When the word English comes to mind people tend to think it refers to a ‘standard usage of English’ which the general assumption is the Standard English is associated with American and British Standard English (Farrell & Martin, 2009). There is a belief that teaching English for second and foreign language equals to teaching the Standard English (McArthur, 2001) (to make the term Standard English clearer I will explain about it in my theoretical frame work). Therefore teaching spoken English means teaching World Standard Spoken English (WSSE) which is often correlated to British and American Standard English (Crystal, 2003). The idea of teaching WSSE can be considered as teaching with a monocentric view which sets native accent as the model and the goal of learning English (Jenkins, 2006). One of the scholars that promote such a monocentric view is Quirk (1985). He argues that teachers of English should focus on set native norms as the model and the goal of learning English. Quirk (1990) states Standard English for written and spoken English is essential to control the use of English. If there is no Standard English to control the use of English, English might be divided into so many varieties which would result in its loosing the function of international communication.

(Cook, 1999). Thus, responding to Quirk’s monocentric view (1985, 1990) critics for monocentric view begins to rise. The first scholar that challenges the monocentric view is Kachru (1985) and recently the number of scholar that critic monocentric view is rising (e.g. Jenkins, 2000, 2006; Kirkpatrick 2006, 2007; McKay, 2002). Impact from the critics, it has been argue that English should be ‘World Englishes’, should be based on pluricentric view. Pluricentric view appreciates varieties of English and promote that which varieties should be the base of learning is depends on the context. One advantageous of pluricentric view is this view enable each learners and speakers of English to reflect his or her own sociolinguistic reality, rather than try to reach distant native speaker accent (Jenkins, 2006).

birthplace, sounds elegant, soft in sound and has a touch of gentlemen and ladies (Mei 2011). In contrast varieties accents gain n egative attitudes, be considered as less prestigious, need to be corrected, ugly, and hard to be understood (Li 2009).

Interestingly while some research show majority of Asian student as the speaker of various accents student still hold the monocentric view, a research by Timmis (2002) in South Africa, Pakistan, India shows 64% participant hold the accent of their country. Thus it derives assumption that whether learners are willing to hold native based or not is probably context-sensitive.

The issues above show even though the monocentric view/native based English learning has been criticized and the World Englishes has been promoted, some English learner still hold the monocentric view because the education system make them accustomed to do it. But not all countries share the same perspective. Learners from Japan, Korea and Chinese hold the monocentric view, from other countries such as South Africa, Pakistan, and India hold the English accent of their country. Thus, it provokes my curiosity about Indonesian students’ attitude toward various English accents

Aim and Significance of the study

this topic have often been done in Japan, Korea, and China, but little is published in an Indonesian context.

Research Question

This study main research question is what are Indonesian EFL attitudes toward various accents?

With sub questions: What are Indonesian EFL Students’ (1) Cognitive, affective and, behavioral toward various English accents?; (2) opinions about the importance of using native accent(s)?; (3) Opinions about their own accent.

Theoretical Framework

Definition of Attitude

According to Eagly & Chaiken (1993) attitude means the tendency of a person to do evaluation of an attitude object with some degree of favorability and unfavorability. This evaluation involves belief, thought, emotions, intention and behavior, and result in evaluative responding whether it is obvious or unobvious, cognitive, affective, or behavioral. Something that is evaluated can be concrete or abstract, individual or group, and is known as an attitude object. Fleming (1967) points out that cognitive component is generally attributes and beliefs about the attitude object, while affective component is emotions and feelings associated with the object.

abstract or concert). And this reaction is influenced by the person’s cognitive (thought, belief and idea) affective (feeling/emotion) and behavioral (a certain ways act) toward that thing. And the result of this reaction (whether it is obvious/ unobvious) is the person cognitive, affective, or behavioral toward something.

Definition of Standard English

However the issue of Standard English is not simple as Seidlhofer (2005) points out there is considerable confusion and disagreement about what Standard English actually is. The issues of Standard English become complicated because of four reasons. The first and second reason comes from Farrell & Martin (2009) which is there is no world-recognize governing body writes what supposed to be and not supposed to be included in such as a standard, therefore there is no fix agreement of description or characterization of Standard English. Second, there is a general assumption that Standard English should be used for teaching non-native learner, but in fact there is no agreement of what student of ESL or EFL need or want to learn. The third reason is because the answer of ‘which variety is Standard English?’ is changing from time to time. As McArthur (2001) mentions, in 1900 the answer was Queen’s and King’s English variety, which is British. But by the 1930s, after Second World War the answer was change became both of British and American Standard English. However by the closing decade of the 20th century because of the increasing English user, the variety which claimed the term standard begins to raise take for example Australia, Canada, and the Philippines Standard English.

The presence of complexity and no fix agreement of Standard English is one of the strong supports to challenge the monocentric view. If the Standard English itself is not fix why should the teacher teach it to learner.

Definition of World Englishes

the different approaches used to describe and analyze them. Second it is used in a narrower sense to refer to the so-called new Englishes in Africa, Asia, and the Caribbean (Kachru’s outer circle). Third, it is used to represent the pluricentric view to the study of English associated with Kachru and his colleagues, and often referred to as the Kachruvian approach. In other word World Englishes value the varieties of English and promote pluricentric view should be the base of teaching and learning English. According to Mei (2011) WEs raises Intelligibility Principle which is speakers of English varieties, even with a strong accent, can communicate well. Bian (2009) argues that the assessment of intelligibility principle is how well a speaker can make people understand him/her.

The Study

Methodology

This study used quantitative methodology by counting the percentage of each emerging theme of each question.

Contexts of the study

Participants

The participants were 100 English Department students which were chosen based on Purposive sampling or “criterion-based” selection (Blackledge, 2001, p.57) and a Sample of Convenience(McKay, 2006, p.37). According to Zacharias (2011) Purposive sampling is selecting participants based on purpose, means that the participants that are chosen because they can meet certain criteria. For this study the purposive sampling was used for deciding English Department students as the participant because ED students are accustomed to listen and speak English almost every day, so they are aware of the use of spoken English and they are accustomed to listen to various accents by their friends and teachers, so they have background knowledge of various accents. While for convenience sampling, Zacharias (2011) states that convenience sampling is selecting participants because the participants are easily accessible. In this study convenience sampling was used for deciding the individual participants.

Instrument of Data Collection

were chosen because for the researcher those have quite strong accents, and the accents are not similar to each other, so those could be differentiate. The participants could only thick one accent that suitable to each attitude. In the questionnaire the accents were not named by its country, rather those named as speaker 1 until 5.Thus the participants would not judge the accents only by the country where those came from. The open ended part purpose was to let participants elaborate their opinion about the important of using native accent, opinion about their own accent. The questionnaire used Bahasa Indonesia and had three themes which were: Participants’ attitudes toward the various accents, participants’ opinions about the important of using native accent, and participants’ opinions about their own accent.

Several recording of some English accents are used in this study. The questionnaire was to be filled while the participants listen to the recording. The recording was picked from www.dialectsarchive.com, and the recording contain a short story titled commas gets a cure be read 5 times with BE (named speaker 1 in the recording), ME (speaker 2), AE (speaker 3), JE (speaker 4), and IE accent (speaker 5).

Data Collection Procedures

played the recording and asked the participants to fill the questionnaire while listen to the recording. Fourth the researcher gave time to the participants to finish answering the questions. The percentage of the return rate of the questionnaire was 100% because the researcher waited every individual participant when they filled the questionnaire. The data was gathered about moreover 2 months.

Data Analysis Procedure

The data collected from all close ended part and number 1-2 open ended part were analyzed for ‘Indonesian EFL Students’ cognitive, affective and, behavioral toward various English accents’ topic. The positive attitudes were tabulated into one table and so did the negative attitudes.

Data number 1 open ended part ‘want to learn accent of’ was put into one table to show how many percent the accents were selected to be the most desirable accent to be learnt. Data number 2 open ended part ‘reasons of wanting study certain accent’ was made into a table and had 5 themes which emerging from the participants answers, prestige, clearness, the use and spread of the accent, and mix reason.

The data collected from open ended part numbers 3-5 were for Indonesian EFL Students’ opinions about their own accent topic. Data from open ended part number 3, participants’ accent according to themselves was made into one table which had 5 themes which were native, non-native, native mixed with non-native, random accents, and unidentified accent. Random accents means that the participants not mention the name of an accent rather they said for example ‘sounds like speaker 3’ speaker 3 used AE, but it could not be claimed that the participants knew speaker 3 used AE. Data from number 4 which was participants’ opinions about their accent and data from number 5 which is participants’ feelings when they using their accent were made into two different table but had same themes which were negative, positive, not really showing/so so, mixed feeling.

There were 12 tables in total, the tables showed the percentage of each theme/reason/statement are chosen by the participants.

Finding and Discussion

1. Indonesian EFL Students’ cognitive, affective and, behavioral toward various English accents.

A. Cognitive (Close ended no 1-16 )

There are 8 positive cognitive themes toward various English accents in this study Standard, familiar, sounds well educated, sounds good, clear, easy to be understood, comfortable to be heard, not countrified. There are also 8 negative cognitive, not standard, weird, sounds not well educated, sounds not good, not clear, hard to be understood, not comfortable to be heard, countrified.

1. Positive Cognitive

No Cognitive BE ME AE JE IE

1 Standard 19% 2% 79% 0% 0%

2 Familiar 7% 9% 82% 2% 0%

3 Sounds well educated 24% 4% 71% 1% 0%

4 Sounds Good 8% 0% 92% 0% 0%

5 Clear 6% 2% 92% 0% 0%

6 Easy to be understood 4% 1% 95% 0% 0%

7 Comfortable to be heard 3% 1% 96% 0% 0%

8 Not countrified 17% 2% 81% 0% 0%

Table 1.A.1

accent(s) is considered as familiar is 89% (AE 82%+BE 7%), while for non-native accent(s) is 11% (ME 9%+JE 2%). It is quite interesting that for ‘familiar accent’ ME is on the second place and defeats BE. The reason of such a condition will be explained later. ‘Sounds well educated’ is the next positive cognitive. 95% (AE 71%+BE 24%) participants state native accent(s) sounds well educated. Just 5% (ME 4%+JE 1%) state non-native accent(s) sounds well-educated. The possible reason why AE and BE are considered to sounds well educated is because in Indonesia Education system, the two majors English that are used for spoken is AE and BE (Siregar, 2010). The fourth positive cognitive is ‘sounds good accent’. None of the participant state non-native accent(s) is good, the entire participants (AE 92% + BE 8%) state native accent(s) sounds good. Move to ‘clear’ cognitive, the percentage of native accent(s) is declared as clear is 99% (AE 92% + BE6%), while for non-native accent(s) only I% (ME1%). For the next positive cognitive ‘easy to be understood’ 99% (AE 95% + BE 4%) participants state native accent(s) is easy to be understood. Only I% (ME1%) state non native-accent(s) is easy to be understood. The next positive cognitive is ‘comfortable to be heard’, 99% (AE 96% + BE 3%) participants state native accent(s) is comfortable to be heard. Only I% (ME1%) participant state non-native accent(s) is comfortable to be heard. Lastly, for ‘not countrified’ cognitive the percentage of native accent(s) is considered as not countrified is 98% (AE 81% + BE 17%), while for non-native accent(s) is 2% (ME2%).

2. Negative Cognitive

4 Sounds not good 7% 22% 0% 37% 34%

5 Not clear 13% 13% 0% 41% 33%

6 Hard to be understood 18% 14% 0% 27% 41%

7 Not comfortable to be heard 10% 20% 0% 35% 35%

8 Countrified 3% 15% 0% 27% 55%

Table 1.A.2

participants claim non-native accent(s) is hard to be understood, and 18% (BE 18%) participant claim native accent(s) is hard to be understood. For the cognitive ‘not comfortable to be heard’ the percentage of non-native accent(s) is claimed as not comfortable to be heard is 90% (IE 35%+ JE 35% +ME 20%), while for native accent(s) is 10% (BE 10%). The last cognitive is ‘countrified’. 97% (IE 55%+ JE 27% +ME 15%) participants states non-native accent(s) is countrified, and 3% (BE 3%) participants states native accent is countrified. Table 1.A.2 also shows that unlike AE which only gain 1% for only one point of negative cognitive ‘not standard accent’, BE gains more negatives cognitive. The reason of such a condition will be explained later.

B. Affective (Close ended no 17-18)

In this study the positive affective toward various English accents is ‘like the accent of while the negative affective is ‘don’t like’

Like vs. Don't like

Like Don't like

British 15% 12%

Malaysia 1% 9%

America 83% 0%

Japan 0% 32%

India 1% 47%

Table 1.B.

majority of participant (88%) participants feel they don’t like non-native accent(s). However it is interesting that the number of participants who don’t like BE is greater than ME. The result of such a condition will be explained later.

C. Behavioral (Question no 19-22 close ended part & no 1-2 open ended part)

‘Willingness to use certain accent to speak to Indonesian fellows’ and ‘willingness to use certain accent to speak to foreigners’ are the positives behavioral in this study, while ‘unwillingness to use certain accent to speak to Indonesian fellows’ and ‘unwillingness to use certain accent to speak to foreigners’ are the negatives behavioral.

1. Positive Behavioral

No Behavioral BE ME AE JE IE

1 Will use to speak to Indonesian fellows 5% 5% 89% 0% 1%

2 Will use to speak to foreigners 6% 4% 90% 0% 0%

Table 1.C.1

2. Negative behavioral

No Behavioral BE ME AE JE IE

1 Will not use to speak to Indonesian fellows 24% 11% 0% 25% 40% 2 Will not use to speak to foreigners 11% 11% 2% 27% 49%

Table 1.C.2

Table 1.C.2 shows to speak to Indonesian fellows on the first place the participants will not use IE (40%), followed by JE (25%), BE (24%), then ME (11%). It means most of the participant (74%) participants are not willing to use non-native accent(s) to speak to Indonesian fellows. While for native accent(s) 24% (BE24%) participants are not willing to use native accent(s) to speak to Indonesian fellows. Another interesting finding is occur, the number of participants who stated they are not willing to use BE to speak to Indonesian fellows is greater than the number of they who stated are not willing to use ME. The reason of such a condition will also be explained later. Meanwhile on the first place the participants chose they will not use IE to speak to foreigners (49%), followed by JE (27%), then ME and BE (11%). It means the majority of participants (87%) are not willing to use non-native accent(s) to speak to foreigners. In the other hand the percentage of the participants is not willing to use native accent(s) to speak to foreigner is 13% (BE 11%+ AE 2%).

3. Want to learn accent of

British 16%

Malaysia 0%

America 84%

4. Reasons of wanting to learn certain accent

British 16%

Prestige 7%

Sounds high-classed and/or well educated and/or expert 3% Because it is British and/or beautiful and/or elegant & unique 3%

It is pure 1%

Clearness 6%

Clear pronunciation and/or emphasize 3%

Comfortable to be heard & Easy to be understood 2% Comfortable to be heard, Easy to be understood & clear pronunciation 1%

Prestige & The use and spread of the accent 2%

Standard & Commonly used 1%

Beautiful & Teacher use it 1%

Etc 1%

American 84%

Clearness 60%

Comfortable to be heard and/or clear and/or easy to be understood 56%

Clear & Appropriate speed of speech 3%

Clear, easy to be understood & correct intonation 1%

Clearness & Prestige 14%

Clear & Sounds well educated/good/standard/natural 6% Easy to be understood & Good/standard/sounds sure 4%

Mix reasons 4%

Prestige 4%

Sounds well-educated 2%

Natural 1%

Cool 1%

Clearness & The use and spread of accent 4%

Easy to be understood/clear & Familiar 4%

Table 1.C.3 shows the participants want to learn American accent (84%), then British (16%). This means all of the participants (100%) want to learn native accent(s). This finding is similar with Siregar‘s study (2010) that show Indonesian EFL students in Maranatha Christian University Bandung have no concern to learn new varieties of English. They are only interested in learning AE and BE that are considered the standardized English.

Table 1.C.4 explains the reasons why the participants want to learn certain accent. The highest reason for learning BE accent is prestige (7% out of 16%). The second reason is because of clearness (6% out of 16%). The next is between prestige and the use & the spread of English (2% out of 16%), and the last is other reasons (1% out of 16%). On the other hand, the reason for wanting to learn AE accent is because of clearness (60% out of 84%), followed by the mix of clearness & Prestige (14% out of 84%), prestige (4% out of 84%), the mix of clearness and the use & spread of English (4% out of 84%), and another reasons (2% out of 84%).

such a condition is because BE is not commonly used in Indonesia one of the participant states“People around me don’t seem to accept people trying to speak in British accent. I have to use ‘common’ accent, British is uncommon.”In Indonesia, exposures toward AE is more than BE. The examples of exposures toward AE are through TV shows, movies and songs. Maridjono’s study (2003) toward Indonesian EFL students in English Department of Petra Christian University, Surabaya, reveals that most of the participants experience watching undubbed TV shows and movies as the exposure to English. Most of the TV shows are originated from United States and use AE.

Between three non-native accents, ME receives the most positive attitudes and the least for negative attitudes. Table 1.A.1 even shows that the participants consider Malaysia accent is at the second place in terms of familiarity defeating British accent. Moreover for negative affective ‘don’t like’ and behavioral ‘will not use to speak with Indonesian’ ME gains less percentage than BE. Such a condition occurs because Malaysia is located near Indonesia, so the accent is quite similar with Indonesian accent. According to Siregar (2010) Malay language is similar with Indonesian, thus ME is considered as the easiest to learn. Meanwhile JE gains very little positive attitudes, and almost always on the second places for negative attitudes. The last is IE. IE receives very little positive attitudes and gains the most negative attitudes.

non native accents are almost always above 80%. This result is similar with Li’s (2009) and Mei’s study (2011) which the most positive attitudes are given to native accents. AE is clearer, more decisive, more professional (Li, 2009), popular, widely used, more middlebrow, more international, simple and easy to learn, rich in sound and pleasant to ears (Mei, 2011). While BE is the most standard and the origin of the English (Li, 2009), more authentic, truer, the birthplace, sounds elegant, soft in sound and has a touch of gentlemen and ladies (Mei 2011). In contrast, various accents gain negative attitudes, are considered as less prestigious, need to be corrected, ugly, and hard to be understood (Li 2009).

2. _{Indonesian EFL Students’ opinions about the important of using native accent(s).}

(number 6 open ended part)

In the first discussion the participants give more positives attitude to native accents. The next question is whether the result of the first discussion automatically means that the participants think that using native accent(s) is really important. The second discussion explored the participant opinion about the important of using native accent(s).

Using native accent(s) is important

No 64%

Yes 36%

Table 2.1 Reasons

Identity 8% Everyone have their own accent/it show our identity 7%

Use native accent(s) is erasing identity 1%

The use and spread of an accent 3%

World Englishes, not all people use native accent(s), it is not the fix guideline to speak

English 3%

Difficulty 1%

It's impossible to use native accent(s) since the tongue is different 1%

Mix reasons 8%

The use and spread of an accent 15%

Native accent(s) is used to communicate globally 10% Native accent(s) is the standard, correct one and used as measurement 5%

Clearness 11%

So that our accent can be understood easily 8%

So that our accent will be correct and clear 2%

So that our pronunciation is correct 1%

Prestige 4%

In order to be sounded expert in English 2%

In order to be sounded natural& trustable 1%

In order to be sounded like foreigner 1%

Mix reasons 4%

So that our accent will be correct and clear & native accent(s)is used to communicate

globally 2%

Another reasons 2% Table 2.2

Table 2.1 shows the percentage of the participants who think using native accent(s) is not important is much more (64%) than those who think using native accent(s) is important (36%). Table 2.2 explains the reasons of such condition. The main reason why the participants think using native(s) accent is not important is because they think clearness is the most important. As long as their accent is clear & can be understood by others it is okay to use non-native accent, moreover using native accent(s) sounds unnatural & difficult to be understood. This condition shows that the participants hold intelligibility principle. The second reason is because of identity. The participants state that everyone has their own accent which shows identity, and using native accent is erasing identity. The other reason is the use and spread of an accent, difficulty and combinations of two or more reasons.

Summarizing table 2.1 and 2.2, even though in the first discussion the participants have positive attitude towards native accent(s) more than non-native accent(s), more than half of the participants think using native accent(s) is not really important. This finding is similar with Li’s (2009) finding which more than half participants don’t bother with non-native accents as long as they understand what the speakers mean.

3. _{Indonesian EFL Students’ opinions about their own accent (number 3-5 open}

ended part)

This discussion has 3 sub topics which are participants’ accent according to themselves, opinion about their accent, and feeling when they use their accent.

A.Participants' accent according to themselves

Non native 42%

Indonesian English 27%

Javanese/local + Indonesian English accent 8%

Javanese/local English accent 7%

Non-native+Native 27%

Indonesian + American English accent 16%

Javanese/local + American English accent 6% Indonesian +American +British English accent 3%

Javanese/local + American + British English accent 2%

Native accent 21%

American English accent 19%

British English accent 1%

American + British English accent 1%

Table 3.1 shows the number of participants who claim they have non-native accent is on the first place (42%), and most of the participants who claim they have non-native accent say their accent is Indonesia English. Mixed accent between non-native and non –native accent is on the second place (27%), and most of the participants who claim they have mixed accent say that their accent is Indonesian mixed with American English accent. Native accent is on the third place (21%), and most of the participants who claim they have native accent say their accent is American English accent. Random accent is on the fourth place (8%), and on the last place is unidentified accent (2%).

B. Participants’ opinion about their accent

Positive 54%

Quite understandable 16%

Good 10%

Easy to be heard & understood 8%

Mix reasons 6%

Comfortable 3%

Clear 3%

Show my identity, not copying others 2%

Negative 27%

Need to be improved 8%

Not clear 5%

Not good 4%

Mix reasons 4%

Really strong & dominate the way I speak 2%

Little bit weird 2%

Forced to use it because the community don't accept other accent 1%

Not fluent 1%

Mixed 1%

Clear but not formal enough 1%

Table 3.2

Table 3.2 shows the participants who have positive opinions about their accent are slightly more than half of the participants (54%). Some positive opinions are mostly stated by the participants are their accent is quite understandable, good, easy to be heard & understood. The percentage of Participant’s negative opinions about their accent is half from positive opinions (27%). Some negative opinions are mostly stated by the participants are their accent needs improvement, not clear, and not good. However, 18% of the participants do not really have negative or positive opinion about their accent, and only one participant has a mixed of positive and negative opinion.

Feeling when use own accent

Not showing/ so so 28%

So so 26%

want to be understood 1%

accustomed to it 1%

Negative 10%

Sometimes not confident 3%

Sometimes feel weird 2%

Sometimes not really clear 1%

Restricted, have to use common accent 1%

Not satisfied 1%

Ridiculous 1%

Confused 1%

Mixed 1%

comfortable but sometimes confused 1%

Table 3.3

Table 3.3 shows participants’ feeling when they use their accent. 61% of the participants feel comfortable, confident, and proud of using their accent. A few participants (28%) are not sure about their feeling, whether they feel positive or negative feelings. However, 10% of participants sometimes feel unconfident, and feel weird about their own accent. The same with participants’ opinion about their accent here mixed between positive and negative feeling is also experienced by one participant.

Conclusion

This study has presented what are Indonesian EFL students’ attitudes toward various accents, which are BE, ME, AE, JE and IE. The results of this study show that (1) Native accents (AE and BE) receive the positive attitudes much more than non native accents. Non-native accents (ME, JE, and IE) receive much more negative attitudes; (2) Even though the native accents receive positive attitudes more than non-native accents, more than half participants think that using native accent(s) is not important because they think that the most important is intelligibility, as long as their accent is clear & can be understood by others it is okay to use non-native accent(s); (3) The number of participants claimed that their accent is non native-accent is the most. Most of them say that their accent is Indonesia English. But the participants have positive opinions about their accent and have positive feelings when they use their accent.

defeating BE; (2) For Indonesian EFL students, although British belong to native accent, attitude toward British accent is not as good as American accent. The gap number of positive attitude between America is quite much.

Recently the number of non-native speakers of English is much more than the number of native-speakers. Hence the possibility to engage in English communication with non-native speakers than with native is greater. Although this research implies that the most of participant basically believe in intelligibility principles but they still have more negative attitude toward English accent which come from countries that have quite different accent from Indonesian English accent. There is a possibility when there are a lot of negative attitude toward a certain non-native accent, when the participant communicate with the speaker of the certain non-native accent they could not focus on understanding what the speaker mean. Therefore the exposure of non-native English accent should be improved to make the participants familiar with various accents, decreasing negative attitudes toward various accents, and focus more on understanding the meaning of communication.

the factors that influence attitude toward a certain accent? And which factor is the most influential?

Acknowledgement

This study could be done with supports of many people. Therefore, I would like to express my gratitude to my supervisor Christian Rudianto, M.App.Ling. who was abundantly helpful and offered invaluable assistance, support, suggestions and comments. I also would like to express my gratitude to Petrus Ari Santoso, M.A.without whose knowledge and assistance this study would not have been completed. Special thanks to all participants, 100 students of English Department Satya Wacana Christian University Salatiga, which I could not mention their name one by one, for their contribution for this study. I also thank my family, boyfriend, and best friends for their supports.

References:

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Appendix 1

Questionnaire

Saya mahasiswa skripsi fakultas bahasa dan sastra, dalam rangka menyelesaikan skripsi saya yang

mempelajarivarieties of English accents ingin meminta bantuan anda sekalian untuk mengisi kuisioner ini.

Mohon bantuannya untuk memilih dan memberikan jawaban yang sesuai dengan keinginan Anda. Anda

bebas mengisis kuisioner ini dengan bahasa Indonesia atau bahasa Inggris. Kuisioner ini hanya akan

digunakan untuk kepentingan penelitian dan tidak akan mempengaruhi nilai studi Anda. Atas waktu dan

kesediannya saya mengucapkan terimakasih

I. Harap memberi tanda centang (V) untuk pernyataan yang anda rasa benar. Cukup 1 jawaban untuk tiap

nomor

2 Aksen pembicara yang bukan Bahasa

Inggris standar (Standard English)

3 Aksen pembicara yang terdengar aneh

4 Aksen pembicara yang terdengar umum

5 Aksen pembicara yang terdengar seperti

orang yang berpendidikan

6 Aksen pembicara yang terdengar seperti

orang yang kurang berpendidikan

7 Aksen pembicara yang terdengar bagus

8 Aksen pembicara yang terdengar kurang

bagus

9 Aksen pembicara yang terdengar jelas

2

Ketika saya berbicara dengan orang asing

saya akan menggunakan aksen

2

2

Ketika saya berbicara dengan orang asing

saya tidak akan menggunakan

II. Mohon bantuannya dalam menjawab pertanyaan di bawah ini:

1. Saya ingin belajar menggunakan pronunciation (cukup 1 jawaban saja):

speaker 1 speaker 2 speaker 3 speaker 4 speaker 5

4. Bagaimana pendapat Anda, mengenai aksen Anda sendiri?

5. Apa yang Anda rasakan ketika Anda menggunakan aksen Anda sendiri?

6. Pentingkah untuk berbicara menggunakan aksen Native Speaker (aksen penutur asli bahasa

Inggris)? Mengapa?

Kesediaan untuk diwawancarai

Jika Anda bersedia untuk diwawancarai lebih lanjut harap meninggalkan informasi Anda:

Nama :

Angkatan :

Email/No. Hp :

Appendix 2 Comma Gets a Cure

Well, here's a story for you: Sarah Perry was a veterinary nurse who had been working

daily at an old zoo in a deserted district of the territory, so she was very happy to start a new job

at a superb private practice in North Square near the Duke Street Tower. That area was much

nearer for her and more to her liking. Even so, on her first morning, she felt stressed. She ate a

bowl of porridge, checked herself in the mirror and washed her face in a hurry. Then she put on a

plain yellow dress and a fleece jacket, picked up her kit and headed for work.

When she got there, there was a woman with a goose waiting for her. The woman gave

Sarah an official letter from the vet. The letter implied that the animal could be suffering from a

rare form of foot and mouth disease, which was surprising, because normally you would only

expect to see it in a dog or a goat. Sarah was sentimental, so this made her feel sorry for the

beautiful bird.

Before long, that itchy goose began to strut around the office like a lunatic, which made

an unsanitary mess. The goose's owner, Mary Harrison, kept calling, "Comma, Comma," which

Sarah thought was an odd choice for a name. Comma was strong and huge, so it would take some

force to trap her, but Sarah had a different idea. First she tried gently stroking the goose's lower

back with her palm, then singing a tune to her. Finally, she administered ether. Her efforts were

not futile. In no time, the goose began to tire, so Sarah was able to hold onto Comma and give her

a relaxing bath.

Once Sarah had managed to bathe the goose, she wiped her off with a cloth and laid her

on her right side. Then Sarah confirmed the vet’s diagnosis. Almost immediately, she

remembered an effective treatment that required her to measure out a lot of medicine. Sarah

warned that this course of treatment might be expensive—either five or six times the cost of

penicillin. I can’t imagine paying so much, but Mrs. Harrison—a millionaire lawyer—thought it