Discussion - Findings and Discussion - EXPLORING THE IMPACT OF SELAYARESE DIALECT ON STUDENTS’

Chapter IV Findings and Discussion

B. Discussion

5. ˄when˅ i ˅was senior high ˄school ˄maybe 6. ˄biology

7. ˄Teacher

8. selayarese dialect is ˄beautiful, ˅yes˅ it’s affect˅ my English, ˅why?

Because ˅I hard˅ to control˅ my intonation ˅I mean my ˄dialect, ˅ ee ˅in selayar language ˅I always like “mendaki” (rising) my voice.

Based on the data above, the researcher found that the student still rise their intonation during the falling intonation test if the word have 1 syllable mostly falling the intonation and for two or three syllable mostly student rising their intonation. They also speak like a little bit using rhythm follow by their dialect.

English words stress syllables that were strongly influenced by Selayarese Dialect. Based on the finding, researcher found that all of the students put stress correctly on one syllable words in final position such as in words yes (/jes/) and that (/ðæt/). Also sometimes student correctly in pronouncing the words that have twi syllable for example like (/laɪk/) and find (/faɪnd/) It is because stress placement particularly one syllable word in Selayarese dialect is usually produced on the final syllable. For example as in words [monsong] (green) and [baji] (good).

Therefore, Selayarese dialect strongly influences the students‟

pronunciation of two syllable , three syllable and more. English word stress on final position positively.

The second category was English word stress syllables that were influenced by Selayarese dialect. Most of the students produced English word stress improperly from three to sixth syllable. They tended to put stress on initial and medial syllable. On the other hand, there were some students could pronounce three syllable words on initial and medial position properly as in words pronounce (prəˈnaʊns/) and important (/ɪmˈpɔːtnt/). Naturally they communicate using Selayarese, although the students placed stress correctly it does not mean that Selayarese dialect gave positive transfer towards students’

pronunciation. Conversely, if the students put stress incorrectly, it does not mean that Selayarese dialect gave negative transfer towards students’ pronunciation. (Siregar, 2017) The dialect is the most

influential factor affecting a learner’s pronunciation. Pronunciation is the key of getting full communicative competence.

If this phenomenon is identified as a result of the inexistence of a specific stress placement rule in multisyllabic words. So, the students tended to pronounce it recklessly. Student put stress wherever they feel so easy to pronounce it. (Latifa, 2020) Other factors that researcher believe really affect their English word stress production is because of lack of pronunciation training given by the teacher. It was proven from the interview that the teacher said never trained their students‟ about English word stress placement. Similar results were also found in a study which was conducted by Mujiyanto (2018) in the context of Iran.

As Anees (2007) notes, Each language has its unique set of linguistic characteristics and rules that regulate its speakers' pronunciation and even word formation, which distinguishes them from speakers of other languages. Modern linguists refer to this phenomenon as verbal behaviors since it matures into established standards at the conclusion of a child's developmental stage. As a result, succeeding generations inherit these verbal qualities from their predecessors without the option of selecting a particular linguistic formation. Although hundreds of years ago, modifications in Selayarese dialects happened, the same universal rules very certainly applied as they do today.

Every language has its own set of linguistic characteristics and norms. The results indicated that participants were more proficient at

pronouncing words beginning with the first syllable. It was not just due to L1, but also to a lack of pronunciation instruction for English word stress, which contributed to the arbitrariness of their stress placement.

Additionally, the pupils claimed that their English instructor never taught them about the proper placement of English word stress.

Word that impacted by Selayarese dialect are the word that have 2 syllable and more, here the example of words that taken from the interview: English (/ˈɪŋɡlɪʃ/), hard(/hɑːd/), because (/bɪˈkəz/), different (/ˈdɪfrənt/), accent (/ˈæksent/), course (/kɔːs/), several (/ˈsevrəl/), language (/ˈlæŋɡwɪdʒ/), reall’y(/ˈriːəli/), import’ant (/ɪmˈpɔːtnt/), lea’rn (/lɜːn/), intera’ct (ˌɪntərˈækt/), man’y (ˈmeni/), peop’le (/ˈpiːpl/), differe’nce (/ˈdɪfrəns/), ton’e /təʊn/, rhyt’hm (/ˈrɪðəm/), pron’unce(/prəˈnaʊns/), diale’ct (/ˈdaɪəlekt/), writiting (/ˈraɪtɪŋ/), meaning (/ˈmiːnɪŋ/), reading (/ˈriːdɪŋ/), English (/ˈɪŋɡlɪʃ/), interest (/ˈɪntrəst/), important (/ɪmˈpɔːtnt/), difficult (/ˈdɪfɪkəlt/) environment (/ɪnˈvaɪrənmənt/), support (/səˈpɔːt/), learn (/lɜːn/), intonation (/ˌɪntəˈneɪʃn/).

Word that not impacted by Selayarese dialect are the word that have 2 syllable and more, here the example of words that taken from the interview:

yes (/jes/), I (/aɪ/) and (/ən/), no (/nəʊ/), live (/lɪv/), my

(/maɪ/),out (/aʊt/), was (/wɒz/), hang (/hæŋ/), at (/ət/), all (/ɔːl/), when (/wen/), why (/waɪ/), high (/haɪ/), to (/tuː/), mean (/miːn/).

2. Selayarese Dialect impact on English Intonation

According to the speaking test, pupils had an effect on the intonation when they said words in English utilizing test and documentation analysis. According to epert, intonation is a stress aspect. As a result, study and instruction in pronunciation emphasize both the sounds of language (vowels and consonants) and suprasegmental elements, or vocal effects that span several sounds, such as stress, sentence and word intonation, and speech rhythm (Crystal et al.

2003). This argument is supported by the researcher's data collection;

the data revealed that the students used a variety of intonations during the interview. The majority of students produce the words by adding sone sttreesing and unique intonation in the same way they do when speaking in their native language; the majority of them raised their intonation when producing words such as (Watching) and (chemistry).

This is influence because it is already being behaved and influenced by the environment of the students who have been behaving since they were children. Selayar students frequently raise their intonation, particularly when speaking single-syllable words. As a result, it appears to be difficult to follow the authentic English accent. They need to practice more and go away from the surroundings in order to develop suitable intonation and a better ability to pronounce the words.

45 CHAPTER V

CONCLUSION AND SUGGESTION A. Conclusions

The researcher concludes from the data and discussion that students from Selayar continue to exert influence over how the word is pronounced in English. During the pronunciation exam, pupils demonstrated that dialect had an effect on their pronunciation. It is due of the pupils' habits in their community when they speak the native language. Students' pronunciation has a significant impact on their accent. It is demonstrated when students conducted interviews with the researcher in order to ascertain the influence of the selayaarese dialect on their stress and intonation in terms of pronunciation.

The pupils demonstrated that their method of producing the phrase was not natural, and that their pronunciation of the word in English was always influenced by the local dialect. Selayarese students continue to have an impact on the tone and emphasis used when speaking English. Throughout the speaking test, the students' tone varies. The majority of students generate the words by adding some sttreesing and distinctive intonation, just as they do when speaking in their own language. This is influence because it is already being behaved and influenced by the students' environment, which is already influenced by Selayarese dialect.

B. Suggestions

The researcher made the following recommendations based on the results of the data analysis and conclusion:

1. It is suggestion for lectures related to speaking skill. the research proves that the Selayarese dialect influence the pronunciation of the students speaking skill. It can be taken as consideration for lecturesor teachers to evaluate their way in teaching speaking skill in terms of pronunciation.

Supra-segmental phonemes are critical in distinguishing meanings in English. Stress, rhythm, intonation, and connection are critical for students to learn in order to enhance their spoken English. Teachers should make full advantage of the two languages' resemblance to assist pupils in mastering proper pronunciation. Concerning the distinctions between them, teachers should assist students in acquiring a working understanding of English phonetics and train them on it. While imitation is the most effective method for young children to learn a language's pronunciation, it is much more difficult for adults because they have already learned the rules of pronunciation in their mother tongue, and thus the negative transfer influence on adults is much stronger than on young children. Students should study English phonetics methodically and intentionally fix their pronunciation. Of course, imitation helps children improve their pronunciation as well, since only practice makes perfect.

2. It suggested for students to realize that mastering English is not easy.

This research can be reference for students to practice speaking more and always keep trying with their friends, or somebody else. And also the researcher suggests that they have to maximize their practice in English to get natural English word stress and better intonation when produce words in English.

3. It is suggested for next researcher, the researcher hopes that this research can inspire other researchers to conduct further research about the influence of Selayarese dialect or other local dialect.

BIBLIOGRAPHY

A.C. Gimson, “An Introduction to the Pronunciation of English” (Second Edition) (M)England , Latimer Trend & Co.Ltd. 1972.

Abd Elwahab, W. (2020). The Effect of Local Arabic Dialects on Learning English Language Pronunciation. Arab World English Journal, 11(1), 489–

499. https://doi.org/10.24093/awej/vol11no1.33

Ayed, Z. (2019). The Impact of Authentic Movies on EFL Students' Pronunciation in the Media Department. Journal of Tikrit university for humanities, 26(8), 85-64.

Brown, J. D., & Hudson, T. (1998). The alternatives in language assessment. TESOL quarterly, 32(4), 653-675.

Bui, G., & Skehan, P. (2018). Complexity, accuracy, and fluency. The TESOL Encyclopedia of English Language Teaching. New York: Wiley, 1-7.

Burns, A., & Joyce, H. (1997). Focus on Speaking. Sydney: National Center for English Language Teaching and Research.

Bygate, M. (1987) Speaking. Oxford: Oxford University Press.

Chambers, F. (1997). What do we mean by fluency?. System, 25(4), 535-544.

Chaney, D. (2002). The cultural turn: Scene setting essays on contemporary cultural history. Routledge.

Crystal. D. (1997) English as a global language. Cambridge University Press.United Kingdom.

De Jong, N. H., Steinel, M. P., Florijn, A., Schoonen, R., & Hulstijn, J. H. (2013).

Linguistic skills and speaking fluency in a second language. Applied Psycholinguistics, 34(5), 893-916.

De Vos, R. J., Weir, A., van Schie, H. T., Bierma-Zeinstra, S. M., Verhaar, J. A., Weinans, H., & Tol, J. L. (2010). Platelet-rich plasma injection for chronic Achilles tendinopathy: a randomized controlled trial. Jama, 303(2), 144- 149.

Eckard, R. D., & Kearny, M. A. (1981). Teaching Conversation Skills in ESL.

Language in Education: Theory and Practice, No. 38. Center for Applied Linguistics, 3520 Prospect St., NW, Washington, DC 20007.

Edward. Language and Identity: An Introduction. Cambridge University Press:

New York. 2009.

Ellis, Rod. (1997)The Study of Second Language Acquisition.5th, improved edition. Oxford Univ. Press. Oxford

Fraser (2001). Teaching Pronounciation for Learners.www.researchgate.net.

Harding, L. (2017). Validity in pronunciation assessment. In Assessment in second language pronunciation (pp. 30-48). Routledge.

Harding, L. (2017). What do raters need in a pronunciation scale? The users’

view. Second language pronunciation assessment, 12.

Harris, J., & Murtagh, L. (1988). National assessment of Irish‐language speaking and listening skills in primary‐school children: Research issues in the evaluation of school‐based heritage‐language programmes. Language, Culture and Curriculum, 1(2), 85-130.

Heaton, JB. (1978). Speaking English Language Test. London

Jaya, M. S. (2019). THE MISTAKEN PRONUNCIATIONS: THE UNAVAILABILITY OF SOME ENGLISH CONSONANTS IN BAHASA. Yavana Bhasha: Journal of English Language Education, 2(1), 1-12.

Kline. (2001). Definition of Pronounciation. repo.iain-tulungagung.ac.id.

Latifa, A. (2020). The impact of Local language Dialect toward the Teachers Language Attitude in EFL Class Room in South Sulawesi, Indonesia.

International Journal of Scientific and Research Publications (IJSRP), 10(3), p9990. https://doi.org/10.29322/ijsrp.10.03.2020.p9990

Littlewood, William. (1984) Foreign and Second Language Learning.Cambridge Language Teaching Library. Cambridge: University Press.

Mahsun. 2005. Metode Penelitian Bahasa : Tahapan Strategi, Metode, dan Tekniknya. Jakarta: Raja Grafindo Persada.

Meyerhoff, Miriam (2006) Introducing Sociolinguistics, London & NewYork:

Routledge.

Mithun, M., & Basri, H. (1986). The phonology of Selayarese. Oceanic Linguistics, 25(1/2), 210-254.

Mitterer, H., Kim, S., & Cho, T. (2019). The glottal stop between segmental and suprasegmental processing: The case of Maltese. Journal of Memory and Language, 108, 104034.

Mulya, D., & Mujiyanto, J. (2018). The Influence of Serawai Melayunese Dialect Towards Students’ English Pronunciation. English Education Journal, 8(3), 290-300.

Muslich, Mansur. 2008. Fonologi Bahasa Indonesia Tinjauan Deskriptif Sistem Bunyi Bahasa Indonesia. Jakarta: Bumi Aksara

Richards, J. C. (2008). Teaching listening and speaking (p. 48). Cambridge:

Cambridge university press.

Sangkala, I., & Baktiar, M. (2018). How The Local Dialect Can Interfere Students In Learning English Speaking? English Language Teaching View project Language Learning Assessment View project How The Local Dialect Can Interfere Students In Learning English Speaking? International Journal of Humanities and Social Science Invention (IJHSSI), 7(8), 73–79.

https://www.researchgate.net/publication/331476664

Schmitt, N., & Schmitt, D. (2020). Vocabulary in language teaching. Cambridge university press.),

Sirbu, A. (2015). The significant of language as a tool of communication.

PROQUEST SciTech Journals, XVIII(2), 405–406.

http://www.thefreedictionary.com/dialect

Siregar, S. (2017). The Influence Of Dialect...., Syahreni Siregar, 27-36. 5(1), 27–

36.

Xia, T., Kovochich, M., Liong, M., Madler, L., Gilbert, B., Shi, H., ... & Nel, A.

E. (2008). Comparison of the mechanism of toxicity of zinc oxide and cerium oxide nanoparticles based on dissolution and oxidative stress properties. ACS nano, 2(10), 2121-2134.

Zavitri, I., Machmoed, H., & Sukmawaty, S. (2018). THE ADDRESS TERMS IN

ENGLISH AND SELAYERESE: A SOCIOLINGUISTIC

PERSPECTIVE. Jurnal Ilmu Budaya, 6(1).

A

P

E

N

D

I

X

This question aims to get the experience and to know the pronunciation in terms of Word Stress.

1. Do you like English?

2. What do you think about English?

3. Do you find any difficulty in learning English?

4. Does your dialect affect the way you learning English or pronouncing words?

5. What the different between your dialect and English?

This question aims to get the experience and to know the pronunciation in terms of Intonation.

1. How many people are there in your family?

2. Do you all live in the same house?

3. What things do you like doing together?

4. What type of activities do you like to do in your free time?

5. How long have you been interested in these activities?

6. What is your favorite subject?

7. What job would you like when you have completed all your studies?

8. What do you think about Selayarese Dialect? Does it affect your English?

A. Data from Interview (Word Stress)

#MR

Yes engli’sh (‘english) inter’est’ing (‘interest) It's imp’ortant (im’portant)

Difficult especially if the enviro’nment doesn't su’pport me to le’arn Yes but not that much

My intonati’on and the way I say wo’rd

#PM Yes

Engli’sh is h’ard Yes Yes

Yes, beca’use my friend said I like speak selayar when speak Eng’lish differ’ent acc’ent

#NAA Yes Diffic’ult

The wr’iting and the re’ading is different ( the its write di’fferent to the its read)

Yes

Acc’ent and me’aning

#TW

Yes of cou’rse

There are seve’ral definiti’ons in my mi’nd abou’t Eng’lish its’elf

English is word langu’ages, it ties the diverse people from one country to another English is a way to ove’rco’me my matte’rs like disco’ver my confiden’ce by speaki’ng English or you mi’ght say all about Engli’sh So’meti’mes, lack of voca’bulary

Selayar South e’ast Sulawesi Province, we usually spe’ak faster

#MA

B. Data from Interview (Intonation)

#MR

1.˅There ˄ are ˄ five˄ people˅ in my ˄ family, ˄ my father, ˄ my mother, ˄ my sister and ˄ my brother and˅ me

2.Yes ˅

3.˅We ˅usually ˄ play and ˄ eat ˄ together in ˄ house 4.˄ Watching˄ tv and ˄ play˄ ff game ˄ with my ˄ brother 5.˅Since I˅ mmm in˅ junior ˄high ˄school

6.˄My ˄favorite subject˅ is kimia oh ˄chemistry 7.˅I ˅want to be ˄ a ˄ Doctor

8.˅I ˄think ˅Selayar˅ Dialect is good, ˄ but it ˄ affect my ˄ English ˄ be cause ˅have different˄ language and I use ˄selayares ˄dialect˄ everyday so it’s ˄hard

#PM

1. ˄4 ˄people˄ in ˄my ˄family, ˅me, ˅my ˅mother, ˅ my ˅father and my

˄sister

2. ˄yes of ˄course we live ˄together 3. I˄ play with my ˄sister

4. ˄I ˄study ˅and ˅hang ˅out with ˄friends 5. ˄since ˅I˅ go˅ to ˄school

6. ˅my˄ favorite˄ subject ˅ is˅ math 7. ˅I ˄want˄ to ˄be˄ a ˄doctor

8. ˅I˅ think ˄selayar˄ dialect is easy ˄because˅ I ˅use˅ it since˅ I was born, ˅and it ˄affect my ˄English ˄because I still ˄confuse with my

˄dialect and ˄English.

#NAA 1.˄five 2. ˄Yes

3. ˄Gathering. ˄ Caring each other.

4. Read books, ˄watching˄ Youtube and ˄workout (sometimes) 5. ˅Last ˅tree ˅years

6. ˄chemistry

7. ˄Data˄ Scientist or IT (Programming) such ˄Website ˄Designer.

8.˄I’m ˅not˅ sure.

#TW

1.˄I ˄live ˄with˅ my ˅mother, ˅my ˅father, my ˄grandmother ˄and

˄grand ˄father ˅and˅ me 2.˅No.

3.˅hang ˅out ˄talking ˄watching˄ movie 4.˄selling ˄things

5.˄since ˅I was high school 6.English

7.˄lecturer and ˄entrepreneur 8.˅not ˅at ˅all.

#MA

1.˅6 ˄people 2.˅yes

3.˅I don’t˅ know because ˅I like alone ˅in ˅my house 4.Watching kdrama, fangirling ˅and repeat

5.˄when˅ i ˅was senior high ˄school ˄maybe 6.˄biology

7.˄Teacher

8.Selayarese dialect is ˄beautiful, ˅yes˅ it’s affect˅ my English, ˅why?

Because ˅I hard˅ to control˅ my intonation ˅I mean my ˄dialect, ˅ ee ˅in selayar language ˅I always like “mendaki” (rising) my voice.

˅ : Symbol of rising intontion

˄ : Symbol of falling intonation

Subject of the research:

# MR

#PM

#NAA

#TW

#MA

B. Data from Documentation of analysis 1. Name : Muhammad Rifaih

Place of Birth : Selayar

Educational Background : SMA Negeri 1 Selayar 2. Name : Putri Maharani

Place of Birth : Selayar,

Educational Background : SMA Negeri 1 Selayar 3. Name : Nur Aulia A

Place of Birth : Selayar

Educational Background : SMA Negeri 1 Selayar 4. Name : Tiwi Wakyah

Place of Birth : Selayar

Educational Background : SMA Negeri 1 Selayar 5. Name: Muhammad Aldi

Place of Birth: Selayar

Educational Background: SMA Negeri 1 Selayar

Documentation

Dalam dokumen EXPLORING THE IMPACT OF SELAYARESE DIALECT ON STUDENTS’ PRONUNCIATION (Halaman 55-61)