A. Research Design
The research was conducted using a descriptive qualitative technique.The aimed of this method was to find the impact of Selayarese dialect on student speaking skill in terms of pronunciation. The research was located in SMA Negeri 1 Selayar.
B. Subject of Research
The subjects of this research was 5 students of SMA Negeri 1 Selayar. In this research the subject used purposive sampling technique because the subject were classified involved in the process of activity that would be examined by researcher is coming from Selayar that use the Tanete dialect. The characteristic of the subjects were the students who grew up in Selayar and they were active to use Selayar Language and Taenete dialect in their daily live.
C. Instrument of Data Collection
Interviews and document analysis were used to acquire data for this study.
The researcher interviewed participants in a semi-structured interview. The following is a description of the data gathering technique:
1) Semi-structured Interview
A semi-structured interview is one in which the interviewer does not strictly adhere to a set of pre-determined questions. Rather
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than a straight-forward question and response approach, ask more open-ended questions to facilitate dialogue with the interviewer. As was the case with the Covid-19 issue, testing was performed face to face. Instead, the researcher calls the person being tested through directly and records the conversation. The interview was to ascertain the extent to which their Selayarese dialect impact to their pronunciation focus on word stress and intonation. An essential process in qualitative research was the data recording (Crystal D, 1997). This procedure entailed documenting information using study protocols, administering data collecting in order to anticipate potential data collection challenges, and then bringing sensitivity to ethical issues that may impact the data's quality.
2) Document Analysis
Document analysis was a subset of qualitative research in which the analyst reviews documents in order to evaluate an evaluation student. In documentation of analysis the researcher will be take the data and information from the student to make sure that the student are really born and grow in Selayar using selayarese dialect as daily language and dialect, so that the researcher can be validate the data to by getting data from the local.
3) Procedure of Data Collection
The researcher used the following method in this study:
1. Enroll in the class.
2. The researcher was choose a subject of students from 10th Grade of SMA Negeri 1 Selayar.
3. The researcher was gather data through an interview focusing on two aspect intonation and word stress.
4. Following the supervising lecturer's analysis of the researcher instrument, the sample was handed to the researcher instrument. Thus, the aim of this study is to ascertain the effect of selayarese dialect on student’s speaking skill.
5. A statistical study of the dialect influence on language learning.
4) Technique of Data Analysis
The data analysis in this research was performe utilizing Sugiyono (2006) interactive miles and huberman models, which include data collecting, data reduction, and the elimination or verification of findings.
a) Reduction of Data
The data collection method begins with the administration of speaking exams and the conduct of interviews with learners. All data collected will be entered into field records, which will include everything heard, seen, experienced, observed, and discovered over the course of the study. All of these items was incorporated into the subsequent phase. The study collected data through a Interview .
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b) Data Display
The researcher must grasp the procedure able and etc. in order to draw suitable conclusions. A display is an ordered, condensed collection of data that enables conclusion drawing and action. The researcher will utilize a narrative essay to present the data in this study since it is the most prevalent type of data display employed in qualitative research. The researcher will select just the key words that impact the speaking skill of Selayar pupils.
c) Data Classification
Data classification is the process of condensing and classifying data into distinct types, forms, and other distinct classes. Separation and categorization of data are made possible by data classification. The researcher organizes the data according to a categorization system derived by Selayar.
d) Data Interpretation
Refers to the implementation of process through with data review with for the propose of arriving at in format conclusion. The researcher initial interpretation when students pronounce English words it influences their regional languages.
e) Illustration of the Conclusion / Verification
The concluding section is when the researcher provides the data collected in answer to the study question, "How does culture affect English language acquisition.
31 CHAPTER IV
FINDINGS AND DISCUSSION A. Research Findings
As the researcher described in the preceding chapter, the researcher employed a variety of instruments to gather data, including interviews and document analysis, in order to ascertain the effect of Selayarese dialect on students' pronunciation. The findings in this research are described qualitatively. Interview consists of five questions to measure the Speaking of the student that focus on Word stress and eight questions to know how the student’s Intonation followed by Selayarese Dialect.
a. Selayarese Dialect Impact on English word stress
The interview has been done, the question of the interview was to get the data about the impact of Selayarese dialect on Student’s word stress. The data was taking in the class room by cundected interview to the student one by one. The researcher recorded the interview. In getting the data the researcher used pronunciation analyzer and oxford dictiorany to get the result of application, therefore the result was getting by analyzing and filtering the data. The data of the the impact of Selayarese dialect on student’s English words stress are presented below:
#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
The researcher discovered that the pupils created some misplaced tension as a result of the test. The two-syllable words, three-syllable
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words, and four-syllable words all had the incorrect stress. The kids' incorrect word emphasis was pretty comparable. A few pupils even misplaced the stress on the same word. The words stress that misplaced were even the simple words. the words such us English (/ˈɪŋɡlɪʃ/), interest (/ˈɪntrəst/), important (/ɪmˈpɔːtnt/), difficult (/ˈdɪfɪkəlt/) environment (/ɪnˈvaɪrənmənt/), support (/səˈpɔːt/), learn (/lɜːn/), intonation (/ˌɪntəˈneɪʃn/).
#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
The researcher discovered that the pupils created some misplaced tension as a result of the test. The two-syllable words, three-syllable words, and four-syllable words all had the incorrect stress. the term such as English (/ˈɪŋɡlɪʃ/), hard(/hɑːd/), because (/bɪˈkəz/), different (/ˈdɪfrənt/), accent (/ˈæksent/). It showed that Selayerese Dialect impact on English word stress of Selayarese Student on the two-syllable words, three-syllable words, and four-syllable words all had the incorrect stress.
#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
Based on the data above, it showed that student misplace in several words such us writiting (/ˈraɪtɪŋ/), meaning (/ˈmiːnɪŋ/), reading (/ˈriːdɪŋ/), it is showed that Selayarese Dialect impact on word stress when student speak
English, because the dialect follow as student speak. It showed that Selayerese Dialect impact on English word stress of Selayarese Student on the two-syllable words, three-syllable words, and four-syllable words all had the incorrect stress.
#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
No
Selayar South e’ast Sulawesi Province, we usually spe’ak faster
Based on the answer above, it showed that student mostly misplace the word that have more than one syllable such us course (/kɔːs/), several
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(/ˈsevrəl/), language (/ˈlæŋɡwɪdʒ/). It showed that Selayerese Dialect impact on English word stress of Selayarese Student on the two-syllable words, three- syllable words, and four-syllable words all had the incorrect stress.
#MA
Yes, I do
In my opini’on, Engli’sh is reall’y import’ant to le’arn so that we can inter’act with ma’ny peop’le.
No, I don't Yes, it does
The differe’nce is on the ton’e or rhyt’hm when I want to prono’unce words both Engli’sh dialect and local Diale’ct.
Based on the answer above, it showed that student mostly misplace the word that have more than one syllable such us Engli’sh (/ˈɪŋɡlɪʃ/), 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/). Further even there are some words that misspronunce.
b. Selayarese Dialect Impact to Intonation
The data of the impact of Selayarese dialect on Student’s Intonation are presented below:
#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
Based on the answered of the student from Selayar shows that their Selayarese dialect is influence in their intonation. Student falling the intonation in 1 sylablle.
#PM
1. ˄4 ˄people˄ in ˄my ˄family, ˅me, ˅my ˅mother, ˅ my ˅father and my ˄sister
2. ˄yes of ˄course we live ˄together
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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.
Based on the answered of the student from Selayar shows that their Selayarese dialect is influence in their intonation. Student falling the intonation in 1 sylablle.
#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.
Based on the answered of the student from Selayar shows that their Selayarese dialect is influence in their intonation. Student falling
the intonation in 1 sylablle and rising the intonation when 2 or more syllable.
#TW
1. ˄I ˄live ˄with˅ my ˅mother, ˅my ˅father, my ˄grandmother ˄and
˄grand ˄father ˅and˅ me 2. ˅No.
3. ˅hang ˅out ˄talking 4. ˄watching˄ movie 5. ˄selling ˄things
6. ˄since ˅I was high school English 7. ˄lecturer and ˄entrepreneur.
8. ˅not ˅at ˅all.
Based on the answered of the student from Selayar shows that their Selayarese dialect is influence in their intonation. Student falling the intonation in 1 sylablle and their intonation still have a very unique rhythm from selayar.
#MA
1. ˅6 ˄people 2. ˅yes
3. ˅I don’t˅ know because ˅I like alone ˅in ˅my house 4. Watching kdrama, fangirling ˅and repeat
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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.
B. Discussion
1. Selayarese Dialect impact on English word stress
The discussion section of this study pertains to the interviews and documentation analysis that were undertaken. The writer gathered the data in order to identify it, then evaluated, clarified, and finally finished the data. The author obtained a consistent result via an interview, a test, and documentation analysis. The results of the pronunciation test and documentation analysis indicated that the students' Selayarese dialect had an effect on their stress and intonation when speaking English.
After analyzing all of English word stress syllable, the researcher decided to classify them into three categories. The first category was
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
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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/).
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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 supra- segmental 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.