Judul Skripsi: The Interference of Student's Local Dialect on Speaking Ability in 5th Semester Students of Makassar Muhammadiyah University (A Descriptive Research). The Interference of Student's Local Dialect on Speaking Ability in 5th Semester Students of Makassar Muhammadiyah University (A Descriptive Research), Supervised by Sulfasyah and Awaliah Azis. Alhammdulilah, the deepest thanks we wish to express to God the Great, the Merciful God Allah swt, the only creator who gives us His infinite blessing, guidance, inspiration, motivation and health all the time at the end of the writing of this thesis entitled "Interference of students' local dialect on speaking ability in 5th semester students of Makassar Muhammadiyah University (A descriptive research)".
RESEARCH METHOD
FINDINGS AND DISCUSSION
CONCLUSIONS AND SUGGESTIONS
Ketika saya belajar bahasa Inggris, saya menemukan beberapa masalah dalam berbicara bahasa Inggris, terutama dalam mengucapkan kata-kata). Ketika saya belajar bahasa Inggris, saya tidak pernah mengalami masalah dalam berbicara bahasa Inggris, terutama dalam mengucapkan kata-kata). Saya tidak bisa mengucapkan kata-kata bahasa Inggris dengan baik karena dialek lokal mengganggu pengucapan bunyi bahasa Inggris).
INTRODUCTION
- Research Question
- Objectives of the Research
- Significance of the study
- Scope of the Research
- Some Pertinent Ideas 1. The Concept of Interference
- Theory of Speaking a. Definition of Speaking
- Theory of Dialect a. Concept of Dialect
- Conceptual Framework
The Interference of the Local Dialectical Fluency of the Students During the 5th Semester Students of Makassar Muhammadiyah University (A Descriptive Study). The researcher described the interference of the students' local dialect, especially an accent aspect of the first language, and to find out what factors the native language or local dialect might interfere with the students' ability to speak English. Al-Zoubi, et.al reveal the influence of the L1 (first language) (Arabic) on ESL (English as a second language) learning in Jordanian schools, and its relation to education policy.
Meanwhile, this research focused on the interference of local dialect and the local dialect factors interfering with the speaking of the subject by the students in foreign language classes. It is characterized by the use of the old rules of the native language to account for the rules of the target language; i.e. the learner uses the L1 rules while speaking and writing in L2.Corder,et.al Speaking is one of four macro skills to be developed as a means of effective communication in contexts of both first and second grade learning language. Brown, et al. (1978). Different speech styles reflect perceptions of the social roles of the participants in a speech event.
Dialects are rule-governed systems with systematic deviations from other dialects of the same language. Ronald (2006) Regional variation in the way a language is spoken is likely to provide one of the easiest ways to observe variation in language. As a result, people form a habit of using the rules of the first language in the second language and therefore make mistakes.
International relations: English is one of the official languages of the United Nations and other important international bodies. A significant proportion (57%) of the world's newspapers are published in countries where English has a special status. This requires developing awareness of the nature of language and its impact on the world.
Research Method
Variable and Indicator
Population and Sample 1. Population
- Sample
Research Instrument
- Questionnaire
Closed-ended questions can also be asked to different groups at different intervals to effectively track their opinion of a product/service/company over time. Closed-ended questions are classified into 7 types and the researcher chooses a Likert-type question that can help him determine how strongly the respondents agree with a particular statement. The Likert scale was used to measure attitudes, opinions, perceptions of someone or some people about social phenomena (Sugiyono.
The answer for each instrument using the Likert scale as ordinal data (without scoring), the Likert scale has a gradation of Strongly Agree, Agree, Neutral/Undecided, Disagree and Strongly Disagree. Local dialect questionnaire to identify the accent aspect, including the interference of students' local dialect in the accent aspect, especially when speaking English with their first language.
Technique of Collecting Data
Technique of Data Analysis
In this chapter, there were some important things to discuss, namely findings from the study that cannot be separated by the help of the respondent, and some discussion of the findings. The findings present the result of data analysis collected through a questionnaire to answer the research question about the interference of students' local dialect with speaking skills and the discussion turns to the description of the findings in the study. With regard to this problem, some indicators were made to achieve the research objectives.
Both indicators will form the basis to measure the local dialect of the students as a variable.
Findings
- In English classes I always try to speak and communicate in English
- In learning English, I found some problems to speak in English especially in pronouncing the words
- I am not stressing the right parts of words, and the right words in sentences because of my local accent are different with English accent
- In pronounce some words like “now, know and no” I pronounce of the same tone and the same intonation and my friends often
- I feel more confident to speak in English by using the local dialect
- Local dialect naturally interference the use of the English language, particularly in pronouncing the words
- I obstructed when talking to foreigner or speak a foreign language in the classroom because I have to think of the word of local language,
- I was scared and embarrassed when I want to speak English at collage because I was afraid my local dialect make other people do not
- There are any differences in the way I speak at collage and the way I speak at home
- I speak using L1 (First Language) everyday with my family and my friends at home
- Environment and infrastructure which support me in learning English, will makes me easier to practice English with the standard
There were 7 students or 24% of the total number of students who strongly agreed with the statement. There were 8 students or 27% of the total number of students who strongly agreed with the statement. There were 4 students or 13% of the total number of students who strongly agreed with the statement.
There were 5 students or 17% of the total number of students who strongly agreed with the statement. There were 2 students or 7% of the total number. the students who strongly agree with the statement. There were 2 students or 7% of the total number of students who strongly agreed with the statement.
There was 1 student or 3% of the total number of participants whose answer strongly disagreed with the statement. There was 1 student or 3% of the total number of students who strongly agreed with the statement. There were 6 students or 20% of the total number of students who strongly agreed with the statement.
There were 6 students or 20% of the total number of students who strongly agreed with the statement. There were 3 students or 10% of the total number of students who strongly agreed with the statement. There were 7 students or 23% of the total number of students who strongly agreed with the statement.
Discussion
The other 11 students or 37% of the total number of students agree with the statement. It shows that most of the students agree and strongly agree with the statement, it was total and all 87% students agree and strongly agree with the statement and none of the students agree or disagree with the statement. First, the analysis of the students' Interferences of local dialect based on the data presentation above concluded that the dominant Interferences of local dialect are the Interferences of the students speaking in English, especially in pronunciation aspect, Interferences to the students in stressing the right parts, and Interferences with the students pronouncing the same pronunciation but different words.
Most of the students agree that online media such as youtube channel, BBC channel can motivate students to learn English, even if it is the interference of local dialect, but they trust the students, online media will help to increase students' motivation and self-confidence to learn English. Second, the analysis of local dialect factors that affect students' performance in class shows that the dominant students' impairments were impairments in students' self-confidence and their performance. The result shows that most of the students indicate that the local dialect bothers them in learning English.
Students participated in oral instruction and interfered with their speaking ability because they believed that their first language affects pronunciation and intonation when speaking English. Third, the analysis of the local dialect factor in the external view, which included family and environment, according to the students' responses, shows that the students' dominant disorders were disorders of using full English in any situation and place, disorders of speaking English with their mother, father, even their sister, if they were at home, having trouble talking in English with their friend and neighbor because of other people at home, and around their place they only spoke in the local dialect or mother tongue. This means that if the students did not know the language, which makes the students not interested and feel confused when they speak, they had great initiative and great enthusiasm in learning, most students agree that they need any aids and media to learn English easily .
In terms, grab the students' attention and willingness to learn, and the most important was that the teacher could build a strong motivation for the students based on the interferences and the factors of the local dialect above.
Conclusion
This chapter presents the conclusion and suggestion of this study. The first was the conclusion based on the research results and discussions. The students' dominant hurdles were the use of full English in the classroom, hurdles to speak English with family back home, hurdles to communicate in English with other friends or neighbors, and hurdles to develop their speaking skills due to lack of facilities and media to learn and practice their speaking. The analysis of students' interference in communication and speaking revealed that the use of local dialect when speaking hindered the students' oral performance, the students' motivation to want to learn, based on the analysis of the interference of local dialect of students, were it helping the teacher to increase the students' confidence and motivation through learning in all media and facilities, it would be helpful to have the students actively learning.
Furthermore, it allowed the students to freely use the target language, and it put the students in positions where they could practice the speaking skill, with anyone and anywhere. Moreover, it allows students to decide how to express their problem in speaking ability, showed the factors that disturb the student in communicating in English, then it would be useful to find solutions to students' problem in speaking ability.
Suggestion
Al-Zoubi & Abu-Eid (2014) The influence of the first language (Arabic) on the learning of English as a second language in Jordanian schools, and its relationship with education policy: structural errors. Creswell, JW, (1994) Research Design: Qualitative and Quantitative Approaches SAGE Publications, London. 1997) The study of second language acquisition. Hamjah (2012) Error analysis in native language interference in writing skills. 1984) Foreign and second language learning.
