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CHAPTER II REVIEW OF LITERATURE
In this chapter, I will present some theories which are used in this research. First, it will cover about language use. I used it as the foundation of the study. Second it
will discuss the language shift. The third is the description of language shift, by focusing on how the description of the language shift uttered by teenagers. The last
is sentimental and instrumental attachment on language, and language attitude, to find the correlation between language use, and attitude toward language.
2.1 Language Use
The study of language use has been the focus of many language maintenance and language shift. Fasold 1984:183 stated
that domains are institutional context “in which one language variety is more likely to be appropiate than another. Domains
are taken to be constellations of factors such as location, topic, and participants. Domains analysis is related diglosia.” Example of different types of domains
include family, frienship, neighbourhood, market, school, work, government, and religion.
A number of studies using the consept of domain in language choice have been done on language in Asia. Gal 1979 did a study on language use pattern and
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language choice. She concluded in her study that “widespread variation in language use reflected a language shift in progress.
Fase, Jaspert, and Kroon 1992 state that shift in language use patterns occuring in inter-ethnic communication, or out-group domains, does not lead to total language
shift. As long as we are dealing with a group, there is also communication within
the group, and the norms that develop for interethnic communication do not need to have any impact on intragroup communication. If only interethnic
shift occurs, thye language situation within the community will evolve towards a form of stable bilingualism: in its most extreme form, it would
ceate a situation in which the minority group language is used for communicat
ion within the group, and the dominant group’s language is used in all other instances 1992:6.
2.2 Language Shift
Language shift is one of the subjects in sociolinguistic study. Weinrich 1953:68 says that shift is the change of habitual use of one language to another language. It
means that the language users change their daily use of language to the new one. However, their main language still exists.
Language shift has been studied in many parts of the world. There are many communities that have different languages, so they must change their language to
make communication to each other. Sometimes language shift happens by small weak languages, or the languages of marginalized group come into contact with
large powerful language. Language shift also happens toward language used by less member of community. It also can happen toward language which is less respected
by its users.
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Another definition is stated by Fasold 1990:213: “Language shift simply means that a community gives up a language
completely in favor of another one. The members of the community have collectively chosen a new language where an old one used to be used.”
Furthermore, language shift is found mostly in the young generations.
Junior high school students as the young generation have big role in using different languages in their communication. They must face more challenges of language
shift as a consequence of globalization.
2.3 Description of Language Shift
Language shift is kind of sociolinguistic phenomena caused by language contact. Sometimes language shift happens in a place that has better economic condition
Chaer, 1995:190. In some bilingual communities we can find many people try to change their languages. It is caused by many factors depending on the situations
they face like the topic changes in their communications. Jendra 2012:141 stated that “Language shift is a form of full amount
language change. The concept refers to a situation where a speech community begins to entirely use a new language, or in other words,
discontinues the use of their former language for their communication
needs.” Thomson 1988 cited in Masruddin 2014 stated that language shift shows
a gradual and progressive transition from one language to another, and a shift may occur over several generations. Language shift mostly happen in teenagers or
younger generations. In some areas especially in big cities there are many young people who do not use their vernaculars. Snedon:2003 stated that in south
Sumatra, the local language was very seldom used by children in 1970’s although
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it was commonly used before that. Language shift phenomena also can be seen in young generation in East Timor that has been probably shifting from bahasa
Indonesia to use Portuguese since its independence in 1999. Language shift also mostly happens in immigrant groups. Jendra 2012:142
stated that the shifting towards a new language in immigrant groups will follow some stages. First, immigrants only use their native languages in a new place. Then,
when they get married and have a family they will start to borrow the local language or may begin to be a bilingual. They will use the local language when speaking with
the local residents, but they will use their native language when speaking with their families. It will continue for long times. By the growing of the second generation,
the immigrants become fully bilingual speakers. At this point, the next generation may begin to consider it to let their children speak local language and do not teach
their native language. At this result, the third or fourth generation only has a competence to speak the local language. This becomes the point how language shift
happens. Fishman 1972:85-86 showed that there is a language shift in immigrant
community in USA. The third or fourth generation of the immigrants have not spoken or known their mother languages. They begin to be a monolingual and speak
only in English Language. Chaer 2010: 144 gives a simple descript ’ion show in
graphic below:
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ML: Mother Language EL: English Language
From the description above we can conclude that language shift happens when there is a full amount of language change in someone’s utterances. As we can
see in the graphic above, immigrants will speak with full English language at the fifth step, thus language shift happens in that stage.
2.4 Language Attitude
Language atitude refers to people’s feelings and preferences towards their own language abd other speech varieties around them., and what value they place on
those language. Attitude may b e defined as the sum total of person’s psychological
construct towards certain objects, institution, person, ideas, etc. It play crucial role in the social behavior of an individual as it defines and promotes certain behavior.
Then, language attitudes may be positive or negative, as well as neutral
feeling attached to a particular language situation Lukman, 2000:1. In relation to this phenomenon, Garvin and Mathiot 1972: 373 stated that there are three
characteristics of language, namely; 1 Cognitive aspect or language loyalty, which Monolingual
ML Bilingual Setara
ML-EL Bilingual bawahan
ML-EL
Monolingual EL
Bilingual bawahan EL-ML
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motivate a society of language speakers maintain their language, and if it is needed, they will protect their language from other languages’ influences. In short attitude
cognitive tend to have a cognitive component. This could involve beliefs or perceptions about the objects or situations related to the attitude, 2 Affective
aspect or Language pride, which motivate someone to develop their language to be identity symbol and unity of society. Affective aspect has evaluative components.
This means that the objects or situations related to the attitude may generate like or dislike and 3 conative aspect or awareness of the norm, which motives the speaker
to use the language carefully and politely and this is the biggest factor which contribute to the activity of using the language. Conative aspect has a behavioral
component, i.e. certain attitudes tend to prompt learners to adopt particular learning behaviors. In addition, Crystal 1992 defines language attitudes as the feelings
people have their own language or the languages of others.
2.5 Sentimental and Instrumental Attachment on the Language
The idea of attachment in general is an important one in the study of the formation of both ethnic groups and nations.
The primordialist argues that every person carries with him through life “attachment” derived from place to birth, kinship relationship, religion,
language, and social practices that are “natural” for him “spiritual” in character, and that provide a basis for an easy
“affinity” with other people from same background. Bass 1997 in Eastman, 1941: 34.
Primordial attachment is a strong form of sentimental attachment, because
they will represent more than themselves Eastman, 1941: 34. So that, Eastman also says that in sentimental attachment on state, national language would act as a
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major symbolic means of forming such an attachment by bridging immediate loyalties the need to be one nation or state with transcendent ones the need for
unique linguistic and cultural heritage. One group with a sentimental attachment to a language will lack access to a dominant other languages and will experience
discrimination at the instrumental level “because its language is not given due recognition” Kelman, 1971 in Eastman, 1941: 35.
Thus, in instrumental attachment people become upset when they cannot get what everyone else can because the lack ability to use the language that is the key
to get good life Eastman, 1941: 34. So, at the instrumental level, where it is useful for specific ends, a national language allows political, economic, and social
institutions to be developed that serve the entire population.
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CHAPTER III RESEARCH METHOD
Kategori