AN ANALYSIS OF LANGUAGE IDENTITY THROUGH LANGUAGE BARRIERS FACED BY THAI STUDENTS OF ENGLISH LANGUAGE EDUCATION DEPARTMENT AT UNIVERSITY OF MUHAMMADIYAH MALANG
AN ANALYSIS OF LANGUAGE IDENTITY THROUGH
LANGUAGE BARRIERS FACED BY THAI STUDENTS OF
ENGLISH LANGUAGE EDUCATION DEPARTMENT AT
UNIVERSITY OF MUHAMMADIYAH MALANG
THESIS
By:
TEDY BAHTIAR KURNIAWAN
201210100311002
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
AN ANALYSIS OF LANGUAGE IDENTITY THROUGH
LANGUAGE BARRIERS FACED BY THAI STUDENTS OF
ENGLISH LANGUAGE EDUCATION DEPARTMENT AT
UNIVERSITY OF MUHAMMADIYAH MALANG
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education Department.
By:
TEDY BAHTIAR KURNIAWAN
201210100311002
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
This thesis written by Tedy Bahtiar Kumiawan was approved on Augustg,2016
by:
Advisor II,
Teguh Hadi Saputo,
Advisor I,
Sld., M.A
This thesis was defended in front of the examiners of the Faculty of Teacher
Training and Education of University of Muhammadiyah Malang
and accepted as one of the requirements to achieve
Sarjana Degree in English Language
Education Department
on August 9,2A76
Approved by:
Faculty of Teacher Training and Education
University of Muhammadiyah Malang
Examiners:
1.
Drs. Soeparto, M.Pd
2.
Nina Inayati, S.Pd., M.Ed
3.
Dra. Erly Wahyuni, M.Si
4.
TeguhHadi Saputro, S.Pd,. M.A
MOTTOS
“Hadirkan Rasa Syukur Dalam Setiap Hembusan Nafasmu ”
“Mengapa harus menyerah? Sedangkan Allah menyemangati kita dengan Hayya
‘alal fallah, karena jarak kemenangan antara Kening dan sajadah”
-Tedy Bahtiar Kurniawan-
"The world will not destroyed by those who do evil, but by those who watch them
without doing anything."
-Albert Einstein“Masalah tak seharusnya membuatmu menyerah, jadikanlah masalah sebagai
pelajaran yang akan menguatkan mu untuk diambil hikmahnya”
-Ken-
DEDICATION
This thesis dedicated to:
My one and only mom, Rohaniah
My incredible dad, Nazaruddin
My Sister and Brother, Linda Irhamna dan M. Firly Ramadhani
ii
STATEMEI{T OF WORKOS ORIGINALITY
Ihe undersigned
:
Tedy Bahtiar Kumiawan
NIM
201x0100311002
Uqlrteaocnt
English Edneation
hilty
Faculty of Teacher Training and Education
I
hcreby declare that in this thesis there is no thesis or paper that have been
or
lmposed to receive a bachelor degree, and there is no idea or notion written
plished by another persor\ unless what has been written in this thesis and
Gioned
in the references.
Malang August 07,2416
lll
ACKNOWLEDGEMENTS
Alhamdulillah, all praise be upon Allah SWT, the God Almighty, the Most
Gracious and Merciful for the strengths and His blessing in completing this thesis. In
its final accomplishment, I am totally aware that this thesis is completely far from
perfection. Therefore, I would be openly enthusiastic to receive any constructive and
supportive comments, and suggestion to them who was contributed in this study.
At first, I would like to thank to my first advisor, Ma’am Dra. Erly Wahyuni,
M.Si and my second advisor, Mr. Teguh Hadi Saputro, S.Pd., MA for their advice and
supervision to accomplish this thesis. In addition, I would like to thank a very special
thanks to my beloved parents ‘Ayah’ and ‘Ibu’, for their continuous support, endless
love, prayers, and encouragement. Besides, a special thank also addressed to my sister
and brother who give me feeling miss when I am in Malang.
I would like to take this opportunity to deliver my appreciate to my partner in
struggling to brand FKIP, BEM FKIP SQUAD 2014, from top to toe I say thank you
so much for the experience, tears, knowledge, laugh and the sense of togetherness.
Then, for all of Co.Trainers and Trainers P2KK 2015 I would like to say thanks for the
thought that I want to be better me in Islam. Thanks deliver also to all part-timers TU
FKIP (Mas Tri, Mbak Arven, Rere dan Wahyu), they have fulfilled my daily life at the
end of semester. Moreover, my friends in rented house, Deedi, Najib, Faris, Edwin,
thanks for chance I can live with you guys for years.
My sincere thanks to all my beloved friends from A class, for their
togetherness, help, laugh, support and fun for 4 years until this phase; Donny, Adi,
Apri, Zay, Yudi, Odi, Dimas, Istia, Mahsa, Faton, Uni, Viona and Muti. Thank you for
the great ‘Third Advisor’ Ence Adinda Dianasta Almas, who support me from I felt
down until I could rise and thanks for your advice, care and inspiration. For the next
countless appreciation, my idola, Rassus Sayyaf basarang, he has taught me many
things until I could be like this, hopefully we can meet in another chance. I wonder
your brain was made by what. I never forgot, at the end of semester, you are like
someone who bring a candle in the middle of the dark. I do not know where I should
go. Rere, thank you . Lastly but not the last, a very special thanks and big sorry
adressed to Mahsa Livia. For 4 years we have through a lot of things. Thank you for
support, lesson, motivation and kindness. Hopefully, we meet at the appropriate time
. May Allah bless you all. Ameen.
Malang, August 6, 2016
Tedy Bahtiar Kuniawan
v
TABLE OF CONTENTS
APPROVAL ....................................................................................................... i
MOTTO AND DEDICATION ........................................................................... ii
STATEMENT OF WORK’S ORIGINALITY ................................................. iii
ABSTRACT ......................................................................................................... iv
ACKNOWLEDGEMENT .................................................................................. v
TABLE OF CONTENTS .................................................................................... vi
CHAPTER I INTRODUCTION........................................................................ 1
1.1. Background of the Study ............................................................................. 1
1.2. Statement of the Problem............................................................................. 4
1.3. Purpose of the Study .................................................................................... 4
1.4. Significance of the Study ............................................................................. 5
1.5. Scope and Limitation ................................................................................... 5
1.6. Definition of the Key Terms ........................................................................ 6
CHAPTER II REVIEW OF RELATED LITERATURE ............................... 7
2.1
Sociolinguistics ........................................................................................... 7
2.2
Language Barriers ........................................................................................ 8
2.2.1. Definition of Language Barriers .................................................................. 8
2.2.2. Types of Language Barriers ........................................................................ 10
2.2.2.1.
Gandhi (2010) .................................................................................... 10
2.2.2.1.1. Badly Expressed Message ................................................................. 11
2.2.2.1.2. Symbols with Different Meaning ...................................................... 11
2.2.2.1.3. Faulty Translation ............................................................................. 11
2.2.2.1.4. Unclarified Assumptions ................................................................... 12
2.2.2.1.5. Technical Jargon ............................................................................... 13
2.2.2.1.6. Body Language and Gesture ............................................................. 13
vi
2.2.2.2.
Lane, et. Al (2004:352) ..................................................................... 13
2.2.2.3.
Gerowitz (2016) ................................................................................. 14
2.2.2.3.1. Volume .............................................................................................. 14
2.2.2.3.2. Tone of Voice .................................................................................... 14
2.2.2.3.3. Gender Expectations ......................................................................... 15
2.2.2.3.4. Cultural Tension ................................................................................ 15
2.2.2.3.5. Religious Views ................................................................................ 15
2.2.2.3.6. Personal Space.................................................................................... 15
2.2.2.3.7. Timing ............................................................................................... 16
2.3
Language Identity ....................................................................................... 16
2.3.1 The Nature of Identity ................................................................................ 16
2.3.2 The Complexity and Dynamics of Language Identity ............................... 17
2.4
Living and Studies Overseas ....................................................................... 19
CHAPTER III RESEARCH METHOD ........................................................... 21
3.1
Research Design .......................................................................................... 21
3.2
Research Subject .......................................................................................... 22
3.3
Research Instrument .................................................................................... 23
3.3.1 Interview Guide .......................................................................................... 23
3.4
Data Collection ............................................................................................ 24
3.5
Data Analaysis ............................................................................................. 25
CHAPTER IV FINDINGS AND DISCUSSION .............................................. 27
4.1
Research Findings ........................................................................................ 27
4.1.1
Types of Language Barriers .............................................................. 27
4.1.1.1
Symbol with Different Meaning ....................................................... 28
4.1.1.2
Faulty Translation ............................................................................. 28
4.1.1.3
Unclarified Assumptions .................................................................... 29
4.1.1.4
Technical Jargon ............................................................................... 30
4.1.1.5
Volume .............................................................................................. 30
4.1.1.6
Tone of Voice .................................................................................... 31
vii
4.1.1.7
Gender Expectations ......................................................................... 31
4.1.1.8
Cultural Tension ................................................................................ 32
4.1.1.9
Religious Views ................................................................................. 32
4.1.1.10
Personal Space ................................................................................... 33
4.1.2 The Way Thai Students Construct Their Identity through Language Barriers
..................................................................................................................... 33
4.1.2.1
The First Participant (CH) .................................................................. 33
4.1.2.2
The Second Participant (KD) ............................................................. 40
4.2
Discussion .................................................................................................... 47
CHAPTER V CONCLUSION AND SUGGESTION ...................................... 51
5.1
Conclusion ................................................................................................... 51
5.2
Suggestion ................................................................................................... 52
5.2.1. Suggestion for Lecturers ............................................................................. 52
5.2.2. Suggestion for Thai Students ...................................................................... 52
5.2.3. Suggestion for Future Researchers in the Relevant Field ............................ 53
REFERENCES
APPENDICES
Appendix 1 Interview Transcriptions
Appendix 2 Interview Guideline
Appendix 3 Data Analysis
viii
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Annum, D. G. (2016). Research Instrument For Data Collection. 1.
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Education. Wadsmorth: Cengage Learning.
Barker, C. (1999, july 1). Television, Globalization and Cultural Identities.
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Golchin, S. (2011). The Process of Identity Formation in Amy Tan's The Joy Luck
Club. Unpublished Research Paper.
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Language Choice and Linguistic Practice: A Case-Study of Mixed Hong
Kong-Mainland Identity in University Contexts. Open Journal of Modern
Linguistics, 1.
Gerowitch. (2016, February 17). Ehow. Retrieved from
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Kim, E., & A.S, M. (2011). The Impact of Language Barrier & Cultural
Differences on Restaurant Experiences: A Grounded Theory Approach.
Kim E.E.K, M. A. (2011). The Impact of Language Barrier & Cultural
Differences on Restaurant Experiences: A Grounded Theory Approach.
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Kushal, S. (2011). Business Communication. Delhi: Prince Print Process.
Lane, H., Maznevski, M., Mendenhall, M., & Mc Nett, J. (2004). THE
BLACKWELL HANDBOOK OF GLOBAL MANAGEMENT: A GUIDE TO
MANAGING COMPLEXITY. Malden : Blackwell Publshing Ltd.
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Academic Success. Universal Journal of Educational Research, 275-280.
CHAPTER I
INTRODUCTION
This chapter deals with background of the study, statements of the problem,
purposes of the study, significance of the study, scope and limitation and
definition of key terms. Each section is presented as follows:
1.1 Background of the Study
Language plays a great part in human life. It takes a place in communication
between person to person, person to group, group to person and group to group.
While the communication is present, they exchange their ideas or information.
This statement is supported by Adler (1991) by arguing that communication is the
exchange of idea, which indicates persons’ attempt to let others know what he or
she means. Consequently, to be an effective communicator, people should
understand their interlocutor. In this regard, language is not simply a tool to
exchange ideas or meanings. It also shows who the speaker are and how they treat
their interlocutor. Bailey (2002 as cited in Velasquez 2010) claims that language
depicts the way people speak is directly related to their identity.
Language can also be the medium of identity construction while it is being
used during communication. If people meet other people and they communicate
with each other in a certain condition simultaneously, identity construction is
likely to exist. Identity construction is also affected by people in social and
cultural context (Adams et al, 1996 and Baumeister et al, 1996 as cited in
Schwarztz 2006). In particular environment, people negotiate their identity to
1
either blend into or challenge a community that is likely projecting different
identity. In this particular negotiation, people construct or reconstruct their
identities to cope and face with their new world.
Identity is complex and dynamic. Identity can be complex since every
human being is likely to have different various identities at one time. Various
identities are projected by individual characteristic, family dynamic, historical
factor and social and political contexts (Tatum, 2000). The examples of
complexity of identity are characteristic, racial, ethnic, gender, religion and status.
Meanwhile, identity is also dynamic because identity moves, changes and evolves
as long as human lives. Life experiences can construct person’s identity. Identity
construction occurs in all experiences, including new one or conflict. For instance,
a student from another country advances new identity from culture shocks as an
international student in the host country. A native speaker of English lived in Rio
de Janeiro for five months, while learning Portuguese, he experienced frustrations
due to the inability to be himself. Further, while studying in a university he found
the breaks in the class and he was quite silence due to his lack of Portuguese small
talk skills (Andersen et al, 2009).
Identity which has the nature of complex and dynamic can be a burden for
those who feel like a stranger when they live overseas. This give an impact to
understand the language. Understanding the language is very crucial when
someone go to a country that speak different language from him. That
phenomenon is called language barrier. According to Harzing (2009) the major
problem in communication is lack of understanding which carries barrier to the
2
language. The impact can be issues of communicating understanding, perceiving
other or even identity. Dessy (2012), in her study about language barrier faced by
Liz Gilbert in Jennifer Salta’s film “Eat, Pray, Love”, finds three language barriers
during her living in Italy. First, she had problem when she wanted to buy some
food and talk to the staff. Second, when she found it hard to communicate with
neighbors around in Rome. Third, she had hard time to read signs around the city.
Those conditions are embarrassing, confusing, stressful and uncomfortable
(Norma, 2015). Moreover, Norma’s research (2015) finds that University of
Muhammadiyah Malang (UMM) students who join Erasmus Mundus face
language barrier in academic and social environment. In academic environment,
first, the students face language barrier on voice volume that local European
people have as they tend to talk very loudly. Second, as for tone of voice, native
speakers tend to have dialect and intonation that are perceived to be fast by UMM
students. Third, in terms of gender expectation, the students have to speak formal
language with female lectures. Fourth, about personal space, the students used to
sit in the back seat as they might be unconfident and chose to be silent. Fifth, in
terms of specific situations, the students showed their being shocked of doing oral
examination and guest lecturer.
Some people have experienced language barrier. When someone comes to
the new country with whatever reasons they have, they attempt to communicate or
interact with local people and they negotiate their ideas in several ways. For
instance, students from South Thailand who are studying at UMM. They might
face experiences of language barrier and identity construction. Their experiences
3
of facing and coping with language barriers and identity construction will bring
various impacts. They might find difficult to communicate and understand what
people say, have misperception and psychological distress. Those impact
contribute to identity constructions among them. The creation of these identities
construction when people gain a new language (Velasquez, 2010). Whether they
accept or deny host language, it become their identity construction.
Because of the above reason, the researcher would conduct a study about
language identity through language barriers faced by Thai student of English
department at UMM.
1.2 Statements of the Problem
Based on the background discussed above the researcher formulates the
problem as follows:
1. What are the types of language barriers faced by Thai students of English
department at University of Muhammadiyah Malang?
2. How is the identity construction of Thai students of English department at
University of Muhammadiyah Malang in terms of facing and coping with their
language barriers?
1.3 Purposes of the Study
Dealing with the above problem, the main purposes of the research are:
1. To find out the types of language barriers faced by Thai students of English
department at University of Muhammadiyah Malang.
4
2. To investigate the identity construction of Thai students of English department
at University of Muhammadiyah Malang in terms of facing and coping with
their language barriers.
1.4 Significance of the Study
This result of the study is expected to give benefit and contribution as
follows:
1. For the lecturers who have Thai students in their classroom, this research may
make them aware of the fact that Thai students might have language barrier
and, thus this study can contribute to insights of how to create effective
teaching by considering the matters.
2. For Thai students, the result of this research is expected to raise their awareness
and anticipation of language barrier and their identity as international students
in Indonesia, particularly in UMM context.
3. Moreover, future research in the relevant field, this study is also expected to
contribute to the richness of language barrier and identity research.
1.5 Scope and Limitation
The scope of this study focuses on language identity through language
barrier and analyzing the language identity construction from the way language
barrier is perceived and responded. Further, this study focuses only two Thai
students of English department at University of Muhammadiyah Malang.
5
1.6 Definition of Key Terms
The definitions of key terms are used to avoid misunderstanding between
the researcher and any potential readers. They are as follows:
1. Language
A set of systems that is used as medium to convey a message and have a
structure inside as well as is produced by our mind through experience or
environment (Meyer, 2009).
2. Language Identity
Projecting different identity after people negotiate their identity to either blend
into or challenge a community through language (Norton, 2010).
3. Language Barrier
A hindrance to communicate with interlocutors because of the language that
leads negative consequences (Kim et al, 2011).
6
LANGUAGE BARRIERS FACED BY THAI STUDENTS OF
ENGLISH LANGUAGE EDUCATION DEPARTMENT AT
UNIVERSITY OF MUHAMMADIYAH MALANG
THESIS
By:
TEDY BAHTIAR KURNIAWAN
201210100311002
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
AN ANALYSIS OF LANGUAGE IDENTITY THROUGH
LANGUAGE BARRIERS FACED BY THAI STUDENTS OF
ENGLISH LANGUAGE EDUCATION DEPARTMENT AT
UNIVERSITY OF MUHAMMADIYAH MALANG
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education Department.
By:
TEDY BAHTIAR KURNIAWAN
201210100311002
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
This thesis written by Tedy Bahtiar Kumiawan was approved on Augustg,2016
by:
Advisor II,
Teguh Hadi Saputo,
Advisor I,
Sld., M.A
This thesis was defended in front of the examiners of the Faculty of Teacher
Training and Education of University of Muhammadiyah Malang
and accepted as one of the requirements to achieve
Sarjana Degree in English Language
Education Department
on August 9,2A76
Approved by:
Faculty of Teacher Training and Education
University of Muhammadiyah Malang
Examiners:
1.
Drs. Soeparto, M.Pd
2.
Nina Inayati, S.Pd., M.Ed
3.
Dra. Erly Wahyuni, M.Si
4.
TeguhHadi Saputro, S.Pd,. M.A
MOTTOS
“Hadirkan Rasa Syukur Dalam Setiap Hembusan Nafasmu ”
“Mengapa harus menyerah? Sedangkan Allah menyemangati kita dengan Hayya
‘alal fallah, karena jarak kemenangan antara Kening dan sajadah”
-Tedy Bahtiar Kurniawan-
"The world will not destroyed by those who do evil, but by those who watch them
without doing anything."
-Albert Einstein“Masalah tak seharusnya membuatmu menyerah, jadikanlah masalah sebagai
pelajaran yang akan menguatkan mu untuk diambil hikmahnya”
-Ken-
DEDICATION
This thesis dedicated to:
My one and only mom, Rohaniah
My incredible dad, Nazaruddin
My Sister and Brother, Linda Irhamna dan M. Firly Ramadhani
ii
STATEMEI{T OF WORKOS ORIGINALITY
Ihe undersigned
:
Tedy Bahtiar Kumiawan
NIM
201x0100311002
Uqlrteaocnt
English Edneation
hilty
Faculty of Teacher Training and Education
I
hcreby declare that in this thesis there is no thesis or paper that have been
or
lmposed to receive a bachelor degree, and there is no idea or notion written
plished by another persor\ unless what has been written in this thesis and
Gioned
in the references.
Malang August 07,2416
lll
ACKNOWLEDGEMENTS
Alhamdulillah, all praise be upon Allah SWT, the God Almighty, the Most
Gracious and Merciful for the strengths and His blessing in completing this thesis. In
its final accomplishment, I am totally aware that this thesis is completely far from
perfection. Therefore, I would be openly enthusiastic to receive any constructive and
supportive comments, and suggestion to them who was contributed in this study.
At first, I would like to thank to my first advisor, Ma’am Dra. Erly Wahyuni,
M.Si and my second advisor, Mr. Teguh Hadi Saputro, S.Pd., MA for their advice and
supervision to accomplish this thesis. In addition, I would like to thank a very special
thanks to my beloved parents ‘Ayah’ and ‘Ibu’, for their continuous support, endless
love, prayers, and encouragement. Besides, a special thank also addressed to my sister
and brother who give me feeling miss when I am in Malang.
I would like to take this opportunity to deliver my appreciate to my partner in
struggling to brand FKIP, BEM FKIP SQUAD 2014, from top to toe I say thank you
so much for the experience, tears, knowledge, laugh and the sense of togetherness.
Then, for all of Co.Trainers and Trainers P2KK 2015 I would like to say thanks for the
thought that I want to be better me in Islam. Thanks deliver also to all part-timers TU
FKIP (Mas Tri, Mbak Arven, Rere dan Wahyu), they have fulfilled my daily life at the
end of semester. Moreover, my friends in rented house, Deedi, Najib, Faris, Edwin,
thanks for chance I can live with you guys for years.
My sincere thanks to all my beloved friends from A class, for their
togetherness, help, laugh, support and fun for 4 years until this phase; Donny, Adi,
Apri, Zay, Yudi, Odi, Dimas, Istia, Mahsa, Faton, Uni, Viona and Muti. Thank you for
the great ‘Third Advisor’ Ence Adinda Dianasta Almas, who support me from I felt
down until I could rise and thanks for your advice, care and inspiration. For the next
countless appreciation, my idola, Rassus Sayyaf basarang, he has taught me many
things until I could be like this, hopefully we can meet in another chance. I wonder
your brain was made by what. I never forgot, at the end of semester, you are like
someone who bring a candle in the middle of the dark. I do not know where I should
go. Rere, thank you . Lastly but not the last, a very special thanks and big sorry
adressed to Mahsa Livia. For 4 years we have through a lot of things. Thank you for
support, lesson, motivation and kindness. Hopefully, we meet at the appropriate time
. May Allah bless you all. Ameen.
Malang, August 6, 2016
Tedy Bahtiar Kuniawan
v
TABLE OF CONTENTS
APPROVAL ....................................................................................................... i
MOTTO AND DEDICATION ........................................................................... ii
STATEMENT OF WORK’S ORIGINALITY ................................................. iii
ABSTRACT ......................................................................................................... iv
ACKNOWLEDGEMENT .................................................................................. v
TABLE OF CONTENTS .................................................................................... vi
CHAPTER I INTRODUCTION........................................................................ 1
1.1. Background of the Study ............................................................................. 1
1.2. Statement of the Problem............................................................................. 4
1.3. Purpose of the Study .................................................................................... 4
1.4. Significance of the Study ............................................................................. 5
1.5. Scope and Limitation ................................................................................... 5
1.6. Definition of the Key Terms ........................................................................ 6
CHAPTER II REVIEW OF RELATED LITERATURE ............................... 7
2.1
Sociolinguistics ........................................................................................... 7
2.2
Language Barriers ........................................................................................ 8
2.2.1. Definition of Language Barriers .................................................................. 8
2.2.2. Types of Language Barriers ........................................................................ 10
2.2.2.1.
Gandhi (2010) .................................................................................... 10
2.2.2.1.1. Badly Expressed Message ................................................................. 11
2.2.2.1.2. Symbols with Different Meaning ...................................................... 11
2.2.2.1.3. Faulty Translation ............................................................................. 11
2.2.2.1.4. Unclarified Assumptions ................................................................... 12
2.2.2.1.5. Technical Jargon ............................................................................... 13
2.2.2.1.6. Body Language and Gesture ............................................................. 13
vi
2.2.2.2.
Lane, et. Al (2004:352) ..................................................................... 13
2.2.2.3.
Gerowitz (2016) ................................................................................. 14
2.2.2.3.1. Volume .............................................................................................. 14
2.2.2.3.2. Tone of Voice .................................................................................... 14
2.2.2.3.3. Gender Expectations ......................................................................... 15
2.2.2.3.4. Cultural Tension ................................................................................ 15
2.2.2.3.5. Religious Views ................................................................................ 15
2.2.2.3.6. Personal Space.................................................................................... 15
2.2.2.3.7. Timing ............................................................................................... 16
2.3
Language Identity ....................................................................................... 16
2.3.1 The Nature of Identity ................................................................................ 16
2.3.2 The Complexity and Dynamics of Language Identity ............................... 17
2.4
Living and Studies Overseas ....................................................................... 19
CHAPTER III RESEARCH METHOD ........................................................... 21
3.1
Research Design .......................................................................................... 21
3.2
Research Subject .......................................................................................... 22
3.3
Research Instrument .................................................................................... 23
3.3.1 Interview Guide .......................................................................................... 23
3.4
Data Collection ............................................................................................ 24
3.5
Data Analaysis ............................................................................................. 25
CHAPTER IV FINDINGS AND DISCUSSION .............................................. 27
4.1
Research Findings ........................................................................................ 27
4.1.1
Types of Language Barriers .............................................................. 27
4.1.1.1
Symbol with Different Meaning ....................................................... 28
4.1.1.2
Faulty Translation ............................................................................. 28
4.1.1.3
Unclarified Assumptions .................................................................... 29
4.1.1.4
Technical Jargon ............................................................................... 30
4.1.1.5
Volume .............................................................................................. 30
4.1.1.6
Tone of Voice .................................................................................... 31
vii
4.1.1.7
Gender Expectations ......................................................................... 31
4.1.1.8
Cultural Tension ................................................................................ 32
4.1.1.9
Religious Views ................................................................................. 32
4.1.1.10
Personal Space ................................................................................... 33
4.1.2 The Way Thai Students Construct Their Identity through Language Barriers
..................................................................................................................... 33
4.1.2.1
The First Participant (CH) .................................................................. 33
4.1.2.2
The Second Participant (KD) ............................................................. 40
4.2
Discussion .................................................................................................... 47
CHAPTER V CONCLUSION AND SUGGESTION ...................................... 51
5.1
Conclusion ................................................................................................... 51
5.2
Suggestion ................................................................................................... 52
5.2.1. Suggestion for Lecturers ............................................................................. 52
5.2.2. Suggestion for Thai Students ...................................................................... 52
5.2.3. Suggestion for Future Researchers in the Relevant Field ............................ 53
REFERENCES
APPENDICES
Appendix 1 Interview Transcriptions
Appendix 2 Interview Guideline
Appendix 3 Data Analysis
viii
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CHAPTER I
INTRODUCTION
This chapter deals with background of the study, statements of the problem,
purposes of the study, significance of the study, scope and limitation and
definition of key terms. Each section is presented as follows:
1.1 Background of the Study
Language plays a great part in human life. It takes a place in communication
between person to person, person to group, group to person and group to group.
While the communication is present, they exchange their ideas or information.
This statement is supported by Adler (1991) by arguing that communication is the
exchange of idea, which indicates persons’ attempt to let others know what he or
she means. Consequently, to be an effective communicator, people should
understand their interlocutor. In this regard, language is not simply a tool to
exchange ideas or meanings. It also shows who the speaker are and how they treat
their interlocutor. Bailey (2002 as cited in Velasquez 2010) claims that language
depicts the way people speak is directly related to their identity.
Language can also be the medium of identity construction while it is being
used during communication. If people meet other people and they communicate
with each other in a certain condition simultaneously, identity construction is
likely to exist. Identity construction is also affected by people in social and
cultural context (Adams et al, 1996 and Baumeister et al, 1996 as cited in
Schwarztz 2006). In particular environment, people negotiate their identity to
1
either blend into or challenge a community that is likely projecting different
identity. In this particular negotiation, people construct or reconstruct their
identities to cope and face with their new world.
Identity is complex and dynamic. Identity can be complex since every
human being is likely to have different various identities at one time. Various
identities are projected by individual characteristic, family dynamic, historical
factor and social and political contexts (Tatum, 2000). The examples of
complexity of identity are characteristic, racial, ethnic, gender, religion and status.
Meanwhile, identity is also dynamic because identity moves, changes and evolves
as long as human lives. Life experiences can construct person’s identity. Identity
construction occurs in all experiences, including new one or conflict. For instance,
a student from another country advances new identity from culture shocks as an
international student in the host country. A native speaker of English lived in Rio
de Janeiro for five months, while learning Portuguese, he experienced frustrations
due to the inability to be himself. Further, while studying in a university he found
the breaks in the class and he was quite silence due to his lack of Portuguese small
talk skills (Andersen et al, 2009).
Identity which has the nature of complex and dynamic can be a burden for
those who feel like a stranger when they live overseas. This give an impact to
understand the language. Understanding the language is very crucial when
someone go to a country that speak different language from him. That
phenomenon is called language barrier. According to Harzing (2009) the major
problem in communication is lack of understanding which carries barrier to the
2
language. The impact can be issues of communicating understanding, perceiving
other or even identity. Dessy (2012), in her study about language barrier faced by
Liz Gilbert in Jennifer Salta’s film “Eat, Pray, Love”, finds three language barriers
during her living in Italy. First, she had problem when she wanted to buy some
food and talk to the staff. Second, when she found it hard to communicate with
neighbors around in Rome. Third, she had hard time to read signs around the city.
Those conditions are embarrassing, confusing, stressful and uncomfortable
(Norma, 2015). Moreover, Norma’s research (2015) finds that University of
Muhammadiyah Malang (UMM) students who join Erasmus Mundus face
language barrier in academic and social environment. In academic environment,
first, the students face language barrier on voice volume that local European
people have as they tend to talk very loudly. Second, as for tone of voice, native
speakers tend to have dialect and intonation that are perceived to be fast by UMM
students. Third, in terms of gender expectation, the students have to speak formal
language with female lectures. Fourth, about personal space, the students used to
sit in the back seat as they might be unconfident and chose to be silent. Fifth, in
terms of specific situations, the students showed their being shocked of doing oral
examination and guest lecturer.
Some people have experienced language barrier. When someone comes to
the new country with whatever reasons they have, they attempt to communicate or
interact with local people and they negotiate their ideas in several ways. For
instance, students from South Thailand who are studying at UMM. They might
face experiences of language barrier and identity construction. Their experiences
3
of facing and coping with language barriers and identity construction will bring
various impacts. They might find difficult to communicate and understand what
people say, have misperception and psychological distress. Those impact
contribute to identity constructions among them. The creation of these identities
construction when people gain a new language (Velasquez, 2010). Whether they
accept or deny host language, it become their identity construction.
Because of the above reason, the researcher would conduct a study about
language identity through language barriers faced by Thai student of English
department at UMM.
1.2 Statements of the Problem
Based on the background discussed above the researcher formulates the
problem as follows:
1. What are the types of language barriers faced by Thai students of English
department at University of Muhammadiyah Malang?
2. How is the identity construction of Thai students of English department at
University of Muhammadiyah Malang in terms of facing and coping with their
language barriers?
1.3 Purposes of the Study
Dealing with the above problem, the main purposes of the research are:
1. To find out the types of language barriers faced by Thai students of English
department at University of Muhammadiyah Malang.
4
2. To investigate the identity construction of Thai students of English department
at University of Muhammadiyah Malang in terms of facing and coping with
their language barriers.
1.4 Significance of the Study
This result of the study is expected to give benefit and contribution as
follows:
1. For the lecturers who have Thai students in their classroom, this research may
make them aware of the fact that Thai students might have language barrier
and, thus this study can contribute to insights of how to create effective
teaching by considering the matters.
2. For Thai students, the result of this research is expected to raise their awareness
and anticipation of language barrier and their identity as international students
in Indonesia, particularly in UMM context.
3. Moreover, future research in the relevant field, this study is also expected to
contribute to the richness of language barrier and identity research.
1.5 Scope and Limitation
The scope of this study focuses on language identity through language
barrier and analyzing the language identity construction from the way language
barrier is perceived and responded. Further, this study focuses only two Thai
students of English department at University of Muhammadiyah Malang.
5
1.6 Definition of Key Terms
The definitions of key terms are used to avoid misunderstanding between
the researcher and any potential readers. They are as follows:
1. Language
A set of systems that is used as medium to convey a message and have a
structure inside as well as is produced by our mind through experience or
environment (Meyer, 2009).
2. Language Identity
Projecting different identity after people negotiate their identity to either blend
into or challenge a community through language (Norton, 2010).
3. Language Barrier
A hindrance to communicate with interlocutors because of the language that
leads negative consequences (Kim et al, 2011).
6