THE SPEECH FEATURES OF DIFFERENT AGE GROUPS IN FEMALE MADURESE-INDONESIAN BILINGUAL COMMUNITY IN BANGKALAN, MADURA A THESIS

THE SPEECH FEATURES OF DIFFERENT AGE GROUPS

  

IN BANGKALAN, MADURA

A THESIS

By

ANA TIRTASARI

  

St. N: 121211233069

ENGLISH DEPARTMENT

FACULTY OF HUMANITIES

UNIVERSITAS AIRLANGGA

SURABAYA

  

2016

THE SPEECH FEATURES OF DIFFERENT AGE GROUPS

  

IN BANGKALAN, MADURA

A THESIS

Submitted as Partial Fulfillment of the Requirements for the Sarjana Degree of

English Department Faculty of Humanities

  

Airlangga University

Surabaya

2016

  

By

ANA TIRTASARI

St. N: 121211233069

ENGLISH DEPARTMENT

  

FACULTY OF HUMANITIES

UNIVERSITAS AIRLANGGA

SURABAYA

2016

  

DECLARATION

  This thesis contains no material which has been accepted for the award of any other degree or diploma in any university and to the best of this candidate’s knowledge and belief, it contains no material previously published or written by other person except where due reference is made in the text of the thesis.

  Surabaya, 30 December 2015 Writer,

  Ana Tirtasari 121211233069

  I dedicate this thesis to Allah SWT,

To my beloved father who has rested in Allah’s

best place, To my beloved born-mother who always prays for me and supports me spiritually, and To my great step-mother who has supported my tuition…

  Approved to be examined

  th

  Surabaya, 30 December 2015 Thesis Advisor

Erlita Rusnaningtias, M.A.

  

NIP. 197709242005012001

  Head of English Department

Deny Arnos Kwary, Ph.D.

  

NIP. 197501011999031001

ENGLISH DEPARTMENT

FACULTY OF HUMANITIES

UNIVERSITAS AIRLANGGA

SURABAYA

2016 This thesis has been approved and accepted by the Board of Examiners, English

  th

  Department, Faculty of Humanities, Airlangga Unversity on 12 January 2016 The Board of Examiners are:

Masitha Achmad Syukri, M. Hum.

  

NIP. 19701222 200501 2001

Erlita Rusnaningtias, M.A.

  

NIP. 197709242005012001

Viqi Ardaniah, M.A. Linguistics

NIK. 139 090 891

  

ACKNOWLEDGEMENT

  First and foremost, I would like to say my sincere gratitude to Allah SWT for all of the blessing, keep me in faith, and never get tired to light my spirit up when I was down until I can finish this thesis well. Next, I would like to express a great appreciation to my thesis advisor, Erlita Rusnaningtias, M.A for her willingness, caring, and patience in guiding me to write and finish this thesis and correcting my works patiently. Thank you so much Mam Erlita, without your help, my completion of this research could never been accomplished, I will always remember your kindness. Next, I would like to thank my academic advisor, Dadung Ibnu Muktiono, M.C.S for his guidance for these years. Thank you so much, Sir, you always shows me the best way to be decided and supports my decision. Then, I would like to thank the rest of lecturers of Airlangga University, especially the lecturers of Faculty of Humanity for their great guidance and knowledge for the past several years.

  I want to thank everyone for their help and support to the process of this thesis writing especially to my parents. I dedicated this thesis to my parents who have been giving their unlimited support to me. I know that even a billion thank words would never been enough to be presented to my three superheroes but first, I would like to give my great thank to my beloved mother for all the sacrifice in giving me a birth and taking me care for the three first years of my life. Thank you for being a strong mother in all you do. Next, I would like to thank my beloved father who was gone to Allah’s best place thirteen years ago. Without you, I would never have been here to meet a kind-hearted woman who gave me a great chance to have a better and higher education than my brother and sister. Then, I would give a huge thank to my step- mother who has supported my tuition and lend me a place to live for all these times. Thank you so much for your huge patience and great struggle to live and take the responsibilities of me although we do not even have any blood relationship. Without you, I would never have done such a great experience in my life to be who I am today. For my sister and brother, Risa and Agus, thanks for your support. From both of you, I have learned to keep being a grateful person no matter how hard this life.

  The last but not least, I would like to give my special thanks to all of my best friends who have always been a rainbow right after the storms and clouds come to my life and who sometimes be sweet or even be harsh as friends or sisters and scolding like a mother. Still, from them, I have learned so many things, how to take the best side of this life and just enjoy it, thank you Cims: Tania, Achit, Nesa, Anam, Diah, Nada, Intan, Amel, Nurri, Dedeh, Diva, and Marina for your patience, support, love, laugh, and cry, till make me become a stronger person. Next, I thank to the one who fight me to graduate sooner and keep me in faith even it needed so much struggle, especially in TWD class, Della Adilah, thank you so much for your kindness. Then, I thank to the rest of English Department students for the experiences in organizations.

  December 30, 2015 Writer

  “Like wild flowers; you must allow yourself to grow in all the places people though you never would.”

• – E .V – “Today I will do what others won’t, so tomorrow I can do what others can’t.”
• – A. T – “Only those who will risk going too far can possibly find out how far they can go.&rd>– T.S. Eliot – “You are never too old to set a new goal or dream a new dream.”
• – C.S. Lewis –

  

TABLE OF CONTENTS

  Inside Cover Page …………………………………………………………………… i Inside Title Page …………………………………………………………………..... ii Declaration page ………………………………………………………………….... iii Dedication page ……………………………………………………………………. iv Thesis Advisor’s Approval Page …………………………………………………… v Thesis Examiners’ Approval Page ……………………………………………….... vi Acknowledgements ………………………………………………………………... vii Epigraph ………...………………………………………………………………….. ix Table of Contents ………………………………………………….………………... x List of Appendices

  …….………………………………………….………………… xi List of Tables ……………………………………………………….……………… xii Abstract ……………………………………………………………………………. xii

  CHAPTER 1 INTRODUCTION

  1.1 Background of the study ……………………………………………………….... 1

  1.2 Statement of the Problem ……………………………………………………….. 7

  1.3 Objective of the Study ………………………………………………………….. 8

  1.4 Significance of the Study ……………………………………………………….. 8

  1.5 Scope and Limitation …………………………………………………………… 9

  1.6 Definition of Key Terms ……………………………………………………….. 10

  CHAPTER 2 LITERATURE REVIEW

  2.1 Related Theories ……………………………………………………………….. 12

  2.2 Related Studies ………………………………………………………………… 30

  CHAPTER 3 METHOD OF THE STUDY

  3.1 Research Approach …………………………………………………………….. 33

  3.2 Participants …………...……………………………………………………….. 34

  3.3 Location ……………………………………………………………………….. 36

  3.4 Technique of Data Collection ………………………………………………….. 37

  3.5 Technique of Data Analysis ……………………………………………………. 39

  CHAPTER 4 RESULTS AND DISCUSSION ……………………………………. 41 CHAPTER 5 CONCLUSION ……………………………………………………... 95 REFERENCES …………………………………………………………………….. 97

LIST OF APPENDICES

  APPENDIX 1 The Pitch of Children ………………….………………………….. 101

  APPENDIX 2 The Pitch of Adolescents ...……………………………………….. 103

  APPENDIX 3 The Pitch of Adults ……....……………………………………….. 105

  APPENDIX 4 The Pitch of Elderly ……...……………………………………….. 107

  APPENDIX 5 Indonesian and Madurese Affixation of Children Speech .……….. 109

  APPENDIX 6 Indonesian and Madurese Affixation of Adolescents Speech ..….. 112

  APPENDIX 7 Indonesian and Madurese Affixation of Adults Speech .………… 115

  APPENDIX 8 Indonesian and Madurese Affixation of Elderly Speech .……….. 119

  APPENDIX 9 Word Formation of Children Speech ….………………………….. 123

  APPENDIX 10 Word Formation of Adolescents Speech ….……………………. 124

  APPENDIX

11 Word Formation of Adults Speech ….………………………….. 125

  APPENDIX 12 Word Formation of Elderly Speech ….…………………....……. 126 APPENDIX 13 Syntactical Features of Children………………………………… 128 APPENDIX 14 Syntactical Features of Adolescents .…………………………… 133 APPENDIX 15 Syntactical Features of Adults ..………………………………… 138 APPENDIX 16 Syntactical Features of Elderly .………………………………… 143 APPENDIX 17 Data 1 Convention Transcription of Children Speech

  ….………. 149 APPENDIX 18 Data 2 Convention Transcription of Adolescents

  Speech ……… 155 APPENDIX 19 Data 3 Convention Transcription of Adults

  Speech ……………. 159 APPENDIX 20 Data 4 Convention Transcription of Elderly

  Speech …………… 163

  

LIST OF TABLES

  Table 2 The Relationship between diglossia and bilingualism ………..................... 29

Table 4.1 The Pitch Level s of Child Group ……………………………………….. 43Table 4.2 The Pitch Levels of Adolescent Group ………………………………..... 44Table 4.3 The Pitch Levels of Adult Group ……………………………………….. 45Table 4.4 The Pitch Levels of Elderly Group …………………………………….... 46Table 4.5 Indonesian and Madurese affixation preferentially used by children

  ….... 49

Table 4.6 Word formation features exclusively used by children

  ………………..... 53

Table 4.7 Indonesian and Madurese affixation preferentially used by adolescents... 54Table 4.8 Word formation features exclusively used by adolescents

  ………………. 58

Table 4.9 Indonesian and Madurese affixation preferentially used by adults

  ……... 59

Table 4.10 Word formation features exclusively used by adults

  …………………... 62

Table 4.11 Indonesian and Madurese affixation preferentially used by elderly

  ….... 63

Table 4.12 Word formation features exclusively used by elderly

  …………………. 68

Table 4.13 Indonesian and Madurese affixation of different age groups

  ………….. 69

Table 4.14 The lexical items differences in using nouns

  ………………………….. 84

Table 4.15 The lexical items differences in using verbs

  …………………………... 84

Table 4.16 The lexical items differences in using adjectives

  …………………….... 85

Table 4.17 The lexical items differences in using adverbs

  ……………………….... 85

  

The Speech Features of Different Age Groups in Female Madurese-Indonesian

Bilingual Community in Bangkalan, Madura

Ana Tirtasari, Student of English Department, Faculty of Humanities, Airlangga

University

  

Abstract

In all communities, there are several factors caused language variation, social

circumstances is included. One of the most influential social factors is age. Frequently, the

younger groups tend to use different variation from the older group. This study attempts to

describe the speech features of children, adolescents, adults, and elderly in female Madurese-

Indonesian bilingual community in Bangkalan, Madura. This study focused on the

differences of speech features that are pitch, morphological features, syntactical features, and

lexical items. This is a case study. The writer uses qualitative approach and concerns the

theory of age-graded features of speech proposed by Holmes. The data were collected by four

steps that are observing the informants speech, eliciting several topics of conversation,

recording their speech by using hidden recorder, and translating the recorded data. The results

of this study show that people from different age groups have different language varieties. In

general, children, adults, and elderly tend to use non-standard variety. Meanwhile,

adolescents tend to use standard variety.

  Keywords: age-grading, Madurese-Indonesian bilingual community, language varieties, speech features