FIRST LANGUAGE TRANSFER FOUND IN THE STUDENTS’ RECOUNT TEXT : A STUDY OF INDONESIAN LEARNERS LEARNING First Language Transfer Found In The Students’ Recount Text : A Study Of Indonesian Learners Learning English As A Foreign Language.
FIRST LANGUAGE TRANSFER FOUND IN THE STUDENTS’
RECOUNT TEXT : A STUDY OF INDONESIAN LEARNERS LEARNING
ENGLISH AS A FOREIGN LANGUAGE.
THESIS
Submitted to
Postgraduate Program of Language Study
of Muhammadiyah University of Surakarta
as a Partial Fulfillment of the Requirements for Getting
Magister Degree of Language Studyof English
by
SITI ROHIMAH
NIM : S 200 100 023
GRADUATE PROGRAM OF LANGUAGE STUDY
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2013
ii
iii
.
iv
v
MOTTO
"Good communication comes from people to people, but great communication
comes from people to Allah."
(Komunikasi yang bagus datang dari manusia ke manusia, namun komunikasi
yang luar biasa datang dari manusia ke Allah.)
"Wake up in the morning is a simple activity, but it is a sign that you are ready to
accept all the sustenance today."
(Bangun pagi merupakan kegiatan yang sederhana, namun itulah tanda bahwa
Anda orang yang siap menerima limpahan rezeki di hari ini)
"You will achieve a success quickly when in good feelings, good thoughts, and
urge all those good things."
(Anda akan meraih kesuksesan dengan segera apabila berada dalam perasaan
baik, pikiran baik, dan menyegerakan semua hal baik tersebut)
(Reza M. Syarief)
vi
DEDICATION
This thesis is wholly dedicated to:
My dearest husband
Muhammad Arif Jati Purnomo
My beloved sons:
Ahmad Zulfiqar Azizurrahman Al-Arif
Muhammad Shofhan Amrullah Al-Arif
Muhammad Nizam Musthofa Al-Arif
Muhammad Nizar Musthofa Al-Arif
vii
ACKNOWLEDEMENTS
Alhamdulillahirrobil’alamin, praise to Allah SWT, The Most Gracious
and The Most Merciful. Praise to Allah for the blessings endowed to me, so that I
can accomplish this piece of work entitled is “First Language Transfer Found in
The Students’ recount Text: A Study of Indonesian Learners learning English as a
foreign Language” as the requirement for getting post graduate degree of English
Education of Muhammadiyah University of Surakarta. I would like to express my
sincerest gratitude to:
1. Prof.
Dr.
Khuzaifah
Dimyati,
SH,
M.
Hum, as Director
of
Muhammadiyah University of Surakarta.
2. Prof. Dr. Markhamah, M. Hum, the head of post graduate program of
Language Study.
3. Prof. Dr. Endang Fauziati, M. Hum, my thesis supervisor for her patient
guidance during the process of writing this thesis. Her valuable comments
and suggestions have led to numerous improvements of my thesis.
4. Dra. Siti Zuhriah, M. Hum, my second thesis supervisor who has patiently
given me her valuable comments, corrections, as well as suggestions for
the improvements of my thesis.
5. Ibu Mauly Halwat, for her comments, corrections, suggestions, and
criticisms for the betterment of this thesis.
6. All the lecturers of Master program of English education for precious
knowledge given to me.
viii
7. Drs. H. Purwadi, M. Ag. and H. Siswadi, S. Ag, my former headmasters
of MTs N 1 Surakarta.
8. Drs. H. Nur Hudaya Sholichin, M. PdI, the headmasters of MTs N 1
Surakarta.
9. My father, relatives, husband, sons whose prayers, support and
encouragement have strengthened my spirit to finish this thesis and study.
10. All of my classmates for togetherness, kindness, and motivation. To all of
them I dedicate this price of work.
Deep down in my heart, this thesis is far from being perfect. I invite
comments and suggestions from the readers for the betterment of this thesis.
Hopefully this thesis will be useful for those who are interested in native
language transfer.
Surakarta, Mei 2013
Siti Rohimah
ix
TABLE OF CONTENS
TITLE PAGE ………………………………………………………..…….
i
APPROVAL PAGE ……………………………………………………….
ii
NOTE OF ADVISOR 1 …………………………………………………...
iii
NOTE OF ADVISOR 2 …………………………………………………...
iv
PRONOUNCEMENT …………………………………………………….
v
MOTTO …………………………………………………………………...
vi
DEDICATION ……………………………………………………………
vii
ACKNOWLEDEMENTS ………………………………………………...
viii
TABLE OF CONTENS …………………………………………………..
xi
ABSTRACT ………………………………………………………………
xviii
CHAPTER I INTRODUCTION ………………………………………….
1
A Background of the Study …………………………………………….
1
B Problem Statement …………………………………………………...
6
C Objective of the Study ……………………………………………….
7
D Benefit of the Study …..……………………………………………...
8
CHAPTER II LITERATURE REVIEW AND UNDERLYING THEORY
9
A
Previous Studies …………………………………………………….
9
B
Underlying Theory ………………………………………………….
15
1
Error Analysis …………………………………………………..
15
a The notion of Error Analysis ………………………………..
15
b The notion of Error ………………………………………….
17
c Classification of Error ……………………………………….
18
x
2
1) Error based on Linguistic categories …………………….
18
2) Error based on strategy Taxonomy ……………………...
18
a) Omission ……………………………………………
19
b) Addition …………………………………………….
19
c) Misformation ………………………………………..
20
d) Misordering …………………………………………
20
3) Comparative Taxonomy …………………………………
20
4) Communicative Effect Taxonomy ………………………
21
d Sources of Errors …………………………………………….
21
1) Interlingual of Error ……………………………………..
21
2) Intralingual of Error ……………………………………..
22
Language Transfer ……………………………………………...
22
a The Notion of Language Transfer …………………………...
23
b Types of Transfer ……………………………………………
26
1) Borrowing transfer ………………………………………
26
a) False Friend …………………………………………
26
(1) Pronoun ………………………………………...
26
(2) Article …………………………………………..
27
(3) Adjectives ………………………………………
27
(4) To be …………………………………………...
27
(5) Verb …………………………………………….
28
(6) Spelling ………………………………………...
28
(7) Preposition ……………………………………..
28
xi
b) Code Switching ……………………………………..
28
(1) Cognates ………………………………………..
29
(2) Invented Words ………………………………...
29
2) Substratum transfer ……………………………………...
29
a) Word Order …………………………………………
30
b) Negation …………………………………………….
30
c) Agreement …………………………………………..
30
3) Positive transfer ………………………………………….
30
4) Negative transfer ………………………………………...
31
a) Underproduction …………………………………….
32
b) Overproduction ……………………………………...
32
c) Production errors ……………………………………
33
d) Misinterpretation …………………………………….
34
c Factors in Language Transfer ……………………………….
34
1) Structural Factors ………………………………………...
35
a) Discourse ……………………………………………
35
(1) Politeness ………………………………………
35
(2) Coherence ………………………………………
36
b) Semantics ……………………………………………
36
(1) Propositional semantics ………………………...
36
(2) Lexical semantics ………………………………
36
c) Syntax ……………………………………………….
37
(1) Word order ……………………………………..
37
xii
3
(2) Relative clauses ………………………………...
39
(3) Phonetic ………………………………………...
41
(4) Writing system …………………………………
41
2) Nonstructural Factors …………………………………….
42
a)
Individual variation …………………………………
42
b)
Age …………………………………….……………
43
c)
Linguistic awareness …………………...…………...
44
d)
Social context ……………………………..………...
44
d The Source of The Students’ Language Transfer …………...
44
1) Selection Process ………………………………………...
45
2) Interlingual Identification ……………………………….
45
3) Search the Input ………………………………………….
46
4) Blends and autonomous material ………………………..
46
5) Structural Model …………………………………………
47
6) Underlying Linguistic …………………………………...
48
7) Creating Equivalence ……………………………………
48
First Language Role in Second Language Learning …………...
49
a Spelling ……………………………………………………...
52
b Article ……………………………………………………….
52
c Noun …………………………………………………………
52
d Pronoun ……………………………………………………...
53
e Tense Marker ………………………………………………..
55
f Auxiliary and Modals ……………………………………….
55
xiii
g Word Order ………………………………………………….
56
h Gender ……………………………………………………….
57
i Predication …………………………………………………..
58
Text ……………………………………………………………..
59
a Notion of Text ……………………………………………….
59
b Text Types …………………………………………………..
60
1) The Notion of Recount Text …………………………….
61
2) The Function of Recount Text …………………………..
61
3) The features of a Recount Text ………………………….
61
4) Language features in a Recount …………………………
62
CHAPTER III RESEARCH METHOD …………………………………...
65
A Type of the Study ……………………………………………………
65
B
Setting of the Study ………………………………………………...
66
C
Data and Sources of Data …………………………………………..
67
D Method of Collecting Data ………………………………………….
67
E
Technique of the Data Analysis ……………………………………..
68
F
Theoretical Framework ……………………………………………...
69
4
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ………….
A Research Findings …………………………………………………...
1
73
73
Linguistics Analysis ……………………………………………
73
a Types of Language Transfer ………………………………...
74
1) Transfer of Lexical Level ……………………………….
74
a)
False Friend ………………………………………...
xiv
74
(1) Pronoun ………………………………………...
74
(2) Article ………………………………………….
78
(3) Adjectives ………………………………………
84
(4) To be …………………………………………...
90
(5) Verbs …………………………………………...
93
(6) Spelling …………………………………………
97
(7) Preposition ……………………………………...
99
Code Switching ……………………………………
103
(1) Cognates ………………………………………..
104
(2) Invented Word ………………………………….
105
2) Transfer of Syntactical Level ……………………………
109
b)
a)
Word Order ………………………………………...
109
b) Negation …………………………………………...
115
c)
116
Agreement …………………………………………
b Frequencies of the Students’ Language Transfer ……………
118
1) Transfer of Lexical Level ………………………………..
118
2) Transfer of Syntactical Level ……………………………
120
c The Source of The Students’ Language Transfer …………...
122
1) Selection Process ………………………………………...
123
2) Interlingual Identification ………………………………..
125
3) Structural Model …………………………………………
127
4) Blends and autonomous material ………………………...
130
5) Creating Equivalence …………………………………….
131
xv
B
Discussion of the Findings …………………………………………..
133
CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION......
144
A Conclusion …………………………………………………………..
144
B
C
1
Related types and frequencies of Language Transfer …………..
146
2
Related sources of Language transfer ……….………………….
148
The Pedagogical Implication ………………………………………..
149
1
Introducing Contrastive Thinking Patterns in Class ……………
149
2
Introducing Lexical Transfer in Class ………………………….
150
3
Introducing Syntactical Transfer in Class ……………………...
151
4
Applying suitable Learning Methodology in class ……………..
151
5
Classroom Management ………………………………………..
152
Suggestions ……………………………………………………...…..
153
BIBLIOGRAPHY
APENDIXES
xvi
ABSTRACT
SITI ROHIMAH, S 200100023: “First Language Transfer Found in The
Students’ recount Text: A Study of Indonesian Learners learning English as a
foreign Language”. Thesis: Post Graduate Program of Language Study
Muhammadiyah University of Surakarta
This research is aimed at clarifying the types of language transfer,
clarifying frequencies or dominants of language transfer and describing the
sources of language transfer. In this study the writer uses Descriptive qualitative.
The research was carried out at MTs N 1 Surakarta by taking 75 students from the
grade two. The method of collecting data of this research is a test. The result of
the research shows that students make errors in language transfer. The first
language transfer in the students’ recount text occurs on lexical level and
syntactical level. Article is the highest level in lexical transfer; it reaches 15.78%
with 18 mistakes and the lowest percentage is cognate. The highest grade of
syntactical level is placed by word order; it reaches 81.25% with 13 errors and
then the lowest is negation, it is only 1 error and reached percentage of 6.15%.
The sources of the students’ language transfer done by the students of MTs N 1
Surakarta are categorized into Selection Process, Interlanguage Identification,
Blend and Autonomous Material, Structural Model, and Creating Equivalence.
Some pedagogical implications concern to the teachers that have role as an agent
of change in the education are Introducing of Contrastive Thinking Patterns in
Class, Applying of suitable Learning Methodology in class, Introducing of
Syntactical Transfer in Class, Introducing of Lexical Transfer in Class, and
Classroom Management
Key words: first language, language transfer, Indonesian learners.
xvii
RECOUNT TEXT : A STUDY OF INDONESIAN LEARNERS LEARNING
ENGLISH AS A FOREIGN LANGUAGE.
THESIS
Submitted to
Postgraduate Program of Language Study
of Muhammadiyah University of Surakarta
as a Partial Fulfillment of the Requirements for Getting
Magister Degree of Language Studyof English
by
SITI ROHIMAH
NIM : S 200 100 023
GRADUATE PROGRAM OF LANGUAGE STUDY
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2013
ii
iii
.
iv
v
MOTTO
"Good communication comes from people to people, but great communication
comes from people to Allah."
(Komunikasi yang bagus datang dari manusia ke manusia, namun komunikasi
yang luar biasa datang dari manusia ke Allah.)
"Wake up in the morning is a simple activity, but it is a sign that you are ready to
accept all the sustenance today."
(Bangun pagi merupakan kegiatan yang sederhana, namun itulah tanda bahwa
Anda orang yang siap menerima limpahan rezeki di hari ini)
"You will achieve a success quickly when in good feelings, good thoughts, and
urge all those good things."
(Anda akan meraih kesuksesan dengan segera apabila berada dalam perasaan
baik, pikiran baik, dan menyegerakan semua hal baik tersebut)
(Reza M. Syarief)
vi
DEDICATION
This thesis is wholly dedicated to:
My dearest husband
Muhammad Arif Jati Purnomo
My beloved sons:
Ahmad Zulfiqar Azizurrahman Al-Arif
Muhammad Shofhan Amrullah Al-Arif
Muhammad Nizam Musthofa Al-Arif
Muhammad Nizar Musthofa Al-Arif
vii
ACKNOWLEDEMENTS
Alhamdulillahirrobil’alamin, praise to Allah SWT, The Most Gracious
and The Most Merciful. Praise to Allah for the blessings endowed to me, so that I
can accomplish this piece of work entitled is “First Language Transfer Found in
The Students’ recount Text: A Study of Indonesian Learners learning English as a
foreign Language” as the requirement for getting post graduate degree of English
Education of Muhammadiyah University of Surakarta. I would like to express my
sincerest gratitude to:
1. Prof.
Dr.
Khuzaifah
Dimyati,
SH,
M.
Hum, as Director
of
Muhammadiyah University of Surakarta.
2. Prof. Dr. Markhamah, M. Hum, the head of post graduate program of
Language Study.
3. Prof. Dr. Endang Fauziati, M. Hum, my thesis supervisor for her patient
guidance during the process of writing this thesis. Her valuable comments
and suggestions have led to numerous improvements of my thesis.
4. Dra. Siti Zuhriah, M. Hum, my second thesis supervisor who has patiently
given me her valuable comments, corrections, as well as suggestions for
the improvements of my thesis.
5. Ibu Mauly Halwat, for her comments, corrections, suggestions, and
criticisms for the betterment of this thesis.
6. All the lecturers of Master program of English education for precious
knowledge given to me.
viii
7. Drs. H. Purwadi, M. Ag. and H. Siswadi, S. Ag, my former headmasters
of MTs N 1 Surakarta.
8. Drs. H. Nur Hudaya Sholichin, M. PdI, the headmasters of MTs N 1
Surakarta.
9. My father, relatives, husband, sons whose prayers, support and
encouragement have strengthened my spirit to finish this thesis and study.
10. All of my classmates for togetherness, kindness, and motivation. To all of
them I dedicate this price of work.
Deep down in my heart, this thesis is far from being perfect. I invite
comments and suggestions from the readers for the betterment of this thesis.
Hopefully this thesis will be useful for those who are interested in native
language transfer.
Surakarta, Mei 2013
Siti Rohimah
ix
TABLE OF CONTENS
TITLE PAGE ………………………………………………………..…….
i
APPROVAL PAGE ……………………………………………………….
ii
NOTE OF ADVISOR 1 …………………………………………………...
iii
NOTE OF ADVISOR 2 …………………………………………………...
iv
PRONOUNCEMENT …………………………………………………….
v
MOTTO …………………………………………………………………...
vi
DEDICATION ……………………………………………………………
vii
ACKNOWLEDEMENTS ………………………………………………...
viii
TABLE OF CONTENS …………………………………………………..
xi
ABSTRACT ………………………………………………………………
xviii
CHAPTER I INTRODUCTION ………………………………………….
1
A Background of the Study …………………………………………….
1
B Problem Statement …………………………………………………...
6
C Objective of the Study ……………………………………………….
7
D Benefit of the Study …..……………………………………………...
8
CHAPTER II LITERATURE REVIEW AND UNDERLYING THEORY
9
A
Previous Studies …………………………………………………….
9
B
Underlying Theory ………………………………………………….
15
1
Error Analysis …………………………………………………..
15
a The notion of Error Analysis ………………………………..
15
b The notion of Error ………………………………………….
17
c Classification of Error ……………………………………….
18
x
2
1) Error based on Linguistic categories …………………….
18
2) Error based on strategy Taxonomy ……………………...
18
a) Omission ……………………………………………
19
b) Addition …………………………………………….
19
c) Misformation ………………………………………..
20
d) Misordering …………………………………………
20
3) Comparative Taxonomy …………………………………
20
4) Communicative Effect Taxonomy ………………………
21
d Sources of Errors …………………………………………….
21
1) Interlingual of Error ……………………………………..
21
2) Intralingual of Error ……………………………………..
22
Language Transfer ……………………………………………...
22
a The Notion of Language Transfer …………………………...
23
b Types of Transfer ……………………………………………
26
1) Borrowing transfer ………………………………………
26
a) False Friend …………………………………………
26
(1) Pronoun ………………………………………...
26
(2) Article …………………………………………..
27
(3) Adjectives ………………………………………
27
(4) To be …………………………………………...
27
(5) Verb …………………………………………….
28
(6) Spelling ………………………………………...
28
(7) Preposition ……………………………………..
28
xi
b) Code Switching ……………………………………..
28
(1) Cognates ………………………………………..
29
(2) Invented Words ………………………………...
29
2) Substratum transfer ……………………………………...
29
a) Word Order …………………………………………
30
b) Negation …………………………………………….
30
c) Agreement …………………………………………..
30
3) Positive transfer ………………………………………….
30
4) Negative transfer ………………………………………...
31
a) Underproduction …………………………………….
32
b) Overproduction ……………………………………...
32
c) Production errors ……………………………………
33
d) Misinterpretation …………………………………….
34
c Factors in Language Transfer ……………………………….
34
1) Structural Factors ………………………………………...
35
a) Discourse ……………………………………………
35
(1) Politeness ………………………………………
35
(2) Coherence ………………………………………
36
b) Semantics ……………………………………………
36
(1) Propositional semantics ………………………...
36
(2) Lexical semantics ………………………………
36
c) Syntax ……………………………………………….
37
(1) Word order ……………………………………..
37
xii
3
(2) Relative clauses ………………………………...
39
(3) Phonetic ………………………………………...
41
(4) Writing system …………………………………
41
2) Nonstructural Factors …………………………………….
42
a)
Individual variation …………………………………
42
b)
Age …………………………………….……………
43
c)
Linguistic awareness …………………...…………...
44
d)
Social context ……………………………..………...
44
d The Source of The Students’ Language Transfer …………...
44
1) Selection Process ………………………………………...
45
2) Interlingual Identification ……………………………….
45
3) Search the Input ………………………………………….
46
4) Blends and autonomous material ………………………..
46
5) Structural Model …………………………………………
47
6) Underlying Linguistic …………………………………...
48
7) Creating Equivalence ……………………………………
48
First Language Role in Second Language Learning …………...
49
a Spelling ……………………………………………………...
52
b Article ……………………………………………………….
52
c Noun …………………………………………………………
52
d Pronoun ……………………………………………………...
53
e Tense Marker ………………………………………………..
55
f Auxiliary and Modals ……………………………………….
55
xiii
g Word Order ………………………………………………….
56
h Gender ……………………………………………………….
57
i Predication …………………………………………………..
58
Text ……………………………………………………………..
59
a Notion of Text ……………………………………………….
59
b Text Types …………………………………………………..
60
1) The Notion of Recount Text …………………………….
61
2) The Function of Recount Text …………………………..
61
3) The features of a Recount Text ………………………….
61
4) Language features in a Recount …………………………
62
CHAPTER III RESEARCH METHOD …………………………………...
65
A Type of the Study ……………………………………………………
65
B
Setting of the Study ………………………………………………...
66
C
Data and Sources of Data …………………………………………..
67
D Method of Collecting Data ………………………………………….
67
E
Technique of the Data Analysis ……………………………………..
68
F
Theoretical Framework ……………………………………………...
69
4
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ………….
A Research Findings …………………………………………………...
1
73
73
Linguistics Analysis ……………………………………………
73
a Types of Language Transfer ………………………………...
74
1) Transfer of Lexical Level ……………………………….
74
a)
False Friend ………………………………………...
xiv
74
(1) Pronoun ………………………………………...
74
(2) Article ………………………………………….
78
(3) Adjectives ………………………………………
84
(4) To be …………………………………………...
90
(5) Verbs …………………………………………...
93
(6) Spelling …………………………………………
97
(7) Preposition ……………………………………...
99
Code Switching ……………………………………
103
(1) Cognates ………………………………………..
104
(2) Invented Word ………………………………….
105
2) Transfer of Syntactical Level ……………………………
109
b)
a)
Word Order ………………………………………...
109
b) Negation …………………………………………...
115
c)
116
Agreement …………………………………………
b Frequencies of the Students’ Language Transfer ……………
118
1) Transfer of Lexical Level ………………………………..
118
2) Transfer of Syntactical Level ……………………………
120
c The Source of The Students’ Language Transfer …………...
122
1) Selection Process ………………………………………...
123
2) Interlingual Identification ………………………………..
125
3) Structural Model …………………………………………
127
4) Blends and autonomous material ………………………...
130
5) Creating Equivalence …………………………………….
131
xv
B
Discussion of the Findings …………………………………………..
133
CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION......
144
A Conclusion …………………………………………………………..
144
B
C
1
Related types and frequencies of Language Transfer …………..
146
2
Related sources of Language transfer ……….………………….
148
The Pedagogical Implication ………………………………………..
149
1
Introducing Contrastive Thinking Patterns in Class ……………
149
2
Introducing Lexical Transfer in Class ………………………….
150
3
Introducing Syntactical Transfer in Class ……………………...
151
4
Applying suitable Learning Methodology in class ……………..
151
5
Classroom Management ………………………………………..
152
Suggestions ……………………………………………………...…..
153
BIBLIOGRAPHY
APENDIXES
xvi
ABSTRACT
SITI ROHIMAH, S 200100023: “First Language Transfer Found in The
Students’ recount Text: A Study of Indonesian Learners learning English as a
foreign Language”. Thesis: Post Graduate Program of Language Study
Muhammadiyah University of Surakarta
This research is aimed at clarifying the types of language transfer,
clarifying frequencies or dominants of language transfer and describing the
sources of language transfer. In this study the writer uses Descriptive qualitative.
The research was carried out at MTs N 1 Surakarta by taking 75 students from the
grade two. The method of collecting data of this research is a test. The result of
the research shows that students make errors in language transfer. The first
language transfer in the students’ recount text occurs on lexical level and
syntactical level. Article is the highest level in lexical transfer; it reaches 15.78%
with 18 mistakes and the lowest percentage is cognate. The highest grade of
syntactical level is placed by word order; it reaches 81.25% with 13 errors and
then the lowest is negation, it is only 1 error and reached percentage of 6.15%.
The sources of the students’ language transfer done by the students of MTs N 1
Surakarta are categorized into Selection Process, Interlanguage Identification,
Blend and Autonomous Material, Structural Model, and Creating Equivalence.
Some pedagogical implications concern to the teachers that have role as an agent
of change in the education are Introducing of Contrastive Thinking Patterns in
Class, Applying of suitable Learning Methodology in class, Introducing of
Syntactical Transfer in Class, Introducing of Lexical Transfer in Class, and
Classroom Management
Key words: first language, language transfer, Indonesian learners.
xvii