LANGUAGE ATTITUDE OF THE TOBA BATAKNESE PARENTS TOWARDS TOBA BATAK LANGUAGE IN STABAT.

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LANGUAGE ATTITUDE OF THE TOBA BATAKNESE

PARENTS TOWARDS TOBA BATAK LANGUAGE

IN STABAT

A Thesis

Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of

Magister Humaniora

By:

DIANA APRILINA SINAMBELA Registration Number: 8136112008

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM

POSTGRADUATED SCHOOL

STATE UNIVERSITY OF MEDAN

MEDAN

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ABSTRACT

Sinambela, Diana Aprilina. Registration Number: 8136112008. Language Attitude of the Toba Bataknese Parents towards Toba Batak Language in Stabat. English Applied Linguistics Study Program, Postgraduate School of the State University of Medan, 2015.

This study deals with the language attitude of the Toba Bataknese parents towards Toba Batak language in Stabat. A qualitative descriptive research design was applied. The aim of the study is to know the attitudes of the Toba Bataknese parents towards Toba Batak language. The subjects of the study are six of the Toba Bataknese parents at the age of 40 – 60 years old. The instruments used for this study were observation and interview. Observation applied to find out the appropriate participants, and interview applied to get information about the Toba Bataknese parents’ attitudes from their opinions towards Toba Batak language. The data was analyzed by using the interactive model of Miles & Huberman (1984) technique. Based on the data analysis, it was found that the attitudes of the Toba Bataknese parents in Stabat showed positive and negative attitudes towards Toba Batak language. The Toba Bataknese parents in Stabat realized their language attitude towards Toba Batak language in three ways, i.e: they use Toba Batak language at home, they use Toba Batak language with close friends, and they use Toba Batak language in religious rituals. It was also found that the attitudes of the Toba Bataknese parents in Stabat caused by some reasons, i.e: because they are loyal and maintain Toba Batak language, because they are proud and make Toba Batak language as their identity, and because they have awareness of language norms towards Toba Batak language. It implies that the language attitude influences the speakers to use the language frequently, raises a sense of loyalty and a sense of pride to the language, and also make the speakers have the eagerness to maintain the language.

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ABSTRAK

Sinambela, Diana Aprilina. Nomor Pendaftaran: 8136112008. Sikap Bahasa Orang Tua Suku Batak Toba terhadap Bahasa Batak Toba di Stabat. Program Pascasarjana Universitas Negeri Medan, 2015.

Penelitian ini berkaitan dengan sikap bahasa orang tua suku Batak Toba terhadap bahasa Batak Toba di Stabat. Penelitian ini menerapkan metode kualitatif deskriptif. Tujuan dari penelitian ini adalah untuk mengetahui sikap orang tua suku Batak Toba terhadap bahasa Batak Toba. Subyek penelitian ini adalah enam orang tua suku Batak Toba yang berusia 40 - 60 tahun. Instrumen yang digunakan untuk penelitian ini adalah observasi dan wawancara. Observasi diterapkan untuk mengetahui peserta yang sesuai untuk penelitian ini, dan wawancara digunakan untuk mendapatkan informasi dari sikap orang tua suku Batak Toba tentang pendapat mereka terhadap bahasa Batak Toba. Data penelitian ini dianalisis dengan menggunakan model interaktif dari Miles & Huberman (1984). Berdasarkan data analisis, ditemukan bahwa sikap orang tua suku Batak Toba di Stabat menunjukkan sikap positif dan negatif terhadap bahasa Batak Toba. Orang tua suku Batak Toba di Stabat merealisasikan sikap berbahasa mereka terhadap bahasa Batak Toba melalui tiga cara, yaitu: mereka menggunakan bahasa Batak Toba di rumah, mereka menggunakan bahasa Batak Toba dengan teman dekat mereka, dan mereka menggunakan bahasa Batak Toba dalam ritual keagamaan. Ditemukan juga bahwa sikap orang tua suku Batak Toba di Stabat disebabkan oleh beberapa alasan, yaitu: karena mereka setia dan mempertahankan bahasa Batak Toba, karena mereka bangga dan menjadikan bahasa Batak Toba sebagai identitas mereka, dan karena mereka memiliki kesadaran terhadap norma-norma bahasa Batak Toba. Hal ini menyiratkan bahwa sikap berbahasa mempengaruhi para pengguna bahasa untuk sering menggunakan bahasa tersebut, memunculkan rasa setia dan kebanggaan terhadap bahasa tersebut, dan juga membuat para pengguna bahasa berkeinginan untuk memelihara bahasa tersebut.

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ACKNOWLEDGEMENTS

Above all thanks are deserved to be praised to the Almighty God, Jesus Christ, for the blessing, guidance, enlightenment, patience, and wisdom given to the writer throughout the whole life, the ease and difficulty of the writing of this thesis and for the completion of the study.

The writer would like to express her deep and sincere gratitude to her first adviser Dr. Sri Minda Murni, M.S., and her second advisor Prof. Dr. Sumarsih, M.Pd., for all the guidance, advice, knowledge, ideas, criticism, suggestion during the writing consultation. Massive lesson has been gained from the advisors, either academic achievement or personality development, which are completely needed to grow and explore the life path in the future.

Her sincere thanks also to all examiners Prof. Amrin Saragih, M.A., Ph.D., Prof. Dr. Busmin Gurning, M.Pd., and Dr. Rahmad Husein, M.Ed., for their suggestion to the improvement during the writing of this research. All of their suggestions and logical ways of research have given the encouragement to finish this thesis. Her gratitude is also due to Head and Secretary of English Applied Linguistics Study Program, Prof. Dr. Busmin Gurning, M.Pd. and Dr. Sri Minda Murni, M.S., who have given solution for the problems faced by the writer during the study and the completion of her study. The writer also thanks to all lecturers, for the valuable knowledge and instruction they have given to her during the years studying.

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Then, a very special debt of gratitude is directed to her beloved father G. Sinambela and her beloved mother O. Br. Mangunsong, for their prayers, motivation, and financially support. Then, to her beloved brothers and her sisters in low E. Sinambela & Pdt. E. Br. Mangunsong. S.Th., AKBP.R. Sinambela, SIK. M.H. & M. Manuain, S.Th., andD. Sinambela & T. Br. Pakpahan, then also to her sister and to her brother in low H. Br. Sinambela, Am.Keb. & R. Napitupulu, S.Pd., for their care and support to the writer. Special thanks faced to her beloved husband Fernando Togatorop, for his full love, support, care, and guidance from the beginning until the end.

Finally, a special debt of gratitude is addressed to Delnis Handayani Gule, S.Pd, M. Hum, who helped the writer in writing this thesis, then also to Julianti Siregar, S.S. and Eva Novelia Siregar, S.Pd., for helping the writer during the study, and all of her best friends in LTBI B2, for their close friendship and encouragement during the study.

The last but not the least, the writer realizes this thesis is still far from being perfect. Therefore, any criticism, suggestions, and comments will be highly appreciated.

Stabat, Juli 28th, 2015 The writer,

Diana Aprilina Sinambela

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TABLE OF CONTENTS

Table of Contents ... i

List of Tables ... iii

List of Figures ... iv

List of Appendices ... v

HAPTER I. INTRODUCTION... 1

1.1 Background of the Study ... 1

1.2 Problems of the Study ... 5

1.3 Objectives of the Study ... 6

1.4 Scope of the Study ... 6

1.5 Significances of the Study ... 6

CHAPTER II. REVIEW OF LITERATURE ... 8

2.1 Attitudes ... 8

2.1.1 Concept of Attitudes ... 9

2.1.2 Component of Attitudes ... 10

2.1.3 Function of Attitudes... 12

2.2 Attitudes toward Language ... 14

2.2.1 Language Attitude and Its Characteristics ... 16

2.2.2 Language Attitude in Domains of Language Use ... 18

2.3 Toba Batak Language ... 22

2.4 Relevant Studies ... 24

2.5 Conceptual Framework ... 26

CHAPTER III. METHOD RESEARCH ... 29

3.1 Research Design ... 29

3.2 Source of Data ... 29

3.3 Instrument of Data Collection ... 30

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3.5 Trustworthiness of the Study ... 34

CHAPTER IV. DATA ANALYSIS, FINDINGS, AND DISCUSSIONS ... 36

4.1 Data Analysis ... 36

4.1.1 The Attitudes of the Toba Bataknese Parents towards Toba Batak Language ... 36

4.1.1.1 Positive Attitudes ... 39

4.1.1.2 Negative Attitudes ... 44

4.1.2 TheWays the Attitudes of the Toba Bataknese Parents Realized towards Toba Batak Language in Stabat ... 45

4.1.2.1 Use Toba Batak Language at Home... 45

4.1.2.2 Use Toba Batak Language with Close Friends ... 46

4.1.2.3 Use Toba Batak Language in the Religious Rituals... 47

4.1.2.4 Use Toba Batak Language at Work Places ... 48

4.1.3 The Reasons for the Attitudes of the Toba Bataknese Parents towards Toba Batak Language in Stabat ... 51

4.2 Findings ... 72

4.3 Discussions ... 73

CHAPTER V. CONCLUSIONS AND SUGGESTIONS ... 76

5.1 Conclusions ... 76

5.2 Suggestions ... 76

REFERENCES ... 78

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iii

LIST OF TABLES

Table 4.1 The percentage of the Toba Bataknese parents’ attitudes

towards Toba Batak language ... 44 Table 4.2 The percentage of the Toba Bataknese parents’ attitudes

realized towards Toba Batak language in Stabat ... 50 Table 4.3 The reasons of the Toba Bataknese parents’ attitudes

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LIST OF FIGURES

Figure 2.1 Conceptual Framework Diagram ... 28 Figure 3.1 Miles & Huberman’s Interactive Model ... 32

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1 CHAPTER I INTRODUCTION

1.1 Background of the Study

Indonesian country consists of many societies and there are multi-ethnic of ethnics across many islands in Indonesia, for instances: Javanese, Toba Bataknese, Acehnese, Padangnese, Sundanese, Balinese, Malaynese, etc. Besides having many ethnics, Indonesia has 746 native languages (Pusat Bahasa, 2008). Every ethnic has its own original place and they usually use their own native language also, but because of the movement of one ethnic to the other ethnic‟s place, it causes there are more than one ethnic live in one place, as what happen in Stabat.

According to the result of population census in 2013, held by the Statistics Bureau of Langkat shows that the number of Stabat district residents reached 83.273 people in 2013, with the density of population 765 people per km2 (Seksi Neraca Wilayah dan Analisis Statistik, 2014). By this large population, Stabat as the capital of Langkat regency inhabited by several ethnics who live together, one of the ethnics is the Toba Bataknese people who come from their original place, ie the Toba district area a long time ago. Although almost every ethnic has its own native language, however,in reality not all of the Toba Bataknese people and the other ethnics in Stabat are able to speak their native languages fluently.

Juliansyah (2013, p. 319) states “in almost all occasions children in Stabat have spoken Bahasa Indonesia”. For instance is Malay language, as the original ethnic in Stabat. In addition, the study by Adisaputera (2009) showed that

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Malaynese people in Stabat lead to a shift from Malay language to Bahasa Indonesia. According to him the language shift happened as a result of: (1) the pressure of the dominant language (Bahasa Indonesia), and (2) the loss of Malay language speakers.

The same thing happens to the Toba Bataknese children in Stabat, most of them tend to use Bahasa Indonesia to communicate with their friends and relatives, even some of them hard to understand the language, or they might understand but they cannot pronounce it fluently. Base on the reality happens in Stabat, the researcher assumes that Toba Batak language should be lost (dead) in Stabat because the Toba Bataknese children as the youth generation do not use the language anymore to communicate, but it is not. What has happened to the Toba Bataknese children in Stabat is totally different to the parents because most of parents are able to speak Toba Batak language fluently and they speak the language whenever they meet the Toba Bataknese people.

Interestingly, for some of the Toba Bataknese parents who speak Toba Batak language did not use it in their childhood, but when they become a parent they speak the language fluently. This phenomenon proves the statement “different communities have different kinds of attitudes and aspirations in relation to their language” (Crystal, 2000, p. 93) and also interesting to observe, because what has happened to the Toba Bataknese parents‟ attitude is contrast to the children‟s attitudestowards Toba Batak language.

Attitudes are mental phenomenon which cannot be examined and cannot be observed directly, but they are manifested in people‟s action or reaction

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(Baker, 1992). People‟s attitude towards language can be seen from how they think about the language, how they use the language, with whom, where and how often they use it. Language attitude studies will determine that people‟s attitude towards language might be positive or negative (Chalak & Kassaian, 2010)

Related to the positive or negative attitudes, Garvin & Mathiot (1968) states that the language attitude contains at least three characteristics, namely: (1) language loyalty, which motivates a society of language speakers maintain their language, and if it is needed, they will protect their language from other languages„ influences; (2) language pride, which motivates people to make their language as their identity and the unity of society; and (3) awareness of the norms, which motivates the speakers to use the language carefully and politely and this is the biggest factor which contributes to the activity of using the language (cited in Masruddin, 2014). Speakers with these three characteristics towards language are categorized as people who have positive attitudes, but if they do not have or less of these characteristics are categorized as people who have negative attitudes.

In a study by Fakhrurrazi (2013) about the attitude of indigenous Acehnese people towards their vernacular maintenance in Langsa. He analyzed 20 of Acehnese children by using language characteristics by Garvin & Mathiot (1968). He found that 55% of the subjects have positive attitudes toward Acehnese vernacular, while 45% of the subjects have negative attitudes. In his result, he stated that children who have positive attitudes use Acehnese vernacular in their daily interaction because their parents teach them and use the language at home, while children who have negative attitudes do not use the language in their daily interaction because they are not able to speak using the language.

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Another way to know about people‟s attitude towards language is through the choice they made towards a variety language in communication. Fishman (1964) introduced one way of knowing the language choice by proposing the concepts of domains. He classifies domains of language use into five domains, they are: family, friendship, religion, education, and employment domains.

Siahaan (2002), who studied language attitude of the Toba Bataknese people in Medan by using domains of language use by Fishman (1972). In his study he specified two domains (family and friendship domains) by reasons that these domains provide opportunities toward the intra-group activities of the Toba Bataknese people. He analyzed 20 of the Toba Bataknese parents and children and he found that the highest use of Bahasa Indonesia in the family domain is used by children (47%), the mixing of Bahasa Indonesia and Toba Batak language (28.80%) is used by parents, and the use of Toba Batak language (18.2%) is used by parents, while in the friendship domain the highest use of Bahasa Indonesia is used by children (47%), the mixing of Bahasa Indonesia and Toba Batak language (25.60%) is used by parents, and the use of Toba Batak language (21.40%) is used by parents. From the result showed that children more often to use Bahasa Indonesia, while parents more often to use the mixing of Bahasa Indonesia and Toba Batak language in all domains. It means that children tend to have negative attitudes than parents towards Toba Batak language.

Therefore, as the researcher described previously that most of the Toba Bataknese parents in Stabat are able to speak Toba Batak language although some of them did not use it in their childhood. For parents who did not use Toba Batak language in their childhood, the researcher assumes that when they are child their

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parents did not teach them and did not speak Toba Batak language with them at home, so they did not familiar with the language. However, even they did not use it in their childhood, but now after they become a parent they speak Toba Batak language. Base on this reality, the researcher assumes that there must be something influences the attitude of the Toba Bataknese parents towards Toba Batak language.

In line with all descriptions above, i.e. the bilingualism happens in Stabat, the different attitude of the Toba Bataknese parents and children towards Batak language, and the unusual phenomenon of some of the Toba Bataknese parents in Stabat, where they speak Toba Batak language although they did not use it in their childhood, the researcher would like to know how the attitudes of these Toba Bataknese parents toward Toba Batak language.

1.2 Problems of the Study

Based on the background of the study above, the problems are formulated as the following.

1. What are the attitudes of the Toba Bataknese parents towards Toba Batak language?

2. How are the attitudes of the Toba Bataknese parents towards Toba Batak language realized?

3. Why do the Toba Bataknese parents hold their attitudes like the way they do?

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1.3 Objectives of the Study

In relation to the problems of the study, the objectives of this research are formulated as the following.

1. To describe the attitudes of the Toba Bataknese parents towards Toba Batak language.

2. To analyze the attitudes of the Toba Bataknese parents towards Toba Batak language realized.

3. To elaborate the reasons for the attitudes of the Toba Bataknese parents towards Toba Batak language.

1.4 Scope of the Study

This study focused on the attitudes of the Toba Bataknese parents in Stabat who speak Toba Batak language although they did not use it in their childhood. The analysis of the Toba Bataknese parents‟ attitudes based on Garvin & Mathiot‟s theory about language characteristics, and the attitudes of the Toba Bataknese parents realized based on Fishman‟s theory about domains of language use. The investigation focused on the Toba Bataknese parents‟ opinions towards Toba Batak language.

1.5 Significances of the Study

The findings of the study offer theoretical and practical significances. Theoretically, it is expected that the findings of the study can give much contribution and insight to applied linguistics particularly in the language attitude which can be used as a reference for the similar studies with different focus or

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object in the future. Specifically, the findings can add up more horizons to linguistics theories.

Practically, it is expected that the findings will give information about the language attitude of the Toba Bataknese parents in Stabat towards Toba Batak language and it is also expected to make the Toba Bataknese people who live in multi-ethnic societies will aware towards Toba Batak language as their identity. In addition, the findings might help to encourage and improve the attitudes of the Toba Bataknese people.

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76 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

The study concerned on the attitudes of the Toba Bataknese parents towards Toba Batak language in Stabat. The objectives of this study are to describe the attitudes of the Toba Bataknese parents, to analyze the attitudes of the Toba Bataknese parents realized, and to elaborate the reasons for their attitudes. Having analyzed the data, the conclusions are stated as follows:

1. The Toba Bataknese parents in Stabat have positive attitudes towards Toba

Batak language.

2. The attitudes of the Toba Bataknese parents towards Toba Batak language

in Stabat realized in three ways, such as: they use Toba Batak language at home, they use Toba Batak language with close friends, and they use Toba Batak language in the religious rituals.

3. The attitudes of the Toba Bataknese parents towards Toba Batak language

in Stabat occurred because of some reasons, such as: they are loyal and maintain the language viability, they are proud and make the language as their identiy, and they have awareness of language norms.

5.2 Suggestions

Related to the conclusion of this study, the following suggestions are suggested:

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1. It is suggested that the Toba Bataknese parents in Stabat should follow

the ethnic’s gathering where they can meet with the Toba Bataknese people, and if they are not able to speak Toba Batak language, they can learn there to increase their ability in speaking the language.

2. It is suggested that the Toba Bataknese parents should use Toba Batak

language at home, so their children will be able to speak Toba Batak language easily.

3. It is suggested for the next young generation of the Toba Bataknese

people to increase their language attitude towards Toba Batak language to keep maintaining the existence of Toba Batak language in the future.

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REFERENCES

Adisaputera, A. (2009). Potensi Kepunahan Bahasa Pada Komunitas Melayu

Langkat Di Stabat, Kabupaten Langkat, Sumatera Utara. Jurnal Ilmiah

Bahasa dan Sastra, Volume 5 No 1 April 2009. Medan: Universitas Negri

Medan.

Afiyanti, Y. (2006). Validitas dan Reliabilitas Dalam Penelitian Kualitatif.

Retrieved from

http://jki.ui.ac.id/index.php/jki/article/viewFile/212/pdf_151.

Amara, M. (2006). Language and religion in Bethlehem: A socio-historical linguistic perspective. In Omoniyi, T., & Fishman, J.A. (Eds.),

Explorations in The Sociology of Language and Religion (pp.180-196).

Philadelphia: John Benjamins Publishing Company.

Baker, C. 1988. Key Issues in Bilingualism and Bilingual Education. Clevedon:

Multilingual Matters Ltd.

________(1992).Attitudes and Language. Clevedon: Multilingual Matters Ltd.

_______ (2001). Foundation Of Bilingual Education And Bilingualism.

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Bogdan, R.C., & Biklen, S.K. (1992). Qualitative Research for Education: An

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Chalak, A., & Kassaian, Z. (2010). Motivation and Attitudes of Iranian

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Crystal, D. (2000). Language Death. Cambridge: Cambridge University Press.

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Fakhrurrazi. (2013). Attitudes of Indigenous Acehnese People Towards Their

Vernacular Maintenance in Langsa (Unpublished Magister Thesis). State

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object in the future. Specifically, the findings can add up more horizons to linguistics theories.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

1. The Toba Bataknese parents in Stabat have positive attitudes towards Toba Batak language.

2. The attitudes of the Toba Bataknese parents towards Toba Batak language in Stabat realized in three ways, such as: they use Toba Batak language at home, they use Toba Batak language with close friends, and they use Toba Batak language in the religious rituals.

3. The attitudes of the Toba Bataknese parents towards Toba Batak language in Stabat occurred because of some reasons, such as: they are loyal and maintain the language viability, they are proud and make the language as their identiy, and they have awareness of language norms.

5.2 Suggestions

Related to the conclusion of this study, the following suggestions are suggested:

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1. It is suggested that the Toba Bataknese parents in Stabat should follow the ethnic’s gathering where they can meet with the Toba Bataknese people, and if they are not able to speak Toba Batak language, they can learn there to increase their ability in speaking the language.

2. It is suggested that the Toba Bataknese parents should use Toba Batak language at home, so their children will be able to speak Toba Batak language easily.

3. It is suggested for the next young generation of the Toba Bataknese people to increase their language attitude towards Toba Batak language to keep maintaining the existence of Toba Batak language in the future.

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REFERENCES

Adisaputera, A. (2009). Potensi Kepunahan Bahasa Pada Komunitas Melayu Langkat Di Stabat, Kabupaten Langkat, Sumatera Utara. Jurnal Ilmiah

Bahasa dan Sastra, Volume 5 No 1 April 2009. Medan: Universitas Negri

Medan.

Afiyanti, Y. (2006). Validitas dan Reliabilitas Dalam Penelitian Kualitatif.

Retrieved from

http://jki.ui.ac.id/index.php/jki/article/viewFile/212/pdf_151.

Amara, M. (2006). Language and religion in Bethlehem: A socio-historical linguistic perspective. In Omoniyi, T., & Fishman, J.A. (Eds.), Explorations in The Sociology of Language and Religion (pp.180-196). Philadelphia: John Benjamins Publishing Company.

Baker, C. 1988. Key Issues in Bilingualism and Bilingual Education. Clevedon: Multilingual Matters Ltd.

________(1992).Attitudes and Language. Clevedon: Multilingual Matters Ltd.

_______ (2001). Foundation Of Bilingual Education And Bilingualism.

Clevedon: Multilingual Matters Ltd.

Bogdan, R.C., & Biklen, S.K. (1992). Qualitative Research for Education: An

Introduction to Theory and Methods (2nd. Ed.). Sydney: Allyn and Bacon.

Chalak, A., & Kassaian, Z. (2010). Motivation and Attitudes of Iranian Undergraduate EFL Students Towards Learning English. GEMA Online Journal of Language Studies, 10(2), 37-56.

Crano, W.D., & Prislin, R. (Eds.). (2008). Frontiers of Social Psychology:

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