LIST OF CONTENTS
Pages
1. LIST OF CONTENTS……………………………………………….. 1
2. PREFACE…………………………………………………………… 2
3. CHAPTER I (Introduction)…………………………………………. 3
·
Background…………………………………………………… 3
·
Research Problem……………………………………………. 3
·
The aims………………………………………………………. 3
·
Method Research……………………………………………… 4
·
Definition of
terms…………………………………………… 4
4. CHAPTER II (Review Literature)…………………………………… 5
5. CHAPTER III (Content)……………………………………………… 7
·
Object Identity…………………………………………………. 8
·
The Status of
Language………………………………………… 8
·
Discussion……………………………………………………… 11
6. CHAPTER IV (Conclusion)……………………………………………. 12
7. BIBLIOGRAPHY……………………………………………………… 13
8. APPENDIXES………………………………………………………… 14
PREFACE
Language becomes an important part
of our daily life. We use language as a tool for communication. Thus, by using
language we can interact with each other. Every human in this world, at least
they must have a language as their mother tongue and they will use another
language as their second language.
Beside the things mentioned above,
this paper was written as an effort to share experience from Kornelius Baran.
He is a student of Indonesian study program in Nusa Cendana University at the
moment.
First, as the author, I was very
grateful and thankful to God Almighty for all the blessing that He has been
given during the process of writing this paper. Infinite thanks also to
Kornelius Baran who has helped me by sharing his experiences and ideas when he
has been living in Kupang City and I do not forget to say thank you to Mr.
Josua Bire namely, as a lecturer who has been teaching “Second Languange
Acquistion” and also provide guidance in writing this paper. Finally, I want to
thank you to all my friends who have helped me to this paper can be resolved.
Kupang,
Desember 2015
Author
CHAPTER I
INTRODUCTION
1. Background
All
animals can communicate but only human being have language. Language is the
important thing in human life. When we want to communicate with other people we
need language as a tool.
Language is the totality of uterances that can be made in a speech community (Bloomfield, 1926). It means that language
is really important to interact to the others. Every people in this world have
different language and dialect, it depends on where they live. Language has
many aspects, one of them is language can be identity of a person.
Maybe someone can have a language, two languages, three languages or
more. She or he can use as the first language, second language, foreign
language etc. Actually our country has many region, culture, language and it
makes someone has two languages or more.
Many different language can be a problem, how
we should use the language in our society (Chaer, 1994:63). Thus, if a person wants to communicate with the
other region they have to know their language or using the national language or
at least that language can influence their selves and not this case when we
learn about language, it is same we learn their culture and history. The author wants to write how the object learns a
language as his second language acquisition.
2. Research Problem
Based on
the problem arise in this paper are follows as:
ü What the first language and second language are using
of the object?
ü How about the language development of the object?
ü What the important things those need to know the
second language acquisition of the object?
3. The aims
ü The general aim of this paper is to show the
development language of Kornelius Baran.
ü This paper also like to explain more clearly about the
second language acquisition.
ü This paper provide advice to show about language and
dialect that used by the object.
4. Method
Research
ü This method, the author use the observation and review
5. Definition
of terms
To avoid
misunderstanding of the meaning of words used role in this paper the author
want to give some definitions of these words are as follows:
ü First Language
ü Second Language
ü Second Language Acquisition
ü Dialect
CHAPTER II
REVIEW LITERATURE
Language
is very important in human life. Language means that a tool for communication. Without a language, a person
cannot communicate with others. The human
all around the world at least must have a language in their life, the first
language or mother tongue maybe they have two or more languages.
According
to Module Second language Acquisition of (Drs. Jos Bire MA,M.Ed,P.hd), the page
from 9 to13 explain There are five theoretical hypotheses for Second language
Acquisition theory (Jos Bire, 2009: 9-13) :
1.
The
Acquisition-Learning Hypothesis
The
hypothesis claims that adult have two distinct ways of developing competence:
through acquisition and through learning. Through acquisition, means using language for real communication. It is a
natural way to develop linguistic ability through sub-conscious process as
children do.
The other
way to develop second language competence is through language learning. It is a way of “knowing
about” a language or “formal knowledge” of a language.
2.
The Natural
Order Hypothesis
This
hypothesis states that grammatical structures are acquired (not necessarily
learned) in a predictable order. Certain structures will tend to be acquired
early, while others will tend to be acquired late. The hypothesis does not
state that every acquirer will acquire grammatical structure in the exact the
same order.
1)
ING
(progressive) Earlier
PLURAL
COPULA (to
be)
2)
AUXILIARY
(progressive)
ARTICLE (a
and the)
3)
IRREGULAR PAST
4)
REGULAR PAST Later
III
SINGULAR (-s)
POSSESSIVE
(-s)
(Kreshen, at.al.1985:20-30)
3.
The Monitor
Hypothesis
Kreshen
proposed Monitor Hypothesis theory which distinguished two processes of second
and foreign language development and use as:
1)
“Acquisition” is said to be a
subconscious process which leads to the development of “competence” and is not dependent on the teaching of grammar rules
(Kreshen, at.al., 1985:182).
2)
“Learning” refers to a conscious study
and knowledge of grammatical rules. In producing utterances, learners usually
use their acquired system of rules. Learning and learned rules have only one
function: to serve as a monitor or editor of utterances initiated by the
acquired system and learning cannot lead to acquisition (Kreshen, at.al.,
1985:29).
4.
The Input
Hypothesis
This
hypothesis states simply that acquire (not learn) language by understanding
input that is a little beyond our current level of (acquired) competence.
5.
The Affective
Filter Hypothesis
When
someone selects one variety of speech as a model for learning the language,
this is called Affective Filtering. For
example, learners listen to English spoken by many different group (e.g.
parents, teachers, different social and ethnic groups) but will often model
their own speech on only one of these, such as speech of their friends of the
same group (Richards, et al,., 1989: 7)
CHAPTER III
CONTENT
1. Object
Identity
Figure 1 Kornelius Baran
Kornelius Baran is a student of Indonesian study program in Nusa Cendana
Univerisity. He have been living Kupang for 2 years. Actually he is Lembatanese.
He knows Lamaholot language and Lembata Malay all at once, because at home he
uses Lamaholot language to communicate with his parents but he uses Lembata
Malay when he communicates with his friends and the people in Lembata who do
not know about Lamaholot Language.
When he came to elementary school until Senior high school, he used
Indonesian language as Second language. When he is in University now, he also
use Indonesian as his second language learning and Kupang malay as his second
language acquisition.
2. Status of
Language
From the data above we can find that the object
exactly has some language. These are :
ü First language :
Lamaholot, Lembata Malay
ü First language acquisition : Indonesian
ü Second language :
Indonesian
ü Second language learning : English
ü Second language acquisition : Kupang Malay
3. Discussion
The
Development of Second language acquisition of Kornelius Baran.
After I had three interviews, I have got
his development language more and more change, I can find out from his dialect
and some words of kupang malay language which has been understanding by Barcon (his friends usually call him). I got
some knowledge from him, actually when we talk about language, we will talking
about all things in this world, when I talked with her about language, we
talked about the identity of a person (who is he/she), we can identify from
dialect and we know that dialect exactly after that we hypothesize his regency
for example may he is from Ile Ape or Lembata, thus we can relate with his
culture from Ile Ape or Lembata.
In this
paper, I want to show about his second language acquisition that his developing
in Kupang Malay.
Ø First meeting when I interviewed him on 20th
November 2015 :
These some
questions what I had given :
ü Ceritakan pengalaman pertamamu ketika berada di
Kupang?
ü Apakah suasana Kupang sama dengan keadaan di daerahmu?
ü Setelah masuk ke perguruan tinggi, apa keiginanmu?
ü Mengapa kamu memilih prodi Bahasa dan Sastra Indonesia?
ü Cerita singkat tentang pribadi kamu?
Based on the first meeting I can identify that he
still use the formal language with Lembata dialect.
Ø Second meeting, I interviewed on 27th
November 2015 :
These some questions what I
had given :
ü Kesanmu dengan suasana pergaulan Kupang?
ü Kesulitan beradaptasi yang masih dialami hingga
sekarang?
ü Kata-kata baru apa yang ditemukan setelah tinggal
dikupang?
Ø Third meeting, I interviewed on 15th
December 201 :
These some questions what I
had given :
ü Bagaimana peningkatan kosa kata bahasa kupang yang
sudah kamu dapat?
ü Menurut kamu bahasa atau kata-kata yang didapat itu
unik atau sudah pernah didengar sebelumnya?
ü Bagaimana dengan kemampuan berbahasa kamu, apakah
sudah meningkat?
Based on these interviews, I use one attachment to
measure his development in Kupang malay. This table is some words of Kupang
Malay :
|
NO.
|
WORDS OF KUPANG
MALAY
|
KNOWING WORDS
|
UNDERSTANDING
|
|
|
YES
|
NO
|
MEANING OF WORD
|
||
|
1
|
Muku
|
|
Buru-buru
|
|
|
2
|
Dongko
|
|
|
|
|
3
|
Loti
|
|
Lihat dengan teliti
|
|
|
4
|
Makfafiti
|
|
|
|
|
5
|
Makdadoto
|
|
|
|
|
6
|
Gado hati
|
|
|
|
|
7
|
Toe
|
|
urus,peduli
|
|
|
8
|
Nodek
|
|
|
|
|
9
|
Oek
|
|
|
|
|
10
|
Tar
|
|
|
|
|
11
|
Ma
|
|
|
|
|
12
|
Lebe
|
|
lebay
|
|
|
13
|
Pung
|
|
punya
|
|
|
14
|
Babatu
|
|
keren
|
|
|
15
|
Pi
|
|
pergi
|
|
|
16
|
Makam puji
|
|
cari muka
|
|
|
17
|
Dadolek
|
|
kotor
|
|
|
18
|
Kamomos
|
|
kotor
|
|
|
19
|
Samerlak
|
|
|
|
|
20
|
Tapaleuk
|
|
|
|
|
21
|
Akurang
|
|
|
|
|
22
|
Masparak
|
|
bentak
|
|
|
23
|
Foe
|
|
kumat
|
|
|
24
|
Mati mampos
|
|
tidak peduli
|
|
|
25
|
Parsetan
|
|
tidak peduli
|
|
|
26
|
Fadok
|
|
|
|
|
27
|
Te'e
|
|
tekan
|
|
|
28
|
Farek
|
|
|
|
|
29
|
Ma'ange
|
|
|
|
|
30
|
Kobo
|
|
|
|
|
31
|
Tatedu
|
|
|
|
|
32
|
Ko
|
|
|
|
|
33
|
Huk
|
|
|
|
|
34
|
Loe
|
|
|
|
|
35
|
Tangganga
|
|
bengong
|
|
|
36
|
Taga'e
|
|
tersangkut
|
|
|
37
|
Ondor Sana
|
|
mundur sana
|
|
|
38
|
Ro'o
|
|
|
|
|
39
|
Salep
|
|
|
|
|
40
|
Tikam Mulu
|
|
|
|
|
41
|
Pe'e
|
|
berteriak
|
|
|
42
|
Harbabiruk
|
|
Sembarang
|
|
|
43
|
Falungku
|
|
pelungku
|
|
These are some words or
terms in Kupang malay which is designed to know how the object know and
understanding the Kupang Malay. Based on three conversations and this list of
words, Kornelius shows a good improvement, he knows some words with the meaning
of the word. He said that “he gets these words from his environment, his friend
and his family” but the new things what I have got from him, when we are in
another place we just not learn that language only but also their culture, how
the people are there, their language, their habits and many things. Day by day he
can adapt with the people around him. Thus, the author gets that Environment is
one of the element influence his improvement in learn his second language
acquisition namely, Kupang Malay.
CHAPTER IV
CONCLUSION
Language development is a process starting
early in human life. When we are infants, we start without language, after we
become babies, we can discriminate speech sounds and if we want something we
ask using babbling and after become children to adult we know the language what
we use as our mother tongue or first language and when we go to another place
we can get another language what at least we have to know that language, that
is second language acquisition.
The object can adapt to another place
especially in Kupang and he gets the new things not only learn the language but
also the culture in Kupang which is different with his hometown.
BIBLIOGRAPHY
Bire,Josua. 2009. Module: Second language Acquisition.Kupang.
APPENDIX
THE
TRANSCRIPT OF RECORD
First
Transcript
This conversation was
on 20 November 2015
Abby : Slamat siang kaka, bisa minta kenalan
ko? Nama saya Abby.
Barcon : Nama
saya, Kornelius Baran.
Abby
: Biasa dipanggil siapa?
Barcon : Saya biasa dipanggil Barcon.
Abby : Boleh tau Barcon asal dari mana?
Barcon : Dari Ile
Ape, Lembata kaka.
Abby : Sekarang
Barcon tinggal dimana?
Barcon : Sekarang
di Kupang tinggal di Penfui kaka.
Abby : b mau tanya – tanya sedikit boleh ko?
Barcon
: Ia boleh kaka.
Abby : Barcon bisa tolong ceritakan tentang
pengalaman pertama waktu datang di Kupang?
Barcon : Pengalaman pertama datang di Kupang. Pertama,
Ini pengalaman pertama datang di Kupang, untuk tes SBMPTN. Datang dari Lembata
tanggal 29 Mei ketika melihat Kupang ,kesan pertama Kupang sedikit berbeda
dengan Lembata. Karena Kupang adalah kota propinsi jadi suasananya begitu ramai
dibandingkan dengan Lembata.
Abby : Setelah masuk perguruan tinggi, apa
keinginan Barcon?
Barcon : Setelah masuk
pergurauan tinggi . Saya ingin menjadi menjadi guru yang professional.Guru
bahasa Indonesia.
Abby : Apakah ade tertarik dengan bahasa indonesia?
Barcon : Ya sangat tertarik dengan bahasa indonesia,
karena dari kecil saya ingin menjadi seorang guru bahasa indonesia, dan ingin
tau lebih banyak lagi,
Abby : Apakah dalam perkuliahan selama ini kaka
ada menemukan kesulitan?
Barcon : Memang selalu ada kesulitan di dalam
perkuliahan, namun yang paling sering saya alami adalah ketika berkomunikasi
sehari-hari dengan teman, misalnya ada kata-kata melayu kupang yang belum saya
mengerti dan juga dengan dialek Lembata saya yang masih kental.
Abby : Okay.
Apakah cita-cita Barcon benar-benar
ingin jadi seorang guru?
Barcon : Iya kaka. Saya ingin menjadi seorang guru, saya terinspirasi oleh guru bahasa Indonesia
saya di SMA.
Abby : Coba kaka ceritakan secara singkat tentang
kehidupan kaka!
Barcon
: Saya suka bergaul dengan semua orang, saya tidak memilih teman. Karena saya
bukan orang yang pendiam tapi bukan cerewet juga. Oleh karena itu, teman-teman dari daerah lain juga cepat bergaul dan
akrab dengan saya. Saat kami semua berkumpul, saya suka membuat suasana jadi
ramai dengan bercerita sesuatu yang humor.
Abby : Okelah.
terima kasih,
Barcon. sampai jumpa.
Barcon :Sampai jumpa kaka
Second
Transcript
This
conversation on 27 November, 2015
Abby : Selamat pagi, Barcon!
Barcon : Pagi juga, ka!
Abby : Ada buat apa ne?
Barcon : Ada istirahat aja kaka baru habis ujian Linguistik.
Abby : Kermana ujian tadi susah kog sonde?
Barcon : lumayan kk.
Abby : oia, saya bisa Tanya sedikit kog? Kan
kali lalu katong sudah carita-carita tentang Barcon, yang sekarang ne script
yang kedua, boleh tahu ini hari tanggal berapa ew?
Barcon : 27 November 2015
Abby :
heheheh, b juw ada lupa-lupa nih. Sekarang b mau Tanya kesan-kesan kaka nih terhadap
pergaulan di kupang seperti apa di kaka punya mata?
Barcon : Pertama ne b liat, pergaulan di kota kupang ne beda dengan di Lembata.
Gadis-gadis disini kelihatan sembarang kalo bergaul dengan laki-laki.
Contohnya kawan di kos-kosan, sedikit contoh dari dia,
maksudnya pergaulan tidak terkontrol.
Abby : Terlalu bebas atau gimana?
Barcon : ia begitu kaka
Abby : apakah kaka ada kesulitan dengan
pergaulan sekarang?
Barcon :
Ya, kalau minder itu ada tapi sulit beradaptasi, saya sebenarnya mempunyai sifat
pemarah dan tidak tenang, kalau liat ada
begitu , liat-liat di jalan
,, rasa kaya emosi gitu jadi susah untuk
beradaptasi dengan pergaulan. Tapi kalo
bergaul yang biasa-biasa saya cepat beradaptasi.
Abby : Apakah
Barcon sedikit syok ketika melihat seperti itu
Barcon : tidak juga kaka, soalnya di Lembata banyak
juga yang seperti itu, seperti nunging-nunging diatas motor dengan pacar atau
berpacaran di tempat yang gelap. Tapi bukan
di lingkungan tempat tinggal saya. Klo disini saya dikelilingi dengan hal yang
begitu.
Third
Transcript
This
conversation on 9th Desember 2015
Abby : Selamat sore, Barcon!
Barcon : Selamat sore, kaka!
Abby : Kermana kabar?
Barcon : Baik-baik saja kk.
Abby : Su lama son ketemu nih su dekat liburan natal. Ais gimna
persiapan?
Barcon : Sekarang beta lagi sibuk-sibuk kerja tugas
akhir kaka, supaya bisa pulang liburan natal di Lembata dengan keluarga.
Abby :
Good job e. ade b mau Tanya-tanya sedikit, biasa interview ini interview
terakhir berkembang diealect di kota kupang.
B mau tanya ade punya kosa-kosa kata bahasa kupang yang sudah ade dapat.
Seperti beberapa minggu yang lalu kan ade sudah mengetahui beberapa kosa kata
bahasa Kupang. Apakah ade peningkatan
Barcon :
oh ia, ini beta sdh dapat banyak , sudah banyak ju. Lumayan kayak ada yang
lebe, pung, kamomos, makan puji, tapaleuk,
babatu. Itu yang biasa b dengar dan tahu dia punya
arti.jadi sekarang juw b omong-omong gitu.
Abby : Kata-kata yang didapat itu unik atau
sebelumnya sudah didengar atau hampir-hampir mirip dengan bahasa Lembata?
Barcon : kalau kayak mati mampos, kamomos, itu ada di Lembata, tapi disana kami
mengucapkannya dengan mati mampus, kemomos. Bedanya Cuma huruf O saja kaka.
Kalau tapaleuk b liat di Koran Pos Kupang. Yang lain tuh bedah jauh dengan bahasa kami di Lembata.
Abby : beda jauh seperti apa ade, bisa kasih
contoh?
Barcon :
kalau misalkan di bahasa kupang , makan puji kan tidak sesuai dengan bahasa
Indonesia. Kalau di Lembata kami gunakan bahasa indonesia seperti biasa hanya
dialeknya saja yang beda.
Abby :Owh begitu, b sudah dapat pengetahuan dari
Barcon. Semoga kaka bias beradaptasi dengan baik disini dan
juga semangat terus dalam perkuliahan. Sekali lagi
terima kasih banyak Barcon. See you.
Barcon : Ia sama-sama kk.
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