A DESCRIPTIVE STUDY ON GRAMMATICAL INTERFERENCE FROM ENGLISH INTO INDONESIAN LANGUAGE MADE BY ENGLISH NATIVE SPEAKERS IN SALATIGA
A GRADUATING PAPER
Submitted to the Board of Examiners in Partial Fulfillments Of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I) In English Department of Educational Faculty
By:
RATIH ASTI SUPRIYANTO 113 09 059
ENGLISH DEPARTMENT OF EDUCATIONAL FACULTY STATE INSTITUTE OF ISLAMIC STUDIES (STAIN) SALATIGA 2013
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MINISTRY OF RELIGIOUS AFFAIRS STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA Jl. Stadion 03 Phone. 0298 323706 Salatiga 50721
DECLARATION
بسم اهلل الرمحن الرحيم "In The Name of Allah the Most Gracious and the Most Merciful"
Hereby the writer declares that this graduating paper is made by the writer herself, and it is not containing materials written and has been published by other people and other people’s ideas except the information from the references. The writer is capable to account to her graduating paper if in the future, it can be proved of containing others’ idea or in fact, the writer imitates the others’ graduating paper. Likewise, the declaration is made by the writer and she hopes that this declaration can be understood.
Salatiga, July 29th, 2013 The Writer
Ratih Asti Supriyanto NIM. 11309059
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MINISTRY OF RELIGIOUS AFFAIRS STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA Jl. Stadion 03 Phone. 0298 323706 Salatiga 50721
Salatiga, July 29th, 2013
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MINISTRY OF RELIGIOUS AFFAIRS STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA Jl. Stadion 03 Phone. 0298 323706 Salatiga 50721
GRADUATING PAPER
A DESCRIPTIVE STUDY ON GRAMMATICAL INTERFERENCE FROM ENGLISH INTO INDONESIAN LANGUAGE MADE BY ENGLISH NATIVE SPEAKERS IN SALATIGA RATIH ASTI SUPRIYANTO 11309059 Has been brought to the board of examiners of English Department of Educational Faculty of State Institute of Islamic Studies (STAIN) Salatiga, on September 18 th 2013 and hereby considered to completely fulfill the requirement for the degree of Sarjana Pendidikan Islam (S.Pd.I) in English and Education Department.
Boards of examiners, Head
: Dr. H. Sa’adi, M.Ag
Secretary
: Ari Setiawan, M.M
1st Examiner : Setia Rini, M.Pd 2nd Examiner : Mashlihatul Umami, M.A 3rd Examiner : Norwanto, M.Hum
Salatiga, September 18th 2013 Head of STAIN Salatiga
Dr. Imam Sutomo, M.Ag NIP. 195808 27 198303 1 002
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MOTTO
خير الناس أنفعهم للناس “The best human is the useful human (HR Ahmad)”
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DEDICATION I would like to dedicate this graduating paper for:
To God Allah SWT
To Prophet Muhammad SAW
My never dies lovely, my father (Agus Supriyanto), my mother (Siti Khotijah), who always gives me support both in spirit or finance, my sister (Risti Dian Supriyanto), and my little brother (M.T Rasyid Supriyanto). I love you all.
Mr. Norwanto, S. Pd., M. Hum. Who was guided me until my graduating paper finished.
My friends in PPL SMK Negeri 3 Salatiga (Bu Azizol, Bu Dandol, Bu Hanik, Bu Zamti, Pak Ali, Pak Anang, Pak Walid, and Pak Abror). We are professional teachers.
My friends in KKN Wiyono (Budhe, Pakdhe, Pany, Laily, Sani, Aris, and Imam). I got incredible experiences with you.
My special neighbor, MaZz Aziz who help me to finish my graduating paper.
My partners in EEE (Mbak Fina, Mis Risa, and others)
All of my friends especially to TBI C class and generally to STAIN Salatiga 2009. Everyone has a special thing for me.
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ACKNOWLEDGEMENTS
In the name of Allah, The Most Gracious and The Most Merciful, The Lord of Universe. Because of Him, the writer could finish this graduating paper as one of the requirement for Sarjana Pendidikan Islam in English Department of Educational faculty of State Institute of Islamic Studies (STAIN) Salatiga. Secondly, peace and salutation always be given to our prophet Muhammad SAW who has guided us from the darkness to the lightness. However, this success would not be achieved without supports, guidance, advices, helps, and encouragements from individual and institution, and I somehow realize that an appropriate moment for me to deepest gratitude for: 1. Dr. Imam Sutomo, M. Ag, the rector of State Institute of Islamic Studies (STAIN) Salatiga. 2. Suwardi, M. Pd., as the chief of Education Faculty. 3. Maslihatul Umami, S. Pd. I, M. A, as a chief of English Department 4. Norwanto, S. Pd., M. Hum, as a counselor who has educated, supported, directed and given the writer advices, suggestions, and recommendations for this thesis from beginning until the end. 5. All of the lecturers in English department of STAIN Salatiga. 6. All of the staffs who help the writer in processing of graduating paper administration
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7. My beloved parents, my father (Agus Supriyanto) and my mother (Siti Khotijah), who always give me sincere prayers for success in my life. Beloved sister (Dek Dian) and also beloved brother (Dek Rasyid) who always give their support to me. 8. My beloved family. 9. All of my friends who help me to finish this graduating paper. 10. My subjects of study, Mr. Peter Greenwald, Mr. Peter Anderson, Mr. Shad, Mr. Klass, Mrs. Karen, Mrs. Ashley, Mrs. Joy, Mrs. Melissa, Mrs. Sarah, and Ms. Tabitha. Finally this graduating paper is expected to be able to provide useful knowledge and information to the readers. And the writer is pleased to accept more suggestion and contribution from the reader for the improvement of the graduating paper.
Salatiga, July 29th 2013 The writer
Ratih Asti Supriyanto NIM. 11309059
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ABSTRACT
This research was carried out: (1) syntactic interference from English to Indonesian language made by English native speakers in Salatiga; and (2) morphological interference from English to Indonesian language made by English native speakers in Salatiga. The research method used was interviewing, recording and transcribing. This method was applied by interviewing foreigners, then the writer recorded and transcribed to find out the interference that they made. After the data had been collected and analyzed, the writer finds several sub-classifications in syntactic interference as the following: (1) sentence; (2) phrase; (3) diction; and syntactic interference are dominated by phrase, because the phrase construction of English and Indonesian language is different. The construction phrase of Indonesian language is head word + modifier, but in English head word is put after the modifier. Meanwhile for morphological interference is dominated by applying the base form in using the verbs in sentence. The construction of verb in English does not need the inflectional morphology to make the sentence clear as the Indonesian language. The speakers have a tendency to use the base form to show the verb in Indonesian sentence. KEY WODS: Descriptive study, Syntactic interference, Morphological interference
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TABLE OF CONTENT
TITLE .................................................................................................... i ATTENTIVE CONSELOR NOTES ....................................................ii STATEMENT OF CERTIFICATION .............................................. iii DECLARATION ................................................................................. iv MOTTO ................................................................................................ v DEDICATION ..................................................................................... vi ACKNOWLEDGENMENT ............................................................... vii ABSTRACT ......................................................................................... ix TABLE OF CONTENTS ..................................................................... x LIST OF TABLES...................................................................................xii CHAPTER I
INTRODUCTION A. Background of the Study ....................................... 1 B. Problems of the Statement ..................................... 3 C. Objectives of the Study.......................................... 3 D. Limitation.............................................................. 4 E. Benefits of the Study ............................................. 4 F. Definition of Key Terms ........................................ 5 G. Literature Review .................................................. 6 H. Research Methodology............................................ 8 I. The Thesis Organization ...................................... 10
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CHAPTER II
THEORETICAL FRAMEWORK A. Interference ......................................................... 11 1. The notion of interference............................... 11 2. The types of interference................. ............... 13 B. Indonesian grammar ............................................ 18 1. Indonesian syntax .......................................... 18 2. Indonesian morpheme .................................... 30 C. English grammar ................................................. 33 1. English syntax ............................................... 33 2. English morpheme ......................................... 44
CHAPTER III RESEARCH METHODOLOGY A. Research design .................................................... 47 B. Data sources.......................................................... 49 C. Object of the research............................................ 50 D. Methods of data collection .................................... 50 E. Methods of data analysis ....................................... 52 F. Procedures of the research ..................................... 53 CHAPTER IV DISCUSSION A. Data display .......................................................... 55 B. Discussion............................................................. 57 CHAPTER V
CLOSURE A. Conclusion ............................................................ 72 B. Suggestion ............................................................ 73
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REFERENCES APPENDIXES LIST OF TABLES
Table 2.1 :
Three-part
model
of
English
structure ................................................................................................ ................................................................................................ 33 Table 2.2 :
Noun
phrase
structure ................................................................................................ ................................................................................................ 34 Table 2.3 :
Inflectional
of
nouns,
verbs
and
qualifiers ................................................................................................ ................................................................................................ 45 Table 2.4 :
Derivational
morphology
in
complex
words ................................................................................................ ................................................................................................ 46 Table 3.1 :
List
of
subjects
of
research ................................................................................................ ................................................................................................ 49 Table 4.1 :
Syntactical
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Interference ................................................................................................ ................................................................................................ 55 Table 4.2 :
Morphological
Interference ................................................................................................ ................................................................................................ 56
CHAPTER I INTRODUCTION 13
This chapter focuses on describing about the introduction of the research. It includes the background of the research that discusses the interference which made by English native speakers. A. Background of Study Communication is the requirement of life. As social creatures, people need it, and language it is perfect tool to communicate. Recently learning language, especially more than one language is important for people in the world, because it can be the bridge to communicate with others in different places, even different countries. But there are some constraints to do it, people who learn different language will find difficulties to learn the grammar, vocabularies, even the phonetic aspect in that language. As the result, they will mix the same aspect from their mother tongue to language that they learn. In linguistics, this phenomenon is called interference. The first scholar who introduces interference is Weinreich in 1953. He used interference to clarify the systemic change in language because of contiguity between that language and the other language that made by bilingual speaker (Chaer and Agustina, 2004:120). Meanwhile according to Robert Lado, bilingualism is individual capability to use two languages equally well or almost equal technically
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referred to the knowledge of two languages whatever its degree (Chaer and Agustina, 2004:86). Almost bilingual people made interference in the beginning when they speak in their target language. For example, Indonesian who learns English, they will make interference in their writing or their speaking skill in the target language, in this case English. According to Pudiyono’s research (2012:6), the structural of Indonesian language can be influence in practice by Indonesian students; it’s like the following sentence: Dia sangat mencintai adiknya.With such grammatical pattern as the example, an Indonesian learning English could capably express the idea just like in Indonesian pattern as the following:She very loves her brother. Definitely,this utterance is not grammatically acceptable in English. The correct grammatical rule is the word very cannot be used to explain averb such very loves. Very in English is used to modify an adjective. Therefore,the morpheme very is linked directly before an adjective, for instance: very busy,very beautiful, very angry, very important, very much, very little, very handsome, etc.In short, the word very can’t stand alone. On the contrary, the word which can beused to modify an English verb is very much.
On the other hand, English native speakers who learn Indonesian language could also experience language interference, not only Indonesian who learns English. When the writer met English native speakers, the writer
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heard that consonant “t” will be “c” when they spoke in Indonesian. For example, the word tahu/tempe will be cahu/cempe . It proves the interference among English native speakers who learn Indonesian. Besides, language interference could also appear in morphological and syntactical areas which could be included in grammatical interference. Considering the situation above, the writer curious to find the grammatical interference made by English native speakers who learn Indonesian, and the writer intends to do the research entitled: “A Descriptive Study on Grammatical Interference from English into Indonesian Language Made by English native speakers in Salatiga” B. Problem of Statement The writer formulates some questions to study as the follows : 1. What kinds of syntactical interference from English to Indonesian language made by English native speakers in Salatiga? 2. What kinds of morphological interference from English to Indonesian language made by English native speakers in Salatiga?
C. Objective of Study The writer intends to get the result of the research as the following :
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1. To identify kinds of syntactical interference from English to Indonesian language made by English native speakers in Salatiga 2. To identify kinds of morphological interference from English to Indonesian language made by English native speakers in Salatiga D. Limitation The writer limits the research by focusing on the grammatical interference from English into Indonesian language made by English native speakers in Salatiga. There are two kinds of grammatical interference, morphological interference and syntactical interference. While for the subjects of study, the writer focuses on the English native speakers. There is ten English native speakers in this research, eight of them are the students in IMLAC(Indonesian Multi Language Acquisition Center), and two of them are lecturers of STAIN Salatiga (State Institute of Islamic Studies Salatiga). E. Benefits of the Study This research paper is beneficial in two dimensions 1. In practical Dimension This research will be useful to English native speakers who will learn Indonesian language, because they know the incorrect form in Indonesian language which influence from their mother tongue, English language. So, they will minimize that false. On the other side, this research will be helpful for teachers who teach Indonesian language. They will explain the lesson more clearly using 17
examples of interference that will be exposed in this research. Beside the case, this research will be the new knowledge to Indonesian learners about the interference from English to Indonesian language that made by English native speakers. 2. In academic dimension This research can be references to give an example of interference in teaching and learning process to make the students clearly about the related materials such psycholinguistics materials and contrastive grammar. F. Definition of key terms To avoid the misunderstanding of the meaning, the writer is defined as listed below: 1. Interference Interference is one of language phenomenon which caused by the different languagesin communication. Weinreich in Poplack (1983:11) states that the term of interference involves the reorganization of pattern that result from the introduction of foreign elements into the more highly structured in the component of language, such as phoneme, morpheme, syntax, and lexical areas.
Language interferenceis the substitution that is used by bilinguals of two or more languages in the similar conversation. The ability to switch linguistic codes, chiefly within single utterances, requires a great deal of 18
linguistic competence. Language interference is a linguistic practice constrained by grammatical principles and shaped by environmental, social and personal influences including age, length of time in a country, educational background and social. (Milroy and Wei as mentioned by Deepa 2009) 2. Grammatical Interference It happens when the language learners identify the grammatical pattern from their first language and applied in the target language, Suhendra Yusuf (1994:71) decided grammatical interference in morphological and syntactic interference. a. The morphological interference It occurs in word formation of the language by using or importing prefix and suffix of the target language. b. The syntactic interference It occurs when the speaker also uses source language system on the recipient system.
G. The Literature Review Language interference is the crucial and interesting topic to be the research since 1950, the first researcher Weinreich, then Haugen, Ferguson,
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Mackey, Lado, dan Richard discussed about interference in the past time, and in this chapter, the writer presents some previous Indonesian researcher about interference. The writer is not the first who analyzes about interference. I Wayan Bawa in his article “Interferensi Indonesian Inggris dalam Pemakaian Indonesian Indonesia di daerah pariwisata di Bali”, he concerned categories of lexical interference, there are nominal, adjectival, and particle category made by tourist in Bali. (2000) Leny Maryani, the student of State Institute of Islamic Studies (STAIN Salatiga), she did the research entitled: “The Interference of Indonesian into English in The Compositions of The Second grade Students of MA AL-AZHAR Andong Boyolali in The Academic Year of 2004/2005” . Leny Maryani comes to the following conclusion that the students make some mistakes in translating from Indonesian into English language. (2005)
Avid Setiyowati, the student of Diponegoro University did the research entitled: “Interferensi Morfologi dan Sintaksis Indonesian Jawa dalam Indonesian Indonesia pada Kolom “piye ya?” Harian Suara Merdeka” She presents morphological and syntactical interference from Javanese language to Indonesian language. (2008)
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The next researcher is Ahmad Samingan, he did the research that focused on Javanese language structure toward English grammar entitle “The Interference of The Javanese structure to The Mastery of English Grammar (A Case Study of the First Year Students of Foreign Language Intensive Study of STAIN Salatiga in the Academic Year of 2009/2010)”. (2010) In this research, the writer has a different perspective with the previous studies, this graduating paper focuses on grammatical English language that has interference in Indonesian language made by English native speakers in Salatiga. H. Type of research The type of this research is qualitative research. Qualitative research is an inquiry process of understanding based on distinct methodological traditions of inquiry that explore a social problem. The research includes of necessary ways as the questions and procedures, collecting data, and analysis the data inductively. (Creswell, 2009:4)
I. Steps of analyzing Data The steps of analyzing data can be arranged as the followings,
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Interviewing and recording
Conclusion
categorizing
Transcribing
Analyzing
J. Organizational paper In arranging research, the writer divides the research outline into five chapters. The organizational research outline as the following:Chapter Icontains the background of study, limitation of problems, statement of problem, objective of study, benefits of study, definition of key terms, type of research, steps of analyzing data and organizational paper. Moving on the chapter II, the writer clarifies the definition of language interference and grammatical
interference
including
morphological
and
syntactic
interference in English and Indonesian. Chapter III defines the research methodology explains that the writer uses descriptive study. It contains research design, data sources, method of data collection and data analysis, and procedure of the research. Chapter IVelaborates the data display, identifying the grammatical interference, categorizing morphological and syntactic interference, and then discussing the data. The research is closed by chapter V, the writer presents the conclusion and recommendation.
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CHAPTER II THEORITICAL FRAMEWORK
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This chapter will expose a comprehensive theoretical framework. It consists of the description about interference and the components. The writer used some theories of the scholars which related to the problem. It is aimed to guide readers to comprehend the content and analysis of this research. A. Interference 1. The notion of interference The first scholar who used interference is Weinreich in 1953, he formulated interference to clarify the systemic change in language because of contiguity between that language and the other language that are made by bilingual speaker. (Chaer and Agustina, 2004:120) Then, more than a decade ago, Fishman in 1971 decried the extensive and arbitrary employment of the term ”interference” by many linguists in reference to any number of bilingual phenomena. (Poplack, 1983:11) Instead of making the usual field work assumption that the underlying structures of the varieties encountered in bilingual speech communities were unknown, linguists have usually assumed that they were known, but basically nothing more than X “Interfering” with Y and vice versa. As a result they frequently failed to familiarize themselves with the communities and speakers from which they obtained their corpuses of speech. Alwasilah (1985:131) as mentioned by Puspa explored the notion of interference based on Hartman and Stonk that interference is a mistake caused by the propensity of habitually used pronunciation (speech) of a language to another language pronunciation unit includes sounds, grammar, and vocabulary. Meanwhile, according to Abdulhayi (1985:8)
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referring to Valdman’s opinion in 1966 theorized that interference is an obstacle as a result of speaker habits on mother language (first language) in the study of language acquisition (second language). Consequently, there will be transfer of negative elements from the mother language into the target language. Suhendra Yusuf (1994:67) stated that the main factors of interference are the differences between the source language and the target language. The differences are not only in structure but also the variety of vocabularies. Another notion advanced by Jendra (1991:187) as mentioned by Puspa, he declared that the interference is the infiltration system of a language into another language. Interference arises from implementing unit system of sounds (phonemes) by bilingual in a first language into a second language sound system, which causes chaos or irregularities at the phonemic system of the recipient language. Interference is a common symptom in sociolinguistic that occurs as a result of language contact, the use of two or more languages in the speech multilingual community. This case is an issue that attracted attention for linguists. 2. The types of interference Jendra (1991:108)as mentioned by Puspadistinguished interferences into five aspects of language, Interference in the field of sound system (phonology), Interference on word formation grammar (morphology),
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Interference in the syntax (syntax), Interference on vocabulary (lexicon), Interference in the field of administration of meaning (semantics) While, Weinreich clarified the term "interference" to pass on “deviations from the norms of either language which recur in the speech of bilinguals as a result of language contact” as follows (Poplack, 1983:11) The term interference implies the rearrangement of patterns that results from the introduction of foreign elements into the more highly structured domains of language, such as the bulk of the phonemic system, a large part of the morphology and syntax, and some areas of the vocabulary. Suwito (1983:55) as mentioned by Avid (2008:26) suggests that interference can occur in all components of language, namely phonology, morphology, syntax, semantic, and lexical (vocabulary) According to the discourse above, the types of interference based on components of language divided into four; they are phonic interference, grammatical
interference,
lexical
interference,
and
semantic
interference. Meanwhile the writer will focus on grammatical interference that consists of syntactic and morphological interference. a. Phonic Interference Phonic interference occurs when the speaker identifies the sound of mother language system used in the target language, after that the speaker pronounces again and regulates the pronunciation using the 26
law of the source language phoneme. It affects the inappropriate pronunciation of phonetic sounds in the second language caused by the existence of different phonetic structures from the point of view of the mother tongue or the first language (Lekova, 2009). According to Weinreich (1953) phonic interference separated into four types (Suhendra Yusuf, 1994: 72) : 1) Under differentiation of phoneme It happens when bilingual does not find the similarities of source language in recipient language. This case will found in Japan, Japanese cannot differentiate between phonemes / r / and / l / , / z / and / j / such as Godzilla pronounced as Gojira 2) Over differentiation of phoneme It occurs when the speaker over differentiate the phoneme of donor language to the recipient language. It involves the burden of phonemic dissimilarity from the primary system on the secondary system where they are not essential.
The Javanese pronounce phoneme such as the words with the first latter / b /, / d /, / j /. They will add consonant / n / or / m / , for examples Bandung become mBandung, Demak become nDemak, Jambi become nJambi 3) Reinterpretation of relevant features
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It occurs when bilingual distinguish phoneme of the secondary system that are attendant or superfluous, but which are applicable in the primary system. It involves reinterpretation to the word as phoneme system distinction between mother language
and
target
language,
consequently
it
needs
readjustment of the way of pronouncing. This phonic interference happen to hawaian , they will pronounce / kioki / for the word George 4) Phoneme substitution It occurs because phoneme substitution from first language to the other language or second language. In other word there is difference of pronunciation in the same phoneme. For instance Bali’s people in pronouncing optical-alveolar retroflex / t / for the letter / t /. Such as mati become / mathi /, tepi become / thepi /, and kita become / kitha /.
b. Grammatical Interference It occurs when the language learners identify the grammatical pattern from their first language and applied in the target language, this type occurs in morphological and syntactic interference. 1) Morphological interference
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According to Suwito (1983:55) as mentioned by Avid (2008: 27) morphological interference occur if the formation of word in a language absorbs the affixes from other languages. The Affix of a language used to spell a word in another language, while affixes consist of prefix, suffix, inserts, as well as combinations of affixes. For examples, morphological interference from Javanese into Indonesian language. In words ketrabak/ kebawa and kebagusan/ keasinan Javanese
Indonesian
Ke-tabrak
Tertabrak
Ke-bawa
Terbawa
Ke-asin-an
Terlalu asin
Ke-bagus-an
Terlalu bagus
2) Syntactical interference Interference occurs when the syntactic structure of a language is absorbed by the other language (Suwito, 1983:56) as mentioned by Avid (2008: 27). Interference can be seen in the use of syntactic fragments of words, phrases and clauses in
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sentences(Chaer and Agustina, 2004:124). For example, English and Indonesian phrases. English
Indonesian
Santika Hotel
Hotel Santika
Salatiga Kota
Kota Salatiga
The other example can be seen in the sentences, Dina reads the poetry with beautiful. In English this sentence is not exist, because the right form is Dina reads the poetry beautifully. From this case, the interference can be proved, cause the sentence “Dina reads the poetry with beautiful” is the translation from the sentence “Dina membaca puisi dengan indah” c. Lexical interference Interference occurs as the transfer of morpheme or word of first language into second language usage, or it can also occur as the expansion of first language’s simple word, that is expanding the existing meaning so get new word, or it can occur as combination of both(Suhendra Yusuf, 1994:76). For example in the sentence semua ini butuh planning yang matang. It has the lexical interference from English to Indonesian language. d. Semantic interference Suhendra Yusuf (1994:82) divided semantic interference into three types;
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1) Expansive interference is the importation of vocabularies elements of language into the other language. for examples are words such as demokrasi, politik, and revolusi are imported from Europe culture and vocabulary into Indonesia culture. 2) Additive interference is the addition of new vocabulary with special meaning although the existing word is still used and having complete meaning. For example is the word uncle from English vocabulary besides the wordpaman in Indonesia language. 3) Replasive interference is interference which occurs as vocabulary replacement as change of meaning. For example the word saya is changed from the old Malay language sahaya. B. Indonesian Grammar 1. Indonesian Syntax Indonesian syntax consists of the structure of phrase, clauses, and sentences. a. Phrase Phrase is the composite of two or more words that have no predicative characteristic or it is called the composite of words that have beneficial as a syntactic function in the sentence. (Chaer, 2003:222). Widjono (2007:140) distinguished phrase according to the word classes, consist of verbal phrase, adjective phrase, pronominal 31
phrase, adverbial phrase, numeral phrase, coordinative interrogative phrase, coordinative demonstrative phrase, and coordinative prepositional phrase. 1) Verbal phrase
Verbal phrase is the cluster of word that is built from verbs, there are three kinds of verbal phrase:
a) Modificative verbal phrase; (1) Back modifier (a)
Ia bekerja kerassepanjang hari. (He works hard along day.)
(b)
Pamanbekerja cepat setiap hari. (Uncle works quick every day.)
(2) Front modifier (a)
Mereka
akan
menyanyikan
lagu
kebangsaan. (They will sing the national anthem) (b)
Ayah pasti menyukai makanan ini.(Father definitely likes this food.)
b) Coordinative verbal phrase
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Verbs that was connected by dan or atau
(1)
Dia
membeli
dan
memasak
bahan
makanan.(She buys and cooksthe food ingredients.) (2)
Kita pergi atau menungguibu. (We go or wait for mother.)
c) Appositive Verbal phrase
It is the information that is added in the middle of sentences.
(1)
Salatiga, tempat tinggal saya, akan menjadi kota wisata yang terkenal.(Salatiga, my hometown, will be famous tourism city.)
(2)
Usaha Bu Siti, berdagang beras, kini menjadi grosir.(Bu Siti’s business, a rice seller, is now become wholesaler)
2) Adjective phrase Adjective phrase is a group of words that are established by an adjective to describe by adding another words that are used to explain, such as could, should, less, more, most, and very. There are three types of adjective phrase below; a) Modicative adjective phrase (limit) (1)
Tampan nian adikmu. (Your brother is so handsome.)
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(2)
Hebat benar prestasinya. (Her achievement is very awesome)
b) Coordinative adjective phrase (merge) (1)
Setelah pindah, mereka aman tentram di rumah.(After moving, they save and secure in home)
(2)
Pahlawan yang gagah berani itu adalah kakekku.
(The
valiant
patriot
is
my
grandfather) c) Appositive adjective phrase (1)
Srikandi cantik, ayu rupawan, diperistri oleh Arjuna.(The beautiful Srikandi, very pretty, is married by Arjuna)
(2)
Skripsi yang berkualitas,teristimewa dan terbaik, diterbitkan oleh Universitas.(The qualified graduating paper, extraordinary and best, is published by university)
3) Nominal phrases Nominal phrase is group of nouns that are formed by expanding a noun. Nominal phrases are divided into three types as described below. a) Modivicative nominal phrase
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(1)
Pada hari sabtu layanan pustaka tetap dibuka. (On Saturday, library service is opened)
(2)
Pada bulan pertama bersekolah, dia sudah mulai bosan. (In the first month attending school, he has already started to be bored.)
b) Coordinative nominal phrase(not mutually explained), for examples, hak dan kewajiban, dunia akhirat, lahir bathin, and adil dan makmur.
(1)
Seorang polisi harus memahami hak dan kewajiban sebagai aparatur negara. (A policeman must understand the rights and obligations of as a state apparatus.)
(2)
Setiap orang menginginkan kebahagiaan dunia akhirat.(Every person wants the happiness of world and hereafter.)
c) Appositive nominal phrase (1)
Ratih, mahasiswi
berprestasi
itu,
kini
menjadi dosen di Universitasnya.(Ratih, the smart student, becomes a lecturer in her university)
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(2)
Kanguru, hewan asli Australia itu, menjadi hewan favorit anak-anak .(Kangaroo, the original
animal
of
Australia,
became
children’s favorite animal.) 4) Adverbial phrase Adverbial phrase is a group of words are established by explanation of adjectives. Adverbial phrase is divided into two types; a) Modicative adverbial phrase, such as sangat pandai, kurang pandai, hampir baik, dan pandai sekali. (1)
Dia
kurang
pandaibergaul
di
sekolahnya.(He is not too good to make a friend in school.) (2)
Kemampuan siswa saya dalam berhitung berada pada kategori hampir baik.(My student’s ability of accounting are in category almost good.)
b) Coordinative adverbial phrase (not mutually explained), (1)
Jarak rumah ke sekolahku lebih kurang dua kilometer.(The distance from house to my school is around two kilometers.)
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(2)
Ayahku sedikit banyak mengerti tentang ilmu kedokteron.(My father understands at least about science of medicine.)
5) Pronominal phrase Pronominal phrase is a phrase that is formed of pronouns. Pronominal phrase consists of three types, namely as follows; a) Modivicative pronominal phrase (1)
Mereka semua dimarahi guru karena tidak memperhatikan.(All of them are scolded by teachers, because did not pay attention.)
(2) Kami bertiga minta izin karena mengikuti perlombaan.(We three of us asked for permission to join the race.) b) Coordinative pronominal phrase (1)
Aku dan kau suka Dancow.(You and I like Dancow.)
(2)
Saya dan dia sudah lama tidak bertegur sapa.She and I have already been long not to greet each other
c) Appositive pronominal phrase
37
(1)
Kami,
bangsa
Indonesia,
menyatakan
perang terhadap korupsi.(We, Indonesian, declare war against corruption.) (2)
Mahasiswa, para pemuda, siap menjadi pasukan anti korupsi.(Students, the youths, are ready to be troops of anti corruption.)
6) Numeral phrases Numeral phrases are groups of words that are formed by numbers. Numeral phrase consists of two types; a) Modificative numeral phrase (1)
Mereka
memotong
sepuluh
ekor
kambingkurban.(They slaughtered the ten sacrificial goat.) (2)
Orang
itu
menyumbang
pembangunan
masjid dua puluh juta rupiah.(the man accounts for the construction of mosque twenty million rupiah) b) Coordinative numeral phrase (1)
Lima atau enam orang bertopeng melintasi jalan itu.(Five or six masked person passed that path.)
38
(2)
Entah tiga, entah empatkali dia sudah meminjam buku saya.(Perhaps three, or four times she has already borrowed my book.)
7) Interrogative coordinative phrase It concerns in question words. For examples; (1)
Jawaban apa atau siapa merupakan ciri subjek kalimat.(The answer of what or whom is subject of sentence.
(2)
Jawaban
mengapa
atau
bagaimana
merupakan pertanda jawaban predikat.(The answer of why or how is indicator of predicate’s answer.) 8) Demonstrative coordinative phrase Demonstrative coordinative phrases are phrases that are formed by two words that not mutually explained. (1)
Dia bekerja di sana atau di sini sama saja.(He worked there or here is just the same.)
(2)
Saya memakai baju ini atau itu tidak masalah. (I wear this or that dress does not a problem.)
9) Prepositional coordinative phrases
39
Prepositional coordinative phrases are phrases that are formed by preposition, but that is not mutually explaned. (1)
Perjalanan kami dari dan ke Semarang memerlukan waktu enam jam.(Our journey from and to Semarang requires six hours.)
(2)
Koperasi
dari,
oleh
dan
untukanggota.(Cooperation is from, by and for members.) b. Clause Keraf (1980: 137) explained clause is a construction of some words that contain the functional context, as subject, predicate, and object. Widjono (2007:143) distinguished clause at the following; 1) The clause of compound sentence
In compound sentences (coordinating), each clause has the same position. Coordinative compound sentences are constructed of two or more clauses are not mutually explained. The following example; Rima membaca koran, dan adiknya bermain catur (Rima reads the newspaper, and his sister plays chess)
2) The clause of complex sentence
Complex sentences consist of clause that is used to explain the other clauses.
40
Orang itu pindah ke Jakarta setelah suaminya bekerja di Bank Indonesia.(That person moved to Jakarta after her husband worked in Indonesian Bank.)
The clause of orang itu pindah ke Jakarta as a main clause, and the second clause is suaminya bekerja di Bank Indonesia
3) The clause in compound and complex sentences
Compound and complex sentence consist of three or more clauses, for example;
Dia pindah ke Jakarta setelah ayahnya meninggal dan ibunya kawin lagi.(He moved to Jakarta after his father died and his mother got married again)
a) Dia pindah ke Jakarta (main clause) b) Setelah ayahnya meninggal (second clause) c) Ibunya kawin lagi (second clause) d) Dia pindah ke Jakarta setelah ayahnya meninggal. (complex sentence) e) Ayahnya meninggal dan ibunya kawin lagi. (compound sentence) c. Sentence
41
Manaf (2009:11) as mentioned by Firdawati distinguished sentences being spoken and written language. One of characteristics of spoken language is unit of language that is formed by the combination of words, the combination of words and phrases, the combination of phrases and phrases, and at least contains of a subject and predicate that have function explicitly or implicitly. Meanwhile, In written language, the sentence is a unit of language that is initiated by a capital letter, punctuated or unpunctuated commas (,), colon (:), or a semicolon (;), and ends with the final intonation symbol dot (.), the question mark (?), or an exclamation mark (!). Syntactic form of the function is a subject (S), predicate (P), object (O), complementary (Pel.), and information (ket). Not all sentences must contain all the syntactic functions. An element of syntactic function that must be present in every sentence is a subject and predicate.
Deni
membaca
buku
S
P
O
di depan kelas
Ket
(Deni reads the book in front of the class) 2. Indonesian Morpheme Ramlan (2001:19) explained that morphology is a part of linguistic that discuss or learn the intricacies of the word shape and the effect of word-changes in the meaning and the word class, both in grammatical functions or semantic functions.
42
a. Affixation Affixing process is the formation of words by adding affixes to the base form. Affixes can be classified into many kinds. It will depend on the terms. (Chaer, 2003:8) In this chapter, the writer focuses on affixes based on the site; 1) Prefix Prefixes are affixes that are placed at the front of the base form. (Keraf, 1980: 93) ber - +
jalan
=
berjalan, “melakukan
tindakan jalan” (walk) pe-
+
pemalas, “bersifat
malas =
malas” (lazy person) ter-
+
pandai
=
terpandai,
“paling pandai” (smartest) se-
+
kantor =
sekantor,
“sama-
sama dalam satu kantor” (in the same office)
2) Infiks Infix is affix that is inserted in the middle of the base form. (Keraf, 1980: 117)
-el-
+
getar =
43
geletar (shiver)
-em-
+
getar
=
gemetar(tremble)
-er-
+
gigi
=
gerigi(serration)
-in-
+
kerja =
kinerja (activity of
work) 3) Sufiks Suffix is the Bound morpheme that is used in the end of the base form. (Keraf, 1980: 109)
-an
+
hukum
“cara -nya
=
hukuman,
menghukum”(punishment) +
buku
=
bukunya,
“menunjukkankepemilikan” (his book/her book) -man
+
seni
=
seniman,
“orang yang ahli dalam bidang seni” (artist)
4) Konfiks Konfiks is combination of prefixes and suffixes that are attached at once at the beginning and end of the base form.(Keraf, 1980: 114)
44
beran
+
datang
=
berdatang
an, “menyatakan banyak pelaku” (thick as hail) kean
+
camat
=
kecamata
n, “menyatakantempat” (sub district) berkan
+
senjata
=
bersenjat
akan, “memiliki or memakai senjata” (armed with) mengkan
+
kerja
=
mengerjakan,
“melakukan pekerjaan / perbuatan” (work)
C. English Grammar There are three part model of English structure (Andrew Moore, 2000); Table 2.1
45
Three-part model of English structure Morphology
Syntax
Discourse
morphemes
phrases
↓
↓
relationships between sentences in longer stretches of language
Words
clauses ↓ Sentences
1. English Syntax Syntax is the study of how words are organized into phrases, clauses and sentences. a.
Phrase Phrase is a useful all-purpose name for any short sequence of words (or even a single word as an element in the structure of a clause or sentence), especially a grouping which could be a single word. In this chapter phrases are divided into six types as below; 1) Noun phrases A noun phrase (NP) can be analyzed into two basic parts. They are a noun / headword and modifiers that arrange from the simple to complex words (Nichols, 1965: 56) Marcella Frank Constructed noun phrase as follows, determiners, descriptive adjectives, noun adjuncts, and the noun. The examples in the table below show how noun phrases can grow in length. (1972:115)
46
Table 2.2 Noun phrase structure Determiners
Numeral
1.Partitive all, both, 1.Ordinals half (predeterminers)2. 2.Cardinals Articles or demonstrative, or possessive 3. Indefinite adjective
Those
Two
Descriptive Adjective
General descripti on (often inherent quality)
Physical State
Include most adjective with derivatio nal endings (-y, -ous, -ful, -ing, etc)
3.Age
1.Size 2.Shape
4.Tempe ratures 5.Color
Example Tempera Old mental
Noun Adjun cts
Nouns
Opera
Singers
Proper Adjectiv es Nationali ty, religion, etc Also in this position are some adjective ending in –ic(all), al, etc, that function almost like noun adjuncts Italian
2) Adjective phrases As a noun phrase, but the differences is in the headword. These are usually shaped from modifiers, followed by the headword (an adjective). Examples include very happy, not too, and cold enough. They may also be created from an adjective and a verb construction, such as easy to please, loath to do it. 3) Adverb phrases
47
These are intensifying expressions shaped from modifiers, followed by the headword (an adverb). Examples include terribly slowly, very happily indeed, exceptionally carefully, completely utterly dangerously, quite often and very soon. 4) Prepositional phrases These are formed from the headword (a preposition), followed by a noun phrase. Examples of prepositional phrases are in the teapot, on the bog, and round the bend. 5) Pronoun phrases These are limited to a small number of constructions, and are sometimes regarded as a minor type of noun phrase. They are formed from a headword (a pronoun) with a pre- or post modifier. Examples include Silly me! You there! she herself, we all, nearly everyone, and such relative clause types as those who knew Fred.
6) Verb phrases As the others phrase, the headword of verb phrase is verbs. These are simple syntactically, even though the verb in them may contain important grammatical information, such as tense, number, active or passive voice and so on. Examples would be: has died, may have gone, might have been listening. b. Clause
48
Professor Crystal in The Cambridge Encyclopedia of the English Language cheated in (Andrew Moore, 2003) describes that clause is a structural unit smaller than a sentence but larger than phrases or words. 1) Clause elements Clauses elements consist of subject (S), object (O), verb (V), complement (C), adverbial (A) a) Subject The subject is a noun or noun phrase, pronoun or subordinate clause. (Betty, 1992: 70) (1)
The dog was sick. Fred felt funny. (n)
(2)
Mad dogs and Englishmen go out in the midday sun. (NP)
(3)
I am happy. They are jealous.(pn)
b) Object Objects usually follow the verb. They may be direct or indirect. (1)
Direct object: Fred bit his thumb. The chimpanzees groomed each other.
49
(2)
Indirect object: Jane gave the gorilla a kiss. Jane gave a kiss to the gorilla. (Note that here there is also a direct object = a kiss)
c) Verb Verb could be using in the single word, and more than a words. As the verb and auxiliaries, both of them can be compounded. Two items are ordinary joined by conjunction like and: that lecturer both can and does ask impossible questions. (Nichols, 1965: 29) Sometimes, a clause must contain at least one verb phrase, which may be a single verb: They look for the cow. The cow jumped over the moon. d) Complement In clause syntax, the complement is anything which adds to the meaning of the subject (subject complement) or object (object complement).
e) Adverbials These clause elements add to or complete the meaning of the verb element. Adverbial is a word or group of words that occupies a typical adverb position (Nichols, 1965:48). For examples: They ran quickly. He went home
50
twice nightly. We walked on the playground. My girlfriend phoned me this morning. I was happy when I saw her again. Adverbials may carry out different functions: (1)
Adding information: I walked quietly.
(2)
Linking clauses: The bus was full. However, Fred found a seat.
(3)
Adding a comment on what is expressed:
Quite
frankly
we
disapprove of violence. f) Vocatives Vocatives include names, titles, evaluative labels, the pronoun you and certain kinds of clause: John, it's me. It's me, darling. Hello, Susan, how are you?, Honey, I shrunk the kids. Come out, whoever you are. Come in, ladies, and sit down. Madam Speaker, I will give way.(Andrew Moore, 2000) 2) Clause types Clause elements combine to form clauses. The number of patterns is small. According to David Crystal (The Cambridge Encyclopedia of the English Language) there are only seven basic types. (Andrew Moore, 2000) a)
S + V: I / yawned
b) S + V + O: Fred / opened / the door
51
c)
S + V + C: The dinner / is / ready
d) S + V + A: Dick Whittington / went / to London e)
S + V + O + O: Romeo / gave / Juliet / a kiss
f)
S + V + O + C: Henry / got / his feet / very wet
g) S + V + O + A: Sam / put / the bottles / in the cellar
3) Clause functions b) Coordinate clauses The simplest sentences may contain a single clause. Where a sentence contains more than one clause, these may be considered of equal grammatical importance. It is joined by a coordinating conjunction, such as and or but. (Nichols, 1965: 91) (1)
You can travel by tube, you can drive or you can take the train.
(2)
The weather was hot, so I went on my bike.
(3)
Lucy opened her window, and in came Count Dracula.
c) Subordinate clauses Sometimes the clauses are placed in a hierarchy; the more important is main clauses, while the
less
important
are
subordinate
clauses.
Subordinators are very important class of structure
52
words. It constructs with basic or derived sentence pattern to form subordinate clause, as contrast to main or coordinate clause. It is important to recognize these subordinators, because the pattern very differently from the sentence pattern. They cannot stand alone or be punctuated the same way as the sentence pattern. (Nichols, 1965: 99) Nichols states that there are two kinds of subordinators in English; the first type, subordinators lead a complete sentence pattern. Sometimes, subordinators can be omitted, but their omission depends on the syntactic class to which the sub pattern belongs. And the most important is the first type never acts as nominal. For example; I do not know why she came late. (1965: 100)
The second type of subordinators has a dual function. That is following sentence pattern, and also act as a nominal within that pattern. As a nominal, subordinates would be a subject, object, and others like the examples below;
53
(1) Subordinate subject clause: What you say is meaningful. Clause as subject = What you say; main clause = X is meaningful, verb is
(2) Subordinate object clause: I did not know that you were here. Clause as object = that you were here; main clause = I did not know X; verb = did not know
(3) Subordinate complement clause: Your first job is learning this lesson. Clause as complement = learning this lesson; main clause = Your first job is X; verb = is
(4) Subordinate adverbial clause: Come round when you're ready. Clause as adverbial = when you're ready; main clause = Come round (X); verb = Come
Clauses that function as subject, object or complement replace noun phrases, so they are called nominal
clauses.
Those
that
function
as
adverbs/adjectives are adverbial/adjectival clauses. (Nichols, 1965: 103)
(a) Adverbial clauses
54
These
are
introduced
subordinating
conjunction,
by
a
which
explains the adverbial meaning of the clause.
These
include
when/before/after/while
(time);
because/since
(reason);
if/unless/lest
(condition). (b) Adjectival clauses A familiar type is the relative clause, introduced by a relative pronoun (who, whom, whose, that, which), as in the example: I met a man who lives in Melbourne. Who is a subject pronoun and refers to the man. (Bety, 1992: 310)
c. The sentence
1) Sentence types
In many compliments, sentences can be analyzed in the same terms as clauses, which are separating the elements into the categories of subject, object, verb, complement and adverbial.
55
a) Clause structures in sentences (1) The most basic sentence form contains a single clause. This is known as a simple sentence. Simple sentence has two essential parts: one simple subject and one simple predicate, or has a compound subject and a compound predicate. (Djamal, 2009: 66) (a) Mary (subject) had a little lamb (predicate). (b) Chocolate (subject) is delicious (predicate). (c) In the doorway stood (predicate) my brother
(subject).
(2) A compound sentence is the sentence that contains two or more simple sentence, usually joined by a connecting word. As the words and, or, not, for, and yet are used to combine simple sentences into a compound sentence. (Djamal, 2009: 73) (a) Mary had a little lamb and took it to school. (b) The giraffe has a long neck and legs, but it is
very graceful animal.
56
(3) A complex sentence is a sentence that consists of two or more sentences, which are called clauses. One sentence is the main sentence/ the main clause and the other is subordinate sentence/ subordinate clause. (Djamal, 2009: 77) (a) I hope that she will come.. (b) Having played football, I sat in the bath,
while the kettle boiled, thinking of how to spend the evening, which loomed before me promisingly.
2. English Morpheme
The smallest units of meaning may be whole simple words (e.g. man, run, big) or parts of complex words (e.g. un-, -faith- and -ful in unfaithful) that are called morphemes. (Andrew Moore, 2000)
English morphology recognizes Inflection and derivation in the word formation.
a. Inflection
57
The word cat, would be plural forms of noun when it is added –s in the end of word (cat + s → cat-s), the other example would be past form of regular verbs (want + ed → want-ed). The study of such changes is inflectional morphology.
This table shows how the most common kinds of inflection are found in three word classes (Andrew Moore, 2000):
Table 2.3
Inflection of nouns, verbs and qualifiers Nouns
Verbs
Addition of terminal s Ending shows to show plural (one tense (wanted) cat; two cats); or person ([she]wants). Addition of 's to show possession (Henry's cat).
Adjectives and adverbs
Addition of -er→ comparative (hotter; likelier); Addition of -est → superlative (coldest; soonest).
b. Derivation Other compound or complex words are made by adding together elements without reference to the internal grammar of a sentence. For example, the verb infect suggests a new verb disinfect (=to undo the action of infecting). New words are often formed by noun + -ize, noun + ism, or verb + able (scandalize, Stalinism, disposable). The study of such words, "derived" from existing words or morphemes is derivational morphology.
58
This table illustrates how derivation can occur (Andrew Moore, 2000):
Table 2.4 Derivational morphology in complex words Prefix
Base of Word
Suffix
Complex Word
Bi
cycl(e)
ing
Bicycling
Dis
grace
ful
Disgraceful
In
tolera(te)
able
Intolerable
Re
vision
ist
Revisionist
Un, co
operat(e)
ive, ly
Uncooperatively
Un
likely (y becomes i)
hood
Unlikelihood
CHAPTER III RESEARCH METHODOLOGY
This chapter presents the methodological research which was practiced by the writer in this research. The explanations in each aspect of appropriate methodology will be explained specifically.
59
A. Research Design Descriptive qualitative is one of approaches in doing research. Finlay in Denzin and Lincoln(2011) defines characteristics of qualitative research into five. They are the role of researcher in formation of knowledge, the relationship between the researcher and others. Because social environment, histories, and cultural influence the researcher, characteristics of qualitative research are inductive, exploratory, and hypothesis-generating, the role of meaning and interpretation, and the research findings are complex, detail, and comprehensive.
In addition, Denzin and Lincoln (2011:4) define qualitative research:
Qualitative research is multi-method in focus, involving an interpretive, naturalistic approach to its subject matter. This means that qualitative researchers study things in their natural settings, attempting to make sense of or interpret phenomena in terms of the meanings people bring to them. Qualitative research involves the studied use and collection of a variety of empirical materials case study, personal experience, introspective, life story interview, observational, historical, interactional, and visual texts-that describe routine and problematic moments and meaning in individuals' lives. Five features of qualitative research according to Yin (2011:7) : 1)Studying the meaning of people’s lives, under real-world conditions, 2) Representing the 60
views and perspectives of the people (participants) in a study, 3) Covering the contextual conditions within which people live, 4) Contributing insights into existing or emerging concepts that may help to explain human social behavior, and, 5) Striving to use multiple sources of evidence rather than relying on a single source alone
Considering the features above, the writer has an opinion that this research posses the features as like the second feature, it is representing the perspective of people in study, in this case the directly analysis about the language that they are learned.
B. Data sources The writer took the subjects of research to get the data through purposive sampling technique. According to (Arikunto, 2006: 183) Purposive sampling is a technique of sampling based on some consideration. The subjects of this research were English native speakers in Salatiga. They are; Table 3.1 No
Name
Nationality
Age
Occupation
1
Peter Greenwald
American
29
Pilot
2
Ashley
American
30
Housewife
American
30
Pilot
Greenwald 3
Peter
Anderson
Neal
61
4
Joy Marcie Neal
American
27
Housewife
5
Melissa
Jean
American
29
Housewife
Klaash Christian
Dutchman
27
Pilot
Kroneman 6
Kroneman 7
Karren Fosdahl
American
54
Lecturer
8
Tabitha
American
32
Lecturer
Julia
Kidwell 9
Shad Chris Deal
American
41
Constructor
10
SarahChristine
American
33
Housewife
Shad
C. Unit of analysis The objects of the study areutterance of English native speakers consist of words, phrase, clauses, and sentences in Indonesian language. D. Methods of data collection Darlington and Scott (2002:2) explained the cores of data collection in qualitative research are In-depth interviewing of individuals and small groups, systematic observation of behavior and analysis of documentary data.
62
In this research, the writer used recording and transcribing to take the data from the interview’s result and documentation technique to take the data from references. 1.
Documentation In this research, the writer used documentation as a method of collecting data. According to Arikunto (2006:231), documentation is a number of data that presents the verbal data such as correspondence, journal, memory, report and others’ which can be mutually responsible. In this research, the writer used references. There are books, journals, thesis and articles.
2.
Interviewing Interviewing is a way to collect data as well as to gain knowledge from individuals. Kvale (1996) in (Annabel, 2005)regarded interviews as “an interchange of views between two or more people on a topic of mutual interest, sees the centrality of human interaction for knowledge production, and emphasizes the social situations of research data.” There are many types of interviews including: structured interviews, semi-structured
interviews,
unstructured
interviews,
non-directive
interview In this research, the writer took semi-structured interview in data collection, because the object of the study is utterance, so the writer needed more answered from the interviewees.
63
Corbetta
(2003)in
(Annabel,
2005)
explained
semi-structured
interviews as follows: The order in which the various topics are dealt with and the wording of the questions are left to the interviewer’s discretion. Within each topic, the interviewer is free to conduct the conversation as he thinks fit, to ask the questions he deems appropriate in the words he considers best, to give explanation and ask for clarification if the answer is not clear, to prompt the respondent to elucidate further if necessary, and to establish his own style of conversation. 3.
Recording and Transcribing Specifically, the writer did interview to ten foreigners above and analyzed the utterance that they produced to find the grammatical interference from English into Indonesian language, so whole the interview using Indonesian language, but for some words the writer used English to make the questions clearly for them. The writer also recorded the interviewing process using a recorder in order to complete the transcript records of the notes.
Silverman (1993) in (Sari, 2012) explained that audio-recordings are the significant element of a qualitative research. He states: “Transcripts of such recordings, based on standardized conventions, provide an excellent record of ‘naturally occurring’ interaction.” E. Methods of data analysis
64
Miles and Huberman (1994:12) explained the methods of data analysis called Interactive Model which is included four steps of analysis activity in cyclical and interactive process.
1.
Data Collection
Data Reduction
Conclusion drawing and verivicat
Data Display
Data collection The first step of data analysis is data collection. Data collection in this research used interview, and recording-transcribing. These are used to find out the grammatical interference made by English native speakers in Salatiga.
2.
Data reduction Miles and Huberman states (1994:12): “Data reduction refers to the process of selecting, focusing, simplifying, abstracting, and transforming the data that appear in written-up field notes or transcriptions.” After collecting the data of interview, the writer continued the study by selecting and simplifying the data of the foreigner’s utterances that including the grammatical interference.
3.
Data display The next step is data display. After collect and reduce the data, the writer displayed the collective data in organized and compressed information that will leads to conclusion. The forms of qualitative data
65
display include types of matrices, graphs, charts, or networks. The function of these types of data display is to perform accessible, compact, and organized information of the data. The writer classified the data of the grammatical interference. 4.
Conclusion drawing and verification After the data displayed, then the writer would able to interpret it and reaches conclusions and verifications. The writer will describe and interpret the data so that the conclusions and verifications of grammatical interference produced by foreigners in Salatiga can be drawn.
F. Procedures of the Research There are several steps in conducting the research as follow: 1. Interviewing and recording This step of the research is aimed to obtain the data of the grammatical interference made by foreigners.
2. Transcribing the utterances of foreigners in interviewing process The data of utterances collected from the interviewing are transcribed in form of transcriptions. 3. Analyzing the grammatical interference The data of grammatical interference that had been collected are analyzed based on the syntactical and morphological aspect in order to find out their classification.
66
4. Categorizing or classifying kinds of morphological and syntactical interference The categorization of the research is used in order to make the data readable by grouping them into several types of classifications. 5. Interpreting the data descriptively After the data categorized completely, the last steps of the research are interpreting the data in a brief descriptions of each findings.
CHAPTER IV DATA ANALYSIS
The focus of this chapter is presentation of the research findings. This chapter is divided into two main parts; there are data display and discussion about research findings. 67
A. Data Display Table 4.1 Syntactic Interference No
Type
Code
Data
1
Phrase
1a.1
2
1a.2
3
1a.3
4
1a.4
Kemudian Saya bekerja sebagai insruktur pilot untuk pilot, baru murid ya. Menjelaskan bagaimana kami rencana membantu orang yang hidup disini. Oh food, kesukaan makan, banyak kata panjang ya ? Em.. Lincon kota.
5
1a.5
Saya hanya anak di orang tua
6
1a.6
Sebtembery 29 1983
7
1a.7
Ya, Mei 20 1986 , ya lebih muda ya.
8
1a.8
9
1a.9
Sekarang baru tiba sama dengan istri Saya, Januari 1 2013. Waktu kami datang di sini.
10
1a.10
Mereka datang di sini.
11
1a.11
12
1a.12
13
1a.13
Di tempat jauh sekali, jadi Saya bisa pergi ke sana. Saya sebelum datang di sini Saya murid Univesitas Kegiatan before Saya datang di sini?
14
1a.14
15
1a.15
16
1a.16
17
1a.17
18
1a.18
Tetapi saya naik pesawat, eh untuk organisasi dan em di satu tahun. Saya membaca admission application kepada orang-orang. Ya Ramayana atau Adabaru untuk popok diaper popok ya kepada anak Saya ya. Mereka mengirim saya kapada Salatiga. Saya pergi ke Kalimantan sudahsaya belajar Indonesian Indonesia untuk satu tahun.
68
19
1a.19
20
1a.20
21
Sentence
1b.21
22
1b.22
23
1b.23
24
1b.24
Saya tinggal di Kenya Afrika untuk 10 tahun. Saya belajar oleh internet aja. Saya punya teman, teman di pasar siapa punya warung atau toko. Saya mohon maaf suami Saya tidak bisa dipanggil. Waktu kami selesai di IMLAC, kami pergi ke Banda Aceh untuk suami Saya. Tidak makan orang Indonesia .
Table 4.2 Morphological Interference No
Code
Data
1
2.1
Saya terbang pasien untuk rumah sakit.
2
2.2
3
2.3
Kami terbang pesawat banyak negeri untuk menolong orang-orang dengan sehat. Kami membawa, apa … makan, dan obat.
4
2.4
5
2.5
E.. terbang , e.. Orang-orang Indonesia yamg sakit ke rumah sakit ya. Waktu Saya lahir anak Saya.
6
2.6
Tidak makan orang Indonesia.
7
2.7
Saya mundur diri karena gak ada visa.
8
2.8
Saya tidak ucapan betul ya?
9
2.9
10
2.10
Saya pergi ke Kalimantan sudahsaya belajar Indonesian Indonesia untuk satu tahun. Sangat sulit menjelaskan hidup di negara lain kalau orang belum pernah ke sana.
B. Discussion 1. Syntactic Interference
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a. Sentence Suhendra Yusuf (1994:67) states that the main factors of interference are the differences between the source language and the target language. The differences are not only in structure but also in the variety of vocabularies. So the structure of the target language always influences the interference made by bilinguals. Meanwhile, structure of English and Indonesian language in the sentence has similarities, 1) Kemudian sayabekerjasebagai instruktur pilot untuk pilot, baru murid ya. S
P
O
(Then, I worked as a pilot instructor for a pilot, the new student)
It is S + P + O which make foreigners easier to learn Indonesian language. Hence, there is limited interference in structure of sentence. Kemudian saya bekerja sebagai insruktur pilot untuk pilot, baru murid ya from the sentence, then, I worked as a pilot instructor for a pilot, the new student. The structure is right. There are; I / saya as a subject, worked / bekerja as a predicate, as a pilot instructor / sebagai instruktur pilot as an object, and complement is for a pilot, the new student / untuk pilot,baru murid. The sentence structure is complete, subject, predicate, 70
object, and the complement existed in the sentence above,but for the level of phrase, interference exists in the phrase baru murid. The phrase interference will be discussed in the next sub chapter. b. Phrase There is a tendency, English native speakers made syntactic interference in the phrase construction and the diction in the sentence. Phraseinterferenceoccurs due to theconstruction ofthephrasein the English
languageinterference
intoIndonesianandusedbyforeignersinSalatiga.There
is
the
difference
between English phrase and Indonesian phrase, in English construction, phrase consist of modifier + head word for example the new + student, while the Indonesian structure is head word + modifier for example murid + baru. It seems that the difference cause phrase interference from English to Indonesian language. As data below; 2) Kemudian Saya bekerja sebagai insruktur pilot untuk pilot, baru murid ya. (Then, I worked as a pilot instructor for a pilot, the new student.) The pattern of baru murid is modifier + head word. It is clear that the speaker used English phrase construction. When he spoke in Indonesian, the correct pattern is head word + modifier or murid baru. It should be, Kemudian saya bekerja sebagai instruktur untuk pilot, murid baru ya.
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3) Menjelaskan bagaimana kami rencana membantu orang yang hidup disini.(Explain how our plan to help the people who live here) There is interference from English pattern in Kami rencana. The pattern of the noun phrase is modifier (possessive pronoun) + head word (noun). It is English pattern compare to Indonesian phrase head word + modifier. The phrase should be rencana
kami.
Menjelaskan
bagaimana
rencana
kami
membantu orang yang hidup disini. 4) Oh food, kesukaan makan, banyak kata panjang ya ?(Oh food, favorite food, a lot of long words huh? ) Actually in the phrase kesukaan makan the interference is not only in the structure, but also in the morphological aspect that will be discussed in the sub chapter two. As the previous data, there is English interference in kesukaan makan. Using English pattern modifier + head word. Conversely, Indonesian phrase construction is head word + modifier, so the sentence should be, Oh food, (makanan) kesukaan, banyak kata panjang ya ? 5) Em.. Lincoln kota.(Em.. Lincoln city) Lincoln kota is the English phrase modifier + head word, so it is phrase interference. It will be correct if the speaker use Indonesian pattern head word + modifier. So the phrase should be, Em.. kota Lincoln.
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6) Saya hanya anak di orang tua. (I am the only child of parents) As the previous data, the phrasehanya anak has been interfered by English pattern, modifier + head word. The correct pattern is head word + modifier or anak hanya. In addition, hanya anak has also interference in diction that will be discussed in the sub chapter 1b, so the right sentence should be, saya anak (tunggal) di orang tua. The other interference in phrase is dating, while there are some ways to inform the date for English native speakers depend on the orientation, British or American,
British: Day-Month-Year
American: Month-Day-Year
the twenty sixth of July, 2013
July the twenty sixth, 2013
26th July 2013
July 26th, 2013
26 July 2013
July 26, 2013
26/7/2013
7/26/2013
26/7/13
7/26/13
26/07/13
07/26/2015
Because the subjects of this research are American, so they commonly used the second type in dating. Meanwhile, it is common in Indonesian language to use the first type / British type. The interferences are caused by
73
American speakers who use the second type in Indonesian language. As the data below; 7) Sebtembery 29 1983. (September 29th 1983) It should be, 29 September 1983. 8) Ya, Mei 20 1986, ya lebih muda ya. (Yes, May 20 1986, the younger right.) It should be, Ya, 20 Mei 1986, ya lebih muda ya. 9) Sekarang baru tiba sama dengan istri Saya, Januari 1 2013. (Recently arrived, same with my wife, January 1st 2013) It should be, Sekarang baru tiba sama dengan istri saya, 1 Januari 2013.
Mostly, except phrase construction and dating, the interference is also in the preposition. Most of data states that speakers have incorrect translation for English preposition to Indonesian preposition. They considered that it has same meaning. For examples are di- and ke-, di- is the preposition of place relation (at), but ke- is refers to direction of the place (that will go). (Moeliono, 1997:230). In the sentences below, the words came hereis translated by datang di sini. It is incorrect translation, because came / datang explains the place that will be, as the data below; 10) Waktu kami datang di sini. (When we came here) 74
It should be,Waktu kami datang ke sini. 11) Mereka datang di sini. (They came here) As the previous data, it should be,Mereka datang ke sini 12) Saya sebelum datang di sini Saya murid univesitas. (Before I came here, I am a university student) It should be, Saya sebelum datang ke sini, saya murid universitas. 13) Kegiatan before saya datang di sini? (Activities before I came here?) It should be, kegiatan (sebelum) saya datang ke sini? The next data, the speaker used preposition di- to translate in, as the sentence below; 14) Di tempat jauh sekali, jadi saya bisa pergi ke sana dengan rencana kedutaan. (In the far place, so I can go there with the embassy schedule) As like the previous data, di tempat jauh sekali is followed by go, and go explains the place that will be. So the correct translation is ke tempat jauh sekali. The sentence should be, Ke tempat (yang) jauh sekali,jadi saya bisa pergi ke sana dengan rencana kedutaan. 15) Tetapi saya naik pesawat, eh untuk organisasi dan em di satu tahun. (But I get on the plane for organization in one year ) Different from the previous data, in this sentence, the speaker explains how long he will work in his organization. In
75
Indonesian language, the preposition used selama as a sign of the relation of time era. And it should be,Tetapi saya naik pesawat, eh untuk organisasi dan em selama satu tahun. The next preposition is kepada to replace for in English language. In Indonesian language, kepada is the preposition that indicates the relation of direction, conversely in sentences below the speaker has tendency to indicate the relation of allocation. So the appropriate word is untuk, bagi, guna, or buat. 16) Saya membaca admission application kepada orang-orang. (I
read admission application for people.) It should be, Saya membaca admission application untuk orang-orang. 17) Ya Ramayana atau Ada Baru untuk popok diaper popok ya kepada anak saya ya. (Yes Ramayana or Adabaru for diapers, diapers for my child) In this context, it should be, Ya Ramayana atau Ada baru untuk popok diaper popok ya buat anak Saya ya . 18) Mereka mengirim saya kapada Salatiga. (They sent me for Salatiga) Such as the previous sentence, it should be, Mereka mangirim saya untuk Salatiga. The interference in sentences below is for that was translated by untuk, but has a meaning selama as a sign of the relation of time era. As the data;
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19) Saya pergi ke Kalimantan sudahsaya belajar Indonesian Indonesia untuk satu tahun. (I go to Kalimantan after I studied Indonesian language for a year ) Actually, in the sentence above has interference in morphological aspect too that will be discussed in the sub chapter two. In this context, for has a meaning selama and it should be, Saya pergi ke Kalimantan (sesudah)saya belajar Indonesian Indonesia selama satu tahun. 20) Saya tinggal di Kenya Afrika untuk 10 tahun. (I had lived in Kenya Africa for a year.) As the previous data the sentence should be Saya tinggal di Kenya Africa selama 10 tahun. The interference in the sentence below is incorrect translation for the word by. Whereas, by or oleh is preposition that indicates the object relation, while the speaker explained the preposition of manner and the appropriate word is dengan. 21) Saya belajar oleh internet aja. (I learned by internet) In the context of sentence above, oleh internet is the preposition of manner. It should be, Saya belajar dengan (menggunakan) internet aja. c. Diction
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In the level of sentence, the writer found the interference in the relative clause as the data below; 22) Saya punya teman, teman di pasar siapa punya warung atau toko.(I have a friend, a friend in the market who has a stall or store) In English sentence, relative pronoun used who to explain the object a friend in the sentence. The relative pronoun who cannot be interpreted directly in Indonesian language siapa. who or siapa in Indonesian language that used in the interrogative sentence, and the speaker supposed to use yangto translate the relative pronoun who, Kamus Besar Bahasa Indonesia (2007), the word yang used to clarify the previous word in the sentence as the function of relative pronoun above. Hence, it should be, saya punya teman, teman di pasar yang punya warung atau toko. Another interference in sentence is diction which was influenced by English language as a native language of the subjects, As the data; 23) Saya mohon maaf suami saya tidak bisa dipanggil. (I am sorry, my husband cannot be called ) Dipanggil in Indonesian language means ask for coming, but in the context of sentence above is contact via phone. And call itself in the dictionary has some meanings, there are memanggil, menyebut, mengadakan, menelepon and etc. The appropriate diction for the sentence should be ditelepon or
78
dihubungi. So the sentence should be, saya mohon maaf suami saya tidak bisa dihubungi. 24) Waktu kami selesai di IMLAC kami pergi ke Banda Aceh untuk suami Saya.(When we finished in IMLAC we will goto Banda Aceh for my husband) In this context, when is time of chronological. Meanwhile in the dictionary when has some meaning, there are kapan, ketika, waktu, and etc. The appropriate diction for the sentence is sesudah/ setelahbecause the context is chronological time. It should be, Setelah kami selesai di IMLAC kami pergi ke Banda Aceh untuk suami saya.
25) Tidak makan orang Indonesia.(It is not Indonesian food)
Tidak in the sentence above means abjuration. The sentence will mean, if the speaker use the appropriate diction bukan in this context, because bukan in Kamus Besar Bahasa Indonesia (2007) means abjuration. In addition, the sentence above has other interference in morphological aspect that will clarify in the next discussion. So the sentence should be, Bukan (makanan) orang Indonesia. 2. Morphological Interference Actually, morphological process between Indonesian and English language is absolutely different. Morphological aspect is divided into two
79
kinds, there are inflection and derivation. Verhaar (1983:66) explains that inflectional morphology is the alteration of morpheme which defends the lexical identity. In English, inflectional morphology altered by suffixes, examples cat + s = cats (would be plural form of nouns), play + ed = played (would be the past form of regular verbs). Meanwhile, in Indonesian language, inflectional morphology is often in the verb by adding prefixes and konfixes (the combination of prefixes and suffixes). As the example, by adding prefix me + tulis(verb) = menulis(verb) / di + tulis = ditulis, by adding konfix me + tulis + kan = menuliskan(verb).
Later, derivational morphology according to (Verhaar, 1983:65) the alteration of morpheme that produces the word with the different lexical identity. English and Indonesian language have the same way to derivate the word, adding the prefix, suffix, and the combination of them. In English as examples, bi + cycle(verb) = bicycle (noun), play (verb) + er = player (noun), and dis + grace (noun) + ful = disgraceful (adjective). Meanwhile, examples in Indonesian language are pe + main (verb) = pemain (noun), makan (verb) + an = makanan (noun), and per + main + an = permainan (noun). The morphological interference in the data below is the using of base form. Speakers used the base form / basic word more regular than the word with affixes.
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26) Saya terbang pasien untuk rumah sakit. (I flew the patient for hospital) 27) Kami terbang pesawat, banyak negeri untuk menolong orangorang dengan sehat.(We flew the plane, many countries to help people with healthy) 28) E.. terbang , e.. Orang-orang Indonesia yang sakit ke rumah sakit ya.(Flew Indonesian people who are sick to the hospital ya.) There is no morphological process in the verb flew, just the alteration from fly – flew, without affixes. Whereas, in Indonesian
language
those
sentences
above
need
the
morphological process to build the verb as a context. And the speakers translated the word fly directly. Terbang is flying to himself, but in the context of the sentences above mean bring something to fly, so the speakers must add the prefix Me- and suffix –kan (menerbangkan) to make it appropriate with the context above.The morphological interference in this sentence existed because the speaker used English principle to translate the sentence above by using the base form. So the sentences should be; a) Saya menerbangkan pasien untuk rumah sakit. b) Kami menerbangkan pesawat, banyak negeri untuk menolong orang-orang dengan sehat. c) E.., (kami) menerbangkan , e.. Orang-orang Indonesia yang sakit ke rumah sakit ya. 29) Kami membawa apa makan dan obat.(We bring food and medicine) 30) Tidak makan orang Indonesia. (It is not Indonesian food) 81
In sentences above food is the noun without morphological process, but in Indonesian context makanan/ food is the derivative word from the word makan. And the speakers used the base form makan to show makanan. The morphological interference in this sentence existed because the speaker used English principle to translate the sentence above by using the base form. So it should be; a) Kami membawa, apa … makanan dan obat. b) (Bukan) makanan orang Indonesia.
31) Waktu saya lahir anak saya. (When I gave birth to my child.) In sentence above, gave birth is the verb without morphological process. Meanwhile, according to Indonesian language morphological process of building the verb happens in the word lahir. Lahir is out of uterus, but in the sentence above, it means put outside the baby from uterus, so the speaker need affixation Me-kan (melahirkan). The morphological interference in this sentence existed because the speaker used English principle to translate the sentence above by using the base form and it should be; a) Waktu saya melahirkan anak saya. 32) Saya mundur diri karena gak ada visa. (I back off because I do not have a visa)
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In the sentence above, the speaker used the base form mundur to show back off. Mundur diri in Indonesian language is meaningless, the right form is mengundurkan diri, mengundurkan is derivative word from mundur by adding me + kan. It means Retire or back off. The morphological interference in this sentence existed because the speaker used English principle to translate the sentence above by using the base form so it should be; a) Saya mengundurkan diri karena gak ada visa. 33) Saya tidak ucapan betul ya? (I did not say right ya?) In the sentence above say is the verb, but in Indonesian language ucapan is noun from the base form ucap, there is derivational morphology to alter the word ucapan become mengucapkan (verb). So the speaker must add meng-kan to make it become a verb, so it should be; a) Saya tidak mengucapkan betul ya? 34) Saya pergi ke Kalimantan sudahsaya belajar Indonesian Indonesia untuk satu tahun.(I go to Kalimantan after I studied Indonesian language for one year) After in the sentence above is not the result of morphological process. In Indonesian language Sudah is finished, but in this context sudah means after, so prefix se- is needed to make the sentence clearly become sesudah.
83
The morphological interference in this sentence existed because the speaker used English principle to translate the sentence above by using the base form. The sentence should be; a) Saya pergi ke Kalimantan sesudahsaya belajar Indonesian Indonesia untuk satu tahun. 35) Sangat sulit menjelaskan hidup di negara lain kalau orang belum pernah ke sana. (It is hard to describe the life in the other country if someone has not gone there.) The life in the sentence above means condition and there is no morphological process in that word. Meanwhile, hidup in Indonesian context is the verb, there is derivational process to built the word hidup (verb) become kehidupan (noun) by adding prefix ke- and suffix –an. The morphological interference in this sentence existed because the speaker used English principle to translate the sentence above by using the base form. So it should be, a) Sangat sulit menjelaskan kehidupan di negara lain kalau orang belum pernah ke sana.
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CHAPTER V CLOSURE
Conclusions and suggestions can be drawn in this chapter by referring to the research findings and discussions in chapter IV. A. Conclusion The result of the study shows the kinds of syntactical and morphological interference from English to Indonesian language made by English native speakers in Salatiga, and there are some identificationsof those. 1. The kinds of syntactical interference In the research findings, the writer finds some categories of syntactical interference. It cconsists of three classes, there are in sentence, phrase, and
85
diction. The dominant interference is in the phrase class. According to the identification in chapter IV, interference was found in phrase construction (modifier and head word). The construction phrase of Indonesian language is head word + modifier, but in English head word is put after the modifier. Except the phrase construction, interference was found in the application of preposition in the sentences. Especially when the speakers interpretedhere and foras the explanation in the chapter IV above.
2. The kinds of morphological interference In addition, the writer also found the morphological interference in application of base form for invention the verb and some nouns. Most of them, the interference in this case happens because the morphological process in English language, especially in the verb construction. In English, verb does not need the inflectional morphology to make the sentence clear as the Indonesian language that needs inflectional morphology in the sentence. So, the speakers inclined to usethe base form to show the verb in Indonesian sentence. B. Suggestion The writer expects that this research will benefit for learners (English native speakers), teachers and other researcher, as follows: 1. Learners
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This paper is able to be a guidance and consideration for the learners of Indonesian language, especially foreigners who have English language as their mother tongue. They will have a reference how to study Indonesian language correctly through minimizeing interference that perhaps they will do such the research findings above. 2. Teacher In the other hand, for the teacher who teaches Indonesian language, they will have the appropriate examples of interference to emphasize the correct and incorrect form when her students start to practice the Indonesian language.
3. Upcoming Researcher This research will enrich the examples of interference in some linguistic scholarly, such the psycholinguistic and sociolinguistic. Also, clarifying the definition and characteristics of interference as the interesting knowledge to study, as phonic interference; lexical interference; and semantic interference.
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Mr. Klaas Tidak ada sekolah Belanda di Papua, ikut sekolah Amerika belajar bahasa Inggris. Q: Brati dari kecil memakai bahasa inggris? Dari umur 12, ya semula memakai bahasa Inggris pada 12 tahun. dan Ikut SMP, SMU, di dalam bahasa Inggris. Ikut kuliah dalam bahasa Inggris dan mengajar dalam bahasa Inggris di Amerika. Dan ya anak Saya orang Amerika. Q: Nama panjangnya siapa? Namanya? Nama Saya? Oh ya, nama panjang, itu lebih panjang dari istri Saya Klaas Chistiaan Kroneman. Ya K.L.A.A.S dua A, Christian itu C.H.R.I.S.T.I. dua A , A.A.N. dan nama terakhir sama dengan istri saya K.R.O.N.E.M.A.N. Q: Tempat tanggal lahir? Tempat lahir Utrech, kota Utrech di Belanda “Utrech” di kampung ya? Ya, Mei 20 1986, ya lebih muda ya. Q: Di Indonesia, bekerja atau …? Em..belajar bahasa Indonesia, sama ya, belajar bahasa tinggi ya, bahasa sahari-hari tidak boleh katanya. belum tahu ya? Belajar bahasa tinggi, formal. Bahasa jawa itu, Tapi ada banyak kata Belanda dalam bahasa Jawa juga, Pit? Sepeda ya? Ada yang lain juga tapi saya belum kenal dengan baik. Q: Sudah berapa tahun di Indonesia? Em.. sekarang baru tiba sama dengan istri Saya, Januari 1 2013. Tapi dulu dari tahun 1998 sampai 2004 di Papua. Q: Bagaimana bisa dari belanda ke papua? Ya, bapak Saya kerja disitu, ada banyak bahasa di Papua, bapak Saya ahli bahasa, menolong bikin alphabet untuk bahasa itu dan bikin gramatika dalam bahasa itu Sebelum ditulis, tidak ada tulisan dan bahasa belum jadi semua harus ditulis tidak ada kamus, tidak ada apa-apa jadi sulit untuk ya dapat , untuk orang yang sudah sekolah ya, karena tidak, tidak tau bagaimana bisa baca dalam bahasa sendiri tapi diajar bahasa bahasa Indonesia. Q: Setelah 6 tahun di Papua langsung ke sini atau ..? Dari Papua dari 2004-2000 sampai sekarang, kuliah di, kuliah bekerja di Amerika…, tempatnya? Banyak tempat elenoy, Washington state, provinsi Washington, provinsi nort keleyna, provinsi texas. kami pindah banyak, tapi pindah banyak.
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Q: Dimana bertemu dengan mrs Melissa? In Chicago, bertemu di Chicago, dan kami menikah di Washington state. Washington tapi itu provinsi washingtonya itu di Amerika barat bukan di Washington DC, di tahun 2007. Q: Apakah ada kesulitan tinggal di sini? Ya? Sampai sekarang belum tapi baru tiba. Q: Bagaimana menurut anda tentang Indonesia? Saya suka ,sedikit berbeda dari Papua tetapi suka bikin menjalin hubungan dengan tetangga, tetangga di Indonesia itu lebih gampang dari menjalin hubungan di Amerika. Kami bercakap-cakap, ya tidak menduduk di luar rumah dan Sibuk kerja dan tinggal dirumah dan mungkin tidak kenal tetangga ,kadang-kadang ya, pasti ada orang yang kenal tetapi , waktu kami tinggal di apartemen, mungkin Saya tidak mau perkenalkan tetangga Saya, karena itu ya orang ya mungkin dari tempat lain dan mungkin mabuk dan begitu ya? Jadi ada banyak sesuatu terjadi tapi disini semua lebih sopan lebih gampang bikin hubungan dengan tetangganya. Q: Rencana anda berada di sini berapa tahun ? mungkin belajar di sini? Belajar bahasa Indonesia di sini 10 bulan lalu pindah ke Papua dan akan ya bekerja sebagai pilot dengan yayasan. Q: MAF? Hampir sama dengan MAF. Yayasan berbeda, di yayasan Indonesia namanya jatik juga yayasan penerbangan di papua Q: Apakah namanya benar seperti ini? Ya, CHRIST, Macam teman ya?, ada terlalu banyak kata dengan “t” Q: Apakah di papua sebagai relawan? Apa itu artinya relawan ? saya belum kenal artinya relawan ? volunteer bekerja sukarela. Q: Aspek apa dalam bahasa Indonesia yang menurut anda sulit? Operasi Kata “t” ya? Saya kenal Bahasa sehari-hari, tetapi untuk memakai apa men, ber, ya begitu sulit, atau lebih control ya? Paki kata dasar saja, standar bahasa ya. Ya itu Juga dipakai di oleh orang yang di pasar ya. Q: Contohnya? Pakai atau di pakai atau saya mempunyai atau saya apa kasih nasehat atau memberi saran ya, bentuk kata yang lebih persis ya.
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Mr. Peter Greenwald Q: Terimakasih atas waktunya, bisa disebutkan nama lengkap? Ya ya nama Saya Pak Peter,e .. Saya dari Amerika. Q: Nama panjang? Nama lengkap? Oh semua ya, nama Saya Peter Greenwald, Q: Bisa anda eja? Mengeja? G.r.e.e.n.w.a.l.d. Q: Apakah seperti ini? Ya betul . Q: Berasal dari Negara mana? Tepatnya? Berasal? Negara? Oh ya ya Berasal dari Amerika, Atlanta Gorgia. Q: Sudah berapa lama anda tinggal di sini? Oh seperti mungkin setengah tiga bulan. Q: Apa tujuan anda datang ke Indonesia? Oh, mengapa Saya ingin datang ke … oh Saya Pilot, dan Saya mau menolong orang-orang em.. dengan apa, mungkin … ya Ambulan, ya pesawat ambulan, ya di Indonesia dan Saya datang ke Salatiga untuk belajar bahasa Indonesia. Q: Apa yang anda lakukan di Amerika sebelum datang ke Indonesia? Oh ya, Sebelum Saya bekerja pilot ? o … Saya pergi ke sekolah SMA, kemudian Saya pergi ke Universitas untuk ke mengajar em… bagaimana menjadi pilot ya, Kemudian Saya bekerja sebagai intrukstur pilot untuk pilot baru murid ya. Q: Tempat dan tanggal lahir? Oh ya tempat , tempat born? ya Saya melahir di transilvenia, oh tanggal? 9 Mei 1984. Q: Berapa lama rencana anda tinggal di Indonesia? Rencana? Planning? Oh Em.. kira-kira 1, mungkin 2 tahun, em.. sebelum Saya bekerja untuk MAF Saya tidak tahu dimana, tetapi waktu saya bekerja MAF mereka berkata kepada Saya “kami mau anda pergi ke Indonesia”, untuk belajar, untuk bekerja pilot.
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Q: Apa kegiatan anda di sini selain belajar bahasa Indonesia? Kegiatan? Activities ? Sory .. Ok, mungkin sekali lagi? Oh ya. Oh di Indonesia ? oh ya dengan bahasa Indonesia? Saya akan terbang pasien untuk rumah sakit, Saya belajar bahasa Indonesia jadi saya bisa bercakap-cakap dengan mereka. Dan oh Apa kata untuk nurse? Perawat ? Dan merawat mereka … Q: Apa yang akan anda lakukan setelah anda bisa berbahasa Indonesia? After here? Ya, Setelah kami selesai di sini di Salatiga, kami pergi ke Aceh untuk belajar, em.. untuk bekerja sebagai pilot. Q: Dengan siapa anda berada di sini ? Disini? Hanya belajar bahasa. Oh, no no bukan sendiri , Saya di sini dengan istri Saya dan anak kami dan teman kami. Q: Apakah istri anda juga relawan? Ya, oh no hanya ibu. Q: Apakah ada kesurlitan tinggal di sini? Oh pasti, ya ya Q: Apa kira-kira kesulitanya? Mau Saya describe? . Oh apa kata untuk? Oh mungkin Waktu kami datang di sini, tradisi sedikit sulit karena, bahasa berbeda dan jadi sulit untuk kami em mencari air, mencari sekolah kami. Dan mencari untuk ke bertemu teman baru dan em … Karena di sini baru, dan berbeda emm… in Amerika and here berbeda. Q: Pendapat anda tentang Indonesia? Maaf pelan-pelan Oh ya, ya pertama ya, kami suka sekali Indonesia. Orang-orang ramah sekali ya?, dan kami suka cuaca, orang-orang seperti anda, seperti Pak Selamet ramah sekali. Kami suka di Indonesia. Q: Bisa diceritakan lembaga MAF yang menaungi anda? Em.. maaf Saya sedikit mengerti yaya MAF? Orgenasi, organi.. oh sulit! Organisasi, kami terbang pesawat banyk negeri untuk menolong orang-orang degan sehat, dengan kami membawa apa makan, dan obat, dan dokter, dokter gigi ya? , dentis? Dan banyak orang untuk menolong orang em sakit orang sakit, ya di Indonesia dan banyak lainya.
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Q: Kesulitan saat anda belajar bahasa Indonesia ? Ya, em.. vocab, kata kerja, ya struktur sulit, struktur bahasa Indonesia dan bahasa Inggris berbeda ya.” Em back word”.. sulit, tetapi dengan bekerja bisa mengerti dan berbicara dengan orang-orang waktu kami … dan waktu kami latihan menjadi mudah sedikit. Mengerti? Sedikit mengerti? Mr. Shad Q: Ok Mr Shad terimakasih atas waktunya Sami-sami Q: Bisa disebutan nama lengkap anda? Apa artinya? Oh Shad Chris Deal , SHAD , nama kedua CHRIS, nama keluarga DEAL Oh Mrs, maaf Mr Shad .. Tidak apa2 Q: Berasal dari Negara mana? Tepatnya? Dari amerika sama, di Michigan, ada banyak laut, oh bukan .. danau … Q: Sudah berapa lama tinggal di Indonesia? Saya dan istri saya sudah 5 tahun lebih, 5 setengah hampir yaw.. Q: Kegiatan apa yang anda lakukan di Indonesia? Ah Hampir sama lagi dengan istri saya, tapi karna ketika saya bekrja di amrik,sesudah sy lulus Sma , saya bekerja seperti kontraktor dan saya bekerja 15 thun di situ, saya msih cukup pandai ya dengan rumah …, jadi yayasan minta saya tinggal di salatiga untuk memperbaiki rumah2 yang dikontrak oleh yayasan, seprti skrag ada 5 rumah yg blm ditempati, jd 3 minggu lagi , jd saya harus mengecek semua listrik, pipa , cat …, banyak rumah harus dicat harus diperbaiki, karna bocor di atap .., itu biasa untuk saya. Q: Berapa lama rencana anda tinggal di Indonesia? Wah tak tau besok, tapi Rencana tinggal di sini lama sekali,, mungkin sampai kami bosan
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Q: Apa yang anda lakukan sebelum datang ke Indonesia? Ada apa yang sya suka di sini?, oh Sebelum saya datang kemari?, seperti sya berkata tadi, sy membngun rumah dan memperbaiki rumah, kalau ada masalah dgan rumah org bs menghubungi sya dan adik saya, kami bkrja berdua biasanya di amerika harus ganti atap setiap mungkin 15 thun…….,jd sya dan adik saaya kmi akan gnti atap dg bahan yang sangat berbeda jd sulit ubtuk menjelaskan bgaimana, tapi kami akan membangun rmah atau gedung dan memperbaiki rumah .. Q: Sebelum ke Indonesia apakah ada pengalaman pergi ke luar negeri? Ke Canada tapi hampr sama dengan Amerika. Sebelum datang ke indo tidak pernah,amrik dan Canada., itu saja Q: Apakah belajar bahasa Indonesia baru pertama kali di sini? Apa maaf?Ya, ya, saya msh harus belajar terus, krna sy msh blm lancer Q: Apa ada kesulitan tinggal di sini? Apa yang sulit untuk hidup di sini ?, oh pasti bahasanya,bhs indo sulit, sy tmbah lg bhs jwa,ada beberapa tinfkatan di bhs jawa, sy mngerti sithik2 mawon, …,ya saya pkir bhasanya, sy sngat suka budaya, sy pkir,.lbh baik di sini dr pda di amrik sy msh rindu amrika cuma keluarga, kalo mslah budaya saja mnrt sya lbh bagus di sini Q: Apa yang anda suka di sini? Ya, ada yang saya suka juga? Makanan.., sebelum saya ke indo, sy akn kuatir sya akan benci makanan karena saya tdk tau makanan apa di ind tidak tau, tetapi saya suka hamper semua…,kecuali mungkin bakso saya kurang suka sekali bakso entah mengapa .., nsgor, migor, mirebu, miayam sate oh pasti sate,, sate ayam … Q: Bisa anda ceritakan tentang keluarga anda? Cerita tentang apa?,ya saya mengerti, oh ketika saya masih anak atau gmana? Oh ketika saya msh anak ? oh mau saya cerita slma 1 minggu atau brapa ? …, sya ada 3 adik , saya paling tua dan pling ganteng, sy dan adik pertama prempuan ,adik ke3 laki2, & ke4 laki2 kami semua sdh menikah dan semua ada anak sekarang…, & bapak saya dia pendeta di amrik cukup lama…,dan sesudah itu dia melayani di gereja2.. dia tdak jd pendeta tapi tetap melayani begitu, sangat sulit menjelaskan hdup di ngara lain klo orang blm pernah kesana
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Q: Apa yang anda lakukan sebelum datang ke Indonesia? Umur saya ada brapa? Ya ok, wah saya tggal sendiri sesudah saya lulus dari SMA saya tinggal sendiri selama beberapa tahun saya bekerja jadi kontraktor dg adik saya, saya tidak ingat berapa tahun?,km ingat brapa ? ya betul, cukup lama mungkin 8 tahun begitu sya tggal sendiri ,itu berbeda sekali dengan budaya di sini , emm dan begitu saya ke sekolah dari yayasan, khusus untuk yayasan, saya bertemu dengan istri saya, tapi waktunya dia belum pacar, dia teman saja, menurut saya dia cantik sekali, tapi dia terlalu cantik, saya tidak suka dengan ini ya, dan saya bertugas kalau ikenuh seperti tukang pipa, ada universitas yg ckup besar dan mempunyai gedung di sana dan kalau ada masalah mereka menemui saya, saya memperbaiki. Ternyata setiap murid yang belajar dapat membantu di universita, jd stiap hri selama 2 jam kira2, 2 atau 3 jam dia akan membantu saya jd sekertaris dan saya senang sekali kami bekerja bersama, tapi cukup lama dia tidak tau saya naksir, menyukai dia, dia tidak tahu saya selalu malu menjelaskan, 8 bulan kmi menjadi pacar, betul ? sesudah itu mungkin 1 tahun lagi enam bulan setengah, lebih jelas kalau dia menjawab, kami menikah dan hidup di ameriaka, saya ingin datang ke Indonesia tetapi tidak ada uang, jadi kami akan keliling ke gerej2a dan menjelaskan bagaiana kami rencana membantu orag yang hdup di sisni di Indonesia, dan kami tidak tau kalau akan hdup di Kalimantan di pulau mana kami tidak tau, kami yang pling , sy tdk tau kami akan tinggal di salatiga lama, jd kami ke gereja2 hampir setiap hari minggu dan memberi tahu rencana kami dan kalau ada orang yng mau membantu mereka akan beri uang sedikit sampai ad cukup untuk keliling tiket pesawat kecil, itu 2 tahun ? berapa lama kira2? dan anak pertama sudah lahir waktu itu dan saya kira empat emm saya ingat tahun berapa ya tahu itu kami tiba di indo dan anak pertamta baru 1 tahun fia tdk ingat waktu di amrik , dan anak kedua lahir disini dan dia ank jawa orang jawa ya, jowo Q: Tempat dan tanggal lahir anda? Ada lagi ? maaf mungkin sy terlalu tua dan suara hujan lebih keras dari mbak, sekali lag?, ok saya bsa mengerti silakan pakai b. ind tpi mungkin lbh keras saja. Saya tidak ingat waktunya …, ya di Michigan ,, tgl 8 bulan November tahun 1972 Q: Faktor dari bahasa Indonesia yang menurut anda sulit? Yang paling sulit dari indo ? sudah sy jwb bhs Indonesia. Yang Pling sulit saya sering lupa bahasanya, ya mungkin tata bahasa karena em sprt lari harus berlari, memban ,baru prefix, ya wah 22nya prefix dan sufix & ada banyak kata yang orag hampir sama sy ingat ketika saya berkata kpd teman, wah saya baru kurus, saya berkata salah salah waktu itu saya baru kursus aduh saya ingat saya baru kurus,ya ada banyak kata yang org nya hamper sama berbeda sekali dg bu, eh mbak.
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Mrs. Ashley Q: Terimakasih atas waktunya Mrs …? Ashley ya ya Q: Nama lengkap? Nama Saya Ashley Greenwald .di.. oh maaf ? A.s.h.l.e.y ya betul ya! Sama ya? Q: Berasal dari mana? Tepatnya? Saya berasal dari Amerika Serikat . kota? Saya berasal dari Atlanta Gorgia, Amerika ya Q: Tempat tanggal lahir? Saya melahir, lahir, Saya dilahirkan Atlanta Gorgia, oh maaf wah tanggal 26 December, wah mudah-mudahan betul ya. Satu ratus seribu Sembilan ratus delapan puluh tiga. Sekali lagi ya? Seribu Sembilan ratus delapan puluh tiga ya? Mudahmudahan Saya ingat ya? Q: Sudah berapa lama anda tinggal di Indonesia? Wah baru mungkin 2 bulan. Q: Tanggal berapa datang ke Indonesia? O tanggal berapa? Ow wah Saya lupa, mungkn oh ya 19 December, ya 2012. Q: Apa kepentingan anda datang ke Indonesia? Kami tinggal di Salatiga untuk belajar bahasa Indonesia, waktu kami selesai di Imlak Kami pergi ke Banda Aceh untuk suami Saya, e.. terbang e orang-orang Indonesia yang sakit ke rumah sakit ya, di pesawat ya? Q: Apa yang anda lakukan sebelum datang ke Indonesia? Oh ya, kadang di Amerika Saya bekerja di Universitas, dan waktu Saya lahir anak Saya, ya Saya uh wah, maaf pet? Ya Saya tidak bekerja, Saya Ibu ya? Q: Apa pekerjaan anda di Amerika? Saya bekerja sebagai apa admisi, adminission, adminission ya? Jadi Saya uh…Saya membaca admission, di Amerika kami berkata admission application jadi Saya membaca admission application kepada orang-orang, yah ya di Universitas.
Q: Di Atlanta?
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University tidak, em.. di Texas, sesudah kami wah, apa kata ah sesudah kami menikah, eh Saya kami pindah di Texas, ke Texas yah dan Saya bekerja waktu suami Saya belajar di Universitas untuk pesawat ya? Dan dia bekerja jd ya .. Q: Apa kesulitan anda tinggal di Indonesia? Difficulties here? Oh, em.. mungkin bahasa? Ya pasti bahasa, eh di Amerika kami tidak tinggal di kota, kami tinggal kami berkata suffer mungkin di luar kota ya, jadi oh ya dan kami punya mobil, disini kami tidak punya mobil ya? Dan kami pergi ke kota wah, mungkin seminggu, ya seminggu sekali. Ya jadi mungkin berbeda tapi eh cu cuaca sama di Atlanta ya, mungkin tidak bagus ya, kami suka tinggal di Indonesia. Q: Berapa lama rencana anda tinggal di Indonesia? Rencana? Oh maaf ya Mungkin satu dua, satu Tahun, kami belajar di Imlak. Dan kami belajar 9 unit untuk selesai to finish, kemudian kami pergi ke Aceh , mungkin 1 tahun mungkin eh mungkin 11 bulan ya. Q: Apa kegiatan anda selain belajar bahasa Indonesia? Ya, waktu kami pergi ke Aceh ? here, disini ? ya, wah kami pulang dan makan siang, dan Saya menidurkan anak Saya ya wah begitu Saya mungkin belajar bahasa Indonesia, Saya membaca pelajaran-pelajaran, ya dan sesudah itu mungkin pergi ke toko lancar atau ke kota maaf maaf? Ya Ramayana atau Ada baru untuk popok diaper popok ya kepada anak saya ya? . sesudah makan sore kami biasanya kami pergi ke tetangga saya untuk bercakap-cakap hubungan, sesudah itu kami tidur ya? Kami sudah capai ya? Q: Apa pendapat anda tentang Indonesia? Saya suka sekali. Oh orang-orang ramah dan em.. apa kata untuk kind? Orang-orang Indonesia, baik hati dan kami suka cuaca, kami suka kota, kami suka oh… oh apa itu, kampung kami suka sekali tetangga kami ya, dan ya bagus. Q: Apakah ada kesulitan dalam belajar bahasa Indonesia? Em.. tidak ada. Q: Oh bahasa Indonesia mudah ya? Oh wah,em.. uh prefix, sufiks sulit ya? Me,be, ke, kan kata dasar dan kata panjang kata panjang ya? Banyak kata panjang, Saya tidak ucapan pronounciation, saya tidak ucapan betul ya? Saya tidak mengucapkan betul.
Q: Setelah selesai di Imlac apa yang anda lakuan?
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Betul, mungkin belum ya? In Banda Aceh oh ya? Dengan organisasai , dengan organisasai kami . Kami bekerja di Banda Aceh 3 tahun setelah itu kami kembali AS untuk e liburan, dan sesudah liburan 6 bulan kami kembali ke Banda Aceh. Q: Bisa anda ceritakan tentang keluarga anda? Disini atau orang tua. Maaf saya belum mengerti, Oh wah mungkin, hm oh ya so, jadi Saya melahir dilahirkan di Atlanta gorgia Saya hanya anak di orang tua dan Saya tinggal di Atlanta gorgia AS sampai mungkin saya 23 Tahun waktu Saya menikah dia. dan kami pergi ke eh pindah maaf, kami pindah ke Texas. waktu saya tinggal di texas saya bekerja di lutan university sebagai admission conselor, Begitu kami bekerja dengan MAF kami pindah ke Salatiga, Indonesia ya di sini Q: Apa yang anda suka dari Indonesia? Mungkin food? Oh food, kesukaan makan, Banyak kata panjang ya? Makanan kesukaan Saya ayam bakar, nasi goreng. Saya banyak kesukaan ya, mar martabak ya? Itu enak sekali ya dan enting-enting kacang ya. Mrs. Joy Q: Terimakasih atas waktunya, Mrs …? Ya, Joy a h Neal. Ya Q: Bisa disebutkan nama lengkap? Nama Saya Joy “J.O.Y” ya M.A.R.C.I.E ya Neal? N.E.A.L,ya. Q: Berasal dari Negara mana Mrs Neal? Tepatnya? Saya berasal dari Amerika. Chicago elenoy, seperti Michael Jordan ya? Ya, Chicago bull. Q: Tempat tanggal lahir? Maaf? Lahir, born? Ya sama Chicago elenoy oh date? Tanggal ? 14 December, Saya tidak tahu bagaimana berkata tahun, satu Sembilan delapan enam. Q: Sudah berapa lama di Indonesia? Sudah? Em.. baru 3 bulan, ya mungkin 4 bulan, ya 3-4 bulan Q: Datang ke sini tanggal berapa? Date? Em.. November,5 ,5 november iya?
Q: Maksud datang ke sini? 102
Purpose? Oh, suami Saya pilot dan sebelum sesudah kami belajar di IMLAK kami pergi ke Kalimantan em.. dan dan Dia akan, apa kata untuk fly? Ya, untuk orang yang jauh, maaf untuk oh untuk medicine, untuk rumah sakit, orang yang tidak bisa pergi ke rumah sakit. Yang membantu orang pergi ke rumah sakit dan hal-hal ? thing untuk komunity . Eh komunitas, ya seperti materials untuk mengubungkan,menghubungkan, ya. Q: Anda di sini untuk menemani suami anda? Oh waktu Dia? Oh disini ? iya, Saya accompany suami Saya disini ya. Q: Berapa lama waktu belajar di Imlac? Ya ya ehem.. oh setiap hari? Em.. pada pukul 8 sampai 12, setiap hari Senin sampai Jum’at. Q: Kegiatan anda sebelum datang ke Indonesia? Ehem.. oh maaf ,maaf sebentar .Activities ya? Kegiatan before Saya datang di sini? Saya em.. Saya sebelum datang di sini Saya murid di Universitas ehem.. em.. di Chicago iya, dan em.. suami Saya juga murid ya dan kami bekerja untuk Mission Aviation Felloship, MAF , ya em.. ehem jadi sebelum kami datang kesini kami, kami bekerja untuk MAF ya. Q: Punya kesulitan saat datang ke Indonesia pertama kali? Difficulties ? oh ya.. eh eh oh anders? Maaf, em.. ya waktu Saya disini baru 3 hari, Saya mau ke pasar sendiri dan Saya hanya tahu 3 kata, em maaf, terimakasih, dan Ramayana. Jadi Saya pergi ke angkota dan waktu Saya naik angkota,ya hujan ya? Dan Saya tidak bisa melihat di luar ke luar em dan Saya bertanya kepada supir, em Ramayana-ramayana?dan dia berkata kepada Saya oh ya Ramayana. Jadi Saya, apa kata untuk get off. Keluar, ya? Dan semua orang di angkota tertawa karena tidak ke Ramayana, supir Saya pikir, supir mencoba berkata ya kami mau ke Ramayana, tapi saya pikir sekarang Ramayana, jadi dan tidak ke Ramayana jadi Saya em.. berjalan selama mungki 30 menit dan bertanya Ramayana? Ra maaf, Ramayana iya, ya difficult, sulit. Q: Pendapat anda tentang Indonesia? It is the first time? Ya, sebelum iya sebelum November Saya tidak di Indonesia ya. Oh, Saya suka sekali, ya Saya suka bagaimana tetangga-tetangga semua teman dan membantu each other, ya dan Saya suka pertemuan, PKK dan bapak-bapak. Di Ameika tidak biasa ya. Em saya suk suka pembantu-pembantu kami, Di Amerika Saya tidak punya pembantu dan mereka membantu Saya banyak ya, dengn rumah, tetapi juga dengan komunitas ya.. em Saya suka belajar bahasa baru, itu sulit tapi Saya suka. Ya dan makanan enak sekali. Q: Makanan apa yang anda sukai?
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Ya, Saya tidak makan daging, em.. jadi Saya tidak makan daging. Ya tetapi pembantu kami pandai sekali. Dia memasak banyak makanan yang lain ,em Saya suka, favorite Saya ikan gurigurami ya, he em, saya I do makan ikan, tapi tidak daging, Saya suka nasi goreng. Iya Mungkin kami makan nasi goreng 2x setiap hari, tidak hari Minggu, iya dan oh di konenia house, mereka punya, ya rumah makan konenia, beri do yang enak sekali. Tidak makan orang Indonesia , or Indonesia. Tetapi ya .. Q: Berapa lama anda akan tinggal di sini? Berapa lama Saya akan tinggal disini? Saya akan tinggal di Salatiga hanya 1 bulan, e.. 1 tahun, tetapi di Indonesia, di Kalimantan Saya tidak tahu, mungkin 10 tahun atau lebih. Q: Bisa anda ceritakan tentang keluarga anda? Oh he em ya? Oh Describe my family? Oh ya…Ya Saya punya 1 suami, Dia 29 tahun ya. Q: Handsome? Iya, pasti atau Saya tidak menikah Dia, tidak-tidak … kami sudah menikah selama 6 tahun ya. Dan kami punya 1 anak laki-laki, nama dia Enders, Enders ya nama sulit untuk orang Indonesia ya Enders ya? Kadag-kadang Saya berkat Anders mugkin lebih mudah ya? Unders, dan dia sudah 2 tahun ya, em.. ya kami senang. Q: What your activities after study in Imlac? Ya sesudah kami belajar di sekolah kami pulang dan makan so .. Siang dan belajar selama mungkin 1 jam emm.. ya.Kadang-kadang kami berjalan dengan anak kami, atau bermain dengan dia,em.. kami eh main ke rumah teman ya atau mereka datang di sini. dan kami bercakap-cakap atau bermain pingpong ya. Saya suka membaca buku ya, baca buku membaca buku lalu kami memasak makan sore, dan mungkin menonton film, dan Tidur? . Q: Kesulitan belajar bahasa Indonesia di bagian mana? Which part?, Kesulihatan? Kesulitan? Apa artinya? Saya tahu tetapi ,difficult? oh dengan em.. bahasa Indonesia? Eh Di Amerika Saya pandai dengan tata bahasa, grammar ya, Saya membantu orang yang lain waktu mereka membeli buku, write? Menulis buku, Saya membantu mereka dengan tata bahasa English. Ya tetapi bahasa Indonesia berbeda ya? Jadi kadang-kadang itu sulit, tapi Saya pikir vocabulary, ya lebih sulit. Karena tata bahasa sulit, tetapi kami akan belajar lalu Saya tahu, tetapi banyak kata ya, tapi Saya harus belajar banyak kata, sebelum Saya tahu em,, .
Q: What is your departemant?
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I am an Editor , editor jadi waktu orang menulis buku,author? Saya membaca buku mereka, dia dan Correct , ya grammar. Q: Terimakasih atas waktunya, Ok terimakasih. Maaf, Saya mohon maaf suami Saya tidak bisa dipanggil kalau anda mau lagi ya bisa. Q: The time? Mungkin besok sesudah jam 4, Saya tidak bisa tetapi suami Saya bisa, after four, ya. Mrs. Karen Q: Bisa disebutkan nama lengkap? Bu Karren Fosdahl , FOSDHAL Q: Dari mana? Saya berasal dari Amerika Serikat Q: Bisa diceritakan tepatnya di mana? Maksutnya tempat asalnya? Saya dilahirkan di Lusiana di Amerika , dan orang tua Saya tinggal dari situ ke Negara bagian California habis itu ke Texas, jadi Saya di besarkan di Texas. Dan habis kuliah dan lulus Saya datang ke Indonesia. Q: Kuliah tahun berapa? Udah lama, Saya sudah di Indonesia 25 tahun. Q: Kerjanya apa di Indonesia? Dulu waktu kami datang Saya ibu rumah tangga, jadi Saya kesini ada 4 anak. Mereka mengasuh mereka, Tapi sebenarnya Saya , Walaupun mereka kecil, Saya selalu mengajar, walaupun itu, kalau itu paud,atau ikut mengajar di sekolah anak kami, atau habis mereka sudah besar ke sekolah Internasional, ke Univrsitas UKSW sama ke STAIN itu , jd sy mengajar mungkin sampai brapa, jd saya sebagai guru , dn konselor, sebagai macam-macam, tp pkoknya guru …
Q: Jadi habis lulus di universitas?
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Dulu Saya melahirkan, bukan Saya S2, dan habis itu saya, suami Saya dan Saya mulai keluarga kami, kemudian saya mrasa yg pling pntg itu mengasuh anak dr pda bkerja dulu, jd sya sndri yg mengasuh ank2 kami, trus dr pda kerja di tmpat lain, sy bkerja Diwaktu meraka mulai masuk TK, Saya mengajar TK, waktu meraka masuk SD saya ikut mengajar pelajaran disitu. Wktu smp sya ikut menajar di situ, dan sma jg. Heem, Sekolah I, tp di jogja jg,tp akhrnya sy jg mngajar, smbil mengajar di SI sy mngajar di UKSW.Sekarang Saya mengajar di STAIN. Paling lama Saya hanya mengajar di UKSW 1 1/2 tahun, Saya mundur diri karena gak ada Visa. Saya malah focusny saya ndak sprt non ttp di itu, jd sya mundur mulai focus ke anak-anak Saya. Mengajar lbh bnyak di SI pda wktu itu, krna mreka masih kecil, bkan kecil tp dlm baru ABC ya, anak baru gedhe ya .. Q: Dari Amerika ikut suami, suaminya kerja di Indonesia ? Iya, begitu, iya Saya yg ikut, tapi sebenarnya sambil ikut Saya bnyak kegiatan, seperti membuka preschool dirumah. Dengan anak dan sebagainya. Q: Alamat rumah ini? Ini desa Karang Nongko. Knp di desa ya ?, sebenarnya kami cri di rumah di kota, tp kmi bli ini fokusnya …, ini rmhnya bsar skali ya, bnyak kmar jd comfort, dan jg bsa nolong anak2 dan bisnis ibu2 Q: Di sini Cuma bu Karen sendiri yang orang asing? Kebanyakan ada di sana.. Iya. Itu mungkin target kmi dulu di Grogol, tp itu, tp wktu kmi, suami saya cari rumah ada orang yang tukang gorengan, pedagang gorengan ya,, bilang ada rumah di sini dan dia naik motor sampai sini, pasti kami gak pernah cari rumah di desa tapi krena itu orang, tapi memang waktu lihat rumah ini ramai banyak anak main di sini. Q: Pernah punya pengalaman belajar bahasa Indonesia sebelumnya? Sebenarnya bahasa, lebih efektif belajar bahasa di negaranya. Kalau belajar b. Indonesia di Amerika belum pernah. Q: S1 nya ambil apa? S2 nya? Administrasi, em …. kitap suci
Q: Ada pengalaman, kesulitan tinggal di Indonesia?
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Bukan, masalahnya sebelum kami berangkat dari Amerika anak-anak kami msh kecil, fotonya nanati akan disini. Anak pertama 2 tahun anak kedua 8 bulan waktu kami naik pesawat dari California itu tengah malam, pak frank suami Saya menawarkan menawarkan passport, bu Karen pegang, malah meraka rewel. Jadi Saya bilang pada saudara kami . tolong pegangkan passport kami, ia malah paspor kami di taruh di tas dia. Kami naik pesawat tdk ada paspor, kmi sampai indo ga’ ada paspor. Kami dianggap sebagai mata-mata, spice. Trus dalam 1 minggu kami di …., krna mau transit tp g’boleh karena paspor, mereka pkir saya satu ibu dg 2 anak kecil. Saya kena Malaria waktu itu2 minggu kemudian kena malaria, itu keguguran pada waktu itu. Saya hamil malah kena malaria sangat sakit dan ini baru, belum2 sampai Jawa ini, jd ini pengalaman pertama2 itu memang. Sampai Saya belajar bahasa di Bandung malah sakit sekali satu tahun. Karena mungkin penduduk di sana saking padatnyadan polusi, dan kuman2nya belum kenal tubuh saya. Q: Jadi pengalaman pertama itu sakit ya bu? Ya banyak, mungkin karena orangnya msuk ke Negara lain apalahi beda dengan Amerka ke indo krena di sini malaria, …, tipes macem-macem gak ada di Amerika. Itu gak ada muntaber gak ada di amerika. Kalau kami tidak, imannya gak kuat, kami yakin di pimpin oleh alah. Jadi kalau tidak percaya ,, apalagi meninggalkan semua orang yang disayangi Q: Masih sering ke sana? Sekarang lebih sering, dulu waktu anak-anak kecil nggak. Q: Jadi sudah jadi WNI? Gak, ak mungkin. Karena pasti ada masa depan yang kami inginkan. Pulang atau ke Afrika atau mana stelah meninggalkan tempat ini, tapi belum. Mrs. Melissa Q: Terimakasih atas waktunya, mungkin bisa disebutkan nama lengkap ? Melissa Jean Kroreman Q: Bisa di eja? M.e.l.i.s.s.a , second name is J.e.a.n and .. K.r.o.n.e.m.a.n. yap
Q: Brasal dari negara mana?
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Where spesificly in Amerika or just America?. Ok ,Saya berasal dari Amerika, Nebraska, lincon. Q: Untuk tempat dan tanggal lahir? Em.. Lincon kota. Nebraska, dua puluh em tujuh Januari 1984 Q: Sudas berapa lama anda tinggal di Indonesia? How long? I studied Indonesian 3 weeks, Saya baru tinggal di Indonesia 2 bulan. Q: Sama dengan Mr Peter? No they have been here 2 weeks more than us. Q: Tujuan anda datang ke Salatiga? In Salatiga? E.. belajar Indonesia, bahasa Indonesia? There is no other purpose. Q: Sebelum di Indonesia apa yang anda lakukan? So many thing to say, but I don’t know now what to say, in indonesian em.. Saya bekerja as nany, buat anak-anak untuk other keluarga. Ya di Nort keleyn, dan Washington, dan elenoy, kami pindah banyak kali.. Q: kesulitan anda di sini? No, because try to speak Indonesia. Q: Pendapat anda tentang Indonesia? Em.. Saya tinggal di Kenya Afrika untuk 10 tahun E anak Waktu anak banyak thing’s many thing tentang Indonesia seperti Kenya,buah-buahan dan other em.. em.. dan orang , hem ya ya. Jadi Saya suka Indonesia, em.. because like Kenya ya. Q: Describe your family? Em Again ? hehem.. ok Saya sudah menikah, e nama suami Saya Pak Kars. Em.. kami sudah punya 2 anak. Nama anak-anak kami Benyamin dan Joshua., yoshua. Benyamin umur 2 tahun, Joshy berumur 1 tahun. Q: Bagaimana pendapat anda tentang belajar bahasa Indonesia di sini? I don’t think I can. em.. I don’t know what to say. Q: Kesulitan anda tentang belajar bahasa Indonesia? Em.. hanya 3 minggu, jadi Saya belajar hanya em.. not short amouut but small amouth. Mrs. Sarah
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Q: Terimakasih atas waktunya Mrs. Sarah, bisa disebutkan nama lengkap? Ya nama Saya, nama lengkap Sarah christine deal SARAH CHRISTINE DEAL Q: Sudah berapa lama tinggal di Indonesia? Sudah 5 setengah tahun Q: Mungkin kegiatan anda di Indonesia? Em, Saya ibu rumah tangga, tapi juga da bantuan dari teman kami. Saya juga membantu orang baru yang datang kesini dari Amerika atau dari Eropa yang mau belajar bahasa ,saya yang membantu mencari tutor, mencarikan apa-apa. Seperti Saya yang mencarikan tutor, saya yang membantu menerjemahkan. Q: Berasal dari mana? Dari Amerika, Q: Tepatnya? Saya berasal dari Florida, itu agak ke selatan . Q: Bisa disebutkan tempat tanggal lahir? Saya lahir di kota “Tampa” di Florida, tanggal 13 Januari tahun 9 eh maaf tahun 80. Q: Apa kegiatan anda sebelum datang ke Indonesia? Sebelum datang ke Indonesiakebnyakan waktu Saya dihabiskan dengan Kegiatan ibu rumah tangga , sebelum datang ke Indonesia kami hany pnya 1 anak dia kecil waktu itu jadi ya dirumah, Kemudian kami ada kegiata gereja juga, seperti itu, ibu rumah tangga. Q: Mungkin bisa anda ceritakan, tentang school? Ya ya, Saya sudah mengurus SMA ,Saya kuliah di sekolah yang agak kecil itu dekat rumah saya, disitu 2 tahun lalu lulus dari stu saya ke universitasyang apa, universitaas itu untuk Kristen yang em.. ya mengajarkan al-kitab dan juga menyiapkan orang yang mau pindh ke luar negri dan tinggal bersama orang dari budaya lain ya jaidi ada kursus Bagaimana belajar bahasa dan bagaimana belajar budaya lain ya selama 4 tahun. Q: Mungkin sebelum datang ke sini pernah beajar bahasa Indonesia?
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Belum, sebelum pindah ke sini Saya tidak tahu bahasa Indonesia sama sekali, mungkin em.. terimakasih. Q: Apakah ada kesulitan selama anda tinggal di sini? Emm, wah itu waktu pertam kami datang mungkin hany rindu ya keluarga tapi kalau disini memang orangnya sanagat menerima kami ya tidak ada yang kurang ramah atau apa, semua baik-baik saja, mungkin hanya katika waktu Saya belajar bahasa itu sulit buat kami karena belum bisa berkomunikasi ya, Saya tetangga atau teman orang Indonesia ya, sedikit-sedikit ya. Bisa berkomunikasi dengan lebih mudah. Q: Pendapat anda tentang Indonesia pertama kali? Yam, em banyak ya perbedaan antara Indonesia dengan kebudayaan Saya di Amerika, tetapi yang Saya ingat ya waktu pertama Saya ingat sekali dengan apa, bagaimana masyarakat saling membantu, seperti misalnya dalam 1 RT ya, setiap tetangga kalau ada em… kalau ada masalah atau perlu bantuan kami tetangga siap membantu, dan juga dalam keluarga itu klau di Amerika ada masalah kadangkadang , sering terjadi ada orang tua, yang sudah tua sekali dan anak-anaknya sendri, cucunya sendiri tidak mau merawat mereka. Ya tidak selalu, tapi semakin lama semakin seperti itu. Jadi itu sangat … buat kami sedih ya lihatorang seperti itu seharusnya dihormati ya, tapi mereka mungkin ditinggalkan oleh anaknya. Tapi disini itu kami senang, karena anak-anak kami bisa belajar dari kebudayaan Jawa ya, mau merawat yang sudah tua mau menghormai, emm apa yang lebih tua seperti itu, neneknya kakeknya dan orang tuanya. Q: Rencana anda tinggal di Indonesia? Em, kami harap bisa lama, tapi kami jadi itu setahun-setahun, jadi setiap tahun harus tunggu izin pemerintah, apakah boleh ?, tapi kami harap masih lama lagi. Q: Bagaimana anda bisa datang ke Indonesia Oh ya, itu kami di Amerika dari yayasan dari Amerika. Tapi kalau masuk kisini. Dan di Amerika ada teman, gereja juga yang apa seperti membiayai kehidupan kami, tapi kami disini Lebih baik dan kalau di Jawa yang kami tahu kebudayaan ini yang sangat luas, jadi ini daerah yang baik untuk mereka belajar bahasa Indonesia.
Q: Faktor apa dalam bahasa Indonesia yang menurut anda sulit?
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Dari bahasa Indonesia? Mungkin Maksud saya yang paling sulit kata- kata, bukan karena bahasa Indonesia, sering kalau saya bicara lupa kata-kata, mungkin katakata yang paling sulit. Ms. Tabitha Q: Miss Tabhita terimakasih atas waktunya, bisa disebutkan nama lengkap? Ya nama Saya Tabitha Julia Kidwell. Q: Bisa dieja? T.A.B.I.T.H.A. J.U.L.I.A. K.I.D.W.E.L.L. Q: Miss Tabitha berasal dari mana? Ya, asli Amerika dan Negara Bag ohayo yang terletak di utara di Amerika. Q: Sudah berapa lama tinggal di sini? Di Salatiga tinggal di mana? Saya tinggal disini satu setengah tahun . he em di Salatiga , di Grogol Jl. Yudistira. Q: Keperluanya datang ke sini? Maaf? Oh Saya disini untuk mengajar di STAIN Salatiga, Saya mengajar bahasa Inggris dan metodologi pendidikan bahasa. Q: Bisa anda ceritakan apa yang anda lakukan sebelum datang ke sini? Ya sebelum datang kesini Saya mengajar bahasa Prancis dan bahasa Spayol di SMP di Amerika, di Ohayo em.. jadi Saya bekerja sebagai guru disana. Em.. sebelum itu Saya mengajar bahasa Inggris di perancis dan di Madagaskar juga. Q: Sebelum datang ke sini pernah punya pengalaman belajar bahasa Indonesia? Em.. sebelum Saya datang kesini Saya belajar oleh internet aja. Jadi Saya belajar di website. Tapi waktu Saya datang kesini Saya belajar sama rekan di kantor sini dan sama teman dan Saya ikut kursus di UKSW. Q: Apakah ada kesulitan saat pertama ali datng ke sini? Iya, m.. tidak terlalu sulit karena Saya punya teman bagus sekali disini dan mereka membantu banyak, em tapi datang ke negeri lain dann tinggal dalam budaya lain itu sulit selau, jadi em waktu Saya datang kesini sulit katena Saya tidak tahu dimana em beli makanan, dimana em bagaimana datang ke kampus dari rumah jadi ada banyak kesulitan tentang tinggal ditempat baru? Iya
Q: Pendapat anda tentang Indonesia?
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He’em ya Saya senang sekali disini em dulu rencana Saya 1 tahun aja. Em karena Saya senang disini, Saya udah perpanjang untuk tanggal disini 1 tahun lagi. Jadi Saya senang sekali disini orang Indonesia baik sekali dan cuaca di Salatiga enak sekali. Em Saya senang suka makanan disini. Saya senang disini. Q: Bisa anda ceritakan bagaimana anda bisa datang ke sini? Volunteer atau apa? Ya, ya Saya bukan volenter em.. Saya mendapat salary, em.. tapi Saya di Salatiga di STAIN Salatiga karena pak Hanung mendaftar dengan kedutaan Amerika. Saya menulis proposal untuk mendapat velow disini, dan Saya juga di Amerika Saya menulis proposal untk pergi kemana-mana seperti velow. Jadi, em mereka mengiri Saya kapada Salatiga, em karena pengalaman Saya cocok dengan program di UPB yang menulis, yang ditulis oleh Pak Hanung jadi Saya disini dengan program dari kedutaan besar Amerika. Q: Apa rencana anda setelah menetap dua tahun di Indonesia? Ya belum tahu, Saya mau kembali ke Amerika karena melihat keluarga Saya lagi, tapi ya rencana Saya belum tepat, tapi Saya karena tinggal di Amerika, bekerja di sekolah-sekolah disana,belum tahu masih mencari kerja atau mungkin kembali ke sekolah. Mungkin kembali untuk ambil S3 di Amerika. Q: Perbedaan Indonesia dengan Negara lain / di Amerika? Em.. di Amerika beda sekali karena Saya mengajar di SMP, tapi em.. kalau Saya melihat SMP disini dan SMP disana beda seklai. Karena disana murid ada disekolah jam 8 pagi sampai jam 4 sore. Jadi ada lebih banyak jam sekolah dan waktu mereka di sekolah selalu ada kursus, jadi mereka belajar banyak di Amerika. Saya serasa bahwa disini kalau Saya lewat SMP, selalu ada banyak murid di halaman yang bukan di, tidak ada di dalam kelas, dan Saya pikir apa? Apa mereka lakukan disana? Jadi pengalaman Saya disini, Saya melihat banyak SMP yang disana gak ada guru, gak ada kursus, atau murid SMP pulang jam 11 pagi udah selesai, dan menurut Saya sekolah public di Amerika lebih serius lebih em apa, lebih penting untuk orang Amerika mungkin. Kurang tahu tapi murid pasti ada di sekolah tiap hari. Q: Selain mengajar di STAIN apa kegiatan anda? Em.. Saya presentasi di kongerensi di seluruh JATENG, contoh di Semarang, di Solo, di Jogja dan sedikit di seluruh Indonesia juga karena Saya disini dengan kedutaan Amerika, jadi kadang-kadang ada rencana seperti di Lombok atau di Ambon, di tempat jauh sekali jadi Saya bisa pergi kesana dengan rencana kedutaan dan bisa melihat Indonesia dan bisa membantu orang-orang disana dan ini bagus sekali.
Q: Kesulitan yang anda hadapi di Indonesia? Mungkin makanan, tetangga atau lainya?
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Kesulitan? Ya ada banyak kesulitan sulit sekali tinggal didalam budaya lain, budaya Indonesia karena Saya orang Amerika tinggal di sini Asing untuk Saya, jadi em tipa hari ada kesulitan,Saya tidak bisa bicara dengan orang disini Saya pakai bahasa Indonesia Sya tidak bisa bagus sekali,ada bnayak kesulitan ketidak mengertian, tapi apa yang paling sulit tinggal disini dengan keluarga di Amerika karena kangen. Kadang-kadang Saya sedih disini karena tidak bisa melihat Ibu Saya, tidak bisa bicara dengan saudari Saya, tapi mungkin tentang makanan? Saya sudah terbiasa makanan Indonesia tapi makanan Amerika, Saya mau makan lagi dan tidak ada disini, jadi Sayamau makn pizza, mau makna pasta, mau makan makanan Amerika yang ada disini tapi tidak sama. Jadi sekarang kalau Saya ke Swalayan Saya melihat opsi semua makanan dan Saya sedih karena Saya tidak mai makn apa-apa ya jadi Saya tidak bisa makan nasi lagi, sudah cukup, tidak bisa lagi tapi kalau orang Indonesia, setiap hari nasi, 3 kali sehari, Saya kala Saya, Saya sudah cukup nasi untuk hidup Saya, karena Saya sudah makan banyak nasi,dan sudah nasi tidak mau makan nasi lagi. Q: Menurut anda struktur atau mungin kosa kata yang menurut anda sulit dalam bahasa Indonesia? Dalam bahasa Indonesia? Ya. Untuk mulai ada konjugasi kata kerja seperti dalam bahasa Inggris, jadi tata bahasa kalau mulai lebih mudah, tapi nanti waktu sudah bisa bicara dengan orang di jalan dan waktu sudah seperti pertengahan em.. jadi menjadi jauh lebih sulit, karena sekarang ada banyak kategori tata bahasa yang tidak ada dalam bahasa Inggris seperti pasif, relative, em tidak tahu. Jadi ada banyak tata bahasa lebih maju yang sulit sekali, dan Saya belum, belum tahu bagaimana bicara bahasa Indonesia dengan sempurna, bisa berkomunikasi tapi masih ada banyak kesulitan dalam bahasa Saya dan masih tidak bisa pakai struktur lebih, lebih complex, jadi mudah seklai menjadi segi profesion aja, tapi sulit menjadi sulit, bicara seperti orang Indonesia dengan sempurna,ya. Mr. Peter Anderson Q: Ok Mr Peter terimakasih atas waktunya, bisa disebutkan nama lengkap? Maaf sekali lagi, oh complete name,, nama saya Peter Anderson A N D E R S O N, e .. betul nama last name NEAL sama dengan istri saya. Q: Berasal dari Negara mana? Saya berasal dari Amerika tetapi e … saya em … berasal dari kata Chicago Q: Bisa disebutkan tempat dan tanggal lahir? Em sekali lagi maaf ? oh birth date ? oh born ..? em… ya September atau sebtembery em 29 eh 1983, eh ya … em … betul Q: Sudah berapa lama tinggal di Indonesia? Em kira-kira empat bulan
113
Q: Maksud datang ke Indonesia? Oh em, saya em .., mungkin saya tidak tau kata tetapi saya naik pesawat, eh untuk organisasi dan em … di satu tahun, no tidak, bukan Salatiga. Saya pergi ke e… Tarakan, anda tau Tarakan di Kalimantan ? ok saya pergi ke Kalimantan sudah saya belajar bahasa Indonesia untuk satu tahun dan em … ada, apa kata untuk village ? desa? Ada desa di gunung jauh dari Tarakan dan saya naik pesawat di, e.. ke gunung dan waktu e… menjadi sakit e.. saya membawa dia ke Tarakan, iya betul. Q: Apa kegiatan anda sebelum datang ke Indonesia? Oh sekali lagi mungkin, sedikit slower maaf. Em … iya, saya pelatih, ya saya pelatih pesawat, Saya em… apa kata untuk teach? Mengajar ya mengajar maaf orang-orang em.. untuk naik pesawat. Q: Di ? Ya, dekat Chicago em.. tetapi state Michigan, anda tahu Michigan? Ya ya deket Chicago em.. tetapi waktu saya tinggal di Michigan Saya bekerja dengan orangorang untuk naik pesawat. Q: Apakah ada kesulitan yang anda dapat saat tinggal di sini? Em.. apa kata ,em maaf apa artnya ‘kesulitan’ ? Oh ya.. oh ya ya, itu sulit waktu Saya pergi ke Indonesia karena Saya sukakeluarga ya? Em.. dan ,Saya dan istri Saya punya hanya grandson di keluarga jadi nenek ya dan kakek ? Grandfather sedih karena Saya dan istri pergi ke Indonesia dan anak Saya juga em.. culture? Indonesia? Maaf? Betul kebudayaan Indonesia itu tidak sama tetapi itu tidak bagus, mean it’s not bad, it’s different so? Di Amerika, orang Amerika suka individuality, very individual tetapi..orang kebiasaan. Oh tetapi kebiasaan Indonesia itu bersamasama sekali, mean it’s very community. Individuality itu bagus, emm.. community, bersama-sama itu bagus juga tetapi itu tidak sama so? Saya belajar tentang em.. orang Indonesia , Saya suka orang Indonesia, em.. ya so? Ini mungkin contoh sulit, tetapi bagus. Q: Rencana anda menetap di Indonesia berapa lama? Em.. apa artinya merancap, apa artinya rencana iya. Planning iya mengerti em.. di Salatiga untuk 1 tahun kemudian waktu kami pergi ke Tikan, kami em.. akan tiggal disana untuk 3 tahun kemudian kalau kami ingin atau mau tinggal di lagi, kami akan maaf kami mau tinggal disana untuk 4 more, 4 lebih tahun. Mengerti ?
Q: Setelah tinggal di Tarakan 2 tahun lalu kembali ke Amerika? Hem betul, untuk 6 bulan ya.. ya.. anda sudah bercakap-cakap dengan Pak Pet kedua? Ya.. oh ok ya mengerti, seperti mereka ya.. ya.. betul. 114
Q: Kegiatan anda di Salatiga selain belajar bahasa Indonesia? Em.. betul, setiap malam kami, Saya maaf Saya punya tetangga dan teman Saya die m.. apa kata untuk re.. RW? RW. Mereka datang ke rumah Saya dan kami bermain ping-pong dan bercakap-cakap dalam bahasa Indonesia, ya dan ungkin English ya. Em.. Saya naik gunung dengan teman-teman Saya. Em… Saya pergi ke gereja orang Indonesia. Saya bermain basket ball dengan anak-anak Saya di SI ya, em.. Saya punya teman, teman di pasar siapa punya warung atau toko dan waktu Saya pergi ke pasar kami bercakap-cakap dan Saya punya em.. rambut Saya punya rambut dipasar dan ya so banyak aktivitas di Salatiga. Q: Pendapat anda tentang Indonesia? Tentang Indonesia atau orang Indonesia oh atau oh ok.. Saya suka orang Indonesia, ramah? Friendly? Ya ramah seklai di Amerika karena mereka value individualy, kadang-kadang waktu em.. berjalan di jalan,mungkin orang tidak mari, selamat pagi,selmat siang, selamat sore. Biasanya, mereka focus sekali. Tetapi waktu Saya jalan-jalan banyak orang Indonesia oh mari.. selamat pagi dan em Chicago kami punya oh tidak punya gunung oh jungle, em.. hutan? Forest? Em.. tetapi tidak sepetri ini, this is very large ieh.. ini ya so ? jadi Saya suka. Ya. Q: How about the food? Oh Saya suka nasi goreng, Saya em.. maaf Saya suka nasi goring Saya juga bahkan soto ayam dan nasi goreng dan sate dan banana split, tetapi kami punya banana split di Amerika. Ya.
DAFTAR SKK
115
NAMA
: Ratih Asti Supriyanto
JURUSAN
: Tarbiyah
NIM
: 113 09 059
PROGRAM STUDI
: TBI
No.
Nama (Kegiatan)
Penyelenggara
Tempat & Waktu
Sebagai
Nilai
1.
Orientasi Pengenalan Akademik dan Kemahasiswaan (OPAK) 2009
Panitia Pelaksana OPAK 2009
STAIN Salatiga, 1820 Agustus 2009
Peserta
3
2.
Pelatihan ESIQ Mahasiswa baru STAIN Salatiga
STAIN Salatiga
Peserta
3
3.
User Education (Pendidikan Pemakai)
UPT Perpustakaan STAIN Salatiga
Peserta
3
4.
Diskusi Panel & Buka Bersama “Aktualisasi Bahasa Arab dan Bahasa Inggris dalam Dakwah Islam”
CEC, LDK & ITTAQO STAIN Salatiga
Peserta
2
English Friendship Camp (EFC)
Communicative English Club (CEC) STAIN Salatiga
Peserta
3
PLCPP XIX
Racana Kusuma Dilaga, STAIN Salatiga
Peserta
3
5.
6.
STAIN Salatiga 21 Agustus 2009 Salatiga, 25-29 Agustus 2009
Salatiga, 05 September 2009
116
Salatiga, 16 Oktober 2009 Buper Pantaran, Boyolali 18-21 Oktober 2009
Salatiga, 7.
Praktikum Kepramukaan
Jurusan Tarbiyah STAIN Salatiga
8.
Seminar “Peningkatan Bahasa Internasional untuk Menguatkan Pendidikan Nasional”
CEC & ITTAQO STAIN Salatiga
9.
SK Pengangkatan Kepengurusan CEC
Practicum Program: 10.
Intensive Course, Pronunciation, Magazine Writing, Public Speaking
22-24 Februari 2010
Peserta
3
Peserta
3
Peserta
3
Peserta
3
Salatiga, 20 April 2010
Salatiga, STAIN Salatiga 19 Juli 2010
Department of Religious Affairs English Education Study Program STAIN Salatiga
Salatiga, 01 September 2010
2
11.
Amalan Ramadhan Racana ke-12
Racana Kusuma Dilaga, STAIN Salatiga
Kecamatan Pabelan, Kabupaten Semarang 30 Agustus-03 September 2010
117
Panitia
Salatiga,
12.
Pelatihan Advokasi Kebijakan Anggaran
13
English Friendship Camp
CEC Stain Salatiga
Candi Gedong Songo, 23-24 Oktober 2010
14.
Seminar Politik “Pilwakot yang Ideal untuk Masa Depan Salatiga yang Lebih Baik”
DEMA Stain Salatiga
Salatiga, 27 Januari 2011
Communicative English Club (CEC) STAIN Salatiga
Salatiga,
15.
Seminar “Heal the World with Voluntary Service” Reveal A Book “Ratusan Bangsa Merusak Satu Bumi”
Communicative English Club (CEC) STAIN Salatiga
16.
17.
Practicum Program: DRAMA
DEMA STAIN Salatiga
12-13 Oktober 2010
Panitia
3
Peserta
3
Panitia
3
Peserta
3
Peserta
3
Panitia
3
Department of Religious Affairs English Education Study Program STAIN Salatiga
Peserta 3
19 Maret 2011
Salatiga, 03 Mei 2011
Salatiga, 21 September 2011
18.
English Friendship Tour 2011
CEC Stain Salatiga
Candi Prambanan, 22-23 Oktober 2011
19.
English Public Speaking Training (EPST)
CEC Stain Salatiga
Salatiga, 17 Maret 2012
Panitia
3
20.
Praktikum Pelatihan TOEFL bagi mahasiswa
UPB STAIN Salatiga
Salatiga,
Peserta
3
118
Jurusan Tarbiyah Angkatan 2009
30 Juli – 15 Agustus 2012
Praktikum Pelatihan ILAiK bagi Mahasiswa Jurusan Tarbiyah Angkatan 2009
UPB STAIN Salatiga
22.
Practicum Program : Discourse Analysis
Department of Religious Affairs English Education Study Program STAIN Salatiga
23.
Sarasehan Nasional “Peran Mahasiswa dalam Realita dan Idealitas Bangsa”
24.
25.
21.
Salatiga, Peserta
3
Salatiga, 28 April 2012
Peserta
3
DEMA Stain Salatiga
Salatiga, 1 Juli 2012
Peserta
6
Workshop Leadership
DEMA Stain Salatiga
Salatiga, 6 April 2012
Peserta
3
Workshop Penelitian “Reaktualisasi Perwujudan Amanah Tri Dharma Perguruan Tinggi dalam Memecahkan Problematika di Masyarakat"
Lembaga Pers Mahasiswa (LPM) Dinamika
Salatiga, Peserta
3
Seminar “Technology Era,
CEC Stain Salatiga
Peserta
3
119
30 Juli – 15 Agustus 2012
26 November 2012
Salatiga, 12 Desember 2012
26.
The Best Moment to Learn English”
27.
English Debate Competition
CEC Stain Salatiga
Salatiga, 11 Desember 2012
Juara I
3
28.
Seminar Nasional “Kepemimpinan dan Masa Depan Bangsa”
HMI Salatiga
Salatiga, 23 Februari 2013
Peserta
3
29.
Seminar Nasional “ASWAJA dalam Perspektif Islam Indonesia”
DEMA STAIN Salatiga
Salatiga, 26 Maret 2013
Peserta
6
30.
Seminar Nasional “Mengawal Pengendalian BBM Bersubsidi”
DEMA STAIN Salatiga
Salatiga, 8 Juli 2013
Peserta
6
Jumlah
97
Salatiga, 09 Juli 2013 Mengetahui Wakil Ketua III Bidang Kemahasiswaan
H. Agus Waluyo, M.Ag IP. 19750211 200003 1 001
120
121
CURRICULUM VITAE
Name
: Ratih Asti Supriyanto
Place/Date of Birth
: Kab. Semarang, 26 July 1991
Address
: Tingkir Lor RT 1/01 Salatiga
Email Address
:
[email protected]
Phone Number
: +6285 641 986 938
Educational Background
: 1. SD N Tingkir Lor 01 (1997-2003) 2. SMP N 3 Salatiga (2003-2006) 3. MAN Salatiga (2006-2009)
Experiences
: 1. English
teacher
at
Early
English
Education 2. Assistant of SIBI’s Lecturer at STAIN Salatiga’s Language Service Unit
122
