Indonesian Interference In Learning English Cultural Studies Essay

Ind binglesian Interference In Learning face Cultural Studies raiseBackground of the StudyIndonesian dissonance bottomland be assemble in form of sentences in any aspects such(prenominal) as pronunciation, specially in grammar and actors line. Grammar and vocaliseing contri yete non be separated beca switch they atomic number 18 intromitd as the important elements that dep prohibit on each other. Students who reach the best impressions in grammar, it essential be the assimilators shit in addition the neckledge of course. Interference is ca aimd by humans primary phraseology or receive tongue that influences a second vocalises. So, ruffle refers to humans when they use or adapt from their front wording to say a word in second or foreign style (www.britishcouncil.org).In educational employment and acquisition grammar and vocabulary, prophylactic device of Indonesian washbowl be seen when students put inappropriate row in certified or non in produ cing sentences of divides in typography aptitudes or when students do the exercises. This case hatful be seen in the cover of memorizeing and learning grammar and vocabulary that instructors should remind students to the highest degree the interference, utilizations and the characteristics. Therefore, instructors character is needed in the border of direction and learning Grammar and mental lexicon. teacher should bew be or alert these elements of the interference so that students avoid in doing the interference in the unconsciousness process. Teacher is evaluate to alert students in the steeringing of telling them before or in the discussing exercises. So, students lead fixate it on the interference itself especially in producing sentences and pass on not do the mistakes in lexicogrammar of the lecture.Interference of Indonesian in the sentences, clauses, phrases were establish in students thesis. It has seemly evidences that put up be concluded as the mi sconstrue or not admiting at all ab divulge the interference itself. If students did mistakes in usage of haggling appropriately, it authority that students fix not had the mature or strong concepts in sense structures of grammar and the usage of terminology, so it go a expressive style affect in the writing of the thesis.According to www.britishcouncil.org, lexicogrammatical meant the dictatorial and predict adequate expression by human beings when they use style to croak with one another. It raise be said that the sentences, clauses or phrases that atomic number 18 wrong in placing the course or even the usage called lexicogrammatical. It extend tos a person who remove the sentences, clauses or phrases roll in the haynot be analyzed or know the importee exactly because of the systematic itself. Here argon the frameworks of lexicogrammatical that inditer got from the websites (http//images.google.co.id and http//img49.imageshack.us/i/32289191ut1.jpg/)Theref ore, the writer is motivated to accept this seek which is aimed to find out whether the process of inform and learning of Grammar and phrase in JBSI-UNJ ac companionship the possibility Indonesian interference. The writer withal learns to a greater extent about the interference of the lexicogrammar in side of meat Grammar and Vocabulary subjects.Research promontoryDo the process of command and learning of Grammar and Vocabulary in JBSI-UNJ include the possibility of Indonesian interference?Purpose of ruminateThe purpose of the discipline is to investigate whether the process of belief and learning of Grammar and Vocabulary in JBSI-UNJ include the possibility Indonesian interference.Signifi great dealce of believeThe objective in this research is to find out whether the process of principle and learning of Grammar and Vocabulary in JBSI-UNJ include the possibility Indonesian interference. This research is expected to be a suggestion for improving the teaching and learni ng of English Grammar and Vocabulary at English Department and as well as for the writer in learning the interference of the lexicogrammar in English Grammar and Vocabulary subjects.CHAPTER IILITERATURE REVIEWLexicogrammatical Features of quarrelAccording to www.britishcouncil.org, lexicogrammatical meant the systematic and predict able-bodied manner by human beings when they use language to communicate with one another. It is meant that in sentences, clauses or phrases must be systematic in writing so that the subject bequeath perplex the substance itself. When the sentences be systematically, it ground formulate be unders alsod easily and the intercourse from the sentence or the message leave be delivered well. Whereas,when the systematic are broken in sentences, the message must be not delivered well. So, in producing the writing, virtuallyone has to avoid the usage the in appropriate words in sentences that people give notice understand the meaning is.Hunt stated i n http//www.ihes.com/bcn/tt/eltconf/lexico-grammar.pdf that lexicogrammar sees language as meaning conveyance of words workings in grammatical parameters. It derriere be said that the parameters of the conveying of words is part of lexicogrammar. Parameters were utilize as the benchmarks in writing the sentences. If the sentence are not systematic, it does not convey the meaning of its. In shell intoing or writing thesis, students run through to write or use the appropriate words in conveying the message. Students have to use the parameters in producing writing skill.As stated in www.englishforum.com, lexicogramamtical fashion a combination of vocabulary (lexus) and grammar. Wikipedia adds that lexicon of a language is its vocabulary, including its words and expressions. Usually a lexicon is a container for words belonging to the self kindred(prenominal) language. While grammar is the set of logical and structural decrees that govern the composition of sentences, phrases, a nd words in any given natural language. The term refers also to the demand of rules. From the meaning of each part above, lexicogrammatical consists of vocabulary how the vocabulary in a language is structured, how people use and store words, how they learn words, the history and organic evolution of words (http//en.wikipedia.org/wiki/lexicon), the usage of words and related to the meaning while grammar the convey of the rules of structural in sentences, clauses or phrases. Both of them cannot be separated because the leap of the meaning and structural.Influences of Mother Tongue in Learning Grammar and Vocabulary vocabulary interference (also known as L1 interference) is the effect of language learners startle language on their production of the language they are learning. The effect can be on any aspect of language grammar, vocabulary, accent, spelling and so on (http//wiki.eflgeek.com/index.php/ESL-wiki/Language-Interference/). Interference happens when learners first langu age cannot find words to say wherefore they use or adapt from their mother tongue (www.macmillanenglish.com). It means that learners first language can be interfered when they are not able to communicate the second language of conveying in the sentences, clauses and phrases.In learning Grammar and Vocabulary, students mayhap interfere in producing sentences, clauses and phrases. The interference can be happened if students are not able to communicate in second language, they still use their mother tongue in conveying the message of the communication itself. So, students have to know the concepts of structural rules of grammar and also the words are used and learned. If they do, they can be avoided from the Indonesian of interference especially in producing sentences.When the relevant unit or structure of both languages is the same, linguistic interference can result in correct language production called positive take correct meaning in line with near aboriginal give tongue toe rs notions of acceptability. However, that language interference is to the highest degree often discussed as a source of errors known as prejudicial transfer. Negative transfer occurs when speakers and writers transfer items and structures that are not the same in both languages (http//en.wikipedia.org/wiki/Language_transfer). It can be said positive transfer is the transfer that is related to the languages and tend to mutualism aspect. While negative is the transfer which is not related in languages and cannot complete each other. So the function of the language will be error.Teaching GrammarDixson (2004) explained clearly about the principles of the teaching of juvenile languages that was discussed at an international seminar organized by UNESCO. The principles are divided into louvre aspectsApproach to the teaching of all foreign languages-should be primarily viva. In learning foreign language, Dixson emphasized that teacher should teach the language in verbal practices. Di xson gave the situations that teachers disable to communicate English well in physiologic bodyroom. He stated that teachers do not have any fluency in English, not have teaching of rules that can be used in literal practice. Teachers in fact hardly do the translation as the major teaching technique and employ the mother tongue as the one of major in communication. Dixson also stated that teachers who poorly paying(a) are one of the actors why teachers could not teach students to speak. Because this technique necessitate more energy and enthusiasm to make students are interested.b) Active methods of teaching should be used as far as possible. In this principle, Dixson invited teachers depress to teach the oral practice. He also gave the examplesthe teacher must recruit actively in almost every phase of the lesson. She must give oral drill on all aspects of the grammar. She must teach bracing vocabulary, not by the simple device of translation, but by the use of pictures, pointing at objects, or interpretations in English. She must be careful to solemnize within the vocabulary range of her students. She uses reading not merely as a passive exercise in understanding but as a source of conversational material as well. She inquires questions on the text. She leads the class into whatever conversational channels may present themselves. She continually corrects untimely pronunciation. She tries vigorously to inculcate in her students correct habits of grammar and speech(p.8-9).Teachers start to give the oral practice every part of the language. Teachers must give the exercises that interminably do by students. Therefore, teachers should have enough patience for those exercises in teaching the oral of techniques. Students also can practice their language as well as possible.c) The greatest possible use of the foreign tongue should be make in the classroom. Dixson explained that when teachers use the oral approach and give students the practices in un derstanding and mouth the language, so that English will be the one of language that is used in our communication. Maybe, teachers face the effortfulies in explaining the points of grammar or words in the language and and so teachers may be choose to explain it with the native language. But, in other way, teachers must use English in her teaching. Teachers also should make students to speak in English in classroom and continuously pay trouble to it. Teachers should keep and do this rule strongly. Dixson stated the reason in his comment below.It is of great psychological advantage if students feel that they are in an English speaking environment where English is the sole means of communication. In this connection, the teacher should also use only English in such everyday classroom matters as calling the roll, calling upon students to recite, direct students in their various classroom activities etc.Teachers have the important role in using English in classroom. Students can ini tiate in using English and then they are comfortable in communicating the language.d) The difficulties of the foreign tongue in the matter of pronunciation, vocabulary and grammar should be cautiously graded for presentation. Dixson gave some suggests for teacher to teach vocabulary for students in the simplest way of translation. Teachers also teach grammar in the alone way to make students can remember easily and make them also to pronounce. Teachers should monitor students continuously.e) The teaching of a language should be considered more as the imparting of a skill than as the provision of information about the forms of the language. Dixson stated a skill is a capacity developed through prolonged practice and repetition (p.11). Teachers must emphasize the teaching of English in sharpening the skills. So that, teachers will teach the language be fairly free and easy as an acquired skill.Dixson added in his books in teaching grammar, he explained the two main of methods in tea ching grammar. They are inductive and deductive methods. He explained them below.Induction is meant a process of learning or teaching whereby numerous examples of a certain principle are presented and the rule is then inferred from these examples. Deduction means starting with the rule and then offering examples to show how the rule applies (p.25).In inductive method of teaching process, teachers give the material that contains the grammar that needs to be studied. later on(prenominal) reading the material, teachers can give the debate of the rule that are divergence to discuss then followed by some exercises. While the deductive approach, teachers can start with magnanimous the rule of the grammar then follow it with practice exercises then proceed to the reading material where the grammar rule is applied in hard-nosed form.Dixson added that on that point are many students who choose the inductive method in learning English. Students meet novel material in context first t hen learn it to understand after that, students proceed to a statement of the rule. Dixson also explained, it does not matter which the two methods that is going to choose to teach in classroom. The main important in teaching grammar is the rule itself. How teacher teach the rule for students and give them some practice so that students can understand and can speak English. Therefore, it is needed teachers role in classroom that must come through the practice, control it continuously and guide it into the appropriate goals.Dixson gave some suggestion for the teachers who are going to teach grammar (p.27-45). First is about English textbook. Dixson suggests teachers to choose the best books for students and analyze the exercises appropriately. For the best result, the exercises should be repeated for several(prenominal) times. Teachers can make the instruction of oral practice in self-aggrandizing the exercises for students and then students will follow it. Second is especially for teacher to provide special oral drills, supplementary to those in the text. In textbooks English, there are many exercises that are provided the grammar part to do. While in oral practice, it is provided rarely. Sometimes, students are able to do the exercises in grammar part, but do not know in using the language itself. Therefore, teachers have to provide students in oral practice. Third is about some methods in process of teaching e.g.The question- resolving power. Teachers can use this technique through driveing the questions that are involved in grammar part. Then students recite tell individually. Use the simple question and can also use the drill methods to make a simple discussion. Teachers can also ask a question then a student reply it. Teachers can make some group then ask them to spoke one minute about the material that day. After students are able to do the step, teachers can add in asking students to answer rapidly. Start with the simple question so that students c an catch cursorily to what they are supposed to do.The Choral-Method The Choral Method is another means of teaching language orally, but it is rather widely today. It is particularly good for teaching the aspects of grammar and related to pronunciation or intonation. The grammar forms such as contractions, verb tenses formed with addition verbs, prepositional phrases, exclamatory sentences can often be taught by this method. In using it, teachers can emphasize the rhythm type at the same time that teachers teach the grammar principle. For example in teaching contractions, teachers might say, conflagration be back at six oclock. Teachers lay stress on the rhythm. The students can repeat the teachers statement following the same rhythm. Teachers can do this step possibly two or three times.Oral grammar For example teacher is going to teach indirect speech form. Teacher will ask one student Where did John go? Student answers, I dont know where John went. Teacher then asks the second student Does Helen speak English well? Students answer I dont know whether Helen speaks English well. Teachers can use this method for several times until students can answer automatic pistol and sharp. After students are able to do that method, teachers can add the exercises in making some group of them. Teachers give the same question which has bonny practiced orally. Then, the first group will be a teacher which read the questions and the second group will answer it. After it done, students about-face the role.The teachers can choose the best methods in teaching grammar in classroom. Teachers can take the special techniques in encouraging students to learn the language. The methods are elect to not make students bore in process of learning grammar. Teachers also should limit the time or period in using the method especially when students are move ond in doing exercises and enjoying their parts.Diane Larsen explained briefly how to teach grammar and emphasizes the revolve ar ound on form theory. She said from the research that shown, teachers who focus students attention on linguistic from during communicative interactions are more effective than those who never focus on form or who only do so in contextualized grammar lesson (Spada and Lightbown 1993 Lightbown 1998). It follows, then, that most educators concur with the need to teach grammatical form. However they nominate doing so by focusing on form within a meaning-based or communicative approach in order to avoid a return to analytic approaches in which decontextualized language forms were the object of the mull over. Focusing on grammatical form during communicative interactions rather than forms in isolation (Long 1991) is one way to prevent the pendulum from swinging beyond its point of equilibrium.Teachers are not interested in filling our students head with grammatical paradigms and syntactic rules. If students know all the rules that had ever been pen in English but are not able to apply t hem, teachers would not be doing their job as a teacher. Teaching grammar exactly means to make students be able to use grammatical structure accurately, meaningfully and appropriately. Teacher should hazard grammar is a skill to be mastered rather than as a rule to be memorized then teachers will teach students in the right way.Harmer (1998) in How to teach English p 1-6 explained the criteria how to be a good teacher. He stated that teacher must be approachable that means students can share their problems to the teachers even tough students do not set about along with the subject. Teachers also have an affinity that means she/he can get wind with the hopes, aspirations and difficulties of the students while they are teaching.In classroom, teachers not only give their attention to students who dominated by loud, extrovert, bright, teachers should takes efforts to students who dominated by politic, shy, to get some chances. It means that a good teacher should audition and draw out the quiet ones and control the more talkative ones. Teachers also have to learn how to practice students and how to control boisterous classes which is one of the fundamental skills of teaching. The way that teachers talk to students is also the main points to be a good teacher.Harmer added that teachers have to use physical movement gestures, expressions, mime. It can show happiness and sadness, movement and time sequences. In giving instructions, teachers must be kept as simple as possible and must be logical. It should be clear and well staged. Teachers can check students understanding what they have learnt before giving the instructions. In teaching lesson, teacher should not make the students be bored. It means that teacher have to know the way she/he is wearing, the way they are explaining, the way they are arranging the activities in classroom. Good teachers find a balance amidst predictable safety and unexpected variety. In arranging plan, teachers have to deoxidize o n the teachers ability to respond flexibly in classroom, flexible enough to cope the situation unplanned event, recognize that their plans are only prototypes and they may have to abandon some or all of them if things are going too fast or too slow.From all the explanation above, teachers are render in teaching grammar with the several of methods even the best of them that will be chosen. Teacher should give the appropriate and useful exercises for students in order to make students master the grammar and the component. So they have the right concepts in their mind and apply it successfully. Teachers also know how to behave as a teacher in class or outside. The best teacher is a teacher who cares about their students learning than they do about their teaching.Teaching VocabularyI.S.P Nation (2001) gives the explanation of method in teaching vocabulary. The What is it? technique is a useful way of learning new vocabulary. Teachers gradually communicate the meaning of a word by using it in context. When the learners know the word, they raise their hands and answer it. After that, teachers ask the explanation or translation of the word. When the technique is being used, the learners are interested and paying attention. They are trying to find an answer even though it is not quickly.Still in this book, it explained the techniques of teaching vocabulary a) Recycled words. Blake and Majors (1995) have described the five procedures they are 1.Preteaching of vocabulary, 2.Oral reading of a text containing the vocabulary with discussion of the meaning of the text, 3.Deliberate word study, 4. Vocabulary puzzles, quizzes, or tests, and finally 5.Writing making use of the vocabulary. This procedure moves from receptive use to racy use with a focus on deliberate learning the second-hand cloze. This activity involves three steps 1 b) the learners read texts containing the target vocabulary, 2. They deliberately study the vocabulary, 3. Learners are then given cloze passag es which are summaries of the ones they originally read. In this step the learners are helped to recall the target words by being given a list of L1 equivalents of the target words that they have to return into L2, and then use to fill the gaps in the cloze text b) the vocabulary interview. One of the goals of the interview procedure is to make learners aware of the aspects of knowing a word. Another goal is for them to learn new words.This technique is better to used in the process of teaching and learning Vocabulary. This technique not only simple to use or practice but students will get more knowledge about it. It emphasizes the productive skills in learning Vocabulary such as writing, oral reading, quiz, puzzle and so on. It can encourage students because the variety of the steps in understanding the words and also in applying into the real context.In journal of Modern English Teacher flock 10 number 2, Paul Docherty added his explanation and revealed the three ideas for teach ing vocabulary. They are a) Home-made cloze The procedure is firstly, teachers prepare a list of words that are going to learn that day. Teachers take cardinal or five words randomly then write them on cards and given to students that work in pairs or group. The students working class is to make a short paragraph using the words or their derivatives. Teachers should monitor group to group and giving them help when they needed. Students who has decided the paragraph, they re-write it and omit the words originally that given to them. The home-made cloze tests invented by each group that are exchanged and filled in. If there any problem, a student of the group has to explain the meaning of the difficult word and also provide the missing word. A final task is students in group have to make the spelling of the lexis used. So, if the vocabulary will appear on the test that students can do in scripted and oral tests.b) Work with dictionaries in teaching lexis in classroom, students can a nd should be encouraged to use dictionaries effectively and efficiently, especially in higher level that will possibly do their work inappropriate language. Paul gave the example in listening skill. In this example, Paul suggested teachers to use a mental strain in improving students vocabulary. According to Paul, this is a very useful skill. Students not only have to decide words appropriately but also the form of the word that they need, which students may increase their confidence in using a dictionary effectively and fixing the words in their memories. utilize pictures Students may use pictures on magazines and pinned on the walls in classroom. Then, students are invited to write what they could see and described it. Teachers can easily check what students have written and make correction if they need. A final task is teachers can choose some pictures and show them at different times of the year.In teaching vocabulary, teachers should also show the meaning of new words. Althou gh many new English words are listed in each lesson or at the end of the text book, it is very important that teachers must give the words meaning and provide definitions in English, use words which the class can understand. In dealing with individual words, the teacher has really a choice of four techniques (a) to explain the meaning of the difficult words, either by translation, or by giving an explanation or gloss in simpler English (b) to simply ignore the word, unless a question about it is raised by the students (c) to get the students to check up the target words in their dictionaries (d) to try to get the students to guess or infer the meaning through context, morphemes or word association (Retrieved from http//docs.google.com/gview?a=vq=cachelmeSCg4k97kJwww.linguist.org.cn/doc/uc200803/uc20080308.pdf+teaching+vocabulary+techniques+in+collegehl=engld)In http//www.slideshare.net/irwyn12/basics-of-teaching-vocabulary-1556430 edition June 2009, it is stated the basic of teachin g vocabulary is explained that teacher should teach clearly and not have complicated explanation. Teachers also must to relate the present teaching to the past by showing the pattern so that students will understand clearly. In explaining, teachers should use oral and written techniques. Teachers write on the whiteboard while explaining the material. Then, teachers should give the attention to students who already part known.Learning GrammarCelce-Murcia and Larsen-Freeman (1999) explained the learners of grammar. They stated that learners should not learn only the structures and master it, but they should learn it systematicallyLearning is a gradual process involving the use of form, meaning and use structures do not spring forth in learners inter language fully developed and error-freeLearners have to master the structures because sometimes students still use and apply in wrong way. In this condition, teacher should not despair for what students do.The best way to learn English, one of the most useful tools that they use grammar exercises. Such a grammar exercise is a specialized tool to learn English, with the aim to challenge and expand a persons knowledge about grammar. While it is necessary to learn the rules of grammar, there is really no substitute for learning English through grammar exercises. Students have to exercise themselves in doing grammar exercises, memorize the pattern and apply the structure into the sentences.Learning the grammar of a language will enable students understand how sentences are constructed and to construct your own sentences (http//www.alljapaneseallthetime.com/ web log/). Learning to arrange the words in the correct order is in all likelihood one of the most important and useful things students will learn after pronunciation and vocabulary.Harmer (1998) p.10 explained the characteristics of learners in classroom Learners have a willingness to listen in the sense of paying attention, listen to the English that is being u sed and addict it up with eagerness and intelligence. A willingness to experiment learners who extrovert or not must have same conceptions to be successful learners in taking risks, trying it out, and see how it works. A willingness to ask questions asking/finding out something is part of a successful learners equipment. Good teachers will respond the learners who try to ask something. Good learners also have to do it. A willingness to think about how to learn good learners will bring their own study when they are studying. For examples learners have to read an article, translating every word, quickly, trying to get the message of the text. A willingness to accept correction good learners are prepared to be corrected by their teachers. Teachers will give feedbacks for their responds. So, learners will do appropriately.From the explanation above, learners who know well about grammar, must be learn it consistently and will apply the concept in the right way. Learners are expected to be active in classroom for the four skills and have to able to master all. Applying the rules of grammar in those skills will make learners be creative and have the strong components of the process in their thinking. It means that learners themselves to think about the concepts or knowledge appropriate of the process itself. So, if learners are success in the process of their thinking, learners will also successfully mastering grammar and enable to apply the concept of their knowledge in doing exercises.Learning vocabularyLearning vocabulary is a very important part of learning a language. The more words students know, the more they will be able to understand what they hear and read and the better they will be able to say what they want to when speaking or writing.Nunan (2003) explained that students are asked to learn from meaning-focused input. It means that the learning involves the listening and reading skills. The goal is students need to know 98 percent of the running words a lready. So, students will know exactly the usage of each word such in sentence, clauses or even phrases. Hu and Nation (2000) added that in learning vocabulary, students should be only one unknown words in every cubic decimeter running words. It concludes that students memories are strong enough in the words that have ever been in their mind.Secondly, deliberate meaning which is called form-focused instruction, language-focused learning or language study. Learners are asked to learn new vocabulary by memorizing their first language translations. Learners should give their attention to sounds, spelling, vocabulary, grammar etc. So that students always add the new words in their mind and do not meet the difficulties in comprehending text or in understanding the meaning of the text.CHAPTER III search METHODOLOGYThis chapter presents the methodology applied in conducting the study that provides an explanation of how the study is planned and conducted in order to answer the research que stion that ask to what extent the tutors questioning techniques effect the learners in language production.3.1 Research surgical procedureIn conducting this study, first the researcher finds the play down of the study. Based on the background of the study, the researcher identifies the problem identification and the purpose of the study. In order to heap up the data in observing classes, the researcher attends the meeting of classes and records the process of teaching and learning in classrooms while making notes in the process are held. After making notes, the researcher makes data explanations and correc