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All Journal KEMBARA Studies in English Language and Education
Henry Yustanto
Universitas Sebelas Maret
Education Languange, Linguistic, Communication & Media

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Silaba tonis dalam intonasi bahasa Indonesia pada penutur Pandhalungan Habib Rois Habib; Henry Yustanto; Agus Hari Wibowo
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 8 No. 1 (2022): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v8i1.20200

Abstract

Karakteristik prosodi pada setiap penutur memiliki perbedaan, salah satunya disebabkan oleh mother tongue (B1). Unsur prosodi yang merujuk pada nada tuturan dapat direpresentasikan melalui intonasi. Visualisasi intonasi setiap penutur sulit untuk diketahui secara pasti, namun memiliki pola dasar yang sama dalam satu kelompok tutur. Tujuan dalam penelitian ini adalah mendeskripsikan karakteristik intonasi tonic syllable bahasa Indonesia pada penutur Pandhalungan dan menentukan apakah terdapat perbedaan komponen akustik silaba tonis pada kalimat deklaratif dan interogatif berdasarkan variabel B1. Penelitian ini merupakan penelitian eksperimental dengan menggunakan ancangan IPO. Data yang digunakan berupa rekaman audio (wav) setiap responden tepatnya pada kalimat deklaratif dan interogatif pola S-P, S-P-O, dan S-P-O-K. Sumber data dalam penelitian ini berasal dari partisipan yang  berdomisili di Kecamatan Kaliwates dan Kecamatan Sumbersari, Kabupaten Jember. Teknik sampling yang digunakan dalam penelitian ini adalah purposive sampling dengan jenis sampel non probability. Tahapan analisis dalam penelitian ini meliputi (1) pemberian kode data; (2) anotasi tuturan; (3) konversi nilai komponen akustik; dan (4) uji signifikansi. Hasil analisis dalam penelitian ini menunjukkan bahwa silaba tonis pada suatu kata dapat berubah secara struktur maupun secara akustik, jika digunakan dalam modus kalimat yang berbeda. Silaba tonis [pa?] pada awal kalimat memiliki struktur dan karakteristik akustik yang serupa dengan interval f0 260 Hz - 320 Hz. Sementara silaba tonis yang berada di tengah kalimat maupun di akhir kalimat dapat berubah bentuk serta memiliki perbedaan komponen akustik secara signifikan dilihat dari variabel B1. Berdasarkan hasil analisis tersebut, dapat disimpulkan bahwa silaba tonis dalam intonasi bahasa Indonesia pada penutur Pandhalungan memiliki struktur yang bervariasi dengan adanya stress pada silaba tertutup kata awal atau kata akhir dalam modus kalimat.
Frequent linguistic errors in the writing of Yemeni EFL Arabic-speaking learners Ali Mohammed Saleh Al-Hamzi; Mangatur Nababan; Riyadi Santosa; Djatmika Djatmika; Sumarlam Sumarlam; Henry Yustanto
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (440.805 KB) | DOI: 10.24815/siele.v10i1.26022

Abstract

The Yemeni EFL learners are prone to share their knowledge and views regarding what and how to say. The constraints of combining this expertise have hampered learners’ writing success. Those obstacles can cause learners to make errors. Error Analysis (EA) and Surface Strategy Taxonomy (SST) were used to analyze learners’ linguistic errors. Error causes were also investigated. This research used a qualitative process style to use a case study approach. Ellis’ five-step EA procedure was followed to analyze essay data each comprising 100-350 words or more written by 20 Yemeni EFL eighth semester Arabic-speaking learners at the Department of Education, Sana’a University, Yemen. They were purposely selected as research subjects. It was noticed that omission was the most common error detected in the learners’ writings. Overall, this form of error accounted for 58.71% of 118 cases out of 201 cases. The learners’ common error categories were the number marker, verb-tenses articles, prepositions, subject-verb agreements, and pronouns. This was preceded by addition (20.39%), incorrect formation (15.92%), and word order (4.97%). Intralingual transfer turned out to be the key reason that caused the errors in the learners’ writing. Any of the interlinguistic comparisons was the cause behind the errors. In terms of verb conjugation component, inflectional morpheme, and auxiliary verb abandonment, Arabic and English have different formal definitions. Interlingual transfer and learning context also caused errors. To prevent errors from fossilizing, language instructors should provide continual corrective feedback, and learners should pursue the correct target language form.
Frequent linguistic errors in the writing of Yemeni EFL Arabic-speaking learners Ali Mohammed Saleh Al-Hamzi; Mangatur Nababan; Riyadi Santosa; Djatmika Djatmika; Sumarlam Sumarlam; Henry Yustanto
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i1.26022

Abstract

The Yemeni EFL learners are prone to share their knowledge and views regarding what and how to say. The constraints of combining this expertise have hampered learners’ writing success. Those obstacles can cause learners to make errors. Error Analysis (EA) and Surface Strategy Taxonomy (SST) were used to analyze learners’ linguistic errors. Error causes were also investigated. This research used a qualitative process style to use a case study approach. Ellis’ five-step EA procedure was followed to analyze essay data each comprising 100-350 words or more written by 20 Yemeni EFL eighth semester Arabic-speaking learners at the Department of Education, Sana’a University, Yemen. They were purposely selected as research subjects. It was noticed that omission was the most common error detected in the learners’ writings. Overall, this form of error accounted for 58.71% of 118 cases out of 201 cases. The learners’ common error categories were the number marker, verb-tenses articles, prepositions, subject-verb agreements, and pronouns. This was preceded by addition (20.39%), incorrect formation (15.92%), and word order (4.97%). Intralingual transfer turned out to be the key reason that caused the errors in the learners’ writing. Any of the interlinguistic comparisons was the cause behind the errors. In terms of verb conjugation component, inflectional morpheme, and auxiliary verb abandonment, Arabic and English have different formal definitions. Interlingual transfer and learning context also caused errors. To prevent errors from fossilizing, language instructors should provide continual corrective feedback, and learners should pursue the correct target language form.
Co-Authors Agus Hari Wibowo Ali Mohammed Saleh Al-Hamzi Djatmika Djatmika Habib Rois Habib Mangatur Nababan Riyadi Santosa Sumarlam Sumarlam