KARAKTERISTIK BAHASA INDONESIA ORANG MINANGKABAU

ABSTRAKInterferensi dikenal sebagai suatu penyebab dalam kesulitan belajar dankesalahan dalam proses pembelajaran bahasa kedua. Penelitian ini bertujuan untukmendeskripsikan interferensi struktur kalimat bahasa Mandarin yang ditulis olehmahasiswa semester VI stambuk 2013 Program Studi Sastra Cina, Fakultas IlmuBudaya, Universitas Sumatera Utara. Sumber data yang digunakan adalah karangannarasi bertemakan berlibur 放假 (fàngjià) oleh mahasiswa semester VI stambuk2013 Program Studi Sastra Cina, Fakultas Ilmu Budaya, Universitas Sumatera Utara(USU) yang berbahasa ibu bahasa Indonesia. Metode yang digunakan dalam penelitianini adalah metode deskriptif kualitatif. Pada tahap analisis data penelitian inimenggunakan metode agih Sudaryanto. Adapun teori digunakan dalam menganalisinterferensi struktur kalimat pada penelitian ini adalah hipotesis analisis kontrastif.Hipotesis analisis kontrastif merupakan penjabaran dari perbedaan antara dua bahasayang menjadi dasar penyebab kesulitan belajar bahasa dan kesalahan berbahasa yangdihadapi oleh siswa. Perbedaan yang terjadi teridentifikasi dari perbandingan strukturantara dua bahasa, bahasa pertama dan kedua yang akan dipelajari siswa. Hasilpenelitian menunjukkan bahwa: Interferensi terjadi pada penempatan posisi fungsisintaksis pada kalimat bahasa Mandarin yang mengikuti struktur kalimat tunggaldan kalimat majemuk bahasa Indonesia, berupa interferensi pada fungsi sintaksisketerangan (K), tataran posisi predikat (P) dan subjek (S) yang mengikuti struktur polakalimat bahasa Indonesia serta pada struktur pola atau penempatan klausa dan katapenghubung.Kata kunci: Interferensi; Bahasa Indonesia-Mandarin; Struktur KalimatABSTRACKInterference is known as the cause of difficulties and mistakes in the process oflearning a second language. This result of this research is to describe the interference ofChinese sentence structure written by students of sixth semester, the academic year 2013,Chinese Department, Faculty of Cultural Sciences, Universitas Sumatera Utara. The datais taken from narrative writing about holiday 放假 (fàngjià) by the students of Chinesedepartment, sixth semester, the academic year 2013, Faculty of Cultural Sciences,Universitas Sumatera Utara (USU) whose mother tongue is Indonesian. The method usedin this research is descriptive qualitative method. For analysing data, this research usesSudaryanto’s Agih method and it also uses hypothetical contrastive analysis. This analysisis a description of differences between two languages which become the basic cause ofInterferensi Struktur Kalimat Bahasa Indonesia dalam Struktur Kalimat Bahasa Mandarin ...METAHUMANIORA, Vol. 7, Nomor 3 Desember 2017: 354—367 | 355learning difficulties and mistakes dealt by the students. The differences occurred areidentified by comparing the sentence structures of the two languages, the first languageand the second language the students learn. The result of this research shows that theinterference occurs in the placing of syntactical function of Chinese sentences whichinterfered by the structures of Indonesian simple sentences as well as complex sentencessuch as interference in the adverb function, predicate position, and subject position, alsoin the clause position and the use of conjunction.Keywords: Interference; Indonesian-Mandarin Language; Sentence Structure

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Interferensi Struktur Kalimat Bahasa Indonesia dalam Struktur Kalimat Bahasa Mandarin pada Karangan Naratif Mahasiswa Sastra Cina Universitas Sumatera Utara (Usu)

Metahumaniora ◽

10.24198/mh.v7i3.18851 ◽

2017 ◽

Vol 7 (3) ◽

pp. 343

Author(s):

Fiqhi Nahdhia Mahmud

Keyword(s):

Second Language ◽

Mother Tongue ◽

Subject Position ◽

Sentence Structure ◽

Mandarin Language ◽

Simple Sentences ◽

Department Faculty ◽

Academic Year ◽

Bahasa Indonesia ◽

Year 2013

ABSTRAKInterferensi dikenal sebagai suatu penyebab dalam kesulitan belajar dankesalahan dalam proses pembelajaran bahasa kedua. Penelitian ini bertujuan untukmendeskripsikan interferensi struktur kalimat bahasa Mandarin yang ditulis olehmahasiswa semester VI stambuk 2013 Program Studi Sastra Cina, Fakultas IlmuBudaya, Universitas Sumatera Utara. Sumber data yang digunakan adalah karangannarasi bertemakan berlibur 放假 (fàngjià) oleh mahasiswa semester VI stambuk2013 Program Studi Sastra Cina, Fakultas Ilmu Budaya, Universitas Sumatera Utara(USU) yang berbahasa ibu bahasa Indonesia. Metode yang digunakan dalam penelitianini adalah metode deskriptif kualitatif. Pada tahap analisis data penelitian inimenggunakan metode agih Sudaryanto. Adapun teori digunakan dalam menganalisinterferensi struktur kalimat pada penelitian ini adalah hipotesis analisis kontrastif.Hipotesis analisis kontrastif merupakan penjabaran dari perbedaan antara dua bahasayang menjadi dasar penyebab kesulitan belajar bahasa dan kesalahan berbahasa yangdihadapi oleh siswa. Perbedaan yang terjadi teridentifikasi dari perbandingan strukturantara dua bahasa, bahasa pertama dan kedua yang akan dipelajari siswa. Hasilpenelitian menunjukkan bahwa: Interferensi terjadi pada penempatan posisi fungsisintaksis pada kalimat bahasa Mandarin yang mengikuti struktur kalimat tunggaldan kalimat majemuk bahasa Indonesia, berupa interferensi pada fungsi sintaksisketerangan (K), tataran posisi predikat (P) dan subjek (S) yang mengikuti struktur polakalimat bahasa Indonesia serta pada struktur pola atau penempatan klausa dan katapenghubung.Kata kunci: Interferensi; Bahasa Indonesia-Mandarin; Struktur KalimatABSTRACKInterference is known as the cause of difficulties and mistakes in the process oflearning a second language. This result of this research is to describe the interference ofChinese sentence structure written by students of sixth semester, the academic year 2013,Chinese Department, Faculty of Cultural Sciences, Universitas Sumatera Utara. The datais taken from narrative writing about holiday 放假 (fàngjià) by the students of Chinesedepartment, sixth semester, the academic year 2013, Faculty of Cultural Sciences,Universitas Sumatera Utara (USU) whose mother tongue is Indonesian. The method usedin this research is descriptive qualitative method. For analysing data, this research usesSudaryanto’s Agih method and it also uses hypothetical contrastive analysis. This analysisis a description of differences between two languages which become the basic cause ofInterferensi Struktur Kalimat Bahasa Indonesia dalam Struktur Kalimat Bahasa Mandarin ...METAHUMANIORA, Vol. 7, Nomor 3 Desember 2017: 354—367 | 355learning difficulties and mistakes dealt by the students. The differences occurred areidentified by comparing the sentence structures of the two languages, the first languageand the second language the students learn. The result of this research shows that theinterference occurs in the placing of syntactical function of Chinese sentences whichinterfered by the structures of Indonesian simple sentences as well as complex sentencessuch as interference in the adverb function, predicate position, and subject position, alsoin the clause position and the use of conjunction.Keywords: Interference; Indonesian-Mandarin Language; Sentence Structure

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Second Language Writing Tasks: The Gains of the Cognitive-Mentalist Error Analysis in Essay Writings

Studies in English Language Teaching ◽

10.22158/selt.v7n2p135 ◽

2019 ◽

Vol 7 (2) ◽

pp. 135

Author(s):

Dr. Akinwamide Timothy Kolade

Keyword(s):

Second Language ◽

Second Language Writing ◽

Mother Tongue ◽

Language Skills ◽

First Language ◽

Cognitive Activity ◽

Sentence Structure ◽

Sequential Order ◽

Language Writing ◽

Written Form

Writing is a skill, which demands that students plan and organize their imagination clearly and in sequential order to fulfill the essence of writing which is communicative. Teaching the writing skill is more difficult than teaching and practicing other language skills because of its generative tendency. It is an extremely complex cognitive activity in which the writer is required to demonstrate the control of a number of variables simultaneously and intelligently to achieve the communicative goal. By implication, it means the writer must plan the content, format, sentence structure, vocabulary, punctuation, spelling and formation of ideas. Successful writing is an end product of intelligent reasoning and good planning. It is from the complexity platform above that one can rightly view the audrous task of students of English as a Second Language (ESL) extraction. The interference from the First Language (FL) or Mother Tongue (MT) is inevitable at this trying stage. Interaction goes on globally and there is the need to be able to interact verbally and in the written form acceptably. The approach offers in the Cognitive Mentalist submission is the focus of this paper. The students are expected to express their views, imagination, experience and observations freely unmindful of errors. This approach is primarily expressive and laden with errors of the writers. The searchlight is therefore beamed on how the analysis of errors committed can be of benefits to both the ESL learner and teacher.

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Didaktisko spēļu izmantošana latviešu valodas gramatikas mācības pirmajos posmos

Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings - Valodu apguve: problēmas un perspektīva = Language Acquisition: Problems and Perspective ◽

10.37384/va.2020.16.208 ◽

2020 ◽

pp. 208-225

Author(s):

Jūlija Kuzņecova ◽

Olga Lezina

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Foreign Language ◽

Learning Styles ◽

Mother Tongue ◽

Educational Games ◽

First Language ◽

Modern World ◽

Official Language

This article underlines the importance of learning grammatical rules of the Latvian language for Latvian as a second or foreign language. In fact, grammar is one of the four components of communicative competence: linguistic, sociolinguistic, discourse, and strategic competence. Aside from rules and tables, there are more effective and engaging ways to teach and learn grammar. One of them is through educational games. When language learners can apply grammar and use it in a fun way, there is a better chance that they will retain it all. They will be able to practice and internalize grammar phenomena extensively rather than just learning a collection of rules superficially. Not all games can be considered educational. It is important to recognize the purpose of a grammar game. The authors propose to consider several principles that can foster effective learning and improve student outcomes when teaching Latvian grammar to non-native speakers (both language minorities as well as foreigners): - consider the influence of students’ mother tongue, - offer wide selection of contemporary spoken grammar and vocabulary, - teach phases instead or separate words, - consider different learning styles to aid student learning (Auditory, Visual, and Kinesthetic Learning Styles), - utilize (or adopt) speech therapy methods. The authors present educational games for teaching such Latvian grammar phenomena as noun-adjective agreement, verb conjugation, use of prepositions, forming the comparative degree of adjectives, and more. Grammar games for learning English do not only motivate, they also promote the idea of competition, thus increasing learner attention, memory, as well as speaking, listening and cooperation skills. Games are beneficial for any age groups. They can be used with young learners who study Latvian as their first language, as well as Latvian as a second or foreign language students learning Latvian in preschools, schools and other educational institutions. The process of language acquisition starts in the first year of a child’s life and, in some cases, continues through their lifetime. The first language or native language, also known as a mother tongue, is the language children learn first from their parents. In the modern world, it is common that a person’s first language differs from the official language of their homeland. Under the circumstances, children must acquire two languages in the very first years of their lives. The representatives of ethnic minorities in Latvia study Latvian as a second language. This means that Latvian is not their first language; it is the official language of the state, the compulsory language to study. Latvian as a second language is being taught in minority-language schools across Latvia. It was traditionally believed that there is a prominent difference between second language acquisition and foreign language learning process. Therefore, different teaching principles and methods are applied. But in recent years, these fields have come closer together.

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PEMEROLEHAN KALIMAT BAHASA INDONESIA ANAK USIA LIMA TAHUN (THE ACQUISITION OF INDONESIAN SENTENCE CHILDREN AGED FIVE YEARS)

JURNAL BAHASA, SASTRA DAN PEMBELAJARANNYA ◽

10.20527/jbsp.v8i2.5510 ◽

2018 ◽

Vol 8 (2) ◽

pp. 245

Author(s):

Haeriyah Novita

Keyword(s):

Second Language ◽

Language Acquisition ◽

Language Learning ◽

Mother Tongue ◽

First Language ◽

Nominal Phrase ◽

Descriptive Research ◽

Adverbial Phrase ◽

Research Type ◽

Bahasa Indonesia

AbstractAcquisition is a process of mastery of language done by children naturally when he learned the firstlanguage or his mother tongue. In this case, there are two processes that occur in it, namely the acquisitionof language and language learning. Thus, language acquisition is concerned with the first language, whilelanguage learning is concerned with a second language. This study aims to describe the acquisition ofphrases and sentences of Indonesian children aged five years.This research uses a qualitative approachwith descriptive research type of analysis. All data obtained from the speech of a five-year-old childas a source of data. Techniques refer libat proficient, recording techniques, and techniques record is atechnique used by the author to collect data in this study.The results of this study found variations ofphrases and sentences. The phrase in question is a phrase consisting of a nominal phrase, a verbal phrase,a numeral phrase, an adverbial phrase, a preposition phrase, and an adjective phrase. In addition, thefive-year-old also has sentences consisting of core sentences and non-core sentences, single sentences andcompound sentences, major sentences and minor sentences, verbal sentences and non-verbal sentences,as well as free and bound sentences.Thus, the results of this study can be used as one of the comparativematerials with subsequent studies that will examine the acquisition of Indonesian sentence of five-yearoldchild although the aspects studied vary.Key words: earnings, sentences, children five yearsAbstrakPemerolehan Kalimat Bahasa Indonesia Anak Usia Lima Tahun. Pemerolehan merupakan prosespenguasaan bahasa yang dilakukan oleh anak secara natural pada waktu ia belajar bahasa pertamaatau bahasa ibunya. Dalam hal ini, terdapat dua proses yang terjadi di dalamnya, yakni pemerolehanbahasa dan pembelajaran bahasa. Jadi, pemerolehan bahasa berkenaan dengan bahasa pertama,sedangkan pembelajaran. Penelitian ini bertujuan mendeskripsikan pemerolehan frasa dan kalimatbahasa Indonesia anak usia lima tahun. Penelitian ini menggunakan pendekatan kualitatif denganjenispenelitian deskriptif analisis. Seluruh data yang didapatkan dari ujaran-ujaran anak usia lima tahunsebagai sumber data. Teknik simak libat cakap, teknik rekam, dan teknik catat merupakan teknik yangdigunakan penulis untuk mengumpulkan data dalam penelitian ini.Hasil penelitian ini ditemukannyabentuk-bentuk frasa dan kalimat yang bervariasi. Frasa yang dimaksud adalah frasa yang terdiri darifrasa nominal, frasa verbal, frasa numeral, frasa adverbial, frasa preposisi, dan frasa adjektival. Selainitu anak usia lima tahun tersebut juga sudah memperoleh kalimat yang terdiri dari kalimat inti dankalimat non-inti, kalimat tunggal dan kalimat majemuk, kalimat mayor dan kalimat minor, kalimat246verbal dan kalimat non-verbal, serta kalimat bebas dan terikat. Dengan demikian, hasil penelitian inidapat dijadikan salah satu bahan pembanding dengan penelitian-penelitian selanjutnya yang akanmengkaji tentang pemerolehan kalimat bahasa Indonesia anak usia lima tahun walaupun dengan aspekyang dikaji berbeda-beda.

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FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)

Knowledge International Journal ◽

10.35120/kij28072319r ◽

2018 ◽

Vol 28 (7) ◽

pp. 2319-2324

Author(s):

Rina Muka ◽

Irida Hoti

Keyword(s):

Second Language ◽

Foreign Language ◽

Language Learning ◽

Second Language Learning ◽

English Language ◽

Mother Tongue ◽

First Language ◽

Grammatical Knowledge ◽

Level Of Education ◽

The Third

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

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First and Second Language Learning: Same or Different?

Journal of Education ◽

10.1177/002205747615800206 ◽

1976 ◽

Vol 158 (2) ◽

pp. 39-54 ◽

Cited By ~ 3

Author(s):

John Macnamara

Keyword(s):

Second Language ◽

Language Learning ◽

Second Language Learning ◽

Mother Tongue ◽

First Language ◽

Research Data ◽

Language Teachers ◽

Practical Guidelines ◽

Considerable Body

The thesis of the following paper is that the process of learning a second language, if it produces successful results, is the same as that of learning a first language. The paper reviews various objections that have been raised against this thesis, and it discusses the considerable body of research which explores it. It examines the appropriateness of the research data for throwing light on the validity of the thesis. It concludes with some practical guidelines for language teachers drawn from observations of babies learning their mother tongue.

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Leerlingkenmerken en Taalvaardigheid in Het Turks en Het Nederlands

Toegepaste Taalwetenschap in Artikelen ◽

10.1075/ttwia.37.09dri ◽

1990 ◽

Vol 37 ◽

pp. 83-91 ◽

Cited By ~ 2

Author(s):

Geert Driessen ◽

Kees de Bot

Keyword(s):

Second Language ◽

The Netherlands ◽

Language Proficiency ◽

Mother Tongue ◽

First Language ◽

Migrant Children ◽

Second Language Proficiency ◽

Global Factor ◽

Language Tests ◽

Proficiency Scores

Evaluation of the effect of mother tongue teaching to migrant children in the Netherlands. Data are presented on first- and second-language proficiency of the Turkish sample (n=368). The aim of the investigation was to find out to what extent learner characteristics influence proficiency scores. It is concluded that the correlation between first and second-language proficiency is particularly low, which does not support Cummins' interdependency hypothesis. Interestingly parents' interest in school is an important global factor. Age on arrival appears to be of little importance for scores on the first-language tests. This suggests that children who have lived in the Netherlands for most of their lives, still show a continued development of their mother tongue.

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Errors in Making Indirect Questions in the Interlanguage of Students at the Faculty of Food Technology

European Journal of Language and Literature ◽

10.26417/505yod79 ◽

2022 ◽

Vol 8 (1) ◽

pp. 1

Author(s):

Antonija Šarić

Keyword(s):

Second Language ◽

Language Learners ◽

Word Order ◽

English Language ◽

Second Language Learners ◽

Mother Tongue ◽

First Language ◽

Food Technology ◽

Subordinate Clauses ◽

Last Stage

In this paper, the author attempts to identify the most common errors that occur in the interlanguage of students at the Faculty of Food Technology when formulating indirect questions in English language. According to Processability theory (PT), language is acquired in a predictable way, in six stages, the last stage being acquiring word order in subordinate clauses, i.e. cancelling inversion. Since interlanguage presents a dynamic language system that retains some features of the first language or generalizes the second language rules in speech or writing, the origin of errors can be found in mother tongue or in the misapplication of the rules when adopting a second language. Although PT is not concerned with the errors made by the second language learners, this paper will try to identify the origin of errors that appear in the students' interlanguage and the acquisition of the last stage, i.e. the word order in subordinate clauses. In that way, it will be determined whether the errors (inter- or intralingual) made by the students prevent them from acquiring the last stage of PT.

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When the first language feels like a second language: Challenges for learners of Norwegian Nynorsk

Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching ◽

10.26881/bp.2019.1.07 ◽

2019 ◽

pp. 141-164

Author(s):

Jens Haugan

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Secondary School ◽

Social Power ◽

Mother Tongue ◽

First Language ◽

Written Language ◽

The Other ◽

Language Varieties ◽

Power Motivation

Norway has two official written language varieties: Bokmål (DanoNorwegian) and Nynorsk (New Norwegian). Normally, all Norwegian pupils must learn both varieties of the written Norwegian language in school, and at the end of secondary school, they obtain two separate grades in written Norwegian. However, one of the varieties is considered to be and is taught as the main written language, whereas the other variety is the second or alternative written language. Approximately 85 percent of the pupils in school have the DanoNorwegian variety as their main written language and many of these pupils develop antipathies toward the other variety with the result that they do not master it very well at the end of secondary school. In fact, many pupils achieve better results in English than in the alternative variety of their own so-called mother tongue. In this paper, I will discuss some of the challenges that are related to learning Nynorsk in the Norwegian educational system and society. With reference to Norton (2013) and others, I will argue that these challenges may actually be best understood from the perspectives of identity, social power, motivation, investment and second language acquisition.

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