THE INFLUENCE OF REGIONAL ACCENT IN SPEAKING ENGLISH …

i

THE INFLUENCE OF REGIONAL ACCENT IN SPEAKING

ENGLISH AT MUHAMMADIYAH UNIVERSITY OF

MAKASSAR

THESIS

Submitted to the Faculty of Teacher Training and Education Makassar

Muhammadiyah University in Partial Fulfillment of The Requirement for the

degree of Education in English Department

VICKY ANANDA BURKY

105351131816

ENGLISH EDUCATION DEPARTMENT FACULTY OF

TEACHER AND TRAINING EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2021

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MOTTO

“Be Kind, Be Brave”

DEDICATION

This research is dedicated to my parents and closest family who

have raised, educated, assisted, supported and prayed for me to

achieve the greatest success until I can complete this thesis.

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ABSTRACT

Burky Ananda,Vicky. 2020. The Influence of Regional Accent in Speaking

English at Muhammadiyah University of Makassar. Thesis of English

Department. The Faculty of Teacher Training and Education, Muhammadiyah

University of Makassar. Supervised by Nurdevi bte Abdul and Maharida.

The local language influenced the way the students speak English, for

instance in the aspect of accent. Accent refers to the way in which the speakers

producing different sound of speech. Therefore, this research was purposed to

identify the influence of regional accent in students speaking English especially in

pronunciation and intonation, students from Barru regency and Bone regency

Tribe in speaking English at Muhammadiyah University of Makassar. To meet the

objective, the researcher adopted case study design by qualitative strategies.

The data were gathered through of data analysis based on three techniques

namely data reduction, data display, and data conclusion drawing/verification.

Most of the students usually speak English with the Bugis accent both if speaking

English and daily conversation. Qualitative research is a process for exploring and

understanding the meaning of individual or group behavior.

Other addition, the result of literature review showed that Errors which

produced by the Bugis English students in several areas of phonemes occurred

because the phoneme which are not in their first language. The English students

have some problems to be solved. Students should aware of their first language

interfere in which the influence to their English pronunciation and intonation in

speaking English. Also, the lecturer have to support the students by attending to

their English pronunciation and intonation.

Keywords: Bugis, Accent, Speaking, English, Pronunciation, Inonation

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Abstrak

Burky Ananda,Vicky. 2020. The Influence of Regional Accent in Speaking

English at Muhammadiyah University of Makassar.skripsi pendidikan bahasa

inggiris. Fakultas keguruan dan ilmu pendidikan universitas muhammadiyah

Makassar. Pembimbing by Nurdevi bte Abdul and Maharida.

Bahasa daerah mempengaruhi cara siswa berbicara dalam bahasa Inggris,

misalnya dalam aspek aksen. Aksen mengacu pada cara penutur menghasilkan

suara ucapan yang berbeda. Oleh karena itu, penelitian ini bertujuan untuk

mengetahui pengaruh aksen daerah pada mahasiswa berbahasa Inggris

khususnya dalam pengucapan dan intonasi, mahasiswa asal Kabupaten Barru

dan Suku Kabupaten Bone dalam berbahasa Inggris di Universitas

Muhammadiyah Makassar. Untuk mencapai tujuan tersebut, peneliti mengadopsi

desain studi kasus dengan strategi kualitatif.

Pengumpulan data dilakukan melalui analisis data berdasarkan tiga teknik yaitu

reduksi data, penyajian data, dan penarikan kesimpulan / verifikasi data.

Sebagian besar siswa biasanya berbicara bahasa Inggris dengan aksen Bugis

baik jika berbicara bahasa Inggris maupun percakapan sehari-hari. Penelitian

kualitatif adalah proses menggali dan memahami makna perilaku individu atau

kelompok.

Selain itu, hasil tinjauan pustaka menunjukkan bahwa kesalahan yang

ditimbulkan oleh siswa bahasa Inggris Bugis di beberapa bidang fonem terjadi

karena fonem tersebut bukan merupakan bahasa ibu mereka. Para siswa bahasa

Inggris memiliki beberapa masalah yang harus diselesaikan. Siswa harus

menyadari bahasa pertama mereka mengganggu yang mempengaruhi

pengucapan dan intonasi bahasa Inggris mereka dalam berbicara bahasa Inggris.

Selain itu, dosen juga harus mendukung mahasiswanya dengan memperhatikan

pengucapan dan intonasi bahasa Inggrisnya.

Kata Kunci: Bugis, Aksen, Berbicara, Bahasa Inggris, Pengucapan, Inonasi

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PREFACE

In The Name of Allah, Most Gracious, Most Merciful

Alhamdulillah, the researcher expressed than you very much for the

gratitude Allah SWT for blessing and mercy so, the researcher finished this study

shalawat and salam are addressed to the final chosen messenger, the prophet

Muhammad SAW, who has brought us from the darkness to the brightness. This

study cannot run well without the support of various parties. The researcher would

like to thank you so much to:

1. My highest appreciation and deepest thanks to my beloved parents,

Burhanuddin and Kasmawati who always be my best parents. And all of

my family for the attention, support, and their love

2. My highest appreciation for the Prof. Dr. Ambo Asse, M.Ag as the

rector of Makassar Muhammadiyah University.

3. My deep honor to Erwin Akib, Ph.D. as the Dean of FKIP Unismuh

Makassar.

4. My deep honor to Ummi Khaerati Syam, S.Pd., M.Pd as the chairman of

English Education Department and all the lecturers who taught the

wirter for the four past years.

5. My highest appreciation and deepest are due to Dr. Nurdevi Bte Abdul,

S.Pd., M.Pd as my first consultant and Maharida S.Pd., M.Pd. as my

second Consultant who had guided me very well during my proposal.

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May Allah SWT guides and give them happiness throughout your life.

Finally, the researcher realizes that this proposal was far from being perfect. So, it

was a pleasure for him to accept constructive critiques and suggestions for

improving this proposal.

Makassar, 2020

Researcher

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LIST OF CONTENTS

APPROVAL SHEET ............................................................................................... ii

COUNSELLING SHEET.......................................................................................iii

PREFACE ................................................................................................................ v

LIST OF CONTENTS ........................................................................................... vii

CHAPTER I ............................................................................................................ 1

INTRODUCTION .................................................................................................. 1

A. Background .................................................................................................. 1

B. Problem Statement ....................................................................................... 5

C. The objective of The Research ..................................................................... 5

D. Significance of The Research....................................................................... 5

E. Scope of The Research ................................................................................. 6

CHAPTER II ........................................................................................................... 7

REVIEW OF LITERATURE ................................................................................. 7

A. Concept of Speaking .................................................................................... 7

B. Buginese Language ...................................................................................... 9

C. General Concept of Accent ........................................................................ 11

D. Types of Influence Regional Accents in Speaking Skill ............................ 20

E. Conceptual Frameworks............................................................................. 26

CHAPTER III ....................................................................................................... 28

RESEARCH METHOD ........................................................................................ 28

A. Research Design ......................................................................................... 28

B. Subject of Research .................................................................................... 28

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C. Research Instruments ................................................................................. 29

D. Data Collection Procedure ......................................................................... 29

E. Data Analysis Technique ........................................................................... 30

CHAPTER IV ....................................................................................................... 35

A. Research Findings ...................................................................................... 35

B. Discussion .................................................................................................. 35

CHAPTER V ......................................................................................................... 48

A. Conclusion ................................................................................................. 48

B. Suggestions ................................................................................................ 49

BIBLIOGRAPHY ................................................................................................. 50

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LIST OF FIGURE

Figure 2.1 Conceptual Framework.............................................................. 21

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CHAPTER I

INTRODUCTION

A. Background

Language is very important in human life. Language is a means of

communication. Without a language, a person cannot communicate with

others. The American linguists‟ Bernard Bloch and George L. Trager (1943)

defines language as follows a language is a system of arbitrary vocal symbols

utilizing which a social group cooperates. Edward Sapir (1921:7) states that

language is a purely human and non –instinctive method of communicating

ideas, emotions, and desires through a system of voluntarily produces

symbols. The English language is one of the popular languages in the world.

Nowadays people call the English language as an international language. In

another world from different countries and nations speak English.

Speaking is one of the difficult skills because foreign language learners

sometimes are afraid of making mistakes when they try to speak. One of the

problems in learning to speak is the learners afraid to express their ideas,

language, how to use grammar, vocabulary, and pronunciation in their

communication with the people, (Hughes, 2011: 6).

Behravan (2012) Accents are defined as varieties in pronunciations of

a certain language and refer to the sounds that exist in a person's language.

Therefore, everybody has an accent. Generally, accents differ in two subjects,

phonetic and phonological. When accents differ in phonetic, there are the

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same set of phonemes in both accents, but some of these phonemes are

realized differently. For example, the phoneme 'e' in a dress is pronounced as

'3' in England, and 'e' in Wales. Another example, the phoneme 'u' in strut is

pronounced as '2' in England, and 'U' in Wales. Differences in stress and

intonation are also referred to as phonetic categories. On the other hand,

phonological refers to those accents which have a different number of

phonemes from another, and often the identity of phonemes is also different.

Examples are made or waste which are pronounced as 'e' in England and as 'e:'

in Wales.

Kenworthy (1978) divided the factors that affect the pronunciation

learning into the native language, age factor, amount of exposure, phonetic

ability, attitude and identity, and motivation. Zhang (2009) on the other hand,

proposed that factors affecting pronunciation are categorized into two areas,

which are named internal and external factors. Internal factor focuses on L2

learner themselves and involves biologic factor (i.e. age, ear perception, and

aptitude) and individual differences (i.e. personality, attitude, motivation,

identity, individual efforts, and goal setting). The external factor involves L2

learner‟s learning environment and relates to learner‟s native language,

exposure, and educational factors. Indonesia is a country that has many

different ethnic and regional languages.

In South Sulawesi, there are different regional accents. In vocal

technique, which must be considered one of them is Accentuation. In formal

events, Sometimes a person does not realize he has an accent in speaking.

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Buginese is one of the ethnic groups in Southeast Asia which is the part of the

Austronesian family with four million populations located on the southern

peninsula of South Sulawesi island. (Pelras, 2006:1). Buginese‟s main

characters are language and culture (Darmapoetra, 2014:6). The Buginese

language becomes a communication tool for all cultural activities. Those

languages used to spreading religion, trading, farming, and literature

(Mattulada, 2015).

Lisa Binti Harun (2019) in ”The Effect of Buginese Language Transfer

on Students’ English Pronunciation: A Case Study at SMAN 4 Barru”

Buginese language gave major negative transfer to the consonant sound /p/,

/f/, /ŋ/ and /n/. In observing students‟ pronunciation, she found out that the

substitution between sound /p/ and /f/was done by the students naturally and

unintentionally. For instance, in pronouncing „politician‟ and „paper‟, some

students pronounced it with sound /p/ at the first meeting but later they

changed the sound into /f/ until it became „folitician‟ and „fafer‟. Moreover,

the substitution between /ŋ/ and /n/, or vice versa also happened in the

student‟s pronunciation. /b/ → voiced bilabial plosive [b] in intervocalic

position and onset, free variation between [b] and voiced bilabial fricative [β].

/p/ → voiceless bilabial stop [p], free variation with voiceless bilabial

fricative [ɸ], or with voiceless labiodental fricative [f]. The phoneme /p/ has

free variation with [p], [f] and [ɸ]. Roots with /p/ can be pronounced with [ɸ],

[f] or [p]. The position of the phoneme within the root (initial or intervocalic)

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does not make any difference. sapeda → [saˈpe:da], [saˈfeda] or [saˈɸeda]

„bicycle‟ padarë → [paʔda:rə], [faʔda:rə] or [ɸaʔda:rə]

Based on Butzkam, (2007) in “How The Local Dialect Can Interfere

Students In Learning English Speaking?” As such the effects of the first

language on learning a second language are often experienced in both the

written and spoken languages. These effects are related to pronunciation,

spelling, and grammar. Presently most educational systems are using mother

tongue as the medium of language teaching especially in lower primary

schools in the rural areas. There is an argument that pupils learn English more

quickly and effectively by maintaining their proficiency in the mother tongue.

Geographical differences, traditions influence society in the use of

Bugis' accent to each other. Like the public speakers who came from the Bugis

tribe in South Sulawesi province with a variety of accents owned by the

community is influencing by the Bugis language used to interact daily. As in

Barru Regency with bone Regency has a very complicated level system. It

causes Bugis to accent society different from its high low. Even the

pronunciation of a word that is sometimes lilting because of the accent that has

been spoken since childhood.

Most students still difficult to speak English fluently, this problem is as

lack of motivation, nervous to speak English, lack of grammar mastery, lack

of vocabulary, feeling afraid of making mistakes, nothing to say, un-

confidence. In speaking English cultural factors also can be the factor why the

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students difficult to speak English fluently. Some students used their regional

accent or local accent from their region.

Based on the problem above, the researcher interest to focus on how

the influence of regional accent in speaking skills by the fifth semesters'

students at Muhammadiyah University of Makassar, especially for students

from outside Makassar. As the researcher knows students in Muhammadiyah

University of Makassar mostly from a different region in south Sulawesi and

outer south Sulawesi.

B. Problem Statement

Related to the statement above on the background, the researcher

addresses these following problem statements as follow:

1. How does the Buginese Accent influence students‟ pronunciation?

2. How does the Buginese Accent influence students‟ intonation?

C. The objective of The Research

To find out the influence of regional accent (Buginess accent) in student

pronunciation and to find out the influence of regional (Buginess accent)

in student intonation by fifth-semester students at Muhammadiyah

University of Makassar.

D. Significance of The Research

1. Theoretically

This research is expected to contribute to the world education. The

contribution is the form of information and relates to The Influence of

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Regional Accent in Speaking English at Muhammadiyah University of

Makassar.

2. Practically

a. For educator

By doing this research, the researcher wants to tell the teacher

that they shall be aware of the students' first language interference so

they can give the appropriate solutions, motivation for the students‟

English speaking problems in daily conversation.

b. For Students

Show that it is important for students to be aware of their

students' first language disorders so that they can speak English with

confidence. In developing speaking English.

c. For Researcher

This research can develop researchers' knowledge about the

influence of regional accent in speaking class.

E. Scope of The Research

The research was limited study at fifth-semester Muhammadiyah

University of Makassar. Then has to describe the students‟ pronunciation and

intonation. The researcher was limited one local accent namely Barru/Bone.

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CHAPTER II

REVIEW OF LITERATURE

A. Concept of Speaking

1. Definition of speaking

There are a lot of definitions of the word speaking that has been a

suggestion by the researchers in language learning. According to Chaney

(1998:27), speaking is the process of making and sharing meaning by

using verbal and non-verbal symbols in a different context, furthermore,

Brown (1998) and Burns and Joyce (1997: 7) define speaking as an

interactive process of making meaning that includes producing, receiving,

and processing information.

According to Bygate (1987: 127), define speaking as the production of

auditory signals to produce different verbal responses in listeners. It is

regarded as combining sounds systematically to form meaningful

sentences. Another definition comes from Eckard and Kearny (1981), who

define speaking as a two-way process including a true communication of

opinion, information, or emotions. This two-down view regards the spoken

texts as the collaboration between two or more persons in the shared time

and the shared context.

Speaking ability consist of two words. Speaking and ability. AS

Harnby (2000:20) states that “ability is the fact that somebody or

something can do something”. Furthermore, speaking is the activity to use

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your voice to say something. These can be referred that speaking ability is

the fact that somebody can use his/her voice to say something. Besides

Jack C. Richard (2008: 22) Speaking is a productive skill that needs a lot

of supporting factors like knowledge, confidence, self-esteem, and

enthusiasm. Speaking a second language, particularly, brings about its

prerequisites. Exposure, consolidation, motivation as well as

acknowledgment. It means that speaking is an industrious ability that

needs a lot of supporting factors.

2. Function of speaking

There are three functions of speaking based on Brown and Yule‟s

framework (2001:140). They are:

a. Talk as interaction

It refers to “conversation”. When the people meet, they give and

receives greetings, make a chat, retell their experience, and so on. It is

more focused on the speakers; action and how they show themselves

to each other than on the message of the conversation. The

conversation takes place in real-time, most of the daily conversation is

spontaneous, unplanned, and without preparation. It happened in real-

time so we need to think rapidly. These factors cause us often to pause

our speech and hesitate (using „er…um‟) to give ourselves time to

think. Most of the conversations happen face to face. This allows us to

get immediate feedback, use facial gestures, body language, and

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intonation. When someone talks to the other he/she has a purpose in

their conversation.

b. Talk as transaction

Talk as transaction refers to conditions where the focal point is on

what is said or done. The message and making oneself understood

obviously and precisely is the central focus.

c. Talk as performance

It refers to public talk that sends forward information to the

audience, such as presentations, public announcements, and speeches.

Speaking consist of some basic types, as follow:

1) Imitative, it‟s like what parrot does when the speaker only imitates the

sound without comprehending their speech‟s meaning.

2) Intensive, it is the higher level than imitative, when the speaker not

only imitate but also produce s and shows their ability in a

grammatical, phrasal, lexical, or phonological relationship.

3) Responsive, in this type, there is interaction and comprehension of a

very short conversation, simple comments, and so on.

4) Interactive, it is the higher level of responsiveness, where it has longer

and more complex interaction than in responsive type.

5) Extensive (monologue), it is like speech, sermon, and story-telling and

so on

B. Buginese Language

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The Bugis, also known as the Buginese, are the main ethnic group

of South Sulawesi of Indonesia. Their dominance in number, as well as the

large area in which they live, has made them the most influential ethnic

group concerning economic and political activities in the area. The other

ethnic groups of the province are Makassar, the Mandar, and the Toraja.

The Bugis are commonly known among their neighbors as having good

motivation in promoting a better life, and this, together with the

flourishing soil of their land, enables them to develop important roles

coloring the local activities not only at the level of the province but also in

the eastern part of Indonesia as well. The coming of Islam to the Bugis

world in the latter part of the 16th century marked a turning point in the

daily life of the Bugis. Moving from the so-called pre-Islamic syncretism

to Islamic formalism put them, to a certain extent, among those Insulindia

people whose Islamic identity is strong. And from there on, religion has

been an integral and essential part of the Bugis culture and way of life

(Pelras, 1996:4). Mattulada (1982) the population of the city is made up of

natives of Sulawesi and immigrants from other Indonesian ethnic groups

who have lived in the capital for many generations and call themselves

Makassarnese. Four major ethnic groups make up what may be called the

original population of South Sulawesi: they are the Buginese, the

Makassarnese, the Torajanese, and the Mandarese, Each of these ethnic

groups has its language, Buginese, Makassarnese, Torajanese and

Mandarese. Buginese is bilingual.

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Mahmud (2005) uses two dominant languages. The first one is

Bugis, their traditional language, and the second one is Indonesian, their

national language. In both of the areas of my fieldwork, Bugis is the main

local language. Also, residents use Indonesian. In expressing their

politeness, Bugis people use various strategies such as grammar, address

terms, speech levels, code-switching, jokes, humor, and small talk

(Mahmud, 2008a, 2008b). One of the strategies is the use of grammar.

This paper is going to explore the use of these grammatical expressions by

Bugis people to be polite. Some Bugis pronouns are used to be more

polite such as the use of idi’,-ki’, and ta’.

C. General Concept of Accent

1. Definition of accent

a. Accent as in Oxford Learner‟s Pocket Dictionary (2009: 2) is described

as an individual way of speech or local/national speaking.

b. According to Darwin and Munro (2009) Accent refers to the people

way in which their speech differs from that local variety of English and

the impact of that difference on speakers and listeners.

c. The accent is defined as an individual‟s speech patterns which

perceived to be different from the local variety, and how this difference

affects the listeners‟ comprehension in which the accent is familiar with

the local variety (Ockey and French: 2014).

According to Darwin and Munro (1997), a foreign accent indicates

that the sounds are being produced in a way outside the norm of English in

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a particular country or region. This definition has been further expanded to

include the impact of suprasegmentals on accent; research by Kang (2010),

for example, showed that accent is created not only by sounds in the

language (segmental) but also by pitch, stress, and speech rate

(suprasegmentals). Native speakers can easily and quickly detect foreign

accents. For example, Flege (1984) found that listeners were able to

identify a foreign accent with a sample as short as 30 Ms of speech (using

the word “two,” the 30-ms clip equaled the burst of air after the /t/). Even

listeners that have not learned the language they are listening to can

identify, fairly reliably, native and non-native speakers of the language

(Major, 2007). Further, accents are often a noticeable marker of non-

native-speaker status because, for most adult, second language learners,

acquiring native-like pronunciation is impossible (Moyer, 2013). It is

important to note that the accent is not the same as intelligibility, which

refers to the ability to understand the words and phrases being spoken.

Despite the common misconception of the public that a strong accent leads

to intelligibility problems, Munro and Darwin (1995) demonstrated that a

person can have a strong and noticeable accent without losing

intelligibility.

A native-like accent in a non-native language is extremely difficult

to acquire: Individuals frequently learn to speak a non-native language

fluently but typically retain the phonology and intonation of their first

language (Darwin and Munro, 2009). However, there is significant

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variation in perceptions of accent strength, or “the degree to which the

listener believes an utterance differs phonetically from native-speaker

utterances” (Munro and Darwin, 2001) Initially, variation in a speaker‟s

accent strength, as assessed by listeners‟ ratings, was explained mainly in

terms of Critical Period Theory (Lenneberg, 1967; Scovel, 1969, 2000).

2. Accent and Identity

As a human being in which we live with other people around us, we

are also as members of social groups. We simultaneously relate in daily

conversation to each other. People in a social group use to be connected

because of their identity. Then, language becomes an important aspect

which significantly affects us to establish our identity. It becomes the

matter of each person about where they belong to show their social life

level. The place where people live almost affects many aspects, include

accent that Seidlhofer and Dalton (2001: 5) discuss in their book in which

needed to be heard good to people so then, people can judge each other as

good as their speech.

Bresnahan, et al. (2002) conducted a study about the variation of

intelligibility and the role identity of foreign-accented English speakers.

This study exhibited that the intelligible foreign accent drew a more

positive attitude and affective response from listeners (native speakers)

compared to an unintelligible foreign accent. The more understandable the

speaker with a foreign accent is the more positive attitudes and responses

the American undergraduate students expressed. In terms of role identity,

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when it is a friendship relation, the degree of effectiveness increases more

than with those of international teaching assistants. Also, listeners who

have a stronger ethnic identity showed the tendency of thought that

American English is more pleasant and more dominant than other foreign

accents compared to those who represented a weak ethnic identity. Those

who showed strong ethnic identities had a more positive emotional

response to American English and an intelligible foreign accent compared

to an unintelligible foreign accent. The accentedness judgments were

found to be highly correlated with the occurrence of specific features of

accented pronunciation. Ryan, Carranza, and Moffie (1977) found that

college students who listened to accented speech distinguished small

differences in accentedness when rating a speaker's attributes and speech.

Due to the links between accent and identity, some researchers have

proposed that teachers should not work to change a student‟s accent. In

terms of teacher responsibility, Porter and Garvin (1989) argue, A person’s

pronunciation is one expression of that person’s self-image. To seek to

change someone’s pronunciation – whether of the L1 or an L2 – is to

tamper with their self-image, and is thus unethical – morally wrong (as

cited in Dalton & Seidlhofer, 1994,).

The researchers have focused on the idea of accent addition, in place

of previous ideas of accent reduction. Kjellin (1999) describes the

difference by focusing on choice, stating that, in accent addition training,

the goal is for learners to be able to speak like a native speaker if they wish

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to, which is unlikely to be the case in all circumstances. Instead of having

their accent mocked or stripped away, accent addition learners would be

trained so that they have a choice in accent.

a. Barru Accent

Barru Regency in South Sulawesi Province is one of the potential

districts in the field of maritime affairs and fisheries, making marine

commodity yields as one of the mainstays in local revenues. Language

contact is interference. Kridalaksana (1983:26) states that interference is a

Deviation from the rules of a language that occurs in bilingual people as a

result of Bilingual Mastery. Barru accent on the pronunciation in English

conversation, have the differences in the pronunciation of those both

language. (Bradlow & Bent, 2003; Clarke, 2000; Clarke & Garrett, 2004;

Gass & Varonis, 1984; Labov, 1989; Lane, 1963; Munro & Derwing,

1995, 1999; Schmid & Yeni-Komshian, 1999; van Wijngaarden, 2001;

Weil, 2001; Wingstedt & Schulman, 1987), whereas regional accent

adaptation has been largely overlooked, to the extent that only a single

relevant empirical study has been published in this area (Evans & Iverson,

2004). It is often acknowledged that accents can be ranked on a perceptual

scale according to their acoustic distance from native speech (e.g., Clarke

& Garrett, 2004), with most foreign accents standing at the far end of the

perceptual scale and regional accents standing somewhere in between.

Under this assumption, the mechanisms underlying regional accent

processing would simply be attenuated versions of those activated during

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foreign accent processing. However, there are at least two reasons to

suppose that regional and foreign accents may recruit different

normalization procedures. First, foreign accents embody many irrelevant

variations that have no relation to the listener‟s maternal language, which

may necessitate the activation of “offline” rescue procedures. For instance,

when presented with the English accent, French native speakers would

have to distinguish stress patterns, a property that is not lexically

contrastive in French and has shown to cause processing difficulties in

word-classification tasks (Dupoux, Pallier, Sebastia´n-Galle´s, & Mehler,

1997). The realization of language transfer also happened to one of the

native languages in South Sulawesi namely the Buginese language.

Buginese people are bilingual speakers as they use Indonesian informal

settings and the Buginese language in an informal context such as daily

communication. The strong accent and different phoneme production

usually become obstacles for them to learn a new language (Nasir, 2016)

The reasons lead to the obstacles are the different sound system between

Bugis and English and also strong/heavy accent from the dialect.

(Nurpahmi, 2013; Padilah et.al, 2018) So the researcher wants to focused

on how strength pronunciation and intonation the student when they speak

English.

b. Bone Accent

Most Kabupaten „districts‟ in South Sulawesi are dominated by Bugis

speakers: Bone, Soppeng, Wajo, Sidrap, Pinrang, Barru, Sinjai, and

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Parepare. Although there are some differences in accents and expressions,

most Bugis speakers can understand each other. Pelras (1996:12) notes

that the Bugis still distinguish themselves according to their former major

states (Bone, Wajo, Soppeng, Sidenreng) or a group of petty states (those

around Parepare and Suppa‟ on the west coast and those around Sinjai in

the South). The English phrase of the Bugis Bone Society has many

Educative functions. Phrases that contain messages about ethos Work,

consistent attitude, frugality, maintaining cleanliness, patience, and

sincerity, attitude Self-reliant, Thanksgiving favors, changing bad habits,

confidence, pursuing achievements, Never give up, and be neutral. The

phrase Bugis Bone also contains ethical functions that refer to virtue ethics

so that every phrase that Must humans know how disposition and human

nature will are categorized as expressions that have personal ethical

functions. Personal ethical functions according to Bertens (2007:4) words

Derived from the Greek meaning of habit. In a large dictionary English

(2005:309) ethics is defined as the science of what is good and What is

bad and about moral rights and obligations private Expression Bugis

Society contains a message about the attitude of a) introspection Self, b)

shame, c) strict attitude, D) diligent, E) attitude of manners, F) diligent

(not lazy), g) abstain from hard nature, h) realistic attitudes, I) obey the

truth, j) Concern for parents, K) responsibilities, L) adhere to, m) away

from the nature of the filer, N) Away from the greedy realms.

18

English speakers can use the vocabulary and grammar of Standard

English, but different speakers use their own local words for everyday

objects or actions, regional accent, and pronunciation. Non-native speakers

of English tend to bring over the intonation and phonemic inventory from

their mother tongue into their English speech. Bone accent on the

pronunciation in English conversation, have the differences in the

pronunciation of those both language. So the researcher wants to focused

on how strength pronunciation and intonation the student when they speak

English.

D. Gneral Concept of Intonation

Intonation, in phonetics, the melodic pattern of an utterance.

Intonation is primarily a matter of variation in the pitch level of

the voice (see also tone), but in such languages as English, stress and

rhythm are also involved (Nolan, 2020). Intonation conveys differences of

expressive meaning (e.g., surprise, anger, wariness). In many languages,

including English, intonation serves a grammatical function,

distinguishing one type of phrase or sentence from another. Thus, “Your

name is John,” beginning with a medium pitch and ending with a lower

one (falling intonation), is a simple assertion. Intonation and stress are

closely linked. In fact it's impossible to dissociate them. They go hand in

hand.

Intonation is about how we say things, rather than what we say, the way

the voice rises and falls when speaking, in other words the music of the

https://www.britannica.com/topic/pitch-speech

https://www.britannica.com/science/vocalization

https://www.britannica.com/topic/tone-speech

https://www.britannica.com/topic/stress-linguistics

19

language (Bolinger & Bolinger, 1989). Just as words have stressed syllables,

sentences have regular patterns of stressed words. In addition, the voice

tends to rise, fall or remain flat depending on the meaning or feeling we

want to convey (surprise, anger, interest, boredom, gratitude, etc.).

Intonation therefore indicates the mood of the speaker.

There are two basic patterns of intonation in English: falling intonation

and rising intonation.

In the following examples a downward arrow (➘) indicates a fall in

intonation and an upward arrow (➚) indicates a rise in intonation. Again,

these are not rules but patterns generally used by native speakers of

English.

Just remember that content words are stressed, and intonation adds attitude

or emotion. This explanation on intonation is intended to serve as a

general guide to help learners. It should in no way make them

unnecessarily anxious! It should be remembered that a written explanation

can never be a substitute for a 'live' conversation with a native speaker.

Attitudinal intonation is something that is best acquired through talking

and listening to English speakers (Levis, 1999).

1. Falling Intonation (➘)

(The pitch of the voice falls at the end of the sentence.) Falling intonation

is the most common intonation pattern in English. It is commonly found in

statements, commands, wh-questions (information questions),

confirmatory question tags and exclamations.

20

Statements

Nice to meet ↘you.

I‟ll be back in a ↘minute.

She doesn‟t live here ↘anymore.

Dad wants to change his ↘car.

Here is the weather ↘forecast.

Cloudy weather is expected at the end of the ↘week.

We should work together more ↘often

I'm going for a walk in the ↘park.

Commands

Write your name ↘here.

Show me what you‟ve ↘written.

Leave it on the ↘desk.

Take that picture ↘ down.

Throw that ↘out.

Put your books on the ↘table.

Take your hands out of your ↘pockets.

Wh- questions (requesting information.)

(questions beginning with 'who', 'what', 'why', 'where', 'when', 'which', and

'how')

What country do you come ↘from?

Where do you ↘work?

Which of them do you ↘prefer?

When does the shop ↘open?

How many books have you ↘bought?

Which coat is ↘yours?

Whose bag is ↘this?

2. Rising Intonation (➚)

(The pitch of the voice rises at the end of a sentence.) Rising intonation

invites the speaker to continue talking. It is normally used with yes/no

questions, and question tags that are real questions.

E. Types of Influence Regional Accents in Speaking Skill

3. Pronunciation

Pronunciation is how a particular word is spoken as in Oxford

Learners‟ Pocket Dictionary (2009: 352). According to Yates (2002) in

21

Permana (2014) pronunciation refers to the speaker's sounds production.

Cook in Safa (2004:9) stated that pronunciation deals with a set of habits

to produce the sound of the language. In another view, Jusman (2014:10)

defined that pronunciation refers to the ability to produce comprehensible

articulation. Based on the previous statements, the definition of the

pronunciation is very closely related to a way of producing sound.

Another definition comes from Hornby in Abdul Wahab (2015: 7)

that describe pronunciation in three-part, they are:

a) Pronunciation is how a language is spoken.

b) Pronunciation is a person‟s way to speak words of the language.

c) Pronunciation is the way a word is pronounced.

Pronunciation refers to the production of sounds that people use to

make meaning. It is related to the particular sounds of language

(segments), aspects of speech beyond the level of the individual sound,

such as intonation, phrasing, stress, timing, rhythm (suprasegmentally

aspects), how the voice is projected (voice quality) and in its broadest

definition, attention to gesture and expressions that are closely related to

the way people speak the language. In English, there are 44 phonemes

which are consisted of 24 consonants, 12 vowels, and 8 diphthongs. Then,

based on the importance of pronunciation, there are some reasons why it is

important to be investigated.

According to Burns, it is more important that speakers of English

can achieve intelligibility (the speaker produces sound patterns that are

22

recognizable as English), comprehensibility (the listener can understand

the meaning what is said), and interpretability (the listener can understand

the purpose of what is said). Then, some factors may affect the students‟

pronunciation when they put effort into learning the target language. The

factors are various. Some factors may affect the pronunciation: accent,

stress, intonation, and rhythm, motivation and exposure, attitude,

instruction, age, personality, and also mother tongue influence.

The first is that become the influence of regional Bugis Accent

interfere of the pronunciation in speaking English is the different phoneme

produce between Bugis native speaker and English native speaker in some

areas of phoneme.

English Phonemes, In the following table the classification of

consonant based on the place of articulation and the manner of articulation

table, with the information (V: voiced), and (VL: voiceless) :

Table 4.1. English Phonemes

23

Buginese Phonemes, In the labial it to velar region Bugis language has

sixteen consonants and in the post velar region, language has seven consonants.

The details are given in the following table with the information (V: voiced), and

(VL: voiceless) :

Table 4.2. Bugis Phonemes

24

Table 4.4. The differences and the similarities of Buginese and English phoneme

(Sitti Nurpahmi, 2013)

25

The previous data of Sitti Nurpahmi (2013) shows that Buginese

students in several areas of phonemes errors occurred because the phonemes

which are not in their first language (Bugis language). Based on that, the

26

researcher assumes that influence of regional accent in speaking English is the

differences of phoneme produce between Bugis and English.

4. Intonation

The other major of supra-segmental, which is described as a falling pitch over a

group of words. It is the combination of musical tones that make up people's

speech when pronouncing the syllables. In such cases, intonation is one of the

elements of stress. For this reason, pronunciation research and teaching focus

both on the sounds of language (vowels and consonants) and supra-segmental

features that is vocal effects that extend over more than one sound-such as

stress, sentence, and word intonation, and speech rhythm (Crystal, 2003; Low,

2006; Munro and Darwin, 1999).

F. Conceptual Frameworks

Figure 2.1:conceptual framework

Student speaking in

classroom

Observed and gave

speaking test to the student

accent

Influence of regional Barru

and Bone accent

Pronunciation Intonation

27

The conceptual framework above describes that the research

conduct by the researchers. First, the researchers has two students from

Bone and three students from Barru to speak in front of the class, the

student is the fifth semester in University Muhammadiyah of Makassar.

Second, while they speaking the researchers record their explanation to

knowing how obvious the accent Barru and Bone. After that, the

researchers asking for documentation about them to analyze

documentation about the person they are born, their school level until now

of Makassar to know more specific about their self. Finally, the researcher

has get the influence of regional accent by students.

28

CHAPTER III

RESEARCH METHOD

A. Research Design

In this study, the researcher used qualitative research. Sheerned

man and web (1998) assume that qualitative research is concerned with

meaning as they appear to, or are achieved by persons in lived social

situation. Meanwhile, Bogdan and Biklen (1982) state that qualitative

research isdescriptive in which the data is collected in the form of words or

pictures rather than numbers. Data in the form of quotes from documents,

field notes, and tests or except videotapes, audiotapes, or electronic

communications are used to present the findings of the study.

In this research, the researcher used the design of a descriptive

method which is a method of research the attempt to describe and interpret

the object following reality.

B. Subject of Research

The subjects in this study were Buginese students who were from

Bone and Barru. There were three from Barru regency and two from Bone

regency. The students involved in this study were the fifth semester at the

University Muhammadiyah of Makassar. The characteristic of the subjects

were the students who grew up in Barru and Bone and they are active to

use Buginese in their daily live. The reason why the researcher choose

Bone and Barru because Barru accent is rather hard and the accents Bone

is more soft and seductive. So the researcher was very interested to find

29

out what is the influence of regional accents in pronunciation and

intonation in local areas of Buginese Barru and Buginese Bone.

C. Research Instruments

The research instrument and the type of data collection in this

study are the Speaking Test and document Analysis.

1. Speaking Test

The speaking test conducted in the form of test between the

researcher and the students. As in the Covid-19 pandemic situation, the

tested cannot be done face-to-face, the researcher contacted the testees via

phone especially WhatsApp and recorded. The purpose of the speaking

test is to determine the influence of their regional accents to their English

speaking.

2. Document Analysis

Document analysis is based on existing sources, like government

reports, personal documents, and articles in newspapers, books, or medical

records (Bowen, 2019). The researcher used the personal document like

where they were born and their education level from kindergartewn until

now until the language they use in everyday.

D. Data Collection Procedure

Data collection in this study use several techniques, this is intended

to obtain complete data, as follow:

30

1. Speaking Test

The duration of use in oral tests for ten students is 120 minutes

which consists of 10 questions for each student. Questions are to ask the

student to speak at least 12 minutes about their self. While they speak the

researcher record one by one voice the student while they speak. Every

student has 12 minutes to answer the question. So that the researcher can

focus to analyze their accent. As for the types of questions in the test using

the open-ended technique. So, the researcher can listen to their accents.

2. Document Analysis

The researcher asked for documentation about them to analyze

documentation about the person they were born, their school level until

now of Makassar to know more specific about their self.

E. Data Analysis Technique

According to Miles and Huberman (1994:10), analysis can be define

as consisting as three current flows of activity that is data reduction, data

display, and conclusion drawing/verification. In this research, the

researcher use Miles and Huberman‟s theory in analyzing the data, so

there are three steps to do, they are:

1. The researcher analyzed the results of the oral tests in the transcripts

and by listening to the audio recorder that took which is still random

that easy to understand when continuing the next analysis step.

2. Then the research made the summary in the simple description in

narrative form.

31

3. After transcribing the data, the next step was verification in narrative

form with valid data and consistent evidence to make the reader easier

to understand the Influence of Regional Accent in Speaking English at

Muhammadiyah University of Makassar (descriptive research at the

fifth-semester students).

Miles and Huberman (1994:10), analysis can be define as consisting as

three current flows of activity that is data reduction, data display, and

conclusion drawing/verification

a. Data reduction

Data reduction is started by expalining, selecting the basic things,

focusing on something important to the content of data which the derives

from the field, so the data reduceng can give description deeply to the

observation result. In this data reduction there are living in process and

living out process. It means the sata seelctive is callled leaving in and the

data unseleected is colled leaving out. In this research data reduction

conducted by making summary contact, developing category phoneme,

making reflection note and data selection. In this reseacrh the researcher

reducing the data after did speaking test towards the students. Then, the

researcher reducing the data that is not approrpiate with the the data

reseacher loooking for. For example speaking test result: I… I have

experience so… interesting for’ from me… why I say that because I

have…aaa. I… have (cell phone vibration sound) aiiiii….I way to

32

process… to process from… start until now and aaa since I… join to

English aaa I start from zero aa… I so, I so… I so think difficult bec’

and… I want to left from in English but I .. am… aaa.. amm I’m possible

I’m sure I’m sure that I want to I can to.. to… the use in English. and…

and.. in this number one eee… I cannot I cannot tell you about my

experience or my process to… until now from beginning because eee… I

have story so., so… difficult (motor racing sound).

The reseacher reduced some words/sentences from the speaking

test that underlining sentences above which is sentences that is not influce

the pronunciaton and intonation.

b. Data display

The process showing data simply in the form of words

sentences able and etc in order to the collected are mastered by the

researcher as the basic to take apppropriate conclusion. A display an

orginized ,compressed, assembly of information that permits

conclusion drawinG and action. in this research the researcher will

use narrative essay in displaying the data because it‟s the most

common data display used in qualititative reseacrh. The researcher

took the words that only the main words that influence the

pronunciation and the intonation of the students both studets from

barru and students from Bone.

33

c. Data clasification

Data clasification was the process of shorting and categorizing

data into various types, forms, and any otther distingsh class. Data

clasification anables the separation and clasification of data. The

reseacher clasify the data into two clasifification whisch is from barru

and from Bone. For example the accent that influence the

pronunciation and the intonation of the students. Bone and Baru is the

moment students say sound /f/ and /p/. Most of students from bone

diffucult to pronouce the sound /p/ for example word procces they

promounce frocess but sholud be should be /ˈprəʊses/. while students

from barru most of them difficult to pronounce sound /f/ for example words

front they pronouce pront which should be /frʌnt/. Based on the

documentation analysis and speaking test they difficult to pronounce

that sounds because mof of society in their daily conversatition used

sound /f/.

d. Data interpretation

Refers to the implemattattion of process trough with data review

with for the propose of arriving at in format conclusion. The

researcher initial interpretation when students pronounce english

words it influence their regional languanges.

e. Verification and conclusion

Since, the beggining of the reseacrh make temporary conclusion, in

the last step, the conclusion will be verifiyed to the notes taken anf

34

further more it‟s broke to the perfect conclusion. The researcher

took the sonclusion that accent from students barru dan Bone can

influence their Pronunciation and intonation of the students

35

CHAPTER IV

FINDINGS AND DISCUSSION

A. Research Findings

The researcher has observed students from Barru and Bone the

students were five semesters in university muhammadiyah of Makassar.

Applied online application during the pandemic to get the data. The

researcher used voice note whatsapp for speaking test and chat whatsapp

to get the students documentation analysis.

1. The Buginese Accent influence students’ pronunciation :

a. Experience in learning English

Extract 01:

“I have (cell phone vibration) aii I way to process to process from start

until now and . . . .Sure I‟m sure that I want to can I cant too the use in

English. . . .” (NRM, Saturday, 28 August 2020 Barru)

Based on answered above, show that her experience in learning

English and how her pronunciation still there is a mistakes, she says

the word I waiy which should be /ə weɪ// and sur that should be /ʃʊə(r)/

Extract 02:

“I can‟t speak up in front of people use English language because I

don‟t know. . . .” (AI, Saturday, 28 August 2020 Bone)

36


English and how her pronunciation still there is a mistake, she say the

word I ken which should be /aɪ kænt/

Extract 03:

“My experience during learning English (the sound of motorcycle) at

first I found that a new a lot em….” (AUI, Saturday, 28 August 2020

Barru)



word my eksperiens which should be /maɪ ɪkˈspɪəriəns/

Extract 04:

“eee I have some experience in learning English in the third semester I

meet with . . . . Value. . . .” (NW, Saturday, 28 August 2020 Bone)



word velyu which should be /ˈvæljuː/

Extract 5:

“. . . .I really enjoyed learning English especially from listen to music.

. . .” (SA, Saturday, 28 August 2020 Barru)



word listen which should be /ˈlɪsn/

37

b. Learning progress during fifth semesters

Extract 01: NRM Barru

“. . . .Little by little I can speak English evethough I don‟t know aa the

grammar yes the grammar I just speak English with my friends with

when my friends speak. . . .” (Saturday, 28 August 2020)


English and how her pronunciation still there is a mistakes, she says

the word littel which should be / ˈlɪtl/ and prends that should be /

frendz/

Extract 02: AI Bone

“Not special but it can help me to improve my knowledge and English

language” (Saturday, 28 August 2020)



word knowlej which should be /ˈnɒlɪdʒ/

Extract 03: AUI Barru

“It was well even though that were many problems but . . . .”

(Saturday, 28 August 2020)



word thught which should be /ðəʊ/

Extract 4: NW BG.5D Bone

38

“In my opinion my learning process during this fifth semester is not very

fast but still progress. . . .” (Saturday, 28 August 2020)



word during which should be /ˈdjʊərɪŋ/ and word frocess should be

/ˈprəʊses/

Extract 5: SA BG. 5D Barru

“mm… if I ask me that actually it‟s not really hard since I really love

English so. . . .” (Saturday, 28 August 2020)



word sains which should be /sɪns/

c. Moment’s their missing from the campus during covid-19

Extract 1: NF BG.5B Barru

“What I missing from campus during covid nineteen aaa I missing the

activity I missing the student. . . .” (Saturday, 28 August 2020)



word ninetinG which should be /naɪnˈtiːn/

Extract 02: AI Bone

39

“I‟m just stay at home and if I have something urgent I will go to out home

and finish it” (Saturday, 28 August 2020)



word urjent which should be /ˈɜːdʒənt/


“Of course busy with online class learning by home help my paretns.”




word kours which should be /kɔːrs/ and


“. . . . I don‟t live in big town so, I the internet connection is not good ya

so. . . .” (Saturday, 28 August 2020)



word laiv which should be /lɪv/

Extract 5: SA Barru

“I miss the atmosphere when I can meet my friends eee...making a jooks

and then laugh . . . .” (Saturday, 28 August 2020)

40



word lagh which should be /lɑːf/

d. Accents definition based on their perception


“Since some of the stress about word yes I think enough thank you and

fighting. . . .” (Saturday, 28 August 2020)



word inogh which should be /ɪˈnʌf/

Extract 02: AI Bone

“Accent is the way people talk in their own stay thank you” (Saturday, 28

August 2020)



word tolk which should be /tɔːk/


“. . . . How to pronunciation a word of language with the different

intonation maybe because of their the quality or their social.” (Saturday,

28 August 2020)

41



word kualiti which should be /ˈkwɒləti/


“Okey number ten I think accents is about how...how someone speak their

language. . . . (Saturday, 28 August 2020)



word tenG which should be /ten/

Extract 5: SA Barru

“ee… is like story or how you spell and pronun a word and is usually

according to where you from and for English accent there so. . .

.(Saturday, 28 August 2020)



word stori which should be /ˈstɔːri/

e. Their favorite subject in English subject


“. . . . Because the reading can make me to...to training for pronunciation

and . . .” (Saturday, 28 August 2020)

42



word trening which should be /ˈtreɪnɪŋ/

Extract 02: AI Bone

“Reading, because it can add my skill and knowledge in pronunciation”




word bikause which should be /bɪˈkəz/


“My favorite subject in English is listening... hhh because itself easier than

speaking reading and writing” (Saturday, 28 August 2020)



word esier which should be /ˈiːzier/


“. . . . . . Speaking why because I think someone that aa can speak in front

of aaa many people. . .” (Saturday, 28 August 2020)



word pront which should be /frʌnt/

43

Extract 5: SA Barru

“. . . . . I like listening subject because I want to improve and test my

listening skill . . .” (Saturday, 28 August 2020)



word improv which should be /ɪmˈpruːv/

2. The Buginese Accent influence students’ intonation :

They feel good fit for this university


“. . .e.. I think the university can make… can make me to… us students

better than the best from... from before, why I say that aa... And now in

this… in this university I like to e.. I just like. . . .” (Monday, 31 August

2020)


“emm because… its somewhere chip.. its more chipper than other

university but with good quality of course” (Monday, 31 August 2020)

Extract 3: SA Barru

“. . . .Not bad because they have a lecturer that ever study a board they

also have a good feedback when I have a problem in my study. . . .”

(Monday, 31 August 2010)

44

Based on the answered of the student from Barru shows that her

Buginese accents is influence in her intonation. It is prove when the

students speak, their intonation a little bit seductive (mendayu)

Extract 04: AI Bone

“. . . .eee… I think what make me good for this university is as em I like a

about how the lecturer teaching us I like do if they teaching me and

everything I like so, everything I get from this university is really good fo

rme is really sweet for me. . . .” (Monday, 31 August 2010)


“eee… I think what make me good for this university is as em I like a

about how the lecturer teaching us I like do if they teaching me and

everything I like so, everything I get from this university is really good fo

rme is really sweet for me .” (Monday, 31 August 2010)

Based on the answered of the student from Bone shows that her

Buginese accents is influence in her intonation. It is prove the students

speak, their intonation a little bit seductive (mendayu) and also stressing

some words.

B. Discussion

1. The discussion of this study is refers to conducted the speaking test by

test and documentation analysis. The writer collected the data to

identify and analyzed then clarified and the last concluded the data.

The writer got the in line result between speaking test by test and

45

documentation analysis. The data from speaking test and

documentation analysis showed that the buginess accent students

influence the pronunciation and the intonation of the students.

Based on the result above the specifict distinguish between

students from Bone and Baru is the moment students say sound /f/ and

/p/. Most of students from bone diffucult to pronouce the sound /p/ for

example word procces they promounce frocess but sholud be should

be /ˈprəʊses/. while students from barru most of them difficult to pronounce

sound /f/ for example words front they pronouce pront which should be

/frʌnt/. Based on the documentation analysis and speaking test they

difficult to pronounce that sounds because mof of society in their daily

conversatition used sound /f/. So, most of the words that they used in

buginess langunges expecailly from barru used sound /p/ it indicated

that their regional languaages influence their english pronounciation.

While, students from Bone difficult to pronounce sound /p/ it‟ caused

in their daily conversation inseveral words in buginess languange from

Bone mostly used sound /f/. So, when they pronounce english words it

influence their regional languanges.

Based on the epert Cook in Safa (2004:9) stated that pronunciation

deals with a set of habits to produce the sound of the language. The

theory is in line with the findings of this research. During the speaking

test, the students showed the influence accent to their pronunciation.it

is because influence by the habit of the students in their village when

46

they are use the local langnangue. The pronunciation of the students

realy affect to their from their accent. It is showed when the students

answered the question from the researcher as speaking test to measure

the influence pronunciation of the students towards the local accent of

the students. The students showed that, the way to produce the word

did‟nt natural, the local accent always influence their pronunciation in

say the word in English. While, Hornby in Abdul Wahab (2015: 7) that

describe pronunciation in three-part, they are:(a) Pronunciation is how

a language is spoken,(b) Pronunciation is a person‟s way to speak

words of the language,(c) Pronunciation is the way a word is

pronounced. Barru accent on the pronunciation in English

conversation, have the differences in the pronunciation of those both

language, (Bradlow et al. 2003). The finding of the research related to

the theory about accent from barrum, durong the speaking test most of

students have differences pronunciation between real English accent

between their accent to produce the words. Some of students produce

wrong words in during the speaking test. It is showed that, the accent

of the students influence the students in produce the words, because it

is already being a habit in pronounce the words in English.

Afterwward, students intonation in english also influence by regional

languanges, studnets from bone a little bit seductive and soft

(mendayu) and also stressing some words. While in students from

47

Barru seductive (mendayu) and liittle bit hard and steresing some

words.

Based in the speaking test by using test and documentation analysis

the buginess students the influence the intonation when say words in

English. According to epert intonation is one of the elements of stress.

For this reason, pronunciation research and teaching focus both on the

sounds of language (vowels and consonants) and supra-segmental

features that is vocal effects that extend over more than one sound-

such as stress, sentence, and word intonation, and speech rhythm

(Crystal et al. 2003). This theory is inline from data that have been

collected by the researcher, the data showed that, the student‟s are

different intonation during the speaking test. Most of students produce

the the words by add sone sttreesing and unique intonation same the

moment they speak in their local langaunge, it is influence because it is

already being behave and influence from the invironment of the

students that already behave from their child until they study in

university. Therefore it sounds like difficult to follow the real accent of

English. They need to practice more and move from the environment

to get appropriate intonation and can pronounce the words better.

48

CHAPTER V

CONCLUSION

This chapter presents the conclusion and suggestion of the research.

Conclusion summarizes the result of the research based on the research problem.

So, in this chapter, summarizes the influence of buginess Barru and buginess

Bone accents in speaking English in the fifth semester of students at university

muhammadiyah of Makassar.

A. Conclusion

Based on the results of the study, the researcher concluded that: Students

from buginess Barru and buginess Bone still have influence interms of

pronounce the word in English. During the speaking test, the students showed

the influence accent to their pronunciation.it is because influence by the habit

of the students in their village when they are use the local langnangue. The

pronunciation of the students realy affect to from their accent. It is showed

when the students answered the question from the researcher as speaking test

to measure the influence pronunciation of the students towards the local accent

of the students. The students showed that, the way to produce the word did‟nt

natural, the local accent always influence their pronunciation in say the word in

English.

The buginess students still have influence the intonation when say words

in English. The student‟s are different intonation during the speaking test. Most

of students produce the the words by add some sttreesing and unique intonation

same the moment they speak in their local langaunge, it is influence because it

49

is already being behave and influence from the invironment of the students that

already behave from their child until they study in university

B. Suggestions

After analyzing the data gained from speaking tesa and documentation

analysis, the researcher would like to present some suggestion, they are

follows:

1. It is suggestion for lectures related to speaking skill. the research proves that

the regional accent influence the pronunciation and intonation of the students

speaking skill . It can be taken as consideration for lectures to evaluate their

way in teaching speaking skill in terms of intonation and pronunciation.

2. It suggested for students to realize that mastering English is not easy. This

research can be reference for students to practice speaking more and always

keep trying with their friends, or somebody else. And also the researcher

suggests that they have to maximize their practice in English to get natural

English pronunciation and better intonation when produce words in English.

3. It is suggested for next researcher, the researcher hopes that this research can

inspire other researchers to conduct further research about the influence of

regional accent.

50

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52

Curriculum vitae

The author, Vicky Ananda Burky was born on M arch 26,

1999. South Sulawesi. She is the first child of the marriage

of Burhanuddin and Kasmawati. She has one sisters and

one brother. In 2004, she began her study at SD Inpres

Ralla and graduated in 2010. After that she continued at

SMP Negeri 1 Tanete Riaja and graduated in 2013.

Afterwards, she continued her study at SMA Negeri 5

Barru and graduated in 2016. In 2016, she was registered as a student of English

Education Department of Teacher Training and Education Faculty at Universitas

Muhammadiyah Makassar. at the end of her study, she could finish her thesis

entitle “The Influence of Regional Accent in Speaking English at Muhammadiyah

University of Makassar”

53

Appendices :

Data from speaking test

Extract 1: NRM BG.5B from Barru

V : ok terimakasih atas kesempatannya jadi kalau boleh tau sebelumnya nama

anda siapa?

“ok, thanks for the chance that given to me, I‟m sorry what is your name?”

NRM: nama saya nirma dari kelas b asal dari barru

”my name is nirma from B class and from Barru”

V: dapatkah anda memberi tahu saya sesuatu tentang pengalaman anda dalam

belajar bahasa inggris?

”Can you tell me something about your experience in learning English?”

This question aims to know the experience and to know the pronounciation of the

students

NRM: saya memiliki pengalaman yang menarik dari saya. Kenapa saya

mengatakan sperti itu karena saya memiliki 2 proses dari waktu saya mulai

sampai sekarang dan sejak saya bergabung di bahasa inggris, saya memulai

dari 0. Saya rasa ini sangat susah and kadang saya ingin berhenti di bahasa

inggris tapi saya yakin saya bisa, saya mau saya bisa bicara bahasa inggris

dan di pertanyaan ini saya tida bisa mengutarakan banyak pengalaman

banyak karena saya memiliki pengalaman yang susah.

54

“ I… I have experience so… interesting for‟ from me… why I say that

because I have…aaa

I… have (cell phone vibration sound) aiiiii….I way to process… to process

from… start until now and aaa since I… join to English aaa I start from zero

aa… I so, I so… I so think difficult bec‟ and… I want to left from in English

but I .. am… aaa.. amm I‟m possible I‟m sure I‟m sure that I want to I can to..

to… the use in English. and… and.. in this number one eee… I cannot I

cannot tell you about my experience or my process to… until now from

beginning because eee… I have story so., so… difficult (motor racing sound)”

V : Apa yang membuat Anda cocok untuk universitas ini?

”What makes you a good fit for this university?”

NRM: okey nomor dua berikutnya aaa… siapa ae… siapa saya… membuat saya

membuat saya baik pas buat universitas ini khususnya universitas

muhammadiyah makassar eee… menurut saya universitas ini bisa

membuat… bisa menjadikan saya menjadi… kita mahasiswa lebih baik

dari yang terbaik dari .. dari dulu, kenapa saya bilang begitu aaaa…. Dan

sekarang dalam hal ini… di universitas ini saya suka eee… saya hanya

suka saya hanya suka universitas khususnya saya ingin bergabung ke

IMM aaa… dan saya .. dan dapat membuat saya untuk diberikan kepada

saya pengetahuan tentang islam, mengajar aaa tentang islam dan untuk

semua ini aku sangat suka

55

“ okey the next number two aaa… who ae… who I … makes I makes me

good

fit for this university specially university muhammadiyah of Makassar

eee… I think the university can make… can make me to… us students

better than the best from.. from before, why I say that aaaa…. And now in

this… in this university I like to eee… I just like I only like the university

specially I want to join to IMM aaa… and i.. and can can make me for given

to me knowledge about islam, teaching aaa about islam and in this for all I‟m

so like “

V: mengapa Anda memilih jurusan bahasa Inggris?

“ Why do you choose an English major?”

NRM: nomer tiga aaa… aku ... aku memilih bahasa inggris karena aa… aku mau,

aku harap… aku harap bisa… pintar dalam bahasa inggris emm… aku ingin

belajar bahasa inggris khususnya karena aku tidak… aku tidak tahu dalam

bahasa inggris saya belum bisa bahasa inggris jadi, saya pilih aaa .. jurusan

bahasa inggris karena ai… saya mau juga .. minta siswa bisa berbahasa

inggris… ya saya hanya belajar (suara getar ponsel).

“number three aaa… I... I choose in English because aa… I want, I hope… I

hope I can to… smart in English emm… I want to study specially in English

because I don’t… I don’t know in englishi don‟t have begin of English so, I

choose aaa.. major in english because ai… I want too.. ask a students can

speak in English… yes I just (cell phone vibration sound) study.”

56

V: bagaimana proses pembelajaran anda selama ini sampai di semester 5?

“ How‟s your learning progress during this 5th semester?”

NRM: aa .. proses saya dalam bahasa inggris sampai sekarang eem .. saya rasa

bisa berubah dari hidup saya (suara motor) dari proses saya aa ... karena

awal ... awal ... awal saya ikut bahasa inggris saya tidak punya, saya tidak

punya Saya tidak tahu dalam bahasa Inggris Saya tidak tahu aa… berbicara

dalam bahasa Inggris Saya tidak tahu mengapa saya tidak tahu arti bahasa

Inggris ketika guru atau dosen aa… berbicara dengan maii… teman sekelas

saya. Tapi selangkah demi selangkah saya bisa aa… saya punya aa ..

peningkatan saya bisa meningkatkan… keterampilan saya. Sedikit demi sedikit

saya… Saya dapat berbicara bahasa Inggris meskipun saya… Saya tidak tahu

aa tata bahasanya ya tata bahasa Saya hanya berbicara bahasa Inggris

dengan teman-teman saya ketika teman-teman saya berbicara aaa berbicara

dengan saya ya saya .. Saya juga .. Saya terlalu berbicaralah dengan mereka

dan sampai sekarang saya rasa saya bisa dari hidup saya berubah dari

sebelumnya.

” aa.. my process in English until now eem.. I think can changes from my life

(the sound of motorcycle) from my process aa… because the start…the

start…the start I join to English I don‟t have, I don‟t have I dont know in

English I don‟t know aa… speaking in English I don‟t know why I don‟t know

the meanings English when teacher or lecturer aa… speak with maii… my

classmate. But step by step I can aa… I have aa.. the increase I can increase

57

my… my skill. The little little by little I … I can speak English meskipun I

… I don’t know aa the grammar yes the grammar I just speak English

with my friends with when my friends speak aaa speak with me yes I .. I

too.. I too speak with them and until now I think I can from my life change

from before. “

V: Apa pelajaran favorit Anda di bahasa inggris? apakah listening, reading,

speaking or writing dan mengapa?

“What is your favorite subject in English? Is it listening, reading, speaking, or

writing, and why?”

NRM: favorit saya dalam bahasa Inggris aa ... berbicara dan membaca mengapa

saya memilih berbicara dan membaca (suara getar ponsel) karena membaca

dapat membuat saya untuk .. melatih pengucapan dan ... pengucapan ya Saya

suka Saya suka Saya hanya suka ini dan kemudian aa ... berbicara mengapa

aii ... mengapa saya berbicara karena berbicara dapat membuat saya untuk ..

mencoba .. untuk .. berbicara dalam bahasa Inggris jadi, dari pelatihan ini

saya dapat berbicara dalam bahasa Inggris dengan teman-teman saya ya jika

wi 'jika saya berbicara dengan saya teman-teman ya saya rasa cukup

“ my favorite in English aa… speaking and reading why I choose speaking

and reading (cell phone vibration sound) because the reading can make me

to.. to training for pronunciation and… yes pronunciation I like I like I only

like this and then a a…speaking why aii… why I being to speaking because

the speaking can make me to.. try.. to..speak in English so, from this training I

58

can to speak in English with my friends yes if wi‟ if I speak with my friends

yes I think enough “

V: Apa salah satu kelemahan Anda dalam bahasa Inggris, dan apa yang Anda

lakukan untuk memperbaikinya

“What is one of your weaknesses in English, and what are you doing to

improve it? “

NRM: Saya memiliki kelemahan dalam bahasa inggris karena saya tidak… saya

tidak… saya tidak begitu, saya sangat sulit untuk menghafal kosa kata dan

saya .. saya tidak tidak saya tidak melakukan kebiasaan karena saya sangat

sibuk tetapi dalam hal ini aa .. tidak masalah jadi, aa… Saya bisa

memperbaiki kelemahan saya eee… Saya ingin membaca Saya ingin

menghafal kosakata Saya ingin membiasakan dengan teman-teman saya

“I have weakness in English because I don‟t… I don’t , I so difficult to

memorize vocabulary and i.. I don’t not I don’t to habits because I so busy

but in this aa.. not they problem so, aa… I can improve my weaknes eee… I

want to reading I want to memorize of vocabulary I want to habit with my

friends “

V: ceritakan pengalaman anda sejak covid-19 menyerang kita

“Tell me your experience since covid-19 attack us !”

NRM: Saya memiliki pengalaman ketika .. ketika covid-19 menyerang saya

merasa bosan .. Saya merasa sulit dalam hidup saya dan tetapi saya .. harus

59

bahagia karena saya dapat mengunjungi keluarga saya teman-teman SMA

dan .. dan dari kesulitan saya pikir khusus untuk proses saya di .. belajar.

Mengapa saya mengatakan itu karena aaa jujur saya pikir kepala saya aaa

pusing ... jadi pusingnya saya rasa begitu pusing karena aa saya karena ..

situas .. situasi untuk ... untuk .. jadi buat saya ke aa .. ya dari ah apalah ... ya

khususnya dari jaringan hp saya yang biasanya rusak atau tidak mendukung

dan pekerjaan dirumah saya banyak banget ya saya rasa menurut saya susah

tapi harus hapy… yaa saja.

“ I have experience when.. when covid-19 atack I feel boring.. I feel difficult

of my life and but i.. have to happy because I can visit my family my friends

of senior high school and.. and from difficult I think specially for my process

on.. on study. Why I say that because aaa the honest I think my head aaa

pusing so pusing yes I think so pusing because aa my because the.. the

situas.. situation for… for.. so make me to aa.. yes from ah apalah… yeah

specially from jaringan my phone the usually broken or tidak

mendukung and the work in my home so very many yes I think I think so

difficult but I have to happy… yaa only it.”

V: beri saya pendapat anda tentang apa yang anda lakukan dirumah dirumah

selama pandemi ini terjadi

“Give me your opinion what you did in your home during the pandemic

covid-19”

60

NRM: nomor delapan aa .. pendapat saya tentang basah .. apa yang saya lakukan

untuk ... apa yang saya lakukan di rumah saya sejak COVID-19 saya lakukan

.. hanya bagaimana fre ... orang tua saya teman saya dan belajar dan ... ..

dengan teman saya saya pikir sekian banyak pekerjaan sejak… sejak COVID-

19 dan menurut saya aaa… kalo ooo .. (suara motor) atau kalau saya tinggal

dirumah saya harus tetap produktif sendiri ya saya rasa cukup

“ number eight aa.. my opinion about wet.. what I do to… what I do in my

home since of covid ninetinG I do.. only how my fre… my parents my friend

and study and ….. with my friends I think so many job since … since of

covid-19 and I think aaa… if you ooo.. (the sound of motorcycle) or if I stay

in my home, I must to stay produktif myself yes I think enough “

V : jelaskan apa yang anda rindukan dari kampus selama covid-19

“ Describe what‟s your missing from the campus during covid-19 “

NRM: apa yang saya lewatkan dari kampus selama covid ninetinG aaa saya

ketinggalan kegiatan Saya merindukan siswa atau teman-teman saya Saya

merindukan situasi dari kelas atau teman sekelas saya dan memiliki banyak

ya begitu banyak yang saya lewatkan dari kampus dan saya harap em… saya

dan Anda dan semua bisa bertemu pada saat aamiin

“ what I missing from campus during covid ninetinG aaa I missing the

activity I missing the student or my friends I missing situation from my class

or classmate and have many yes so many I missing from campus and I hope

em… I and you and the all can meet at the time aamiin “

61

V: menurut Anda apa itu aksen?

According to you what is the accent?

NRM: aaa… dari saya apa aksen ini menurut saya aksen adalah bagaimana cara

membunyikan dari suara anda ke suara menjadi stres tentang kata-kata ya

karena beberapa penekanan tentang kata ya saya rasa cukup terima kasih dan

berjuang.

“ aaa… from me what what is this accent I think accent is how to how to

sound from your sound to sound to stress about words yes since some of

the stress about word yes I think enough thank you and fighting .”

Extract 2: AI BG.5C from Bone



“Can you tell me something about your experience in learning English? “

AI : Saya tidak dapat berbicara di depan orang-orang menggunakan bahasa

Inggris karena saya tidak tahu apa yang harus saya… apa yang harus saya

katakan dan .. Saya sangat gugup

“I cant speak up in front of people use English language because I don‟t know

what should I … what should say and.. I‟m so nervous”



62

AI: Saya tidak tahu

“ I don‟t know “


“ Why do you choose an English major? “

AI : karena saya ingin meningkatkan keterampilan dan pengetahuan saya dalam

bahasa Inggris

“ because I want to increase my skill and knowledge in English language “


“ How‟s your learning progress during this 5th semester? ”

AI : tidak istimewa tetapi dapat membantu saya meningkatkan pengetahuan dan

bahasa Inggris saya

“ not special but it can help me to improve my knowledge and English language”



“ What is your favorite subject in English? Is it listening, reading, speaking, or

writing, and why? “

AI : membaca, karena dapat menambah keterampilan dan pengetahuan saya

dalam pengucapan

“reading, because it can add my skill and knowledge in pronunciation”

63



“ What is one of your weaknesses in English, and what are you doing to

improve it? “

AI : berbicara, mendengarkan dan menulis saya akan sttt… belajar keras dan

berlatih

“ speaking, listening and writing I will sttt… study hard and practice “


“ Tell me your experience since covid-19 attack us ! “

AI : Saya hanya tinggal di rumah dan jika saya memiliki sesuatu yang mendesak

saya akan pergi ke rumah dan menyelesaikannya

“I‟m just stay at home and if I have something urgent I will go to out home and

finish it”



“ Give me your opinion what you did in your home during the pandemic

covid-19 “

AI : saya hanya menonton talkshow k-drama atau ... dan sebagainya dan jika

saya memiliki jadwal untuk ... melakukan sesuatu atau belajar saya akan

melakukannya

64

“ I‟m just watching k-drama talkshow or…and so on and if I have schedule to…

do something or to do study im do it “


“ Describe what‟s your missing from the campus during covid-19 “

AI : Saya merindukan teman saya dan bertemu bola di depan universitas

“ I miss my friend and meatball in front of university “


“ According to you what is the accent? “

AI : aksen adalah cara orang berbicara dalam kehidupan mereka sendiri .. terima

kasih

“ accent is the way people talk in their own stay.. thank you”

Extract 3: AUI BG.5D from Barru



“Can you tell me something about your experience in learning English?”

AUI: pengalaman saya selama belajar bahasa inggris (suara motor) pada

awalnya saya temukan banyak yang baru em… tapi sampai sekarang yang saya

tahu sangat sedikit dan… pengalaman saya yang lain seperti kita mendapatkan

informasi dan tentunya beberapa tantangan eee… dan perjuangan tentang materi

yang saya tidak tahu kata ini.

65

“ my experience during learning English (the sound of motorcycle) at first I found

that a new a lot em… but it till now that I knew very little and… my other

experience such us getting information and of course some challenges eee…

and struggle about the material that I don‟t know this word.”



AUI : emm karena… itu chipnya di suatu tempat .. lebih chipper dari universitas

lain tapi dengan kualitas yang baik tentunya

“emm because… its somewhere chip.. its more chipper than other university but

with good quality of course”


“Why do you choose an English major?”

AUI : soalnya mimpiku kerja .. di laut tapi gw gak lulus di SBMPTN emm ...

silaturahmi, eh .. hubungan internasional walikota gitu, gw ambil mungkin gw

lagi ganti aaa ... kalo gw ambil jurusan bahasa inggris

“ because my dream is working on.. on the sea but I didn‟t pass in SBMPTN

emm… relationship, eh.. international relationship mayor so, I took maybe I have

another change aaa… if I take English department”



66

AUI : baik saja walaupun banyak kendala tapi alhamdulillah bisa lolos dan

pertahankan skor saya bagus Alhamdulillah

“it was well even though that were many problems but Alhamdulillah it could be

pass and keep I have a good score Alhamdulillah”





AUI : Pelajaran favorit saya dalam bahasa Inggris adalah mendengarkan .. hhh

karena itu sendiri lebih mudah daripada berbicara, membaca dan menulis

my favorite subject in English is listening.. hhh because itself easier than speaking

reading and writing




improve it? “

AUI : kelemahan saya dalam… bahasa Inggris bahwa ketika orang berbicara…

atau berbicara atau .. ingin menonton film saya tahu saya mengerti…. Saya tahu

saya mengerti mereka mengatakan tetapi jika saya ingin berbicara begitu sulit

untuk keluar hanya di otak saya, mereka seperti kosakata saya, itu hanya datang

dan ehhem ... ada aaa mungkin dengan latihan emm

67

“my weakness in… English that when the people speaking em… or talking or..

wanna watch movie I know I unders…. I know I understood they say but if I want

talking it so hard to out it just in my brain em like my vocabulary it just come

aand ehhem… have aaa maybe with emm practice “



AUI : tentu saja sibuk dengan pembelajaran kelas online dari rumah, bantu saya

paretns em… nikmati waktu berkualitas saya bersama keluarga dan saya tidak

menikmati liburan

“of course busy with online class learning by home help my paretns em… enjoy

my quality time with family and I don‟t enjoy the holiday”




covid-19 “

AUI: em… ada dampak baik dan dampak buruk dampak baik itu saya bisa

menghabiskan waktu bersama keluarga dan dampak buruknya em… kadang kita

kurang paham materinya dan dosen jarang menjelaskan tentang itu

“em… there are good impact and bad impact the good impact it I can spending

my time with my family and the bad impact em… sometimes we didn‟t

understand the material and the lecturer rarely explain about that “

68


“Describe what‟s your missing from the campus during covid-19”

AUI : tentu saja teman teman saya karena yaa… sudah sangat lama tak bertemu

mereka dan… juga ku rindu dengan balsid makan coto

“ of cours my friends because yaa… its so long time to not see them and…

student mall balsid I miss emmm eating coto ya…”


“According to you what is the accent?”

AUI : menurut saya… aksennya adalah. Cara pengucapan suatu kata bahasa

dengan intonasi yang berbeda mungkin karena kualitas atau pergaulannya

“according to me… accents is. How to pronunciation a word of language with the

different intonation maybe because of their the quality or their social”

Extract 4: NW BG.5D from Bone

V : dapatkah anda memberi tahu saya sesuatu tentang pengalaman anda dalam



NW : eee saya punya pengalaman belajar bahasa inggris di semester tiga saya

bertemu dengan ee… killer professor dan dikelasnya kita .. saya selalu merasa

gugup dan menakutkan emm .. ma banyak teman yang merasa frustasi dan

memutuskan untuk meninggalkan a .. nya kelas E… dia selalu meminta kita untuk

69

memiliki sikap yang baik terlebih dahulu agar kita dapat memiliki nilai yang baik

darinya untuk .. dan eee .. Saya berusaha melakukan yang terbaik sehingga dan

akhirnya di akhir semeter saya mendapatkan nilai yang baik bukan sempurna tapi

masih bagus

“eee I have some experience in learning English in the third semester I meet

with ee… killer professor and in her classs we.. I always feel a nervous and

scary emm.. ma many friends is feel frustrated and decided to leave a.. her class

E… she always asking us to have a good attitude first so we can have a good

value from her to.. and eee.. I trying to do my best so and finally in the end of the

semeters I get the good value not flawless but it still good”

V : Apa yang membuat Anda cocok untuk universitas ini

“What makes you a good fit for this university?”

NW : eee… Saya pikir apa yang membuat saya baik untuk universitas ini adalah

seperti yang saya suka tentang bagaimana dosen yang mengajari kami yang saya

suka lakukan jika mereka mengajari saya dan semua yang saya suka jadi, semua

yang saya dapatkan dari universitas ini sangat bagus untuk saya sangat manis

untuk saya .

“eee… I think what make me good for this university is as em I like a about

how the lecturer teaching us I like do if they teaching me and everything I like

so, everything I get from this university is really good fo rme is really sweet for

me .”


70

“Why do you choose an English major?”

NW: Saya memilih jurusan bahasa Inggris karena saya memiliki… minat. Saya

memiliki minat yang besar dengan banyak hal di dunia dan saya memiliki impian

untuk keliling dunia. Saya pikir banyak orang memiliki mimpi ini untuk jadi, ee….

Apa yang dapat saya lakukan untuk selangkah lebih dekat dengan impian saya ke

seluruh dunia adalah mulai dengan belajar bahasa Inggris terlebih dahulu

“I choose an English major because I have a… interest I have a big interest

with many thing in the world and I have a dream to around the world. I think

many people have this dream to so, ee…. What can I do to one step closer with

my dream to around the world is start with learning English first”



NW : menurut saya proses belajar saya selama semester kelima ini tidak terlalu

cepat tapi masih progresnya lambat aja perkembangannya yaa saya bisa lihat ini

hanya kemajuannya lambat eee… seperti di semester pertama saya kurang

percaya diri untuk berbicara tapi sekarang saya bisa tapi meskipun itu hanya…

hanya ee… sedikit.

“in my opinion my learning process during this fifth semester is not very fast

but still progress just a slow progress yaa I can see this just a slow progress

eee… like in the first semester I don‟t have a confidence to speak but now I can

but even though is just a… just ee… little bit .”

71





NW : emm… mata pelajaran favorit saya dalam bahasa Inggris adalah ee ..

Ngomong-ngomong mengapa karena menurut saya seseorang yang aa bisa

berbicara di depan aaa banyak orang benar-benar keren yaa mereka sungguh ...

benar-benar terlihat sangat keren dan saya selalu berharap saya bisa

melakukannya di masa depan

“emm…my favorite subject in English is ee.. Speaking why because I think

someone that aa can speak in front of aaa many people is really really cool yaa

they reall… the really look very cool and I always hope I can do that in the

future”




improve it? “

NW : kelemahan saya dalam bahasa Inggris emm menurut saya adalah tulisan

em dan apa yang saya lakukan untuk memperbaikinya adalah dengan mudah saya

mencari referensi dari internet sebelum saya mulai menulis karena kadang-

kadang ee… ketika saya ingin menulis saya punya ide di kepala saya tetapi saya

bisa Ee… Saya tidak bisa mulai menulisnya maka biasanya saya akan mencari

72

eee .. Referensi yang memiliki topik tentang ide saya eee… maka dari situ saya

bisa memulai menulis dengan referensi ini.

“ my weakness in English emm I think is em writing and what I do to improve it

is easily I searching the a reference from the internet before I start writing

because sometimes ee… when I want to writing I have an idea in my head but I

can’t ee… I can’t start to write it so usually I will searching eee.. Reference that

have some topic about my idea eee… so a from that from this I can a start

writing with this reference.”



NW : ee .. karena saya tinggal di tempat kecil di kota saya ya .. saya tidak tinggal

di kota besar jadi, koneksi internet saya tidak bagus ya jadi .. yang harus dihadiri

adalah kelas aa kelas jika saya memiliki kelas selama online ini sekelas saya

selalu pergi ke pencarian ee… pencarian yang memiliki koneksi internet yang

bagus ya

“is ee.. because I live in small place my town ya.. I don’t live in big town so, I

the internet connection is not good ya so.. to attended is class aa class if I have a

classs during this online class I always go to searching ee… the searching that

have a good internet connection ya “



73


covid-19 “

NW : Aku hanya membersihkan rumahku setiap hari ee… aku gar .. gardeny yaa

aku berencana ee… beberapa bunga di depan rumahku dan ee… aku mulai

belajar memasak sesuatu yah itu yang aku lakukan selama pandemi ini

“I just cleaning my house everyday ee… I gar.. gardeny yaa I plan ee… some

flowers in front of my house and ee… I start learning cook something yah that

what I do during this pandemic”



NW : tentu saja aku rindu teman-temanku aku rindu ketika ee .. kita belajar di

lantai sembilan ya aku sangat merindukan itu dan aku merindukan untuk belajar

di kelas dengan profesor pembunuh kita belajar dengan gugup dan bekas luka ..

menakutkan yaa aku merindukan itu.

“of cours I miss my friends I miss when ee.. we study in the nine floor ya I really

miss that and I miss a to study in a class with the killer professor we study with

nerveous and scar.. scary yaa I miss that.”



NW : okey nomor tenG Menurut saya aksen adalah tentang bagaimana ..

bagaimana seseorang berbicara bahasa mereka atau kita dapat mengatakan

74

ketika seseorang berbicara bahasa ee… dee .. ketika mereka berbicara itu akan

ee .. menunjukkan aksen mereka atau karakteristik khusus mereka untuk

berbicara bahasa tersebut.

“okey number tenG I think accents is about how.. how someone speak their

language or we can say when someone speak language ee… dee.. when they

speak it will ee.. show their accent or their special characteristic to speak the

language.”

Extract 5: SA BG. 5D from Barru

V : dapatkah anda memberi tahu saya sesuatu tentang pengalaman anda dalam



SA : Saya tertarik dan mulai belajar bahasa Inggris ketika saya masih di sekolah

menengah pertama dan saya mencoba untuk mempelajarinya sendiri dan

kemudian ketika saya sekolah menengah atas itu menjadi lebih karena menurut

saya itu sangat menantang dan juga menyenangkan saya sangat menikmati

belajar bahasa Inggris terutama dari mendengarkan Untuk musik saya pelajari

dari liriknya dan kemudian coba pronun dan translet di Indonesia

“I interest and begin to learning English when I was in junior high school

and I try to learn it by myself and then when I was senior high school it

become more because I think it so challenge and also fun I really enjoyed

learning English especially from listen to music I learn by the lyric and then try to

pronun it and translet in Indonesia”

75


“What makes you a good fit for this university?”

SA : Menurut saya universitas ini lumayan karena mereka memiliki dosen yang

pernah belajar board, mereka juga memiliki umpan balik yang baik ketika saya

memiliki masalah dalam studi saya. Universitas ini juga dengan .. dengan ..

agamaku, karena religius semua mahasiswanya beragama Islam

“I think this university not bad because they have a lecturer that ever study a

board they also have a good feedback when I have a problem in my study . this

university also with.. with.. my reli, religius cause all of the student inside

moslem”


“ Why do you choose an English major?”

SA : Saya memilih jurusan bahasa Inggris karena bahasa Inggris sangat

menyenangkan, keren dan menantang Saya juga memiliki impian untuk

melanjutkan studi saya papan atau mendapatkan pekerjaan di sana Bahasa

Inggris juga atau bahasa internasional yang dapat Anda gunakan di mana-mana

dan membuat Anda dapat berkeliling dunia

“I choose an English major because English is so fun, cool and challenging I

also have a dream to continue my study a board or get a job there English also

or international language that you can use everywhere and make u can travel

the world”

76



SA : mm… jika saya bertanya kepada saya sebenarnya itu tidak terlalu sulit

karena saya sangat suka bahasa Inggris jadi saya melakukan metode apa pun

yang dapat membantu saya meningkatkan bahasa Inggris saya tetapi .. tentu saja

kadang-kadang saya memiliki ee ... masalah jadi saya akan meminta bantuan

kepada teman-teman saya atau google

“mm… if I ask me that actually it’s not really hard since I really love English so

I do whatever method that can help me improve my English but.. of course

sometimes I have ee… problem so I will ask for help to my friends or google”





SA : eee .. Saya suka mendengarkan dan membaca, saya suka mendengarkan

karena saya ingin meningkatkan dan menguji kemampuan mendengarkan saya

dan saya juga suka mendengarkan musik dan kemudian saya suka membaca

karena saya suka membaca dan itu dapat membantu saya ketika saya membaca

Bahasa Inggris buku atau ketika saya menonton tetapi hanya ada translet bahasa

Inggris

77

“eee.. I like listening and reading , I like listening subject because I want to

improve and test my listening skill and I love to listening music too and then I

like reading subject because I love reading and it can be help me when I read

an English a book or when I watching but there is only have English translet”




improve it? “

SA: kelemahan saya adalah saya tidak percaya diri ee… berbicara bahasa

Inggris di depan umum jadi saya mencoba berbicara bahasa Inggris dengan

teman-teman saya di rumah kos dan teman dekat saya

“ my weaknesss is I don’t have confidence ee… speaking English in public so I

try to speaking English with my friends in my boarding house and my close

friends”



SA : kita harus tinggal di rumah dan aku harus kembali ke kota asalku Aku

benar-benar bosan Aku tidak bisa pergi keluar Aku tidak bisa bertemu teman-

temanku dan aku bisa melakukan apapun yang biasa kulakukan benar-benar

bosan dan membuatku merasa seperti terasing dari peradaban jadi, ketika… virus

corona mulai membaik, saya kembali ke rumah kos dan merasa bebas

78

“we have to be stay in home and I have to back to my home town I really bored I

cant go ouside I cant meet my friends and I can do anything I use to do is

totally bored and make me feel like am isolated myself from civilation so, when

the… corona virus being a bit better I back to my boarding house and I feel like

freedom”




covid-19”

SA : Saya benar-benar menjadi orang yang malas Saya baru saja bangun tidur,

makan, bermain ponsel saya membaca buku, menonton drama, bermain tiktok

dan mengulanginya.

“I really become a lazy person I just wake up, eat, playing my phone reading a

book, watching drama, playing a tiktok and repeat.”



SA : Aku rindu suasananya ketika aku bisa bertemu teman-temanku eee..membuat

lelucon dan kemudian tertawa bersama mereka Aku rindu cantin Aku ingin makan

makanan ringan dari sana dan aku sangat merindukan sekolah offline

79

“ I miss the atmosphere when I can meet my friends eee..making a jooks and

then laugh with them I miss the cantin I want to eat some snack from there and

I really miss offline school”



SA : ee… itu seperti cerita atau bagaimana kamu mengeja dan mengucapkan

sebuah kata dan biasanya menurut dari mana kamu berasal dan untuk aksen

bahasa Inggris ada begitu banyak aksen tidak hanya bahasa Inggris Amerika dan

Inggris tetapi juga bahasa Australia dan blablabla ..

“ee… is like story or how you spell and pronun a word and is usually according to

where you from and for English accent there so many accent not only American

and british English but also canadian Australian and blablabla..”

Data from documentation of analysis

Supported by their documentation about them to analyze the

documentation about the person they were born, their school level until now of

Makassar to know more specific about their self.

Extract 1: NRM BG.5C from Barru

Place of birth : patampanua, 07 july 2000

Daily language : Buginess, Indonesia

Education background : - SD: SDN 043 Bulubawang

80

- SMP : SMPN 1 Tanete Riaja

- SMA: SMAN 5 Barru

Now : University Muhammadiyah of Makassar

Extract 2: AI BG.5C from Bone

Place of birth : pising, 04 March 2000

Daily language : Buginess

Education background : - SD: SDN 160 Mattampa Walie

- SMP : SMPN 1 Lamuru

- SMA: SMAN 17 Bone


Extract 3: AUI BG.5D from Barru





- SMA: SMAN 17 Bone

81


Extract 4: NW BG.5D from Bone





- SMA: SMAN 17 Bone


Extract 5: SA BG.5D from Barru

Place of birth : bua, 3 july 2000


Education background : - SD: SDN Parenring

- SMP : SMPN 1 Tanete Riaja

- SMA: SMAN 5 Barru


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Documents

THE INFLUENCE OF REGIONAL ACCENT IN SPEAKING ENGLISH …