BANJARESE PHONOLOGICAL TRADITION IN BARABAI, HULU SUNGAI TENGAH, SOUTH KALIMANTAN, AND ITS INFLUENCE ON SECOND LANGUAGE PRONUNCIATION

(Mini Research n !he S!"#en!s$ Ph n % &' in MTsN Bara(ai an# MAN ) Bara(ai*

This paper is presented in Sociolinguitics Class taught by Dr. Emilia Iragiliati

by: Nur Alfa Rahmah

STATE NI!ERSIT" #$ %A&AN' 'RAD ATE (R#'RA% EN'&IS) &AN' A'E TEAC)IN' No*ember +,--

In!r #"c!i n Bahasa Banjar is a branch of %alay language. /hich is /hy it is also called Bahasa Melayu Banjar. This language comes from South 0alimantan /hich is di*ided into -1 regencies-. Si2+ of them use Bahasa Banjar Hulu and the rest use Bahasa Banjar Kuala. After/ards. Bahasa Banjar Hulu /ill be abbre*iated into 33) and Bahasa Banjar Kuala /ill be abbre*iated into 330. 33) has se*eral dialect *ariations. bound by the local dialects. The local dialect is mostly based on the speech tone and the usage of particular *ocabularies. /hich is called subdialect 4Den )amer in Durasid and 0a/i. -567: +8. This paper /ill discuss about 33) position in 3an9arese societies. its phonological tradition. and its influence on second language pronunciation. especially Indonesian language. The discussion is supported by mini research conducted in %TsN 3arabai and %AN + 3arabai. )ulu Sungai Tengah. Bahasa Banjar Hulu a! G%ance 33) is used as the daily oral language in informal conte2t. and also often in formal conte2t. In terms of sound system. morphology. synta2. and le2icon. 33) has so many similarities /ith Indonesian language. That is /hy it is not difficult for 33) spea:ers to learn Indonesian. )o/e*er. in some e2tend. it has some disad*antages. As it is stated by Durasid and 0a/i 4-5678. highly identical language forms bet/een 3an9arese language and Indonesian usually ma:e 3an9arese spea:ers not a/are that they are spea:ing 3an9arese instead of Indonesian in formal occasion. It is understandable because those t/o languages come from the same root: %alay language. Despite similarities bet/een 3an9arese language and Indonesian language. 33) phonology is ;uite uni;ue. 33) does not recogni<e *o/els such as ==. =e9=. =>=. =?=. ==. ==. and ==. The *o/els in 33) are only =a=. =i=. and =u=. 3elo/ are the articulator position. articulator area. and resonances 4Durasid and 0a/i. -576: 78. - Tabalong, Balangan, Hulu Sungai Utara, Hulu Sungai Tengah, Hulu Sungai Selatan,
Tapin, Barito Kuala, Banjar, Banjarmasin, Banjarbaru, Tanah Laut, Tanah Bumbu, and Kotabaru. + Tabalong, Balangan, Hulu Sungai Utara, Hulu Sungai Tengah, Hulu Sungai Selatan, and Tapin.

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In term of consonants. 33) does not recogni<e =f=. =*=. ==. ==. ==. ==. =<=. =t=. and =d=. The consonants recogni<ed in 33) are 4Durasid and 0a/i. -576: 78: Stop $ricati*e Nasal &ateral Trill Semi *o/el Da!a C %%ec!i n This research is aimed to :no/ deeper about 33) (honology. especially in 3arabai1. )ulu Sungai Tengah regency. The research /as conducted on No*ember B. +,-- in %TsN 3arabai and %AN + 3arabai. Ten samples /ere ta:en randomly from ninth graders in %TsN 3arabai and another random ten samples /ere from ele*enth and t/elfth graders in %AN + 3arabai. 3elo/ are the respondentsC data: The #a!a + !he res, n#en!s in MAN ) S"n&ai Ta("-, Bara(ai
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1 Barabai is the capital city of Hulu Sungai Tengah (HST , !hich is located !ithin Banjar
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The #a!a + !he res, n#en!s in MTsN Bara(ai

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0omp. 3ulau Indah no 51 0omp. S/adharma No Hl ). Damanhuri 0omp 3RI 3arabai Hl 0) )asan Ahmad No 11 Hl. 3rig9en ) )asan 3aseri. 0amp 0opi Hl ).%.Syar:a/i No 1 Rt 7 Hl. 3rig9en ) )asan 3aseri 1+ 0omp. 3ulau Indah 7D Hl Sarigading 3ulau Tengah Hl. Tri 0esuma 7+

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The instruments used in this research are: ;uestionnaire and mobile phone recording. In this research. the researcher ga*e ;uestioners to the +, respondents as:ing about: 4-8 the language they use dailyJ 4+8 their second language4s8J 418 /here do they learn the second language4s8J 4D8 in /hat occasion they use it=themJ 4B8 to /homJ 4F8 /hat they thin: people /ho spea: Indonesian in daily communicationJ and 478 /hether Indonesian language is difficult for them. B %" %nglish# K" Kutai D

After/ards. the respondents are as:ed to read t/o short te2ts in Bahasa Indonesia to :no/ /hether their 3an9arese phonology transfer into their Indonesian pronunciation. The /ay they read the te2t is recorded using mobile phone. The follo/ing are the t/o te2ts used: Te/! 3 Dewasa ini, transportasi yang paling digemari masyarakat adalah kendaraan bermotor. Kemarin sore, Bapak Fahri Syarafuddin pergi ke ke tempat kerja mengendarai Honda, sedang istrinya mengendari Vario. Bapak Fahri Syarafuddin dan istrinya, fifah, adalah pegawai di kantor kabupaten. Bagi mereka, motor adalah alternatif berkendara paling efektif untuk menghemat waktu dan biaya. Te/! ) !umah "ak Syahid sudah lapuk. #asyarakat menyarankannya untuk memperbaiki rumah. "ak rifin mau membantu dengan syarat diajari komputer oleh !afi$i, anak kemenakan "ak Syahid yang sudah berija%ah S# . !afi$i anak yang &erdas dan sholeh. "andangan matanya syahdu. Bila a%an berkumandang, ia segera pergi ke mushola. After conducting the research in the t/o schools. the researcher then as:ed some adults around the neighborhood /ith different professional bac:grounds and a 3arabai teenage girl /ho is currently studying in a 9unior high school in "ogya:arta to read the same te2ts as the students of %TsN 3arabai and %AN + 3arabai read. It is done to :no/ /hether certain professional bac:ground and certain cultural bac:ground outside 3an9arese ha*e some effect on the pronunciation of second language. Research Fin#in&s an# Ana%'sis 3ased on the ;uestionnaire gi*en. it is obtained that -, students from %TsN 3arabai are used to spea:ing Indonesian. especially in school. All of them consider that Indonesian language is easy to learn. In addition. they also thin: it is fine if in daily communication they find 3an9arese spea:ing IndonesianJ only one /hich thin:s that it is improper. They learn Indonesian language from school. tele*ision. friends. parents. and internet. %ost of them use Indonesian in school area and formal occasions. Different from the students of %TsN 3arabai. -, respondents from %AN + 3arabai are not used to spea:ing Indonesian. They use 3an9arese in daily life

communication. including schools. Se*en of them thin: that it is fine if some 3an9arese people tal: Indonesian in daily life communication but three of them thin: other/ise. Three of them thin: Indonesian is a little bit hard to study /hile the rest thin: that it is not difficult. 3ased on the recording of te2t reading. it is found that all the respondents are not used to saying =f=. Therefore. /hen they find some te2t /ith =f= consonant in it. they tend to s/itch it into =p=. Sometimes. they could produce =f= but mostly they could not. especially /hen =f= occurs at the end of the /ords. such as Kalternati+L and Kefe:ti+4. or /hen there are t/o =f=s in a /ord. they tend to miss the second =f=. such as KAfi+ahL and Kefe:ti+4. %ispronunciation also occurs in /ords that contain =<=. such as Ka<anL and Ki9a<ahL. Some of the respondents tend to mispronounce it as =9=. Such mispronunciations are found mostly from the -, students of %AN + 3arabai. Students from %TsN 3arabai. on the other hand. tend to be able to produce it properly. !o/el =a= and =i= in 3an9arese has a stop. especially /hen the *o/el occurs at the end of /ord. That is /hy almost all the respondents from either %AN + 3arabai or %TsN 3arabai ga*e a strong stop in the *o/el that occurs at the end of /ord. such as KiniL. KsoreL. Kmere:aL. K!arioL. K)ondaL. KsyahduL. KRafiCiM. KmusholaL and KbiayaL. %ost of the respondents succeed in producing =o= and =e=. especially those /ho come from %TsN 3arabai. )o/e*er. some of the respondents from %AN + 3arabai mispronounce =o= into =u= in the /ord K:omputerL and )onda. It is because 33) does not recogni<e *o/el =e= and =o= in their daily life communication. It is because. for :omputer. to say *o/el =o= /hich is in formation li:e *c**. e2tra energy is needed rather than saying =u= /hich does not re;uire one to open his or her mouth as /idely as =o=. Some of them also mispronounce =e= into =i= in a /ord K:abupatenL and KsoreL. Consonant =:= in 33) tend to sound li:e light =;=. especially /hen it occurs at the of end /ord. It is pro*ed in the research. %ost of the respondents. /ho come into /ords containing =:=. tend to gi*e some emphasis on it /hich ma:es it sound li:e light =;=. such as in K3apa:L. K(a:L. Klapu:L. and Kana:L.

After analy<ing the pronunciation and mispronunciation of students of %TsN 3arabai and %AN + 3arabai. the researcher tried to compare it to some adults around neighborhood /ho ha*e different professional bac:ground. The adults being as:ed to read the te2t are: (us:esmas #fficer 4female. not married. 17 years old8. Panitra Pengadilan Agama Daerah 4male. married. DF years old8. %I teacher 4female. married. D1 years old8. and %TsN teacher 4female. married. 1+ years old8. The te2t reading sho/s that the mista:es those adults produced in the pronunciation are someho/ ;uite similar to the mista:es produced by the students of %AN + 3arabai. In this case. the researcher found the similarities bet/een the t/o sample categories. Those adults come from old traditional bac:ground /hich is far from high technology /hich gi*es them access to :no/ing languages outside 3an9ar )ulu area. more importantly outside South 0alimantan. in their youth. It ma:es their tongue habit fossili<ed and hard to adapt to ne/ phonological tradition of other languages. e*en Indonesians. as their national language. Similiarly. the students from %AN + 3arabai are also li*ing in educational are /hich ha*e limited access to modern technology that can contribute to their :no/ledge about other languages. including Indonesian. Therefore. their tongues /hich are only familiar /ith their mother tongue. 33). cannot easily adapts /ith the other phonological tradition from other language. e*en though the t/o language come from the same root language: %alay. Differently. students from %TsN 3arabai are more modern. The school gi*es sufficient access to modern technology. such as language laboratory. internet. etc. Therefore. their :no/ledge about other languages is richer than that of the students of %AN + 3arabai. /ho are older than them. Surprisingly. respondents of %TsN 3arabai also sho/ great moti*ation to get familiar /ith other language beside Indonesian. such as English. Arabic. Hapanese. and 0orean. 3eing familiar /ith other language and culture ma:es the students able to adapt easily to other language. It is supported /hen the researcher as:s a 3an9arese teenage girl 4female. -D years old8 /ho is currently studying in %Ts %uallimat "ogya:arta to read the same te2t as the students of %TsN 3arabai and %AN + 3arabai and the elders read. The girl. /ho e2perience li*ing + and half years in

Central Ha*a produces the Indonesian *o/els and consonants properly. %ost of the dialect tones e*en disappear. replaced by a little influence of Ha*anese pronunciation. $rom the research result abo*e. /e can conclude that educational and bac:ground and more access to other cultures since early ages gi*es more influence on the 33) spea:ersC adaptation to other second pronunciation rather than professional bac:ground and social strata. I0,%ica!i n ! En&%ish Lan&"a&e Teachin& Not only that 3an9arese )ulu spea:ers are not used to *o/els not belonging to them. but also the ine2istence of other English *o/els 4=. =e9=. =o/=. =9=. =a9=. ==. ==. ==. ==. and == in Indonesian /hich ma:es it harder for 3an9arese )ulu people to spea: English /hich is phonetically proper. In fact. the English *o/els are mostly difficult for both Indonesian language user and 3an9arese )ulu language user. In term of consonants. 3an9arese 3an9ar )ulu does not recogni<e =f=. =*=. ==. ==. ==. ==. =<=. =t=. =d=. and ==. Hust li:e /hat they do /ith *o/el. they usually change the /ords containing f=. =<=. and ==. to fit their tongue habit. Concerning this issue. /e can therefore consider the best method for teaching English to 3an9aese )ulu students. Since English language contains a lot of ne/ concepts for the students to grasp. teacher need to conte2tuali<e the lesson he or she presents to suit the local culture and tradition 4Carras;uillo and Rodrigue<. +,,+8. Introducing phonological difference issue bet/een 3an9arese )ulu and English /ill be *ery helpful for them. Teacher can sho/ the richness of English *o/els compared to 3an9arese )ulu *o/els. E2plaining such difference does not ha*e to be complicated. Teacher can ma:e use of interesting media such as picture and *ideo. Ne should ta:e a note. ne*ertheless. that the material gi*en should be appropriate for studentsC proficiency le*el. C nc%"si n In conclusion. concerning the fact that English language has become truly international language. English language teaching should really consider the

conte2tual issue in the area /here it is taught. 0no/ing the cultural differences /ill be necessary in the pursuit of the best method and strategies of teaching English to multicultural students.

Re+erences Durasid. Durd9e and 0a/i. D9antera. -576. Bahasa Banjar Hulu. (embinaan dan (engembangan 3ahasa Departemen (endidi:an dan 0ebudayaan. Ha:arta: (usat Carras;uillo. Angela &. and Rodrigue<. !i*ian. +,,+. Integrating &anguage and Science &earning. Academic Success for English Language Learner: Strategies for K !" Mainstream #eachers. (atricia A. Richardo@Amato and %arguerite Ann Sno/ 4Eds8. +,,B. Ne/ "or:: (earson Education.