Hi pals! lama ngak ngepost yah, hhe. Okay kali ini saya bakalan post tugas saya untuk membuat summary salah satu jurnal international berbahasa inggris. Sebenarnya nggak cuman ngebuat summary sih tapi di buat PPTnya juga, jadi serasa lagi seminar international gitu hahaha. Tapi yang saya post summary nya saja, PPtnya ya buat saya sendiri LOL……
The English Scanning Skills of Bilingual and Monolingual Indonesian Students
Indonesia is one of the most unique country to do a research especially for language researchers because Indonesia provides a vast array of data due its diverse linguistic background. English is probably the most popular foreign language learned in Indonesia (Bake 2001,PP. 111-112) and Indonesian speakers’ positive attitude towards English (Heaney 2005;Siregar 2010). Hence Indonesia belongs to the expanding circle (Kachu 2011,P.155).
Most families in Indonesia use Indonesian or one or several local languages at home, but nowadays the families especially those living in big cities are now learning English and using it and very common for youngsters. Hence, this preliminary reaserch is aimed at finding out the access of Indonesian learners to English and the comparison of the Indonesian bilingual and monolingual students’ performance of the English reading skills, particularly the scanning skills.
Speaking about bilingual, there are so many ideas by many scholars to define this phenomenon. This study adopts the term bilingual as proposed by Groshjean (2010,PP.4,22) that bilinguals are “…those who use two or more languages (or dialects) in their everyday lives”. As a matter of fact, scanning is one of the basic reading skills that can help a reader to choose which text he or she would like to read and searching a specific information in a text.
In this study, the researcher used language attitude research method (Sprechverhalten, language attitude) and used direct method which is questionnaire to research behaviour of the the language of the object. The study took place at school X, a private national school in East Jakarta on October 2 and 9, 2012. In that school, Indonesian is used as the language of instruction where subjects of the research were 43 students of grade 6 with 8 diverse etchnic groups and most of them are in age 11 and 49% were monolingual. There are two parts of the test to know the reading comprehention of the objects. The first part is about short histories of five people’s job and the second part contained a text about the description of Saudi Arabia. All in all, the test required participants to find specific information concerning people’s jobs, and a general description of a country.
The survey reveals the variety of languages used by the subjects within their surroundings. The monolinguals (49%) use only Betawi-Malay (Betawinese-Indonesian) in daily communication with people around them: their nuclear and extended families, friends, and teachers. The bilinguals (51%) comprise speakers of other ethnic languages in addition to the Betawi-Malay. Of the bilinguals 50% speak Batak, 25% Javanese, 10% Mandarin, 5% Nias, Sulawesi and Dutch, respectively with parents, siblings, aunts, uncles, cousins, and other relatives at home or during family gatherings. Another 5 % speak more than two languages: Batak and Sundanese, and Javanese and Manado. It is interesting to note that although the monolinguals stated that they use Indonesian daily, 52% of the pupils use English between 11 to 15 hours a week, 48% between 1 to 5 hours, 19% from 6 to 10 hours, and another 19% for more than 15 hours a week. On the other hand, the bilinguals appeared to have more contact with English compared to their monolingual classmates. On a weekly basis 32% of them used English between 1 to 5 hours, 13% from 6-10 hours, 23% from 11 to 15 hours, and 32% over 15 hours. In general the monolinguals had more frequent contact with English. According to the first test, many of the participants, be they bilinguals or monolonguals made typical mistakes when completing the second and the third colomns, fewer monolinguals (48%) compared to their bilinguals counterparts (59%). In the second part most students made mistakes in finding specific information about “climate”. The result 78% of the bilinguals and 73% of the monolinguals. The test of scanning skills showed that the monolinguals outperformed the bilinguals. The average score of the monolinguals were 74, while the bilinguals 66. However, the monolinguals outperformed the bilinguals in only the first part of the test. Using Indonesian as the only language spoken both at school and at home supports the monolinguals scanning skill acquisition.
Indonesian young learners in general are more exposed to English through increasing contact with foreigners from the English speaking countries that the occurrences of code mixing and switching and the desires of learning English at schools and courses are now higher than that in the past. Another crucial factor that should be taken into account in a learning process is the reading habit or culture, which is not highly appreciated in Indonesia. It is in such circumstance was interested to find out whether the increasing access to English has produced important effect for the learning of English reading skills. In this study conducted showed that the monolingual Indonesians had better scores compared to their bilingual counterparts. The test of scanning skills showed that the monolinguals outperformed the bilinguals which indicated that monolingual were better than bilinguals.