Tesis

The morphosyntactic structure among islamic boarding school multilingual students in indonesia: a language transfer phenomenon / Achmad Yani

Abstrak
Islamic boarding school students exhibit distinct characteristics including diverse language use structured language learning activities and the prominence of Arabic as the predominant language. While Arabic holds a central role within these schools educational policies also emphasize the significance of English as an additional language to equip students for broader contexts aligning with Minister of Religious Affairs Regulation No. 31 of 2020 regarding Islamic religious education. Islamic boarding schools have embraced multilingualism through initiatives like language dormitories such as the English dormitory (designated for English) and the Arabic dormitory (for Arabic). Multilingual students offer advantages in metalinguistic abilities such as heightened semantic and phonological awareness compared to monolingual individuals and positive outcomes in cognitive linguistic and academic achievements. The realm of multilingual students who navigate the production of multiple languages language transfer plays a crucial role in facilitating their acquisition of new languages. This phenomenon involves both the native language (L1) and second language (L2) potentially influencing multilingual students. What sets L3 settings apart is the diverse linguistic exposure of students encompassing more than one language. Consequently language transfer among multilingual students manifests in four potential scenarios (1) absence of transfer from L1 and L2 to L3 (2) L1 as the primary source of transfer (3) L2 as the primary source of transfer and (4) either L1 or L2 serving as a transfer source. In exploring the context of multilingual students in Islamic boarding schools this research specifically aimed to explores how language transfer manifests in the morphosyntactic structures of multilingual students at an Islamic boarding school in their use of English and to identify influencing language transfer phenomena factors in English among students at Islamic boarding school This research employed a mixed-method approach which involves procedures for data collection analysis and the integration of quantitative and qualitative data at various stages to explore the phenomena occurring in one Islamic boarding school in South Kalimantan. The focus was on how language transfer manifests in the English morphosyntactic structures of students written production. To address the first research question a free writing was conducted to analyse language transfer of recount text production in the students writing and the second research question interviews were conducted to gather information on the factors influencing language transfer in English. The research was conducted at a private Islamic boarding school in South Kalimantan the data was taken from the 10 students who had participated in and graduated from English and Arabic dormitory programs and resided in the Islamic boarding school for approximately six to eight years. The findings indicate that students rsquo English writing displays clear evidence of interference from their native languages particularly Indonesian Banjar and Arabic. This phenomenon of language transfer often results in errors related to grammar sentence structure and word choice. For example students may omit subjects misuse prepositions or directly translate idiomatic expressions from their native languages. This underscores the importance of understanding language transfer within the context of second language acquisition as well as the necessity for tailored instruction to address these specific linguistic challenges. Furthermore student interviews reveal that most participants initially began learning English during elementary school (ages 6-10) with some starting as early as kindergarten (age 4). Arabic was predominantly acquired during Tahjizi or preschool years (around age 12) or even earlier while Indonesian was typically learned during elementary school (approximately age 6) or prior to that. Local languages were generally introduced during early childhood (ages 3-4). Students experienced substantial exposure to English throughout their Tsanawiyah years (ages 13-17) alongside significant exposure to Arabic during both the Tsanawiyah and Aliyah stages (ages 13-17). It is noteworthy that Indonesian and local languages were primarily learned during early childhood. The varying degrees of exposure to different languages mdash particularly the dominant presence of English within dormitory settings and local languages in the home mdash play a crucial role in facilitating language transfer. English was predominantly utilised for online activities and within various environments whereas Arabic served as the primary means of communication at home and in online contexts. The findings indicate that students rsquo English writing displays clear evidence of interference from their native languages particularly Indonesian Banjar and Arabic. This phenomenon of language transfer often results in errors related to grammar sentence structure and word choice. For example students may omit subjects misuse prepositions or directly translate idiomatic expressions from their native languages. This underscores the importance of understanding language transfer within the context of second language acquisition as well as the necessity for tailored instruction to address these specific linguistic challenges. Furthermore student interviews reveal that most participants initially began learning English during elementary school (ages 6-10) with some starting as early as kindergarten (age 4). Arabic was predominantly acquired during Tahjizi or preschool years (around age 12) or even earlier while Indonesian was typically learned during elementary school (approximately age 6) or prior to that. Local languages were generally introduced during early childhood (ages 3-4). Students experienced substantial exposure to English throughout their Tsanawiyah years (ages 13-17) alongside significant exposure to Arabic during both the Tsanawiyah and Aliyah stages (ages 13-17). It is noteworthy that Indonesian and local languages were primarily learned during early childhood. The varying degrees of exposure to different languages mdash particularly the dominant presence of English within dormitory settings and local languages in the home mdash play a crucial role in facilitating language transfer. English was predominantly utilised for online activities and within various environments whereas Arabic served as the primary means of communication at home and in online contexts. This study aimed to explore the impact of students native languages mdash namely Indonesian Banjar and Arabic mdash on their English writing. Although statistical analysis did not indicate significant language transfer a more detailed examination revealed that students frequently relied on their first languages resulting in errors related to grammar sentence structure and word choice. This finding underscores the necessity for language instruction that takes into account the influence of native languages and addresses the specific linguistic challenges encountered by multilingual students. Furthermore the research suggests that the phenomenon of language transfer within Islamic boarding schools is shaped by both student-specific factors and language-related elements. The students language proficiency and their awareness of linguistic features coupled with the similarities among languages significantly influence the manner in which language transfer occurs. Additionally the study highlights the critical importance of consistent exposure to and usage of languages in order to sustain progress in language learning. This conclusion synthesizes data from students English writing and interviews aiming to explores how language transfer manifests in the morphosyntactic structures of multilingual students at an Islamic boarding school in their use of English and and to identify influencing factors. Initially even though Chi-square test revealed no significant language transfer in students rsquo written English. In contrast a detailed analysis on students writing showed an evidence of language transfer where students directly apply grammatical structures from their previously learned languages into English without adapting them to meet English language standards or making appropriate revisions. This aligns with TPM theory suggesting that transfer occurs from earlier learned languages (L1 L2 or L3) either positively or negatively due to the the similarity of pattern among the languages that students had. Secondly the interview result highlighted the language transfer phenomenon in twelfth-grade students at the senior high school is influenced by both learner-centered and language-based factors. Learner proficiency and awareness of linguistic features play a crucial role as does the typological relationship between languages. Given the small sample size and focus on written language future research should expand participant numbers incorporate observational methods and employ diverse data collection techniques. To enhance English proficiency maintaining language learning within boarding schools encouraging real-world English use and providing policy support are essential.

Informasi Detail

DDC

Rt 420.59 YAN m

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2024.

Deskripsi Fisik

xvi, 102 lembar : ilus. ; 30 cm.

Bahasa

No Reg

00054/RT/25

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2024

Subjek

1. BAHASA INGGRIS - MORFOLOGI
2. BAHASA INGGRIS - SINTAKSIS
3. ENGLISH - MORPHOLOGY

Pembimbing

1. Evynurul Laily Zen, S.s., M.a., Ph.d;2. Dr. Suharyadi, S.pd, M.pd

Lampiran Berkas