COMMON ERROR: A STUDY OF MADURESE DIALECT IN ENGLISH COMMUNICATION

Suhaimah, Suhaimah (2024) COMMON ERROR: A STUDY OF MADURESE DIALECT IN ENGLISH COMMUNICATION. Undergraduate thesis, UIN KH. ACHMAD SIDDIQ JEMBER.

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Abstract

Key Term: common error, Madurese dialect, language identity.

Common errors in foreign language learning often result from linguistic interference, where speakers apply rules from their first language (L1) to their second language (L2). For Madurese speakers learning English, this interference leads to errors in pronunciation, grammar, and sentence structure, such as difficulty with the "th" sound. These patterns reflect fixed elements of their native language. Language identity, as Hall explains, is not just a communication tool but also reflects cultural and ethnic identity. Understanding these errors is essential in education, as language and identity are deeply connected to social context.
Dialects are influenced and shaped by the regional origin and socio- economic background of the speakers, dialects are distinguished through patterns in grammar and vocabulary. Therefore, this research focus on the common error in Madurese dialect in English communication. Since, the researcher believes that by discussing common error language identity a study of Madurese ethnic dialects in English communication at MBI Mambaul Falah Tambilung can complement what previous researcher that have been researched.
This research focused on discovering how Madurese dialect is used in common error’s its identity through English communication at MBI Mambaul Falah. Furthermore, the research for this study utilized a qualitative design. To find data from this study, observation and interview were used. After collecting data from all three, to analyze the data of this study, the researcher used the process of data condensation, data presentation, and conclusion. The researcher also used triangulation in conducting validity of data.
The result shows that the dialect patterns of English used by Madurese students at MBI Mambaul Falah, Bawean vary in terms of phonology, and vocabulary variations that are different from the standard language. On phonological features, students add additional words in front of the word and in the middle of the word in the phonological variation section. The addition of letters found in English conversations spoken by students is the addition of the letter -e and the addition of the letter -I example: “Enno, “Ecar,” “Ejust.” And “Ijes”. From the vocabulary variation, there were five words that the students used in their English conversation, namely; make off, changing, later, saw, until. where the researcher found Student’s mother tongue's inference and Less practicing of English pronunciation which influenced the difficulty of finding the right language/word. they speak English with Madurese, because of their habit of using Madurese.

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