The Final Exam

Sociolinguistics and Language Teaching

The Analysis of Language Interference of Selebgrams

Lectured by: Dewi Murni S.Sos., M.Hum

SARTIKA ISTIQOMAH 150388203066

English Education of Study Program

Faculty of Teacher Training and Education
University of Maritim Raja Ali Haji
2018

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PREFACE

In the name of Allah, the Most Gracious, the Most merciful. I pray and gratitude

for the presence of Him, who has mercy, and guidance to me, so that i can complete this

papers and may its benefits for me to improve my knowledge about the analysis of

language interference of selebgrams.

This analysis has been made by me with the maximum, so as to facilitate the

making of this analysis. For that I express many thanks to all those who have participation

in making this analysis.

Apart from all that, I am fully aware that there are still many mistakes in terms

of sentence structure and grammar. Therefore, with open arms I receive all comments and

suggestions from readers so that I can improve this paper.

Finally, this analysis may be useful for particular authors, and readers in

general.

May, 2018
Tanjungpinang

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CONTENTS

COVER .......................................................................................................................... i
PREFACE ...................................................................................................................... ii
CONTENT .................................................................................................................... 3
BAB I INTRODUCTION ............................................................................................. 4
1.1 Background of The Problem .................................................................................... 4
1.2 Problem Identification ............................................................................................. 7
1.3 Purpose .................................................................................................................... 7
CHAPTER II DISCUSSION ......................................................................................... 8
2.1 Review of Literature ................................................................................................ 8
2.1.1 Introduction of Interference .................................................................................. 8
2.1.2 Definition of Interference ..................................................................................... 8
2.1.3 Kinds of Interference .......................................................................................... 10
A. Interference to the sound/phonetic .......................................................................... 10
B. Interference in The Field of Morphology ............................................................... 11
C. Interference in the field of Syntax .......................................................................... 11
D. Interference in the Field of Semantic ...................................................................... 12
2.1.4 Factors Cause of Interference ............................................................................. 13
2 Research Methods .................................................................................................... 17
2.3 Interference Analysis of Indonesian Selebgrams .................................................. 18
CHAPTER III .............................................................................................................. 26
CONCLUSION ........................................................................................................... 26
SUMMARY ................................................................................................................ 26
REFERENCES ............................................................................................................ 27

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 CHAPTER I

INTRODUCTION

1.1 Background of The Problem

Almost every activity of human being need a language, no matter if its implicitly or

explicitly way to deliver the meaning. As a human being, we cannot forget that we

live in social life. We need to build an interaction, communication, even to present

an idea or express our thoughts and feelings. That is why language is one of the most

essential tool to live in this world.

Human beings can communicate with each other. We are able to exchange

knowledge, beliefs, opinions, wishes, threats, commands, thanks, promises,

declarations, feelings – only our imagination sets limits. We can laugh to express

amusement, happiness, or disrespect, we can smile to express amusement, pleasure

approval, or bitter feelings, we can shriek to express anger, excitement, or fear, we

can clench our fists to express determination, anger or a threat, we can raise our

eyebrows to express surprise or disapproval, and so on, but our system of

communication before anything else is language (Eifring & Theil, 2005).

Language is a purely human and non- instinctive method of communicating

ideas, emotions and desires by means of voluntarily produced symbols (Sapir 1921)

(“Introduction to linguistics What is language?,” 1921).

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 Parera states (1997: 27) that "language is a set of habits." (Novianti & Dewi,

n.d.). According to Santoso (1990:1), language is a series of sound produced by said

means of a conscious human being. After all the definitions above, we know that

Means that language is used as a means of communicating by a group of human

beings to give birth to feelings and thoughts.

The main problem faced by the second language learner is the existence of

language mixing or language interference. According to Al Wasilah (1985: 131)

interference may include grammatical interference, vocabulary interference,

pronunciation interference, and interference of meaning. As Interference is a general

problem that occurs in bilingualism. Dulay et al (1982) define interference as the

automatic transfer, due to habit, of the surface structure of the first language onto the

surface of the target language. Lott (1983: 256) defines interference as ‘errors in the

learner’s use of the foreign language that can be traced back to the mother tongue’.

Ellis (1997: 51) refers to interference as ‘transfer’, which he says is ‘the influence

that the learner’s L1 exerts over the acquisition of an L2 (“LANGUAGE

INTERFERENCE,” 1997).

One of the popular social media in 2016 is Instagram. Offering the facility to

create personal photo galleries, Instagram quickly grabbed many users. Instagram as

a social media is an update amid other social media based micro blogging. Instagram

allows users to upload photos and videos to their accounts. In addition, Instagram

also has hashtag or people called it as “Tagar” or #, feature that allows users to find

photos of others who have a link with the selected tagar, ex: #live, #friends, #cute,

etc. In this case, Instagram becomes superior to other social media because it presents

interesting visual based content.

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 In recent years, there have been figures that have never been seen in the mass

media before, but known to many. They are the ones who gained popularity with the

help of internet. Individuals of this kind are categorized as micro celebrity, usually

called as SelebGram or celebrity of Instagram. It is said micro celebrities because

they are only engaged in social media, and tend to have more niche fans. These micro

celebrities also have their respective names depending on the popularity of social

media in which they develop. They usually posted/uploaded/shared interesting and

attractive pictures or videos with a good even hilarious caption.

There are more than two hundred selebgrams. But in this case, the writer just

put the most famous 5 of them, and they are:

1. Dika Angkasaputra Moerwani (@raditya_dika) with 8.8M followers. He

is a writer, comedian, producer and actor. Dika was born on 28 december

1984, Jakarta.

2. Ria Yunita (@riaricis1795) with 8.5M followers. She is apresenter,

youtuber. Ria was born on 1st July 1995, Batam, Kepri.

3. Karin Novilda (@awkarin) with 3.1M followers. She is an artist, vlogger,

and model. Karin was born on 29 november 1997, Jakarta. She was a

student from SMPN 1 Tanjungpinang who got the highest UN score in a

province.

4. Reza Oktovian (@rabyourbae) with 2.4M followers. Reza is a youtouber,

musician, gamer, was born on 15 october 1990.

5. Rachel Vennya (@rachelvennya) with 2.1M followers. She is a model,

entrepreneur. Rachel was boen on 23 september 1995, Jakarta.

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 As mentioned above, to deliver our ideas, we use a language. And the content

they had shared is using a language. In this analysis, the writer will discuss about

Indonesia language interference that used by selebgrams nowadays. Because the

writer feels that the selebgrams aren’t using Indonesian language formally to attract

their fans so that can make their relation closer even if it’s only in a social media.

There are many words that have changed from the real form.

1.2 Problem Identification

The problems of the analysis are:

1. What is language interference?

2. What are kinds of language interference?

3. What are factors that cause language interference?

4. What are kinds of interference that exist in selebgram posts?

5. What are the words that had been interfered?

1.3 Purpose

Based on the problem identification, the purpose of this analysis are:

1. To describe the definition of interference.

2. To discover the kinds of language interference.

3. To diagnose the factors that cause language interference.

4. To know the kinds of interference done by selebgrams.

5. To analyze the words that have been interfered by selebgrams.

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 CHAPTER II

DISCUSSION

2.1 Review of Literature

2.1.1 Introduction of interference

Language always develops and changes. It occurs because of social, economic, and

cultural change. The development of language occurred quite rapid in the field of

science and technology. Contacts in the political, economic, scientific, and other

areas may cause a language to be influenced by other languages. The process of

interplay between one language with another language cannot be avoided. The

existence of bilingual will also lead to interference language. It is the deviation of

language norms that occur in the speech of bilingualism because of its familiarity

with more than one language, which is caused by the contact of language.

Besides language contact, the cause of interference by Weinrich (in Sukardi

1999: 4) is the inadequacy of a language vocabulary in the face of progress and

renewal. In addition, the disappearance of words that are rarely used, the need for

synonyms, and the prestige of the source language. The bilingual participants and

the loyalty to the recipient language are also factors causing interference.

2.1.2 Definition of interference

Dulay et al (1982) define interference as the automatic transfer, due to habit, of the

surface structure of the first language onto the surface of the target language. Lott

(1983: 256) defines interference as ‘errors in the learner’s use of the foreign

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 language that can be traced back to the mother tongue’ (“LANGUAGE

INTERFERENCE,” 1997).

Interference, according to Nababan (1984), an error that occurs as a result of

entrainment of speech habits of the mother tongue or dialect into a language or a

second dialect. Similarly, Chaer and Agustina (1995: 168) argued that the

interference is the norm of the deviation event one or more languages. To strengthen

the understanding of interference terms, the following will be presented basic ideas

of experts in the field of sociolinguistics that has defined this event. Chaer

(1998:159) cites that the interference was first used by Weinrich to mention the

existence of a language system changes with respect to the contiguity of these

languages with elements of other languages by the bilingual speakers. Interference

refers to the existence of irregularities in the use of a language to include other

language systems. Pieces of other languages clauses in a sentence other languages

can also be regarded as interference events. Meanwhile, according to Hartman and

Stonk in the Chair (1998:160) interference occurs as a result of entrainment of

speech habits of the mother tongue or dialect into a language or a second dialect.

Abdulhayi (1985:8) refers to the opinion of Valdman (1966) formulate a

constraint that the interference as a result of user habits mother tongue (first

language) in the studied language acquisition (second language). As a consequence,

there was a transfer or removal of the negative elements of the mother tongue into

the target language. Another notion advanced by Jendra (1995:187). He states that

the infiltration system interference as a symptom of a language into another

language. Interference arising from implementing bilingual unit system sounds

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 (phonemes) first language into second language sound system, which causes

disturbance or deviations in the phonemic system of the recipient language.

2.1.3 Kinds of Interference

A. Interference to the sound/phonetic

Interference in the field of phonology consists of phonological interference

reduction, letter addition, and phonological interference change of letters.

Kridalaksana (1985: 57) states that "Phonology is a field in linguistics that

investigates the sounds of language according to its function".

Phonological interference consists of phonological interference reduction,

letter addition, and phonological interference change of letters. As in the word

meliat that speakers speak Javanese. The word meliat has happened reduction

of letter / h /. The explanation of phonological interference is a process that

attempts to explain morpheme or word changes based on phonetic

distinguishing features (matters relating to sound). Changes are common, such

as phoneme removal at the beginning, middle, end, or through the process of

incorporation, percolation, insertion, assimilation, and decimation.

Interference occur when the speaker's identifying the phoneme system from

the first language (source language) and then use theme system of second

language (target language). In saying return the sound, the speaker speaks up by

using the phonetic pronunciation of the first language rules. For example,

Javanese people say the name of places which have sounds /b/, /d/, /g/, and /j/

like Bandung becomes mBandung, Deli becomes nDeli. They pronunce word

/f/ or /v/ is spoken /p/ like “Ok, never forget, see you” becomes “Ok, neper

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 porget, see you”. The other examples are selalu becomes slalu, adik becomes

adek, sayang becomes ayang, and ramai becomes rame. The pronunciation of

these words has been the sound of the Java language grammar interference in

the Indonesian language. Phonological interference includes intonation, rhythm

and articulation.

B. Interference in The Field of Morphology

Morphology is a branch of linguistics that examines the formation of words.

Ramlan (2001: 21) states that "Morphology is part of the linguistic sciences that

speak or learn the ins and outs of the word form". This Interference morphology

happened frequently. Interference occurs in the formation of words with the affix

absorb another language. For example, if we heard some words in Indonesia such

as “kepukul, ketabrak, kebesaran, kekecilan, kemahalan, sungguhan, bubaran,

duaan. Such things we call as an interference because the forms are in fact is not

the true form, it should be “terpukul, tertabrak, terlalu besar, terlalu kecil, terlalu

mahal, kesungguhan, berpisah (bubar), dan berdua. Based on the data above that

the process of constructing the words is called interference morphology has the

basic shape of the Indonesian word vocabulary with the affix of regional

language or foreign language.

C. Interference in the field of Syntax

Syntactic level is interference that happens in sentence level. Syntactic

interference occurs when other language structures (local languages) are used in

the formation of the language sentence used. The absorption of the sentence

element can be a word, phrase, and clause.

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 Suwito (1988: 56) points out that "Syntactic interference occurs because

within the speaker there is contact between the language he is speaking (B 1) with

another language he also controls (regional or foreign languages)". For example,

Rumah ayah Ali yang besar di kampung ini becomes rumahnya ayahnya Ali yang

besar sendiri di kampung ini and makanan itu telah saya makan becomes

Makanan itu telah dimakan oleh saya. Traders in Bali often haven inversion of

sentence structure like coming in Bali your girlfriend? The other examples are

Mereka akan married tahun depan, Ani memakai baju pink, so far aku baik-baik

saja, btw kemana saja kamu kemairn?

D. Interference in the Field of Semantic

Fourth is semantic level. Semantic level is interference that happens in using

a word that has variable in a language. For example, penampilannya sungguh

keren, teman-temanku begitu gokil, suasana hatinya sedang galau, and apa kabar,

Bro? Interference within the meaning of governance can be divided into three

parts:

(1.) Expansive interference. The absorption event vocabulary elements

into other languages. For example, the concept Distanz word that comes from

Distance into the English vocabulary of German vocabulary. Or words to

Democration, Demokration and Demokrasi.

(2.) Additive interference, the addition of new vocabulary with a rather

special meaning even if the old vocabulary is still used and still have a complete

meaning. For example: refining the word Gelandangan becomes Tunawisma,

Tahanan becomes narapidana, etc.

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 (3.) Replasive interference, the interference that occurs due to the

replacement of the vocabulary that caused a change in meaning as the word that

comes from Melayu. For example: “saya” becomes “sahaya”, saja become

sahaja, etc.

2.1.4 Factors Cause of Interference

In addition to language contact, according to Weinrich (1970: 64-65) there are

several factors that cause interference, among others:

First, speaker bilingualism background. Bilingualism is the major factor of

interference as the speaker is influenced by both of the source and the target

language. Indonesia’s student who is Javanese and is studying good Bahasa tends

to put his Javanese language into Indonesia. Look the example, ‘Andi, apakah kamu

bisa mengerjakan soal matematika ini?” the teacher asked. Then Andi answered,

“Tidak bisa, Bu Guru, lha wong itu angel.” The impression of ‘Lha Wong’ is usual

in Javanese cultural insight. The word ‘angel’ means difficult in Bahasa, the student

should reply his teacher with “Tidak bisa, Bu Guru, soalnya sulit’. Regarding this

condition, the student is a second grade of elementary school.

Second, disloyalty to target language. Disloyalty to target language will cause

negative attitude. This will lead to disobedience to target language structure and

further force the bilinguals to put uncontrolled structure of his first language

elements to output in practicing words utterances both oral and written. Students

whose language background of TL is limited tend to put words in sentences or oral

in structure and sense of first language. For example, is occurred in Facebook status

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 made by an Indonesian, “So I must spirit.” While the correct sentence is “I must

keep my spirit.”

Third, the limited vocabularies of TL mastered by a learner. Vocabulary is

central to English language teaching because without sufficient vocabulary students

cannot understand others or express their own ideas. Wilkins (1972) wrote that “. .

. while without grammar very little can be conveyed, without vocabulary nothing

can be conveyed” (pp. 111–112) (Vocabulary, 2000). Vocabulary knowledge is

often viewed as a critical tool for second language learners because a limited

vocabulary in a second language impedes successful communication. Underscoring

the importance of vocabulary acquisition, Schmitt (2000) emphasizes that “lexical

knowledge is central to communicative competence and to the acquisition of a

second language” p. 55) Nation (2001) further describes the relationship between

vocabulary knowledge and language use as complementary: knowledge of

vocabulary enables language use and, conversely, language use leads to an increase

in vocabulary knowledge. The importance of vocabulary is demonstrated daily in

and out the school. In classroom, the achieving students possess the most sufficient

vocabulary (ALQAHTANI, 2015). The more vocabularies someone has, the better

he masters TL. Foreign language learner will try to put deliberately his native word

to state some points when he cannot find the best words of TL. For example, when

an Indonesian want to mention ‘rambutan’, he stills mention ‘rambutan’ when he

speaks in English. Since there is no English word for ‘rambutan’. It is also similar

to translate the cultural words like “Mitoni”, “Slametan”, “Tahlilan” and

“Ngruwat”.

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 Fourth, prestige and style. Applying unfamiliar words (foreign words) during a

communication practice which dominant words are languages of both speaker and

receiver is something else. Those unfamiliar words usage is aimed to get a pride.

Interference will appear as there are certain words even though the receiver probably

cannot catch the real idea of the speech. The usual unfamiliar words usage will

become a style of the user. Unfortunately, the user sometimes does not understand

the real meaning whether the meaning is denotative or connotative. The common

feature is that many language users put derivational affix –ization in every word. To

note, affix –ization is an adopting and borrowing process from English to state

nouns.

According to Lott (1983: 258 -259), there are three factors that cause the

interference:

1. The interlingua factor Interlingua transfer is a significant source for language

learners. This concept comes from contrastive analysis of behavioristic school

of learning. It stresses upon the negative interference of mother tongue as the

only source of errors. The construction – ‘I LIKE TO READ’ is uttered as ‘I

READ TO LIKE’ by many Hindi speakers. In Hindi, the verb is pre-positioned

while in English it is post positioned. This type of error is the result of negative

transfer of L1 rules to L2 system.

Commonly, errors are caused by The Differences Between the First and The

Second Language. Such a contrastive analysis hypothesis occurs where

structures in the first language which are different from those in the second

language produce the errors reflecting the structure of first language. Such errors

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 were said to be due to the influence of learners’ first language habits on second

language production (Dulay et. al, 1982: 97).

Corder in Richard (1967: 19) says that errors are the result of interference in

learning a second language from the habits of the first language. Because of the

difference in system especially grammar, the students will transfer their first

language into the second language by using their mother tongue system.

2. The over extension of analogy Usually, a learner has been wrong in using a

vocabulary caused by the similarity of the element between first language and

second language, e.g. the use of cognate words (the same form of word in two

languages with different functions or meanings). The example is the using of

MONTH and MOON. Indonesian learners may make a mistake by using

MONTH to say MOON IN THE SPACE.

3. Transfer of structure There are two types of transfer according to Dulay et.al

(1982: 101), positive transfer and negative transfer. Negative transfer refers to

those instances of transfer, which result in error because old habitual behavior

is different from the new behavior being learned. On the contrary, positive

transfer is the correct utterance, because both the first language and second

language have the same structure, while the negative transfer from the native

language is called interference.

Interference is the deviation of target language as a result of their familiarity

with more than one language. Dulay et.al (1982: 98) differentiates interference

into two parts, the psychological and sociolinguistic. The psychological refers

to the influence of old habits when new ones are being learned, whereas

sociolinguistic refers to interactions of language when two language

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 communities are in contact. Therefore, students will find it difficult in mastering

the second language due to the interference, which is influenced by old habit,

familiar with mother tongue and interaction of two languages in the

communities.

2.2 Research Methods

Research approach. Research approach in this analysis is using qualitative, means

that it will provide descriptive data in the form of written or oral words of people

and behaviors observed.

Form of the data sources. The form and data sources of this analysis is some

sentences or conversation of the selebgrams in their Instagram.

The technique of this analysis. In analyzing the data in this study, the authors tried

to dissect, analyze and find the interferences in selebgrams’ language on posts that

they had shared. The techniques of this analysis is the researcher able to display the

form of written reports that have been resulting from the work of analysis that has

been done at the stage of data analysis. In presenting the results of data analysis

used descriptive analysis techniques, mean describing in detail about the situation

of interference.

The technique of collecting the data. The researcher collects the data from

observing the post that the selected selebgram had shared in their Instagram.

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2.3 Interference Analysis of Indonesian Selebrams

The Data and Analysis

1. Dika Angkasaputra Moerwani (@raditya_dika) with 8.8M followers.

1.1 Data https://www.instagram.com/p/BgqjmpMlVcn/.

On his Instagram, he posted a video on his Instagram account about how

to gain The Chainsmoker’s concert ticket for the 5 first followers by doing a

challenge that Dika had provided. There, Dika said, “Halo semuanya. Seperti

kalian tau kalo Chainsmokers akan datang ke Jakarta. Kalo kalian mo nonton

konsernya, aa gua ada 5 tiket yang mau dibagiin. Caranya gampang banget.

Bikin video lagi joget sama lagunya Chainsmoker kaya gua berikut ini.

(Dancing). Download apps Vigo Video. Terus upload video jogetnya kaya gue

di Vigi Video. Kasi hashtag #VigoxRadityaDika #VigoxTheChainsmoker

Nah nanti yang beruntung akan dikontak langsung sama pihak vigo videonya

untuk dapetin tiket nonton konser the chains. Jadi, buruan ikutan.

1.2 Analysis:

Form Dika’s speech above, the writer found many kind of interferences

dealing with the analysis. Almost none of the sentences are formal. Dika used

informal language and that’s created many language inferences. In word “.

seperti kalian tau…” is must be “seperti yang kalian ketahui”. Or it needs to

be added by “yang”, so, “seperti yang kalian tau”. Means that here is

language interference in the field of syntax occurred. As we know that it

occurred in a sentence and language structures.

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 Word tau, kalo, mo, and kaya are interfered by interference of phonology.

They came from word tahu - kalau – mau – kayak. Kayak here is not the kind

of boat, but the meaning is alike. And tahu is not a food, but it’s a verb - know.

For morphology interferences, in word dapetin, dibagiin. The form of the

verb dapat and bagi - dapatkan and dibagikan. Indonesians’ teenagers are

often use this kind of form. They are seldom use affix –kan. It might because

it feels formal. Word buruan might be translate in google as prey, hunted.

But, buruan here means lets. So, if it could be translated, it could be like this

“don’t, miss it!”. Another word for buruan are gentak, ayo, segera.

2. Ria Yunita (@riaricis1795) with 8.5M followers.

1.1. Data

In Ricis’s (that’s what she called herself) Instagram account, she posted a

video in https://www.instagram.com/p/BLig9UJgmaR/ . She said “Temen-

temen, kalian punya ga sih temen yang handphone-nya selalu di konci? Kira-

kira mereka handphone-nya di kunci karna apa yaa? Boleh komen di bawah.

1.2.Analysis

From the data above, the researcher found all the kinds of interference. Word

temen-temen, there is a problem with the phonology. The true form is teman-

teman. With A Not E. Ricis changed the sound which is chummier but still in

the same meaning. Another phonology interference in the speech given is in

word konci (lock), which is must be kunci. The context of konci here is a phone

that is locked with pin or password. Morphology interference is in word ga.

Ga came from enggak = tidak. But Ricis said only ga in her video. While for

semantic interference, the word that had been interfered is komen. This case

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 is an expansive interference, which is from vocabulary elements into other

language. Komen came from English vocabulary, comment. In Indonesia is

known as mengomentari. But Ricis put the word in her speech. This kind of

mixing code since she spoke Indonesia and English.

1.3.Data

This is a conversation between Ricis and her friend, Bella.

https://www.instagram.com/p/BNoPOwvAvJo/

Ricis: Bell, kamu tau ga sih kan aku sama gebetan aku udah pernah jalan-jalan

keluar kota bahkan keluar negeri bareng-bareng. Aaa seruuu banget

yaaaaa! Pokonya kemana-mana selalu berduaan. Romantis banget and

so sweet gitu. Dan kita banyak ngelewatin musim sama-sama. Dari

musim panas, musim dingin, sampe musim ceri. Ya ampun keren

banget, romantic banget gebetan aku. Eh, kalau kamu diajak kemana

sama gebetan kamu?

Bella: Ke pelaminan. Lagian nanti kalau nanti kita udah halal, kita kan bebas

mau ngapain aja, kemana aja walaupun berduaan. Kalau kamu, kapan

dihalalinnya?

1.4. Analysis

From the conversation above, here are the interferences that existed:

a. Phonology interference; tau, udah. Those word are the interference

word from tahu (know) and sudah (done).

b. Morphology interference; ngapain, ngelewatin. dihalalin. The form of

ngapain is apa. Apa here is not what, but something like do. If it put to

another sentence is like “lagi apa?” “lagi ngapain?” those sentences

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 mean is same; what are you doing? But it will be different in “ngapain

kamu kesana?” the ngapain mean is not apa or asking activity, but

more like why; Why did you go there? Next word is ngelewatin, means

to pass through. The basic word came from noun lewat, and derive to

a verb melewati, melewatkan in formal. And for dihalalin, it comes

from halal – noun. It changes from noun to a verb, menghalalkan,

dihalalkan. Those are called as derivational morphology.

c. Syntax interference; if it a formal conversation, it would be like:

Ricis: Bell, apakah kamu tahu? Aku dan lelaki yang kutaksir sudah

pernah jalan keluar kota bahkan kelaur negri bersama. Seru sekali.

Kemana-mana selalu berduaan. Romantic dan manis sekali. Dan kami

banyak melewatkan berbagai musim bersama, dari musim panas,

dingin hingga ceri. Ya ampun keren sekali, romantic sekali bukan

taksiranku? Kamu sudah diajak kemana saja?

Bella: Klau aku diajak ke pelaminan (menikah). Lagipula, jika kami

sudah halal, kan bisa lebih bebas mau berbuat apa saja dan jalan

kemana saja berduaan. Kalau kamu, kapan dihalalkan olehnya?

d. Semantic interference; sih, keren. Those word are adjective and have

a specific meaning. Sih doesn’t have a lexical meaning, but still has a

meaning. It is same like do in Padang language, “ndak ada do”. Keren

is cool, beautiful, awesome.

3. Karin Novilda (@awkarin) with 3.1M followers

1.1. Data https://www.instagram.com/p/BeDMes5ncG8/

This is an endorsement video by @awkarin.

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 Friend: iiih, ngeselin banget sih. Kenapa sih gua musti punya tompel segede

gini? Gua tuh foto banyak-banyak gada yang bagus tau ga! Iih frustasi

gua!

Karin: eh kenape marah-marah?

Friend: ini nih tompel gue. Lu ga liat apa?

Karin: Buset ini tompel apa azab? Yaudah mau solusinya ga biar ilang?

Nih pake ini aja. Nih. Penghilang kutil dan tai lalat dari

@specialis_tailalat. Dulu gua juga tompelan seluruh tubuh. Bukan

awkarin gua dulu, gua awtompel dulu. Ampe dipanggil awtomple gua

dulu. Jadi pake ini nih.

Friend: Wah gua mau dong ini

Karin: Yaudah deh ambil aja deh.

Friend: Beneran nih buat gue nih?

Karin: Mumpung gua gaada tompel lagi nih.

Friend: Wah Alhamdulillah.

1.2.Analysis

Word ngeselin, ilang, tompelan, beneran, segede are dealing with

morphological interference. Because the form of the words is changed and

create new meaning. Ngeselin come from adjective kesal and derive to a verb

mengesalkan. Ilang, it must be hilang, but Karin didn’t spell the H clearly like

other common teenager. Tompelan’s meaning based on the context of the

conversation is a verb refers to people who has a scar, like a bad feature of

their body. The base form of the word tompelan is tompel. For the word

beneran, it refers to the realness of a statement, something like ‘are you sure?’.

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 The root is benar. And then, segede. An adjective word from gede, it is an

informal word from besar or big. And segede mean “this big”.

The words Yaudah, ampe, liat, kenape, tau, are phonological interference.

Because it changes the real sound from ya sudah, sampai, lihat, kenapa and

tahu. There are two semantic interferences here; Musti, buset. Musti mean

must, and buset, is something like surprise, like waw. Since Karin has been

staying in Jakarta, no wonder if she used that kind of word. For the syntax

interference is in Lu ga liat apa? It formally Apa kamu tidak melihatnya?

4. Reza Oktovian (@rabyourbae) with 2.4M followers

1.1.Data https://www.instagram.com/p/Bh_z4hMhI6F/

In this video, Reza / Arab wasn’t in the Grammy. But he sent a message to his

friend as a delegate. And here is the script:

Presenter: waw siapa ini? 3 2 1 REZA OKTOVIAN

@aorachandra: Arab hari ini berhalangan. Oke oke ini dia kasi pesen sedikit

dan saya akan ngebacain langsung seperti apa yang dia bilang.

“alright, first. Walau gua tau gua pasti menang,” Pede banget

pede banget. “.. but I don’t deserve this. Gua liat masih banyak

banget gaming channel yang lebih konsisten bikin gaming

video daripada gue. Dan gua pun lagi mulai coba bikin konten

konten diranah lain, contohnya music. Gaming industry such

a big thing. Bisa diliat dari game-game yang banyak booming

dan juga channel channel gaming yang berapa bulan

subscribersnya udah mau ngelewatin gue. Kalian semua itu

kurang ajar” katanya. “so, yaa. I take this as compliment.

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 Tunggu sesuatu yang akan gue lakukan lagi di dunia e-sport

ini. Last but not least, I dedicate this to all my fans,

rapstronaut, yang selalu mensupport gue, yang tangan gua

buat tanpa peduli apapun. I love you, guys. All hail gaming

Indonesia.

1.2.Analysis

Reza is a bilingual. He is often speaking with English, so that he did do mixing

code in his speech. There are few words in his speech that dealing with

interference. In the field of phonological interference, the researcher found in

only a word; liat. While morphological interference is ngelewatin. Since he

was mixing the speech with Indonesia – English, only those words that

existed. In Chandra personal speech, there are many words that had been

interfered like kasi, pesen as phonological interference, ngebacain as

morphological interference and PD (confidence) as semantic interference.

5. Rachel Vennya (@rachelvennya) with 2.1M followers

1.1. Data https://www.instagram.com/p/BiTS1kagv3r/

Rachel: “Halo aku Rachel vennya. Aku sekarang lagi di @mdglowingskin

yang cabang baru di Casablanca (???). aku mau konsultasi sama

dokter kira-kira hari ini kulit aku enaknya diapain. Yuk.”

Rachel: Hari ni aku dah selesai treatmentnya. Tadi aku treatment HIFU untuk

ngecilin pipi sama double chin. Emang krasa si kek kenceng gitu

pipinya. Kira kira ini harus maintain terus ga sih, dok?

Doctor: Iya, harus balik lagi bulan depan untuk treatment supaya lebih (…)

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 Rachel: Kalau misalnya abis HIFU gini, yang gak dibolehin apa? Ada gak

larangan-larangan pantangan? Jadi apa aja

Doctor: Boleh langsung aktivitas bisa langsung

Rachel: Kalau filler itu kan kaya gaboleh mandi air panas. Kalau ini engga ya?

Doctor: Boleh langsung beraktivitas seperti biasa.

Rachel: Ok. Bulan depan aku akan HIFU lagi disini sama dokter Ayu. Kalian

jangan lupa HIFU juga biar glowing kayak dokternya. Dan...

dadaaahh

1.2.Analysis

From the text above, the researcher found some interferences of phonological

and morphological. For phonological; kenceng, which is the sound must be

kencang. The pronunciation of kenceng taste like Javanese. Javanese say

kwenceng, means so tight. When they say kencang, the sense is just tight. But

when they express it with kenceng, it feels so tight. And for the morphological;

diapain, dah, ngecilin, dibolehin. First is diapain, has meaning like “what you

will do to”. It is not the real form, but diapakan, another Indonesia context is

mau djadikan apa, ingin diapakan, something like need to be done for the

future. Then, dah, dah is from sudah. It narrowed by the speaker. Next,

ngecilin. The root of the word is kecil, an adjective that transform to a verb by

adding affix men – kan, mengecilkan or to make something become small.

Last is dibolehin. It comes from word boleh and transformed become

dibolehkan. It has meaning ‘are allowed to’.

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 CHAPTER III

CONCLUSION

SUMMARY

 Based on the discussions and analyses, it can be concluded that interference is

caused by habit and understanding about the context for each speaker.

 There four kinds of interference:

a) Interference to the sound/phonetic

b) Interference in The Field of Morphology

c) Interference in the field of Syntax

d) Interference in the Field of Semantic

i) Expansive interference.

ii) Additive interference

iii) Repulsive interference

 Factors Cause of Interference: First, speaker bilingualism background. Second,

disloyalty to target language. Third, the limited vocabularies of TL mastered by a

learner. Fourth, prestige and style.

 And almost of Indonesian are not using a very Indonesia language. They use their

mother tongue and their second language. Selebgrams also don’t use a very formal

Indonesia because it will make little bit uncomfortable and boring. Since they

work to entertain and have fans, so that they need an approach to be more friendly

by using language that can make connection between the selebgrams and the fans.

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REFERENCES

ALQAHTANI, M. (2015). The importance of vocabulary in language learning and how

to be taught. International Journal of Teaching and Education, III(3), 21–34.

https://doi.org/10.20472/TE.2015.3.3.002

Eifring, H., & Theil, R. (2005). What is language ? Linguistics for Students of Asian and

African Languages, 1–21. Retrieved from

https://www.uio.no/studier/emner/hf/ikos/EXFAC03-

AAS/h05/larestoff/linguistics/Chapter 1.(H05).pdf

Introduction to linguistics What is language? (1921), 1–31.

LANGUAGE INTERFERENCE. (1997), (1982), 64–65.

Novianti, N., & Dewi, I. A. (n.d.). Analisis interferensi dalam kelas kata keishiki meishi

khususnya penggunaan tame ni dan you ni, 59–75.

Vocabulary, W. I. (2000). Vocabulary and Its Importance in Language Learning.

Teaching Vocabulary, 1–7. Retrieved from

http://www.tesol.org/docs/books/bk_ELTD_Vocabulary_974

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