Pengertian Contrastive Analysis dalam Bahasa Inggris

Pengertian Contrastive Analysis dalam Bahasa Inggris - Halo Sobat KBing, artikel kali ini akan menyajikan pengertian Contrastive Analysis dalam bahasa inggris. Karangan kali akan menjabarkan tentang definisi, karakteristik dan perbedaannya dengan macam - macam bahasa akan dibahas secara detail. 

Baiklah, tanpa berlama-lama lagi di bawah ini adalah pengertian Contrastive Analysis dan karakteristiknya dalam bahasa inggris. Selamat membaca!

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• Pengertian Contrastive Analysis dalam Bahasa Inggris

It has been said that the contribution of linguistics to language teaching is in the preparation of materials and this is where Contrastive Analysis (CA) comes in. There are also situations in which CA may be used to predict difficulties, as when a teacher or materials writer has no experience teaching a particular language group and has to produce second language materials for that group. In such a situation, CA of the two languages may be the only source for the prediction of difficulties. The contrastive analysis is formed for understanding the errors committed by the learners in the light of the rules of both languages. On the basis of similarities of the rules of two languages, when there is a positive and constructive effect on the learning, it is considered the positive transfer, and on the basis of difference of rules, when there is resistance in language learning, it is considered the negative transfer.

In the following sections, some of the contrasts between languages are illustrated. The aim is merely to identify errors that can occur, as simply as possible.

a. Phonological Contrasts

It is the area of phonology that CA has been done most extensively. It is also probably the area that teachers of English in this region seem to think of, when considering the application of linguistics, because they are faced with the pronunciation problems of their students in the moment to moment exchanges in the English language lesson.

A comparison of Bahasa Indonesia and English may illustrate some kinds of contrasts and problems that can arise in learning a second language. If it is displayed the vowel phoneme of Bahasa Indonesia and English, it is clear that one kind of contrast or difference arises because the second language may have a phoneme or series of phonemes for which the first language has no equivalent.

BahasaIndonesia Vowels	English Vowels
a i u e o	Long	Short
	i: – cream, seen ʒ: – burn, firm ɑ: – hard, far ɔ: – corn, faun U: – bloom, glue	ɪ – bit, silly ɛ – bet, head æ – cat, dad ɒ – dog, rotten ʌ – cut, nut ʊ – put, soot ə – about, clever

Since contrastive analysis shows the sound of the two languages and the contrast between them, a helpful assumption with regard to sound production is the teacher can teach the sounds of L2 by finding out which sounds of L1 resemble the problem sounds in L2 lead the students to produce the new L2 sounds through production (slight exaggeration) of the familiar L1 sounds.

b. Grammatical Contrasts

Languages express grammatical relationships in different ways, (e.g., grammatical morphemes, function words and word order). The first idea to be discussed, for example, lies on the idea of plural. Plural here refers to the form of a noun or a verb which refers to more than one person or thing. English expresses plural implicitly by creating patterns how to use -s and -es. Indonesian, on the other hand, expresses plural explicitly. No definite rules how to create a plural form of a word except by reduplicating it, e.g rumah-rumah, mobil-mobil. The idea of plural can be clearly seen trough the following examples:

Indonesian	English
Tikus itu binatang.	A mouse is an animal. Mice are animal. Mouse is animal.
Paus itu ikan apa mamalia?	Is a whale fish or mammal? Are whales fish or mammal? Is whale fish or mammal?
Polisi selalu membawa senjata.	A policeman always brings weapon. Policemen always bring weapon. Policeman always brings weapon.
Binatang butuh perhatian.	An animal needs care. Animal needs care. Animals need care.

From the example above, it can be seen that in English, the ideas of plural are expressed in many ways. The final -s or -es is added to a noun to make a noun plural. Sometimes, the changing a (man) to e (men) is also needed to indicate plural. The final -s or -es is added to a verb I when the subject is a singular noun (a mouse, a whale, an animal) or the third singular pronouns (she, he, it).

Constructions in L1 and L2 are expressed by different grammatical means. L2 uses word order and L1 uses grammatical morphemes. This can be illustrated by examples from Indonesian and English. The idea of passive is rare in speech, yet it occurs often in academic writing. The passive form of a verb phrase contain this pattern; be + past participle, e.g is bitten, was stolen, can be taken. In Indonesian, passive is shown by adding di- before a verb, e.g dimakan, ditipu, dipermalukan. In most clauses, the subject refers to the “doer”, or actor of the action of the verb. When we create a passive sentence, the focus of the sentence goes to Subject. This term is well known as Canonical passive, e.g Buku itu sudah dibaca oleh Andi or The book has been read by Andi.

Passive sentence in Indonesian, the position of focus may go to Object. We call it Object focus or in another word non canonical passive. The term can be defined as a sentence which has semi-active and semi-passive construction, e.g Buku itu sudah saya baca. This phenomenon does not occur in English except in relative clauses.

Indonesian	English
A: Bagus makan ikan ini. P: Ikan ini dimakan oleh Bagus. Ikan ini dimakan Bagus Ikan ini Bagus makan*	A: Bagus ate this fish. P: This fish was eaten by Bagus.
A: Mereka sudah mengirim uangnya?       P: Uangnya sudah dikirim oleh mereka?     Uangnya sudah dikirim mereka? Uangnya sudah mereka kirim?* Sudah mereka kirim uangnya?*	A: Have they sent the money yet? P: Have the money been sent by them?

Note: A: Active        P:Passive

* Non Canonical Passive/Object focus

c. Lexical Contrasts

Not much work has been in lexical contrastive analysis because lexicon is the most difficult level to deal with adequately; for one thing, it’s difficult to pin down the meaning of words taken in isolation. Because native speakers of different language can each produce a word for an object, idea or institution we may be tempted to think that meanings are the same in all languages. However, meanings are closely linked with culture, and objects, ideas or institutions present in one culture may be absent from or exist in different form in another culture. As a result, certain expressions in LI are either absent in L2 or have a different meaning.

A very common kind of lexical contrast occurs when a word in L1 has many equivalents in L2 or when the area of meaning is differently divided in L1 and L2. A few examples are given below:

Bahasa Indonesia	English
Kaki	foot         leg
Pukul, tonjok	Beat hit strike
Kata, bilang	Say
Kata, bicara	Tell
Bicara	Speak
Cakap	Talk

A display like this does not tell the likely problems. Of course, learners of English may have to make distinctions in English that they are not used to in their mother tongue otherwise, they may say someone foot is broken when they mean the leg is broken. What is more difficult is to learn the contexts in which each of the equivalents is appropriate. For example, one beats an egg or carpet rather than hits it, but one hits a ball rather than beats it, one tells a story rather than says it, the extended use of words can be even more tricky to learn.

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