A Study on the Effect of Multilingual Repertoire on Speaking in Three Universities in Metro City, Lampung – Indonesia
In the whole part of the world, some people could speak more than two languages. This phenomenon is called by Multilingual Repertoire.Multilingual Repertoire in the students of PBI in IAIN Metro, Muhammadiyah University, and IAIM NU Metro greatly effects to the students’ speaking, especially in pronunciation, style, grammar, and vocabularies. Therefore, this research attempt to know the effect of students’ multilingual repertoire in speaking English. The learners’ subject in this research are 15 students in English language program from three universities in Metro. The data will be achieved through Focus Group Discussion (FGD), interview, and observation. The examination of the collected data reveals that 40% of the students are able to speak English, but they speak in Javanese dialect and style, 20% of the students speak in Sundanese style, 13% of the students speak in Lampungnese style,13% of the students speak in Padangnese style, 7% of the students speak in Melayu style, and the rest is 7% of the students speak in Balinese style. Meanwhile, some of the students need a repetition in speaking skill to make it clear and with makes some grammatical errors. In this regard, the students should be careful in grammatical of each language when they are speaking.
Albert. M, Kristin,et.al. (2012).Increasing the mand repertoire of children with autism through the use of an interrupted chain procedure, Carbone Clinic.
Alip, Francis Borgias. (2003). Historical Perspective in Learning English, Yokyakarta: Sanata Dharma University.
Anderson, R.C, & Freebody, P. (1983).Reading comprehension and the assessment and acquisition of word knowledge. Greenwich: CT: JAI Press.
Ary ,Donal, et al. (2006). Introduction to Research In Education (7th edition), Canada: Thompshon higher education.
Baron, N.S. (1984). “Computer Mediated Communication as a Force in Language Change”. Visible Language. Vol. 18, No. 2, P. 118-141.
Bedamatta, Urmishree. (2013). Playing with Nonsense: Toward Language Bridging in a Multilingual Classroom, London: Oxford University Press.
Brown, Douglas. (2001).Teaching by principles: An Interactive Approach to Language Pedagogy (2th edition), San Francisco State University: Longman.
Carbone, Vincent. J. (2010). Increasing the vocal responses of children with autism and other developmental disabilities using manual sign mand training and prompt delay, Journal of Applied Behavior Analysis.
Cihon, Traci. M. (2007). A Review of Training Intra-verbal Repertoires: Can Precision Teaching Help? , Columbus: The Ohio State University.
Creswell, John W. (2003).Research design: Qualitative, Quantitative, and mixed methods approaches (2nd edition), New Delhi: Sage Publication.
Cobb, C. (2002). Kewl or 2 much, New York:Orlando Sentinel.
Cooper, J. (2005). Applied research: The separation of applied behavior analysis and precision teaching, Upper Saddle River, NJ: Prentice Hall/Merrill.
Dewa Putu Wijana, et.al. (2010).Sosiolinguistik Kajian Teori dan Analisis. Yokyakarta: Pustaka Pelajar.
Ehsanzadeh, SayedJafar. (2012). Depth versus breadth of lexical repertoire: assessing their roles in EFL students’ incidental vocabulary acquisition, Canada: Tesl Canada Journal.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.