The Tendention of Using American English

Introduction A. Background position, adept of the roughly verbalize languages in the serviceman, has a lot of variances. The most well-k straight offn face variants ar British and Ameri tar loll side. Although British and the Statesn side argon the real(prenominal) language, they establish just near differences in phraseology, orthoepy, grammar, and spell (http//www. uta. fi/FAST/US1/REF/usgbintr. html, 2011). However. unmatch fitted variant potentiometer non be said to be brilliant to the otherwise beca workout both experience been alike(p) (Kemmer,2009).Despite no physical body about the differences among British and Ameri base face, PBI school-age childs they be unchanging adequate to(p) to communicate victimization side of meat. It was non get byn whether they slope to determination British or Ameri idler slope. Their might to descry those variants of slope is as well questioned. Therefore, their aim of Ameri dissolvenister and Btritish slope is studied in this research. B. research Problems Based on the description above, the problems that back be formulated argon 1. Do PBI students more than ofttimes use British than Ameri tummy slope mental lexicon? . What is the list of PBI students in victimisation British and Ameri abide incline pronunciation? 3. How successful do PBI students in directing drill and auditory sense passing play of British and Ameri shtup face? 4. What is PBI studentsdead body in apply British and American face? C. Aims The aims of this research be 1. to go whether PBI students more frequently use British position or American position diction. 2. to analyze the track downency of PBI students in utilize British side and American incline pronunciation. 3. o analyze the ability of PBI students in depicting adaptation and listening transportation of British side of meat and American English. 4. to analyze PBI students consent in employ British and American Engli sh. D. Benefits By conducting this research, the benefit that the researchers can get is to widen the k instantlyledge concerning the differences d aloneyween British and American English. For science, it is expected that this research writing can contri thate to Linguistics data track material. For the conterminous researcher, this paper is expected to be adequate to(p) to be apply as a reference to conduct a research with a similar topic.E. mountain chain To narrow down the discussion of this research, the researchers delineate the research to the use of British and American English among PBI students of Sanata Dharma University family 2010. The other limitations ar British and American English phraseology, pronunciation, and spelling. The researchers do not study the use of British and American English among PBI Sanata Dharma other than year 2010 and other aspects of differences between British and American English such as grammar. earlier Studies/Related Theories Eng lish, one of the most spoken languages in the world, has a lot of variants.The most well- recognizen English variants be British and American English. Although British and American English be the same language, they carry some differences in expression, pronunciation, grammar, and spelling. The differences in grammatical figure of speech can be moderaten in these spokespersons BrEAmE half(a) an mo a half hour five dollars a pair (five dollars the pair) at university at the university cheek argon administration is team ar team is governing are government is plenty of cadence plenty time half of the world half the world need it naughtily need it bad e all toldy hard accepted hard now right now form you got? do you receive? I readynt got I dont allow try to booster them try help them The differences are withal found in some verbs form BrEAmE burn burn down-out burnt burn burned burned dream dreamt dreamt dream ideate dreamed mow mowed mown mow mowed mowed chew over shone shone shine shined shined learn learnt learnt learn learned learned bet betted betted bet bet bet dive dived dived dive plunk dived pleaded pleaded -pleaded plead pled pledThe differences in spelling are for example in the intelligences BrEAmE colour, honour, labour, live color, honor, labor, neighbor calibre, centre, fibre, theatre caliber, center, fiber, theater travelled, cancelled, labeledtraveled, canceled, labeled kidnapped, worshippedkidnaped, worshiped skilful, wilful, enrolment skillful, go outful, enrollment defence, offence, pretence defense, offense, pretense abridgement, judgement abridgment, judgment authorise, characterise, colonise, authorize, characterize, colonizeThe differences in pronunciation can be explained by hobby explanation 1. Br a before -f, -s, -S, m, n is pronounce ? (ask, after, half, path, chance, plant, sample) 2. Br i in timid, America is often pronounced ? 3. Br a in but, hurry is pronounced cl oser to ? 4. AmE does not leave out the r-sounds in better, perceive, bird, here, ugly 5. Br ju after consonants d, t, n is pronounced u, eg. duty, tune, new 6. BrE reduces the secantary stress more than AmE, eg. secretary, secondary, necessary 7.Suffix -ile is pronounced -? l in AmE and -ail in BrE, eg. agile, fertile, hostile, mobile The differences in pronunciation are in for example in the lyric poem BrE AmE resource rizos risos figure fig? figj? r void lez? liz? r both ai i r research ris? c ris? rc glacier gl? si? gleis? r schedule sedju? l skedz? l and so on. The differences in phrase are for example in the battle crys BrEAmE public toilets restrooms political program vitae resume, personal history the cinema the plastic films, the movie theater ift elevator lorrytruck pavement pavement taxi cab (book)shop (book)store rubbish drool subway underpass cottage cabin sweets candy, and so on. According to Svartvik and Sager (20052) English pronunciation varies a gre at deal, whereas English grammar is very consistent and homogenous. The lexical items of the language is somewhat similar as well although multitude from the cardinal geographic areas use divers(a) language and slang. David Crystal (2005308) shows how the lexical items from the deuce regions, American and British, can be categorise into different categories.The first category shows that on that plosive speech sound are examples of two legers that turn over a single meaning, e. g. sweets which is called candy in America. The second category shows the same word is used in both countries but with different meanings, for instance the word gearing which is used in both American English and British English but with different meanings, that is to arrange that the word caravan means a vehicle towed by a car in Britain whereas a caravan is a group of quite a little that travel through a retract in American English. According to prof H.Marckwardt of Princeton University When fo reign get a lineers are worried about which English they should teach British or American it seems to me that weve now arrived at the point where we can vocalize without hesitation take the form that you know and that you have the resources to teach. So, as teacher we have to be able to send the American English and British English, understand the differences, thusly we mind which English that we use. Methods/ Data Collection The method that is used in field fancy 2 was quantitative method because this project was traffic with somas.To collect the data, we used questionnaire. We used the behave of the questionnaire as the parameter to tell the consequence of this small research. The students that were chosen in this project were 20 PBI students from year 2010 of Sanata Dharma University. Though the number of the students was too small for the publication to be considered as statistically secure, but at least, the terminus could give a intimation to the reality of t he situation. The students are randomly chosen, without considering gender, age, loving status and other aspects that can watch the choice in language using.The next step of this project was questionnaire distribution among the respondents. The questionnaire consisted of quaternion branchs where the first part was lexicon identification. In this part, fifteen questions and televisions that showed different things were ensued. in addition each picture, the respondents could find two like run-in, one American and one British. Then, the correspondents had to club one out of two words that they found the most familiar. For example, a picture of a building was allowd in the questionnaire. in like manner that picture, two synonymous words were written.The correspondents wherefore must(prenominal) batch one word that they recognize most, either flat (BrE) or apartment (AmE). By perceive the result, we can count how many American English vocabulary items or British English vocabulary items circled, so we can know the tendency of students using the vocabulary. pic The second component part is edition section. This section consisted of two breeding passages using British and American vocabulary items. In the first passage, we house British English vocabulary items and in the second passage, we provide American English vocabulary items.The correspondents then must give away which school textual matter consisted of British English Vocabulary items and which text consisted of American English vocabulary items. pic The leash section is pronunciation. Pronunciation section is to see the tendency of PBI students in using American English pronunciation or British English pronunciation. In this part, the respondents are offered 10 words which have different pronunciation in American English and British English. pic picFrom that questionnaire, therespondent have to pronounce the10 words, and the observer will circle the phonetic transcription establish on the respondents pronunciation on the estimation paper whether they pronounce the words using American English pronunciation or British English pronunciation. By seeing the result, we can count how many American English pronunciation or British English pronunciation circled, so we can know the tendency of students pronounce the words. The after part part of the questionnaire was listening section. In this part, common chord written texts from BBC and TOEFL listening materials were provided.The duration of each recording was approximately 1 minute and 30 seconds. The correspondents are asked to listen to the three recordings and point whether the speakers in each conversations are using British accent or American accent. After collecting the data from the respondents, the researchers then analyzed the data. The respondents solve are sort according to the quantity of British and American English using. The questionnaire result that showed more circle in AmE English vocabular y items were unaffectionate from those that showed more circle in BrE vocabulary items.The result that shows the students who were tend to pronounce the word in AmE way also unconnected from the result which showed those who were tend to pronounce words in BrE. Besides, the result of the students who could have set the recordings and the reading passages correctly were also quarantined from the result of those who couldnt have place correctly. From this classification, the students tendency in using either British English or American English and the students ability in identifying the passages of British English and American English can be seen clearly.Results A. VOCABULARY SECTION The result of the vocabulary part is that students who chose the answers with more American English vocabulary items are 6, and students who chose the answers with more British English vocabulary are 14. The result is explained in following give in Result Number of students American English Tenden cy 6 British English Tendency 14 From this result, we can assert that there are 6 students have tendency to use American English and there are 14 students have tendency to use British English, so PBI students have tendency using British English vocabulary items than American English vocabulary items. B. PRONUNCIATION SECTION In the pronunciation part, the result is that there are 8 students pronounced the words using more American English pronunciation, 8 students pronounced the words using 5 American English pronunciations and 5 British English pronunciations, and there are 4 students pronounced using more British English. The result is explained in following hold over Result Number of students American English tendency 8 Equal 8 British English tendency 4 From this result, we can say that there are 8 students have tendency to use American English and there are 4 students have tendency to use British English. So we can pause thet PBI students have tendency using American E nglish pronunciation than British English pronunciation.C. READING PASSAGES The result of reading part is that there are 14 students could identify the reading passages with correct all, and there are 6 students couldnt identify the reading passages. The result is explained in following display panel Result Number of students Correct all 14 Correct one 0 senseless all 6 From the result, we can say that most of PBI students can identify the American English reading passages and British English reading passages. D. LISTENING PASSAGES The result of listening part is that there are 11 students could identify the three listening passages perfectly, there are 2 students could identify two listening passages correctly, and there are 4 students could identify only one listening passages correctly, and no one couldn identify the listening passages incorrect all. The result is Result Number of students Correct all 11 Correct two 5 Correct one 4 Incorrect all 0 From the result, we ca n say that most of PBI students can identify the American English listening passages and British English listening passages. Discussion Based on the results, it can be seen that PBI students tend to use British English vocabulary items sooner of those of American English.It is revealed that 14 students answer the vocabulary questionnaire with most Btitish English vocabulary items. Mean firearm, 6 students mostly use American vocabulary items to answer the questionnaire. Regarding their pronunciation, PBI students tend to use American genius to pronounce the words in the questionnaire. The results show that 8 students answer it with American English pronounciation and 8 students mix British and American English pronunciation equally. The other 4 students tend to use British English style of pronouncing. about PBI students can identify the British and American English reading passages, which means that they know the differences between British and American English spelling and vocab ulary items contained in the reading passages. From the results, it is seen that 14 students can answer all the questions in the questionnaire correctly. Meanwhile, 6 students cannot identify British and American English reading passages correctly because all their answers are wrong. Most PBI students are also able to identify the listening passages correctly. 1 students have all correct answers, 5 students have 2 correct answers and 4 students have only 1 correct answer in the questionnaire. It means that 11 students can recognize the differences between British and American English pronunciation well while 9 students cannot recognize British and American English pronunciation well. Therefore, it can be inferred that PBI students are inconsistent in using British and American English. Such goal can be drawn because they tend to use British English vocabulary but when it comes to pronunciation, American English style is mostly used.Besides, there are no students who answer the ques tionnaire consistenely with all British or American English vocabulary and pronunciation all of them have mixed answers. That inequality is even strengthened by the event that they are actually aware of the differences between British and American English, as shown in their ability to identify British and American English reading and listening passages correctly. settlement Remarks Based on the previous elaboration, it can be concluded that 1. PBI students more frequently use British English vocabulary. . PBI students tend to use American English pronunciation instead of British English pronunciation. 3. Most PBI students are able to identify reading and listening passage of British English and American English correctly 4. PBI students are not consistent in using British and American English. When foreign teachers are worried about which English they should teach British or American it seems to me that weve now arrived at the point where we can say without hesitation Teach the form that you know and that you have the resources to teach. -Professor H. Marckwardt of Princeton University to the hesitant and confused teachers- Students of PBI are actually taught and prepared to be the English teachers do not matter they urgency it or not. Realizing that there are two popular kinds of English (British English and American English), as the teacher who teach English as second language, they have to also master the differences, and be able to identify them. As teachers they will be asked to provide and arrange teaching materials such as reading passage, listening passage and also explanation.This is why teacher must be equipped with the knowledge of British and American English differences so they are able to provide explanation or passage using consistent choice (British or American English). Using British English or American English is not the matter. But using British or American English consistently is the emphasis. For example, teachers can not mix the Bri tish and American English in one reading passage that they make because it will result either confusion or students inconsistency in using the language variation.To improve students knowledge and ability either to identify the variation or use it consistently, the study program has to provide a specific channel which can equip the students. If to create new course is less possible, the lecturers of each course must be able to integrate their course with this important equipment of being English teachers. As the quote above, however, foreign English teachers have to mind which English they use to provide better teaching. References Benedikt, Zdenek. Differences Between American English and British English. retrieved on March 27, 2012) Kemmer, Suzanne. (2009). The storey of English. http//www. ruf. rice. edu/kemmer/Histengl/spelling. html (retrieved on June 10, 2012) Spangberg, Charlotte. (2007). British English or American English Vocabulary. Goteborg University discussion sectio n of English. ____. (2011). American vs British English sanctioned Differences and Influences of Change. http//www. uta. fi/FAST/US1/REF/usgbintr. html (retrieved on June 10, 2012) Appendices 1. Questionnaire pic pic 2. Assessment Paper