Oral narrative proficiency of bilingual Baduy and Sundanese children  

Oleh:

Nurhayati, Nunung

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 17: Konferensi Linguistik Tahunan Atma Jaya Ketujuh Belas Tingkat Internasional, page 349-353.
Topik: narrative; bilingual; Baduy; Sundanese
Fulltext: 349-353.Nunung Nurhayati.pdf (379.31KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 406 KLA 17 Non-tandon: tidak ada Tandon: 1

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Bilinguals are present in every country of the world, in every social class and in all age groups (Baker, 2001: 43). In addition, the number of bilingual children is growing dramatically all over the world (Gagarina, et.al, 2016: 11). Recently, bilingualism was reported to come with advantages. It is noted that bilingual children performed better than monolingual children; being bilingual improves metalinguistic awareness and executive control that will also support L2 learning (Bialystok et.al, 2014). The studies of the narrative ability of bilingual children have been conducted extensively. The studies investigated narrative ability of bilingual children with and without language developmental disorder. Other studies also conducted to compare the bilingual children’s narrative ability between their L1 and L2. The effect of L1 and possible transfer were investigated as well. The current study explored the L2 oral narrative proficiency of bilingual Baduy, a traditional Sundanese ethnic group, and Sundanese children. Sundanese language is L1 for both Baduy and Sundanese children and Indonesian language is their L2. However, they acquired Indonesian language in different ways. Sundanese children acquired Indonesian language through formal learning at the school since it is as a medium of instruction while Baduy acquired their L2 through interaction with visitors because they are not allowed to go to school. Five Baduy and five Sundanese children took part as participants. In eliciting data, picture sequences of a cat’s day taken from wordless book by Heather Payer-Smith were employed as an instrument. The participants were asked to tell a story based on the picture sequences. Then, the participants’ stories were recorded, transcribed, and analyzed to find out the similarities and differences of Baduy and Sundanese in telling the story. The findings revealed that both bilingual Baduy and Sundanese children had well organization in telling the story. However, Sundanese children performed better than Baduy in terms of the use of vocabulary and the use of cohesive devices. It was found that sundanese children were able to produce more cohesive construction than that of Baduy. In addition, Baduy children remained at BICS level.

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