THE RELATIONSHIP BETWEEN PERSONAL EXPERIENCES AND L2 PRAGMATIC DEVELOPMENT DURING STUDY ABROAD  (Hubungan antara Pengalaman Pribadi dan Pengembangan Pragmatik Bahasa Kedua selama Studi di Luar Negeri)

Ismail Tahir; Aryati Hamzah; Marsela Hasan Rahim

doi:10.26499/jk.v19i2.5407

THE RELATIONSHIP BETWEEN PERSONAL EXPERIENCES AND L2 PRAGMATIC DEVELOPMENT DURING STUDY ABROAD (Hubungan antara Pengalaman Pribadi dan Pengembangan Pragmatik Bahasa Kedua selama Studi di Luar Negeri)

Ismail Tahir, Aryati Hamzah, Marsela Hasan Rahim

Abstract

Bahasa kedua (L2) memiliki peran penting dalam pengembangan pragmatis. Selain itu, konteks studi di luar negeri memberikan potensi untuk pengembangan kompetensi pragmatis, namun pelajar L2 mungkin tidak begitu menyerupai penutur asli. Penelitian ini bertujuan untuk melihat hubungan antara pengalaman pribadi dan perkembangan pragmatis L2 di kalangan mahasiswa Indonesia selama belajar di luar negeri. Data dikumpulkan dari percakapan mereka di WeChat karena mahasiswa yang terlibat dalam penelitian ini adalah mahasiswa Indonesia yang saat ini sedang kuliah di China. Wawancara mendalam juga dilakukan untuk mendapatkan informasi detail terkait pengalaman pribadi mereka selama studi di luar negeri. Selain itu, bahasa Inggris dan bahasa Mandarin adalah bahasa instruksi yang digunakan dalam perkuliahan sebagai komunikasi formal dan informal. Hasil penelitian menunjukkan bahwa mahasiswa Indonesia menggunakan empat fungsi pragmatis, yaitu berterima kasih (thanking), memuji (complimenting), meminta (requesting), dan memuji diri sendiri (self-praising). Meminta (requesting) adalah strategi yang paling sering digunakan oleh mahasiswa Indonesia yang mengambil bahasa Inggris sebagai bahasa pengantar perkuliahan, sementara strategi berterima kasih (thanking) merupakan strategi yang paling banyak digunakan oleh mahasiswa Indonesia yang menggunakan Bahasa Mandarin sebagai Bahasa pengantar perkuliahan. Selain itu, perkembangan pragmatis mereka selama belajar di luar negeri dipengaruhi oleh empat faktor, yaitu pengetahuan pragmatis, kemahiran L2, kompetensi antar budaya dan interaksi sosial, serta variasi individu dimana faktor-faktor ini lebih banyak digunakan dalam strategi pujian (complimenting).

The L2 setting plays a significant role in pragmatic development. Moreover, the study abroad context provides the potential for the development of pragmatic competence. However, L2 learners may not perform according to native speakers’ norms. The present study aims to explore the relationship between personal experiences and L2 pragmatic development among Indonesian students during study abroad. The data were collected from students’ conversations on WeChat since the participants involved in the study are Indonesian students who are currently pursuing their degrees in China. In-depth interviews were also conducted to obtain detailed information related to participants’ personal experiences during study abroad. In addition, English and Chinese are the language instructions used in classrooms for formal and informal communications. The results of the study show that Indonesian students employ four pragmatic functions, namely thanking, complimenting, requesting, and self-praising. Surprisingly, requesting is the most frequent strategy employed by Indonesian students enrolled in English, while the thanking strategy is mainly employed by Indonesian students enrolling in Chinese-taught programs. Moreover, their pragmatic development during study abroad is affected by four factors, including pragmatic knowledge, L2 proficiency, intercultural competence and social interactions, and individual variation. In contrast, these factors were highly used in complimenting strategy.

Keywords

pengembangan pragmatik bahasa kedua; pragmatik rutin; pengalaman pribadi; studi luar negeri; L2 pragmatic development; pragmatic routines; personal experiences; study abroad

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DOI: https://doi.org/10.26499/jk.v19i2.5407