Implication of Contrastive Analysis in English Language Teaching -

1. Implication of Contrastive
Analysis in English Language
Teaching Analysis means the comparison of
 Contrastive
two languages by paying attention to differences
and similarities between languages being
compared. For example, we compare Bahasa
Indonesia and English
 In teaching and learning English as second
language, contrastive analysis is really helpful for
both the teachers and the students, because we
will know the differences and similarities between
source language (L1) and target language (L2).
 Therefore, it is easy for us to learn and adjust to
the target language. So that, we do not
incorporate the system of our source language to
the target language, because each language has
distinct system.

2. Implication of Contrastive
Analysis in English Language
Teaching
 In applying contrastive analysis in the
classroom, the teacher can use
linguistic aspects, such as phonology
and syntax.
 Phonology
Phonology is the study of sounds
distribution in a language and the
interaction between those different
sounds.

3. Implication of Contrastive
Analysis in English Language
Teaching
 Examples:
Bahasa Indonesia English
Vowels Vowels
Long Short
a i: – cream, seen ɪ – bit, silly
i ʒ: – burn, firm ɛ – bet, head
u ɑ: – hard, far æ – cat, dad
ɔ: – corn, faun ɒ – dog, rotten
e
U: – bloom, glue ʌ – cut, nut
o ʊ – put, soot
ə – about, clever

4. Implication of Contrastive
Analysis in English Language
Teaching
 Syntax
Syntax means the study of the rules
that govern the ways in which words
combine to form phrases, clauses, and
sentence.
Phrase
1. Bahasa Indonesia English
Rumah besar Big house
Nenek saya My grandmother
Pada pagi hari In the morning
Pada malam hari At night

5. Implication of Contrastive
Analysis in English Language
Teaching phrases, adjectives precede
 In English
nouns. Therefore, the law applied is MD
(modifier-determiner). In the phrase ‘big
house’ house is determiner and big is
modifier, while Indonesia is vice versa,
the law applied is DM (determiner-
modifier). In the phrase “rumah besar’
the word ‘besar’ modifies ‘house’.
Possessive adjective (my) precedes
noun (grandmother), preposition (in/at)
based on its adverb of time while in
Bahasa Indonesia, it’s only
translated ‘pada/di’.

6. Implication of Contrastive
Analysis in English Language
Teaching
2. Clause
Bahasa Indonesia English
Adikku menari My sister dances
Kakakku makan My brother eats
Neneknya menangis Her grandmother cries
His grandmother cries

7. Implication of Contrastive
Analysis in English Language
Teaching
3. Sentence
Sentences are utterances that have a
minimal structure subject (S) and
predicate (P) and the intonation
indicates that the speech is complete
with meaning.
According to its functions, components
of sentence consist of Subject,
Predicate, Object, Complement and
Adverb.

8. Implication of Contrastive
Analysis in English Language
Teaching
 There are six basic forms of
sentences in Indonesian and 7 in
English as follows:
Bahasa Indonesia English
1. S–P 1. SV
2. S–P–O 2. SVA
3. S – P – Pel 3. SVC
4. S – P – Ket 4. SVO
5. S – P – O – Pel 5. SVOO
6. S – P – O – Ket 6. SVOA
7. SVOC

9. Implication of Contrastive
Analysis in English Language
Teaching
4. Tenses
Tenses are the system of grammatical
rules in English that related to verbs.
There are four basic tenses which can
be contrasted with Bahasa Indonesia.
They are:
 Simple Present Tense
 Present Continuous Tense
 Present Perfect Tense
 Simple Past Tense

10. Implication of Contrastive
Analysis in English Language
Teaching
Simple Present Tense
- They study English - Mereka belajar Bahasa Inggris
- She studies English - Dia belajar Bahasa Inggris
- They do not study English - Mereka tidak belajar Bhs Inggris
- She does not study English - Dia tidak belajar Bhs Inggris
- Do they study English? - Apakah mereka belajar Bhs
- Does she study English? Inggris?
- Apakah dia belajar Bhs Inggris?
In English, if the subject is ‘third singular
person’ the verb must be added –s/-es at the
back, while in Bahasa is unchanged. Pronouns
of third singular person is clearly mentioned,
‘she’ for women and ‘he’ for man, while in
Bahasa is only mentioned ‘dia’ in both woman
and man.

11. Implication of Contrastive
Analysis in English Language
Teaching
Present Continuous Tense
- They are studying - Mereka sedang belajar Bhs Inggris.
English. - Dia sedang menulis sebuah cerita.
- She is writing a story. - Saya sedang mendengar lagu.
- I am listening to the
song.
In present continuous tense, it’s added to
be (am, is, are) and verb-ing. To be ‘am’ is
only for subject ‘I’, ‘is’ for third singular
person, and ‘are’ for plural subjects. In
Bahasa, it is translated with ‘sedang’.

12. Implication of Contrastive
Analysis in English Language
Teaching
Present Perfect Tense
- They have studied - Mereka telah belajar Bahasa Inggris.
English. - Dia telah menulis sebuah surat.
- She has written a story.
The Present Perfect is added Auxiliaries ‘Has’ is
attached to the single subject and ‘Have’ in the
plural Subject. While the verb is the verb form of
the third or commonly called as the past
participle. If it is a regular verb then it’s just
added -ed as in Walked, talked, studied, etc.,
And if the verb is irregular, we must know its
past participle form as in bring-Brought, eat-
eaten, write-written etc. In Bahasa, it is

13. Implication of Contrastive
Analysis in English Language
Teaching
Simple Past Tense
- They studied English. - Mereka belajar Bahasa Inggris.
- She wrote a story. - Dia menulis sebuah surat.
The verb that is used in this tense is second
form. If the verb is regular, it is only added -ed
such as in walked, talked, etc., and if the verb
is irregular, we must know the form of its past
tense as in write-wrote, eat-ate, etc. On the
negative sentence is added auxiliary ‘Did’ and
‘not’ after the subject of both Single and
Plural. In Bahasa Indonesia, it is
translated ‘dulu’.

14. Implication of Contrastive
Analysis in English Language
Teaching
CONCLUSION
 Contrastive analysis investigates the differences
between pairs (or small sets) of languages against
the background of similarities and with the purpose
of providing input to applied disciplines such as
foreign language teaching and translation studies.
 In teaching and learning English as second
language, contrastive analysis is really helpful for
both the teachers and the students, because we
will know the differences and similarities between
source language (L1) and target language (L2).
Therefore, it is easy for us to learn and adjust to
the target language. So that, we do not incorporate
the system of our source language to the target
language, because each language has distinct
system