This article is a preliminary comparison of the phonological features of the subdialects of Sarawak Malay. The comparison covers basic phonological features that include phonemes inventory and their distribution in words, diphthongs, and vowel and consonant clusters. The survey is important as the basis for future research on the subdialect mapping of Sarawak Malay. Without the fundamental description of each subdialect in the aspects of phonology, lexical and, to some extent, grammar, it is difficult to research on the development of Malay subdialects in Sarawak. The data for this study were compiled by the present authors and also from the works of past researchers on the subject. The subdialects compared include those of Kuching, Tambirat, Kabong, and Debak, which also represent four focal areas of the Malay population in Sarawak. Two subdialect clusters were identified, namely the subdialect cluster of Kuching and another cluster spoken by the coastal Malays in Western Sarawak. The former group includes varieties in Malay villages in Bahagian Kuching, the surrounding basin of Sg. Sarawak, Sematan, Santubong, and Bako. The latter group includes varieties in the Kalaka-Saribas area in Bahagian Sri Aman and Betong, as well as in Bahagian Samarahan in Btg Sadong and its surrounding areas, namely Asajaya, Simunjan, and Sebuyau. This latter group is more phonologically heterogeneous than the former group, and shares some distinctive phonological features, such as the 8-vowel system, the absence of phoneme /-É£/ at word end, as well as diversity in diphthongs. At the same time, they also display phonological differences, such as the realisation of phoneme /-a/ to /-ə/ or /-o/, or maintenance of /-a/ at word end
Kajian ini menghuraikan kesalahan tatabahasa dalam kalangan pelajar antarabangsa di Universiti Malaysia Sarawak (UNIMAS). Objektif utama kajian ini ialah mengenal pasti jenis-jenis kesalahan tatabahasa dalam aspek penulisan. Data kajian diperolehi dari bahagian penulisan dalam kertas jawapan para pelajar untuk kursus Bahasa Melayu Komunikasi Lanjutan pada peperiksaan akhir. Pendekatan analisis kontrastif dan analisis kesalahan diaplikasikan dalam menganalisis penulisan pelajar asing yang terlibat dalam kajian ini. Terdapat 38 orang pelajar yang terlibat dan mereka berasal dari negara Bangladesh, Jepun, Morocco, Tajikistan, Afrika, China, Indonesia dan Brunei. Terdapat 215 kesalahan tatabahasa yang telah dikenal pasti dalam kajian ini. Kesalahan tersebut dikategorikan kepada 2 aspek, aspek pertama ialah morfologi yang merangkumi kesalahan ortografi 76%, dan leksikal 1%. Manakala yang kedua ialah aspek sintaksis yang merangkumi unsur kelewahan 15%, hukum D-M 8%. Peratusan menunjukkan kesalahan ortografi mencatatkan kekerapan yang paling tinggi. Kesalahan ortografi dibahagikan kepada 3 kategori berdasarkan proses yang berlaku iaitu penukaran huruf dengan huruf lain (^), penambahan huruf dalam perkataan (^^) dan pengguguran huruf dalam perkataan (^^^). Kesalahan ini dipengaruhi oleh latar belakang negara dan bahasa ibunda yang berbeza. Kajian ini turut mencadangkan penekanan dan bimbingan yang berbeza perlu diberikan kepada para pelajar yang terdiri daripada pelbagai latar belakang. Justeru teknik pengajaran seperti memberi ganjaran (seperti pujian) serta kepelbagaian strategi pengajaran yang menarik berasaskan teknologi dapat meningkat motivasi dalam mempelajari bahasa Melayu sebagai bahasa asing.
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