Verb Forms of Sikka Krowe Language: a Contrastive Analysis

Language is a crucial factor in teaching and learning. The language could be mother tongue, foreign language or local language. This research was aimed at finding and describing about English and Sikka Krowe language verb forms, the similarities and differences of both language verb forms, the implications of the similarities and differences of English and Sikka Krowe language verbs in teaching English in EFL setting. This research was classified as a qualitative study. The techniques of data collection used in this research were interview and study document. The result of the research showed that both English and Sikka Krowe language verbs changed based on subjects as in English. There are some verbs which do not change in all forms for all times. The difference was that Sikka Krowe language verbs did not have any grammatical tense as in English. Each subject has its own verb form which is used for all times. English have six basic verb forms namely base, to infinitive, present, past, present participle and pas participle whereas Sikka Krowe language only has base forms which different for each subject. Since the difference of both language is caused by the grammatical tense of the verbs, the recommended methods which could be applied are grammar translation method and community language learning.


INTRODUCTION
Indonesia is a country with many islands stretch from Sabang to Merauke. Each island has its own culture and language. As in Indonesian Terms "Bhineka Tunggal Ika that means although there are so many islands or regions with different cultures but they are united as one nation that is Indonesia. Indonesian Language as the National language has its important role to unify all the local languages of each ethnic. This certainly will make the language used become diverse. Language which lives and grows is the most convenient one to achieve originality in thought and expression (Sathiaseelan 2013). In addition to diverse languages, dialects used are also different and unique. Mother language is as the gate to the other languages to be used.
Sikka Krowe language is one of the local languages in Sikka regency. As the regional language in the territory of the unitary state of Indonesia, Sikka Krowe language life is constitutionally guaranteed as stated in the explanation of the 1945 Constitution. This means that research, documentation in various aspects, moreover the efforts to develop Sikka Krowe language, are as the consequences and the implications of the guarantee of legislation. Since Sikka Krowe language is a language that lives and is maintained by its supporting communities, Sikka Krowe language plays a role as an important position in the middle of its society. Thus, language development also means fostering people, society and culture in the broadest sense. In linguistics, when a language loses its last native speaker is called death language. By extension, language extinction is when the language is no longer known, including by second-language speakers. The influence of the foreign language existence and the domination of using National Language of Indonesia will cause the extinct of the local languages. It may occur to Sikka Krowe Language if there are no efforts to preserving this language. The base form is the basic of verbs form which can be found in dictionary entry. The base form can be used in past, present and future tense. It is used in three ways in a sentence. The first, it comes after the modals "I will visit my parents tomorrow morning"; the second, it is used in imperative sentence "Come here, please" and the third, it is used as a complement of certain verbs "He always make me cry". The to infinitive is used as complements of certain verbs. It can also be used in past, present and future tense. It consists of to and its base form "We have to eat rice".
Most of the present form verbs are directly derived from the base ones.
Their difference is that the present forms for the third singular person, -s or -es are attached to the base forms except of be which has different forms for subject I (am), you/we/they (are), he/she/it (is). The past form is used for the simple past tense. It has regular and irregular forms.
Regular verbs end in -ed (opened, voted, decided) while the irregular ones have different forms such as be -was, were, sing -sang, make - languages to overcome the teaching and learning problems of the target language (L2). (Uktolseja, Sujaja, and Matinahoru 2019) stated that contrastive analysis is the comparison of the structure of two language to determine the point where they differ and the difference is the source of difficulty in learning the target language.
Contrastive analysis is aimed at finding the similarities and the differences of First Language (L1) and the Target Language (L2). The similarities enable the learners to learn the target language while the differences cause the difficulties for them to master the L2. Teachers should find the best method in teaching to overcome the learners' difficulties in learning and teaching process.
Based on the problems above, the researcher would like to investigate the basic forms of English and Sikka Krowe language verbs include their changes, their similarities and differences and the implication to the English learning and teaching for learners whose mother tongue is Sikka Krowe language

Sikka Crowe Language
Sikka Krowe language is one of the local language used in Sikka Regency. Nirangkliung is one of the villages in Nita Sub District, Sikka Regency. Nirangkliung society use Sikka Krowe language as their mother tongue. Indonesian language is as the second language which used in class or in some formal situations or when communicating with other people from other areas. As in English, sikka verbs forms also change based on the subjects, for examples: a'u 'oa (I eat), 'au goa (you eat), nimu ga (she/he eats), rimu 'a (they eat), and so on. There is no grammatical tense in Sikka Krowe language so that each subject has its own verb forms for all times.

Contrastive Analysis
Contrastive analysis is applied in order to overcome the problems above. A contrastive analysis is a study which is done to compare the languages to overcome the teaching and learning problems of the target language (L2). (Uktolseja, Sujaja, and Matinahoru 2019) stated that contrastive analysis is the comparison of the structure of two language to determine the point where they differ and the difference is the source of difficulty in learning the target language.
Contrastive analysis is aimed at finding the similarities and the differences of First Language (L1) and the Target Language (L2). The similarities enable the learners to learn the target language while the differences cause the difficulties for them to master the L2. Teachers should find the best method in teaching to overcome the learners' difficulties in learning and teaching process.

Verb Forms
According to ( The base form is the basic of verbs form which can be found in dictionary entry. The base form can be used in past, present and future tense. It is used in three ways in a sentence. The first, it comes after the modals "I will visit my parents tomorrow morning"; the second, it is used in imperative sentence "Come here, please" and the third, it is used as a complement of certain verbs "He always make me cry". The to infinitive is used as complements of certain verbs. It can also be used in past, present and future tense. It consists of to and its base form "We have to eat rice".
Most of the present form verbs are directly derived from the base ones.
Their difference is that the present forms for the third singular person, -s

METHODS
The research design used by the researcher in conducted this research is qualitative research design. The primary data were taken by interview with the local people and the secondary data were taken from some references about English and Sikka Krowe language verbs. This research focused on the verb forms of English and Sikka Krowe language specially to find out similarities and differences.
The contrastive analysis was conducted to find out the similarities and the differences of both language verbs forms by following the Secondly, the researcher selected the specific rules or structures to contrast. Here, the researcher focused on the verb forms and changes for contrasting. Thirdly, the researcher made a contrast between verbs forms and their changes of both languages. By doing this, the similarities and differences of both language verbs forms and their changes could be found. Finally, the researcher predicted the linguistic system of both languages based on the analysis in order to recommend the best way to overcoming the English learning and teaching difficulties.

Similarities
After describing and contrasting between English and Sikka Krowe language verb forms that consist of six forms namely base, to infinitive, present, past, present participle and past participle and also their changes, the researcher would like to describe their similarities and differences by presenting the result based on the following tables. Based on the tables above, both language verbs have their own rules in their changes. Some verbs with certain initials do not change for all subjects as the verb "kela" in Sikka Krowe language. It is the same with English verbs which do not changes for subjects "I, you, we, they" special for the simple present tense such as 'write'. Some irregular verbs also  u 'oa, 'au goa, nimu ga, 'ita ea, 'ami/miu gea, rimu a).

DISCUSSION
Based on the result above, it shows that English and Sikka Krowe language verbs forms have similarities and differences.  In Sikka Krowe language, verb form also has their own rule in changing. Verbs change based on subjects with the following criteria.
6. For the verbs with the initial letters "d" change into "t" for the first singular person "a'u", first plural person "ita" and the third plural person "rimu" as in "deri, dani, depo, etc. 7. The letter "g" is unpronounced for the first singular person "a'u", second plural person "ita" and the third plural person "rimu" in the verbs with the initial letter "g" such as "gapu; apu, garo, aro; gata,ata; etc".
8. Some verbs that have the initial verbs "a, e, h, i, j, k, m, n, o, p, t, u and w" do not change. For example: kela, te'a, hena.
The differences of both language verbs forms are follows.
In English, a sentence cannot be complete without a verb whereas in Sikka Krowe language, in some contexts, verb is not necessary in a sentence since there is no be as in English. It occurs when a sentences is used to express feeling or condition (blugung, moro, gahu) or place (e'i ba'ung). Examples:

The Implications of The Similarities and Differences of English and Sikka Krowe Language Verbs in Teaching English in EFL
Lado stated that contrastive analysis is as the comparison of the structures of two languages to determine the point where they differ and the difference is the source of difficulty in learning of target language.
English and Sikka Krowe language verbs have many differences that can cause the difficulties in learning and teaching English as foreign language.
The difficulties are caused by the grammatical tense of English which are different from Sikka Krowe language. Therefore, it is imperative that the teaching method used by the teachers is convenient to overcome the learners' difficulties. The method suggested to be used are Grammar Translation Method (GTM) and Community Language Learning (CLL). In Grammar Translation Method, learners are expected to learn how to translate grammatically the first language (Sikka Krowe) to the target one (English) or from the target language to the first one. Teachers help them by firstly teaching grammatical tense of the target language.
In community language learning, learners are asked to make a transcript of conversation or dialog in their first language (Sikka Krowe language) and then translate into the target one (English). Learners can learn from their teacher and friends and are asked to talk about their feeling during the learning process and their easiness and difficulties in learning the target language.

CONCLUSION
Authentic materials refer to texts, photographs, and movies that were not created for educational reasons. Meanwhile, prepared materials refer to textbooks and other resources developed particularly for educational purposes. In practice, English teachers and lecturers employ both sorts of materials in language programs, as each has advantages and downsides. Teaching resources are crucial to the learning process for both teachers and students. It will be difficult for teachers to boost the effectiveness of learning in the absence of instructional resources.
Similarly, without instructional resources, it will be difficult for students to follow the learning process in the classroom, particularly if the instructor presents the information fast and unclearly. They may get disoriented and unable to recall what the teacher has taught.