A CONTRASTIVE ANALYSIS BETWEEN BRITISH AND AMERICAN VARIETIES: A CASE-STUDY OF ENGLISH ACCENTS

The objectives of thisresearch were to figure out whether or not there were similarites, dissimilarities and possible learning difficulties faced by Indonesian Students inlearning Englishvarieties or accents, as well as its contribution to TEFL. This research useddescriptive-qualitative method. The triangulation technique was used to collect the data, andto analyze the data, the researchers useddescriptive analysis(i.e. identifying, classifying, interpreting, predicting and drawing conclusions).The results showed that British and American varieties had two similaritieson meanings and word functions and four dissimilarities on diction, spelling, grammar and pronunciation.


INTRODUCTION
At the beginning of this writing, this reserach describes about the language.Language is such an expression of human being life that it hardly seems crucial to define it.
Whatever else people may do, when they come together, whether they play, fight, make love, or make automobiles, they talk and use a language.(Fromkin, et al., 2003, p.3).It means that a language has relationships with serious aspects of human's life.It deals with human's psychology, physical activities, communication theory, anthropology and culture.A language enables people to communicate with their society.
However, the ways to express the language is different from one nation to another.
As it is going to be concerned with the analysis of a language, it will be useful to start by defining what a marvelous attribute language is-and a language refers to.Richards, et al., (2002, p.283) define language as the system of human communication which consists of the structural arrangement of sounds (their written representation) into large units, e.g.morphemes, words, sentences, utterances, etc."It means that language is a means or instruments of communication, which consists of spoken and written forms and arranged structurally.
In addition, Brown(2007, p.6) defines a language into some category, such as a set of arbitrary symbol, symbols of primarily vocal but may also be visual, having conventionalized meanings to which they refer, being used for communication, operating in a speech community or culture, being essentially human although possibly not limited to humans, and being acquired by all people in much the way; language and language learning both have universal characteristics, including such systems of phonemes, morphemes, phrases, clauses and context(discourse).
As one of the international and foreign languages in Indonesia, English is very essential to be studied after the students' language, Bahasa Indonesia.
Yet, there are many problems or barriers of studying English such varieties (British and American English accents).Additionally, Tarigan (2009, p.3), defines contrastive analysis as a transferring analysis which is parsed and formulated in the form of a theory of stimulating psychology which is legally practised in the 1950s as an application of structural linguistics in language teaching, and based on some assumptions, as follows: 1) there must be an interference of L1 in learning a new language (target language); 2) some problems faced in learning a new language (target language) can be predicted by using a contrastive analysis; 3) a contrastive analysis can be used as a guidance for a teacher, especially a teacher of English, in teaching pronunciation, in term of phonology.
In this case, contrastive analysis is like transferring study that is conducted to find out the interference of native language or L1 to the target language (language being learnt), and its problems.
Like other experts, Richards, et al., (2002, p.119), contrastive analysis is the comparison of two languages, for example, the sound system or the  American English Widarso (2002, p.41) states that American English is English Language that is used by American which used to be brought to America just after the year of 1500, and it tends to be more popular than British English, since it is simpler to be used by many people.In brief, American English is such a very popular English variety or accent since it is simpler than British.
On the other side, Kernerman (2010, p. 441) says that American English is such an English language which is more famous than British English, and it is used specifically by American people.Then, the researchers analyzed the data through descriptive analysis (i.e.

FINDINGS AND DISCUSSIONS
This researchhas two kinds of data sources to be analyzed.The primary data and the secondary data.The primary data was a handbook of

English-Indonesian Words &
Expressions written by Sulaiman (2015) which had something to do with British and American English, while the secondary data were such dictionary books as written by Hornby (2010), Neufeldt andGuralnik (1988), Richards et al., (2002) From Table 2, it was clear that there were two similarities between British and American varieties, in terms of meanings and functions, there were also four dissimilarities between British English and American English, in terms of diction, spelling, grammar, and pronunciation.To be distinct, Tables 3,   4, 5 and 6illustrated.British and American, as follows: 1) they are difficult to differenciate English sounds, either British or American.
2) they are difficult to determine English spelling, either British or American.
3) they are difficult to distinguish what English grammar they use.

CONCLUSIONS
In this research, the researchers concluded thatBritish and American grammatical system.It was firstly developed and practised in the 1950s and 1960s, as an application of structural liguistics to language teaching, and is basically based on the following assumptions, as states below.a) the main difficulties in learning a new language are caused by interference from the first language; b) those difficulties can be predicted by contrastive analysis; c) teaching materials can make use of interference.In brief, contrastive analysis is the study of comparing two languages and conducted based on such important assumptions as the effect of L1 to the language learning materials.VarietyCrystal (2008, p.509)  delineates variety as a term used in sociolinguistics and stylistics to refer to anysystem of linguistic expression whose use is governed by situational distinctive language.In this case, variety has something to do with distinctive features of language in society in line with regional and occupational as Britsh English variety.While,Bayley and Lucas   (2007, p.5)  testify variety involves differents ways of saying the same thing.In other words, variety means the different ways of uttering of the same expressions of two or more people.Neufeldt and Guralnik (1988, p.   1476) elaborate that variety is a number of different things thought of together having special characteristics like accent and dialect.It means that variety is such an accent or dialect which has particular features that is used by a group of community in a certain area.AccentSwann, et al., (2004, p.2) define accent as a variety of speech differing from other varieties in terms of pronunciation (including intonation) and which identifies a speaker in terms of regional origin, social standing and possibly ethnicity.It means that accent is considered as features of pronunciation and other language areas such as vocabulary and grammar.In addition,Richards and Schimidt(2010, p.3)    delineate accent as a particular way of speaking which tells the listener something about speaker's background, as instanced of a person's pronunciation, as:1) the region or country they come from (i.e. an American accent)2) what social class the belong to (i.e. a lower middle class accent) 3) whether or not the speaker is a native speaker of the language (i.e.she speaks English with an accent/with a German accentRichards andSchimidt(2010, p.3)    further state that accent in the written form of some languages, particularly in French a mark which is placed over a vowel.An accent may show the difference in pronunciation as in French sound /prés/ which means "meadow".
This research was conducted to find out the similarities, dissimilarities and some predictions of possible learning difficulties, thus the researchers used the descriptive-qualitative method, since it was to describe the existing phenomenon having no manipulated data.Tavakoli(2012, pp.160-161)  states: A descriptive research is similar to qualitative research because it deals with naturally occurring phenomena, using data which may either be collected first hand or taken from already existing data sources such as data from other studies, student records, and so on, without intervention of an experiment or an artificially contrived treatment.of the indication in linguistics components, especially English varieties or accents.In deed, the researchers ysed triangulation technique to collect the data (i.e.documentation, observation , interview).
varieties have their own characteristics in relation to some of parts of speech(i.e.noun, verb, adjective, adverb,   preposition, conjunction), and some other aspects or word functions, such as date and time, and irregular verbs, as well as auxiliary verb.In addition, they have two similarities in relation to meanings and functions.Yet, British English and American English also have some dissimilarities, in terms of diction, spelling, grammar and pronunciation.Meanwhile, some possible difficulties faced by Indonesian students when learning English in term of British and American have something to do with differenciating the sounds, determining the spelling and distinguish grammar being used.