A PROPOSAL

THE INFLUENCE OF ENGLISH LANGUAGE TOWARD

MILLENNIAL GENERATION

HIKMA

06120150118

ENGLISH DEPARTMENT

FACULTY OF LETTERS

UNIVERSITAS MUSLIM INDONESIA

2019
 TABLE OF CONTENS
TABLE OF CONTENS ..................................................................................................... i
CHAPTER I...................................................................................................................... 1
INTRODUCTION ............................................................................................................ 1
1.1 Background ............................................................................................................. 1
1.2 Problem Statements ................................................................................................ 3
1.3 Objectives of the Study ........................................................................................... 3
1.4 Significance of the Study ........................................................................................ 3
1.5 Scope of the Study .................................................................................................. 4
CHAPTER II .................................................................................................................... 5
REVIEW OF THE RELATED LITERATURE ............................................................... 5
2.1 Language ................................................................................................................. 5
2.1.1 Characteristics of Human Language .............................................................. 10
2.2 Generation ............................................................................................................. 14
2.2.1 Millennial Generation .................................................................................... 15
CHAPTER III ................................................................................................................. 22
RESEARCH METHOD ................................................................................................. 22
3.1 Research Design ................................................................................................... 22
3.2 Population and Sample ......................................................................................... 22
3.2.1 Population....................................................................................................... 22
3.2.2 Sample ............................................................................................................ 23
3.3. Data Collection Procedure ................................................................................... 23
3.5 Data Analysis ........................................................................................................ 24
BIBLIOGRAPHY .......................................................................................................... 25

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 CHAPTER I

INTRODUCTION

1.1 Background

As social human, language is one of important part in human life especially if

they want to do interaction for daily activities. Human will always meet with social

interaction to maintain their life. In this case language becomes media of social

interaction. Concomitant science and technology increases, we can not to imagine that

the human comprehension toward language also create increased both in terms of

perspective and interaction. It means language understanding that arises from human

perspective not only for media interaction but as need too as a necessity that must be

owned by every human being to facilitate them in understanding the development of

science and technology.

The rapid development of science and technology greatly affects the lives of

every human, for example the ease of obtaining information from various aspects both

domestically and abroad. But in this case every human being must have a good

understanding of language, especially language that is universal so that they are able to

communicate internationally.

As we all know, the world has established several languages as international

languages that aim to realize universal communication because most of science and

technology are presented in the form of universal languages (international languages.

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 English, for example, is one of the international languages that has been

officially recognized throughout the world. English today has become one of the

languages that must be understood by every human being as evidenced by the fact that

English is the most studied language in the whole world, even most countries in the

world have applied English learning as a compulsory subject to develop the potential of

international languages to their generation, as we know today as millennial generations.

Discussing about English and millennial generations, these two things are very

related and influence each other, especially in a sustainable life. Millennial, as we have

seen, are a generation that is very active in using science and technology today. The

ease of obtaining new information is very much felt by the millennium through

information technology currently available, but does not exclude millennial who

sometimes have difficulty understanding and utilizing existing information and

technology because of a lack of understanding of international languages, especially

English, where information and technology is available in English. This case caused a

change of perspective among the millennial generation about the importance of

understanding international-English language, so that the millennial generation no

longer found it difficult to utilize all the rapidly increasing information and technology.

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1.2 Problem Statements

The problems discussed in this research are formulated, as follows:

1. What is the influence of English language towards perspective Millennial

Generations?

2. What is the proof of Millennial Generation awareness to English language as

international communication?

1.3 Objectives of the Study

The objectives of the research are:

1. To identify the influence of English language towards perspective Millennial

Generations.

2. To find out the proof of Millennial Generation awareness to English language as

international communication.

1.4 Significance of the Study

This research is expected to provide a contribution of knowledge in the form of a

general understanding of the English in influencing the Millennial Generation. To

answer the millennial generation's question of how much influence English has on their

lives.

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1.5 Scope of the Study

This research will focus on English teachers who will give us opinions about the

enthusiasm of students in this regard as millennial generation when learning English in

class.

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 CHAPTER II

REVIEW OF THE RELATED LITERATURE

2.1 Language

Language is nothing but human subjects in as much as they speak, say and

know. Language is something coming from the inside of the speaking subject manifest

in the meaningful intentional purpose of the individual speaker. A language, on the

contrary, is something coming from the outside, from the speech community, something

offered to the speaking subject from the tradition in the technique of speaking. The

speech act is the performance of an intuition by the subject, both individual and social.

It is individual since it is creation. It is social since it is executed using the parameters

and means offered to the speaking subject from the tradition in the technique of

speaking. The speech act is the performance of an intuition by the subject, both

individual and social. It is individual since it is creation. It is social since it is executed

using the parameters and means offered to the speaker by the speech community.

Human languages seem to display many discontinuities when contrasted with

the communication systems of other species. These include duality of patterning,

symbolic signs, vast vocabularies, syntactic rules, and propositional structure, all of

which allow for unlimited productivity in the creation of communicative signals whose

meaning transcends the here and now. Modern theories of language evolution attempt to

understand precursors to these discontinuous traits and what scenarios may have given

rise to their emergence. The study of the evolution of language presents extraordinary

methodological challenges. The comparative method involves the study of homologous

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traits to uncover potential common ancestry as well as the study of analogous traits that

have emerged across different lineages to understand common selection pressures. This

method has revealed strikingly few parallels between the vocal communicative

repertories of humans and their nearest relatives, the great apes, although there may be

greater similarities in nonverbal forms of communication such as gesture. At the same

time, the comparative method has revealed some striking similarities between humans

and songbirds with respect to the imitative behaviors of juveniles and the role of social

feedback in shaping immature vocalizations.

The comparative method is fraught with difficulties when trying to establish

which exact traits constitute analogues or homologues in species that do not possess the

faculty of language. Paleo-anthropological methods are of limited use since the fossil

record does not contain clear traces of anatomical prerequisites (i.e., vocal tract

structure) or of neural adaptations associated with language. Similarly, archeological

methods rely on inferences about the link between the notoriously incomplete record of

artifacts and the cognitive abilities involved in their production and use. Finally, the

recent applications of molecular biology that try to trace the emergence of language

depend on the growing, but currently still limited knowledge about the genetic

underpinnings of this unique human ability. Thus, in the absence of “hard” evidence, the

extant theories of language evolution and change apply conjecture or reverse

engineering, or use computational modeling and experimental studies of specific

selection pressures that operate during biological evolution and cultural transmission to

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provide proof of concept for basic principles that may underlie the emergence of

language.

Evolutionary theories of language often differ with respect to what is regarded as

the phenomenon to be explained. Drawing on de Saussure’s distinction between

language as a system of signs (“langue”) and language as the product of the application

of knowledge about this system (“langage” or “parole”), linguistic theory has upheld the

conceptual distinction between competence and performance. The concept of language

performance describes the behaviors associated with language use such as the

comprehension, production, and learning of linguistic signals. These behaviors and their

anatomical, neural, and cognitive underpinnings, including domain-general cognitive

mechanisms such as sensorimotor processing, working memory, planning, cognitive

control, conceptual representations, and intentionality, have recently been termed the

“Faculty of Language in the Broad Sense” (Hauser et al. 2002), and are the subject of

study of the discipline of psycholinguistics with its vast arsenal of experimental and

neurophysiological paradigms.

Theories of the evolution of the underpinnings of human language have been

concerned with abilities like control over vocalization and gesture, vocal and gestural

learning (including imitation), sharing of conceptual representations, and intention

reading, which is required for the recognition of conspecifics’ behaviors as

communicative signals. While there is debate as to whether language is homologous

with animal vocal signaling systems like bird song or whether precursors of language

may have initially arisen in the gestural modality, there is consensus that many of these

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abilities constitute adaptations to a variety of selection pressures that may not be related

to language, but were likely to be related to social organization, mate choice, and tool

use, and are the product of a gradual and continuous process of evolution by natural

selection.

In contrast, language competence has been viewed as a cognitive capacity

encompassing knowledge of a finite set of rules that can be used to generate an infinite

number of utterances. It is this set of rules – called a Generative Grammar – which is

seen as being at the heart of the human faculty for language. According to the theory of

Universal Grammar, for a child to acquire the Generative Grammar of a specific

language they must have innate knowledge of universal constraints that limit the types

of structures that occur in human languages. Studying the psychological reality of

Universal Grammar (i.e., the innate substrate for acquiring a Generative Grammar) is

complicated by the fact that formal descriptions of what constitutes knowledge of

grammar have changed since the 1960s: The Standard Theory encompassed the notions

of a deep structure describing the underlying logical relationships between the parts of a

sentence, and a surface structure describing the specific manifes-tations of how those

parts are assembled based on a set of transformation rules, the specification of which

underwent major revisions in subsequent editions of the theory throughout the 1970s. In

the 1980s, the Principles-and-Parameters Framework (aka Government and Binding

Theory) viewed Universal Grammar as an innate set of principles comprising phrase-

structure rules that specify hierarchical relationships (Government) and relationships of

coreference (Binding) between words, and a set of parameters, i.e., values that define

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variability in language-specific manifestations of these principles, the specific values of

which are set upon receiving input during the process of acquisition. Finally, in the

1990s, the Minimalist Program narrowed the human faculty for language down to a

basic combinatorial operation, Merge, which hierarchically combines pairs of elements,

consisting of a head and its complement, into a superordinate unit that inherits the

properties of the head (e.g., in the phrase big dog, the adjective big serves as the

dependent of dog, and thus modifies its meaning). Crucially, the product of Merge can

subsequently combine with another element (either as dependent or head) to create a

new unit (e.g., the big dog), thereby implementing the fundamental property of

recursion considered at the core of the human “Faculty for Language in the Narrow

Sense” (Hauser et al. 2002). As theories of the evolution of language predate the

proposal of the concept of the “Faculty for Language in the Narrow Sense” this entry

retains the term “Universal Grammar” when talking about the evolution of language

competence.

In the twenty‐first century, there are between 6000 and 8000 different languages

spoken in the world, all of which are in a continuous state of evolving, by inter‐mixing

or stagnating, growing or contracting. This occurs through changes in the population

size of the people who use them, the frequency and form of their use in different media,

through migration and through inter‐mixing with other languages. As Stadler et al.

argue, human languages are a ‘culturally evolving trait’ and when it occurs language

change is both sporadic and robust (faithfully replicated) and the main established

variants are replaced by new variants. Only about 200 of these disparate languages are

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in written as well as spoken form, and most, except the popular ones like Mandarin,

Spanish, English, Hindi, Arabic, Portuguese, Bengali, and Russian, are in decline of

use. But how did language itself evolve and come to be the most important innate tool

possessed by people? The complex issue of language evolution continues to perplex

because of its associations with culture, social behavior and the development of the

human mind.

2.1.1 Characteristics of Human Language

It is generally believed that human beings are the sole species capable of

developing language thanks to their intelligence and appropriate structure of the vocal

tract. It is clear, however, that animals are also capable of communicating in their own

way. Numerous features common to all natural human languages have been proposed,

nevertheless linguists seem not to be unanimous on ascribing certain properties only to

human beings. (Wiśniewski, 2007)

a. Productivity

The productivity of communication-system is a feature which makes

possible the construction and interpretation of new signals that have not been

already faced and are not to be found on some list-however-large that list

might be-of prefabricated signals, to which the user has access. The

importance of productivity has been showed in the recent linguistic literature,

especially by Chomsky, with mostly reference to the problem of accounting

for the conquest of language by children. The fact that children, at their early

age, are able to make utterances that they never heard before is a proof that

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 language is not learned only by means of stimulation and memorization.

(Lyons, 1981:22)

b. Discreteness

It is reluctant to continuity, or continuous variation. In the case of

language, discreteness is a property of the secondary elements. To illustrate:

the two words 'bit' and 'bet' differ in form, in both the written and the spoken

language. It is widely possible to produce a vowel-sound that is half-away

between the vowels that normally occur in the pronunciation of these two

words. But if one substitutes this intermediate sound for the vowel of 'bit' or

'bet' in the same context, one shall not that way have pronounced some third

words different from either or sharing the characteristics of both. One shall

have pronounce something that is not recognized as a word at all or, instead of

that, something that is identified as a mispronounced version of one or the

other. (Lyons, 1981 : 20)

c. Duality

Duality (or double articulation) means the property of consisting two

levels of structure, such as that units of the primary level are included in

elements of the secondary level and each of the two levels has its own

principles of organization. A terminological difference between 'element'

and 'unit' that has introduced will be noticed, but this not a standard

terminological difference of linguistic . (Lyons, 1981:21)

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d. Displacement

Displacement is one of features of language that refers to the capability

to speak not only about things that happened at the time and place of talking,

but also about other situation, real or unreal, past or future. Human can talk

about electronic parts catalog while playing cards without saying one. As far

as one knows, most of animals unable to do that, nonetheless as the research

suggest that bee can direct other bees to a food source. Although in some

limited fashion this might mean that bees' communication system also have

this

property. (Wiśniewski,2007)

e. Arbitrariness

It is one of basic features of language. Words have no principles and

systematic connections with what they mean. The first three numbers in

English are one, two, three,- but in Chinese they are yi, er, san. Neither

language has the "right" word for the numerals or anything else, because there

is no such thing (Bolton, 1982: 5). Even onomatopoetic words for sounds, like

ding-dong and click, that are supposed to sound like the noise they name,

actually vary from language to language. (Falsold, Conner-linton, 2006;5)

f. Variability

Variability is one of the most important and admirable properties of

language. The language that people use varies depending on who's speaking

and the situation in which they are speaking. Variation is the gist of

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 information which is also known as difference and diversity. Without variation

in sound and frequencies, there would be no language. Language variability

allows people to communicate far more than the semantic content of the

sentences and words they utter. The variability of language is indexical.

Speakers vary the language they use to define the immediate speech situation,

also to signal their social identities ( social status, geographical, ethnicity, and

even gender).

g. Cultural Transmission

Cultural transmission (sometimes referred to as 'cultural learning') is the

process of learning new information through socialization and engagement

with those around one. The cultural transmission of knowledge is a broad

concept, and it refers to knowledge that is gained through non-biological

means. While cultural transmission is a broad concept, it is not a catch-all for

all knowledge acquired through a person's lifetime. In fact, some of the

knowledge that one possesses is gained through experience - like a kind of

trial-and-error process. For example, no one needs to tell a person not to stand

outside and spend hours staring directly into the sun because one would

probably learn fairly quickly that this is not a good idea. This trial-anderror

process is what is known as experiential learning. Unlike experiential learning

the theoretical basis of cultural transmission is that throughout one’s

development, one acquires a considerable amount of knowledge simply by

being present in our culture. For example, if one lives in the United States, one

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 knows that spooky decorations during October are one of the ways that people

celebrate Halloween. Likewise, you probably also know that there are certain

conservative religions that discourage these decorations or celebrating the

holiday in general.

2.2 Generation

The nomenclature used to label various generations is not standardized because

the different researchers and consultants exploring and writing about generational

differences have come up with a variety of different names to label the specific

generations. In addition, there is significant disagreement among the various authors

about which span of years should be encompassed within any one generation. Table

25.1 presents a comparison of the different labels given to various generations as well as

the different chronological schemes used to assign people born in any given year to one

of the generations defined by the sources listed in the first column. As illustrated in the

table, some authorities state that Generation Y workers were born as early as 1978

(Martin and Tulgan, 2002), whereas others (Howe and Strauss, 2000) have established a

start date as late as 1982. Interestingly, both of these sources (Howe and Strauss, 2000;

Martin and Tulgan, 2002) define the end date for Generation Y as 2000. The focus of

this review is on the three middle generations (Boomer, X, and Millennial), because

members of these three generations will be in higher education and the workforce over

the next 15 years. For purposes of this review, the generations will be labeled and

delineated as illustrated in Table 25.2; however, other synonymous terms for the three

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major generations are used in various sections of this review, especially when referring

to specific literature resources that employ alternative terms.

2.2.1 Millennial Generation

According to demographer David Foot, the Millennial are a cohort born between

1980 and 1995 (Foot and Stoffman, 1998). He also refers to them as “Baby Boom

Echo,” as the Millennial are the children of the Baby Boomers (1946–65). As a cohort,

Millennial are said to share a common location in historical time, shaped by the

historical events and experiences of that time (cf. Gilleard, 2004). This

conceptualization of a “generation” is rooted in Mannheim’s (1952) theory or sociology

of generations, where members of the same generation share more than the same birth

year. As a result, the environment in which Millennial grew up during their formation

years impacts their values, attitudes, and behaviors.

The “millennial” label is applied to a generation with birth years of 1981

through 1997, which followed the “birth dearth” period of Generation X (born 1965-

1980) , which was preceded by the baby boom generation (born 1946-1964). The exact

dates of the millennial generation vary among researchers. However, as with the baby

boomers, the millennial’s distinction is associated not just with their large size—at 75.3

million, the millennial generation has now surpassed the baby boomers—but also with

their unique attributes in terms of demographics, tastes, and lifestyles. As their name

implies, they are the first generation to reach adulthood in the new millennium,

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suggesting that they will usher in changes that will be followed by later generations this

century.

a. Millennial size and diversity

Despite their large size, millennial, are not as dominant as a share of the

total population today as the baby boomers were when they were young adults.

This can be seen in Figure 1, which compares the baby boomers in 1980 with

millennial in 2015. In 1980, baby boomers, then ages 16-34, represented 33

percent of the population and vastly outweighed generations that were their

seniors. Their demographic imprint alone shows why, at the time, baby boomers

held such power in the workplace and marketplace. In contrast, millennial young

adults today, while also large in numbers, represent 23 percent of the population

and must contend with sizable older generations, including baby boomers, in

gaining attention socially, economically, and politically.

Millennial are distinct from earlier young adult generations in one

important demographic respect: their racial and ethnic diversity. Overall,

millennial are 55.8 percent white and nearly 30 percent “new minorities”—

Hispanic, Asian, and those identifying as two or more races. In 2000, when

millennial were just beginning to turn 18, young adults were 63 percent white. In

1980, when occupied by baby boomers, young adults were 78 percent white.

The large waves of immigration to the U.S. in the 1980s and 1990s, especially

from Latin America and Asia, coupled with the aging of the white population,

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 made millennial a far more racially and ethnically diverse generation than any

that preceded it.

As shown in Figure 2, there is a clear shift in racial and ethnic makeup

between millennial and prior generations. In 2015, the 55 and older population,

including most baby boomers and those born before them, were “whiter” than

the country as a whole (75 percent vs. 61.6 percent), and among them, blacks

were the largest racial minority. Those in the 35-54 age group, including

Generation X and the tail end of the baby boomers (at 61.5 percent white, 17.6

percent Hispanic, and 12.5 percent black), were roughly representative of the

nation’s racial and ethnic composition.

b. Growth and share of millennial in metropolitan areas and states

The young adult population ages 18-34 grew nationally by 4,7 percent

from 2010 to 2015. This represents gains from immigration and the aging of

younger millennial into the 18-34 age bracket during that time. However, this

pattern of young adult growth differs across metropolitan areas and states in

terms of the extent to which: (1) they 24 attract immigrants; (2) young millennial

age into the 18-34 age bracket; and (3) these areas gain or lose domestic

migrants with other parts of the U.S. The combination of these components

yields the overall young adult growth rate for a given metropolitan area or state.

Millennial as a share of metropolitan area populations range from 30.4

percent for Provo, Utah, to just 15,9 percent in North Port-Sarasota, Fla. The 15

metropolitan areas with the highest shares of millennial are all in the fast-

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growing South and West, with the exception of Madison, a university town and

state capital—an attribute it has in common with Austin, which has the second

highest millennial share. Four of the areas with the highest shares are in

California: San Diego, Bakersfield, Fresno, and Los Angeles. Metropolitan areas

with the lowest millennial shares tend to be in Florida – where millennial are

sometimes crowded out by older generations – and in the Northeast and

Midwest. Included among the first group are Cape Coral, Palm Bay, Deltona-

Daytona Beach, Tampa, Lakeland, and Miami. Among those in the last group

are Ohio cities Youngstown, Bridgeport, and Cleveland, Detroit, and the

Pennsylvania areas of Allentown, Scranton, and Pittsburgh.

Millennial are already making an indelible imprint on the nation as

evident from the tremendous publicity they receive and the consumer base they

represent. Yet their most lasting legacy is yet to be determined, based on how

successfully they serve as a social, economic, and political bridge to the next

racially diverse generation. Racial minorities make up well over two-fifths of the

millennial population nationally, and more than half the population in 10 states

and in 30 of the largest metropolitan areas. They follow “whiter” pre-millennial

generations—Gen Xers, baby boomers, and their seniors. In so doing, they face

challenges of integration and acceptance into America’s mainstream and to serve

as role models and provide ladders of success for later generations.

They have already made an impressive start, by holding more racially

tolerant attitudes than earlier generations and leading the way among young

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adults in forming interracial marriages. As a generation, they are also the most

educated of all those that came before them, which should bode well for future

success. Yet beyond the good-news scenario of millennial is a continued racial

socioeconomic divide that puts some millennial groups behind others. Black and

Hispanic millennial are faring decidedly worse on measures such as education,

homeownership, and income than whites and many Asian millennial—a divide

that is particularly wide in several large metropolitan areas. This is especially

concerning given that black and Hispanic families possess fewer resources to

draw from to lift up their younger generations. Racial and ethnic poverty

disparities are even wider among children than for millennial or the population

as a whole.

These racial and ethnic divisions are compounded by the one-two punch

that hit millennial and their parents directly, from which many are still

recovering: the Great Recession and subsequent housing market crash. These

two events affected all millennial. Long-term societal trends toward later

marriage, childbearing, and homeownership were accentuated as young people

saddled with high student debt, faced with poor job prospects, and frozen out of

the mortgage market were stalled in creating home equity and obtaining jobs that

would lead to careers. However, these stalled patterns became even bigger

impediments to racial and ethnic minorities whose parents took major hits in

wealth that were tied to homeownership. This is especially troubling since

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millennial and post-millennial from these minority groups will make up ever

creasing shares of future student, home buying, and workforce populations.

Despite this late start and predictions that future generations will earn

less than their parents, millennial tend to be optimistic about the future A

majority of them say that they want to get married, have children, and purchase a

home. Most members of each major racial and ethnic group are optimistic about

their own future; and Hispanic, Asian, and black millennial are more likely than

whites to say both that they personally will do better financially than their

parents and that the life of their generation will be better than that of their

parents.

There are reasons for optimism as the employment situation is

improving, and there are signs that housing affordability is reviving. These

patterns may be especially favorable to younger millennial and post-millennial

when they enter improving labor and housing markets under circumstances with

less competition from their smaller-cohort peers.

As a bridge generation between a whiter older America and the more

multihued country of the future, millennial will play an important role toward

achieving their own success and that of subsequent generations. One challenge

will be to assist in bridging the “cultural generation gap” that exists in much of

today’s politics in which older generations are reluctant to embrace the nation’s

younger, diverse generations in terms of providing much-needed investment and

political support for them.

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 By example and as advocates, millennial of all racial and ethnic

backgrounds can make the case that investing in a more inclusive America is

essential to the nation’s economic success and will, as well, benefit these older

populations. In this regard, the millennials’ population size is important, as it

already comprises the largest generation of eligible voters. Beyond that, as they

move into middle age, millennial will represent the new face of America in

politics, in business, in popular culture, and as the nation’s image to the rest of

the world.

Millennial are indeed worthy of attention. They are smart. They are

creative. They are passionate about many issues. But the most consequential

characteristic embodied by the members of this unique generation, as the

country evolves demographically, is their racial and ethnic diversity.

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 CHAPTER III

RESEARCH METHOD

This chapter consists of research design, research variables and indicators,

population and sample, research instrument, data collection, and data analysis.

3.1 Research Design

In this research, the researcher use qualitative method. Ary et.al (1985: 322)

explains descriptive research method was used to obtain information about exiting

condition. Qualitative research was a type of scientific research. Research were

produces descriptive data in the form of words or spoken of people and behaviors that

will be observed.

In this research, the writer use qualitative descriptive method. As citied in

Sugiyono (2014) the qualitative method decides a research based on the whole social

situation including place, actor and activity that interact synergy each other. The method

aimed to analyze The Influence of English language toward Millennial Generation.

3.2 Population and Sample

This part consisted of population and sample to do the research.

3.2.1 Population

The population for this research will be focus on some persons whose provide

the influence of English language toward Millennial Generation and some of Millennial

Generation who has been felt the advantage of English language in their life.

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3.2.2 Sample

The sample is will take from headmaster of Elementary School, English

teachers, and Millennial Generation in Miftahudden School, Nathawee, Songkhla, South

Thailand, the research will use interview about their experience of English language,

what is their propose to learn English language and what is the they are think about the

influence English language toward Millennial Generation as International

communication. All sample will take two Millennials as a Teachers In Miftahuddeen

School, One teacher from other country who felt the influence English Language and

have experience about English language and also will take interview from Headmaster

of Miftahudden School who have applied the English Program (EP) In Miftahudden

School, Nathawee, Songkhla, South Thailnd.

3.3. Data Collection Procedure

The procedures of collecting data in this research were presented in

chronological as follows:

a. Interview, the researcher interview by headmaster of elementary school,

English teachers, and Millennial Generation in Miftahudden School, Nathawee,

Songkhla, South Thailand.

b. Recording and note taking, the researcher recorded the conversation between

the researcher and informant.

c. Documentation, to complete the datum, the researcher will collect the pictures

as proof.

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 d. After interview and documentation, the researcher transcribed the result of

interview in record and note taking.

3.4 Research instrument

The researcher use structured interview which was used as technique of

collecting datum if the researchers has known for sure about what information will be

obtained. (Sugiono, 2010: 233). The instrument in this research used interview to collect

the data and recording the interview used tape recorder but researcher must to prepare

note contain some questions. Interview has function to find out descriptions that include

some statements related to analysis of The Influence of English language toward

Millennial Generation.

3.5 Data Analysis

The researcher transcribing the interviewee’s answered based on the questions.

The next step is researcher described the result by using descriptive qualitative method.

Then, the researcher made conclusion and suggestion.

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BIBLIOGRAPHY

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