Native Language Interference on Target Language Writings of Indonesian Efl Students: An Exploratory Case Study

Budiharto, R. Agus

doi:10.25134/ieflj.v5i1.1630

Cited by 23 publications

(27 citation statements)

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“…Mostly the interference occurs at grammatical structure when putting grammatical category of words in constructing expressions in English by Indonesian junior high school students (Agustia, 2018). Other following study also confirms that there is always interference of the first languages toward the second languages, from Indonesian to English (Budiharto, 2019). Not only at spoken language does interference happens, but it also happen in writing, one of the reasons is the lack of knowledge of the second language (Iman, 2020).…”

Section: Introductionsupporting

confidence: 60%

Indonesian Interference in the Students’ Writing of Recount Text at SMA Negeri 1 Toma

Sari

Gaho

2020

RETORIKA: Jurnal Ilmu Bahasa

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The obejctives of this research is two-fold: to describe how Indonesian language interferes the recount text written by students of SMA Negeri 1 Toma and to identify the types of Indonesian interferences in recount texts written by Students in question. The design of this research is qualitative. Data of the research were analysed using the qualitative data analysis technique of Miles et al. (2014). The data in this research were recount text written by students of SMA Negeri 1 Toma and semistructure interview taken from the students in SMA Negeri 1 Toma. Results show Indonesian language system interfered the recount texts written by students of SMA Negeri 1 Toma in that the students adopted the way of Indonesian words, phrases, and sentences are structured. The types of Indonesian interference occur in recount text written by students of SMA Negeri 1 Toma distinguished into morphological, syntactical and semantic. Therefore, it can be concluded that students adopted the way of Indonesian words, phrases, and sentences are structured because they do not master Indonesian or L2 and English or L3 most in structuring the phrases and sentences. The teaching of English to non-English speaking people should take into account the highlights of the differences between English and Indonesian linguistic system.

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Section: Introductionsupporting

confidence: 60%

Indonesian Interference in the Students’ Writing of Recount Text at SMA Negeri 1 Toma

Sari

Gaho

2020

RETORIKA: Jurnal Ilmu Bahasa

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“…The same dilemma is faced when learning the use of the verb 'to have'. Budiharto [12] discovered that interference from the native language of his students, that language being Indonesian, was the main reason why they committed errors in writing essays. One of the main problems that he identified was the fact that English verbs will change depending on when the action described was done, and the chief culprit was the verb 'be'.…”

Section: Literature Reviewmentioning

confidence: 99%

To ‘Hay’ or Not to ‘Hay’? Bridging the Gap Between the English ‘Have’ and the Malay ‘Ada’ with the Spanish ‘Hay’ & ‘Tener’

Shamsudin¹

2021

Proceedings of the First International Conference on Science, Technology, Engineering and Industrial Revolution (ICSTEIR 2020)

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One of the most difficult English verbs to teach native Malay speakers is the verb 'have'. It is not equivalent to the Malay verb 'ada'. In fact, English does not possess such a verb. However, there is an equivalent in Spanish: 'hay'. An interesting point to ponder is whether it is as difficult for Spanish speakers to learn the verb 'have' as it is for native Malay speakers. Therefore, a simple experiment was conducted to see how easily a native Malay speaker could learn the verb 'hay' compared to the verb 'have', and also whether a native Spanish speaker could easily learn how to use the verb 'ada'. The result found that it was as simple as literally translating the verbs 'hay' and 'ada' in Malay and Spanish sentences. Teaching the verb 'have' to a native Malay speaker still faces its challenges. Spanish does possess a verb that has an equivalent meaning to 'have' in English: the verb 'tener'. So, the Spanish language has both the equivalent of the Malay 'ada' and the English 'have'. The existence of the verb's 'hay' and 'tener' might make it easier for Spanish speakers to learn how to use the verb 'have' more easily than Malay speakers. It might be possible to create a new hybrid code for Malay speakers so that they can more easily grasp the meaning of the verb 'have'.

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“…It means when a learner can understand English well, the possibility of mistakes in writing English will be less compared to a learner who has not fully understood English. Many factors influence students in mastering English skills, one of them is because of the interference of first language learning (Budiharto, 2019).…”

Section: Introductionmentioning

confidence: 99%

Morphological Interference on Student�s Writing

Muziatun

Bay

Maryam

2020

IEFLJ

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The aim of this research is to find out the types of morphological interference on students' English writing. Through qualitative research method applying a design of the case study, twenty of university students were chosen. Data were collected from written tests and classified based on the Politzer and Ramires (1973) on theory of Linguistic Category. The results revealed that, whilst it is inevitable that the English morphology features governed by the distinctive rules and systems have been the potential target for interference taking place, Bahasa Indonesia, which stands as the official language, becomes the source of transfer. From six types of morphological interference based on Polizter and Ramirez� (1973), in this study the writer only found three of them. These types encompass of the morphological properties from the use of article, plural marker and simple past tense. Furthermore, there are 40 morphological mistakes in total, in which four mistakes represent the intralingual transfer and 36 data describe the interference. In terms of the mistakes made as a result mostly from the interference transfer. This study makes a significant contribution to the teaching and learning process of linguistic interference.Keywords: linguistic interference; morphology; students� writing.

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Native Language Interference on Target Language Writings of Indonesian Efl Students: An Exploratory Case Study

Cited by 23 publications

References 1 publication

Indonesian Interference in the Students’ Writing of Recount Text at SMA Negeri 1 Toma

Indonesian Interference in the Students’ Writing of Recount Text at SMA Negeri 1 Toma

To ‘Hay’ or Not to ‘Hay’? Bridging the Gap Between the English ‘Have’ and the Malay ‘Ada’ with the Spanish ‘Hay’ & ‘Tener’

Morphological Interference on Student�s Writing

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