An Analysis on Interlanguage Fossilization in Students’ Writing Performance

Abstract

This present study tries to investigate the students’ writing performance to know whether interlanguage fossilization is occurring or not. The primary goal of this research is to give information relating to interlanguage fossilization in students’ writing performance of the English Education Study Program of IAIN JuraiSiwo Metro. This research is qualitative research. It is used to describe interlanguage fossilization that occurred in students’ writing performance. The writer uses observation, documentation, and interview to collect the data. Purposive sampling is the technique for choosing the ten students of the sixth and the eight-semester of English Education Study Program of IAIN JuraiSiwo Metro in the Academic Year of 2017/2018. The result of this research shows that there are two types of interlanguage fossilization that are commonly produced by students’ writing performance. They are syntactical fossilization and morphological fossilization. Syntactical fossilization consists of 71,86% and morphological fossilization consists of 28,14%. Moreover, the interlanguage fossilization phenomenon in students’ writing performance is caused by the students’ low English proficiency. Therefore, students should be more active to improve their English ability.

A Study on the Fossilization of Oral English and English Writing in Second Language Acquisition

“…The main objectives of this paper are (1) to analyze the causes of fossilization as well as to analyze the current situation of language learning; (2) to analyze the causes of fossilization through examples further; and (3) to suggest some strategies and recommendations that can be used to avoid and prevent fossilization.…”

“…First, lexical includes both real and imaginary words. Nouns involve singular and plural changes, and coronals do not exist in Chinese, so in English writing, learners often make mistakes in using these words [1]. In addition to the misuse of the crown and countable and uncountable nouns, confusion of word properties, abuse of transitive and intransitive verbs, misuse of modal verbs, and confusion between regular and irregular changes of verbs in the past tense and past participle are also common errors in English writing [4].…”

“…Error: Secondly, the syntax is more complex than lexical, including sentence composition, sentence tense, inflection, tone, and emotion. Subordinate clauses, fixed sentence patterns, emphatic sentences, and inverted sentences are also difficult points in syntax [1]. The common syntactic errors in college students' English writing include incomplete sentence components, redundant sentence components, subject-verb inconsistency, misuse of verb tense and inflection, improper use of sentence tone, confusion of preposition to and infinitive, confusion of non-verbal verbs, wrong collocation of verbs and objects, confusion of subordinate clauses' guiding words, etc.…”

Interlanguage in recount writing text on 8th grade secondary school student

“…Thus, IL is unique since there is a gap that allows the students' linguistic system to stay in the middle of L1 and L2 rules. Further still, Ellis & Barkhuizen (2005) in Fauziati (2016) highlighted some IL characteristics as follows: (1) systematic, it refers to the internal consistency of rule and feature which shape IL; (2) dynamic, it deals with interim grammar resulted from the frequent change on students' system of rules in mind; (3) variable, it occurs when students 85 employ a range of form of grammatical structure at development stage; IL produces (4) learning strategies; (5) fossilization, it points potential errors which can cause permanent effects on students' second language and; (6) it permeable to infiltration by L1 and L2 rules.…”

“…The result showed that the IL of the learners triggered by a developmental process. The third study by Aini, et al (2020) In Indonesia, English is widely used and currently becomes a chosen language learned referring to the curriculum of 2013. According to Dardjwidjojo (Endriyani & Anggraeni, 2019), it was first introduced as local content in primary school in 1994.…”