How First and Second Languages Influence Indonesian Students’ English as a Third Language: Transfer and Interference Analysis

Purba, Andiopenta

doi:10.31849/elsya.v4i2.8704

Cited by 5 publications

(7 citation statements)

References 24 publications

(25 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, song and video are proven as the most influential media influenced the significant enhancement towards the early childhoods' English-speaking skill. This evidence is harmony with the results of the study conducted by Maro (2018); Purba (2022); Vidhiasi (2022).…”

Section: Findings and Discussionsupporting

confidence: 91%

“…Then, they learn Bahasa Indonesia as their L2, and they learn English as their FL. With regard to English as FL, it refers to the language that is not commonly used in their social interaction every day, thus English is usually difficult to be spoken by the early childhoods in their daily conversation (Sigirtmac & Ozbek, 2009;Shobikah, 2018;Purba, 2022). To solve this problem, most of the early childhoods learn English privately at home or learn English at a language course.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Use of Drilling Technique to Teach English Speaking to the Early Childhoods: A Descriptive Study

Hidayat

Herniawati

Ihsanda

2022

JCELL

View full text Add to dashboard Cite

Teaching English speaking to the early childhoods requires optimal efforts and special tricks. The teacher requires appropriate teaching technique and media to make them enjoy during learning English speaking. This research attempts to report what appropriate technique and media applied by the teacher during teaching English speaking to the early childhoods in one of English courses in Ciamis - West Java. In this research, the researchers set forth two research questions, they are what teaching technique is appropriately applied to teach English speaking to the early childhoods? And what media are suitable to teach English speaking to the early childhoods? To answer the aforementioned research questions, the researchers employ a qualitative descriptive study at which they observe the process of teaching and learning English towards a group of the early childhoods during February - June 2019. The results of the research reveal that drilling is selected as the appropriate technique under the Audio-Lingual Method applied by the teacher during teaching English speaking to the early childhoods. Meanwhile, song is selected as the appropriate media applied by teacher during teaching English speaking to the early childhoods. In conclusion, through employing drilling technique and song, the process of teaching English speaking to early childhoods becomes more fun, so that their English speaking skill is improved.

show abstract

Section: Findings and Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Use of Drilling Technique to Teach English Speaking to the Early Childhoods: A Descriptive Study

Hidayat

Herniawati

Ihsanda

2022

JCELL

View full text Add to dashboard Cite

show abstract

“…The results indicated that the students' first and second language interfered with their English language performance at the phonological, morphological, and syntactic levels. Moreover, it is reinforced by other study that analyses English pronunciation that is mostly interferences by the Acehnese dialect and the reason the students find it difficult to leave the Acehnese dialect when pronouncing English (Purba, 2022). The results of the study showed that students made some interferences of sounds in pronouncing stops and fricative sounds.…”

Section: Discussionmentioning

confidence: 60%

“…Interference Phonology can be a challenge in learning a second or foreign language, because the influence of the first or native language is often manifested in the production and perception of sounds in the new language. However, with proper practice and experience, speakers of a second language can overcome interference and develop skills in using the correct sounds of the language being studied (Nurhidayat, 2021;Pasaribu, 2021;Purba, 2022).…”

Section: Introductionmentioning

confidence: 99%

English Interference on Balinese Dialect in Tejakula Village

Jaiswara

2023

JPBI

View full text Add to dashboard Cite

There is phenomenon occured in Bali, where the people use Balinese as the first language and Indonesian & English became the second language. This study aimed to analyze the phonological interference of the Balinese dialect on English. This research had a type of qualitative research. The research methods and techniques consist of methods and techniques for providing data, data analysis methods, and data presentation methods and techniques. The data collection of this research was done by asking native speakers of Tejakula village to read some English words and the researcher recorded them. The text used by researcher was randomly and without prior notice, so that native speakers had no preparation to study it first. The method used to analyze data was the articulatory phonetic equivalent method. While the methods used to deliver the results of this study were formal and informal methods. Based on the results of the study, it was found that the phonological interference of the Balinese dialect to English. The interference was heard clearly in the hissing sound. As well as other interference that occurs in the sound /æ/ in the middle, /th/, /ʃ/, and the sound ending in sound /o/.

show abstract

“…Throughout linguistic history, various theories have emerged to explore and comprehend language learning and acquisition, encompassing both first-language and second-language acquisition as a target language (Purba, 2022). Many individuals find that visually encountering new words aids in learning, particularly in the acquisition of a second language (L2) (Welby et al ., 2022).…”

Section: Introductionmentioning

confidence: 99%

Investigating Arabic language teaching materials based on Indonesian folklore: an ethnographic study on the folktale of “Bandung”

Al Farisi,

Maulani,

Hardoyo

et al. 2024

AEDS

View full text Add to dashboard Cite

PurposeThis research explores the potential incorporation of Indonesian folklore, particularly the folklore of the origin of Bandung, into Arabic language teaching materials. Integrating local cultural elements into language instruction can enhance students' language learning experience and promote a deeper understanding of Indonesian culture.Design/methodology/approachThe origin city of Bandung is one of the famous folklore stories in Indonesia that originates from West Java. Through ethnographic studies, various aspects of the folklore of the origin of the city of Bandung will be examined, which can be utilized in Arabic language teaching. This includes analyzing the linguistic structure, vocabulary and cultural references embedded in the story. Additionally, we will explore how teachers can effectively incorporate this folklore into their teaching materials to create engaging and culturally relevant Arabic language lessons.FindingsThis research aims to contribute to developing innovative and culturally responsive language learning by investigating the use of Indonesian folklore in Arabic language instruction. It aims to empower teachers and students by fostering a deeper appreciation of Indonesian culture while improving Arabic language proficiency. This approach enhances language learning outcomes, promotes cultural awareness and cultivates a deeper connection between students and the local culture. By embracing folklore, teachers can create dynamic and meaningful language learning experiences that empower students to become proficient Arabic speakers with a strong appreciation for Indonesian wisdom and culture.Research limitations/implicationsOverall, using folklore as a foreign language teaching material provides significant advantages for students in developing a deeper understanding of language, cultural skills and interest in the language and culture being studied. This approach improves language learning outcomes, promotes cultural awareness and fosters deeper relationships between students and local culture so that foreign language (Arabic) learning is effective. By embracing folklore, teachers can create dynamic and meaningful language learning experiences that empower students to become proficient Arabic speakers with a strong appreciation for local Indonesian wisdom and culture.Practical implicationsPractically, this involves understanding the social, political, economic or cultural context in which the folklore arose, as well as new interpretations that provide a broader understanding of the stories' values, messages or conflicts. In contributing to knowledge, this research has implications for insight into linguistic knowledge and learning a second language in the norms of the first language without shifting the culture of the first language.Social implicationsEmpirically, this study combines an interdisciplinary approach to folklore research that can bring a new understanding of the relationship between folklore and other fields such as linguistics, literature, anthropology or psychology. This approach can produce a more comprehensive insight into folklore and its influence on various aspects of life. Contributing to social impact, introducing culture in learning materials is an educational tourism attraction for students. This also has an impact on public policy that tourism education about folklore is introduced as teaching and used as further field study for students.Originality/valueThis research conceptualizes the diversity of Indonesian culture integrated into the instructional materials of Arabic language learning in Indonesia through folklore. To integrate folktales into the learning process, families, traditions and rituals need to play a role in preserving and educating. Researchers can develop new insights, broaden our understanding of culture and traditions and enrich our knowledge and cultural heritage. These new approaches have the potential to yield discoveries and a deeper understanding of folklore as an important cultural heritage. This research explores the potential incorporation of Indonesian folklore, particularly the folklore of the origin of Bandung, into Arabic language teaching materials. Integrating local cultural elements into Arabic language teaching for Indonesian speakers can enhance students' language learning experience and promote a deeper understanding of Indonesian culture through Arabic language teaching as a foreign language.

show abstract

How First and Second Languages Influence Indonesian Students’ English as a Third Language: Transfer and Interference Analysis

Cited by 5 publications

References 24 publications

Use of Drilling Technique to Teach English Speaking to the Early Childhoods: A Descriptive Study

Use of Drilling Technique to Teach English Speaking to the Early Childhoods: A Descriptive Study

English Interference on Balinese Dialect in Tejakula Village

Investigating Arabic language teaching materials based on Indonesian folklore: an ethnographic study on the folktale of “Bandung”

Contact Info

Product

Resources

About