Interlanguage Analysis on Speech Produced by EFL Learners

Adnyani, Ni Luh Putu Sri; Kusumawardani, Dewa Ayu Novi

doi:10.22225/jr.6.2.1727.178-185

Cited by 5 publications

(4 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…From this fact, it can be interpreted that students tend to activate their linguistic knowledge previously learned from the target language (English) and the first language (Indonesia). Kusumawardani (2020) confirms that the students' oral speech influenced by the native language, Indonesian resulting the interlanguage production. In this case, the students use this strategy to keep communication in the target language (English) running even with their limited language skills.…”

Section: Simplificationsupporting

confidence: 62%

Interlanguage as An Oral Communication Strategy Used by The First Graders of The English Education Study Program of STKIP PGRI Pacitan

Rahayu

2023

jpp

View full text Add to dashboard Cite

This study describes the communication strategies in English used by first-level students of the English Education Study Program at STKIP PGRI Pacitan which can be seen in their interlanguage production. The research data is in the form of interlanguge which they produce when performing oral communication. Data collection techniques are elicitation and documentation. Data were analyzed qualitatively. The results of the study show that there are three main types of communication strategies used by learners, namely: over-generalization, first language transfer, and simplification. This strategy is intended by students to maintain that communication using English as the target language can continue with the limitations of their language skills. The implication of this research is that mistakes are an inevitable process in the process of learning a foreign language, so it needs to be addressed positively. Appropriate training needs to be provided to learners so that they better understand the differences between the target language and their mother tongue so as to help them develop their interlanguage system.

show abstract

Section: Simplificationsupporting

confidence: 62%

Interlanguage as An Oral Communication Strategy Used by The First Graders of The English Education Study Program of STKIP PGRI Pacitan

Rahayu

2023

jpp

View full text Add to dashboard Cite

show abstract

“…The first intralingual forms were over generalizations of past form -ed. Kusumawardani & Adnyani (2020) confirmed that the cause of overgeneralizations was the students knew that they should add -ed at the end of the verbs indicating past events. In examples (37) to (39), the students failed to notice that the infinitive verb in English did not require the ending.…”

Section: Intralingual Interferencementioning

confidence: 64%

“…Subject deletion is another native language influence on the students' interlanguage. A complete English sentence should consist of a subject and a predicate, and it cannot be said as a complete sentence if the speakers' pattern does not consist of a subject (Kusumawardani & Adnyani, 2020). The following were examples of students' utterances in which they omitted subjects in their sentences.…”

Section: Interlingual Interferencementioning

confidence: 99%

The Error Analysis of Interlingual and Intralingual Interferences of the Students: A Case Study of Tourism Study Program

Sari

Budasi

Adnyani

et al. 2021

JLP

View full text Add to dashboard Cite

This study aimed to analyze the students' interlingual and intralingual interferences of Tourism Study Program at a State University in North Bali. A qualitative approach was applied by examining the students' final projects of English writing for the academic year 2020/2021. In this case study, 15 final projects were chosen using the purposive sampling technique. Data collection was done through reading, note-taking, classifying, and describing. The findings revealed that the most frequent interlingual form produced by the students was using Indonesian Syntax Pattern, while the intralingual form was the simplifications. Therefore, interlingual and intralingual interferences were found in the students' final project. There are two implications of this study, i.e. (i) teachers need to enhance their pedagogy for the teaching and learning sessions, particularly English grammar, (ii) students should learn more the English grammatical rules, which they can access many sources to learn English through watching a movie, listening to songs, talking with native speakers, reading novels and magazines.Abstrak:Penelitian ini bertujuan untuk menganalisis interlingual dan intralingual mahasiswa Program Studi Pariwisata di salah satu Universitas Negeri di Bali Utara. Pendekatan kualitatif digunakan dalam penelitian ini dengan menguji tugas akhir siswa dalam penulisan bahasa Inggris pada tahun ajaran 2020/2021. Dalam studi kasus ini, dipilih 15 tugas akhir dengan teknik purposive sampling. Pengumpulan data dilakukan melalui membaca, mencatat, mengklasifikasi, dan mendeskripsikan. Hasil temuan mengungkapkan bentuk interlingual yang paling sering dihasilkan oleh siswa adalah menggunakan Pola Sintaks Bahasa Indonesia sedangkan bentuk intralingualnya adalah penyederhanaan. Dengan dimikian, terdapat error interlingual dan intralingual dalam tugas akhir mahasiswa. Ada dua implikasi dari penelitian ini, yaitu (i) pengajar perlu meningkatkan pedagogi mereka untuk proses belajar mengajar khususnya tata bahasa Inggris, (ii) pembelajar harus mempelajari lebih lanjut aturan tata bahasa Inggris. Mereka dapat mengakses banyak sumber untuk belajar bahasa Inggris seperti menonton film, mendengarkan lagu, berbicara dengan penutur asli, membaca novel maupun majalah.

show abstract

“…It happens when the knowledge of the first language (L1) interferes with the use of the second language (L2). Moreover, language interference can be defined as a circumstance in which the knowledge of a speaker's or a writer's native language is applied to a second language (Alkhateeb, 2016;Kusumawardani & Adnyani, 2020).…”

Section: Introductionmentioning

confidence: 99%

“Makam” nasi: Language interference of a Japanese young learner in Indonesia

Adnyani

Puspawati²,

Suwastini

2021

JPP

View full text Add to dashboard Cite

In acquiring the second language, children will use their first language knowledge as a base in their attempt of using a new language. This phenomenon is called language interference. This study aimed at identifying specific instances of language interference conducted by a bilingual child during her study in an international school. The subject was a 5-year-old Japanese child who was acquiring Indonesian as her second language. This study was a case study using a descriptive qualitative research method. Data collection was done through observation, interview and note-taking. Furthermore, the data in the form of utterances in Indonesian interfered by Japanese were analyzed descriptively. The results showed that the most common type of language interference that occurred was phonological interference (16 examples), followed by lexical error (4 words) and grammatical error (5 sentences). In short, in this case, Japanese phonological interference with Indonesian pronunciation occurred more frequently than lexical error and grammatical error.

show abstract

Interlanguage Analysis on Speech Produced by EFL Learners

Cited by 5 publications

References 15 publications

Interlanguage as An Oral Communication Strategy Used by The First Graders of The English Education Study Program of STKIP PGRI Pacitan

Interlanguage as An Oral Communication Strategy Used by The First Graders of The English Education Study Program of STKIP PGRI Pacitan

The Error Analysis of Interlingual and Intralingual Interferences of the Students: A Case Study of Tourism Study Program

“Makam” nasi: Language interference of a Japanese young learner in Indonesia

Contact Info

Product

Resources

About