A STUDY OF GRAMMATICAL INTERFERENCE ON STUDENTS’ SPEAKING PERFORMANCE IN THIRD SEMESTER ENGLISH STUDENTS’ OF ENGLISH EDUCATION
DEPARTMENT
THESIS
Submitted to the Final Examination Board in Partial Fulfillment Requirement for the degree of Strata 1 (S.Pd)
In English Education Department
M. MISBAH TE.130519
ENGLISH EDUCATION PROGRAM
FACULTY OF TARBIYAH AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY
SULTAN THAHA SAIFUDDIN JAMBI
2019
DEDICATION
In the name of Allah SWT the most gracious and the most merciful, the Prophet Muhammad SAW is the inspiration of Moslem’s life. I dedicate this thesis to my beloved father Hj.Mat Soleh, and my mother Taswi Ningsih, for their praying, support and loving me. My beloved sisters are Siti Maslakah, S.Pd, Zavidatul Mustavid, S.Kep, Muslikah S.Pd, and my brother, M. Suyuti, S,Pd. My beloved friends are Hamzah Fanshuri, M.Shahib Al- Amin, Fitria Ningsih, and also for T-SUEDE ’13 for the supports and suggestions, thankyou for everything. I do love you all. I feel so prestigious because I am living around the lovely people as you are all.
I would like to say thanks a lot for your care and suggestion that are given to me as long as my journey in writing this thesis. The last for all people who have helped me in writing this thesis. I would like to say thank you so much. I love you all as always.
MOTTO
Setiap anak Adam pasti pernah berbuat dosa dan yang terbaik dari mereka adalah yang bertaubat kepada Allâh Subhanahu wa Ta’ala , sebagaimana sabda
Rasûlullâh Shalllallahu ‘alaihi wa sallam :
Every child of Adam must have done something wrong, and the best who did wrong was the one who repented. (hasan, lihat shahih at-Targhib wa at-Tarhib 3139)
Setiap anak Adam pasti berbuat salah, dan sebaik-baik orang yang berbuat kesalahan adalah yang bertaubat. (hasan, lihat shahih at-Targhib wa at-Tarhib
3139)
ACKNOWLEDGEMENTS
Alhamdulillah, Firstly, the researcher expresses to Allah SWT, the most gracious and merciful, the Lord of universe and Because of Allah, the researcher could finish this thesis as one of the requirement for S1 degree in English Education Department of Education and Teacher Training Faculty of the State Islamic University Sulthan Thaha Saifuddin Jambi.
Secondly, peace be upon to our prophet Muhammad SAW who has guided us from the darkness to the lightness.
In this process of completion of this thesis, the researcher received much advices and contribution from many people who cannot be enumerated especially from my advisors, Monalisa M.Pd as my first advisor and Reni Andriani, M.Pd as my second advisor. They are my great inspiration in teaching field. Next, this success would not be attained without supports, guidance, help, encourage from individual and institution. The researcher would like to say thanks to:
1. Dr. H. Hadri Hasan MA, the Rector of the State Islamic University Sulthan Thaha Saifuddin Jambi.
2. Prof. Dr. H. Suaidi, MA, Ph.D. Dr. Hidayat, M.Pd. and Dr. Hj.
Fadhillah Husen, M.Pd as vice rector I, II, and III of the State Islamic University Sulthan Thaha Saifuddin Jambi.
3. Dr. Hj. Armida, M.Pd.I as dean of Faculty of Education and Teacher Training of the State Islamic University Sulthan Thaha Saifuddin Jambi.
4. Dr. Lukman Hakim, M.Pd as the vice Dean of Faculty of Education and Teacher Training, Dr. Zawaki Afdal Jamil, M.Pd as the second vice Deans of Faculty of Education and Teacher Training, and Dr.
Kemas Imran Rosadi, M.Pd.I as the Third vice Dean of Faculty Education and Teacher Training.
5. Amalia Nurhasanah, S.Pd.,M.Hum, as chairperson of English Study Program Faculty of Education State Islamic University Sultan Thaha Saifuddin Jambi.
6. Monalisa, M.P d the first advisor and Reni Andriani, M.Pd as second
advisor who had guided and assisted the writer in writing and finishing this thesis.
7. The English lecturers of the State Islamic University Sulthan Thaha Saifuddin Jambi.
8. The Staff inTarbiyah Faculty of the State Islamic University Sulthan Thaha Saifuddin Jambi.
9. The Staff of the Library of the State Islamic University Sulthan Thaha Saifuddin Jambi.
10. My parents who always supported me.
11. My beloved friends, Hamzah fansuri, Fitrianingsih, M.Sahib, M.Ramadhan.
12. All of the members of B Class, PPL & KKN that I can’t mention one by one.
Finally, this thesis is expected to be able to provide useful knowledge and information to the readers, and the researcher is pleased to accept more suggestion and contribution from the reader for the improvement of this thesis.
Abstract
The purpose of this study to to describe and explore the kinds of grammatical interference on students’ speaking as English Students of English Department. The type of this research was qualitative research.
After analyzing the students’ speaking performance, the researcher found that the grammatical interference made by the students consist of two types. They were morphological interference and syntactical interference. In morphological interference, the researcher found that the student get interference in the form of noun, adjective and verb.
Meanwhile, in syntactical interference, the researcher found the interference in the form of phrase and sentence.
Key Words : Morphological Interference, Syntactical Interference, Speaking Performance
Abstrak
Tujuan dari penelitian ini adalah untuk mendeskripsikan dan mengeksplorasi jenis-jenis interferensi gramatikal pada kemampuan berbicara siswa sebagaia mahasiswa bahasa inggris di jurusan bahasa Inggris . Jenis penelitian ini adalah penelitian kualitatif. Peneliti menemukan bahwa beberapa penampilan saat berbicara dengan tata bahasa Inggris yang benar. Namun, beberapa penampilan saat berbicara dalam tata bahasa Inggris yang tidak tepat. Secara khusus, mereka mendapat pengaruh dari tata bahasa bahasa Indonesia. Setelah menganalisis kemampuan berbicara siswa, peneliti menemukan bahwa interferensi tata bahasa yang dibuat oleh siswa terdiri dari dua jenis.
Mereka adalah interferensi morfologis dan interferensi syntaksis.
Dalam interferensi morfologis, peneliti menemukan bahwa siswa mengalami interferensi dalam bentuk kata benda, kata sifat dan kata kerja. Sementara itu, dalam interferensi sintaksis, peneliti menemukan interferensi dalam bentuk kalimat dan kalimat.
Kata-kata kunci : Interferensi Morfologis, Interferensi Sintaktis, dan Penampilan Saat Berbicara
CHAPTER I INTRODUCTION
A. Background of the Study
Communication is the requirement of life. As social creatures, people need it, and language it is perfect tool to communicate. Recently learning language, especially more than one language is important for people in the world, because it can be the bridge to communicate with others in different places, even different countries. But there are some constraints to do it, bpeople who learn different language will find difficulties to learn the grammar, vocabularies, even the phonetic aspect in that language. As the result, they will mix the same aspect from their mother tongue to language that they learn. In linguistics, this phenomenon is called interference.
The first scholar who introduces interference is Weinreich in 1953. He used interference to clarify the systemic change in language because of contiguity between that language and the other language that made by bilingual speaker (Chaer and Agustina, 2004).
Interference is the change of language system used in other element of language which is regarded as a mistake because it deviates from the rules of language used (Chaer and Agustina, 2004). Weinreich (in Napitupulu, 1994), asserts interference is the deviation of language norm in usage as the effect of bilingual toward another language. The term of interference is firstly used by Weinreich to name the existence of different language system spoken by bilingual speaker in using a language. Interference happens when the speaker uses second language and ones which is interfered into second language is the first language or mother tongue.
The interference occurs in all components of language, such as phonology, grammar, lexical and semantic. According to Berthold et al (1997) interference is divided into three parts, they are: phonological, grammatical and lexical interference.
Phonological interference as items including foreign accent, such as: stress, rhythm, intonation and speech sounds from the mother language influencing the second.
Grammatical interference is defined as the mother language. influencing the foreign
language in terms of word order, use of pronouns and determinants, tense and mood.
Grammatical interference consists of morphology and syntax interference. Lexical interference occurs when borrowing a word from one language and converting them to sound more natural in another language.
Meanwhile according to Robert Lado, bilingualism is individual capability to use two languages equally well or almost equal technically referred to the knowledge of two languages whatever its degree (Chaer and Agustina, 2004). Almost bilingual people made interference in the beginning when they speak in their target language. For example, Indonesian who learns English, they will make interference in their writing or their speaking skill in the target language, in this case English.
According to Pudiyono’s research (2012), the structural of Indonesian language can be influence in practice by Indonesian students; it’s like the following sentence:
Dia sangat mencintai adiknya.
With such grammatical pattern as the example, an Indonesian learning English could capably express the idea just like in Indonesian pattern as the following:
She very loves her brother.
Definitely,this utterance is not grammatically acceptable in English. The correct grammatical rule is the word very cannot be used to explain averb such very loves. Very in English is used to modify an adjective. Therefore,the morpheme very is linked directly before an adjective, for instance: very busy,very beautiful, very angry, very important, very much, very little, very handsome, etc.In short, the word very can’t stand alone. On the contrary, the word which can becused to modify an English verb is very much.
Based on the Ratih’s research (2015), most students got interference in syntathic or grammatical interference. After the data had been collected and analyzed, the writer finds several sub-classifications in syntactic interference as the following:
(1) sentence; (2) phrase; (3) diction; and syntactic interference are dominated by phrase, because the phrase construction of English and Indonesian language is
different. The construction phrase of Indonesian language is head word + modifier, but in English head word is put after the modifier.
In English department of UIN STS Jambi, linguistics has been introduced in the third semester.The students of UIN STS Jambi learned about interference as a theory, but some of them did it practically. UIN STS Jambi became the interesting location to do this research, especially in the third semester. The reason because most of students has different mother tongue (regional language), but they used Indonesian in campuss. Therefore, they have a chance to make an interference in their language, specially when they translate from Indonesian to English.
From the description above, the writer is interested in carrying out the study on "A Study of Grammatical interference on students’ speaking performance in third semester English Students of UIN STS Jambi".
B. Limitation of the Study
The writer limits the research by focusing on the grammatical interference speaking performance made by third semester English Students of UIN STS Jambi. There are two kinds of grammatical interference, morphological interference and syntactical interference. While for the subjects of study, the writer focuses on the third semester English Students of UIN STS Jambi. There are 4 classes in third semester, the writer will take some samples.
C. Formulation of the Study
Based on the problem limitation above, the formulated research problem is
“What are kinds of grammatical interference on students’ speaking performance in third semester English Students of UIN STS Jambi?”
D. The Purpose of the Study
So from the problems above, the writer can formulate the objective of the study to describe and explore the kinds of grammatical interference on students’
speaking performance in third semester English Students of UIN STS Jambi.
E. The Significance of the Study
From this study, it is expected that the results of the research can give contribution to the improvement of the sociolinguistics knowledege. First, for the English teacher, The results of this research can be used as a reflection or reference about all his/her duties that have been done as long, so that the teacher can improve his/her performance in teaching and focus on the interference of first language. Second, for the students. The results of this research will cover multiple advantages, namely attitude, improvement, and verbal competence of the students.
The students will be known about their mistake in sociolinguistics aspect. Third, for the further writer s. The results of the study can be used for further study which focuses on L1 interference on students’ speaking performance.
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents some review of related literature and previous studies related to this study.
A. The Concept of Speaking
Speaking is a means of communication in expressing ideas, information and feeling to others. It is the most essential way in which the speaker can express himself through a language. Brown (2007) states that speaking is literally defined as to say things, express thought aloud, and uses the voice. Spoken language and speaking are similar in meaning that how people use the voice loudly that occurs in time cannot go back and change, and it is produced and processed on line.
According to Hornby (2005) speaking is making use of words in an ordinary voice, uttering words, knowing and being able to use a language; expressing one-self in words; making speech. While skill is the ability to do something well. In general, speaking can be said as the process of delivering an address to utter words or articulate sounds as human being to express thoughts by words.
According to Nunan (2003) Speaking is a productive oral skill and it consists of producing systematic verbal utterance to convey meaning , Speaking is the way in which we express or exchange thoughts and feeling through using language. Another definition is proposed by Harmer (2009). He defines speaking as an activity which happens when two people are engaged in talking to each other. In this activity, speakers have to share their ideas, thoughts, or opinions during the speaking activity.
Moreover, Tarigan (2001) states that speaking is the ability to pronounce articulations of sounds or words to express thought, ideas and feels. Speaking is a system of signs that is audible and visible using muscles of human being for the purpose of that ideas. Therefore, speaking is only sounds or word pronunciation.
Based on the explanation above, it can be concluded that speaking is active or productive skill. Speaking skill is the ability to make use of words or language to express oneself in an ordinary voice. In short, the speaking skills are the ability to
perform the linguistics knowledge in actual communication. The ability functions to express one ideas, feeling, thoughts, and needs orally. The application in the classroom is depend on two aspects, the speaker or teacher and learner. Both of them will influence each other. The problems which can be happened may be caused by the teacher or learner itself.
Harmer ( 2009) in his book “The Practice of English language Teaching”
states that students need to be able to pronounce phonemes correctly, use appropriate stress and intonation pattern, and speak connection in speech to measure the speaking’s ability. Heaton(1988) divided the elements of speaking ability into three parts:
1) Accuracy
Pronunciation maybe heavily influenced by native language but should be generally intelligible. No confusing errors of grammar or vocabulary. Accuracy in speaking means someone can produce correct sentences in pronunciation, grammar and word choice so can be understood. There are three components accuracy: pronunciation, Vocabulary, and grammar
2) Fluency
The speaker may often have to search fora way to say. Contribution may be limited to one or two simple utterance. According to Brown (2001) states that fluency is the ability to use a language spontaneously and confidently and without undue pauses a hesitation. Fluency is an aspect that influences very much the students’ ability in speaking English.
3) Comprehensibility
Comprehensibility is the process of understanding of the utterances sent by the speaker done by listener. Clark states that comprehensibility has two common senses. In its narrow sense, it denotes the building of meaning from sounds.
Comprehensibility in broader sense denotes the interpretation the meaning and utilizes the speech act conveyed. In other words, if there are two people want to make communication to each other, they have to be speaking because they have different information. The activity of speaking or communication should be
understood by the speaker and listener. For example, a question, listener extracts the importation then tries to search the answer for it.
B. Speaking Performance
Speaking is a spoken productive language skill. It is about how the students produce the language orally. Furthermore, according to Harmer, Speaking refers to the students produce pieces of language and sees how its turns out that information are feed back into the acquisition process. Therefore, speaking focused on output where the learner’s attention is on conveying ideas and messages to another person.
As Jones comments that in speaking and listening we tend to be getting something done, exploring ideas, working out some aspect of the world, or simply being together. In writing, we may be creating a record, committing events or moments to paper.
Brown (2001) identifies six categories apply to the kinds of oral production that students are expected to carry out in classroom. They are:
1) Imitative, imitative speaking is a kinds of practicing an intonation or trying to pinpoint a certain vowel sound. It is carried out not for the purpose of meaningful interaction, but for focusing on some particular element of language form. This activity is usually performed in form of drilling;
2) Intensive, intensive speaking goes one step beyond imitative to include any speaking performance that is designed for practicing some grammatical aspect of language. It can be in the form of self-initiated or pair wor activity;
3) Responsive, responsive speaking is meant by being able to give replies to the questions or comments in meaningful in authentic one;
4) Transactional, in this case transactional is mere done in the dialogue. It is aimed at conveying or exchanging specific information, an extended form of responsive language
5) Interpersonal, like in the transactional, interpersonal speaking here is also carried out in a dialogue. It is purposed for maintaining social relationships than for the transmission of facts and information. These
conversations are little trickier for learners because they can involve some factors such as, slang, ellipsis, sarcasm, a casual register, etc. This often makes the learners find it difficult to understand the language, or even misunderstood;
6) Extensive, extensive speaking here mostly in the form of monologue, in the practice, the advanced levels are called on to give extended monologue in the form of oral reports, summaries, or perhaps short speeches.
Each category above can be implemented based on the students’ level and students’ ability. Here are the summary purpose of each element: imitative for focusing on some particular element of language form, intensive to practice some phonological or grammatical aspect of language, responsive can stimulate students’ in speaking, transactional to invite students to engage in a conversation, interpersonal to learn how such features as the relationship in the conversation, and extensive is to practice in the form of oral reports, summaries, or perhaps in short speeches.
D. English Foreign Language Learners
In speaking ability there are some typical learner for an effective speaking lesson, teachers need to be aware of knowledgeable about, and familiar with the teaching stagesof a speaking activity as well as the teaching techniquesused for fostering speaking in class. Also, the teacher roleis crucial to the effectiveness of the activity.
The teacher is expected to design an activity that will be able to overcome those problems. The are four characteristics of successful speaking class, First, much of the time should be used for the activity involving the learners to talk. Second, classroom activity should not be dominated by talkative participants. All learners should get a chance to speak and contributions are distributed evenly. Third, learners are eager to speak because they are interested in the topic. They have something new to say about it, or because they want to contribute to achieve a task objective. Last, learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy (Cahyono, 2010)
E. Interference
1. The Notion of Interference
As has been mentioned earlier in chapter II, transfer was introduced into the world of language learning in the 1950s and 1960s. However, in the 1970s, the term 'interference' - replaced the term 'transfer' to denote only the negative transfer aspects of the MT into the TL. It was introduced by Yorio (1971). Dulay et al (1982) define interference as the automatic transfer, due to habit, of the surface structure of the first language onto the surface of the target language. Lott (1983) defines interference as 'errors in the learner's use of the foreign language that can be traced back to the mother tongue'. Ellis (1997) refers to interference as 'transfer', which he says is 'the influence that the learner's L1 exerts over the acquisition of an L2'. He argues that transfer is governed by learners' perceptions about what is transferable and by their stage of development in L2 learning. In learning a target language, learners construct their own interim rules (Selinker, 1971, Seligar, 1988 and Ellis, 1997) with the use of their L1 knowledge, but only when they believe it will help them in the learning task or when they have become sufficiently proficient in the L2 for transfer to be possible.
The first scholar who used interference is Weinreich in 1953, he formulated interference to clarify the systemic change in language because of contiguity between that language and the other language that are made by bilingual speaker. (Chaer and Agustina, 2004)
Then, more than a decade ago, Fishman in 1971 decried the extensive and arbitrary employment of the term ”interference” by many linguists in reference to any number of bilingual phenomena. (Poplack, 1983)
Instead of making the usual field work assumption that the underlying structures of the varieties encountered in bilingual speech communities were unknown, linguists have usually assumed that they were known, but basically nothing more than X “Interfering” with Y and vice versa.
As a result they frequently failed to familiarize themselves with the
communities and speakers from which they obtained their corpuses of speech.
Alwasilah (1985) as mentioned by Puspa explored the notion of interference based on Hartman and Stonk that interference is a mistake caused by the propensity of habitually used pronunciation (speech) of a language to another language pronunciation unit includes sounds, grammar, and vocabulary.
Meanwhile, according to Abdulhayi (1985) referring to Valdman’s opinion in 1966 theorized that interference is an obstacle as a result of speaker habits on mother language (first language) in the study of language acquisition (second language). Consequently, there will be transfer of negative elements from the mother language into the target language.
Suhendra Yusuf (1994) stated that the main factors of interference are the differences between the source language and the target language. The differences are not only in structure but also the variety of vocabularies.
Another notion advanced by Jendra (1991) as mentioned by Puspa, he declared that the interference is the infiltration system of a language into another language. Interference arises from implementing unit system of sounds (phonemes) by bilingual in a first language into a second language sound system, which causes chaos or irregularities at the phonemic system of the recipient language. Interference is a common symptom in sociolinguistic that occurs as a result of language contact, the use of two or more languages in the speech multilingual community. This case is an issue that attracted attention for linguists.
Huda (1999) states that experts of second language acquisition are very much concerned with the issue of how the second language is developed and acquired by the learners. One of the main issues that they concerned more is the factors that influence the process of this development such as the role of first language. The second or foreign language learners tend to transfer the
habit or knowledge of their first language to the process of their target language.
Dulay, Burt, and Krashen (1982) classify the transfer into two, positive transfer and negative transfer. According to them, positive transfer will cause the correctness of learners’ performance since the new habit and behavioural are the same as the old one. Negative transfer, on the other hand, refers to the transfer that result in errors because the old habits and behavioural are different from the new behavioural that is being learned. From the statements above, we know that the positive transfer can help the students to learn the target language easily because the element of students’ first language are the same as the element of their target language. Thus, the transfer will not cause errors.
This negative transfer, on the other hand, is known as the term of interference which is caused by the differences between the two languages. It meant that the materials which are previously learned are transferred incorrectly to the next learning process. It is in line with Littlewood (1984) who defines interference as a negative transfer of L1 to L2 which causes the learning difficulties and errors. Another linguist, Huda (1999) also mentions that elements in the first language which are equivalent to those in the second language can facilitate the learner in learning a second language, and different elements will create errors or interference.
The interference is occured because the learners do not aware of the linguistic system of the second language. Consequently, when they move forward to the second language, they tend to transfer the linguistic knowledge of their first language. The example of interference can be seen in the expression like, “I sing a song together my friend yesterday” produced by an Indonesian learner. Undoubtedly, the interference in the sentence is caused by the transfer of their first language structure “Saya menyanyikan sebuah lagu bersama teman saya kemarin” which is in English it should be expressed as “I sang a song with my friend yesterday”.
In contrast, Corder in Ellis (1986) does not see interference as the result of negative transfer that hinders the second language learning. He refers it as borrowing. It is stated that when learners lack of the second language resources and have some difficulties in communicating with second language, they tend to borrow what they possess from their first language. He further explains that (in Maniam, 2010) this process of borrowing occurs because communication is the primary goal of the learners, rather than the obedience of grammar rule. Moreover, the learners commonly retrieve the words and structures from the mother tongue to help their developing sense of their second language. From the Corder’s point of view, it can be concluded that interference occur because of the unequal aspects of the two languages.
2. The types of interference
Jendra (1991) distinguished interferences into five aspects of language, Interference in the field of sound system (phonology), Interference on word formation grammar (morphology),Interference in the syntax (syntax), Interference on vocabulary (lexicon), Interference in the field of administration of meaning (semantics)
While, Weinreich clarified the term "interference" to pass on
“deviations from the norms of either language which recur in the speech of bilinguals as a result of language contact” as follows (Poplack, 1983)
The term interference implies the rearrangement of patterns that results from the introduction of foreign elements into the more highly structured domains of language, such as the bulk of the phonemic system, a large part of the morphology and syntax, and some areas of the vocabulary.
Suwito (1983) suggests that interference can occur in all components of language, namely phonology, morphology, syntax, semantic, and lexical (vocabulary)
According to the discourse above, the types of interference based on components of language divided into four; they are phonic interference,
grammatical interference, lexical interference, and semantic interference.
Meanwhile the writer will focus on grammatical interference that consists of syntactic and morphological interference.
a. Phonic Interference
Phonic interference occurs when the speaker identifies the sound of mother language system used in the target language, after that the speaker pronounces again and regulates the pronunciation using the law of the source language phoneme. It affects the inappropriate pronunciation of phonetic sounds in the second language caused by the existence of different phonetic structures from the point of view of the mother tongue or the first language (Lekova, 2009).
According to Weinreich (1953) phonic interference separated into four types (Suhendra Yusuf, 1994) :
1) Under differentiation of phoneme
It happens when bilingual does not find the similarities of source language in recipient language. This case will found in Japan, Japanese cannot differentiate between phonemes / r / and / l / , / z / and / j / such as Godzilla pronounced as Gojira
2) Over differentiation of phoneme
It occurs when the speaker over differentiate the phoneme of donor language to the recipient language. It involves the burden of phonemic dissimilarity from the primary system on the secondary system where they are not essential.
The Javanese pronounce phoneme such as the words with the first latter / b /, / d /, / j /. They will add consonant / n / or / m / , for examples Bandung become mBandung, Demak become nDemak, Jambi become nJambi
3) Reinterpretation of relevant features
It occurs when bilingual distinguish phoneme of the secondary system that are attendant or superfluous, but which are applicable in the primary system. It involves reinterpretation to the word as phoneme system distinction between mother language and target language, consequently it needs readjustment of the way of pronouncing. This phonic interference happen to hawaian , they will pronounce / kioki / for the word George
4) Phoneme substitution
It occurs because phoneme substitution from first language to the other language or second language. In other word there is difference of pronunciation in the same phoneme. For instance Bali’s people in pronouncing optical-alveolar retroflex / t / for the letter / t /.
Such as mati become / mathi /, tepi become / thepi /, and kita become / kitha /.
b. Grammatical Interference
It occurs when the language learners identify the grammatical pattern from their first language and applied in the target language, this type occurs in morphological and syntactic interference.
1) Morphological interference
According to Suwito (1983) morphological interference occur if the formation of word in a language absorbs the affixes from other languages. The Affix of a language used to spell a word in another language, while affixes consist of prefix, suffix, inserts, as well as combinations of affixes. For examples, morphological interference of English and Indonesian language.
English Indonesian
Kids anak-anak (berarti banyak)
Mother’s shoes sepatu ibu (sepatu milik ibu)
This kind of interference occurs on the level of rules and structures of both languages. Most translations are influenced by the students' mother tongue's structure. They did not consider the differences between the systems of Arabic and English. Students divided sentences into words and translated them individually rather than a whole entity. In addition to that, they transferred the structure of the source language into the target language.
Considering with the definition of grammar and the interference, it is defined that grammatical interference in this present study is the grammatical error which is caused by the negative transfer of the structure of L1, Bahasa Indonesia, to the target language, English. An analysis of error in students’ writing is considered as the significant means in improving students’ accuracy in writing. It also allows the teacher to be more aware about the information of students’
learning process.
Shahin (2011) explains that error analysis is important to provide the teacher the information about how the learner is learning language and how much he is learning. Furthermore, as quoted by Ferris (2004), there are some researchers, for example, Ashwell, 2000;
Fathman & Whalley, 1990; Ferris & Roberts, 2001; Kepner, 1991 who found that students who receive feedback, especially error correction, produce more accurate text than those who receive no error feedback.
However, it does not mean that the teacher should analyze or do the correction toward every error that students made in their writing. It is useful for the teachers to prevent their students to feel discourage in learning writing. This error analysis then should be created in effective way so that it can give benefits for the students. It can be done by determining which error that teachers need to be analyzed.
Bates et.al (1993) in McMartin-Miller (2014) divides error into three types. In this case, the researchers of error analysis can put those
types as the consideration in determining the errors that will be analyzed. The first one is the error that causes the proficient speaker of a target language misinterprets the message conveyed. It is called as a global error. This global error includes incorrect verb tense, verb incorrectly formed, incorrect use or formation of modal, incorrect use or formation of conditional sentence, incorrect sentence structure, incorrect word order, incorrect connector, incorrect use of passive voice, and unclear message. The second one is the error that less serious than global errors, but still make the sentences’ structure appear awkward, which includes incorrect subject-verb agreement, incorrect or missing article, problems with singular or plural of nouns, wrong word choice, wrong word form, and non-idiomatic expression.
Those types of errors are categorized as local error. The last error that he classifies is what he calls as other error. This error is claimed as error which is made by native speaker of English such as capitalization, coherence, comma splice, dangling modifiers, fragments, lower case, punctuation, run-on sentences, and spelling.
2) Syntactical interference
Interference occurs when the syntactic structure of a language is absorbed by the other language (Suwito, 1983) interference can be seen in the use of syntactic fragments of words, phrases and clauses in sentences(Chaer and Agustina, 2004:124). For example, English and Indonesian phrases.
English Indonesian
Santika Hotel Hotel Santika Salatiga Kota Kota Salatiga
The other example can be seen in the sentences, Dina reads the poetry with beautiful. In English this sentence is not exist, because the right form is Dina reads the poetry beautifully. From this case, the
interference can be proved, cause the sentence “Dina reads the poetry with beautiful” is the translation from the sentence “Dina membaca puisi dengan indah”
Felix (1980) viewed the matter of interference from L1 into FL as a minor issue in the field of syntax. He interpreted it as a casual action and not as an inevitable process in the course of FL.
Nevertheless, many other researchers referred to the fact of interference in the Interference from L1 into FL 45 course of FL learning as a natural phenomenon that happened whenever someone was learning a foreign language. Cummins (2000a) founded 'the developmental interdependence principle' where acquiring literacy in one's first language (L1) was thought to provide the strongest basis for successfully transferring these literacy skills to an FL. Antón and DiCamilla (1998) argued that L1 use may function as "an advantageous metacognitive tool" (p. 314) in FL learning. Both Lantolf (1997& 2000) and Tarone (2000) readvanced theories of
"form-based FL play" in which functions played in the learning of FL forms
c. Lexical interference
Interference occurs as the transfer of morpheme or word of first language into second language usage, or it can also occur as the expansion of first language’s simple word, that is expanding the existing meaning so get new word, or it can occur as combination of both(Suhendra Yusuf, 1994).
For example in the sentence semua ini butuh planning yang matang. It has the lexical interference from English to Indonesian language.
Lexical interference occurs mainly because of literal translation of lexicons. In this type, the researchers dealt with words and how they were translated by students. Most students' errors were due to the incorrect
translation of words or inappropriate selection of the correct equivalence in the target language. Making such inappropriate choices occurred because students didn't consider that a word might have more than one meaning and just relied either on their previous limited knowledge of the target language or chose one of the first meanings listed for the word in the dictionary. Most students didn't even consider the context and only focused on the words and not on the sentence as a whole. They only applied the meanings that were usually given for the same words without considering the situation they were used in. As a result of the inappropriate choice of words, the whole meaning of the context was rendered incorrect or distorted
This means that the essential role of translation of conveying the meanings and communicating ideas among different languages was lost.
Students should have used and checked different sources in order to obtain the most suitable meaning and should have born in mind that relying on one's knowledge isn't enough .They should expand their range of expertise in the practical field of translation. Literal translation is considered one of the main causes of lexical errors
d. Semantic interference
Suhendra Yusuf (1994) divided semantic interference into three types;
1) Expansive interference is the importation of vocabularies elements of language into the other language. for examples are words such as demokrasi, politik, and revolusi are imported from Europe culture and vocabulary into Indonesia culture.
2) Additive interference is the addition of new vocabulary with special meaning although the existing word is still used and having complete meaning. For example is the word uncle from English vocabulary besides the wordpaman in Indonesia language.
3) Replasive interference is interference which occurs as vocabulary replacement as change of meaning. For example the word saya is changed from the old Malay language sahaya.
B. Previous Study
The following studies have been reviewed in relation to the present study related to classroom interaction in speaking class. Here the writer lets the readers know the previous study. The previous research was done by Ratih Asti Supriyanto (2015), entitled “Grammatical Interference from English into Indonesian Language Made by English Native Speakers in Salatiga”.This study was also intended to find out morphological interference from English to Indonesian language made by English native speakers in Salatiga. The research method used was interviewing, recording and transcribing. This method was applied by interviewing English native speakers, then the writer recorded and transcribed to find out the interference that they made. After the data had been collected and analyzed, the writer finds several sub-classifications in syntactic interference as the following: (1) sentence; (2) phrase; (3) diction; and syntactic interference are dominated by phrase, because the phrase construction of English and Indonesian language is different. The construction phrase of Indonesian language is head word + modifier, but in English head word is put after the modifier. Meanwhile for morphological interference is dominated by applying the base form in using the verbs in sentence. The construction of verb in English does not need the inflectional morphology to make the sentence clear as the Indonesian language. The speakers have a tendency to use the base form to show the verb in Indonesian sentence.
Then the study from Sulinda (2015) with the title “ The Students’
Interferences in Translating Thesis Abstract from Indonesian into English.
The study aims at describing the interference in translating the thesis abstract. This research belongs to content analysis. The data of this research is the abstract sentences containing the interference. The data source is thesis abstracts of English
Department students of Universitas Muslim Nusantara Al – Washliyah Medan.
The data was collected by using newmark’s theory of type of interference. The data analyzed by using data reduction, data display, and verification. The findings showed the students’ interference in translating thesis abstract from Indonesian into English are: 1)forming question interference, 2) pluralization, 3)mixing interference, 4) prepositionalization interference, 5)forming positive statement interference, 6) redundancy interference 7) missing apostrophe interference, 8) missing article interference, 9) missing “be” interference, and 10) connector interference. It can be concluded that are belongs to lexical interference.
Pluralization interference, repositionalization interference, missing article interference, missing “be” interference, connector interference are belongs to syntactical interference. While there was no cultural interference found.
The difference between the last research and this present research were in the formulation of problem, the last research try to analyze interference using newmark’s theory of type of interference, then the other writer focus on grammatical interference but in translating of native speaker, while this research focus on students speaking grammatical interference.
CHAPTER III
METHODOLOGY OF RESEARCH
This chapter consists of research design, data and data source, subject of the study, research instruments, data collection method, and data analysis method.
A. Research Design
The type of this research was qualitative research. Frankel et al (in Cresswell, 1994) states the qualitative study produces paragraph data that are obtained in form of word or picture rather than numbers .
Five features of qualitative research according to Yin (2011) Studying the meaning of people’s lives, under real-world conditions, 2) Representing the views and perspectives of the people (participants) in a study, 3) Covering the contextual conditions within which people live, 4) Contributing insights into existing or emerging concepts that may help to explain human social behavior, and, 5) Striving to use multiple sources of evidence rather than relying on a single source alone.
Considering the features above, the writer has an opinion that this research posses the features as like the second feature, it is representing the perspective of people in study, in this case the directly analysis about the language that they are learned.
B. Setting and Subject of the Study
The setting of this research was hold at UIN STS Jambi. The writer took the subjects of research to get the data through purposive sampling technique.
The subjects of study, the writer focuses on the third semester English Students of UIN STS Jambi.
First of all in choosing the class, the writer has done the pre eliminary or pre observation. In this research the writer took class A to be sample because based on researcher observation, class A is more active than other classes.
C. Data and Source of Data
The data are gotten from observation result. The source of data is the grammatical interefrence happened in classroom.
D. Data Collecting Method
This research used observation result. For doing observation the observer directly observed the speaking performance of students. In the meantime, documentation using video recording of the whole proceeding was also made to acquire more complete data about the speaking performance process. In collecting the data, the writer conducted non-participant observation, in which the writer as the passive participant. It means that the writer didn’t involve herself in the subject activities in the classroom.
The observation was hold twice a week in a month.The data students’
speaking performance was collected by doing classroom observation, which was the most widely used instrument in collecting data about all kinds of classroom verbal and non-verbal behavior.
E. Data Analysis Method
After the data are collected through doing observation and interview, then the data are analyzed. The data analysis for the present study is done by applying the procedures suggested by Miles and Huberman (2004) covering data reduction, data display, and conclusion drawing that is done interactively.
1. Data Reduction
Data reduction is a form of analysis that sharpened sorts, focuses, discards, and organizes the data in such a way that final conclusion can be drawn and verified. In data reduction, the writer selected the students result.
Then, the writer focused and simplify the result. Last, the writer transformed the data that appear in written up field notes or transcriptions.
2. Data Display
Data display is a form of analysis that describes what is happening in the natural setting so that it finally can help the writer draw a final conclusion.
In this research, the writer used cross – case analysis. The principles applied in analyzing across cases essentially parallel those employed in the intra-case analysis. In this research, the writer made a table to separate the students’
interference and the correct one.
3. Conclusion Drawing
Conclusion is the last of procedure of analyzing the data of the study.
In the context of the study, after the data is displayed, a conclusion is drawn.
There are two kinds of conclusions that the writer draws in this study, they are temporary and final conclusion drawing. If the temporary conclusion drawing is valid in that it can answer the research problem being investigated in the study, the writer can use it as a final conclusion drawing.
On the other hand, if the data does not valid or the result unclear, the writer should repeat the process starting from displaying the data in order to check whether the data display are in line with the formulation of the research problems being investigate in the study or not. In other words, final conclusion can be made whether the data display answer the research problems being investigate in the present study or not.
In this research, the writer conclude the result of grammatical interference in students’ speaking performance.
F. Trustworthiness of Data
In qualitative research, there is a common technique usually used to check the trustworthiness of the data. To get trustworthiness of data, the researcher converted the video into text, and then the text was returned to the student to state the truth of the words that have been used are correct
G. Schedule of Research
NO Activities
Months
October November December January Februry March
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 Preparation √ √ √
2 Arranging
proposal √ √ √ √
3 Preparation
of seminar √ √ √
4 Improvement
of seminar √ √ √ √
5
Making research permission
√ √ √
6 Collecting
data √ √ √ √
7 Arranging
research list √ √
8 Writing final
report √
CHAPTER IV
FINDING AND DISCUSSION A. Finding
1. Morphological Interference a. Noun
In this type, the grammatical interference occur in the form of plural form. It happened because when the students spoke the plural form of a noun they spoke it as the basic form of the noun.
Respondens Interference
Student A two step sister, many woman, many princess and many flower, two lizard.
Student B Three rat, many ribbon, many flower Student C Two lizard, many fruit
Student D Many rat, many cheese, many btread Student E Many beautiful girl, two soldier, many gift
In Indonesian grammar, the plural form of a noun is written/spoken in the basic form, meanwhile in English, the plural form of a noun is written/spoken by adding suffix s/es after the noun. So the correct noun should be :
Respondens Interference
Student A two step sisters, many women, many princesses and many flowers, two lizards.
Student B Three rats, many ribbons, many flowers Student C Two lizards, many fruits
Student D Many rats, many cheeses, many breads Student E Many beautiful girls, two soldiers, many gifts
The noun that using number more than a thing should be added by s in behind the noun. Two step sister became two step sisters.It showed that the sister is more than a person. Many is used to show the thing more than one for countable noun. So, many flower changed to many flowers.
b. Adjective
The interference occured in the form of comparative degree. In Indonesian grammar, to show to show a degree of comparison is using lebih/kurang (less/more), ter/paling (most) and it is followed by adjective.
Respondens Interference
Student A more tall, more big Student B most smart
Student C more fast, more good Student D more clever
Student E most pretty
Comparison is a feature in the morphology or syntax of some languages, whereby adjectives and adverb are infelected or modified to indicate the relative degree of the property defined by the adjective or adverb. So the correct adjective should be :
Respondens Interference
Student A Taller, bigger Student B smartest Student C Faster, better Student D Cleverer Student E Pretiest
In English grammatical, for comparative degree, the adjective which has one syllable is added suffix er, for example the word big becomes bigger, small becomes smaller and tall becomes taller.
Meanwhile, for the adjective which has more than two syllables is adding more before the adjective, for example the word beautiful become more beautiful, expensive becomes more expensive.
c. Verb
A verb , from the katin verbum meaning word, is a word that a syntax conveys an action, an occurance, or a state of being. In the usual description of English, the basic form , with or without the particle to, is the infinitife.
In this type, the researcher found the verb used in the sentence was not chosen properly.
Respondens Interference Student A Cinderella have two sister steps
Student B the palace is built by people or groups they build with their love or from suggestion king
Student C In forest,Cinderella found a prince who lost the way to home
Student D Her cheese is eat by the rats Student E She always tidy up the room
In verb , it would be find the verb type 1, type 2, and type 3. That is because the form of verb for the present, past and future different. Beside that, the plural and singular noun has the different form of verb. So the correct verb should be :
Respondens Interference
Student A Cinderella has two sister steps
Student B the palace is constructed by people or groups they build with their love or from suggestion king Student C In forest,Cinderella met a prince who lost the
way to home
Student D Her cheese is eaten by the rats Student E She always clean up the room
Cinderella have two sister steps, the use of have is not appropiate because Cinderella is singular, so the correct is Cinderella has two sister steps. Then, Her cheese is eat by the rats is a pssive voice, so the correct is Her cheese is eaten by the rat.
2. Syntactical Interference a. Phrase
In this type, interference occur in the phrase pattern. In Indonesian grammar, , the phrase pattern is head word + modifier, for example baju (dress) + baru (new), the phrase becomes baju baru. Meanwhile in English, the pattern is modifier + headword, for example new + car.
Respondens Interference
Student A . House big, palace big, palace beautiful.
Student B Mother step, woman beautiful, father kind Student C Sisters step, shoes glass, mother fairy, pumpkin
big
Student D Daughter lovely, palace elegant, prince good, house big
Student E Dress pretty, ribbon colorful, woman pretty
There is a tendency, English native speakers made syntactic interference in the phrase construction and the diction in the sentence.
Phrase interference occurs due to the construction of the phrase in the English language interference into Indonesian.There is the difference between English phrase and Indonesian phrase, in English construction, phrase consist of modifier + head word for example the new + student, while the Indonesian structure is head word + modifier for example murid + baru. It seems that the difference cause phrase interference from English to Indonesian language. So the correct phrase should be :
Respondens Interference
Student A Big house, big palace, beautiful palace.
Student B Step mother, beautiful woman, kind father Student C Step sisters, glass shoes , fairy mother,big
pumpkin
Student D Lovely daughter,elegant palace, good prince, big house
Student E Pretty dress, colorful ribbon, pretty woman
b. Sentence
In this type, the grammatical interference found in the word order of the sentence. The students arranged the sentence by translating word by word from Indonesian into English.
Respondens Interference
Student A Cinderella have two sister step
Student B Her mother step is very cruel and not to give her food enough.
Student C In forest,Cinderella found a price who lost the way to home
Student D She runs fast down to the stairs child
Student E Horse much in use by many cart in Cinderella story
Suhendra Yusuf (1994) states that the main factors of interference are the differences between the source language and the target language. The differences are not only in structure but also in the variety of vocabularies.
So the structure of the target language always influences the interference made by bilinguals. Meanwhile, structure of English and Indonesian language in the sentence has similarities, So the correct sentence should be :
Respondens Interference
Student A Cinderella has two step sisters
Student B Her step mother is very cruel and she do not give her food enough.
Student C In forest,Cinderella met a prince who lost the way to home
Student D She runs fast down to the stairs
Student E Horse is often used by many cart in Cinderella story
B. Discussion
1. Morphological Interference
Actually, morphological process between Indonesian and English language is absolutely different. Morphological aspect is divided into two kinds, there are inflection and derivation. Verhaar (1983) explains that inflectional morphology is the alteration of morpheme which defends the lexical identity. In English, inflectional morphology altered by suffixes, examples cat + s = cats (would be plural form of nouns), play + ed = played (would be the past form of regular verbs). Meanwhile, in Indonesian language, inflectional morphology is often in the verb by adding prefixes and konfixes (the combination of prefixes and suffixes).
As the example, by adding prefix me + tulis(verb) = menulis(verb) / di + tulis = ditulis, by adding konfix me + tulis + kan = menuliskan(verb).
Later, derivational morphology according to (Verhaar, 1983:65) the alteration of morpheme that produces the word with the different lexical identity.
English and Indonesian language have the same way to derivate the word, adding the prefix, suffix, and the combination of them. In English as examples, bi +
cycle(verb) = bicycle (noun), play (verb) + er = player (noun), and dis + grace (noun) + ful = disgraceful (adjective). Meanwhile, examples in Indonesian language are pe + main (verb) = pemain (noun), makan (verb) + an = makanan (noun), and per + main + an = permainan (noun).
The morphological interference in the data below is the using of base form.
Speakers used the base form / basic word more regular than the word with affixes a. Noun
In this type, the grammatical interference occur in the form of plural form. It happened because when the students spoke the plural form of a noun they spoke it as the basic form of the noun. In Indonesian grammar, the plural form of a noun is written/spoken in the basic form, meanwhile in English, the plural form of a noun is written/spoken by adding suffix s/es after the noun. The researcher found that they did not add the suffix s/es on their essays, for example two step sister, many woman, many princess and many flower, two lizard.
b. Adjective
The interference occured in the form of comparative degree. In Indonesian grammar, to show to show a degree of comparison is using lebih/kurang (less/more), ter/paling (most) and it is followed by adjective.
The adjective which follows it does not change. It is still in the base form, for example the word cantik (beautiful), the degree of comparison of this word are lebih cantik (more beautiful), tercantik/paling cantik (most beautiful). In English grammatical, for comparative degree, the adjective which has one syllable is added suffix er, for example the word big becomes bigger, small becomes smaller and tall becomes taller.
Meanwhile, for the adjective which has more than two syllables is adding more before the adjective, for example the word beautiful become more beautiful, expensive becomes more expensive. The researcher found that the students spoke the degree of comparison in Indonesian grammar, for example more tall.
c. Verb
In this type, the researcher found the verb used in the sentence was not chosen properly. For example, in the sentence the palace is built by people or groups they build with their love or from suggestion king. The using of word built in the sentence is not correct. It should use construct, because the sentence is a passive sentence, therefore the verb should be changed with the past form. Then it becomes constructed.
2. Syntactical Interference
Lexical interference occurs mainly because of literal translation of lexicons. In this type, the researchers dealt with words and how they were translated by students. Most students' errors were due to the incorrect translation of words or inappropriate selection of the correct equivalence in the target language. Making such inappropriate choices occurred because students didn't consider that a word might have more than one meaning and just relied either on their previous limited knowledge of the target language or chose one of the first meanings listed for the word in the dictionary. Most students didn't even consider the context and only focused on the words and not on the sentence as a whole. They only applied the meanings that were usually given for the same words without considering the situation they were used in. As a result of the inappropriate choice of words, the whole meaning of the context was rendered incorrect or distorted.
a. Phrase
In this type, interference occur in the phrase pattern. In Indonesian grammar, , the phrase pattern is head word + modifier, for example baju (dress) + baru (new), the phrase becomes baju baru. Meanwhile in English, the pattern is modifier + headword, for example new + car. The grammatical interference can be seen as follow, vitamin hair, parfume fragrance, time limited, mother fairy.
b. Sentence
In this type, the grammatical interference found in the word order of the sentence. The students arranged the sentence by translating word by word from Indonesian into English. It can be seen from the example that found on the student’ retelling story Horse much in use by many cart in Cinderella story.
This study is appropriate with Ratih Asti Supriyanto’s study (2015), entitled “Grammatical Interference from English into Indonesian Language Made by English Native Speakers in Salatiga”.This study was also intended to find out morphological interference from English to Indonesian language made by English native speakers in Salatiga. The writer finds several sub-classifications in syntactic interference as the following: (1) sentence; (2) phrase; (3) diction; and syntactic interference are dominated by phrase, because the phrase construction of English and Indonesian language is different. The construction phrase of Indonesian language is head word + modifier, but in English head word is put after the modifier. Meanwhile for morphological interference is dominated by applying the base form in using the verbs in sentence. The construction of verb in English does not need the inflectional morphology to make the sentence clear as the Indonesian language. The speakers have a tendency to use the base form to show the verb in Indonesian sentence.
Then this study also support ed by the study from Sulinda (2015) with the title “ The Students’ Interferences in Translating Thesis Abstract from Indonesian into English. The study aims at describing the interference in translating the thesis abstract. The findings showed the students’ interference in translating thesis abstract from Indonesian into English are: 1)forming question interference, 2) pluralization, 3)mixing interference, 4) prepositionalization interference, 5)forming positive statement interference, 6) redundancy interference 7) missing apostrophe interference, 8) missing article interference, 9) missing “be”
interference, and 10) connector interference. It can be concluded that are belongs to lexical interference. Pluralization interference, repositionalization interference,
missing article interference, missing “be” interference, connector interference are belongs to syntactical interference. While there was no cultural interference found.
