Written Communication - LITERATURE REVIEW

CHAPTER II LITERATURE REVIEW

D. Written Communication

data study conclusion. Moreover, the importance of writing for human beings has been stated on the holy Al-Qur’an. It is stated in Al-Qalam/68: 1:

ْ َ ُطُر َ َو َ َِ َ ْ اَو ۚ◌ن Nun. By the pen and what they inscribe.

It means that human beings are taught by pen by Allah SWT. The discovery of pen and writing becomes the greatest gift from God. It can be used to develop advanced civilization in the world. It is because this ability can help learners to think critically and express their idea masively.

3. Written Communication in Foreign Language Context

Generally EFL can be defined as a condition in which English is used and learned by people in non-native English speaking countries like in Indonesia, Japan, and Spain. It means that English is not spoken very often in the normal courses of daily life. Ariyanti (2016) reported that English learning difficulties have been still facing by EFL learners especially in writing context. It is because the learners do not have many opportunities to use and practice English in their learning process. Their society does not use English in their daily communication as well as their friends and people in their school.

In the English learning process, EFL learners have to invent extra effort to understand the different language system between their L1 and L2.

Besides, their L1 background has huge influence to interfer their L2 ability. It means that the learners should have good understanding towards English language system in the context of writing ability. It is intended to avoid the language errors and meaningless mistakes in their writing production.

Furthermore, Anh (2019) argues that EFL learners’ learning process and result can be influenced by many factors. They include the learners’ language background, language mastery, and learning motivation. It is because the learners prefer to use their L1 in their learning process instead of English to communicate each other or to deliver their feeling, ideas, thought, and point

4. Distinction between L1 and L2 Writing

First language writing relates to the process of producing content, drafting ideas, revising writing, choosing appropriate vocabulary, and editing text. Writing in a second language is a challenging and complex process as it relates to all of those elements jumbled with L2 processing issues. Bereiter and Scardimalia (1987) state that in the case of lower L2 proficiency writers, those L2 issues can overwhelm the writing process, even to the point of a complete breakdown of the process.

In the process of L2 writing, many L2 writers use their L1 structures, but amount of L1 used during L2 writing is not the same for all L2 writers.

Jones and Tetroe (1987) stated that proficient L2 learners do not depend heavily on the L1 to drive the writing process because they have a sufficient level of L2 automaticity and knowledge to think and plan in the L2. However, lower L2 proficient writers rely more heavily on their L1 during the writing process in order to sustain the process and prevent a complete.

Furthermore, Brown (2001) points out that in teaching writing, writing teachers need to consider several aspects, such as appropriate approaches to writing instruction for L2 learners in distinct contexts, sociocultural and linguistics defferences, and the assesment of L2 writing which may need consideration on differences between L1 and L2 writing. In this case, many EFL learners face difficulties in L2 writing. They often make error in their writing. In this case, the learners often use the language structure or system of their first language in their writing. The level of those difficulties and problems can be related to the learners’ understanding level about English language system.

E. Previous Research Review

1. The first research was conducted by Rana Abid Thyab in 2016 titled Mother- Tongue Interference in the Acquisition of English Articles by LI Arabic Students. This research was aimed to support and highlight English encounter difficulties faced by English learners in Arab in using English articles.

Moreover, this research used a qualitative research approach. The result

showed that the learners’ mother-tongue interference in the acquisition of English articles was categorized into the omission of the definite article a.

2. The second research was conducted by Nor Ashikin Ab Manan et al. in 2017 titled Mother Tongue Interference in the Writing of English as a Second Language (ESL) Malay Learners. It was intended to identify the learners’

writing error caused by the mother tongues interference. The result showed that there were three major interference types conducted by the learners.

Those were rules of transfer, redudancy reduction, and overgeneralization.

3. The third research was conducted by Dedy Subandowo in 2015 titled The Language Interference in English Speaking Skill for EFL Learners. This research was aimed to examine the learners’ L1 interference in their English speaking ability, and the factors influencing the interference. The result showed that the major error happended in the learners pronunciation, 2% in the consonants, and 3% in the vowel.

4. The fourth research was conducted by Salwa Chaira in 2015 titled Interference of First Language in Pronunciation of English Segmental Sounds. It was aimed to investigate the interference occuring in the learners’

English pronunciation. The result showed that the interference happended on the learners’ mispronounced sounds of [ph], [th], [kh], [f], for grapheme “ph”, [v], [θ]], [ð], [z], for grapheme ‘s’, [ʃ], [ks], for grapheme “x”, [i], [u:], [æ], [e].

5. The fifth research was conducted by Utami, Wello, and Haryanto in 2017 titled The Phonological Interference of Students’ First Language in Pronouncing English Sounds. This research was aimed to analyze the phonological interference conducted by the learners and the factors influencing in the interference. The result showed that the learners’

interference referring to 46 kinds of articulation manner, 32 vowels, and 14 consonants.

CHAPTER III RESEARCH METHOD A. Research Design

This research was designed by using qualitative approach with content analysis method. This method was choosen to identify the frequency and the most dominant factor of Indonesian interference found in the learners’ communicative competence in written communication via whatsapp learning group. David and Peter (2003) state that this method is used to analyze text and solve disputed authorship issue in academic papers. It enables researcher to study human behaviour indirectly through the analysis of their communication.

In addition, Ary et al. (2010) declare that in identifying specific material characteristics such as newspapers, television program, textbooks, and text, researcher can use this method. Zhang and Wildemuth (2009) state that there is specific process in conducting content analysis. They suggest the 8 steps which will be used in this research: 1) collect data, 2) identify the unit of analysis, 3) develop categories and a coding scheme, 4) test the coding system on a sample of text, 5) code all texts, 6) assess coding consistency, 7) draw conclusions from the coded data, and 8) describe methods and findings.

B. Research Subjects

The subjects of this research were the fourth-semester students of TBI class A-E IAIN Bengkulu who enrolled semantics-pragmatics class through whatsapp learning group in academic year 2020/2021. The subjects were chosen randomly from each class.

C. Research Instruments

In this research, camera screenshoot and data sheet were used as the research instruments. Camera screenshoot was used to capture all of the students’

written communication in the WA learning group. It enabled the researcher to collect the data in the form of documentation.

However, the data sheet was used to display the frequency and the most dominant factor of Indonesian grammatical and lexical interference found in the learners’ communicative competence in their written communication via

whatsapp learning group. It was used to present correct structure of L2 grammatical and lexical rules. It was presented based on the categories of L1 interference stated on the literature review, as follows:

Data Sheet 3.1 Subject-verb Agreement