Tracing L1 interference in EFL student writing: a case study  

Oleh:

KARJO, CLARA HERLINA

Jenis: Article from Proceeding
Dalam koleksi: CONEST 12: The Twelfth Conference on English Studies, Jakarta, Unika Atma Jaya, page 99-102.
Topik: L1 interference; error analysis; lexical interference; structural borrowing
Fulltext: 99-102.pdf (68.13KB)

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Perpustakaan PKBB Nomor Panggil: 406 CES 12 Non-tandon: tidak ada Tandon: 1

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Of the four English skills, writing has been found to be the most difficult for EFL learners, especially for students in Indonesian universities. Even English Department students in advanced level who have to write their thesis in English still display substantial traces of L1 interference in their writings. The present study is a case study which aims at analyzing and describing the features of L1 interference in the thesis writing of one English Department student at Binus University. Three levels of L1 interference, namely words and sentences, and discourse were analyzed from samples of the student’s fifty-page thesis writing. These were discussed by considering three approaches: contrastive analysis, error analysis and interlanguage analysis. Research revealed that literal translation of Indonesian words into English mainly represented features of L1 lexical interference. Moreover, structural borrowing from Indonesian such as word order, subject-verb agreement, passive construction and run-on sentence were among the features of L1 syntactic interference. On the discourse level, it was found that Indonesian way of thinking seeps through the way students write their theses. These chronic writing problems should be solved in an appropriate way so that ESL/EFL learner can produce high quality writings.

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