INVESTIGATING GRAMMATICAL INTERFERENCE IN JUNIOR HIGH SCHOOL STUDENTS’ TRANSLATION.
INVESTIGATING GRAMMATICAL INTERFERENCE IN
JUNIOR HIGH SCHOOL STUDENTS’ TRANSLATION
A PAPER
Submitted to the Department of English Education of Faculty of Language and Literature Education of Education in Partial Fulfillment of the Requirements for
Sarjana Pendidikan Degree.
WAHYU BUDI RIYANDA 1009084
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE EDUCATION INDONESIA UNIVERSITY OF EDUCATION
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INVESTIGATING GRAMMATICAL
INTERFERENCE IN JUNIOR HIGH
SCHOOL STUDENTS’ TRANS
LATION
Oleh
Wahyu Budi Riyanda
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Sastra
© Wahyu Budi Riyanda 2015
Universitas Pendidikan Indonesia
Januari 2015
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,
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WAHYU BUDI RIYANDA
INVESTIGATING GRAMMATICAL INTERFERENCE IN
JUNIOR HIGH SCHOOL STUDENTS’
TRANSLATION
APPROVED BY: Main Supervisor
Prof. Dr. Didi Suherdi, M.Ed., NIP. 196211011987121001
Co-Supervisor
Dr. H. Odo Fadloely, M.A NIP. 195408041977021001
Head of English Education Department Faculty of Language and Arts Education
Indonesia University of Education
Prof. Dr. Didi Suherdi, M.Ed. NIP. 196211011987121001
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Investigating grammatical interference in junior high school students translation
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ABSTRACT
Investigating Grammatical Interference in Junior High School Students’
Translations.
This study is conducted to investigate grammatical interference that junior high school students encounter using Indonesia-English translation. The study uses descriptive-qualitative design, using error analysis as the tool of data analysis. The study is conducted in a public junior high school in Bandung with 36 eight graders as the participants. The main data of this study are collected from three times in-class observation, the students’ Indonesia-English translations and interview. The findings reveal that the most frequent grammatical interference that
is experienced by the students is the absence of morpheme “s” in plural forms.
The probable factor that contributes to its occurrence is the non-existence of English interaction which is evident through classroom observation. In addition, the students also confess their difficulties in learning English which are memorizing verb changes (tense), pronunciation, memorizing vocabulary and lack of motivation to communicate in English.
Keywords: Second Language Acquisition, Negative Language Transfer,
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Investigating grammatical interference in junior high school students translation
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ABSTRAK
Penelitian ini dilaksanakan untuk menginvestigasi Grammatical Interference yang dialami siswa sekolah menengah pertama dengan menggunakan terjemahan Indonesia-Inggris. Desain penelitian ini adalah kualitatif-deskriptif, menggunakan Error Analysis sebagai alat analisis data. Penelitian ini dilaksanakan di salah satu sekolah menengah pertama di Bandung dengan partisipan sebanyak 36 siswa kelas delapan. Data utama dari penelitian ini diperoleh dari tiga kali observasi dalam kelas, terjemahan Indonesia-Inggris dari siswa, dan wawancara. Hasil dari penelitian ini menunjukkan bahwa Grammatical Interference yang paling sering dialami oleh siswa adalah ketiadaan morfim “s” dalam bentuk jamak. Faktor yang memungkinkan munculnya Grammatical Interference tersebut adalah tidak adanya interaksi menggunakan Bahasa Inggris di dalam kelas yang terlihat dalam observasi kelas. Siswa-siswa di dalam penelitian ini juga menyampaikan bahwa mereka memiliki kesulitan dalam mempelajari Bahasa Inggris yaitu menghafal perubahan kata kerja (Tense), pengucapan, menghafal kosa kata, dan kurang motivasi untuk berkomunikasi menggunakan Bahasa Inggris.
Kata Kunci: Penguasaan Bahasa Kedua, Transfer Negatif Bahasa, Grammatical
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Investigating grammatical interference in junior high school students translation
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TABLE OF CONTENTS
STATEMENT OF AUTHORIZATION ... ERROR! BOOKMARK NOT
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PREFACE ... ERROR! BOOKMARK NOT DEFINED. ACKNOWLEDGMENT ... ERROR! BOOKMARK NOT DEFINED. ABSTRACT ... ERROR! BOOKMARK NOT DEFINED. TABLE OF CONTENTS ... I LIST OF TABLES ... III CHAPTER I ... ERROR! BOOKMARK NOT DEFINED. INTRODUCTION ... ERROR! BOOKMARK NOT DEFINED. Introduction ... Error! Bookmark not defined. Background of the Research ... Error! Bookmark not defined. 1. 1.
The Research Questions ... Error! Bookmark not defined. 1. 2.
The Research Objectives ... Error! Bookmark not defined. 1. 3.
The Significance of the Research ... Error! Bookmark not defined. 1. 4.
Scope of the Research ... Error! Bookmark not defined. 1. 5.
The Research Methodology ... Error! Bookmark not defined. 1. 6.
1.6.1 Design of the Research ... Error! Bookmark not defined. 1.6.2 Participant ... Error! Bookmark not defined. 1.6.3 The Data Collection Techniques ... Error! Bookmark not defined. 1.6.4 Data Analysis ... Error! Bookmark not defined.
Clarification of Terms ... Error! Bookmark not defined. 1. 7.
Organization of the Paper ... Error! Bookmark not defined. 1. 8.
Concluding Remark ... Error! Bookmark not defined. 1. 9.
CHAPTER II ... ERROR! BOOKMARK NOT DEFINED. THEORETICAL FOUNDATION ... ERROR! BOOKMARK NOT DEFINED. 2.1 Translating... Error! Bookmark not defined.
2. 1. 1. Text Styles of Translating ... Error! Bookmark not defined. 2. 1. 2. The Process of Translating... Error! Bookmark not defined. 2. 1. 3. The Methods of Translating ... Error! Bookmark not defined.
2.2 Second Language Acquisition ... Error! Bookmark not defined. 2.3 Language Transfer... Error! Bookmark not defined.
2.3.1 Positive Transfer ... Error! Bookmark not defined. 2.3.2 Negative Transfer... Error! Bookmark not defined.
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Investigating grammatical interference in junior high school students translation
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2.4 Grammatical Interference ... Error! Bookmark not defined. 2.5 Interlanguage... Error! Bookmark not defined. 2.6 Error Analysis ... Error! Bookmark not defined. 2.7 Second Language Teaching ... Error! Bookmark not defined.
2.7.1 Interaction ... Error! Bookmark not defined. 2.7.2 Motivation ... Error! Bookmark not defined.
2.8 The Distinctive Systems between Bahasa Indonesia and English Error!
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2.8.1 Possessive Pronoun ... Error! Bookmark not defined. 2.8.2 “To be” before Adjective ... Error! Bookmark not defined. 2.8.3 Word Order ... Error! Bookmark not defined. 2.8.4 Subject-verb Agreement ... Error! Bookmark not defined. 2.8.5 Tense ... Error! Bookmark not defined. 2.8.6 Plural Form ... Error! Bookmark not defined.
2.9 Previous Researches... Error! Bookmark not defined. 2.10 Concluding Remark ... Error! Bookmark not defined. CHAPTER III ... ERROR! BOOKMARK NOT DEFINED. RESEARCH METHODOLOGY ... ERROR! BOOKMARK NOT DEFINED. 3.1 The Research Method ... Error! Bookmark not defined. 3.2 The Research Site ... Error! Bookmark not defined.
3.2.1 Setting ... Error! Bookmark not defined. 3.2.2 Participant ... Error! Bookmark not defined.
3.3 Data Collection Techniques ... Error! Bookmark not defined.
3.3.1 Students’ Translation Collection... Error! Bookmark not defined. 3.3.2 Classroom Observation ... Error! Bookmark not defined. 3.3.3 Interview ... Error! Bookmark not defined.
3.4 Data Analysis ... Error! Bookmark not defined. 3.5 Concluding Remark ... Error! Bookmark not defined. CHAPTER IV ... ERROR! BOOKMARK NOT DEFINED. FINDINGS AND DISCUSSION ... ERROR! BOOKMARK NOT DEFINED. 4.1 Findings ... Error! Bookmark not defined.
4.1.1 The students’ translation collection ... Error! Bookmark not defined. 4.1.2 Classroom Observation ... Error! Bookmark not defined. 4.1.3 Interview ... Error! Bookmark not defined.
4.2 Discussion... Error! Bookmark not defined.
4.2.1 Discussion of errors ... Error! Bookmark not defined. 4.2.2 Discussion of classroom observation ... Error! Bookmark not defined.
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Wahyu Budi Riyanda, 2015
Investigating grammatical interference in junior high school students translation
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
4.2.3 Discussion of interview... Error! Bookmark not defined.
4.3 Concluding Remark ... Error! Bookmark not defined. CHAPTER V ... ERROR! BOOKMARK NOT DEFINED. CONCLUSIONS AND RECOMMENDATIONS ERROR! BOOKMARK NOT
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5.1 Conclusions ... Error! Bookmark not defined. 5.2 Recommendations ... Error! Bookmark not defined. BIBLIOGRAPHY ... ERROR! BOOKMARK NOT DEFINED. APPENDICES……… 59
LIST OF TABLES
Table. 4.1 Error Analysis ... ERROR! BOOKMARK NOT DEFINED. Table. 4.2 An Erroneous Sentence In Absence Of Morpheme “S” In Plural Forms ... ERROR! BOOKMARK NOT DEFINED. Table. 4.3 Erroneous Sentences In Wrong Use Of Tense ERROR! BOOKMARK
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Table. 4.4 Erroneous Sentences In Wrong Subject-Verb Agreement ... ERROR!
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Table 4.5 Erroneous Sentences In Wrong Word Order ... ERROR! BOOKMARK
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Table 4.6 An Erroneous Sentence In Absence Of “To Be” Before Adjective
... ERROR! BOOKMARK NOT DEFINED. Table. 4.7 An Erroneous Sentence In Wrong Possessive Pronoun ... ERROR!
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Investigating grammatical interference in junior high school students translation
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LIST OF FIGURES
Figure. 4.1 Distribution Of Grammatical Errors .... ERROR! BOOKMARK NOT
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Figure. 4.2 Rank Of Interlingual Errors ... ERROR! BOOKMARK NOT
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Investigating grammatical interference in junior high school students translation
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Investigating grammatical interference in junior high school students translation
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CHAPTER I
INTRODUCTION
IntroductionThis chapter provides a brief depiction of the whole contents of the research which includes the statement of the problem, the aim of the research, and also the significance of the research including the scope. Other than that this chapter will present the clarification of the term and paper organization as well.
Background of the Research 1. 1.
As the world keeps on developing, English mastery becomes one of important necessities to maintain a good communication with other people. To acquire English and maintain communication successfully using it, the ability to translate native language to English is required. Hambali (2011) explains that whether or not someone can maintain successful communication depends on his/her ability in translating. However, since the students in junior high school did not have enough exposures in English before they get in it, there is a high tendency that interlanguage process might happen when the students translate their native language to English and of course, this might be a problem.
Selinker (as cited in Tarone, 2006), was the first to introduce the term „interlanguage‟ as a distinctive linguistic system shown when an adult second language learner efforts to utter meanings in the language they are learning. When someone is trying to acquire Target Language (TL), they establish their own system of the language that is mostly influenced by their Native Language (NL). Saville-Troike (2006) considered interlanguage involves „transfer‟, that is an alteration of prior knowledge from NL to TL.
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She further categorized this transfer into two types, positive and negative transfer. According to her, positive transfer is that which assists TL learning since the structure or rule in NL also works in TL, thus, it does not have to be learned. While the negative one or also known as interference, is that which does not aid the learning of TL as the NL structure or rule applied to TL does not actually work and hence is considered as inappropriate. What is going to be investigated in this research is the interference or the negative transfer of language that occurs in junior high school setting.
Interference is defined by Dulay et al (as cited in Arifin, 2011) as an instinctive transfer of the superficial structure of NL onto that of TL. Richard, Platt, and Platt (as cited in Arifin, 2011) also have similar opinion that they define interference as using the NL structure or rule which brings about error and incorrect form of TL. Jendra (as cited in Arifin, 2011) further explains that interference can occur in many areas of language knowledge such as phonology, morphology, syntax, lexicon, and semantics. The focus of this study is to investigate the grammatical interference that junior high school students experience through Indonesia-English translations.
The Research Questions 1. 2.
The problems that will be investigated are formulated in the questions below: a. What is the most frequent grammatical interference experienced by the
students?
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The Research Objectives 1. 3.
The purpose of the research is to investigate the grammatical interference that is experienced by junior high school students. Specifically, the research is aimed at two objectives which are first, investigating what kind of grammatical interference which is most frequently experienced by junior high school students, and second, fathoming the difficulties that they face when learning English.
The Significance of the Research 1. 4.
As it has been elaborated in the introductory section, the research tries to discover the grammatical interference that junior high school students face by translating Bahasa Indonesia to English. It will provide both theoretical and practical benefits as follow.
Theoretically, the research will give and enrich the literature of second language acquisition particularly in discussion of grammatical interference that is experienced by Indonesian students that can serve as reference and recommendation for future research on the same field. Practically, it will also provide a valuable information for English teachers to take the students‟ native language transfer into account. It is helpful because if the transfer is facilitating, then the teachers do not have to make it as priority. However, if grammatical interference experienced by the students is severe and showing a tendency that it may lead to their unsuccessful English mastery, then the teachers are supposed to take further action to overcome it, otherwise it might become fossilized.
Scope of the Research 1. 5.
This study is concerned on investigating the interference experienced by the students in junior high school. However, since interference may take place in
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many components such as phonology, syntax, and discourse, the writer tries to limit the discussion problem on grammar only considering it will be a too burdened to cover all those components.
The Research Methodology 1. 6.
This section will elaborate the methodology that will be used to collect and analyze the data in the research.
1.6.1 Design of the Research
Since the research does not need to involve any experiment and give any manipulation, the research then is designed as qualitative. The data collected will be analyzed through error analysis
1.6.2 Participant
The research is done in a public junior high school in Bandung. The number of the participants involved in the research is 36. The participants chosen are eighth graders based on a consideration that they are still learning English which means that they tend to be interfered by their native language.
1.6.3 The Data Collection Techniques
The data needed will be obtained through three techniques, first, having the selected students translate a text from Bahasa Indonesia Indonesia to English in a form of writing, observing their classroom, and second, conducting interview. The text will specifically be designed by the researcher to see the interference experienced by those students from junior high school and of course is adjusted to their translating ability. The data will then be analyzed through Error Analysis undergoing some steps that will be elaborated later. Classroom observation is also
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conducted to give supplementary data about their learning behavior. Meanwhile, the interview is conducted to figure out the difficulties they encounter when learning English.
1.6.4 Data Analysis
The data obtained are analyzed through Error Analysis which undergoes several steps as follows:
1) Making Collection of error sample
In this step the necessary sample is collected to see the pattern of the error.
2) Identification of Error
This step decides whether the errors are really error or mistakes. If they are mistakes, then they will be excluded from the analysis.
3) Description of Errors
In this step, errors are categorized whether they are phonological, morphological, lexical, grammatical, or in discourse level. However, since the research only concerns on grammatical interference, other kinds of interference are excluded.
4) Explanation of Errors
This step tries to explain the cause of the emergence of the error whether it is interlingual or intralingual
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This step delineates the error, for instance whether it is serious or not.
Clarification of Terms 1. 7.
Interlanguage
The range between native language to target language that second language learners need to go through (Larsen et. al, 1992)
Interference
Negative language transfer that will hamper the acquisition of the target language, occurs due to the existence of difference system between native and target language (Muriel, &Troike, 2006).
Error
Occurs due to the limited knowledge of second language learners. They do not know what is correct yet. (Corder, 1967, as cited in Murriel-trroike, 2006)
Mistake
Occurs due to the inability of second language learners in performing what they already know. (Corder, 1967, as cited in Murriel-trroike, 2006)
Error Analysis
“Error Analysis (EA) is the first approach to the study of SLA which includes an internal focus on learners‟ creative ability to construct language” (Muriel, &Troike, 2006, pp. 37)
Target Language
The language the learners are trying to acquire.
Native Language
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Organization of the Paper 1. 8.
CHAPTER I
INTRODUCTION
This chapter will provide background of the research including the problems or the research questions, aims of the research, scope of the research, significance of the research and also the brief description of the methodology used in this research.
CHAPTER II
THEORETICAL FRAMEWORK
This chapter will discuss related theories, and related studies that will support this research.
CHAPTER III
RESEARCH METHODOLOGY
This chapter comprises the research methodology, such as research design, data collection, and data analysis.
CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter provides the result of the research and discussion of the research findings.
CHAPTER V
CONCLUSION AND SUGGESTIONS
This chapter presents the conclusion of the research and also the implication of the research as well as the suggestion and recommendation for further research.
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Concluding Remark 1. 9.
This chapter has presented the background of the research, the research questions and objectives, the significance and the scope of the research, the research methodology, the clarification of terms and the paper organization. Review of related literatures will be presented in the next chapter.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter will elaborate the procedures needed to be conducted to answer the research questions. Specifically, there are five things will be discussed in this chapter comprising the research methodology, the participants involved in the research, data collection and data analysis. Each of them will be briefly discussed below
3.1 The Research Method
In the purpose of answering the research questions, the research conducts qualitative method. According to Cresswell (2009) Qualitative method has several characteristics which are: it gathers the data in the field where the participants experience issues, problems, and phenomena which are being the focus of the study and do not take them to lab or doing any experiment, and the procedures to collect the data can be documents analysis, behavior observation, and participants interview.
3.2 The Research Site 3.2.1 Setting
The research takes place in one of public junior high school in Bandung, West Java. The research then tries to discover the grammatical interference that is most frequently experienced by the students and the difficulties they encounter when doing Bahasa Indonesia-English translation.
3.2.2 Participant
There are 36 participants involved in the research. All of the participants are from eight grade. The consideration of choosing eighth graders as the participants in the research is that they are still learning English in the sense that they tend to be grammatically interfered by their native language.
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3.3 Data Collection Techniques
The research employs three techniques in collecting the data. The three techniques
are collecting the students’ Indonesia-English translation and document analysis. Each of them will be explained below.
3.3.1 Students’ Translation Collection
The data that are analyzed come from the students’ translation from Indonesia to English. Ravem (1968) is known as one of the first researchers who used translation as an instrument in SLA research (Larsen et. al. 1991). This translation procedure is then elaborated more by Swain, Naiman, and Dumas (1974). They further explain the procedure that the participants are given some sentences in their NL and assigned to translate them to TL or vice versa. It is suggested that this kind of procedure will require the students to use the same process as that used in producing natural speech in TL (Larsen et. al. 1991). The research implements similar thing but the sentences to be translated by the students are given in the form of text. The difficulty of the text is of course adjusted to their English ability so that they can translate it in an instance.
3.3.2 Classroom Observation
The second technique conducted in the research is classroom observation. The conduction of this technique is to collect supplementary data concerning the grammatical interference. The emergence of interference is believed to be attributable to some factors. The research aims at discovering those factors in the classroom through observation. The observation is conducted three times. Since English is taught once a week, the observation takes three weeks.
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3.3.3 Interview
Interview is the last technique used to collect the data in the research. Interview is
conducted to specifically collect the data regarding the students’ difficulties in
learning English. Interview is used to obtain a well-defined finding that cannot be
observed through the collection of the students’ translation and classroom observation. It comprises four questions concerning the students’ method in
learning English, their opinion whether English and Bahasa Indonesia are the same, their perception about the importance of English Acquisition, and the last is about their difficulties as well as how they can cope with them.
3.4 Data Analysis
The data obtained are analyzed using Error Analysis. According to Lekova (2010), error analysis is the primary approaches for studying and solving interference that can be used in both spoken and written speech of L2 learners. Meanwhile, according to Tarone (2006) error analysis is an approach that gathers and analyzes the errors systematically both in the speech or writing of L2 learners. Ellis (as cited in Saville and Troike, 2006) elaborates that error analysis undergoes several steps to analyze the errors as following:
1) Making Collection of error sample
In this step the necessary sample is collected to see the pattern of errors. In
this research, the errors are taken from the students’ translations.
2) Identification of errors
After all the errors are taken, they are classified whether they are really error or mistakes. If they are mistakes, then they are excluded from the analysis.
3) Description of Errors
In this step, errors are then further categorized whether they are phonological, morphological, lexical, grammatical, or in discourse level. However, since the research only concerns on grammatical interference, other kinds of interference are excluded.
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4) Explanation of Errors
This step tries to explain the cause of the emergence of the error whether it is interlingual or intralingual. However, since the research aims to only see NL influence, intralingual errors will not be discussed.
5) Evaluation of Errors
This step delineates the error, for instance whether it is serious or not.
3.5 Concluding Remark
This chapter has presented the methodology of the research which consists of the design of the research, the research site, data collection techniques and data analysis. The data obtained are analyzed and discussed which will be presented in the next chapter.
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CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
The findings of the research along with their discussion have been elaborated in the former chapter. This chapter will provide the conclusion of the research as well as the recommendation for both pedagogical implications and also further research regarding interference in junior high school context.
5.1 Conclusions
The research aims at investigating the grammatical interference that might
interfere the students’ English learning. Specifically, there are two main things
that become the research’s objectives which are; uncovering the most grammatical
interference experienced by the students of junior high school as well as their difficulties in learning English.
The research revealed three things which are first, the most grammatical interference which is encountered by the students, second, the probable factor that
triggers its occurrence and third the students’ difficulties in learning English that
also play role in generating grammatical interference. Out of 36 students, there are
31 that make errors in the absence of morpheme “s” in the plural forms, making it as the most grammatical interference experienced by them. This error is considered to stem from their native language interference since in Bahasa Indonesia, such attachment of morpheme is not applied. To indicate a noun is in plural form in Bahasa Indonesia, quantifiers are simply added before it, but they do not interfere with the changing form of the noun by attaching morphemes (Djenar, 2003). This error can be categorized as reduced system which is one of interlanguage characteristics as the students make less complex grammatical structure in the target language (Saville & Troike, 2006).
Saville & Troike further explain that such interlanguage characteristic is generated when the target language learners are still in contact with their native
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language speech community thus the needs to communicate with correct grammatical structures is not there as they can still sustain the communication with the incorrect one. Such circumstance is observed in the classroom observation that the students are not encouraged to speak English in the classroom. The non-existence of the encouragement will generate no interaction, that is the heart of communication and should be taught by the language teacher (Brown, 2001). Interaction is believed to be an essential things in second language acquisition as it enable the students to express meaning and build discourse structures in the target language (Saville & Troike, 2006).
Regarding the students’ difficulties in learning English, they state that they have difficulties in memorizing the verb changes in tenses, pronouncing words in English, memorizing vocabularies and they also confess that they are mocked by their peers when they try to speak English.
Their difficulties in memorizing the verb changes can actually be seen in the research findings that there are 28 students who make errors concerning the wrong use of tense. Although it is not the most error made, but its number is still considerably high. Meanwhile, regarding their difficulties in pronouncing English words and memorizing vocabularies, they cannot be observed during the research owing to the less interaction in the classroom. Even though they are not observed, they still serve as valuable supplementary information for language teacher to take further action to overcome them. Their last difficulty is interesting. Being mocked by their peers is a serious problem that should be overcome instantly since when they are mocked, they will lose motivation to speak English. Motivation is a fundamental thing that will determine the successfulness of second language learners (Saville & Troike, 2006). This will as well lessens English interaction between the students and in view of that, this problem should be handled seriously and immediately.
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5.2 Recommendations
Interlanguage is a common state that second language learners must go through. However, it should always be supervised by the language teacher as it tends to be fossilized. It is also advised to monitor the language transfer (both positive and negative), to give information for the teacher to decide which grammatical structure should be taught and which that has less priority. It is also suggested that interactive classroom should be made by the teacher. It is important because less interaction in English can give a rise to interference (Saville-Troike, 2006). For that reason, the students should be encouraged to speak English by playing the roles of interactive teacher proposed by Brown (2001), to give them a chance to apply what they have learned about the target language since there is no guarantee that they will get the same chance outside the classroom. Besides that, motivation is an important thing that should be raised by the teacher. It is important because it plays a role in determining whether the students are successful or not in acquiring the target language (Saville-Troike, 2006). To do so, it is advised to apply some characteristics of technique proposed by Brown (2001) that can intrinsically motivate the students. The last recommendation is in regard with the students who are being mocked by their peers when they speak English. The teacher should take further action immediately to solve this problem otherwise English teaching and learning in the school will not be effective as the students are not motivated and willing to speak it.
Meanwhile, for future researcher, it is advised to conduct research on other types of interference as it does not only occur in grammar, thus, it will enable the students to be more successful second language learners.
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BIBLIOGRAPHY
Amaral Luiz & Roeper, Luiz. (2014). Multiple Grammars and Second Language Representation. Second Language Research. Vol. 30(3). DOI: 10.1177/0267658313519017
Albirini, Abdulkafi, & Benmamoun, Elabbas. (2014). Aspects of second-language transfer in the oral production of Egyptian and Palestinian heritage speakers. International Journal of Bilingualism. Vol. 18 (244). DOI: 10.1177/1367006912441729
Arifin, Win, Listyaningrum. (2011). Interference: its role in the target language mastery to indonesian learners. Register Journal. Vol. 4(1). Retrieved from: eprints.stainsalatiga.ac.id/79/
Boroditsky, Lera., Ham. Wendy., & Ramscar, Michael. (2002). What is universal in event perception? Comparing English and Indonesian speaker. Retrieved from: psych.stanford.edu/~michael/papers/2002_ramscar_universal.pdf Brown, H. Douglas. (2001). Teaching by principles: An interactive approach to
language pedagogy. New York: Longman
Creswell, W. J. (2009). (Revised Edittion). Research design: Qualitative, quantitative and mixed method approaches. USA: Sage
Djenar, Dwi, Noverini. (2003). A Students’ guide to Indonesian grammar. Oxford: Oxdord University Press.
Dominguez, Laura. (2009). Charting the route of bilingual development: Contributions from heritage speakers' early acquisition. International Journal of Bilingualism. Vol. 12 (271). DOI: 10.1177/1367006909339812 Freeman, Larsen, Diane. & Long, H. Michael. (1991). An Introduction to second
language acquisition research. New York: Longman
Grosjean, François. (2012). An attempt to isolate, and then differentiate, transfer and interference. International Journal of Bilingualism. Vol. 16(11). DOI: 10.1177/1367006911403210.
Gutierrez, Anna., Pilotti, Maura., Romero, Eric., Mahamane, Salif., & Broderick, Tyler. (2013). Proactive interference between languages: Do task demands
(27)
Wahyu Budi Riyanda, 2015
Investigating grammatical interference in junior high school students translation
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
matter?. International Journal of Bilingualism. Vol. 17(505). DOI: 10.1177/1367006912439940
Hambali, Muslih. (2011). Investigating Grammatical Errors in Translation. Retrieved from: http://eprints.unsri.ac.id/id/eprint/314.
Ionin, Tania,. & Zubizarreta, María, Luisa. (2010). Introduction to the Special Issue: Selective first language influence and retreat from negative transfer. Second Language Research. Vol. 26(283). DOI: 10.1177/0267658310365767 Lee, Nancy., & Huang, Yuan, Yue. (2004). To be or not to be—the variable use of the verb be in the interlanguage of Hong Kong Chinese children. RELC. Vol. 35(2). pp. 211-228. Retrieved from: SAGE.com
Lekova, B. (2009). Language interference and methods of its overcoming in foreign language teaching. Trakia Journal of Sciences. Vol. 8(3). pp. 320-324. Retrieved from: http://www.uni-sz.bg
Maros, Marylina., Hua, Kim Tan., & Salehuddin, Khazriyati. (2007). Interference in learning English: grammatical errors in English essay writing among rural Malay secondary school students in Malaysia. E-Bangi Journal. Vol. 2(2). Retrieved from: eprints.ukm.my/114/1/Marlyna.pdf
Maurizio, Santoro. (2007). Second language Acquisition of Italian accusative and dative clitics. Second Language Research Journal. Vol. 23(1), pp. 37-50. Doi: 10.1177/0267658307071603
Montrul, Silvina. (2010). Dominant language transfer in adult second language learners and heritage speakers. Second Language Research. Vol. 26(293). DOI: 10.1177/0267658310365768
Mori-Mishima, Satomi. (2005). Autonomous and interdependent development of two language systems in Japanese/English simultaneous bilinguals: Evidence from question formation. Sage Publication. Vol 25(3). pp. 291–315. DOI: 10.1177/0142723705052560
Newmark, Peter. (1988). A textbook of translation. Singapore: Prentice Hall International (UK). Ltd.
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Wahyu Budi Riyanda, 2015
Investigating grammatical interference in junior high school students translation
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Oh, Eunjeong. (2010). Recovery from first-language transfer: The second language acquisition of English double objects by Korean speakers. Second Language Research. Vol. 26(407). DOI: 10.1177/0267658310365786
Rankin, Tom. (2012). The transfer of V2: inversion and negation in German and Dutch learners of English. International Journal of Bilingualism. Vol.16 (139). DOI: 10.1177/1367006911405578
Sakel, Jeanette. (2012). Transfer and language contact: the case of Pirahã. International Journal of Bilingualism. Vol. 16(37). DOI: 10.1177/1367006911403212
Saville-Troike. (2006). Introducing to second language acquisition. Cambridge: Cambridge University Press.
Schulz, Barbara. (2011). Syntactic creativity in second language English: wh-scope marking in Japanese-English interlanguage. Second Language Research. Vol. 27(313). DOI: 10.1177/0267658310390503
Sharpe, Pamela. (1996). Barron’s practice exercises for TOEFL test. Jakarta Barat: Binarupa Aksara
Slabakova, Roumyana. (2003). Grammars Semantic evidence for functional categories in interlanguage. Second Language Research. Vol. 19(42). DOI: 10.1191/0267658303sr214oa.
Tarone, E. (2006). Interlanguage. pp. 1715-1719. Retrieved from: socling.genlingnw.ru/files/ya/interlanguage%20Tarone.PDF
Zdorenko, Tatiana., & Paradis, Johanne. (2008). The acquisition of articles in child second language English: fluctuation, transfer or both? Second Language Research. Vol. 24(227). DOI: 10.1177/0267658307086302.
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Wahyu Budi Riyanda, 2015
Investigating grammatical interference in junior high school students translation Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
The findings of the research along with their discussion have been elaborated in the former chapter. This chapter will provide the conclusion of the research as well as the recommendation for both pedagogical implications and also further research regarding interference in junior high school context.
5.1 Conclusions
The research aims at investigating the grammatical interference that might
interfere the students’ English learning. Specifically, there are two main things
that become the research’s objectives which are; uncovering the most grammatical
interference experienced by the students of junior high school as well as their difficulties in learning English.
The research revealed three things which are first, the most grammatical interference which is encountered by the students, second, the probable factor that
triggers its occurrence and third the students’ difficulties in learning English that
also play role in generating grammatical interference. Out of 36 students, there are
31 that make errors in the absence of morpheme “s” in the plural forms, making it as the most grammatical interference experienced by them. This error is considered to stem from their native language interference since in Bahasa Indonesia, such attachment of morpheme is not applied. To indicate a noun is in plural form in Bahasa Indonesia, quantifiers are simply added before it, but they do not interfere with the changing form of the noun by attaching morphemes (Djenar, 2003). This error can be categorized as reduced system which is one of interlanguage characteristics as the students make less complex grammatical structure in the target language (Saville & Troike, 2006).
Saville & Troike further explain that such interlanguage characteristic is generated when the target language learners are still in contact with their native
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Wahyu Budi Riyanda, 2015
Investigating grammatical interference in junior high school students translation Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
language speech community thus the needs to communicate with correct grammatical structures is not there as they can still sustain the communication with the incorrect one. Such circumstance is observed in the classroom observation that the students are not encouraged to speak English in the classroom. The non-existence of the encouragement will generate no interaction, that is the heart of communication and should be taught by the language teacher (Brown, 2001). Interaction is believed to be an essential things in second language acquisition as it enable the students to express meaning and build discourse structures in the target language (Saville & Troike, 2006).
Regarding the students’ difficulties in learning English, they state that they have difficulties in memorizing the verb changes in tenses, pronouncing words in English, memorizing vocabularies and they also confess that they are mocked by their peers when they try to speak English.
Their difficulties in memorizing the verb changes can actually be seen in the research findings that there are 28 students who make errors concerning the wrong use of tense. Although it is not the most error made, but its number is still considerably high. Meanwhile, regarding their difficulties in pronouncing English words and memorizing vocabularies, they cannot be observed during the research owing to the less interaction in the classroom. Even though they are not observed, they still serve as valuable supplementary information for language teacher to take further action to overcome them. Their last difficulty is interesting. Being mocked by their peers is a serious problem that should be overcome instantly since when they are mocked, they will lose motivation to speak English. Motivation is a fundamental thing that will determine the successfulness of second language learners (Saville & Troike, 2006). This will as well lessens English interaction between the students and in view of that, this problem should be handled seriously and immediately.
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Wahyu Budi Riyanda, 2015
Investigating grammatical interference in junior high school students translation Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
5.2 Recommendations
Interlanguage is a common state that second language learners must go through. However, it should always be supervised by the language teacher as it tends to be fossilized. It is also advised to monitor the language transfer (both positive and negative), to give information for the teacher to decide which grammatical structure should be taught and which that has less priority. It is also suggested that interactive classroom should be made by the teacher. It is important because less interaction in English can give a rise to interference (Saville-Troike, 2006). For that reason, the students should be encouraged to speak English by playing the roles of interactive teacher proposed by Brown (2001), to give them a chance to apply what they have learned about the target language since there is no guarantee that they will get the same chance outside the classroom. Besides that, motivation is an important thing that should be raised by the teacher. It is important because it plays a role in determining whether the students are successful or not in acquiring the target language (Saville-Troike, 2006). To do so, it is advised to apply some characteristics of technique proposed by Brown (2001) that can intrinsically motivate the students. The last recommendation is in regard with the students who are being mocked by their peers when they speak English. The teacher should take further action immediately to solve this problem otherwise English teaching and learning in the school will not be effective as the students are not motivated and willing to speak it.
Meanwhile, for future researcher, it is advised to conduct research on other types of interference as it does not only occur in grammar, thus, it will enable the students to be more successful second language learners.
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Wahyu Budi Riyanda, 2015
Investigating grammatical interference in junior high school students translation Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
BIBLIOGRAPHY
Amaral Luiz & Roeper, Luiz. (2014). Multiple Grammars and Second Language Representation. Second Language Research. Vol. 30(3). DOI: 10.1177/0267658313519017
Albirini, Abdulkafi, & Benmamoun, Elabbas. (2014). Aspects of second-language transfer in the oral production of Egyptian and Palestinian heritage speakers.
International Journal of Bilingualism. Vol. 18 (244). DOI: 10.1177/1367006912441729
Arifin, Win, Listyaningrum. (2011). Interference: its role in the target language mastery to indonesian learners. Register Journal. Vol. 4(1). Retrieved from: eprints.stainsalatiga.ac.id/79/
Boroditsky, Lera., Ham. Wendy., & Ramscar, Michael. (2002). What is universal in event perception? Comparing English and Indonesian speaker. Retrieved from: psych.stanford.edu/~michael/papers/2002_ramscar_universal.pdf Brown, H. Douglas. (2001). Teaching by principles: An interactive approach to
language pedagogy. New York: Longman
Creswell, W. J. (2009). (Revised Edittion). Research design: Qualitative,
quantitative and mixed method approaches. USA: Sage
Djenar, Dwi, Noverini. (2003). A Students’ guide to Indonesian grammar. Oxford: Oxdord University Press.
Dominguez, Laura. (2009). Charting the route of bilingual development: Contributions from heritage speakers' early acquisition. International
Journal of Bilingualism. Vol. 12 (271). DOI: 10.1177/1367006909339812
Freeman, Larsen, Diane. & Long, H. Michael. (1991). An Introduction to second
language acquisition research. New York: Longman
Grosjean, François. (2012). An attempt to isolate, and then differentiate, transfer and interference. International Journal of Bilingualism. Vol. 16(11). DOI: 10.1177/1367006911403210.
Gutierrez, Anna., Pilotti, Maura., Romero, Eric., Mahamane, Salif., & Broderick, Tyler. (2013). Proactive interference between languages: Do task demands
(5)
Wahyu Budi Riyanda, 2015
Investigating grammatical interference in junior high school students translation Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
matter?. International Journal of Bilingualism. Vol. 17(505). DOI: 10.1177/1367006912439940
Hambali, Muslih. (2011). Investigating Grammatical Errors in Translation. Retrieved from: http://eprints.unsri.ac.id/id/eprint/314.
Ionin, Tania,. & Zubizarreta, María, Luisa. (2010). Introduction to the Special Issue: Selective first language influence and retreat from negative transfer.
Second Language Research. Vol. 26(283). DOI: 10.1177/0267658310365767
Lee, Nancy., & Huang, Yuan, Yue. (2004). To be or not to be—the variable use of the verb be in the interlanguage of Hong Kong Chinese children. RELC. Vol. 35(2). pp. 211-228. Retrieved from: SAGE.com
Lekova, B. (2009). Language interference and methods of its overcoming in foreign language teaching. Trakia Journal of Sciences. Vol. 8(3). pp. 320-324. Retrieved from: http://www.uni-sz.bg
Maros, Marylina., Hua, Kim Tan., & Salehuddin, Khazriyati. (2007). Interference in learning English: grammatical errors in English essay writing among rural Malay secondary school students in Malaysia. E-Bangi Journal. Vol. 2(2). Retrieved from: eprints.ukm.my/114/1/Marlyna.pdf
Maurizio, Santoro. (2007). Second language Acquisition of Italian accusative and dative clitics. Second Language Research Journal. Vol. 23(1), pp. 37-50. Doi: 10.1177/0267658307071603
Montrul, Silvina. (2010). Dominant language transfer in adult second language learners and heritage speakers. Second Language Research. Vol. 26(293). DOI: 10.1177/0267658310365768
Mori-Mishima, Satomi. (2005). Autonomous and interdependent development of two language systems in Japanese/English simultaneous bilinguals: Evidence from question formation. Sage Publication. Vol 25(3). pp. 291–315. DOI: 10.1177/0142723705052560
Newmark, Peter. (1988). A textbook of translation. Singapore: Prentice Hall International (UK). Ltd.
(6)
Wahyu Budi Riyanda, 2015
Investigating grammatical interference in junior high school students translation Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Oh, Eunjeong. (2010). Recovery from first-language transfer: The second language acquisition of English double objects by Korean speakers. Second
Language Research. Vol. 26(407). DOI: 10.1177/0267658310365786
Rankin, Tom. (2012). The transfer of V2: inversion and negation in German and Dutch learners of English. International Journal of Bilingualism. Vol.16 (139). DOI: 10.1177/1367006911405578
Sakel, Jeanette. (2012). Transfer and language contact: the case of Pirahã.
International Journal of Bilingualism. Vol. 16(37). DOI: 10.1177/1367006911403212
Saville-Troike. (2006). Introducing to second language acquisition. Cambridge: Cambridge University Press.
Schulz, Barbara. (2011). Syntactic creativity in second language English: wh-scope marking in Japanese-English interlanguage. Second Language
Research. Vol. 27(313). DOI: 10.1177/0267658310390503
Sharpe, Pamela. (1996). Barron’s practice exercises for TOEFL test. Jakarta Barat: Binarupa Aksara
Slabakova, Roumyana. (2003). Grammars Semantic evidence for functional categories in interlanguage. Second Language Research. Vol. 19(42). DOI: 10.1191/0267658303sr214oa.
Tarone, E. (2006). Interlanguage. pp. 1715-1719. Retrieved from: socling.genlingnw.ru/files/ya/interlanguage%20Tarone.PDF
Zdorenko, Tatiana., & Paradis, Johanne. (2008). The acquisition of articles in child second language English: fluctuation, transfer or both? Second