Transfer of L2 English Writing Skills to L1 Indonesian by Indonesian EFL Learners - Repository UNIKAMA
TRANSFER OF L2 ENGLISH WRITING SKILLS TO L1 INDONESIAN
BY INDONESIAN EFL LEARNERS
Rusfandi
Surface features of
L2
Surface features of
L1
Common Underlying Proficiency
The Linguistic Interdependence Model (Cummins, 1991: 167)
INTRODUCTION
In terms of conceptual literacy knowledge, Cummins (1991)
argues that there is an interdependence relationship between first
(L1) language and second (L2) language. Literacy knowledge that
someone learns from either language can be a foundation to
develop knowledge in the other language.
Many studies about cross-linguistic transfer of writing skills were
approached from cultural differences perspective; therefore,
developmental factors and individual differences have been given
little attention.
A better understanding of L2 to L1 theoretically would provide a
better conception of how L1 and L2 knowledge are interrelated
and how they could influence bilinguals’ L1 and L2 writing
products. As indicated by the previous research (e.g. Arsyad,
1999 and Cahyono, 2000) within Indonesian context, there
seems to be differences in the ways ideas organized and
developed between English and Indonesian.
Practically, it would also offer a basis to approach and evaluate
better L2 writing teaching practice. Answers to the students’ L2
writing problems might need to be sought not only from the
practice of L2 writing instruction itself but from L1 writing
instruction practice as well.
OBJECTIVE
However, most studies either supporting or challenging this
theoretical perspective are from the results of research
investigating a one way interaction or transfer that is from L1 to L2.
Few studies have been conducted to investigate the backward
transfer from L2 to L1.
To investigate the possibility of L2 → L1 transfer of writing skills
(rhetorical structure/argument structure) as a result of L2 and L2
writing instruction from the perspective of the interdependence
system of bilinguals’ conceptual knowledge as suggested by
Cummins within Indonesian context especially among students who
have already received extensive L2 (English) and L2 writing
instruction.
Many of these studies were conducted in the American and
European context and there is an issue about the cognateness of
the languages being studied.
To know whether language developmental factors in L1 and L2
such as L2 proficiency, L1 and L2 writing skills, and writing
experiences in general also affect the patterns of the transfer.
These studies were also done in the context of bilingual education
where the L2 is the dominant language and L1 is the minority
language.
METHODS
This study involved participants from two different language study
departments (Indonesian dept and English dept) and two different
years of study (first year and fourth year students in the two
departments) in an Indonesian private university.
The participants were asked to write both in L1 and L2
argumentative essays except for the Indonesian department
students who wrote only in Indonesian.
The essays both in Indonesian and English would be analyzed in
terms of their macro level communication processes (i.e. dialogic
and monologic process) and overall qualities. Both descriptive
and inferential statistics would be employed in analyzing the
participants’ L1 and L2 essays.
The participants were also given questionnaires in regards to
their background writing instruction, L1 and L2 proficiency, and
their writing experiences in general. The results of the
questionnaire would be correlated to the participants’ patterns of
their writing rhetorical structures.
Two raters were employed to analyze both Indonesian essays
and English essays and their inter-reliability scores would be
measured.
References
Cummins, J. (1991). Language development and language learning. In L. Malave & G.
Duquette (Eds.), Language culture and cognition: A collection of studies in first and second
language acquisition (pp. 161-175). Clevedon: Multilingual Matters Ltd
Arsyad, S. (1999). The Indonesian and English argument structure: A crosscultural rhetoric of argumentative texts. Australian Review of Applied
Linguistics, 22(2), 85-102.
Cahyono, B. Y. (2000). Rhetorical strategies in the English and Indonesian
persuasive essays of Indonesian university students. Unpublished Master
Thesis, Concordia University, Montreal, Quebec.
BY INDONESIAN EFL LEARNERS
Rusfandi
Surface features of
L2
Surface features of
L1
Common Underlying Proficiency
The Linguistic Interdependence Model (Cummins, 1991: 167)
INTRODUCTION
In terms of conceptual literacy knowledge, Cummins (1991)
argues that there is an interdependence relationship between first
(L1) language and second (L2) language. Literacy knowledge that
someone learns from either language can be a foundation to
develop knowledge in the other language.
Many studies about cross-linguistic transfer of writing skills were
approached from cultural differences perspective; therefore,
developmental factors and individual differences have been given
little attention.
A better understanding of L2 to L1 theoretically would provide a
better conception of how L1 and L2 knowledge are interrelated
and how they could influence bilinguals’ L1 and L2 writing
products. As indicated by the previous research (e.g. Arsyad,
1999 and Cahyono, 2000) within Indonesian context, there
seems to be differences in the ways ideas organized and
developed between English and Indonesian.
Practically, it would also offer a basis to approach and evaluate
better L2 writing teaching practice. Answers to the students’ L2
writing problems might need to be sought not only from the
practice of L2 writing instruction itself but from L1 writing
instruction practice as well.
OBJECTIVE
However, most studies either supporting or challenging this
theoretical perspective are from the results of research
investigating a one way interaction or transfer that is from L1 to L2.
Few studies have been conducted to investigate the backward
transfer from L2 to L1.
To investigate the possibility of L2 → L1 transfer of writing skills
(rhetorical structure/argument structure) as a result of L2 and L2
writing instruction from the perspective of the interdependence
system of bilinguals’ conceptual knowledge as suggested by
Cummins within Indonesian context especially among students who
have already received extensive L2 (English) and L2 writing
instruction.
Many of these studies were conducted in the American and
European context and there is an issue about the cognateness of
the languages being studied.
To know whether language developmental factors in L1 and L2
such as L2 proficiency, L1 and L2 writing skills, and writing
experiences in general also affect the patterns of the transfer.
These studies were also done in the context of bilingual education
where the L2 is the dominant language and L1 is the minority
language.
METHODS
This study involved participants from two different language study
departments (Indonesian dept and English dept) and two different
years of study (first year and fourth year students in the two
departments) in an Indonesian private university.
The participants were asked to write both in L1 and L2
argumentative essays except for the Indonesian department
students who wrote only in Indonesian.
The essays both in Indonesian and English would be analyzed in
terms of their macro level communication processes (i.e. dialogic
and monologic process) and overall qualities. Both descriptive
and inferential statistics would be employed in analyzing the
participants’ L1 and L2 essays.
The participants were also given questionnaires in regards to
their background writing instruction, L1 and L2 proficiency, and
their writing experiences in general. The results of the
questionnaire would be correlated to the participants’ patterns of
their writing rhetorical structures.
Two raters were employed to analyze both Indonesian essays
and English essays and their inter-reliability scores would be
measured.
References
Cummins, J. (1991). Language development and language learning. In L. Malave & G.
Duquette (Eds.), Language culture and cognition: A collection of studies in first and second
language acquisition (pp. 161-175). Clevedon: Multilingual Matters Ltd
Arsyad, S. (1999). The Indonesian and English argument structure: A crosscultural rhetoric of argumentative texts. Australian Review of Applied
Linguistics, 22(2), 85-102.
Cahyono, B. Y. (2000). Rhetorical strategies in the English and Indonesian
persuasive essays of Indonesian university students. Unpublished Master
Thesis, Concordia University, Montreal, Quebec.