Abstract
This study attempts to analyze interlanguage production made by ten eight-grade students who were enrolled in one of the secondary schools in Jakarta. Interlanguage happens when a learner talk in the target language but their linguistic framework is still the source language (any prior language they knew beforehand). It is intended to explore kinds of interlanguage that occur in their recount writing and to explain the potentials of why the errors emerge in their recount writing. The data of the study requires one recount text writing produced by the participants of this present study. This study employed a qualitative research design and it was specifically presented using a descriptive case study. Furthermore, document analysis is employed as the procedure of collecting data when analyzing the writing. The result of the study showed that based on students' recount writing, the interlanguage is detected from the way they formed passive sentences, incorrect verb agreement, unparalleled sentences, and L1 to L2 translation. In that sense, it can be concluded that interlanguage happens due to L1 tendency which still dominated the students' minds when producing the target language. Thus, the students should be assisted to practice the correct rules of English in their writing, especially in recount text to prevent any possible fossilization.
Highlights
A field of Second Language Acquisition learns human development in learning a language other than the L1
There was an urgency to choose the level of participants. 8th grade students were selected since they were at the stage where recount text was introduced in secondary school
The findings of interlanguage investigation in English recount text is discussed. ten students' recount writing leads to 10 types of errors that occurred in their English recount writing
Summary
A field of Second Language Acquisition (hereinafter SLA) learns human development in learning a language other than the L1. A Japanese moved to the USA and used English in order to interact with his environment Another cause can occur when a British high schooler takes a French class. This example mostly happens in a language classroom. It can occur in a condition where L2 learning entails a mixture of informal and formal circumstances, like when an American picks up Chinese classes in Taipei while producing the language outside the class for interaction. The illustrations above have explained that SLA studies concern with a broad range of notions regarding the language acquisition process associated with students’ cognitive aspect as they develop their second language in a new environment (Fauziati & Maftuhin, 2016)
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