Abstract
This research was aimed to find out what factors of the occurrence of Indonesian grammar interference in EFL students’ writing and what type of Indonesian grammar interference occur in EFL students’ writing. To answer the research problem on Indonesian grammatical interference, a descriptive qualitative was done by taking the fourth semester students of English Department STKIP PGRI Tulungagung as the subject of the research. Further, the data related to the Indonesian grammar interference were taken using test and observation. The result of data analysis shows that the students still got interference from Indonesian grammar as their native language. The grammatical interference in this research is classified into two; syntactical interference and morphological interference. The syntactical interference consists of word order, preposition, extra word and missing word. The most interference in syntactical interference is on preposition. The morphological interference consists of omission of determiner, wrong determiner, subject-verb agreement, be form, tenses usage, singular and plural form. The most interference in morphological interference is omission of determiner. From the observation, it was found that the cause of interference is the different structure of Indonesian and English grammar. Moreover, the students usually wrote it first in Indonesian and later translated into English.
Highlights
Most of Indonesian does not use English in their daily communication since in Indonesia, English is known as foreign language
The syntactical interference can be classified into word order, preposition, extra word and missing word
The syntactical interference consists of word order, preposition, extra word and missing word
Summary
Most of Indonesian does not use English in their daily communication since in Indonesia, English is known as foreign language. Indonesian people use their mother tongue or Indonesian as their national language to communicate. It is very possible that in English subject, Indonesian is used as the media of communication. It is in line with Richards, et al.’s (2002) statement that foreign language is the language which is taught in school but it is not used in daily conversation. The use of mother tongue and any other first language cannot be denied to affect target language learning process (Ellis, 1986: 19). The transfer, further, can help foreign language learners to master the target language or even interfere the learners to master the target language
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