THE NEGATIVE IMPACT OF LANGUAGE INTERFERENCE IN LEARNING

Evi Eunike Mendrofa Fakultas Manajemen Pertahanan, Universitas Pertahanan email: [email protected]

Abstract Most of people in the world and also Indonesian speakers are bilingualism, who use two languages; Indonesian and mother tongue. Commonly, both languages influence one another, which finally create a new phenomenon of language called interference of language. Interference of language is a form of an impact of mother tongue towards second language, which creates an error in the second language. The error occurs because the mother tongue language and the second language have different structure and different way in using the language. In this research, the writer finds out that the ability of someone in mastering the second language will always be influenced by the mother tongue. As a real case for Nias speakers, they make mistakes and errors when they speak in Indonesian, especially in phonological and grammatical structure. The mistake occurs because phonological and grammatical in their mother tongue are still used in second language, thus it makes the second language invalid in the way of norm and rule. From the result of the research, it can be concluded that Nias speakers interfere Indonesian in their daily conversation. The interference can be existed as a form of the impact of mother tongue to second language. In this research, there are three interferences of Nias speakers that have been found by the writer. First, Nias speakers omit the final consonant of words when speaking in Indonesian, it is because in Li Niha there is no final consonant of words but only final vowel. Second, Nias speakers also create a redundancy when they are speaking Indonesian, it is because they are usually add some words in their speech in order to emphasize their statement. Third, Nias language and Indonesian language have different structure in arranging sentences. Based on that difference, Nias speakers oftentimes invert the words in sentences. So, the writer concluded that all of these aspects are the aspect which influences Nias speakers to interfere the second language.

Keywords: Sociolinguistics, Interference, Mother tongue, Bilingualism, Phonological, Grammatical structure..

Weinrich (1970: 64 – 65) states that 1. INTRODUCTION interference is a general problem that Most of Indonesian people are able to occurs in bilingualism. Therefore, some speak more than one language. It means problems exist about mastering the that Indonesian people are bilingualism. languages. The ability for mastering the

37 second language is often influenced by inevitably occur in any situation where mother tongue of the speaker. This kind of someone has not mastered a second case was called as an interference of language. languages. Interference of language appear 2. THEORETICAL FRAMEWORK because of people who lack of fluency. For Bilingualism is a worldwide phenomenon. mastering the second language a person Most nations have speakers of more than will never be free from their first language, one language. A bilingual person is it means that the second language will be someone who speaks two languages. Many affected by the first language. This kind of bilingual speakers have learned their two interference case is experienced by languages at the same time, usually in early people’s mother tongue. childhood and as a result of family

On the other hand, Lott (1983: 256) bilingualism. These people are called states that interference is also known as an simultaneous bilinguals. According to error effect on the production of the William F. Mackey (1970: 239) one of the language being learned. The effect can be most obvious effects of bilingualism is the on any aspects of language: grammar, interference of one of the bilingual vocabulary, accent, spelling and so on. It is languages with his use of the other. most often discussed as a source of errors There are 2 among the five types of

(negative transfer), although where the Interference according to Jendra (1991: relevant feature of both languages is the 108): Phonological Interference & same, it results in correct language Syntactical Interference. production (positive transfer). The greater In phonological level, the problem the differences between the two languages, of interference concerns about the manner the more negative the effects of when a speaker produces or reproduces the interference are likely to be. It will sounds of one language to another

38 language. This interference occurs in the there is a consonant at the end of the word speech of bilingual as a result of the fact such as “kencan, masak, rapat, sesak, that there are different elements in sound jalan” etc. This difference influences Nias system between first language to the speaker when they speak in Indonesian, as second language and or between native a result they will omit the consonant in languages to the foreign languages. One of every end of the words. phonological interference in language is Second reason is, both languages omission of final consonant. This have the same phonetic features but they interference occurs in the speech of are different in their distribution, namely: bilingual as a result of the fact that there when and where they may occur in an are different elements in sound system utterance. Having a different distribution between first language and second in language will be brought when the language or between native languages to speaker speaks in his second language. the foreign languages. The errors occur Third reason is, both languages unintentionally in the time of speech and have similar sounds that have different as the result the speaker omit the final variants or allophones. Interference arises consonant of the words. when a bilingual speaker identifies a

There are some reasons of the of one language in another interference existence. The first reason is language. For instance, an Indonesian the existence of a given sound in the latter, speaking English may pronounce bag as which is not found in the former. For [bæk] instead of [bæg]. This interference example : in Li Niha there is no consonant occurs because of the fact that /g/ never at the end of the word such as “hezo, arises in the final position of Indonesian mofano, manga, mondri, mangawuli,” etc, language words; so, /g/ is identified as /k/ meanwhile in Indonesian in some words in that position. In addition, he may replace

39

/v/ with /p/, /f/ with /p/; he may not use a language learned from birth. It is also

/p/ with aspiration. In Li Niha they will called as first language, dominant pronounce the words correctly and language, home language, and native properly such as /kh/ and /z/: “akhir tongue (although these terms are not zaman” meanwhile in Indonesian speaker necessarily synonymous). Romaine (1989: they don’t mention /kh/ but it will be 12) says “Interference can be as a result of mention like /k/ “akir” and for the /z/ it will incomplete acquisition. Interference can be mention like /j/ “jaman. This case is occur when a bilingual starts to use the two also brought when Nias speaker speak languages he has acquired separately”. So,

Indonesian, they will pronounce the words the mother tongue play role in first speaker correctly. when they learn the second language.

The influence of native language interference can occur in different 3. RESEARCH METHOD situations while they are speaking. It is In this research, the writer uses a strongly believed that linguistic qualitative research because it is an interference is one of the fundamental appropriate method related with the difficulties faced by the learners of second project. languages. Judging by the experience we This research describes the can assume that problems are mainly interference cases in Li Niha to Indonesian caused by the lack of substantial language. The writer observed some knowledge of lexical and grammatical people from Nias who live in Semarang structures and aspects of the target and the writer also gather some data language. directly in location (Nias Island). As Mother tongue is a traditional term supporting data, the writer also takes some for a person's native language that is a

40

Nias songs. Therefore, in this chapter the The speaker interferes Indonesian by writer will explain further about the data. omitting the final consonant of words and

The data are data recording and uses Nias says “sombo bange” and “bertema” and songs to show the reader the characteristic repeat again with omission “sombo – of Nias language. sombo bange”. In this conversation, the

speaker has not mastered Indonesian yet In analyzing this research the and she is not used to speak Indonesian. writer use qualitative research because it is Even though, the speaker is trying to speak the most appropriate method related with Indonesian as fluent as possible but still the case. ended with omission. The speaker should

4. DISCUSSION pay more attention when there is a final

consonant of words like “sombong banget” Phonological Interference and “berteman”. This case is supported by Omission of final consonant Nias song. Through this song, we can see Data 1 : if the word in Li Niha is never ended with “Mereka bila mmm liha si dian itu sombo a final consonant but always ended with a bange mereka engga mau bertema sama vowel. in Li Niha the phonemic form is kita lagi mereka sombo – sombo bange”. CVCV (consonant – vowel – consonant – In the sentence above, the speaker vowel) or VCV (vowel – consonant – omits the final consonant of words. The vowel), here are the following sample of speaker omits final consonant “ng” for words in Li Niha, uses Nias song : “sombo”, “t” for “bange” and “n” for Tanõ Niha banua somasido “bertema”. The words should be (Pulau Nias pulau yang ku cinta) “sombong” with final consonant of “ng”, Tanõ situmbu ya’o fõna “banget” with final consonant of “t” and (Tanah tempatku dilahirkan) “berteman” with final consonant of “n”.

41

He mukoli ndra’o bazarõu language which never have final consonant

(Walau jauh di rantau orang) in words but final vowel. That is why the

Balõ olifudo sa’ia speaker omits final consonant when speak

(Namun kau tak dapat kulupakan) Indonesian and it will occurs in the time of

Tanõ situmbu do speech or conversation accidentally and

(Tanah tempatku dilahirkan) intentionally. Omission is one of errors

Mohili wa’ebolo ndraso that frequently occur from Nias speakers.

(Sawah ladang luas menghijau) Data 3:

Sonungo nidanõ ba mbombo “Kamu peli bange jadi ora”

(terdapat sumber mata air di There is omission in the sentence sungai kecil ) above, the speaker omits final consonant

Fasui asi sebolo “t” in “peli”, “bange”, and consonant “ng”

(dikelilingi oleh laut yang luas) in “ora”. The words “peli”, “bange”,

Data 2: “ora” need a final consonant to avoid

“kamu janga lupa kasitau sama weird and awkward words. The good tema – tema kita” words should be “pelit”, “banget”,

In Li Niha, there is no final “orang” with final consonant “t” and consonant of words because all the words “ng”. In this case, Nias speakers are ended with vowel. Just like in the sentence difficult to complete every final consonant above, the speaker omits final consonant in words because they get used to end

“n” for “janga and tema”. The words words with a vowel in Li Niha (Nias should be “jangan” and “teman” with final language). At this point, they will omit consonant “n”. The speaker omits final words unconsciously and spontaneously in consonant is because the speaker has the time of speech. This is one of the affected by the mother tongue of Nias influences of mother tongue to second

42 language which is always brought in the speaker omits final consonant “n” in second language and as the result interfere “kemari”, “maka”, “gorenga” word. The the second language. good words should be “kemarin”,

Data 4: “makan”, “gorengan” with final consonant

“Lebi banya ya kamu tolo” “n”. For Nias speakers, it is not a big deal

When Nias speakers speak in when they omit final consonant of words

Indonesian, they will omit final consonant but nonetheless they want to avoid it. of the word. Just like in the sentence above, Instead, they are never able to avoid it. the speaker omits final consonant “h” in Omission occurs intentionally in the time

“lebi” word, “k” in “banya” word, “ng” of speech or conversation which makes in “ya” and “tolo” word. The good words Nias speakers sound awkward when should be “lebih” with final consonant of speaking in Indonesian. As the result, it

“h”, “banyak” with final consonant of “k”, influences Nias speakers when speak and “yang“, “tolong” with final consonant Indonesian and ended with omission. It is of “ng”. So, the sentence should with a not impossible for Nias speaker to speak final consonant like “lebih banyak yang Indonesian fluently but it need times to kamu tolong”. To complete final adjustability. consonant in every words, is a difficult Data 6: thing for Nias speakers. “Saya cenderu memakai kata upa”

Data 5: In the sentence above, the speaker

“Kemari aku maka gorenga” omits final consonant “ng” in “cenderu”

In the sentence above definitely word and “h” in “upa” word. The correct people will know if the speaker is Nias word should be “cenderung” with final speaker because there is omission in consonant “ng” and “upah” with final words, like in the sentence above. The consonant “h”. Then, the good sentence

43 should be “saya cenderung memakai kata is one of the negative impacts of the upah”. Omission occurs unconsciously mother tongue to the second language. The and spontaneously in the time of speech, as form of Li Niha (Nias language) influences long as he or she is Nias speakers. In the Nias speakers when speak Indonesian and sentence above, the speaker is trying to as the result interfere Indonesian. speak as fluent as possible but instead Therefore, in this sentence the speaker ended with omission. It happens as should pay more attention in order to avoid influences of their first language (Li Niha) the omission. So, the sentence should be because in Li Niha there is no final “bukan seperti itu maksud ku”. consonant in words but final vowel. As the Data 8: result, Li Niha interfere the speaker by “bia kami juga tau kapa kami latiha” omitting final consonant when they speak The speaker makes the same

Indonesian. mistakes as discussed previously about

Data 7: omission. The speaker omits the words

“Buka seperti itu maksu ku” “bia, kapa and latiha” which should be

In the sentence above, omission “biar” with final consonant “r”, and occurs in the time of conversation. The “kapan and latihan” with a final consonant speaker omits the words “buka and “n”. The reason why the speaker omits the maksu”, the correct words should be consonant is because the speaker is lack of

“bukan and maksud” with final consonant fluency to speak well in Indonesian. It

“n” for “buka” and “d” for “maksu” happens because the speaker has not word. Omission is not a new error for Nias master Indonesian yet and the speaker does speakers but almost every time they speak not used to speak Indonesian. This in Indonesian, they omit final consonant situation can occur in any situation formal intentionally and ended up with vowel. It or informal and Nias speakers are not

44 intentional do it (omission) but it happens In the time of speech, the speaker accidentally in the time of speech. omits some final consonant in the words.

Data 9: When the speaker says “masi butu”, the

“Sampai masyaraka juga bisa terbantu” speaker omits final consonant “h”, the

In Li Niha (Nias language) there is word should be “masih butuh”. These no consonant in every end of the words mistakes always occur unintentional and it because it always ended by vowel. In the makes the conversation sounds awkward. sentence above, there is omission in Usually, Nias speakers are difficult to

“masyaraka”. The word should be complete final consonant in every end of

“masyarakat” with final consonant of “t”. words when speak Indonesian. It happens

In the sentence above, the speaker omits because they get used to speak Li Niha final consonant intentional without without final consonant of words but realizing it. Omission is often occurs when always ended with vowel. So, although

Nias speakers speak in Indonesian. It is one Nias speakers get used to speak Indonesian the negative impacts of the mother tongue but Li Niha (Nias language) still affected

(Li Niha) towards the second language them when speak Indonesian. As the

(Indonesian). The form of the word in Li result, Nias speakers interferes their

Niha has brought to Indonesian, with no second language or Indonesian. final consonant but final vowel. As the Syntactical Interference result, the speaker omits the consonant and Redundancy ends it with vowel. In this case, the speaker Data 1: should improve his language skill “Ongko – ongko testi aja sampe 15 – 16

(). kali testi kok”

Data 10: Nias speakers tend to use

“Kami masi butu tenaga kerja” additional information to clarify a

45 sentence, but sometimes they create Indonesian language which finally ended ineffective sentence due to waste of up with redundancy. elements. In the sentence above, the Data 2: speaker repeat the noun “ongko” (ongkos) “Mereka engga mau bertema sama kita and the verb “testing” all at once in a lagi mereka sombo – sombo bange” sentence and it makes redundant. The In the sentence above, the object speaker is trying to make the sentence “Mereka” and the adjective “sombo” more complete by repeat the same words. (sombong) do not need to be repeated. It

Instead, the speaker makes the sentence happens because the speaker wants to ineffective and sounds rambling. The word give more explanation about the object

“ongko” (ongkos) and “testi” (testing) and to make her sentence to be more does not need to be repeated, because when complete. In Li Niha there is a repetition there is noun followed by verb the sentence of some words, which finally influences has become good form according to Nias speakers to repeat the words in

Indonesian grammatical structure and the Indonesian. The speaker adds some sentence is understandable towards the unnecessary words in this sentence which listener. Therefore, the speaker should make it ineffective and as the result the make the effective sentence “ongko testi words redundant. Actually, the object aja sampai 15 – 16 kali”. Redundancy “Mereka” only one occurs in a sentence occurs as an impact of the first language or and no need to repeat. The adjective

Nias language because in Li Niha some “sombo” (sombong) does not need to be words is need to be repeated in order to repeated twice because after the adjective emphasize the speaker means. As the there is an adverb followed “bange” result, the speaker brought it into (banget) and it is enough to emphasize

the adjective. The phrase should be

46

“sombo bange” not “sombo – sombo the listeners can understand as well, but

bange”. Therefore, the better sentence still according to Indonesian rules there are

should be “Mereka sombo bange dan some wasted of elements in the sentence.

engga mau lagi bertema sama kita”. Therefore, the speaker should pay more

Data 3 : attention towards his or her speech in order

“Mau cari – cari kerja, maunya di to avoid the redundancy of language. koperasi” Redundancy is one of the influences of

Nias speakers get used to do mother tongue (Nias language) towards repetition in their speech or conversation. Indonesian language. It is because in Li

In the sentence above, the speaker repeat Niha (Nias language) repeating some verb “cari” and repeat “mau” word. words in conversation or speech is

Actually, the word “cari and mau” does necessary. As the result, Nias speakers not need to be repeated twice or more in a interfere Indonesian. sentence because it can cause redundancy. Data 4:

Instead, the speaker repeats the same word “Masi belum tau wõgõi juga bale” five times and makes the sentence Nias speakers used to add some redundant. The sentence will be more words in their speech or conversation effective and simple if the speaker put the while speaking, instead it becomes word “cari and mau” one in a sentence. redundant. Like in the sentence above,

The more effective sentence should be redundancy occurs when the speaker says

“mau cari kerja di koperasi”. The “belu tau wõgõi juga”, the word “wõgõi” redundancy occurs because the speaker means “juga”. So, the meaning of the wants to emphasizing her sentences sentence if in Indonesian is “belu tau juga instead, it ended up so rambling. The error juga”. Definitely, the word is redundant in the sentence above is not a big deal and because there are two words with the same

47 meaning occur in the sentence. Actually, verb, it should be a different verb not the the speaker does not need to repeat that same verb. The verb “pikirka” (pikirkan) is word because they have the same meaning. enough to emphasizing the activity of the

It happens because Nias speakers have speaker. In this sentence, the speaker adds habits to mix Li Niha (Nias language) some words in her speech without when speak in Indonesian, and the speaker realizing it and makes the sentence does not realize if she already repeat the redundant. The more effective sentence same words in her speech. The speaker should be “bia aku pikirka dulu” without should not mix the language when speak in repeating the verb “piki” (pikir) and no

Indonesian because it will makes the need to add the adjective “bale” because sentence redundant. So, the good sentence “bale” is Nias language. The habit to mix should be “masi belu tahu juga” without both of languages always brought by Nias adding the word “wõgõi and bale”. speakers and finally it makes the speech

Although, redundancy is a simple error in rambling and difficult to be understood by language but it can break the rule of the the listeners. In the sentence above, the language. speaker has not master Indonesian yet that

Data 5: is why she mixed the language. Actually,

“biar aku piki – pikirka dulu bale” redundancy is not a big error in language

In the sentence above, there is a but it makes the sentence rambling and redundant word adding by the speaker. The difficult to be understood. The reason why speaker says “aku piki – pikirka dulu bale”, Nias speakers add some repetition when actually the verb “piki” (pikir) does not they speak Indonesian is because in Li need to be repeated twice in a sentence Niha they used to repeat some words in because normally it is only one occur in a order to emphasize their statement. sentence. If the speaker adds more than one Meanwhile, in Indonesian there is no

48 repetition of words unless special words but sometimes they creates ineffective like “melayang – layang”. So, Nias sentence due to waste of elements. Instead, speakers should pay more attention in the sentence becomes redundant. It order to avoid redundancy of the language. happens as influences of the mother,

Data 6: because in Li Niha they used to do

“iyala tapi janga beso tapi ya pastinya” repetition. As the result, it brought by the

Definitely, once we take a look at speaker when speak in Indonesian without the sentence above we know if there is a realizing if the words has undergone of redundant of the words. The speaker repetition. repeats the conjunction “tapi” twice in the Data 7: sentence. Actually, in the sentence the “sudahla ngga usa banya canda – canda conjunction does not need to be repeated kita” because normally it is only one occur in a In the sentence above, Nias sentence and the function of conjunction is speakers create ineffective sentence by to connect the first phrase to the second adding twice the verb “canda” in the phrase. In fact, in this sentence there is no sentence. Actually, the verb “canda” does phrase that needs to be connected to not need to be repeated because by saying another phrase because the speaker wants “canda” the listeners have known what the to make sure about the time and trying to speaker means. In Li Niha, it is normal to contrast the word between “iya” and repeat the verbs like “canda – canda” or

“tapi”. It is enough by saying “iyala tapi “mai – mai” in Li Niha, but in Indonesian janga beso (jangan besok) pastinya” the verb “canda” normally does not need without adding the conjunction “tapi” to be repeated. As the result, Nias speakers anymore. Nias speakers tend to use make the sentence ineffective and waste additional information to clarify sentences, some elements of words. So, the effective

49 sentence should be “sudahla, tida usa pusing), he repeats the subject “- aku” and banya canda (tidak usah banyak canda)” “saya” all at once in the sentence. After

Sometimes, Nias speakers try to possessive pronoun “pikira – ku”, the emphasize their statement by adding more speaker adds the subject “saya” at the end verb in their speech, instead the speaker of the speech. Actually, in the sentence makes it redundant. As discussed above, above no need to add the subject “saya” the word “canda – canda” is normally because possessive pronoun already put repeated twice in Nias language by saying the subject inside the phrase “pikira –

“mai – mai”. So, the reason why Nias aku”. Furthermore, the phrase “pikira – speakers make a mistake by repeating the ku” is not suitable either with subject “aku” words is because they used to do repetition because noun “pikira” (pikiran) does not in their own language (Nias language) belong to possessive pronoun. It is better if which finally brought to the second the speaker says “saya suda pusi” than language (Indonesian language). In the says “pikiraku suda pusi (pikiranku sudah other hand, Nias speakers has getting pusing”, because the first phrase is more influences by the mother tongue and as the suitable than the second phrase. In the result the speaker interfere the second sentence above, the speaker does not language (Indonesian language) realize if he already make a mistake by

Data 8: adding more than one subject of “aku and

“Pikiraku suda pusi saya” saya”. It happens because the speaker

Once the listeners heard the wants to explain clearly about the subject speech, they will know if the sentence is condition, instead it becomes redundant. redundant. The redundancy occurs when This case, usually occur in Nias speakers the speaker says “pikiraku” (pikiranku) while speak Indonesian because they like and then says “suda pusi saya” (sudah to explain something superfluous and add

50 some unnecessary explanation in speech. getting influences by Li Niha, she makes

Moreover, in Li Niha (Nias language) they the sentences redundant. normally do repetition in their language Data 10: like “mai – mai” or “candaan” in “mau bawa ole – ole, misalka makana

Indonesian language. Therefore, Nias Nias misalka” speakers make a sentence redundant In the sentence above there is a because they have been getting influences redundancy of words because the by their mother which ended up with repetition of the same words in the redundancy and interfere Indonesian sentence. The speaker makes everything language. redundant, when he repeats the word

Data 9: “misalka (misalkan)” twice in

“aba dari mana aba” conversation. Absolutely, the speaker does

The sentence above is redundant. not need to repeat it because the word

The speaker says “aba (abang) dari mana “misalka (misalkan)” normally only one aba (abang)” by repeating the same object occurs in a sentence. It is better if the

“aba (abang)”. Actually, there is no need speaker just saying it once, in that way the for the speaker to repeat the same object sentence will be more effective and not

“aba (abang)” because by saying it once rambling. So, the sentence should be “mau the listeners have known the speaker bawa ole –ole, misalka makana Nias”. The means. Instead, the speaker does repetition speaker causes redundancy in speech or and ended up with redundancy. So, a good conversation is because they had been get sentence should be “aba (abang) dari influences by their mother or Li Niha. In Li mana” or “dari mana aba (abang)”. It may Niha (Nias language) repetition is be the speaker does not purpose to do necessary for some words for example repetition, but because the speaker has “molaya – laya” or “melayang” in

51

Indonesian. As the result, the speaker is object “ora – ora and masyaraka” have the interfere Indonesian by causing same meaning and there are no differences redundancy. Absolutely, redundancy is not between them. So, the speaker should not a fatal error of language but still is not use both of the objects which caused a accordance with the grammar. Moreover, redundancy. Therefore, the correct and the the sentence will be sounds rambling and effective sentence should be “sehingga difficult to be understood by the listeners. masyaraka juga bisa terbantu”.

Data 11: Redundancy is one of the influences of

“Sehiga ora – ora masyaraka juga bisa mother tongue (Nias language) towards terbantu” Indonesian. It happens because in Li Niha

A habit to put additional words in (Nias language) repeating some words is speech, it makes Nias speakers rambling necessary. As the result, Nias speakers are when speak Indonesian. Just like in the interfere Indonesian. sentence above, the speaker repeats the Data 12: same object “ora – ora and masyaraka”. “Apalagi ora menjadi seora dokte”

Actually, it is not necessary for the speaker In the sentence above, the speaker to add two objects in the sentence. It will creates redundancy in the time of speech. be effective and correct if the speaker puts The sentence becomes rambling when one object in the sentence, if the speaker speaker repeated the noun “ora and seora” uses “ora – ora (orang – orang)” then twice in the sentence. The noun “ora and directly should be followed by adverb not seora (orang – seorang)” is the same thing followed by object “masyaraka and does not need to be repeated or to

(masyarakat)” anymore. The speaker does explained. Furthermore, the phrase not realize if he already repeats the same “apalagi ora (orang)” followed by phrase object all at once in the sentence. The “menjadi seora (seorang)” does not related

52 to each other and it sounds weird. The grammatical rule is “Subject + Predicate proper phrase should be “apalagi seseora + Object + Ket”. ya ingi menjadi dokte (seseorang yang Data 1 : “Tida tau kami juga wo” ingin – dokter)”, with a correct Data 2 : “Apa gosi mereka?” grammatical structure of Indonesian. In Data 3 : “Mereka ngga mau bertema that way the sentence will be more sama kita lagi mereka sombo – sombo effective and not rambling. In this case, the bange” listeners may be understood the speaker Data 4 : “Lõ (tidak) bisa aku” means but nonetheless it is not a good and Data 5 : “kapa latiha kita?” a correct sentence according to Indonesian Data 6 : “Kapanya mau pulang?” grammatical rule as well. The error in Data 7 : “Tida bisa mereka katanya” arranging a sentence is one of mistakes that Data 8 : “Kan aku baru kasitau kalia” often occurs because Nias speakers Data 9 : “Kemana pergi kamu?” sometimes does not realize if the things Data 10 : “dari mana kamu tadi” they have explain is just the same thing and Data 11 : “dikasi kue sama kami lo does not need to be repeated. It happens tadi” because Nias speakers still affected by Data 12 : “ngapai disana kamu ba” their mother tongue of Li Niha and as the Data 13 : “kerja dimana sekara result it interferes them when speak kamu”

Indonesian. Data 14 : “tida mau kesana aku”

Grammatical Structure Data 15 : “tida bole kamu begitu”

Nias speaker usually makes Analysis sentences with this pattern “Ket + Subject Data 1 :

+ Predicate” meanwhile in Indonesian “Tidak tahu kami juga”

(Li Niha) Nias language

53

Adv Subject Predicate will be ungrammatical according to

“Kami juga tidak Indonesian grammatical rule. tahu” (Indonesian) Data 2 :

Subject Predicate Adv “Apa gosip mereka?”

“We don’t know as well” (Li Niha) Nias language

(Meaning) Aux V Verb Object

In Li Niha (Nias language) the pattern “Apa yang mereka gosipkan?” in making a sentence is different from (Indonesian)

Indonesian. As the data above, in Li Niha Aux V Object Verb the adjective phrase should be adverb “What are they talking about?” followed by subject (adv – subject) (Meaning)

“Tidak tahu kami juga” In Li Niha the pattern in making the

interrogative sentences should be auxiliary

Adv Subject Predicate verb followed by verb (aux v – v)

Meanwhile Indonesian grammatical rule is “Apa gosip mereka” subject followed by predicate (subject – Aux V Verb Object predicate) Meanwhile Indonesian grammatical rule

“Kami juga tidak tahu” of interrogative sentence should be subject

Subject Predicate Adv followed by verb then the last followed by

As the impact of grammatical structure aux v (s – v – aux v) differences between Li Niha (Nias “Apa yang mereka gosipkan?”

Language) and Indonesian language, the Aux V Object Verb speaker (Nias speakers) automatically As the result, Li Niha (Nias interfere Indonesian language when he or language) interfere Indonesian. In making she speaks Indonesian and the sentence interrogative sentences in Li Niha it starts

54 from auxiliary verb followed by verb, but interfere Indonesian. We can see it from in Indonesian interrogative sentences will the sentence (subj – pre – obj – adv) always start from subject then followed by “Mereka nggak mau bertema sama auxiliary verb. It may be understandable kita lagi” towards the listeners but according to Subject Predicate Object Adv

Indonesian grammatical structure the Meanwhile according to sentence has break the rule. Indonesian grammatical rule the sentence

Data 3 : should be subject – predicate – object, as

“Mereka nggak mau bertema sama follow : kita lagi” (Li Niha) “Mereka sudah tidak mau berteman

“Subject Predicate lagi sama kita”

Object Adverb” Subject Predicate Object

“Mereka sudah tidak mau berteman This error is one of the impacts of lagi sama kita” (Indonesian) differences grammatical rule in arranging

“Subject Predicate the sentence between Indonesian and Li

Object” Niha (Nias language). As the result, Nias

“They do not want to get along with us speakers find some difficulties when they anymore” (Meaning) speak Indonesian.

In Li Niha to make the sentence it Data 4 : should from Adverb followed by Subject, “Lo bisa aku” (Li but in this sentences the speaker makes Niha) Nias language sentences from Subject followed by Predicate Subject

Predicate, it shows that the speaker is “Aku tidak bisa” trying to follow the rule of Indonesian (Indonesian) grammatical structure but still Li Niha Subject Predicate

55

“I can’t” “Object Aux v Verb Subject”

(Meaning) “Dian, kapan kita latihan?”

Li Niha sentences seem ungrammatical (Indonesian) when the pattern of Li Niha is brought to “Object Aux v Subject

Indonesian. It will invert or break the rule Verb” of Indonesian grammatical structure. In Li “Dian, when we need to

Niha, arranging the negative sentence practice?” should be predicate followed by subject (Meaning)

(pre – subj), as follow : Interrogative sentences in Li Niha

“Tidak bisa aku” should be auxiliary verb followed by verb

then subject, meanwhile Indonesian should

Predicate Subject auxiliary verb followed by subject then

Meanwhile in Indonesian, should be verb. This difference influences Nias subject before the predicate (subj – pre), as speakers when arrange the sentences in follow : Indonesian. As the result, Nias speakers

“Aku tidak bisa” will interfere Indonesian as follow :

Subject Predicate “Kapan latiha kita”

Li Niha interfere Indonesian by putting the Meanwhile the sentence above is not predicate first then followed by the subject. according to Indonesian grammatical

As the result, Nias speakers will invert the structure and the good sentence should be words (according to Nias pattern) when aux v – subject – verb, as follow : they are speak in Indonesian. “Kapan kita latihan”

Data 5 : Whether the sentence is understandable

“Dian, kapan latiha kita?” towards the listeners but it stills not

(Li Niha) Nias language

56 accordance with Indonesian grammatical In Indonesian, interrogative structure and it breaks the rule. sentences are possible to invert the

Data 6 : grammar as long as it can be understood by

“Kapannya kamu mau the listeners but in Li Niha is not possible

pulang?” (Li Niha) Nias to invert the pattern like in Indonesian

language because Li Niha have their own Grammar

Av Object or rule in arranging the interrogative

Verb sentences. Even though is just a simple

“Kapan kamu mau error but still is not a good sentence

pulang?” (Indonesian) according to Indonesian grammatical

Av Object structure. The speaker should not bring the

Verb pattern of Nias language when speak

“When will you come back?” Indonesian because it will give a negative

(Meaning) impact such an error of grammatical. There

Nias speakers sometimes invert the is no other reason why Nias speakers make

words while speaking, it is because in Li mistakes during the conversation or speech

Niha interrogative sentences is always is because the interference of the mother

begin by auxiliary verb followed by tongue that leads to the error of language.

object or subject, meanwhile in Data 7 :

Indonesian there is no absolute rule in “Tidak bisa mereka

interrogative sentences. In Indonesian it katanya” (Li Niha) Nias

is possible to invert the structure, for language

example : Adv Object

“Kapan kamu pulang?” Verb

“Pulang kapan kamu?”

57

“Katanya mereka sentence is not effective at all and it sounds

tidak bisa” (Indonesian) rambling. The speaker should pay more

Verb Object attention about the use of Indonesian

Adv grammatical structure, in that way the

“They said they could not” speaker is decreasing the errors. The error

(Meaning) of grammatical structure is one of the

Nias speakers get used to invert the negative impacts of Li Niha to Indonesian, words in a sentence, it occurs when they and as the result Nias speakers interferes are speaking in Indonesian. In the sentence the language. above, the speaker creates the sentence by Data 8 : using Nias pattern (adv – obj – verb), as “Kan aku baru kasih tahu follow : kalian” (Li Niha) Nias language

“Tidak bisa mereka katanya” Adv Subj Verb

Obviously, the sentence is not according to Object the Indonesian grammatical rule. If the “Aku kan baru kasih tahu sentence is in accordance with Indonesian kalian” (Indonesian) grammatical structure, it should be (Verb – Subj Adv Verb

Object – Adv), as follow : Object

“Katanya mereka tidak bisa” “I just told you”

In this case, the speaker interfere (Meaning)

Indonesian by arranging the sentence with Nias speakers often make a simple

Nias pattern. As the result, Nias speakers mistake while speaking Indonesian. Just invert the words in a sentence. There is no like in the sentence above, the speaker big deal in this error, but according to inverts the use of the adverb which actually

Indonesian grammatical structure the the adverb should not in the beginning of

58 the sentence. The speaker is arranging the “Kemana pergi kamu?” sentence according to Nias pattern adv – (Li Niha) Nias subject – verb – object, as follow : language

“Kan aku baru kasih tahu sama Av Verb Object

kalian” “Kamu pergi kemana?”

Meanwhile Indonesian grammatical (Indonesian) structure does not agree with the sentence Object Verb Av above, the sentence should be subject – adv “Where are you going?”

– verb – object, as follow : (Meaning)

“Aku kan baru kasih tahu kalian” Nias speakers get used to use Nias pattern

The mistake in this sentence is not a big in arranging the sentences in Indonesian. deal for the listeners because the sentence There is no other reason behind the error of can be understood. Further, the error is just grammatical structure when Nias speakers in the adverb which is placed in the speak in Indonesian is all because they beginning of the sentence. Therefore, the have not master Indonesian yet. Therefore, speaker needs to know the use of they invert some phrases in a sentence. In grammatical structure so there is no the sentence above, the speaker puts mistakes in arranging the sentence auxiliary verb at the beginning of a anymore. Nias speakers are difficult to sentence followed by verb then object follow Indonesian grammatical structure which is not in accordance with Indonesian because they used to speak in Nias grammatical structure, as follow : language. As the result, Li Niha (Nias “Kemana pergi kamu” language) influences Nias speakers when Meanwhile the correct sentence according they speak Indonesian. to Indonesian grammatical structure of

Data 9 : interrogative sentence, should begin with

59 object followed by verb then auxiliary Meanwhile Indonesian grammatical rule verb, as follow : of interrogative sentence should be object

“Kamu pergi kemana” followed by auxiliary verb (object – aux

The error of grammatical occurs as an v), as follow : impact of the first language (Li Niha) “kamu tadi dari mana” which finally interfere the speaker when he or she speaks the second language Object Aux v

(Indonesian). As the result, the speaker is As the result, Nias speakers interfere difficult to speak Indonesian well. Indonesian as their second language. In

Data 10 : making interrogative sentence in Li Niha,

“dari mana kamu tadi” it starts from auxiliary verb followed by

(Li Niha) Nias language object but in Indonesian interrogative

Aux v Object sentences should be object followed by

“kamu tadi dari mana” auxiliary verb. It may be possible to invert

(Indonesian) the object and the auxiliary verb in

Object Aux v Indonesian interrogative sentence but

“Where have you been” nonetheless the sentence will sounds

(Meaning) awkward if not accordance with the

In Li Niha (Nias language) the pattern grammatical rule. The difference of this in making interrogative senetences should grammatical rule in language influences be auxiliary verb followed by object (aux Nias speakers. They will automatically v – object), as follow : bring Nias pattern when they are speaking

“dari mana kamu tadi” Indonesian. One of the errors which

oftentimes occur when Nias speakers

Aux v Object

60 speak in Indonesian language is This error occurs as a form impact of ungrammatical sentence. mother tongue towards second language.

Data 11 : Nias speakers can’t avoid the error in the

“Dikasi kue sama kami lo time of speech, it is because the mother

tadi” (Li Niha) Nias language tongue transferring the influences

Ket Object automatically without awareness of the

“Kami tadi dikasih speaker.

kue” (Indonesian) Data 12 :

Object Ket “Ngapai disana kamu ba”

“A cake has given to us just now” (Li Niha) Nias language

(Meaning) Aux v Ket Object

Obviously, Nias speakers seem like invert “Kamu ngapain disana” the word in the sentence above. It is (Indonesian) because their mother tongue structure or Object Aux v Ket the pattern in arranging the sentence is “What are you doing there?” different from Indonesia grammatical (Meaning) structure of sentence. Commonly, in Li Nias speakers oftentimes invert the

Niha the pattern to make a sentence should word when they speak in Indonesian. No be keterangan followed by object (ket – other reason behind this error, it is because object), as follow : they got influences by their mother tongue

“Dikasi kue sama kami lo tadi” (Nias language). The difference structure

Meanwhile, in Indonesian the sentence between the languages (Nias language and should be object followed by Keterangan Indonesian) become a big impact for Nias

(object – ket) as follow : speakers when they speak in their second

“Kami tadi di kasih kue” language. In the sentence, the pattern in

61 making the sentence should be auxiliary “Kamu kerja dimana sekarang” verb followed by keterangan then (Indonesian) followed by object (aux v – ket – object) as Object Aux v Ket follow : “Where do you work now?”

“Ngapai disana kamu ba?” (Meaning)

Meanwhile, the sentence above is not In the sentence above, it obvious that accordance with Indonesian grammatical Nias speakers invert the words. The rule. It should be object followed by speaker arranging the sentence by used auxiliary verb then followed by Nias pattern meanwhile is not a Nias keterangan (object – aux v – ket) as follow: language. The sentence formed with

“Kamu ngapain disana” or Auxiliary verb followed by Ket the

“Ngapain kamu disana” followed by object (aux v – ket – object) as

The second phrase above is also possible follow :

(aux v – object – ket) because it still “Kerja dimana sekarang kamu” accordance with Indonesian grammatical Meanwhile, in Indonesian the sentence rule, the sentence still in a good formation should be object followed by auxiliary and easy to be understood by the listener. verb then followed by ket (object – aux v –

So, Nias speakers got influences by their ket) as follow : mother tongue and ended with “Kamu kerja dimana sekarang” or interference. “Sekarang, kamu kerja dima”

Data 13 : As long as the sentence can be

“Kerja dimana sekara kamu” understood by the listener, the error must

(Li Niha) Nias language be not a big deal for the speaker.

Aux v Ket Object Data 14 :

62

“Tida mau kesana aku” Niha and Indonesia) is different. It is

(Li Niha) Nias language become a reason for Nias speakers to cause

Predicate Ket Subject some interference. The error occurs as a

“Aku tidak mau kesana” form of an impact which is brought by the

(Indonesian) speaker from mother tongue to second

Subject Predicate Ket language. In this case, the listener may be

“I don’t want to go there” know what the speaker meant but still the

(Meaning) sentence is not in a good formation

Nias speakers get used to invert the according to Indonesian rule. words in a sentence, it occurs when they Data 15 : are speaking in Indonesian. In the sentence “Tida bole kamu begitu” above, the speaker make the sentence by (Li Niha) Nias language using Nias pattern; predicate followed by Predicate Object Adverb subject then followed by keterangan “Kamu tidak boleh begitu”

(Predicate – ket – subject) as follow : (Indonesian)

“Tida mau kesana aku” Object Predicate

Meanwhile, the sentence above is not “Don’t be like that” accordance with Indonesian grammatical (Meaning) rule. The sentence should be subject To make a sentence in Li Niha should followed by predicate then followed by be predicate followed by object then keterangan (subject – predicate – ket) as followed adverb (predicate – object – follow : adverb) as follow :

“Aku tidak mau kesana” “Tida bole kamu begitu”

In the sentence above, we can see if the structure between the two languages (Li Predicate Object Adverb

63

Meanwhile, to make a sentence in the first language of the speaker influences

Indonesia should be object followed by their second language. Through the data predicate (object – predicate) as follow : that has been found by the writer, it proves

“Kamu tidak boleh begitu” that Nias speakers have got negative

impact or influence by their mother

Object Predicate tongue, Li Niha (Nias language). As the

The differences grammatical rule result, Nias speakers interfere Indonesian between Li Niha and Indonesian gives language. Some interferences of Nias some difficulties towards Nias speakers. speakers that have been found in

As the result of this difference, Nias Indonesian, are : speakers invert the word and make the 1. Phonological Interference ; Omission sentence ungrammatical according to of Final Consonant.

Indonesian grammatical structure. The 2. Syntactical Interference ; Redundancy sentence may be understandable towards and Grammatical Structure. the listener but still the sentence is not in a Based on the data and the analysis good formation. above, it proves that Nias’ first language

gives negative impact towards Indonesian.

5. Conclusion

As discussed previously, 6. References interference of language is one of the speak Abrego Martínez, et all. 2013. The Level Of Interference Of English error which is considered as the referring Learners’Mother Tongue with Their Learning Of Prepositions. El of damaging the system language. Salvador University. San Salvador.

Language interference is the effect of Apeli, Charity U. 2013. Journal of Language Phonological language learners on their production of Interference in the Spoken English Performance of the Izon Speaker in the language they are learning, means that

64

Nigeria: A Product of Systemic and Mackey, William F. 1970. Interference, Interlanguage Factors. Ethiopia. Integration, and the Synchronic Fallacy. International Center of Archvadze, Ekaterine. The Problems of Bilingualism. Laval University. First Language Interference in Canada. the Process of Teaching Second Languages. Journal. Tsereteli State Mahsun. 2007. Metode Penelitian Bahasa University. Georgia. : Tahapan, strategi, metode, dan tekhniknya. Jakarta : Raja Grafindo Brown, Pamela Leanne. 2001. A Grammar Persada. of Nias Selatan. Sidney University. Sidney. Martanti, Putri. 2011. Mother-Tongue Interference on Chambers J. K. 1995. Sociolinguistic Pronunciation of Senior Primary Theory; Linguistic Variation and School Pupils in Nigeria: its Social Significance. Toronto Implications for Pedagogy. Islam University. USA. Negeri University. Jakarta.

Ellis, Rod. 1997. The study of second Maros, Marlyna. 2007. Interference In language acquisition. Oxford: Learning English: Grammatical Oxford University Press. Errors In English Essay Writing Among Rural Malay Secondary Supriyanto, Ranto Asti.-. Grammatical School Students In Malaysia. Interference from English into Journal. University Kebangsaan Indonesian Language Made by Malaysia. Malaysia. English Native Speakers in Salatiga. STAIN. Salatiga Muhammad. 2011. Metode Penelitian

Kridalaksana, Harimurti. 1984. Kamus Bahasa. Jogjakarta: Ar – ruzz Media.

Linguistik. Jakarta : PT. Gramedia. Nazir, Moh. 2006. Metode Penelitian. Jakarta: Ghalia Indonesia. Krashen, S. D. 1981. Second Language Acquisition and Second Language Patrick, Judith Makse, Ph.D. Scholar, learning. Oxford : Pergamon. M.Ed. English Education, et all. 2013. Mother-Tongue Interference Luo, Jianping. 2014. A Study of Mother on English Language Tongue Interference in Pronunciation of Senior Primary Pronunciation of College English School Pupils in Nigeria: Learning in China. Guangdong Implications for Pedagogy. University: Petrochemical Nigeria. Technology. China. Radhika V. and Kala Mary Surya. 2013. Lott. 1983. Interference Language Interference of Mother Tongue in Transferí Interlingual Errors in Learning a Foreign Tongue. Spanish Students of English as a International electronic journal for Foreign Language. Spain: the teachers of English. Universidad de Santiago de Compostela. Ritchie Jane and Lewis Jane. 2003. Qualitative Research Practice. 65

SAGE Publication. London, Thousand Oaks, New Delhi. Semi, Atar. 1993. Metode Penelitian file:///C:/Users/Evi/Downloads/Do Sastra. Bandung : Angkasa cuments/qualitative-research- practice_a-guide-for-social- Sudaryanto. 1993. Metode dan Aneka science-students-and- Tehnik Analisis Bahasa researchers_jane-itchie-and-jane- (Pengantar Penelitian Wahana lewis-eds_20031.pdf, June 19th Kebudayaan secara Linguistik). 2016. Yogyakarta : Duta Wacana University Press. Sari, Dewi Permata. 2011. An Analysis Of Grammatical Interference In Suharsimi Arikunto. 2006. Prosedur Interview Session Of Puteri Penelitian: Suatu Pendekatan Indonesia 2009 On Miss Universe Praktik. Jakarta: PT Rineka Cipta Contest 2010. Journal. Islam Negeri University. Jakarta.

66