INDONESIAN JOURNAL OF APPLIED LINGUISTICS

Vol. 14 No. 1, May 2024, pp. 206-219

Available online at:

https://ejournal.upi.edu/index.php/IJAL/article/view/70394

https://doi.org/10.17509/ijal.v14i1.70394

The interlanguage of French learning Indonesian as a

foreign language
Mahriyuni1*, Isda Pramuniati2, and Dedi Rahmad Sitinjak3
1
Master's Program in Linguistics, Faculty of Cultural Science, Universitas Sumatera Utara, Jl. Dr. T. Mansur No.9,
Medan, North Sumatera, Indonesia
2
France Language Education Study Program, Faculty of Language and Arts, Universitas Negeri Medan, Jl. William
Iskandar Ps. V, Deli Serdang, North Sumatera, Indonesia
3
Malay Literature Study Program Faculty of Cultural Science, Universitas Sumatera Utara, Jl. Dr. T. Mansur No.9,
Medan, North Sumatera, Indonesia
ABSTRACT
A greater comprehension of the learning process and the difficulties encountered by non-native
learners is imperative given the increasing interest in learning Indonesian, especially among
non-native speakers. This study looks at the interlanguage of beginning French learners of
Indonesian as a Foreign Language. The main goal is to look at the several kinds of grammatical,
syntactic, and lexical errors that appear in their written sentences. This research attempts to
determine how learners' native language affects their learning of Indonesian by concentrating on
typical mistakes in prepositional usage, adverbial application, word/phrase organization,
vocabulary selection, and spelling/capitalization. The study employed a three-phase approach:
data collection, data analysis, and interpretation. Data were gathered from written texts
produced by beginner-level learners at the Indonesian Embassy in Paris, all of whom had
completed at least one semester of instruction. The analysis identified and categorized the
language inaccuracies, highlighting the frequency of errors and their correlation with the
learners’ interlanguage development. The findings reveal that lexical errors, particularly in
spelling, were the most frequent (35.84%), followed by syntactic errors in vocabulary selection
(30.18%) and word/phrase arrangement (13.83%). Grammatical errors related to preposition
(7.05%) and adverb (5.03%) usage were also significant. These errors are not isolated; rather,
they reflect the learners' attempts to internalize Indonesian while being influenced by their
native French linguistic structures. Examples such as the misuse of "di" for "ke" and "sudah" for
"sedang" underscore the challenges learners face in differentiating between Indonesian and
French grammar. This study concludes that these inaccuracies are indicative of the learners’
developing interlanguage, where their understanding of Indonesian rules is still evolving. The
insights gained underscore the importance of contrastive analysis, targeted feedback, and
adaptive teaching methods to help learners overcome these challenges. By addressing these
issues, educators can enhance the effectiveness of BIPA programs, fostering greater proficiency
in Indonesian among non-native speakers.

Keywords: Interlanguage; language inaccuracies; second language acquisition; Indonesian for

Speakers of Other Languages (ISOL)
First Received: Revised: Accepted:
11 December 2023 24 March 2024 15 May 2024
Final Proof Received: Published:
22 May 2024 31 May 2024
How to cite (in APA style):
Mahriyuni, M., Pramuniati, I., & Sitinjak, D. R. (2024). The interlanguage of French learning
Indonesian as a foreign language. Indonesian Journal of Applied Linguistics, 14(1), 206-
219. https://doi.org/10.17509/ijal.v14i1.70394

INTRODUCTION popularity of studying Indonesian overseas has risen

Languages like Mandarin, Spanish, and English are dramatically in recent years. With its diverse
frequently highlighted on the global stage. Recently, culture, wonderful scenery, and flourishing
other languages are also subtly gaining attention. economy, Indonesia is drawing more and more
The Indonesian language is one example. The attention from travelers looking to broaden their

*Corresponding Author
Email: [email protected]
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 Indonesian Journal of Applied Linguistics, 14(1), May 2024

language skills. Interest in learning Indonesian has teaching approach to ensure that the learning
increased from year to year, especially after process is effective and efficient (Isnaniah, 2020).
Indonesian was made one of the languages Interlanguage study provides a scientific basis for
recognized as an official language of UNESCO, improving curricula and teaching methods, thereby
alongside the official languages of the UN, in 2023. supporting this goal.
Practically, language learners, including In the context of foreign language learning,
Indonesian learners, must learn the principles of writing skills play a very crucial role. For learners of
grammar, syntax, and lexicons to communicate Indonesian for Speakers of Other Languages
thoughts accurately, both in written and spoken (ISOL), writing skills not only function as a means
(Fernández-Pérez & González-Pereira, 2023). Some of communication, but also as a medium to
recent studies focus on learning to write in a second crystallize their understanding of Indonesian
language (Bai & Wang, 2023; Rasool et al., 2023; grammar, syntax, and vocabulary (see Septiana et
Riazi et al., 2023). Writing is an important skill in al., 2021; Yulianeta & Amandangi, 2021). Writing
foreign language learning because it can help to skills allow learners to actively practice what they
identify and correct interlanguage errors. Learners have learned, identify errors, and improve their
can see how the structure of their native language language structures (Kormos, 2023). Therefore,
affects the foreign language and work to improve it writing is one effective way to map interlanguage
through regular writing practice (see Cheng & development during the foreign language learning
Zhang, 2021; Teng & Zhang, 2020). process (Kawecki, 2024).
The relationship between interlanguage and Interlanguage development in the context of
writing ability is very close and mutually influential Indonesian language learning shows that mistakes
(Muthia et al., 2021; Türnük & Aydin, 2020). made by learners are not just mistakes, but part of
Interlanguage is a temporary language system that the natural learning process (Lemaich & Utami,
develops when a second language (L2) learner tries 2022; Permadi et al., 2022). These mistakes often
to achieve proficiency in the target language (Wang reflect the influence of the learner's mother tongue,
& Fan 2020). On the other hand, writing ability as well as how they try to internalize the rules of the
reflects the extent to which the learner has new language that is still foreign.
internalized the rules and structures of the target Currently, there have been many interlanguage
language (Mavrou, 2020). studies on Indonesian students who are learning a
In the context of the increasing interest of foreign language, especially English (see Fatimah &
foreigners to learn Indonesian, studies on Masduqi, 2023; Gunawan & Rustipa, 2024;
interlanguage and target language inaccuracies are Rohimah, 2023). Indonesian students who study
becoming increasingly relevant. Current issues in other foreign languages, such as Japanese
interlanguage studies include the use of technology (Haristiani & Christinawati, 2024; Supriatnaningsih
in language error analysis and the use of AI-based et al., 2024) or French (Gumilar et al., 2021;
tools to provide personalized automated feedback Kawecki, 2022), have also been the subject of many
(Borrego, 2023; Zhai & Wibowo, 2023). This interlanguage studies. According to these studies,
technology allows for a more in-depth and efficient various social and cultural contexts often play a
analysis of error patterns made by Indonesian more significant role. For example, interaction with
language learners. In addition, research on the native speakers of a foreign language may be
impact of social and cultural factors on limited in Indonesia, compared to learners of ISOL
interlanguage development is also important. For abroad who have easier access to native speakers.
example, how multicultural backgrounds and This can affect the pace and manner in which
interactions with native Indonesian speakers affect learners resolve errors in their interlanguage.
language errors and the learning process (Willyarto In addition, Indonesian learners learning a
et al., 2021). foreign language often face challenges stemming
Furthermore, analysis of the interlanguage from the different structures of Indonesian
development of Indonesian language learners compared to the target language (Sorohiti et al.,
provides important insights into the changes and 2024). For example, Indonesian learners learning
stability of language errors over time (Putra & English may struggle with more complex English
Suhardijanto, 2023). This study focuses not only on grammar, including the use of tenses and articles,
language errors, but also on factors that influence which do not exist in Indonesian. This is in contrast
long-term development, such as motivation and to non-native speakers learning Indonesian, where
frequency of language use (Lemaich & Utami their difficulties may be more related to
2022). By understanding the dynamics of understanding simple but highly contextual sentence
interlanguage, teachers can develop learning structures (Syahri et al., 2024).
strategies that are more adaptive and responsive to In both cases, for learners of Indonesian as a
learners' needs (Ainun et al., 2024). The increasing foreign language and Indonesian learners learning a
interest in learning Indonesian by foreigners foreign language, responsive and evidence-based
demands a more sophisticated and evidence-based teaching strategies are essential (Alshuraiaan &

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Almefleh, 2023). By understanding the dynamics of writing context. The application of this
interlanguage and using appropriate technologies methodological approach ensured a comprehensive
and approaches, teachers can help learners and thorough exploration of the language challenges
overcome challenges in their learning process. What faced by learners, as well as contributing to a
is common in both contexts is the importance of broader understanding of effective language
timely and continuous feedback, which allows acquisition strategies.
learners to continually improve and develop their
language skills progressively (see Zhang & Mao, Data Collection
2023). The data for this study were collected from a
The complexity that arises in the development collection of writings in Indonesian produced by
of interlanguage, both in the context of Indonesian beginner-level ISOL learners in a once-taken
language learners for non-native speakers and writing test. The learners are all French native
Indonesian students learning a foreign language, speakers. The participants were selected based on
opens up the importance of a deeper understanding the criterion that the learners had completed at least
of how language errors reflect these stages of one semester of learning. This selection was done
development. This study focused on exploring deliberately to ensure that the participants had a
interlanguage grammatical and graphological errors basic level of exposure and proficiency in the
that French learners make when writing Indonesian. language. By collecting data from learners at this
To be precise, this study explores grammatical stage, this study aimed to identify early indicators of
areas such as prepositions, adverb, word/phrase various grammatical and lexical inaccuracies. It is
order, vocabulary selection, and spelling and expected that the insights gained from this data will
capitalization. By examining these areas, this study enable educators to emphasis on certain aspects in
aims to uncover the complexity and nuances of their learning process.
writing inaccuracies made by ISOL learners of the By focusing the study on learners who had
beginner level at the Indonesian Embassy in Paris. completed at least one semester, this study also
These inaccuracies reflect the development of attempted to capture the wide range of language
learners’ interlanguage, whereas the provisional inaccuracies that may emerge in the early stages of
language system they develop reflects their efforts language acquisition (Calderón & Plaza, 2021). This
to internalize the rules of the Indonesian language. approach to data collection provides a material for a
This analysis will provide valuable insights into the thorough exploration of the language challenges
writing challenges faced by learners in the early faced by learners. In the end, the insights gained
stages of learning Indonesian, as well as how their from this study are expected to make a contribution
interlanguage develops over time. With this to improving teaching strategies and curriculum
understanding, teaching methods can be improved development in ISOL education.
and more effective language learning strategies can This data collection was intended mainly to
be created, ultimately supporting learners in identify language inaccuracies at an early stage of
achieving higher language proficiency (Nasyahirah learning. In addition, it also provided important
& Febriyana, 2024). insights into the development of learners’
interlanguage. As a temporary language system that
develops as learners move towards full proficiency,
METHOD interlanguage is often characterized by errors that
This study employed three stages to investigate reflect the influence of the native language as well
language inaccuracies in the learners’ written as the internalization of the rules of the target
expressions. The initial stage involved careful language (Guo, 2022). By analyzing the writing of
collection of relevant data to capture an learners who have completed a semester of learning,
understanding of the language inaccuracies that are this study seeks to understand how their
common in ISOL learners’ writing. Subsequently, interlanguage emerges, and how these errors can be
the collected data underwent an analysis process in addressed through more adaptive and effective
the second stage, where various language teaching strategies (Shoatja, 2022). The results of
inaccuracies were identified, categorized, and this study are expected to provide guidance for
examined in depth. This analysis stage was based on instructors in designing teaching methods that
well-established linguistic principles and aimed to directly target the challenges faced by learners in the
uncover the complexity of inaccuracies that process of their interlanguage development.
encompass grammatical, syntactic, and lexical
aspects. Finally, the third stage was dedicated to Data Analysis
presenting the results of the data analysis. This stage This study applied data analysis by identifying
played a crucial role in synthesizing the research language inaccuracies that appeared in the learners'
findings, offering a coherent narrative that explains writing. After the inaccuracies were identified, the
the patterns, trends, and dominant forms of language next step was to classify the inaccuracies based on
inaccuracies observed among ISOL learners in the the relevant grammatical categories. These

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grammatical categories cover various aspects such where each step of the analysis is explained in detail
as grammar usage, syntax, and lexicon, each of to provide a clear picture of the process and results
which was analyzed to determine the extent to of the analysis.
which the errors occurred. This further analysis also aims to understand
After the classification was carried out, this how these inaccuracies reflect the development of
study also attempted to determine the seriousness or learners’ interlanguage. By classifying inaccuracies
dominance of the inaccuracies based on the by type and frequency, this study provides insight
frequency of the errors. This approach is based on into the stages in which learners’ interlanguage is
the principles put forward by Corder (as cited in located, and the likelihood that they will be able to
Astam et al., 2020) and Brown (as cited in Angguni, overcome these errors as their proficiency increases
2020), where the frequency of errors is an important (Satake, 2020). This approach aims to understand
indicator in assessing language mastery by learners. how interlanguage develops in the context of
The next step in this analysis is to provide an in- Indonesian language learning for non-native
depth explanation of the errors that have been speakers, and how remedial strategies can be
identified. This study not only focuses on the types applied to help learners improve their interlanguage
of errors, but also digs deeper to understand the towards more accurate language understanding and
causes of the errors, and offers methods to correct use.
errors in sentence construction or learners' writing.
With this approach, this study attempted to
provide a comprehensive picture of common error FINDINGS AND DISCUSSION
patterns and to offer practical solutions that teachers This section presents the results of the data analysis
can use to help learners improving their writing that has been carried out and relate it to previous
skills in the target language. The explanation of studies. The focus is directed at identifying the most
errors and how to correct them is based on the common error patterns and analyzing how these
theory put forward by Horwitz (2020), who errors reflect interlanguage development. The
emphasizes the importance of a deep understanding findings presented will be systematically described,
of the language learning process to improve the starting from the most frequent types of inaccuracies
quality of second language teaching and learning. to the less dominant ones. The discussion will then
explore the implications of these findings in the
Data Interpretation context of language learning, especially how more
After the data analysis results were obtained, this effective teaching strategies can be designed to help
study conducted further analysis to interpret the learners overcome the difficulties they face. By
data. Interpretation is expected to provide relating the results of this study to the concept of
clarification and descriptive explanations regarding interlanguage and existing literature.
the inaccuracies that have been identified. This
analysis not only explains the nature of the Learners’ Writing Inaccuracies
inaccuracies, but also investigates the underlying Table 1 shows the results of identifying language
causes and corrective steps that can be taken inaccuracies in certain types and subtypes. These
through a remedial strategy approach. findings confirm that French, as the participants'
Furthermore, all detected inaccuracy data are mother tongue, has a significant influence on the
classified based on the type of inaccuracy. For learners' production of Indonesian. In constructing
example, inaccuracies related to the verb aspect, the the target language, learners tend to incorporate
use of prepositions, and the choice of the right structures from their mother tongue into their
words are categorized separately. After this thinking process. At first glance, the character of
categorization is done, the inaccuracies are this finding is similar to the findings of Alkhudiry
organized based on their frequency of occurrence, and Al-Ahdal (2020) in English language learning
so that it can be seen which inaccuracies occur most for Saudi learners and Addo-Kuffour (2020) for
often. In general, the stages in this inaccuracy Ghanaian learners.
analysis can be observed in measurable sections,

Table 1
Categories and Subcategories of Language Inaccuracies
No. Category Subcategory Percentage
1. Grammatical (Syntax) Use of prepositions 7.05%
Use of adverbs 5.03%
2. Syntactic Use of pronouns 4.40%
Use of sentence subjects 3.14%
Word/phrase arrangement 13.83%
Vocabulary selection 30.18%
3. Lexical Spelling (Orthography/Writing) 35.84%

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In the Grammatical category, the largest accordance with Indonesian grammar (Lemaich &
inaccuracy was found in the use of prepositions, Utami, 2022).
which accounted for 7.05% of the total errors, The last category, Lexical, shows that errors
followed by errors in the use of adverbs with a are only in the aspects of spelling (orthography) and
percentage of 5.03%. This category shows that writing, with a percentage of 35.84%. This is
learners still have difficulty in understanding and evidence that correct writing, especially in terms of
applying basic grammar rules in Indonesian. As a spelling and capitalization, is an area where learners
comparison, Similar findings were also confirmed in often experience difficulties. Errors in this category
Subandiyah et al. (2020). not only reflect a lack of understanding of the rules
Furthermore, the Syntactic category includes of writing in Indonesian, but also indicate the
several more subcategories, where the largest error influence of the learner's mother tongue in the
was found in the selection of vocabulary (diction), process of learning Indonesian (Sholah, 2021).
with a fairly significant percentage of 30.18%. This
indicates that choosing the right words is still a Grammatical Inaccuracies
major challenge for learners in constructing correct Grammatical inaccuracies are grouped into errors
sentences. In addition, errors in the arrangement of related to the use of adverbs, prepositions, and
words or phrases reached 13.83%, while the use of adjectives.
pronouns and sentence subjects contributed 4.40%
and 3.14% of the total errors, respectively. These Use of Adverbs Inaccuracies
data indicate that learners often have difficulty in In the use of adverbs, the ISOL learners performed
constructing sentence elements correctly and in errors in choosing adverbs to complete sentences.

Example 1:
Ini sudah jam sembilan malam, tetapi kami sudah makan.
it have/has o'clock nine night, but we have eat.
It's nine o'clock at night, but we have eaten.

In the example 1, the error lies in the use of the Interlanguage at this stage reflects that learners
adverb "sudah" instead of "belum." The word may have a basic understanding of the use of
"sudah" indicates that the action of eating is adverbs in Indonesian but have not yet fully
finished, which in the context of this sentence is internalized when and how they are used
inappropriate because the desired sentence should contextually. This is an indication that learners still
indicate that they have not eaten. This error reflects applied the rules of their mother tongue when trying
the influence of the mother tongue (probably to form sentences in the target language (Kumaran
French) where the use of words indicating time or & Krish, 2021).
completion of an action may differ in nuance and
rules (Karlander & Salö, 2023).

Example 2:
Adikku sedang belajar bahasa
my younger sibling are/currently study language
Prancis di Sorbonne tahun depan.
French at Sorbonne year next.
My younger sibling is currently studying French at Sorbonne next year.

The error in example 2 occurs because the may experience confusion in applying the correct
adverb "sedang" indicates a current action, when in concept of time.
fact the action should occur in the future. The At this stage, the error is an indication of the
correct usage is "akan," which is more appropriate process of internalizing new language rules, which
for indicating a future action. This error can be are often influenced by mother tongue transfer (see
caused by the influence of the mother tongue where Chu & Lou, 2022 as a comparison in another
the structure or use of words indicating time can be context). Learners who still rely on the structure of
different. their mother tongue in using adverbs in Indonesian
From an interlanguage perspective, learners indicate that they have not fully mastered the
may be at a stage where they are trying to connect nuances of adverb use in the target language. This is
the concept of time in the target language with what typical of interlanguage, where learners create
they know from their mother tongue. However, temporary rules that they believe will work in the
because tenses in Indonesian are not as complex as target language, but often still contain elements
in languages such as English or French, learners from their mother tongue (Vâlcea, 2020).

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Use of Prepositions of prepositions and errors in selecting the correct

Inaccuracies in preposition usage found in preposition. Here are some examples of inaccurate
participants’ writing test results included omission preposition usage.

Example 3:
Tidak, kereta Gajayana berangkat Gambir jam 7 kurang 20 menit.
no, train Gajayana depart Gambir at 7 less 20 minutes.
No, the Gajayana train departs Gambir at 6:40.

This error occurs because of the omission of vocabulary selection (diction). These inaccuracies
the preposition "dari" which should be before the not only indicate learners’ lack of understanding of
place name "Gambir". This omission may be due to Indonesian syntactic rules, but also reflect the
the influence of the learner's mother tongue, where influence of their mother tongue in their
in some languages such as English, prepositions interlanguage development process.
such as "from" may not always be needed or used in There are at least three major categories of
the same pattern as in Indonesian. In the context of inaccuracies made by learners: grammatical,
interlanguage, this indicates that learners are still syntactic, and lexical. Lexical inaccuracy is the most
applying the rules of their mother tongue, which dominant with findings of 35.84%. Interestingly, in
leads to errors in sentence construction in the target this lexical category, learners only make one type of
language. error, namely in spelling.
The correct use of the preposition "dari" in
Indonesian is important to indicate the origin or Use of Pronouns
starting point of a journey or movement. When Inaccuracies in pronoun usage found in respondents’
learners do not use this preposition, the meaning in test results included errors in placing pronouns
the sentence becomes incomplete or inappropriate. correctly and adding pronouns when they were not
This indicates that learners are still at an early stage needed. Here are some examples of pronoun usage
in understanding the role of prepositions in inaccuracies observed in test results.
Indonesian, which is a common characteristic in
interlanguage development. Example 5:
Berapa harganya tiket.
Example 4: How (the) price (of) the ticket.
How much is the price of the ticket?
Mau pergi di konser?
want go at concert?
(Do you) Want to go to the concert? Example 6:
Berapa lama perjalanannya kereta GAJAYANA?
how long The journey+possesive train GAJAYANA?
In this example, the error occurs due to the use How long is the Gajayana train's journey?
of the preposition "di" instead of "ke". The correct
form is “Mau pergi ke konser?”. The preposition These errors in example 5 and 6 occurs
"di" is usually used to indicate a location or place because the learner does not use the possessive
that already exists, while "ke" is used to indicate a pronoun "nya" correctly. In Indonesian, "nya" is
direction or destination. This error may be caused by used to indicate ownership, but in this sentence, the
a lack of understanding regarding the use of learner fails to add the pronoun. This may be due to
prepositions in the context of moving towards a negative transfer from the mother tongue, where the
place. concept of ownership is expressed in a different
From an interlanguage perspective, learners way.
may experience confusion due to differences in the This error indicates that the learner is still
use of prepositions between Indonesian and their struggling to understand the use of pronouns in
mother tongue (Pratiwi et al., 2020). In French, for Indonesian, especially in the context of ownership.
example, prepositions for location and direction can They may try to apply more familiar rules from their
be used in different contexts, resulting in this error. mother tongue, which in this case do not match the
This error indicates that learners have not fully structure of Indonesian. This indicates that their
internalized the rules for using prepositions in interlanguage is still developing and requires more
Indonesian, and are still relying on the more familiar exposure and practice in the correct use of pronouns
rules from their mother tongue. (Guo, 2022).

Syntactical Inaccuracies Use of sentence subjects

Syntactic inaccuracies found in diagnostic tests of Inaccuracies in the use of sentence subjects found in
ISOL learners in Paris reveal the unique challenges the respondents' test results include errors in
they face in understanding and using Indonesian selecting the correct subject for sentence
sentence structures. These errors include pronoun construction. Here are some examples of inaccurate
usage, subject selection, word or phrase order, and subject usage in test results.

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Example 7: The error in the example 8 occurs due to the

Saya bisa membeli tiket itu untuk kami. excessive use of the pronoun “saya”. In proper
I can buy ticket that for us. Indonesian, when someone asks another person if
I can buy that ticket for us. they want to go out together, the first-person
pronoun “saya” should be used as the second subject
The error in choosing the subject "kami" in the question. The use of the same pronoun for the
instead of "kita" as shown in the example 7 indicates second person (you), which should be “kamu” in
confusion in the use of two words that are often two different positions in this sentence creates the
confusing for Indonesian language learners. "Kami" impression that someone is talking to themselves,
is used to indicate "we" which does not include the which is clearly a syntactic error.
person being spoken to, while "kita" includes the From an interlanguage perspective, this error
person being spoken to. This error reflects that indicates that learners may experience confusion
learners have not fully understood the contextual between the rules of pronoun usage in their native
differences between these two words. language and the target language. In some
In the concept of interlanguage, this error languages, there may be flexibility or differences in
reflects that learners are still at a stage where they pronoun usage that are not as strict as in Indonesian.
apply the rules of their mother tongue which may Therefore, learners may transfer these habits into
not have similar semantic differences between the Indonesian, leading to errors in choosing the right
two types of pronouns. This error indicates the need pronoun.
for more specific practice in the use of pronouns in This error indicates that learners are still at a
Indonesian, which can help them narrow the gap stage where they have not fully mastered the
between their mother tongue and the target distinction between subjects and objects in
language. sentences involving interactions between two
individuals. This is an indication that their
Example 8:
Saya mengajak saya ke konser.
interlanguage is still developing, and they need
I invite I to concert. more practice and guidance in using pronouns
I invite myself to the concert. correctly in various contexts.

Example 9:
Dia mulai jam satu siang sampai jam enam malam.
he/she start clock one afternoon until clock six night.
He/She starts at one in the afternoon until six at night.

These errors in the example 9 reflect learners’ Word/phrase arrangement

difficulties in using the correct subject and in Inaccuracies in this subcategory include errors in
forming the correct sentence structure. The use of arranging words in the correct order and incomplete
the subject “dia” in this sentence is inappropriate sentence structure.
because what is actually meant is an event (concert),
not a person. In addition, the error in using the time Example 10:
adverb “sampai jam enam malam” instead of Harga tiket kereta Bima berapa?
“hingga jam enam sore” shows a lack of price ticket train Bima how much?
understanding of the nuances of time in Indonesian. How much is the price of the Bima train ticket?
In an interlanguage context, these errors may
occur due to the influence of the mother tongue, The error in the example 10 lies in the word
where sentence structures may be more flexible or order in the interrogative sentence. In Indonesian,
have different rules regarding the use of subjects in the correct word order for asking the price of a train
the context of time and events. Learners may also ticket is to place the question word "berapa" at the
not fully understand that in Indonesian, non-human beginning of the sentence. However, in the incorrect
subjects (such as acara) must be treated differently sentence, the word "berapa" is placed at the end of
in sentence structure. the sentence, following a more common structure in
These errors highlight the challenges that English or another language used by the learner.
learners face in understanding Indonesian This error indicates a direct transfer from the mother
conventions that are different from their mother tongue to the target language, where the learner uses
tongue. They may still be in the process of the syntactic patterns they are familiar with to form
internalizing the rules of Indonesian, resulting in sentences in Indonesian.
errors in subject selection and sentence construction. This error indicates that the learner is at a stage
This is an indication that learners are still in the where they have not fully internalized the syntactic
interlanguage stage where they use limited rules of Indonesian, especially in terms of question
knowledge to try to produce correct sentences, but formation. They may still rely on the rules of their
are often still influenced by the logic of their mother mother tongue, which leads to errors in word order.
tongue. In the process of interlanguage development, errors

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such as these are part of the learner's journey does not yet understand the difference in function
towards higher proficiency in the target language. between "apa" and "banyak" in the context of an
With increased exposure and practice, learners will interlanguage sentence.
hopefully begin to correct these errors by adjusting In an interlanguage context, this error can be
their sentence structure to conform to Indonesian caused by several factors. One of them is negative
conventions. transfer from the mother tongue, where learners may
be accustomed to using general question words that
Example 11: are equivalent to "apa" in various situations,
Bukan dia direktur bank. including to ask about time or date. For example, in
no he/she director bank. English, the question word "what" is often used to
She is not a bank director. ask about the date or day, as in the sentence "What
date is it today?" Learners who are accustomed to
The error in this example relates to the use of this structure may tend to use "apa" in Indonesian to
the negation word "bukan" in the sentence structure. ask about the date, resulting in an error.
In Indonesian, "bukan" is used to deny information
related to the subject, but it should be placed after Example 13:
the subject in the sentence. In the incorrect sentence, Mereka pindah ke Amerika, tidak Ukraina.
"bukan" is placed at the beginning, which results in they move to America, not Ukraine.
the sentence being syntactically and semantically They moved to America, not Ukraine.
incorrect.
This error could be due to the influence of the The error in this example lies in the use of the
mother tongue, where the structure of negative negation word "tidak" instead of "bukan." In
sentences may be different. In some languages, the Indonesian, "tidak" is used to negate verbs or
negation word can be placed at the beginning of the adjectives, while "bukan" is used to negate nouns or
sentence to emphasize the denial. Learners who are noun phrases. In a correct sentence, the word
still at the interlanguage stage may apply patterns "bukan" should be used to negate "Ukraine," which
that they are familiar with from their mother tongue, is a noun. The use of "tidak" in this context is
which leads to this error. The learner's interlanguage incorrect because "tidak" is supposed to be used to
in this case reflects their attempt to adapt to the rules negate something descriptive, such as a verb or
of Indonesian, but with patterns that are still adjective, not a noun.
influenced by their mother tongue. This error indicates that the learner may not
Errors like this indicate that learners have not fully understand the difference between "tidak" and
fully mastered the use of negation in Indonesian. "bukan." This is an area where the influence of the
They may understand the meaning of the word mother tongue can be very strong, especially if in
"bukan," but do not yet fully understand how and their mother tongue there is no similar distinction
where it should be placed in a sentence. This between negation for nouns and verbs. For example,
process of interlanguage development is important in English, the word "not" is used uniformly to
for teachers to pay attention to, because these errors negate various types of words, be they verbs,
can be used as a focus for more in-depth teaching of adjectives, or nouns. Learners who are used to this
negative sentence structure in Indonesian. kind of system may have difficulty distinguishing
between "tidak" and "bukan" in Indonesian,
Vocabulary selection resulting in errors such as those seen above.
Inaccuracies in this subcategory are errors in
choosing the right vocabulary to use in writing Lexical Inaccuracies (Spelling/Orthography)
sentences. Inaccuracies in vocabulary selection are Lexical inaccuracies are grouped into two
quite dominant errors in the results of the subcategories: spelling inaccuracies
respondents' diagnostic tests. (Orthography/Writing) which include errors in
capitalization and punctuation. Inaccuracies in this
Example 12: subcategory include failure to write according to the
Tanggal apa pesawatnya berangkat? improved spelling rules in Indonesian as well as
date what plane depart? errors in writing details such as dates and street
What date does the plane depart? names, and inaccuracies in using capital letters.
Inaccuracies in this subcategory are the most
The error in this example occurs because the common errors found in learner diagnostic test
question word "apa" is used instead of "banyak" to results.
ask about the date. In Indonesian, the question word
"apa" is usually used to ask about objects, events, or Example 13:
general information that is not quantitative. Lima ratus ribu roupiah.
Meanwhile, the question word "berapa" is used to five hundred thousand roupiah.
ask about the amount, size, or quantitative value, Five hundred thousand rupiah.
including dates. This error shows that the learner

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 Indonesian Journal of Applied Linguistics, 14(1), May 2024

The error in example 13 lies in the spelling of The first error lies in the word order in the
the word "rupiah," which in this case is misspelled sentence. In Indonesian, the correct word order for
as "roupiah." This spelling error can occur for this sentence is "Saya suka penyanyi itu," where the
several reasons, one of which is the influence of the noun "penyanyi" is followed by the demonstrative
mother tongue or another language that the learner word "itu." In the incorrect version, the
has mastered. In many languages, the letters "u" and demonstrative word "itu" is placed before the noun
"o" are often pronounced differently or may be "penyani," which is a direct influence of the French
influenced by different spelling patterns, which can structure, where the demonstrative word ("that") is
cause confusion in writing certain words in placed before the noun ("singer"). This is an
Indonesian. example of negative transfer, where learners apply
In addition, the letters "r" and "p" in "rupiah" syntactic rules from their mother tongue to the target
may be considered by learners as part of a more language.
complex spelling pattern, as is often found in The second error is the misspelling of
foreign languages. The word "roupiah" with the "penyani," which should be written as "penyanyi."
addition of the letter "o" at the beginning may This error may occur due to several factors,
reflect the influence of languages such as French or including the influence of the mother tongue, where
English, where complex and not always phonetic the combination of letters used may be different, or
word spellings are common. For example, in a phonetic error, where learners write the word
French, words such as "groupe" or "route" use letter according to how they hear it, rather than based on
combinations that may look similar to "roupiah," the correct spelling rules in Indonesian.
even though they are pronounced differently. This error indicates that learners have not fully
This error may also indicate that learners are internalized the spelling rules in Indonesian,
not yet fully familiar with vocabulary specific to especially for words that may sound similar or have
Indonesian, especially words that are unique and not different pronunciations than in their mother tongue.
often found in other languages. This indicates that Mistakes like these are common examples of the
learners may try to use their knowledge of spelling challenges learners face in mastering a new
patterns from other languages when they are unsure language, especially when the words in question do
about the correct spelling in Indonesian. not have direct or similar equivalents in their native
language.
Example 14:
Tanggal Sabtu, 1 Oktober 2016. The Interlanguage of French Learners
date Saturday, 1 October 2016. The concept of interlanguage plays a crucial role in
Saturday, 1 October 2016. understanding the linguistic development of French
learners of Indonesian as a Foreign Language.
This error occurs because the learner makes a Interlanguage, as the transitional linguistic system
mistake in arranging the elements of time in one that learners create as they move from their native
correct phrase. In Indonesian, when writing a date language (L1) to the target language (L2), is
accompanied by a day, the correct order is to characterized by the influence of the learner's
mention "Hari" first, then "tanggal." In the incorrect mother tongue, the internalization of rules from the
sentence, the learner places the word "tanggal" target language, and the errors that emerge as a
before "Sabtu," which is grammatically result of these influences (Kusumawardani &
inappropriate in the structure of the Indonesian Adnyani, 2020; Shiddiq & Oktaviani, 2022; Wang
language. & Fan, 2020). The examples and data from the
This error may arise due to the influence of the previous sections provide valuable insights into how
learner's mother tongue or other languages. In some interlanguage manifests in the written productions
languages, such as English, the order of mentioning of French learners studying Indonesian.
days and dates may be more flexible or even follow One of the key aspects of interlanguage
a different pattern. For example, in English, the observed among these learners is the transfer of
structure "Saturday, October 1, 2016" is the correct syntactic and lexical patterns from French to
form, which may lead the learner to apply a similar Indonesian. For instance, in the error “Saya suka itu
pattern in Indonesian. The use of the word "tanggal" penyani” ("I like that singer"), the incorrect word
placed before "Sabtu" indicates that the learner may order and misspelling reflect the learner's reliance
not have fully understood or internalized the on French syntactic rules and phonological patterns.
convention of writing dates and days in Indonesian. In French, demonstrative adjectives like "that"
typically precede the noun, leading the learner to
Example 15: structure the Indonesian sentence similarly. This
Saya suka itu penyani. negative transfer results in a sentence that, while
I like that singer.
I like that singer.
comprehensible, does not align with the
grammatical norms of Indonesian.

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 Indonesian Journal of Applied Linguistics, 14(1), May 2024

Additionally, the misspelling of "penyanyi" as Possible Development of Teaching Methods

"penyani" highlights another dimension of Based on the analysis of interlanguage and the
interlanguage—phonological transfer. The learner linguistic challenges faced by French learners of
may have spelled the word based on how they Indonesian, several potential strategies for
phonetically perceive it, influenced by French improving teaching methods can be identified.
pronunciation rules where certain sounds may be These strategies aim to address the specific errors
softer or less distinct. Such errors indicate that while and inaccuracies highlighted in the learners' writing
the learner is attempting to apply the rules of the and are designed to facilitate a more effective
target language, their interlanguage still contains language acquisition process.
significant elements from their native language, One key area that requires attention is the
leading to inaccuracies in both syntax and teaching of Indonesian syntax and grammar,
orthography. particularly the use of prepositions, pronouns, and
Furthermore, errors in prepositional usage, as sentence structure. As seen in the examples such as
seen in examples like "Mau pergi di konser?" the misuse of "di" instead of "ke" and "tidak"
("Want to go at the concert?") instead of "Mau pergi instead of "bukan," learners often transfer syntactic
ke konser?" ("Want to go to the concert?"), also rules from French into Indonesian, leading to errors.
illustrate how interlanguage is shaped by the To mitigate this, teaching methods should
learner's familiarity with the prepositional patterns emphasize contrastive analysis between French and
in their mother tongue (Marcellus & Chiedozie, Indonesian, helping learners to distinguish the
2022; Omari et al., 2023). French learners might be differences and correctly apply Indonesian grammar
influenced by the prepositions in their language, rules. Exercises that focus on the correct usage of
where the use of "à" (at/to) could lead them to prepositions and negation in various contexts can be
incorrectly select "di" in Indonesian contexts where particularly beneficial (Bychkovska, 2021).
"ke" (to) is appropriate. Additionally, the prominence of lexical errors,
Another significant aspect of interlanguage is especially in spelling and vocabulary selection,
the learners' difficulty in mastering Indonesian’s indicates a need for more targeted instruction in
negation structures, as observed in "Mereka pindah Indonesian orthography and diction. The
ke Amerika, tidak Ukraina" ("They moved to misspelling of words like "penyani" instead of
America, not Ukraine") instead of "Mereka pindah "penyanyi" suggests that learners might benefit from
ke Amerika, bukan Ukraina." This error reveals a phonetic training that aligns with Indonesian
misunderstanding of the functional distinctions pronunciation norms. Moreover, incorporating
between "tidak" and "bukan." In French, a single spelling drills and vocabulary-building activities that
form of negation is often used, which might lead to emphasize correct word order and usage will help
overgeneralization when learners encounter the learners internalize the correct forms and reduce
more nuanced negation rules in Indonesian. reliance on incorrect structures derived from their
The interlanguage of French learners is also native language (Szostak, 2023).
evident in how they approach the use of possessive The development of remedial strategies
pronouns and sentence subjects, as seen in the errors tailored to common interlanguage errors is also
involving the omission or incorrect placement of essential. For example, the errors in word order seen
"nya" and the use of "kami" versus "kita." These in sentences like "Harga tiket kereta Bima berapa?"
errors reflect the learners' ongoing struggle to ("How much is the price of the Bima train ticket?")
internalize the nuances of Indonesian grammar, highlight the need for exercises that reinforce the
which differ significantly from those in French. correct structure of Indonesian interrogative
Overall, the interlanguage of French learners sentences. Teachers can design activities that require
of Indonesian is marked by a complex interplay of learners to reconstruct sentences from jumbled
transfer from French, the gradual acquisition of words or to translate sentences from French to
Indonesian rules, and the frequent occurrence of Indonesian with a focus on maintaining the correct
errors that signal where the learners are in their word order (Levshina et al., 2023).
linguistic development. These errors are not merely Incorporating technology into the teaching
indicative of language deficits but are part of the process can further enhance the effectiveness of
natural process of learning, where the learners’ these strategies. AI-based language learning tools
interlanguage system evolves over time, moving can provide personalized feedback on writing
closer to the target language with increased assignments, identifying common interlanguage
exposure and practice. Understanding these errors and offering instant corrections. Such tools
interlanguage phenomena is crucial for developing can also track learners' progress over time, helping
effective teaching strategies (Liddicoat, 2020; educators to adjust their teaching methods according
Wang, 2023), which address the specific needs of to the specific needs of their students (Tetzlaff et al.,
French learners and support them in overcoming the 2021).
challenges they face in acquiring Indonesian. Lastly, creating a more immersive learning
environment where learners are exposed to

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 Indonesian Journal of Applied Linguistics, 14(1), May 2024

Indonesian in various contexts can accelerate their useful framework for comprehending the difficulties
language acquisition. This can include interactive associated with interlanguage development while
activities such as role-playing, group discussions, learning Indonesian as a foreign language.
and cultural immersion experiences that encourage
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