Interlanguage performed by the students of English Literature Study Program at Universitas Kristen Indonesia

Devi Melisa Saragi


Interlanguage is often heavinterlanguagey influenced by the first language (L1) and it is inevitable in the process of second language learning. This process may make it seem perfectly logical to the learner, although it is incorrect. It is important for teachers to understand this and also to see it as a series of learning steps. This paper aims at finding the interlanguage performances made by the English Literary students at Universitas Kristen Indonesia and the causes of interlanguage itself. The method applied in this research is a qualitative–descriptive method whose data are the first-year English Literary students’ argumentative writings. All data were identified in order to obtain language development in relation to grammar acquisition conducted by the students. The first result shows that the interlanguage performance consists of grammar aspects namely tenses, singular and plural, relative pronoun, collocation, passive voice, preposition, article, gerund, modality, agreement, and native language transfer. The second one shows overgeneralization, oversimplification and native transfer were the causes of interlanguage.


argumentative writing, overgeneralization, interlanguage

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Proceedings of International Conference on English Language Teaching (INACELT) is published by Institut Agama Islam Negeri (IAIN) Palangka Raya Indonesia in collaboration with Journal on English as a Foreign Language.

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