Ardiyawati, Dewi (2017) Mother Tongue Interference into English Speaking in Daily Communication At “Darul Istiqomah” Islamic Boarding School for Girls Barabai. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

Dewi Ardiyawati, 2017. Mother Tongue Interference into English Speaking in Daily Communication At “Darul Istiqomah” Islamic Boarding School for Girls Barabai. Thesis English Education Department, Faculty of Tarbiyah and Teachers Training. Advisors : Dr. Saifudin Ahmad Husin, M.A & Nur Alfa Rahmah, M.Pd Keywords : Interference, Mother Tongue, English Speaking. The research described of Mother Tongue interference into English speaking in daily communication at “Darul Istiqomah” Islamic Boarding School for Girls, Barabai. The statements of the problem in this research are: what interferences made by the Tenth Graders at “Darul Istiqomah” Islamic Boarding School For Girls Barabai in mother tongue form of interference in the use of speaking as their daily communication are and what factors that influence the interference that occur in students’ speaking are. In this research, the researcher took 35 out of 95 of students at “Darul Istiqomah” Islamic Boarding School for Girls, Barabai as the object. The students had already studied in the boarding school since class one Junior High School and always use English for Three years in their daily communication. To collect the data, the researcher applied some techniques such as observation, recording, documentary, and interview. Furthermore, the data that have been collected will be processed through reducing, display and conclusion drawing. Finally, the data will be analyzed descriptively and concluded inductively. The findings explained seven components in morphological interference. They are: (1) a used for an before vowels, (2) an used for a, omission of ‘s, (3) failure to attach –s, (4) regularization by adding –ed, (5) adjective/adverb incorrect, and the last, (6) similar in meaning. In addition, in syntactical area, there are twenty seven components. They are: (1) omission of the article, (2) use of possessive with the article, (3) use of wrong possessive, (4) simple verb used instead –ing, (5) substitution of singular for plurals, (6) omission of subject pronoun, (7) misuse of preposition, (8) omission of main verb, (9) omission of to be, (10) wrong form of to be, (11) omission of be in progressive tense, (12) substitution of the progressive for the simple past, (13) substitution of the progressive for the future, (14) replacement of –ing by the simple verb form, (15) misformation of simple and progressive aspect, (16) disagreement of subject and tenses, (17) omission of to in identical subject construction, (18) attachment of the past marker to the dependent verb, (19) word order, (20) adjectival modifiers placed after noun, (21) formation of no or not without the auxiliary do, (22) omission of auxiliary, (23) use of wrong auxiliary, (24) regularization by adding –ly, (25) substitution of the simple present for the perfect tense, (26) the use of verb 1 instead of verb 3 in passive voice, and (27) the use of verb ing instead of verb 3 in passive voice. In this research, the researcher also found two factors that influence the interference that occur in students’ speaking. They are lack of second language vocabulary knowledge and lack of knowledge about the difference of language system between mother tongue and second language.

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