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MOTHER-TONGUE INTERFERENCE IN LEARNING 
ENGLISH IN ENGLISH MEETING CLUB 

 

Rahayu1, Nurfajriah Basri2 

Sawerigading University of Makassar1,2 

 
*rahayumahsyar.unsa@gmail.com 

 

ABSTRACT 

Interference is a phenomenon that occurs in a society when learning a new language and 
bilingualism is one of the causes why interference is. Interference occurs mostly because 
the speakers who have more than one language used to interact with one another. This 
study aimed to describe the kind of interference errors made by learners of English in 
English Meeting of disorders caused by the mother tongue. This study used qualitative 
method which total subject was taken from participants of English Meeting consists of 10 
learners that was taken by random sampling.  Instrument of data collection used audio 
recording which was converted into transcription. The results showed that interference 
errors committed by English language learners' is generally influenced to phonetic refers to 
speech sounds, lexical interference to the level of words and grammar disorder refers to 
the rules of grammar in language. This is due to the fact that the speaker Indonesia 
experienced a huge obstacle when trying to use English as the target language as first 
language learners have mastered. The source of the difficulties is based on the level 
difference between the Indonesian system and the English system 

Keywords:  English Meeting Club, Error Analysis, Mother-Tongue Interference 

 
INTRODUCTION 

Learning a second language is not easy to be mastered because there will be many 
errors that occur both in terms of spelling, pronunciation, vocabulary and grammar.  
However, it is entirely due to the difference between the learner's mother tongue and the 
language he is learning. Speaker or writer who failed in transferring the items or structures 
that are different in both of language is referred to as negative transfer or interference. 
According to Zaim (2002) said that interferences happens because the learner makes the 
similarity between the sentence in English as target language and the sentence in 
Indonesian as mother tongue that he has mastered.  

Kesmez (2014) conducted an analysis of the l1 interference errors of Turkish 
University Learners in their written productions. He concluded that these errors stemming 
from Turkish were initially categorized into four major categories; morphological, lexical, 
syntactic and orthographic and then those mentioned major categories were also divided 

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into sub-categories. According to the results, the lexical category-including word for word 
translation errors, wrong use of uncountable nouns and verb errors- constitutes the largest 
group among the interference errors in the writing productions of learners. The other 
interference errors were located in syntactic, morphological, and orthographic categories 
respectively. 

Bada (2001) stated that native language influence on the production of English 
sounds by Japanese learners. From result his research he concluded that some sounds were 
found to pose some difficulty of production, and that the difficulty is attributable to NL, 
others were produced with much less difficulty due to the already-present NL system of 
phonology. Other non-interlingual learning strategies were also observed to be employed 
by the learners in producing English sounds. 

Baloch (2013) conducted his research that L1 (Arabic) interference in learning L2 
(English): an analysis of English spelling used by Arabic speakers at undergraduate level. 
After the careful analysis it can be concluded that the replacement of ‘b’ with ‘p’ and vice 
versa happens because of the mother tongue interference. Learners do not find ‘p’ in their 
mother tongue and they try to change it with the nearest letter in pronunciation in their 
mother tongue. As far omission and addition of ‘e’ is concerned, it happens because we do 
not find rules for ‘e’ in English spellings if it is places in the final position of a word. 

Based on the observations, the researchers found that many English learners who use 
English in this case speaking, they have difficulty in switching their first language to a 
second language in addition the types of mistakes made by English learners were variously 
from phonetic, lexical or grammatical , voice and accent by novice learners.  

So based on the problem statement above, the researcher formulate the research 
question as follows : “What type and cause of interference errors that are made by English 
learners in English meeting?. Objective of this research is to find out what type and cause of 
interference errors are made by English learners in English Meeting caused by mother-
tongue interference so that it can help english learners solve their problem in learning 
English speasially in speaking skill.  

 
METHODS  

This research is qualitative research. This qualitative research took a place in English 
Meeting (Roterdam Makassar) since the source of data was discussion activity in natural 
setting by using recording technique to analyze the efficiency data.  Recording was used to 
know what type of intereference errors and interview to know what cause of interference 
error.  

Time and Location of the Research  
The location of the research was conducted at Rotterdam  (English Meeting Club) and 

The time of  research started from Desember 2020 until February 2021. 
  

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Data Source  
The  subjects  in  this  study  are  all  of  English  learners  in  english club but  the 

researcher focused  on 10 participants who were chosen based randaomly. Object of 
research in this study is the performance of english learners at Rotterdam English Meeting.  

The Technique of Data Collection 
Observation 

The researcher conducted an observation to know whether English learners did 
interference errors in speaking english. The observation was to obtain data by simply 
watching the participants. It means that  the researcher only watched the situation in the 
English meeting while doing recording in group discussion. The researcher observed the 
learning process but he did not interact or participate in the classroom.The emphasis 
during observation was on understanding the natural environment as lived by participants 
without altering or manipulating it.  
Techniques for collecting data through observation are: 
• The researcher wrote descriptions 
 The researcher makes written descriptions of the design data that want to find out. 
• Voice recording 

To make clear and validity the data of the research, allows the researcher to make a voice 

recording record. It makes it easy for the researcher to analyze the type of interference 
errors of English learners.  

Interview 

The researcher did the interview to English learners. It was given to know the cause 
interference errors by English learners. The open ended questions were designed to permit 
the respondents to feel completely free to express their answers as they wished, as detailed 
and complex, as long or as short as they felt are appropriate. These questions were 
intended to evoke fuller and richer responses and probe deeper. This way, unanticipated 
findings could be discovered. In this study used 10 questions to get the maximal result.  

The Technique of Data Analysis 

In this research, the researcher will analyze the data that has been obtained from 
the research site using analytical methods to study the results of the research. Includes 
what type of interference errors used by the teaching learners. After that, researchers will  
summarize the results of research into a conclusion. From that conclusion, the researcher 
will find out what the results of his research. 

RESULTS 

This part presents the findings of the research and the discussion of the research 
findings. The findings of the research cover the description of mother tongue interference 
in learning English in English Meeting club. The types of interference errors in learning 
English in English Meeting are as follows: 
  

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Phonetic Interference  

In phonological level, the problem of interference concerns the manner in which a 
speaker perceives and reproduces the sounds of one language in terms of another. This 
interference occurs in the speech of bilingual as a result of the fact that there are different 
elements in sound system between one language and another 

In the present data, there are two examples were found in learners’ errors in phonetic 
interference. The examples were taken from audio recording which it was formed of 
transcription data.  

Extract 1: Two speakers in conversation 

In first circle group 

Speaker 1  : Ok, Move to..you 
Speaker 3  : If you ask me how important car for me. It s not really important for me@ 

because the first reason is because I don’t have a car maybe@ then, I can go any 
by motorcycle. So if u ask me the such question I should say it is no really 
important for me and also I don’t like to go by car because sometimes I feel 
bad when I go by car. 

Speaker 1  :  so that s no important for u right? 
Speaker 3 : yes. 
 
Extract 2 : Two speakers in conversation 

In second circle group 

Speaker 1 : okay, let’s move to our sister. What is your name  sister? 
Speaker 4 : uni. 
Speaker 1 : oke, uni. 
Speaker 4 : …the advantages and the disadvantages. The advantages, of course, we can 

go to anywhere easily. And we can shorten our time to go to the place and the 
disadvantages, of course it will cause a traffic jam and also pollution not only 
not only in air but also the voice of the car. And also sometimes there is accident 
because of the car okay, I think that’s the disadvantages of the car. 

From the extracts above, it can be identified that extract (1)and (2) employed 
phonetic interference as learners’ error . It can be showed when speaker 3 in extract (1) 
give an opinion. It was showed when speaker 3 spelt important by saying /impo’tent/. 
Based on Cambridge Dictionary, it should be /ɪmˈpɔː.tənt/ . In same case, speaker 4 in 
extract (2) did the same errors in spelling words such as advantages and disadvantages  
by saying /ad’ventejis/ and /dis’ad’ventejis/. In fact, it should be spelt /ədˈvɑːn.tɪdʒ/ and 
/ˌdɪs.ədˈvɑːn.tɪdʒ/. Both of extracts above shows that the learners’ errors in spelling words 
in English is influenced by mother tongue (Indonesia) which the speakers use indonesian 
alphabet in saying English word. 

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Lexical interference  

(Lekova, 2010) Lexical interference occurs at the level of words. Interference at a 
lexical level provides for the borrowing of words from one language and converting them 
to sound more natural in another. This type of interference is divided into two types. The 
first is how the speaker fails considering the character of a word. The second type is 
interference caused by the lack of ability to express a concept using more words in English. 

In the present data below, it had been found the learners’ errors in lexical 
interference. The examples were taken from the transcription of members of English 
member club which were doing discussion.  
Extract 3: Dialogue in two speakers in discussion activity 

In first circle group 

Speaker2 : according to me advantages with the car we can go in somewhere it is not 
feel hot and the what is the meaning barang barang Things or stuff we can easy 
to bring only that 

Speaker1 : ok . disadvantages ..[kekurangan] 
 
Extract 4: Dialogue in two speakers in discussion activity 

In first circle group 

Speaker1 : just driving motorcycle. so it is no important for u? 
Speaker5 : important does not mean every day, every time, every moment you will use 

car. important means someday u will use it.- 
Speaker1 : but she said it no really important because she ..how often you  go back to 

your hometown? 
Speaker6 : just one year two time 
 

By looking at both of extracts above, it can be identified that extract (3) and (4) categorized 
as lexical interference. It can be showed when speaker 2 in extract (3) starting his sentence by 
saying  according to me to represent his own opinion. The expression is usually used as disclaimer. 
In same case, speaker 6 in extract 4 said two time  to express how often something happen. The 
expression still refers to mother tongue which in English should be adverb of frequency.  It shows 
that the learners’ errors in using words in English are caused by speakers fail considering the 
character of a word and their choice from all the possible meanings is inappropriate 

Extract 5: Dialogue in two speakers in discussion activity 

In second circle group 

Speaker 3  : I don’t agree we must change maybe the question. I will be our government 
when stop the producing . they maybe…yeah mengurangi kali yah. Reduce the 
producing of car for example tax high export new car and if one family want to 
buy second car its rule the second highest tax so that want to buy second car 
because the tax very expensive …..[continue conversation]…… 

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Speaker 5  : I think its no easy when money talks . of course government will get much 
advantages  from produce many cars every year[yeah]  

 
In extract 5 above, speaker 5 commented what the speaker 3 said by saying      “ 

money talks”. The idiom is used to express that money has power to influence people. This 
is categorized as lexical interference in second type which caused by the lack of ability to 
express a concept using more words in English, this last subcategory generally is the case 
of a literal translation of an idiom.  

Grammatical Interference  

Grammatical interference is defined as the first language influencing the second in 
terms of word order, such as; in using of pronouns and determinants, tense and mood. 
Based on Wienriech in  (Martanti, 2011) grammatical interference is divided into three 
types. The first type is interference belongs in Morphology. The second type is grammatical 
relations which relates to Syntax, namely word order. The last type is Interference relates 
to functions or meanings of grammatical forms.  

In the present data below, it had been found the learners’ errors in grammatical 
interference. The examples were taken from the transcription of members of English 
member club which were doing discussion.  

Extract 6: Dialogue in two speakers in discussion activity 

In second circle group  
Speaker 1 : okay, move to the next, our brother. How important car for you? 
Speaker 2 : how important car here, as we know that car always bring us wherever we 

wanna go. Like we come here by car. then we can go to our village  if we want 
to have having what is the vision we should in drive driving car together car is 
very important for us but there is a negative effect of the car. So… 

Speaker 1 : so? 
Speker 2 : car is important hehe 
 
Extract 7: Dialogue in two speakers in discussion activity  

In third circle group 
Speaker 3 : I like your comment 
Speaker 4 : Yess , I agree you statement 
Speaker 5 : Ohh you have statement same with me, ok ok. Why you agree with me , I think  
Speaker 3 : I like your comment maidas 
Speaker 4 : Really 
 

After looking at the extracts above, it can be identified that extract (6) and (7) 
categorized as grammatical interference. It can be showed when speaker 2 in extract (6) 
said “bring” which it is verb. According to the rule of simple present tense, verb after 
subject is added by s or es.   In same case, speaker 4 in extract 7 said “you” to express 
possessive. In fact, “you “ to represent possessive can use your or yours.  Both of extracts 

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above shows interference occurs because the transfer of morphemes from the first 
language or mother tongue in target language usage. This is called as grammatical 
interference first type. 
 
Extract 8: Dialogue in two speakers in discussion activity  

In first circle group 
Speaker5 : How far you can walk?- 
Speaker7 : I think one kilometer. 
Speaker1 : But in Indonesia is so strange go to walking actually. It is different with other 

country…the country provides the line. So we can walk around the city and we 
feel comfort they provide really good line. it is different with our country 
always seem really rush, quite and walking is not best choice for us to go 
somewhere but driving motorcycle more better 

 
In extract 8 above, speaker 5 asked a question by saying “How far you can walk?. It is 

included as statement which if it is a question should modal put before subject.  The error 
is caused by first language influence to target language. The speaker tried to ask the 
question with using a statement sentence which it does not need an answer actually. This is 
called as the second type of grammatical interference which it relates to word order. 

 
Extract 9: Dialogue in two speakers in discussion activity 

In Third circle group   
 
Leader  : What about you? 
Speaker 2 : .. I think I think I choose use ee motor cycle, because if motor cycle faster and 

we can’t come late to school, if we using car using car is slower than motor 
cycle , soo we come late to school. Yes, may just that. 

 
In extract 9 above, leader asked a question to speaker 2 about his opinion. Then, 

Speaker 2 expressed his opinion by saying “motorcycle faster”. It is called as nominal 
sentence which its predicate is to be (am ,is ,are).  Those errors are caused by interference 
of mother tongue. Indonesian does not have “to be / auxiliary” like English. This 
interference relates to functions or grammatical meaning of language that occurs when a 
speaker identifies the morpheme or grammatical of first language and then use it in target 
language. So this is called as third type in grammatical interference.  
  

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Table 1. Data display 

No Interference types Example Extract 

1. Phonetic interference how important car for me? 

the advantages and the disadvantages. 

1 

2 

2. Lexical interference   

 

 

considering the character of a 
word 

according to me advantages with the car 

just one year two time 

3 

4 

 the lack of ability to express a 
concept 

I think its no easy when money talks 
5 

3 Grammatical interference   

 

  Morphology as we know that car always bring us 

Yess , I agree you statement 

6 

7 

 Syntax, word order how far you can walk?- 8 

 functions or meanings of 
grammatical forms 

motor cycle faster 
9 

 
DISCUSSIONS 

The previous studies described above are similar to the author's research in the field 

of interference. The main difference from the previous research is that it discusses 

interference errors in speech. Dulay et al., (1982) distinguish interference into two parts, 

namely psychological and sociolinguistic. Psychological refers to the influence of old habits 

when new ones are learned, whereas sociolinguistics refers to the interaction of language 

when two language communities are in contact. Therefore, based on the author's 

experience and observations, learners often have difficulty in mastering a second language 

because of interference, which is influenced by old habits, popular with mother tongue and 

bilingual contact in society. 

In this study, the object of research is the interference used by English learners in the 

English meeting club. The activity of the English meeting is discussion. The discussion 

between English learners about the English meeting was conducted in English which was 

then transcribed to obtain detailed interference data. The discussion in this English 

meeting was formed as a sharing forum in an outdoor setting. Each learner can express his 

opinion in speaking; it means that each learner is a speaker but it is done in turns. Speakers 

who are bilingualism then fail to transfer different items or structures in both languages 

which is referred to as negative transfer or interference. 

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Negative interference or transfer is the effect of language learners' first language on 

the production of the language they are learning. That is, the speaker's first language 

influences the second language. Inference errors made by English learners refer to three 

types of interference, namely phonological, lexical, and grammatical interference according 

to what has been stated by lekova (2010). The three types of interference are influenced by 

the mother tongue (Indonesia) which mostly produces sounds, words or sentences 

following the Indonesian language system. English learners who want to master English are 

considered to be able to reduce errors by learning more of the target language system. 

Interference errors made by English learners are generally influenced by phonetics 

referring to speech sounds, lexical refers to the word level and grammatical interference 

refers to the grammatical rules in the language. . This is because Indonesian speakers 

experience considerable obstacles when trying to use English as the target language that 

has been mastered by first language learners. The source of difficulty is based on the 

difference in level between the Indonesian system and the English system. 

In addition, to minimize interference errors made by English learners, especially in 

English Meetings, there are several ways that English learners themselves can try. First, as 

long as speakers are bilingual, they must arrange or arrange or spell carefully the sentences 

they want to say. Second, the addition of target language vocabulary is also important to 

reduce interference. Then the third is the speaker must know the standard pattern that will 

be used in compiling the target language (English). 

The three methods above can be very effective if applied properly. English learners 

who really want to master English can follow this strategy because as we know that in 

society, especially in English meetings, there are no teachers who will teach us exactly how 

to master English. Sharing knowledge, experiences and opinions can be found there, 
English meeting. 

CONCLUSION  

Interference is a common phenomenon for English language learners. It is very 

difficult to avoid interference in learning English because the first language for novice 

learners has a dominant role, so reducing interference errors in English is very difficult. 

However, from the results of this study, several things can be obtained that are very helpful 

for English  learners, especially for those who choose English Club as a learning place 

namely : 

1. English learners at meeting club, especially Rotterdam, can easily find out what types of 

mistakes that they made and what the causes of intereference errors so that they can 

reduce their mistakes. 

2. English learners can be selective in choosing English meeting club so that learning 

abilities can be maximized because in English Club there are no teachers who will guide 

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us precisely how to master in English. Sharing knowledge, experiences and opinions can 

be found there at the English meeting. 

3 . For further research, this can be used as a reference to help solve the problem of 

interference errors, speaking and other multibilingual problems commonly experienced 

by novice learners 

ACKNOWLEDGMENT 

I would like to give a great thanks to Prof. A Melantik Rampogading M.H, as the Rector of 
Sawerigading University of Makassar and Dean of Literature Faculty of Sawerigading 
University of Makassar, Dra.Mardiani M.Hum and all of the lecturer and friend that have 
helped to finish the research.  

 
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Bada, E. (2001). Native language influence on the production of English sounds by Japanese 
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Baloch, S. S. (2013). L1 (Arabic) Interference in Learning L2 (English): an Analysis of 
English Spelling Used By Arabic Speakers At Undergraduate Level -a Case Study. 
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Berthold, M., Mangubhai, F., & Batorowicz, K. (1997). Bilingualism & Multiculturalism: 
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Dulay, H.; Burt, M.; Krashen, S. (1982). Language Two. In New York. Oxford Univ. Press. 

Ellis, R. (2008). The study of second language acquisition (2nd ed.). In New York. Oxford 
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Kesmez, A. (2014). An analysis of the L1 interference errors of Turkish university students 
in their written productions. The Journal of Academic Social Science Studies, 34, 395–
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Lekova, B. (2010). Language Interference and Methods of Its Overcoming in Foreign 
Language Teaching. Trakia Journal of Sciences, 8, 320–324. 

Lott, D. (1983). Analysing and counteracting interference errors. ELT Journal, 37/3, 256–
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Martanti, P. (2011). An analysis of grammatical interference in Articles of berani 
newspaper. In Jakarta. State Islamic University. 

Weinreich U. (1963). Languages in contac: Findings and problems. In The Hague. Mounton 
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Zaim, M. (2002). Kesalahan Sintaksis dan Semantis dalam Terjemahan 
PembelajaranBahasa Inggris. In Padang. Universitas Negeri Padang Press. 

 

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