The present study aims to examine the interlanguage patterns exhibited by students learning English as

a Foreign Language (EFL) in their written compositions. The primary objective of this study is to examine
the writing errors made by students and ascertain if these errors are impacted by their mother tongue,
Indonesian, or by the language of teaching, English. Selinker (1972) introduced the term "interlinguistic"
into the scholarly discourse. This pertains to the linguistic system of the individual acquiring a new
language, which differs from their original language, often known as the mother tongue (L1), or the
language they are aiming to acquire (L2).

The prevalence of interlinguistics in the field of educational language teaching has led to a rise in errors
observed in both oral and written texts. Manzolim and Gumpal (2015) assert that errors arise due to the
influence of students' first language experience on their grammatical composition in English. According
to Keel (2003), errors have the potential to enhance students' understanding of the consequences of
their actions by providing them with a tangible representation of the challenges they are facing. Hence,
notwithstanding the fact that kids acquire English as a second language during their fourth year of
primary education, linguistic inaccuracies persist among the student population. Research findings
indicate that individuals in many educational settings, including high school, vocational high school, first-
year English as a Foreign Language (EFL) students, and graduates, continue to exhibit errors in their
written work. Errors might arise as a result of cognitive dissonance when individuals need to transition
from their existing first language model to a new target language model (Chen, 2015; Fauziati, 2017;
Tiarina, 2017; Asikin, 2017; Khandayani et al., 2019).

Making mistakes while learning English as a foreign language is a common occurrence and can be
considered a natural part of the learning process. The interlanguage of a student can be influenced by
various circumstances, including their mother tongue (in this case, Indonesian) and the target language
(English). The concept of interlanguage, initially coined by Selinker in 1972, pertains to the linguistic
system employed by a student, which diverges from both their native language (Indonesian) and the
language used for instruction (English). This pertains to the linguistic output generated by individuals
who are in the process of developing proficiency in a second language. Furthermore, it symbolises the
progression of pupils' language acquisition from their first language (L1) to their second language (L2).
The concept being discussed pertains to a distinct third language that is individual to a certain learner,
serving as a linguistic intermediary between their first language (L1) and second language (L2).
According to Sharwood-Smith (1994), interlanguage refers to the structured linguistic patterns exhibited
by individuals who are in the process of acquiring a second language. The term "language" denotes that
the interlanguage constitutes a distinct linguistic system characterised by unique specialised functions,
while L1 and L2 pertain to the learner.

According to Fauziati's (2011) research on the acquisition of English as a foreign language, it was found
that the grammatical faults exhibited by all pupils may be effectively eradicated. Furthermore, it has
been discovered that errors exhibit dynamic characteristics. During a specific study period, certain
grammatical errors exhibited instability, while others demonstrated fluctuation and a subset appeared
to reach a state of stability. This implies that defects that undergo fluctuations are susceptible to
destabilisation, and even defects that are initially stable have the potential to become unstable.
According to Fauziati, the grammatical errors made by students exhibit a fluid nature rather than a rigid
one. It is possible to apprehend him, albeit for a limited duration. Furthermore, it is ensured that
students acquire cross-linguistic experiences that are shaped by the interplay between their native
language and the language they are learning, while engaging in the process of producing their academic
work.

A study by Darussalam (2013) found that overgeneralization was the dominant strategy of interlanguage
students. Here, students relied on linguistic knowledge of their language of learning rather than their
mother tongue. In the study, students incorrectly used some words with similar meanings in sentences
(e.g., "Things on the beach are very *noisy"). The word "noisy" is used instead of "busy". This was due to
the students' lack of vocabulary. Lestari (2016) found that the target language primarily influences
students' interlanguage. According to the study, the frequency of students using their mother tongue
was 48% and their language of study was 52%. This means that EFL learners need to be more aware of
English language rules when writing English texts.

In addition, Syahrullah (2015) and Afiana et al. (2018) study focused on interlanguage in high school
students. Research has shown that both the mother tongue and the language of study influence
students' interlinguistic communication at the morphological and syntactic level.

Interlingualism is not only found among Indonesian EFL students, but also among students from other
countries such as China who have used English as a foreign language. As a result, it can be observed that
students' errors occur during the development process of applying linguistic rules between the mother
tongue and the target language. Students learn new rules. Modifying, improving, replacing and
expanding the transition rule system (Chen, 2015).

Interlanguage has three main characteristics: consistency, permeability, and fossilization. Inconsistencies
are persistent errors in rules and explanations. Interlinguistic fluency results from the assimilation of
native and target language systems. Adjemyan (1976) stated that fossilization occurs when the
permeability and dynamism of the interlanguage is dissapearing.

Various aspects contribute to the manifestation of fossils, encompassing age, gender, socioeconomic
status, and ethnic background (Ellis, 2008). The qualities of interlinguistics can be summarised as
follows, as stated by Ellis and Barkhuizen (2005) and Saville-Troike (2012). (1) The interlanguage
possesses its own linguistic system. In a dynamic context, the system undergoes regular changes. (3) The
phenomenon of interlanguage exhibits variability as language learners employ diverse linguistic forms to
express identical grammatical structures during different phases of their language acquisition process.
Cross-linguistic phenomena arise as a result of many learning processes, including the utilisation of one's
own language, overgeneralization, and simplification. (5) The phenomenon of interlanguage might
exhibit a degree of linguistic variability that may be perceived as challenging or difficult. The
phenomenon of interlanguage can exhibit permeability, whereby it is susceptible to being influenced by
both the learner's native language (L1) and second language (L2) systems. The phenomenon of
conductivity was initially elucidated by Brown (1994) and then expounded upon by Connor (1996). The
language errors made by students were categorised into two types: interlingual errors and intralingual
errors. Interlinguistic errors manifest as a result of the learner's native language (L1) exerting its effect,
whereas intralingual errors arise due to the influence of the target language system. Consequently, a
significant number of errors made by students can be attributed to the influence of their first language
(L1) system. O'Grady, Dobrovolsky, and Katamba (2002) examined the reciprocal aspect of cross-
linguistic transfer. Native language exposure errors and developmental errors are linguistic mistakes
that arise from the tendency to generalise or simplify the rules of the target language.

Language students encounter a wide range of languages during their educational journey, spanning
from undergraduate studies and beyond. Proficiency in many languages is a crucial need for effective
communication, particularly within the context of the tourism industry. This comprehension additionally
guarantees reciprocal advantages among students engaging in exchange programmes from other
colleges. The interaction between individuals from different cultures has a significant role in fostering
the growth and enhancement of intercultural communication skills. In the tourist and hospitality
industry, it is imperative to acknowledge the significance of foreign language proficiency and actively
encourage the enhancement of language acquisition (Sindik & Bozinovic, 2013). According to Adnyani
(2011), an essential factor in determining the effectiveness of intercultural communication is the
recognition and understanding of cultural disparities. English writing is widely regarded as a crucial
talent within the travel industry. Hence, the occurrence of students with inadequate composition should
be expected.

As mentioned above, this study investigates students' interlinguistic communication. Written

communication is one of the tools as a product that connects people to communicate ideas, thoughts
and emotions. At all levels of education; In elementary school, middle school, high school, and college, it
is important to view writing not only as a product, but also as a culturally constructed, personal, and
socially purposeful social activity (Weigle, 2002). Most of the previous studies reviewed in this study
examined maladjustment among EFL students at middle school, high school, freshman and graduate
levels in Indonesia. Furthermore, none of these studies observed Indonesian EFL students as tourism
majors. These students learn English to prepare for employment in the tourism industry, which may
include spoken and written English. However, in most cases, these students rely more on their speaking
skills. This is because speaking skills are the skill that most highlights competence in tour and guide,
front office, marketing, and food and beverage. So ignore writing skills. This can lead to a lack of
motivation to practice writing skills, which can affect the ability to control the language barrier when
having to write a written text in English. Therefore, it is important to focus current research on cross-
language in students' English writing. Hence, the study is considered to be a worth to conduct.

RESEARCH METHOD

This study is a qualitative study that analyzed the data from a technical point of view. Qualitative
research projects examined relationships, activities, situations, and data quality. Qualitative research
focuses on understanding context and explaining intentional behavior (Ary et al., 2010). The subjects of
this study were 40 EFL students from a public university in Bali. They learned English for the tourism
industry. They learned English as a basic skill to master, including writing. Therefore, the purpose of this
study was to study the mutual verbal communication between students on a specific topic.
During the data collection process, EFL students were asked to write a guide and a memo on the topic of
“Hotel Visit Experience”. The main reason for using the Writing Guide was the step-by-step writing guide
it provided to EFL learners. This helped EFL learners compose their texts by providing a kind of
assistance and made them do the right thing (Tyner, 2004; Dunigan, 2008; Angara, 2013).

The identification of the data was facilitated through the utilisation of error analysis and cross-linguistic
analysis frameworks. The technique of error analysis was employed to examine and evaluate the many
forms and underlying factors contributing to linguistic errors. According to Corder (1982), the field of
error analysis is concerned with investigating the characteristics of errors made by individuals learning a
second language, and determining whether these errors support or contradict the hypotheses put out
by contrastive analysis. The study involved the listing and classification of errors in both the mother
tongue (Indonesian) and the target language (English). The EFL students were instructed to adhere to
the prescribed rules for composing memoirs. Subsequently, the data was subjected to analysis
employing James' (2014) error analysis approach in order to ascertain the extent to which the
interlanguage was shaped by the first language (Indonesian) or the target language (English).

During the data analysis process, sentences including errors were considered. The aforementioned
sentences were categorised as instances of cross-linguistic production exhibited by students. According
to Fauziati (2017), the statements were evaluated based on three categories: (1) adequacy but
unacceptability, (2) acceptability but inadequacy, and (3) inadequacy and unacceptability. Furthermore,
the sentences that were gathered were subjected to a comparison with grammatical patterns seen in
both the native and target languages. Comparisons were conducted in order to ascertain the languages
that exerted influence on them. Ultimately, the rationales behind the influence are expounded upon and
elucidated.

The Impact of First Language on Students' Composition

The interlanguage is influenced by two sorts of features pertaining to the native language: lexical and
grammatical. This study has identified three distinct categories of lexical effect. The utilisation of
Indonesian lexical elements, Indonesian cognates, and Indonesian acronyms is seen. Lexical impact
facilitates the incorporation of borrowed words into a language, resulting in the adaptation of their
pronunciation and spelling to align more seamlessly with the native linguistic patterns. The hallmarks of
grammatical influence were observed in the utilisation of Indonesian collocation, conjunction, and the
deletion of the plural marker.

The Impact of L1 Lexical Influence on Students' Composition

One form of lexical influence observed is the incorporation of Indonesian lexical elements inside the
pupils' written compositions. The incorporation of Indonesian lexical elements in the sentences
produced by the pupils is evident in instances (1) and (2).

(1) ‘Indigo hotel lobby concept Bale Banjar’.

(2) ‘It is located at Jalan Camplung Tanduk, number 10, Kuta, Badung regency, Bali’.
In the given example (1), the term "Bale Banjar" denotes a location where the local community
convenes to engage in discussions and collectively make arrangements for ceremonial events.
Furthermore, in the second example, the term "jalan" denotes the pathway or thoroughfare. The terms
"bale banjar" and "jalan" are Indonesian vocabulary that are readily comprehensible to students
studying English as a second language. Conversely, the experience may not come naturally to individuals
from other countries. The term "banjar" may have deep cultural significance for pupils, leading to
occasional oversight in its translation into English.

The second category pertains to the utilisation of Indonesian cognates. Cognates refer to terms that
exhibit both formal and semantic similarities across two distinct languages (Richards & Schmidt, 2002).
The instances in which the students employed Indonesian cognates are seen in examples (3)-(8).

(3) 'They made all furnitur from Balinese equipment’.

(4) ‘Before that, we met in front of the lobi Kampus Bawah’.

(5) ‘They gave us a welcome food and baverage’.

(6) ‘I was look so many fasilitis in there such as restaurant, bar, and Spa’.

(7) ‘We went to Indigo hotel because our department has a program called KSL (Kegiatan Studi
Lapangan)’.

(8) ‘He was the alumny of English for Tourism Undiksha'

In examples (3)-(8), the students incorporated Indonesian cognates into their written work. These
cognates include terms such as furnitur (meaning 'furniture'), lobi (meaning 'lobby'), baverage (meaning
'beverage'), fasilitis (meaning 'facilities'), programme (meaning 'programme'), studi (meaning 'study'),
and alumny (meaning 'alumnus'). The students held the belief that there are similarities in both form
and meaning between the words in Indonesian and English. The utilisation of lexical cognates was
employed by the students due to their difficulties in effectively articulating their thoughts in the English
language. It was claimed by some that the Indonesian terms in question were written using identical
spelling in the English language.

The final category pertains to the utilisation of Indonesian acronyms, as evidenced by the instances
provided in examples (9) and (10).

(9) ‘I and the third of student Diploma 3 English Department held an activity that is called KSL (Kegiatan
Studi Lapangan)’.

(10) ‘This is a routine program for students of D3 English Study Program in the third semester to
introduce the students about the hospitality industry’.

In the instances denoted as (9) and (10), the acronyms employed were KSL, which pertained to a field
trip study, and D3, which referred to Diploma 3. Both of these terms are expressed in the Indonesian
language. The utilisation of abbreviations is predominantly driven by the students' assumption that
these phrases are already established in the English language. Consequently, the students choose to
employ acronyms as a means to address the deficiencies in their comprehension of English terminology.

The Impact of the First Language on Students' Composition in terms of Grammar

The composition of pupils is influenced by their first language, Indonesian, in terms of grammar. This
influence may be observed through the use of Indonesian collocations, the application of conjunctions,
and the removal of plural markers.

The utilisation of Indonesian collocation predominantly arises when pupils employ words with similar
meanings in English. Additionally, it is presumed that the Indonesian words have been adequately
translated. This particular kind of language usage is not effective for individuals who are natural
speakers of English, despite the fact that Indonesian individuals anticipate the accurate application of
these phrases. The utilisation of Indonesian collocation is seen in instances (11)-(13).

(11) ‘I got learned the experience from the staff and also Ms. Kharis as Assistant Manager at Indigo
hotel.’

(12) ‘Up there, we were given a tour of the hotel.’

(13) ‘Inspired by the rich taste, culture, and character of the surrounding area, traditional Balinese
designs are carefully integrated with an electric modern soul that reflect the Seminyak area which has a
larger selection of fashion boutique and famous.’

The example (11) demonstrates the translation of the Indonesian words "mendapat" and "belajar" as
"got" and "learned", respectively. In the English language, the expressions commonly used to convey the
acquisition of knowledge or skills are "I learned" or "I obtained." In the given example (12), the term 'up
there' corresponds to the translation of the Indonesian phrase 'di atas sana'. The student has the ability
to substitute words with 'there' in order to indicate their location, a linguistic choice that is readily
comprehensible to a native speaker. In example (13), the phrase 'rich flavour' is a direct translation from
the Indonesian words kaya, meaning 'rich', and rasa, meaning 'taste'. The term "kaya rasa" used by the
student pertains to the aesthetically pleasing attributes and architectural features of the hotel, although
in English, it typically denotes the description of culinary items. The collocations do not correspond to
the object. The students endeavoured to articulate the hotel's design by employing the descriptors
"opulent" and "discerning." Examples (11)-(13) demonstrate the impact of Indonesian collocation on the
composition of students.

The second category pertains to the utilisation of a conjunction. A conjunction is a linguistic element
that serves the purpose of connecting two or more words, phrases, or sentences. In the event that
individuals fail to employ conjunctions accurately, each sentence will be characterised by brevity and a
lack of coherence. According to Pangaribuan et al. (2018), sentences that share a connected meaning
can be combined using a connector that signifies the relationship between the two sentences. However,
the students being examined exhibit a lack of ability to distinguish between different types of
conjunctions, possess a limited understanding of how to effectively utilise conjunctions within a
sentence, and continue to struggle with the proper usage of conjunctions. The reason for this is that
pupils are likely to acquire knowledge about conjunctions during their educational experience. On the
other hand, their proficiency in employing conjunctions in written discourse is rather limited
(Panggabean, 2016). The individual's comprehension of the English conjunction was derived from the
Indonesian syntactical framework. The utilisation of conjunctions is evident in examples (14) and (15).

(14) 'Our transport support by Undiksha bus and our snack and lunch also provide from our
department’.

(15) ‘And after the staff gave us information about the Indigo hotel, they invited us walked around at
hotel to visit every department there’.

In the given example (14), the students attempt to establish a connection between two sentences that
lack a logical relationship. It is assumed that the utilisation of conjunctions in Indonesian language is
acceptable within the context of English phrases. Regrettably, the individual lacks familiarity with the
English language. Example (15) demonstrates that the pupils continue to employ the Indonesian
syntactic structure wherein the conjunction is positioned at the beginning of the phrase. In the context
of grammar, it is important to note that the conjunction serves the purpose of connecting two
independent clauses. Therefore, the students possess a restricted comprehension of utilising the
conjunction.

The writings produced by the students also exhibit the lack of plural markers. The absence of plural
markers in the Indonesian language is the reason behind this phenomenon. For instance, the terms
'facility(-ies)', 'outlet(s)', 'bar(s)', 'room(s)', 'student(s)', 'accommodation(s)', 'participant(s)', 'drink(s)',
and 'explanation(s)' might be cited as instances.

The Impact of the Target Language on Students' Compositions: A Categorization

Within the context of the target language, there are two distinct forms of impact, specifically lexical
influence and grammatical influence. The lexical influence was distinguished by the resemblance in
meaning and form of lexical items, whereas the grammatical influence manifested in the usage of
passive voice constructions, the deletion of the verb "BE," and variations in verb tense.

The impact of the target language's lexicon on students' compositions

The students remained perplexed regarding the incorporation of English vocabulary in their written
essays. In the compositions produced by students, there were four lexical effects that exhibited
similarities in meaning, as evidenced by instances (16)-(23).

(16) ‘We waste three hours to go there.’

(17) ‘We went there using Undiksha bus'.

(18) 'We went to Indigo hotel using the Undiksha bus'.

(19) 'We went with Undiksha bus'.

(20) 'We departed from campus to Seminyak by using the Undiksha bus'.

(21) 'Our transport by using Undiksha bus'.

(22) 'I went there with my classmate who numbered 19 people.’

(23) 'Ms. Kharisma open the presentation and followed by Mr. Yogi.’

In the given instance (16), the terms 'spend' and 'waste' can be rendered into the Indonesian language
as 'menghabiskan'. The words 'using', 'with', and 'by' in examples (17)-(21) are employed incorrectly.
The aforementioned terms serve as substitutes for the Indonesian term "menggunakan." Likewise, in
example (22), the pupils demonstrate a misuse of the terms 'numbered' and 'consist of'. The terms
'numbered' and 'consist of' are employed to indicate the quantity or enumeration of individuals or
objects. The pupils believed that the term 'numbered' may be employed due to its translation as
'berjumlah'. The above examples (23) demonstrate the distinction between the terms 'open' and 'start';
specifically, 'open' is translated as 'membuka' while 'start' is rendered as 'memulai'. Nevertheless, in this
particular instance, the students employed these terms with the same intention.

The pupils have challenges in distinguishing terms that share both semantic and morphological
similarities in the English language. The examples (24)-(27) provide evidence of the students' difficulty in
distinguishing between comparable meanings and forms in English.

(24) ‘For this program I also know about the existance of luxury in Bali.’

(25) ‘The students can get a free style to develope the personal skill.’

(26) ‘They gave us welcome food and baverage.’ (27) ‘From this activity, we learned many thinks, got a
lot of knowladge about tourism.’

In the given example (24), the student has employed the term 'existance', which ought to be rendered
as 'existence'. Example (25) illustrates the presence of the term 'develope', which necessitates its
modification to 'develop'. Furthermore, in example (26), the term 'baverage' should be corrected to
'beverage'. In example (27), it is suggested that the term 'knowladge' be corrected to 'knowledge', and
'thinks' be amended to 'things'.

Moreover, the majority of kids frequently exhibit incorrect spelling when writing English words. For
instance, the word "loby" should be corrected to "lobby," "gathred" should be revised to "gathered,"
"torism" should be amended to "tourism," "achiev" should be rectified to "achieve," "suceesful" should
be modified to "successful," "carrer" should be adjusted to "career," "fasilitis" should be changed to
"facilities," "intresting" should be edited to "interesting," and "furnitur" should be revised to "furniture."
The kids composed those statements due to their limited knowledge and spelling proficiency in English
words. They possess the ability to articulate the pronunciation of words without relying on visual cues
from the letters comprising the words.

The grammatical influence of the target language on the compositions of students.

The grammatical influences of the target language can be categorised into three types: passive voice,
removal of the verb "be," and verb tense. These typologies are mostly employed in the composition of
written discourse, particularly in cases where Indonesian students being examined exhibit confusion
regarding their proper usage.

One of the types identified was the utilisation of passive voice. The passive voice is employed to
demonstrate interest in the person or item that undergoes an action. The examples (28)-(32) in
students' composition demonstrate the utilisation of passive voice.

(28) ‘At the loby ‘we are diserve’ with a unique drink that can change the color of that drink.’

(29) 'Indigo hotel located in Seminyak Bali'.

(30) 'Our transport support by Undiksha bus'.

(31) 'This activity called KSL'.

In example (28), the student employs the passive voice by prefixing the suffix "dis-" to the English word
"deserve," resulting in the phrase "we are diserve." The term "We are diserve" corresponds to the
phrase "kami disediakan" in the Indonesian language. The aforementioned examples (29)-(31)
demonstrate the students' lack of proficiency in utilising the passive voice.

The second form of grammatical impact pertains to the deletion of the copula verb "BE." Examples (32)-
(35) showcase the compositions of the pupils that exclude the utilisation of the copula verb BE.

(32) ‘The design of the hotel also very good.’

(33) 'Indigo hotel nice and luxurious hotel'.

(34) 'I really happy because I got a lot of information about this hotel';

(35) 'She shared the information about the facilities and accommodation that available in that hotel'.

The examples provided in data (32)-(35) consist of students' works that exhibit the omission of the
copula verb "BE." This implies that the students lack the ability to discern the appropriate instances in
which to employ the copula verb "be".

Another important aspect to consider is the utilisation of verb tense. The learners may experience
confusion when selecting the appropriate verb in accordance with the given situation. When individuals
recount past experiences in the present tense, they may encounter uncertainty over the appropriate
verb choice. The examples (36)-(44) provide a representation of the students' usage of verb tense in
their compositions.

(36) ‘I ‘learn’ about hotel, what are include in hotel, what are the basic of tourism and how to compete
in the world of tourism,’
(37) ‘We ‘listen’ to the presentation from the Assistant Training General Manager and Inspiration
Maker.’

(38) ‘We ‘go’ there with 20 participants.’

(39) ‘I also ‘know’ and learned how to work in hospitality industry in reality.’

(40) ‘When we ‘arrive’ at the hotel, the staff has been prepared the welcome drink.’

(41) ‘They ‘introduce’ about the facility in the hotel.’

(42) ‘After the sun ‘get’ down, the staff ‘prepare’ the food and beverage for dinner.’

(43) ‘After that, we ‘continue’ our program which is listening to information about Indigo hotel.’

(44) ‘He ‘shares’ information about Indigo hotel; and Mr. Yogi ‘open’ the presentation.’

In examples (36)-(44), the pupils express the English words in the present tense form. The assumption is
made by the authors that the phrases used to describe the occurrence that transpired in the past are
identical. The evidence suggests that the pupils still exhibit a deficiency in their understanding and use
of verb tenses. One potential oversight that individuals may encounter is the neglect of proper usage of
verb tenses.

The findings of the current study are consistent with the research conducted by Fauziati (2017) on
Interlanguage in Indonesian EFL compositions. The findings indicate that the students' compositions
were influenced by the target language. According to the findings of Fauziati (2011), the primary factor
influencing the students' interlanguage is the growth of their target language skills. According to a study
conducted by Darussalam (2013), it was seen that students predominantly relied on their linguistic
knowledge of the target language rather than their first language. As a result, they exhibited instances of
misusing words with comparable meanings in their sentences. According to Lestari (2016), it is widely
acknowledged that the interlanguage of learners is mostly influenced by the target language. The data
indicates that there is a 48% correlation between the frequency of the mother tongue's effect and the
interlanguage system of students. The interlanguage structure of the students is predominantly
influenced by English, as it constitutes 52% of the target language. According to Purnamasari et al.
(2016), students often opt to utilise the English language in order to enhance their pronunciation skills
for certain vocabulary words. Additionally, they engage in English writing activities to enhance their
proficiency in English-related subjects and to refine their understanding of English sentence structures.
In order to enhance their proficiency in English, students should dedicate themselves to acquiring a
deeper understanding of proper English writing conventions. Additionally, they should familiarise
themselves with the rules governing the English language, enabling them to effectively apply vocabulary
and grammar principles.