自然界和人类社会中存在着大量的中间状态，人类的语言也是如此。大多数人在出生后首先习得和掌握的是他的母语（mother tongue），在以后的人生中，会有机会学习第二语言（secongd language）或目的语（target language）。所谓中介语是指第二语言学习者建构起来的介于母语和目的语之间的过渡性语言，它处于不断的发展变化过程中，并逐渐向目的语靠近。

中介语（interlanguage）初探

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Error analysis and interlanguage

This study aims to investigate the occurrence of errors committed by EFL learners in their composition in terms of interlingual and intralingual errors. The setting of the study was a state Islamic university in Banjarmasin South Kalimantan, Indonesia.  The research participants were undergraduate students majoring in English Education. Data were collected through documentation of students’ composition and analyzed based on Corder’s Error Analysis (EA) theory.  From the samples of 38 compositions submitted, it was identified that interlingual errors occurred more frequently than intralingual errors. Interlingual errors comprised morphological selection, lexical selection, syntactical selection, and misordering.  Meanwhile, intralingual errors were evident in both omission and addition in the areas of word formation and syntax.  The findings of this study revealed that first language interference caused more errors in writing than learners’ incomplete process of acquiring second language rules. To prevent the errors from being fossilized, it is suggested that in the teaching and learning process, language instructors provide continuous corrective feedback, and learners be more active in finding exposure to the correct form of the target language. Abstrak Penelitian ini bertujuan untuk menyelidiki terjadinya kesalahan yang dilakukan oleh pembelajar bahasa asing dalam tulisan mereka yang berupa kesalahan interlingual dan intralingual.  Penelitian dilakukan di sebuah universitas Islam negeri di Banjarmasin Kalimantan Selatan Indonesia. Partisipan penelitian adalah mahasiswa S1 jurusan Pendidikan Bahasa Inggris.  Data diperoleh melalui dokumentasi hasil karangan mahasiswa yang kemudian dianalisa berdasarkan teori Error Analysis dari Corder.  Sebanyak 38 sampel karangan mahasiswa dikumpulkan dan ditemukan bahwa kesalahan interlingual lebih banyak terjadi daripada kesalahan intralingual. Kesalahan interlingual berupa kesalahan dalam memilih kosa kata dan menyusun kalimat yang disebabkan oleh pengaruh bahasa asli. Sedangkan kesalahan intralingual berupa penghilangan atau penambahan yang tidak tepat pada bentuk kata atau bentuk kalimat. Hasil penelitian menunjukkan bahwa pengaruh bahasa asli yang menyebabkan kesalahan interlingual dalam tulisan terjadi lebih banyak daripada kesalahan intralingual. Untuk mencegah melekatnya kesalahan, disarankan agar dalam proses belajar mengajar guru dapat terus memberikan umpan balik, dan siswa harus lebih aktif dalam mencari contoh-contoh bentuk bahasa yang benar. Kata Kunci: kesalahan, interlingual, intralingual, karangan

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An Analysis of Interlingual and Intralingual Errors in EFL Learners’ Composition

This research is a descriptive case study concerning interlanguage in EFL students’ narrative writing. The study explores the occurrence of interlanguage in students’ writing, and the reason(s) why interlanguage exist in their writing. The data of the study are ten narrative texts produced by nine twelfth-year students of a senior high school in Kuningan. The study used a qualitative research design. There was one data collection procedures applied in this study, namely document analysis. The data from students’ texts were analyzed on the basis of the concept of interlanguage by Selinker (1972). The results of the study revealed that from the ten texts, the interlnguage appear in forming passive sentence, choosing incorrect verb agreement, choosing wrong auxiliary, making the unparalleled sentence, and translating sentence word by word. For that reason, it is concluded that interlanguage exist due to the strong influence of native language. Therefore, it is suggested that students should be exposed to the use of appropriate English grammar in their writing. Keywords: interlanguage, narrative writing, passive sentence

The analysis of interlanguage produced by 3rd grade high school students in narrative writing text

Sosiologi merupakan ilmu yang mempelajari hubungan antara manusia dalam kelompok-kelompok dan struktur sosialnya. Landasan sosiologi pendidikan adalah seperangkat asumsi yang dijadikan titik tolak dalam rangka praktek dan atau studi pendidikan yang bersumber sosiologi. Sosiologi pendidikan meliputi: interaksi guru-guru dengan siswa, dinamika kelompok kelas atau sekolah, struktur dan fungsi pendidikan, serta sistem-sistem masyarakat dan pengaruhnya terhadap pendidikan. Tujuan dari penulisan jurnal ini adalah untuk menjelaskan mengapa sosiologi diperlukan sebagai salah satu landasan pendidikan, bagaimana implementasi landasan sosiologis pendidikan di Indonesia, bagaimana implikasi landasan sosiologis pendidikan terhadap pendidikan Indonesia. Berdasarkan analisis sosiologi memiliki peran yang penting dalam pendidikan sebagai acuan atau dasar dalam rangka mencapai tujuan dari pendidikan, dasar atau acuan. Konsep dan teori sosiologi pendidikan memberi petunjuk kepada guru-guru bagaimana seharusnya membina para siswa agar mereka memiliki kebiasaan saling kerjasama, rukun, bersahabat, saling membantu sesama teman dan saling menghormati sesama teman. Implementasi landasan sosiologi dalam pendidikan bisa dilaksanakan dalam beberapa kegiatan sosiologi dalam pendidikan diantaranya: Sosialisasi anak-anak dalam pendidikan, proses sosialisai anak-anak, kewajiban sekolah untuk mengembangkan aspek itu pada diri anak-anak. Peranan pendidikan dalam masyarakat, dukungan masyarakat terhadap pendidikan. Implikasi landasan sosiologi terhadap pendidikan adalah keberadaan sekolah tidak dapat dipisahkan dengan masyarakat sekitarnya, perlu dibentuk badan kerja sama antara sekolah dengan tokoh-tokoh masyarakat, proses sosialisasi anak perlu ditingkatkan, dinamika kelompok dimnfaatkan untuk belajar

Landasan sosiologis dalam pendidikan

http://journal.uin-alauddin.ac.id/index.php/lentera_pendidikan/article/viewFile/19619/11327

The error analysis of interlingual and intralingual interferences of the students: a case study of tourism study program

This study aims at investigating junior high school students’ errors in using English past tense in their English compositions. The subjects of this study were 8th-grade students in a junior high school in North Bali. This study employed descriptive qualitative research which describes the error that was produced by EFL learners. There were four steps in collecting the data namely, asking the students to watch a video, telling them to write recount text through guided writing, collecting the learners' writing, identifying the students' errors in writing past tense, and classifying the errors. The data were analysed using Corder's framework to classify students' errors. The study revealed that there were nine types of errors produces by EFL learners. The errors are applying Indonesian syntactic pattern, using Indonesian acronym, omitting the plural marker -s, adding plural marker -s in a singular form, deleting BE, using incorrect word choice, adding articles, overgeneralising, and using incorrect word order. The errors show that the students tend to use their native language structure in composing the English past tense. Hence, the errors made by students and acknowledged by teachers should be addressed immediately by implementing appropriate strategies and materials to enhance learning. Furthermore, this study can be conducted for further research with different subjects as well as references for applied linguistics courses.

http://journal.uin-alauddin.ac.id/index.php/Eternal/article/download/14361/10251

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Papers

The error analysis of interlingual and intralingual interferences of the students: a case study of tourism study program

Investigating junior high school students’ errors in using english past tense: a look from technological and sociological foundations