PENGARUH PENGUASAAN BAHASA IBU TERHADAP KESALAHAN SINTAKSIS DALAM BAHASA JERMAN

Abstract

The first language (L1) constitutes the primary linguistic system that shapes an individual’s patterns of thinking and language use. In foreign language learning, the first language often serves as the main reference in producing target language structures. Structural differences between the first language and the target language may trigger linguistic transfer, which can result in systematic language errors. In this context, Indonesian learners (L1) who study German (L2) frequently encounter syntactic difficulties due to fundamental grammatical differences between the two languages. This study aims to analyze the influence of Indonesian as the first language on syntactic errors in the production of German sentences among intermediate-level learners. The research employed a descriptive qualitative approach, with data drawn from written examination texts of Grade XI and Grade XII students at SMA Negeri 1 Minggir and SMA Stella Duce Yogyakarta. The data were analyzed through identification, classification, and interpretation of syntactic errors, based on error analysis, interference theory, negative transfer, and contrastive analysis. The findings reveal that the errors are systematic and vary across proficiency levels. In Grade XI, errors predominantly occur in the use of articles, noun gender, plural forms, and basic sentence structures. In Grade XII, errors in basic structures decrease; however, difficulties emerge in more complex constructions, particularly case-marked prepositional phrases and subordinate clauses. These findings indicate that increased proficiency does not entirely eliminate first language influence, but rather shifts negative transfer to more complex syntactic structures. The study highlights the importance of a contrastive approach in teaching German to minimize interference while fostering learners’ linguistic awareness.