Problems of Learners with L1 Background (Non-Latin Mother Tongue) Learning Indonesian as L2
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| Title: | Problems of Learners with L1 Background (Non-Latin Mother Tongue) Learning Indonesian as L2 |
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| Language: | English |
| Authors: | Ida Yeni Rahmawati (ORCID |
| Source: | Educational Process: International Journal. Article e2025268 2025 16. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Indonesian, Second Language Learning, Barriers, Native Language, Latin, Mandarin Chinese, Pronunciation, Punctuation, Alphabets, Morphology (Languages), Student Motivation, Time Factors (Learning), Interaction, Cultural Differences, Arabic, Korean, Thai, Elementary School Students, Student Characteristics, Language Skills, Self Esteem |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: Indonesian uses Latin script, so students whose first language background (L1) is a non-Latin language will experience difficulties in understanding it. The purpose of this study is to explore the similarities and differences in the problems faced by Indonesian students (L2) with a non-Latin background (L1) and students with a Latin background (L1). Materials/Methods: The research design used is qualitative and exploratory. Data were collected through observation and interviews to find initial data, which was then continued with a literature study to compare the findings of problems faced by non-Latin L1 (non-Latin mother tongue) students with Latin students in learning Indonesian (L2). Results: The results of the study show that Indonesian as a second language (L2) students with a non-Latin first language (L1) background, especially Mandarin speakers, experience various difficulties both from linguistic and non-linguistic aspects. From the linguistic side, the main challenges include mispronunciation of certain letters, use of punctuation, writing Latin letters, and understanding the morphological structure of the Indonesian language. From the nonlinguistic side, problems were found, such as low learning motivation, limited learning time, lack of social interaction in Indonesian, and difficulty in adjusting to Indonesian norms and culture. Conclusion: Differences in first language background (Latin vs. non-Latin) significantly affect the type and level of difficulty in learning Indonesian. Therefore, strategies for teaching Indonesian as a foreign language need to be specifically adjusted to the characteristics and needs of each group of students to optimize learning outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483423 |
| Database: | ERIC |
| Abstract: | Background/purpose: Indonesian uses Latin script, so students whose first language background (L1) is a non-Latin language will experience difficulties in understanding it. The purpose of this study is to explore the similarities and differences in the problems faced by Indonesian students (L2) with a non-Latin background (L1) and students with a Latin background (L1). Materials/Methods: The research design used is qualitative and exploratory. Data were collected through observation and interviews to find initial data, which was then continued with a literature study to compare the findings of problems faced by non-Latin L1 (non-Latin mother tongue) students with Latin students in learning Indonesian (L2). Results: The results of the study show that Indonesian as a second language (L2) students with a non-Latin first language (L1) background, especially Mandarin speakers, experience various difficulties both from linguistic and non-linguistic aspects. From the linguistic side, the main challenges include mispronunciation of certain letters, use of punctuation, writing Latin letters, and understanding the morphological structure of the Indonesian language. From the nonlinguistic side, problems were found, such as low learning motivation, limited learning time, lack of social interaction in Indonesian, and difficulty in adjusting to Indonesian norms and culture. Conclusion: Differences in first language background (Latin vs. non-Latin) significantly affect the type and level of difficulty in learning Indonesian. Therefore, strategies for teaching Indonesian as a foreign language need to be specifically adjusted to the characteristics and needs of each group of students to optimize learning outcomes. |
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| ISSN: | 2147-0901 2564-8020 |
