CROSS-LINGUISTIC INFLUENCE OF THE OSING LANGUAGE ON EFL STUDENTS’ ENGLISH SPEAKING PERFORMANCE: A CASE STUDY OF SYNTACTIC TRANSFER, AND PRAGMATIC TRANSFER

Muhtadi, Imam (2026) CROSS-LINGUISTIC INFLUENCE OF THE OSING LANGUAGE ON EFL STUDENTS’ ENGLISH SPEAKING PERFORMANCE: A CASE STUDY OF SYNTACTIC TRANSFER, AND PRAGMATIC TRANSFER. Undergraduate thesis, UIN KH Achmad Siddiq Jember.

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Abstract

Keywords: Osing language, EFL speaking performance, cross-linguistic influence, interlanguage, pragmatic transfer, translanguaging.
The Osing language is one of the local languages widely used by students in Banyuwangi as part of their daily communication. In the context of English as a Foreign Language (EFL) learning, learners often draw on their first language when producing spoken English, resulting in various forms of cross-linguistic influence. While previous studies have explored the influence of local languages on EFL learning in multilingual settings, limited attention has been given to the role of the Osing language in shaping students’ English speaking performance, particularly in relation to syntactic features and pragmatic norms during classroom interaction.
This study sought to answer two research questions: (1) what syntactic features influenced by the Osing language appear in students’ English speaking performance, and (2) how Osing pragmatic norms influence students’ interactional strategies in English speaking activities. Accordingly, the study aimed to identify syntactic features associated with Osing language influence and examine the role of Osing pragmatic norms in students’ English interaction. Employing a qualitative case study design, the research involved five Osing-speaking students and one English teacher at SMAN 1 Rogojampi Banyuwangi. Data were collected through classroom observations, speaking tasks, semi-structured interviews, teacher interviews, and audio-recorded transcriptions. The data were analyzed through thematic categorization and interpretive analysis informed by Cross-Linguistic Influence and Interlanguage theories.
The findings revealed that the Osing language influenced students’ English speaking performance through several recurring syntactic and pragmatic patterns. Syntactic features included tense inconsistency, subject omission, simplified sentence construction, and direct translation from Osing into English. Pragmatic influence appeared in the form of indirect disagreement strategies, hesitation patterns, and politeness expressions that reflected local communicative norms. In addition, students frequently engaged in translanguaging by combining English, Indonesian, and Osing to maintain communication and support meaning-making during interaction. Interview data further indicated that students viewed Osing as a supportive linguistic resource that increased confidence during speaking activities. Pedagogically, these findings highlight the importance of incorporating local language awareness into EFL speaking instruction and recognizing multilingual practices as valuable learning resources. Practically, the study provides insights for teachers to design more context-sensitive speaking activities that accommodate students’ linguistic backgrounds in multilingual classrooms.

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