Problems of Learners with L1 Background (Non-Latin Mother Tongue) Learning Indonesian as L2

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 non-linguistic 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.

Keywords: Indonesian for foreign speakers (BIPA), non-Latin language background, linguistic and non-linguistic challenges, first language interference (l1 (non-Latin mother language), differentiated learning strategies

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