An Analysis on Il Fossilization Phenomenon in Students’ Writing Performance

This present study tries to investigate the students’ writing performance to know whether interlanguage fossilization is occurs or not. The primary goal of this research is to give information relating interlanguage fossilization in students’ writing performance of English Education Study Program of IAIN Jurai Siwo Metro. This research is qualitative research. It is used to describe interlanguage fossilization that occurred in students’ writing performance. The writer uses observation, documentation and interview to collect the data. Purposive sampling is the technique for choosing the ten students of the sixth and the eight semester of English Education Study Program of IAIN Jurai Siwo Metro in the Academic Year of 2017/2018. The result of this research shows that there are two types of interlanguage fossilization that are commonly produced by students’ writing performance. They are syntactical fossilization and morphological fossilization. Syntactical fossilization consists of 71, 86% and morphological fossilization consists of 28, 14%. Moreover, interlanguage fossilization phenomenon in students’ writing performance is caused by the students’ low English proficiency. Therefore, the students should be more active to improve their English ability.

In this case, learners usually face the complexities of writing as a dimension of learning their mother tongue. Then, it also influenced by their native language when they are writing English. This is due to interference in foreign language acquisition. Consequently, they use incorrect linguistic features permanently which causes interlanguage fossilization phenomenon.
Interlanguage fossilization is a term for language learner who frequently applies inappropriate linguistic features. Errors become fossilized when they have become permanently. They are established in the interlanguage of foreign language learner in a form that is deviant from the target language norms. Interlanguage fossilization occurs in second or foreign language acquisition. Many Indonesian students fail to attain their aim of English proficiency which is same as native speaker due to an inability to permanently correct persistent errors.
As noted by Selinker in Fauziati (2011:23) that most of second or foreign language learners fail to reach the same level of target language competence.
They often use deviant forms from target language norms permanently.The reason for the occurrence of errors is the difference between the source language and the foreign language. As a result, their target language (TL) always contains errors. In general, such errors are considered as an inevitable sign of human weaknesses, for example, as a consequence of lack of attention, poor memory, or incomplete knowledge of the language on the part of the learners, or inadequacy of the lecturers' teaching.
It can be conclude that interlanguage fossilization is very urgent to be prevented in English language instruction within Indonesian context. It has drawn much attention and commonly acknowledged at home and abroad.
Nowdays, many researchers as relevant as this research. So, the writer done a review of some articles to get the uniqueness of this research. These articles are: firstly, Wei (2008)  Thirdly, Chen & Zhao (2013) shown the major causes of fossilization and implieas some teaching methods to lessen its negatives effect. There are five methods to soleve the problems. But, this research mainly analyzed the theoretical level of IL fossiization. Fourthly, Dina (2017) identified the writing errors across EFL postgraduate students.
This study reported that almost the fossil errors were of article, grammar, number, relative lauses, and style. This study also proposed a few potential pedagogical implication that help the students to reduce fossilization. Third, to give solution for overcoming interlanguage fossilization that occurs in students' writing performance.

a. Writing Performance
Terminologically, as it was cited by Jordan (2003:41) stated that writing is method of human intercommunication by means of conventional visible marks. It means that writing is a way to deliver a message from someone to others by written language. Furthermore, Saville and Troike(2006:163) assumed that writing is a common medium for testing knowledge in much of the world-including knowledge of the L2 itself, even within instructional programs that emphasize oral production. It should be noted that writing is a method that used to know second or foreign language students' competence in the target language.
On the other hand, Brown (2000:30) stated that performance is the overtly observable and concrete manifestation or realization of competence. It might be assumed that performance is a real doing of something that shows the competence of people. It can be observed to know the competence of people.
Therefore, it can be inferred that writing performance is the ability of people produce a language to communicate each other for any purposes that it includes the physic and mental activities to produce written language. George E and Burks(1980:128) mentioned four types of writing as follows; first, Description helps the reader through his/her imagination, to visualize a scene or a person, or to understand a sensation or an emotion.Second, Argumentation means supporting one side or the other of a controversial topic. This method is to make a general statement and support it-or sometimes to lead logically to a general conclusion by a series of facts." Third, Narrative is a type in which the writer tries to recount an event (object) of his world experience in order his readers can see, feel, hear, and taste it as he can."

b. Writing Types
Fourth, Exposition is to show the (new) truth of fact an object in order the readers believe or disbelieve something related to the object they are experiencing." Furthermore, the explanations of those steps are as follows: The first, Looking for subject related to a writer should have a source in writing. It is because people want to write but they do not know what they will write. Solution for the problem is reading some books and look around. As a result, a writer will inspire and enrich her or his minds. Then, Exploring the topics is to explore the subject to look for the topics before beginning draft. Next, Making a planmeans the writer makes a plan that shows the writer's purposes. Last, Draft and revisions are an early version of a piece of writing. Most of writers cannot compose anything well at the first try. We must write and rewrite. These initial efforts are called drafts, in distinction from the final version. As a rule, the more you draft, the better you get the result. It can be concluded that a writer needs much time to make a good writing. Meanwhile, revision is a procedure for correcting a work in progress. Revision is the final steps of writing. It purposes to re-evaluate the writing. Then, the writer will compose it becoming perfect writing. Brown (2003:220) is noted some types of writing performance, such as: Imitative means a student has to obtain skill in the fundamental. Therefore, the students write down what they hear in order to know the mechanics of writing;

d. Types of Writing Performance
Intensive (controlled)means students can examine the form of writing. Thus, the students are able to use the form of writing correctly; Responsive means the students are able to perform at limited discourse level, connecting sentences into a paragraph and creating a logically connected sequence of two or three paragraphs; and Extensive shows successful management of all the strategies and processes of writing. The writer focuses on obtaining a purpose, organizing and developing ideas logically, using details to support ideas for achieving a final product.

e. Interlanguage Fossilization
The term Interlanguagewas popularly by Selinker in 1972. Interlanguage is conceived the product of interaction between two linguistic system, the Native Language and the Target Language. From the quotations, it can be stated that interlanguage is concentrated as the result of interaction between two linguistic systems, the source language and the target language. Second or foreign language students usually produce different language from both source and target language norms. Moreover, Selinker in Fauziati (2011:30) introduced the term Interlanguage (IL) refers to the intermediate states of a student's language as it moves toward the target language. Then, it shows that language students face interlanguage in attaining the target language. In addition, interlanguage refers to the developmental Therefore, it should inform teaching decisions, and the developmental stages should be incorporated in second language acquisitioninformed account of syllabus design.
From the quotations above, it can be concluded that the concept of an interlanguage as a system of language student which produces a different language both first language and second language. It is highly productive in the study of second language or foreign language.
In addition, Interlanguage is a developmental process in learning language; the students' errors are the result of their 'wisdom'. They use their proper knowledge to analogically elaborate new language items. In this case, they think that their new language is correct but it is the opposite of the target language. Therefore, complete ignorance of the language does not cause of their errors.
Then, Interview is applied to find out the reason and the solution of interlanguage fossilization in students' writing performance.
The writer applied open-ended questions. In the open ended-questions, the writer varied some questions in the form of 5WH/1H questions that allow the participants answer in free thought, suggestions, and detailed answer.

RESULT
In this research, the writer had collected 20 writing products that produced by 10 students as the primary data. The writings are the result of students' writing from the different time to find out interlanguage fossilization in their writing. As such, the writer had asked 2 pieces of writing for each student. Furthermore, the writer had interviewed 10 students for supporting the primary data. In presenting the research data, the writer codes the participants to make easiest in understanding the research. The result of the research data briefly will be analyzed in this chapter. The foolowing data are:

Types of interlanguage fossilization
The writer had found two types of interlanguage fossilization in students' writing performance namely syntactical and morphological fossilization. They are commonly produced by students in their writing. The findings as follows:

a. Syntactic Fossilization
In this case, the students frequently make errors in syntax. As the result, students always produce the syntactical errors in writing. In the following explanation, the writer would show some errors in the students' writing both in writing 1 and 2. It is to describe syntactical fossilization in students' writing which shown below: Writing 2: She is *very beautiful woman and graceful.
Writing 1: English is *an international language.
Writing 2: She is *a very beautiful woman and graceful. Writing 1: I saw much scenery *is very beautiful….

Articles
Writing 2: …, but he still *become amazing man.
Writing 1: I saw much scenery *was very beautiful….

Concord
Writing 1: I direct to going *beach for swimming….

Writing 2:
He is *amazing man.
Writing 2: I direct to go *the beach for swimming….

Writing 2:
He is * an amazing man.
Std. 9 Writing 1: One day, after pass national examination of the senior high school *I and my friends.
Writing 1: One day, after pass national examination of the senior high school * my friends and me.
Writing 2: My parents always advised *us that …….

Verb
Writing 1: They pick me up to *registered….
Writing 1: They pick me up to *register….

Concord
Writing 2: ….we *not go so far from my house.
Writing 2: ….we *did not go so far from my house.
Writing 1: It took *many hours.

Concord
In line with the Moreover, using tenses is very difficult for Indonesian students. It is because a tense in Indonesia does not exist. Therefore, Indonesian students are confused in applying tenses when composing sentences in English. This is influenced by first language of the learners, so those are caused syntactic sentence. As a result, they are influenced by their native language in writing English, for instance in the following students' writing performance: "……… when I was went to metro for a followed the selection of a new student at univer-sity………." (std.3) "……Then we did read Qur'an test and write Arabic test……." (std. 9) It illustrated that the students did not apply an appropriate syntactic sentence in their writing. As such, it can be called interlanguage which the language learners use a deviant form from the target language.

b. Morphological Fossilization
In this research, the writer found some morphological errors in the students' writing performance. It was described in the following Writing 2: He also has hobby to *col-lection….
Writing 1: I direct to *go….

Writing 2:
He also has hobby to *col-lect….
Derivation 9 Std. 9 There is not morphological fossilization 10 Std. 10 There is not morphological fossilization The table above shows that morphological fossilization consists of inflection and derivation.
In this case, some students did not conduct morphological errors in their writing. They are std.6, std. 9, and std. 10. It means that morphological fossilization is rarely done by students in English writing.
The morphological problems showed that the students made errors in using suffixes, namely past tense inflection, present participle, third singular inflection, plural noun and some derivational suffixes that form noun and verb.
The changes involve the absence of suffix which must occur in a well-formed sentence. Moreover, the students performed the presence of suffix that must not appear in the context, and the use of the wrong form of the suffix. In addition, there is no case which involves the absence of infinitive to. In using infinitive to, the students put verb -ing and verb to noun after infinitive.

Performance
In this case, the writer had interviewed

Solution of Interlanguage Fossilization in Students' Writing Performance
In this case, 10 students had given opinion that interlanguage fossilization in writing can be overcome through a good teaching and learning English. There are some students' suggestions to prevent interlanguage fossilization in their writing, as follows: "Give more training in writing and guidance toward the errors that often conducted by students in their writing" (Std. 7) "In my opinion, a teacher or lecturer had better give guiding and understanding for the students in writing. In addition, a teacher or lecturer recommends the students to read a journal frequently, thus the students can look a correct and right writing both in grammar and punctuation"( Std. 3) It can be concluded that a teacher had better guide more the students to prevent the errors in the students' writing performance. If the errors are ignored, the errors will become interlanguage fossilization. Overcoming interlanguage fossilization is not only duty of a lecturer but also the students have important role in avoiding interlanguage fossilization in their writing.

DISCUSSION
In this case, the writer describes the types of interlanguage fossilization in the students' writing performance. Based on the writing 1 and 2, the writer has known the types of interlanguage fossilization that are commonly produced by students' writing performance. They can be shown as the following chart below: The figure above shows two types of interlanguage fossilization in the students' writing performance. They can be classified as follows: 71, 86% (syntactic fossilization) and 28, 14% (morphological fossilization).
Furthermore, it can be concluded that syntactical fossilization is more common errors than morphological fossilization. Most of the students can not apply their syntactical knowledge appropriately when they compose an essay or paragraph. Moreover, the students assume that writing is a very difficult activity.
The students are difficult to express their ideas into written language.
In the students' writing performance,

Syntactic Morphological
The types of interlanguage fossilization in students' writing performance Furthermore, it can be concluded that syntactical fossilization is more common errors than morphological fossilization. Most of the students can not apply their syntactical knowledge appropriately when they compose an essay or paragraph. Moreover, the students assume that writing is a very difficult activity. The students are difficult to express their ideas into written language.
In the students' writing performance, the writer found some errors in syntax. The error caused by unless to syntax. For example: in third singular…

God always bless… It would be …God always blesses…
They omit -s after the singular as the errors. This indicate that they are unless in grammar. Similarly, the present participle inflection -ing is added to the basic verb form after the infinitive to: …to going…. It would be …to go…. The example is the basic verb.
In syntactical errors, for example: in the subject-verb agreement; …he also as a chief man of Islam…. It would be …. He was also as a chief man of Islam.. .
In using pronoun, the writer also found errors. For example: …Afidah and meever went to warnet…. It would be… Afidah and I ever went to warnet… Those errors were representing of the syntactic errors. It was fossilized by the students in writing English. The facts that the errors would be improved in the next.Therefore, it can be inferred that the students' writing performance are fossilized, but rather they were just temporary fossilization at that particular period of the learning course.

CONCLUSION
In line with the discussion, it can be concluded Then, the students madeinterlanguage fossilization in their writing performance because of some causal factors. Firstly, the students have not enough knowledge related to English language such as syntax and grammar. Secondly, the students are influenced by their native language when they were writing. Lastly, the students are difficult to explore their ideas in writing. As a result, their writing is not cohesive and coherence yet.There are some strategies to solve interlanguage fossilization in students' writing performance. The teacher should give feedback in teaching writing subject, give a treatment for students who often make errors in writing,and use autonomous learning in teaching writing subject which it leads the students to be an active learners.