Analisis Kesalahan Penulisan Bahasa Prancis Tingkat A1+: Tantangan Pembelajaran Berbasis Audio

Writing proficiency in French remains a crucial yet challenging competence for language learners. This study examines error patterns in A1+ level descriptive texts produced by 29 second-semester French Education students at Universitas Pendidikan Indonesia, alongside their causative factors. Employing a qualitative descriptive methodology, the research involved three phases: (1) data collection through audio-based descriptive writing tasks (two texts) and error causation questionnaires, (2) data analysis Dulay, Krashen, dan Burt (1985) framework, and (3) conclusion formulation. Findings revealed predominant errors in misformation (126 cases) and omission (18 cases), primarily involving: 1) incorrect accent usage, 2) noun gender/number agreement errors, and 3) past participle conjugation inaccuracies. Addition (3) and misordering (1) errors were minimal. Causative factors encompassed: (a) intralingual (inadequate mastery of French grammar rules), (b) interlingual (L1 interference from Indonesian/regional languages), (c) competence (limited structural and lexical knowledge), and (d) performance (psychological stressors like anxiety and time constraints). This study contributes empirical insights for refining beginner-level French writing pedagogy, particularly in addressing systemic morphosyntactic errors and cross-linguistic interference.