LANGUAGE ACQUISITION Language acquisition is the process of learning a native or a second language.

Language is one of important element of humans life in the world, because it is a tool of daily communication. Even tough, the languages that used by human are different according to their environment. Language also is the human capacity for acquiring and using complex systems of communication, and a language is any example of such a system of complex communication. Language acquisition and development is a key component of a child's general development. Like walking, it is something that the child was not born knowing how to do but will have to do on a daily basic for his whole life. It is also similar to walking in that it is generally learned through modeling other peoples' behavior. Language acquisition is the process children use in acquiring first and second languages. It requires meaningful interactions in the target languagenatural communication-in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding. Error correction and explicit teaching of rules are not relevant to language acquisition (Brown and Hanlon, 1970; Brown, Cazden, and Bellugi, 1973), but caretakers and native speakers can modify their utterances addressed to acquirers to help them understand, and these modifications are thought to help the acquisition process (Snow and Ferguson, 1977). It has been hypothesized that there is a fairly stable order of acquisition of structures in language acquisition, that is, one can see clear similarities across acquirers as to which

structures tend to be acquired early and which tend to be acquired late (Brown, 1973; Dulay and Burt, 1975). Acquirers need not have a conscious awareness of the "rules" they possess, and may self correct only on the basic of a "feel" for grammaticality. Wilson (2000) states that; language acquisition is a subconscious process to acquire a language. In this process, language acquirers are not consciously aware of the grammatical rules of the language, but rather developing a "feel" for correctness. In other words, language acquisition can be defined as the way people learn about a language and only focus on the way of using it for communication purposes rather than the grammar in the language. Language acquisition divided into two, first language acquisition and second language acquisition. In first language acquisition process, someone get the language from the parents since she or he is born into the world. While, in the second language acquisition process, someone get the language from the environment when she or he move to another place that used different language from his or her mother tongue. Human can acquire the language from a few things, such as; from their parents or their environment. Language that acquired from the parents is also called the mother tongue. Human acquire mother tongue language started since they were born into the world. Directly or indirectly, parents provide language stimulation and language learning to their children since early childhood, for example, when they hold their children while invited to speak. Although, the parents think that the children will not understand what they were talking about, but in fact the children hearing and will indirectly acquire the language that was spoken by their parents.

Krashens theories can be simplified as followed. Language acquisition becomes more effective when it is learned in a context. "Language Acquisition" is the unconscious process that happens when language is used in real situations and conversations. It means that acquiring the language occur unconsciously by human and indirectly use the language to do the communication with others. As opposed to "Language learning" this is the process of knowing more about a language. The progression of the learner can be monitored with error correction and by enhancing understanding of vocabulary and concepts. Correction in the early stages of language learning may affect the confidence level of the student. Natural order happens when language is learned through natural progression by baby, young children and second language learners. Skills are developed through interaction. Students can contribute their input by understandable and error free. This process will increase their skills in thinking, listening, writing and speaking. Affective Filter is a screen of emotion that can actually block language acquisition, creating embarrassment and loss of confidence to the learner. Maximum input is achieved when Affective Filter is low (Krashen, 1982).

Based on the research, almost all human beings acquire a language (and sometimes more than one), to the level of native competency, before age 5. How do children accomplish this remarkable feat in such a short amount of time? Which aspects of language acquisition are biologically programmed into the human brain and which are based on experience? Do adults learn language differently from children? Researchers have long debated the answers to these

questions, but there is one thing they agree on: language acquisition is a complex process.

Most researchers agree that children acquire language through interplay of biology and environmental factors. A challenge for linguists is to figure out how nature and nurture come together to influence language learning. First is emphasis on nature. Some researchers theorize that children are born with an innate biological device for understanding the principles and organization common to all languages. According to this theory, the brains language module gets programmed to follow the specific grammar of the language a child is exposed to early in life. Yet the language rules and grammar children use in their speech often exceed the input to which they are exposed.

Some linguists believe that universal grammar and its interaction with the rest of the brain is the design mechanism that allows children to become fluent in any language during the first few years of life. In fact, childhood may be a critical period for the acquisition of language capabilities. Some scientists claim that if a person does not acquire any language before the teen-aged years, they will never do so in a functional sense. Children may also have a heightened ability, compared to adults, to learn second languages--especially in natural settings. Adults, however, may have some advantages in the conscious study of a second language in a classroom setting.

Second is emphasis on experience and usage. Not all linguists believe that the innate capacities are most important in language learning. Some researchers place greater emphasis on the influence of usage and experience

in language acquisition. They argue that adults play an important role in language acquisition by speaking to childrenoften in a slow, grammatical and repetitious way. In turn, children see patterns in the language and experiment with speech graduallyuttering single words at first and eventually stringing them together to construct abstract expressions. At first glance, this may seem remind of how language is traditionally taught in classrooms. But most scientists think children and adults learn language differently.

While they may not do it as quickly and easily as children seem to, adults can learn to speak new languages proficiently. However, few would be mistaken for a native speaker of the non-native tongue. Childhood may be a critical period for mastering certain aspects of language such as proper pronunciation. What factors account for the different language learning capabilities of adults and children? Researchers suggest accumulated experience and knowledge could change the brain over time, altering the way language information is organized and processed.

LEARNING ENGLISH AS A FOREIGN LANGUAGE

Learning a language is different from learning other skills or knowledge because of the unique status owned by a language. One can learn a language to understand how the language works. Foreign languages are those mysterious and external words to ones own country and culture. Furthermore, languages are undoubtedly the most important accomplishments of human beings for a variety of communicative purposes. The Random House Websters Dictionary gives us the following

definition for language: A body of words and systems for their use common to a people of the same community or nation. It means that in every country has a typical language in their use common to do the communication. If the people in their country want to learn another language except from their mother tongue that is called by foreign language.

A foreign language is a native language to another country. It is also a language not spoken in the native country of the person referred to, i.e. an Indonesian speaker living in England can say that English is a foreign language to him or her. Learning a foreign language is like most of the things in life. It requires good practice and quality time, but beyond those two facts it begs for ones faithful determination. While you live in your native country, speaking on a daily basis your mother tongue, it would be ideal if you take at least an hour every day to practice. You should divide the time up in intervals of 30 minutes. You will take the first 30 minutes to practice your reading and writing; the other half hour will be to practice your verbal acquisition.

Learning language is a process development of language capability for us. Learning language can from mother tongue, first language and target language. Mother tongue is a language who take when our child. First language is a national language in our country and we can learn this language in the school. Target language is a foreign language and we would like to learn about this language for develop language ability in our country and foreign country. In learning foreign language, such as English, generally students need to master the language itself for communication skill. To be able to perform good

English communication students should be trained in the four language skill namely listening, speaking, reading, and writing. We as learner of foreign language should be understood about the learning in English. We should be known about the situation and condition when we are learning the target language. Even if the students in one class are all from the same language group, they inevitably have different learning styles and needs. English as an international language has been taught in almost all countries in the world. In Indonesia, English is a foreign language which is a compulsory subject to be taught in all schools from lower secondary to upper secondary schools. Even in some elementary schools, English is offered as an elective subject. Learning foreign language is focus more on learner-learning rather than teacher-teaching in English Language Teaching. Motivation and language learning strategies are important to be understood as parts of student differences in English Foreign Language (EFL) learning in the context of learner-centered instruction. The issue of individual differences becomes important to develop the quality of EFL teaching and learning process. It summarizes the concept of motivation and language learning strategies, the importance of understanding motivation and language learning strategies in EFL teaching and learning, and poses those issues for further research on motivation and language learning strategies. How students are motivated and what kinds of learning strategies they choose and employ to understand, learn, and process new information has been the primary emphasis of this investigation with the area of teaching and

learning in EFL. Students achievement and competence may differ in EFL learning because of differences in motivation and strategy how to learn. Some researchers proved the importance of understanding students individual differences (e.g. motivation and learning strategies) in their study. Monis (2007) research on motivation in an Indonesian EFL context found that high school students were more integrative and instrumental than university students who had a stronger intensity of motivation and more positive attitude toward learning English. Moni further suggested to broad his research to other contexts, the need to examine certain other level of school context, the need to study the relationships between motivation and other constructs such as other individual differences, and the requirement to more fully understand students learning strategies and related teaching approaches to better model the complexity of the EFL learning process. Kamarul Shukri, et.al. (2009) stated that motivation and learning strategies have a major role in language learning process in which can influence the outcome of language learning. These two learner characteristics can be modified by the teacher through improved pedagogical practices to facilitate the learning. It is important in language learning instruction design to motivate students in order to maximize the choice and use of learning strategies. Muhammad Thalals (2010) conclusion in his paper also stated that in creatively preparing teaching content and making the classroom situation as communicative as possible, it is extremely crucial for teachers to comprehend their students characteristics and cultural background.

The motivation of EFL learners is still a problem in Indonesian schools context. The problem is that many students in Indonesia show low motivation in learning English. They come to class to fulfill their attendance list. Most of them are passive in teaching and learning process. Only some are brave to communicate in English. They are shy to speak English. Suyuti et.al (1985), Samad (1989), Sri Lestari (2007) overall concluded that students in studying English still have low motivation and low achievement without deeply clarifying the causes based on students learning differences and students background. Marcellinos (2005) study in five outstanding Senior High Schools involving 258 students in the metropolitan city of Jakarta concluded that students remained passive in class and had no interest in challenging their teachers because teachers still used a lockstep approach that consumes the whole class time. Therefore, the teacher should pay attention when learning process becomes central to English Foreign Language (EFL) learning, teaching preparation including teaching aids is fundamental for class success.

LANGUAGE ACQUISITION FOR CHILDREN Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words and sentences to communicate. Language acquisition usually refers to first-language acquisition, which studies infants' acquisition of their native language. This is distinguished from second-language acquisition, which deals with the acquisition (in both children and adults) of additional languages.

In first language acquisition, babies are born with the ability to distinguish speech from other sounds they hear, even though they do not understand what it means. By the time children reach school age, they are speaking in complex sentences, having conversations, and understanding most of what they hear. Children's brains are designed to help them learn language. From the time they are born, their brains register and process the sounds they hear. As a child's brain, thinking skills, and motor systems develop, so does his/her understanding and use of language to communicate. School-age children continue to learn and use increasingly complex and abstract language. They learn language by using their other senses, thinking skills, and hands-on experiences to learn the meanings associated with words and sentences.

In second language acquisition, the development of a second language can occur in different ways. For example, a child may be exposed, from birth, to two languages at the same time; or a high school student might take a foreign language elective. Second language acquisition, however, often occurs during classroom activities where specific, targeted English skills are being taught, rather than through the hands-on experiences typical of first language acquisition. Children are challenged to learn English quickly, while keeping up with the new concepts introduced in their classes every day. They have little time to learn Basic English before it must be understood.

Young children are not formally taught language; language acquisition is part of the overall development of children physically, socially, and cognitively. There is strong evidence that children may never acquire a language if they

have not been exposed to a language before they reach the age of 6 or 7. Children between the ages of 2 and 6 acquire language so rapidly that by 6 they are competent language users. By the time children are of school-age, they have amazing language ability; it is a seemingly effortless acquisition (Cole & Cole, 1993; Curtiss, 1977; Goldin-Meadow, 1982; Lindfors, 1991; McLaughlin, 1984; Newport, 1991). Language play has a focus on the very language elements that children will need to consider later when they learn about language. Language is a major means of influencing thinking and behavior-that of another person or ones own. For language to expand, children need to be given many opportunities to interact. Children learn from speaking. Children need to feel socially competent and accepted to become competent language users. Language is the way children are socialized by adults and the way children learn to guide their inner voice. The central role of language is the way we communicate with other people and with ourselves (Berk & Winsler, 1995; California Department of Education, 1988; Lindfors, 1991; Tabors, 1997). In the average child, at whatever developmental stage we observe, language is alive and well. Childrens language development is a creative process that only needs a rich environment to thrive (Lindfors, 1991). Put another way, language is the verbal way we express our understanding of the world (Piaget, 1926, 1983).

Noam Chomsky believes that children are born with an inherited ability to learn any human language. He claims that certain linguistic structures which children use so accurately must be already imprinted on the childs mind. Chomsky points out that a child could not possibly learn a language through

imitation alone because the language spoken around them is highly irregular adults speech is often broken up and even sometimes ungrammatical. Chomskys theory applies to all languages as they all contain nouns, verbs, consonants and vowels and children appear to be hard-wired to acquire the grammar. Every language is extremely complex, often with subtle distinctions which even native speakers are unaware of. However, all children, regardless of their intellectual ability, become fluent in their native language within five or six years.

Children will come up with the most extraordinary things when they start using language. Cute things, hilarious things and, sometimes, baffling things that may start us wondering whether we should worry about their language development. All children acquire language in the same way, regardless of what language they use or the number of languages they use. Acquiring a language is like learning to play a game. Children must learn the rules of the language game, for example how to articulate words and how to put them together in ways that are acceptable to the people around them. In order to understand child language acquisition, we need to keep two very important things in mind.

First, children do not use language like adults, because children are not adults. Acquiring language is a gradual, lengthy process, and one that involves a lot of apparent 'errors'. We will see below that these 'errors' are in fact not errors at all, but a necessary part of the process of language acquisition. That is, they shouldn't be corrected, because they will disappear in time.

Second, children will learn to speak the dialect(s) and language(s) that are used around them. Children usually begin by speaking like their parents or caregivers, but once they start to mix with other children (especially from the age of about 3 years) they start to speak like friends their own age. You cannot control the way your children speak: they will develop their own accents and they will learn the languages they think they need. If you don't like the local accent, you'll either have to put up with it or move to somewhere with an accent you like! On the other hand, if you don't like your own accent, and prefer the local one, you will be happy. A child will also learn the local grammar: 'He done it'; 'She never go there'; 'My brother happy' and so on are all examples of nonstandard grammar found in some places where English is spoken. These might be judged wrong in school contexts (and all children will have to learn the standard version in school) but if adults in the child's community use them, they are not "wrong" in child language. Based on the research, Professor R Narasimhans thesis is that children do not acquire their first language as a set of rules about how to put words in a language together. Instead, he says, they acquire language behavior they learn how to use language to describe, manipulate or explore the world around them to communicate with others and express their intentions, to describe things and to make others perform actions. Children learn all this from being exposed to a variety of language utterances and non-verbal inputs such as gestures and pointing. Thus his ideas are based on (behavioral) pragmatics based on language use.

Narasimhan postulates that language behavior is example driven; he suggests that imitation, rehearsal and analogizing all play critical roles in language acquisition. Children hear the sounds of language and repeat these sounds to learn them. They are also capable of tirelessly practicing verbal behavior, starting from babbling rehearsing what they have learnt in order to acquire such behavior. Finally, once they have learned some aspects of language, they create new forms by analogy. This could be at the level of sounds, or grammatical modifications to indicate tense, number, etc. DEVELOPMENT OF SPEECH PRODUCTION TEACHING ENGLISH AS A FOREIGN LANGUAGE

TEACHING ENGLISH IN ELEMENTARY SCHOOL Teaching English as a foreign language in Indonesian elementary school faces many serious challenges. The problems are the students find it difficult to spell, understand the meaning and pronounce English words.

Some factors can cause these problems, like: (1) the way English words are written differ from the way the words are pronounced; (2) the rare use of the English language; (3) the lack of understanding of the teacher about who the children are; (4) there is no media used in teaching and learning process; and (5) the method used is not suitable for the students.

An appropriate method for teaching English for children is very important because appropriate method determines the result of teaching vocabulary, that is, improving student's vocabulary mastery. There are many methods that are appropriate in teaching English such as task based learning, experiential learning, Contextual Teaching and Learning, etc.

Contextual teaching and learning involves students totally in learning process. Students are motivated to be active to study the materials of learning suitable with the topic. CTL emphasizes on the process of students' involvement in order to be able to find the materials they will learn and connect it with the real situation, so it will motivate the students to apply what they learn in their daily lives. Learning in CTL is not just listening and take notes but learning is direct experiencing process. By that experience, it is hoped that students' development can happen; they do not only develop cognitive aspect, but also affective and psychomotor aspects. By using CTL, it is hoped that the students find the learning materials directly (not given by the teacher).

TEACHING ENGLISH IN JUNIOR HIGH SCHOOL TEACHING ENGLISH IN SENIOR HIGH SCHOOL