CHILDREN'S SECOND LANGUAGE ACQUISITION

IN ELEMENTARY SCHOOL
(SOCIAL FACTORS: CLASSROOM FACTOR)
The assignment is being compiled as an individual assignment of Psycholinguistics course

Lecturer: Dr. Sholihatul Hamidah Daulay, S.Ag, M.Hum

Compiled by

RABI’ATUN ADAWIYAH
0333213002

MAGISTER TADRIS’ ENGLISH

PROGRAM
FACULTY OF TARBIYAH AND
TEACHERS TRAINING
STATE ISLAMIC UNIVERSITY
GRADUATE PROGRAM
 NORTH SUMATERA
2021

PREFACE

First of all, thanks to Allah SWT because of the help of Allah, writer finished writing the
assignment entitled “Children’s Second Language Acquisition in Elementary School (Social
Factors: Classroom Factors)” right in the calculated time. The purpose in writing this assignment
is to fulfill the assignment that given by Dr. Sholihatul Hamidah Daulay, S.Ag, M.Hum as a
lecturer in Psycholinguistics major. 
In arranging this assignment, the writer truly get lots challenges and obstructions but with
help of many individuals, those obstructions could passed. Writer also realized there are still
many mistakes in process of writing this assignment.
Because of that, the writer says thank you to all individuals who helps in the process of
writing this assignment. Hopefully Allah replies all helps and bless you all. The writer realized
that this assignment still imperfect in arrangement and the content. Then the writer hope the
criticism from the readers can help the writer in perfecting the next assignment. Hopefully, this
assignment can helps the readers to gain more knowledge about Psycholinguistics major.

Gayo Lues, Oct 10th 2021

Writers
 ABSTRACT

The purpose of writing this assignment is to find out how children get language in school,
how the process of children's language division, and how the child's weaknesses in acquiring
language. Language is a symbol used to communicate between other individuals. Children
acquire the language through theories, stages and strategies. The background of this article is
because the acquisition of language for every child has a specificity, which is in accordance with
its development. Development is a series of changes in the functioning of organs that are
progressive, regular, and interrelated. Development is the interaction of maturity of the central
nervous system with organs that influence it include, development of the brain system
(intelligence), speech, emotions, and social. All of these functions play an important role in
human life as a whole.

Language acquisition is a human process of getting the ability to capture, produce, and
use words for understanding and communication. Language acquisition usually refers to the
acquisition of the first language that studies children's acquisition of their mother tongue and not
additional language acquisition by children or adults. Based on the data and discussion, it can be
concluded that the acquisition of the language of the phonology of school age children is able to
function eight articulation sites well to produce consonants. Children in school have been able to
produce vocals A, I, U, E, O clearly. The morphology of children has the ability to use various
forms of words such as the original word form, affixed word shapes, repeat word forms, to
communicate or tell stories with their peers. As for the plural form of words a little is found in
the vocabulary used by children when telling stories to friends. The syntactic field of children
has been able to compile sentences with certain patterns that are commonly used by speakers in
Indonesian in general, for example the sequence pattern of SP, SPO, and SPOK functions.

CHAPTER I
INTRODUCTION
A. Background of The Study

Children's language acquisition is the process of children starting to recognize

communication with children environment verbally. In its development, children's language
acquisition is very important influenced by the environment, both the family environment and
the community environment. It is important for a teacher to study the acquisition of children's
language development with the following reasons:

1. Language acquisition and language development of children underlies the ability to teach
Indonesian language and literature to students in schools basic especially students in
lower grades.
2. The characteristics of each child are not the same so by studying the acquisition and
development of children's language teachers can overcome differences in language
development in students.
3. Elementary school students in general bilingual and even multilingual backgrounds, so
that by studying the material the acquisition and development of children's language, the
teacher can really understand the context the socio-cultural environment of their students
and appreciate the cultural diversity.

Children learn to communicate with others in a variety of ways though children are different
from one another, there are common things that happen to almost every child. Knowledge of the
nature of children's language development, language development verbal and written that occur
to them, and individual differences, in the acquisition language is very important for the
implementation of children's language learning, especially at they learn to read and write
beginning. So that language development or communication in children is one aspect of the
stages of child development that should not escape the attention of educators in general and
parents in particular. That is why prospective elementary school teachers need to master various
related concepts with the development and acquisition of children's language.

CHAPTER II
THEORITICAL LITERATURE

A. The Theory of Language Acquisition in Children

Language acquisition are processes that occur in a child's brain when acquire their
mother tongue. The processes when the child is acquiring his mother tongue consists of
two aspects: the first aspect of performance which consists of aspects of understanding
and birth, both aspects of competition. The processes of understanding involve ability
observing or the ability to perceive sentences that are heard while childbirth involves the
ability to give birth or to pronounce one's own sentences if this ability has been truly
mastered by a child, it will become an ability linguistics. (Levelt, 1975).

According to Stork and Widdowson (1974:134) language acquisition and

language acquisition is a process of children achieving fluency in their mother tongue.
Whereas according to Lyons (1981:252), language acquisition is a language that is used
without qualifications for processes that produce language knowledge in language
speakers.

Based on the conclusions of the experts, it can be concluded that human language
has equipped with something special and natural to be able to speak quickly and easily
easy. Miller and Chomsky (1957) KUNTARTO mention LAD (language acquisition
device) which basically means that every child has an LAD that is brought from birth.
1. Social Environmental Factors

To acquire language skills, a child needs other people to interact and communicate.
Children who are intentionally prevented from listening something or use the language to
communicate, will not have language ability. The language the child acquires is not
inherited genetically or heredity, but acquired in an environment that uses language. On
that basis then children need others to transmit and receive voice signals in language
physically. Children need examples or models of language, responses or responses,
thematically to practice and experiment in learning language in the real context.

Thus, the social environment in which the child lives and grows, such as a family and
society is one of the main factors that determine language acquisition child. The
relationship between the two is very close, inseparable. Losing one of the two will result
in the child being unable to speak. A lot of evidence shows that the brain of the hearing
and speech organs, has a basic role very important. Disturbance in any of the three will
severely impede language child. Lennerberg (1975 in Cahyono, 1995) proved it through
research that carried out on children who are deaf, mentally weak, and speech impaired.

From his study of deaf children, Lennerberg found the following facts. Three before
birth, deaf children can produce sounds that are just like normal kids. From the fourth
month to the twelfth month, only a part the sound they produce is the same as a normal
child. After that, the sounds that they produce more limited than the sounds that children
produce normal hearing.

2. The Effect of Learning in Children's Language Acquisition

a. To be able to learn Indonesian well, children should also have psycholinguistic
readiness. To be able to have psycholinguistic readiness children should have the
opportunity to at least hear use of language in the family environment. It would be
better if in the family environment there are television, magazines, and books that
suit the needs of children.
 b. Effect of learning on language acquisition process in language learning at school,
especially for children in class low level of elementary school is that language
learning in school of course also have the greatest influence on language
acquisition. Therefore, the best conditions need to be sought so that children get
language experience as much as possible by paying attention to language rules
applicable. However, keep in mind that language learning should not be the
school emphasizes the use of rules alone. Language acquisition that approaching
natural language acquisition needs to be worked on. How to do it with using
actual language contexts, which are close to child's life. For example, the topics
"take care of younger siblings", "help" are raised father and mother”, gathering
with relatives”, “playing football”, and so on.
c. Effect of learning on language acquisition speed Long (1983) through Freeman
and Long (1991) reviewed eleven research results on achievement of learning a
second language, which uses three study groups, namely: only get learning, those
who get learning and are also in the environment in which the language is learned,
and in which the language acquires naturally without learning in school. He
found, six studies shows that children who receive language learning at school
experience faster language acquisition.

B. Children’s SLA in Elementary School

Acquisition is the human process of gaining the ability to capture, produce, and
use words for understanding and communication. This capacity involves various abilities
such as syntax, phonetics, and extensive vocabulary. Language is obtained is in the form
of vowels such as spoken language or manual as in English cue. Language acquisition
usually refers to the acquisition of the first language which examine children's
acquisition, of their mother tongue and not of language acquisition. The second examines
additional language acquisition by both children and adults.
In general, Indonesian children already have their first language before entering
school. This first language is an outward potential possessed by every child. Given that
Indonesia consists of various ethnic groups and languages, it is clear that the language
which is the first language also varies depending on which environment the child came
from. This means that the child's first language is generally not Indonesian but the local
language. This is usually owned by children who live in rural areas or remote.
This actually leads children to the process of bilingualism. Bilingualism means
that children are introduced to two languages, namely English region and Indonesian. The
next question is which language will used as the language of instruction in elementary,
regional or Indonesian schools? Related with that there is an assumption that emphasizes
the importance of the first language as a language introduction to education. UNESCO
experts meeting in Paris in 1951 argues that the first language is a natural tool. Therefore
every students should start their formal education in their first language. Language of
instruction. The best way to teach a child is the child's first language (Rusyana, 1984:37).
As a consideration for such conditions, first, the use of the language of instruction should
be varied. Second, Indonesian language lessons in class verbal initiation. Third, the use of
standard language by the teacher.
According to Rusyana (1984:40) in a society that uses more than one language
will cause problems in language teaching. The problems in question among other things,
the first is about planning language teaching which consists of several the preparation
stage, namely the stage of political considerations carried out by the government, the
stage of determination of what to teach and how much to teach; this is a linguistic and
sociolinguistic decision, the stage of determining how the material is taught; this is a
psycholinguistic and pedagogic decision made by teacher. Second, when the language is
taught. The three influences of the first language in learn a second language. The fourth
problem is the selection of teaching materials and teaching methods. From this point of
view, it is clear that language teaching cannot be carried out on an average basis.
When children enter school age they are required to use language Indonesia. The
use of Indonesian in children in general is part of Indonesian language learning and other
lessons that also use Indonesian. Regarding language teaching and learning, of course,
there are differences fundamental to language acquisition. Tarigan (1988:5) says that the
acquisition of language has a sudden, sudden beginning. This means that the acquisition
Language occurs naturally because of the stimulus and response starting from the
listening stage and talk. This happens because of the reciprocal interaction between the
child and the child environment. Thus, of course, language acquisition is a process
ownership of the language without going through the learning process. In contrast to
language learning which have a language ownership orientation through the teaching
system. According to Chair (2009:243) language acquisition usually occurs naturally and
language learning usually occurs formally in the classroom.
Regarding language acquisition, Lindfors in 1987 (Tarigan 1988:40) argues that
children's language acquisition can be ordered starting from (1) stage preschool
development which includes pre-linguistic development, the one-word stage, and initial
combination speech, (2) the developmental stage of the school period which includes the
stage metalinguistic awareness, language use and language structure, (3) developmental
stage combinatory speech which includes the development of the sound system, the
development of sentence merging, interrogative development, and negative development.
Based on the order of language acquisition proposed by Linfors above indicate
several things; first the language ownership of school-age children is continuation of the
preschool stage of language development. It means first language and second language in
children must be in line. Second, language development during school (SD) oriented to
preschool language development. This means the development of mass language schools
must be based on the process of perfecting pre-school language.
Departing from the two things above, the question that arises is whether first
language acquisition (pre-school) is Indonesian? Of course not. With thus, it is clear that
there is a kind of distortion in language learning at school because learning languages at
school is focused on Indonesian. When it happens language learning in schools is actually
part of the acquisition process language. Language acquisition can occur through
language learning but learning language is not really oriented towards language
acquisition. Language learning have an orientation on understanding language, not on
acquiring language skills in the context of communication.
The table shows the vocabulary and phonemes of children in elementary school.
Samples of children's speech in elementary school that have been transcribed into
phonemic spelling.

Jenis Kata Nabila Salsabila Dzaky Sahwa

Kata Benda Kosakata Fonem Kosakata Fonem

Book /buk/ Car /kar/

Table /tebel/ Paper /peper/

Window /windo/ Ice /ais/

Door /dor/ Star /star/

Pen /pen/ Cow /kao/

Kata Kerja Close /klos/ Back /bek/

Read /rid/ Eat /it/

Cook /kuk/ Study /stady/

Open /open/ Drink /dring/

Sit /duduk/ Sleep /slip/

Kata Sifat Clever /klever/ Handsome /hendsem/

 White /wait/ New /niw/

Beautiful /biutiful/ Dirty /dirty/

Sweet /swit/ Forget /forget/

Angry /angry/ Bad /bed/

CHAPTER III
CONCLUSION
We can conclude that language acquisition is a human process of acquiring
language the ability to capture, generate, and use words for understanding and
communication. Children's language acquisition can be ordered starting from (1)
Combination speech stage start. (2) The stage of development of the school period which
includes the stage of awareness metallinguistics, language use and language structure. (3)
Speech development stage combinatorics which include the development of the sound
system, the development of sentences, interrogative development, and negative
development.

Based on the order of language acquisition proposed by Linfors above indicates

several things: first, the language possession of school-age children is This continuation
of the preschool language development stage means the first language and the first
language both in children must be in line. Second, language development during school
(SD) oriented on preschool language development. This means that language
development during school must bebased on the process of perfecting pre-school
language.
 REFRENCESS

Paul, Bloom. 1996. Language Acquisition: Core Readings. Cambridge, Massachusetts: The MIT
Press
M. Gass, Susan dan Slinker, Larry. 2008. Second Language Acquisition: An Introductory
Course. Edisi Ketiga. New York and London: Routledge
Aspek, K., Pada, F., Usia, A., Yanti, P. G., Merdeka, J. T., Rambutan, K.,Children, Y. O. L. D.
(2016). Pemerolehan Bahasa Anak : Jurnal Ilmiah VISI PPTK PAUDNI, 11(2), 131–141.
https://doi.org/10.3389/fnins.2011.00128/abstract
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anak-menurut- para-ahli.html, 2017.