Mini Research in Psycholinguistics:

Children L1 and L2 Acquisition

A Class

6th Group

Ika Nur Mufidah (113-12-022)

Ati Saidatul Ula (113-12-164)

Ahmad Muhaimin (113-12-170)

Compiled by :

The Methodology of The Research

• Observation • Interview

This research use Qualitative Research as its methodology.

Definition of Interview1. The interview is a flexible tool for data

collection, enabling multi-sensory channels to be used: verbal, non-verbal, spoken and heard.

• The order of the interview may be controlled while still giving space for spontaneity, and the interviewer can press not only for complete answers but also for responses about complex and deep issues. In short, the interview is a powerful implement for researchers. (Cohen et.al, 2007:349)

Definition of Observation• The distinctive feature of observation

as a research process is that it offers an investigator the opportunity to gather ‘live’ data from naturally occurring social situations. In this way, the researcher can look directly at what is taking place in situ rather than relying on second-hand accounts. (Cohen et.al, 2007:396)

The Questions of The Research1. The child’s first language acquisition (mother

tongue, native language).

2. Parents’ type of processing, - is it behaviorist, innatist, or interactionist?

3. The child second language acquisition• Learners characteristic (the child

characteristic)• Learning condition

4. Teachers’ type of processing, - is it behaviorist, innatist, or interactionist?

1. The Child’s First Language Acquisition

• First language acquisition is the first or nature language that children use in the first spoken (C.M Goh, 2004:13).

Preliminary Information

The place of observation is in PAUD Azzahra Tegaron, Kab. Semarang

Preliminary Information

1st Responden : Cantika Febriana (Child)

2nd Responden : Niamah (Parent) 3rd Responden : Nur Hayati (Teacher)

First Responden

Name : Cantika FebrianaDate of Birth : 18th February 2001Age : 4 years oldParents’ name : Hermanto & NiamahAddres : Tegaron Krajan II RT 02/ RW

03, Kel. Desa TegaronSchool : PAUD Azzahra Tegaron 

The Finding• Mostly the children in Paud Azzahra Tegaron

use Javanesse as their mother tongue. • The reason is because their parents use

Javanesse also at home, when they comunicate with their children. The specification of Javanesse that used by their parents is ‘Kromo Alus’ e.g : maem, bobok, salim, lenggah, mirsani, etc.

The Finding• But, there are also some students which are

use Bahasa Indonesia as their first language acquisition.

• Cantika Febriana and Manda are the exception, they use Bahasa Indonesia as their first language acquisition.

• Their parents teach them Bahasa Indonesia is more because the reason of politeness. The parent consider that the using of Javanesse language (Ngoko) seems impolite. Cantika use Bahasa Indonesia both in home and in her school.

Review of Related Theories

• There are 3 types of processing language in children with its key features :

• 1. Behaviourist– Concerned with learning in general– Important lingusitic input from the

environment– Modeling– Immitation– Practice– Reinforcement– Habit formation

Cont..• 2. Innatist

– Concerned with spesific aspects of language learning,

– ‘Degenerate input’ from the environment– Biological program (critical period

hyphothesis)– Special language learning ability– Universal grammar (UG)– Linguistic rule extraction– Hyphothesis testing– Natural order of acquisition

Cont..• 3. Interactionist

– Concerned with social and psychological aspects of language learning

– Meaningful linguistic– Input from the environment– The importance of communicative contexts– Child’s pragmatic intentions– Adult coversational/ interaction strategies– Child-directed speech (Motherese)– Adult’s rich interpretation and feedback– Conversational adjusments, child’s

capacity for learning– Interdependence of cognitive and language

developments (C.M Goh et.al, 2004:25)

2. Parents’ Type of Processing Language

• Mostly the parents of students in PAUD Azzahra use Javanesse Language at home, except Cantika’s parent.

• Cantika’s mother (Ibu Niamah) said that she teach Bahasa Indonesia to Cantika because her father is an office employee and for politeness reason.

• Cantika is also know some of Javanesse language, she understand when people communicate with her through Javanesse language, but still, she answer it in Bahasa Indonesia form.

The Finding

• Ibu Niamah always teach Cantika new vocabularies when Cantika ask to her. Cantika often get new information from television. Then, when she get difficulties to understand new vocabulary, Cantika ask her mother directly. And her mother answer it gloriously.

• Cantika’s mother likes to make a communicative conversation with her daughter. She often ask Cantika about what her daughter got from the school.

The Finding• Then, based on the datas we can

conclude that Cantika’s parent is belong to Interactionist type.

3. The Child’s Second Language Acquisition

• According to the terminology definition, second language is any language you learn later in life, after learning your first language.

Learner CharacteristicThe Finding• Every child has different characteristic. It

depends on their parents background and their environment (school, friends).

• Based on our observation, Cantika has high curiosity about language. She always excited to learn new vocabularies.

• Her mastery of language influenced by her parent who teach her Bahasa Indonesia, her friends and neighbor who communicate with her with Javanesse, and Cantika’s teacher who introduce her to English and Arabic.

• We can conclude that Cantika is one of multi-lingual child.

Learner ConditionThe Finding

• Mostly the children in PAUD Azzahra are active in teaching and learning process. They have high curiosity for something they face.

• But, we found that there are some students who would not study or include classroom activity without their parents inside.

• Different with Cantika, she is an active child who have courage to interact with her teacher and friends without always being accompanied with her parent.

The Finding• It might be influenced by the way of Cantika’s

parent teach language to her. • Where the parent let Cantika ask everything

she want to know. And they always answer Cantika’s questions. It caused Cantika has high curiosity and unafraid to ask question.

• The situation of her school is also has role toward Cantika’s mastery of language. The teacher teach her beside Bahasa Indonesia and Javanesse (Kromo Alus), also teach English and Arabic

4. Teacher’s Type of Processing Language

The Finding

• The teaching and learning process at PAUD Azzahra Tegaron include interactionist approach. Teachers do the communicative conversation to the students. They use Bahasa Indonesia in the class, but not 100% like in junior and senior high school.

• Teacher still insert the mother tongue of the student, e.g: maem, bobok, lenggah, mirsani, etc. They also introduce English and Arabic to their students in the simple way for example : singing a song using English, number, and color.

Teachers do the communicative conversation to the students.

ConclusionBased on the answer of research questions, we can conclude that:

1. Cantika’s 1st language acquisition is: Bahasa Indonesia, her 2nd language acquisition: Javanesse, English, Arabic. It caused Cantika become a multi-lingual child.

2. Parent’s type of processing language is: Interactionist. Because Cantika’s parent emphasize in social and psychological aspects of language learning

Cont..3. Learner characteristic – Cantika has high

curiosity, it makes her always want to know about new vocabularies.

Learner condition – the condition of her place, support Cantika to learn language easily. There are parent and teacher who always teach her.

4. Teacher’s type of processing language is: Interactionist. Because teachers do the communicative conversation to the students.

Bibliography• C.M Goh, Christine. Silver, Rita Elaine. 2004. Language

Acquisition and Development: A Teacher’s Guide . Singapore : Pearson E

• Cohen,Louis. Manion, Lawrence. Morrison, Keith. 2007. Research Methods in Education : Sixth Edition. New York : Routledge