Faisal Abi Yusuf (113-12-026) / C

Hidayatus Sarifah (113-12-064)/B

Mannun Sahila (113-12-113)/C

Naily Iffatul Maula (113-12-132)/C

1. What is the child first language

acquisition?

2. What is the parents type processing L1?

3. What is the child second language

acquisition? (Learner characteristic &

Learning condition)

4. What is the teachers type of processing

L2?

First Language can be defined as the

first language we learn in our life. It

follows then that second language is

any language we learn later in

life,after learning our first language(M.

Goh and Silver, 2004:29).

Theories

Behaviorist Innatist Interactionist

Concerned with learning in general

Important linguistic input from the

environment

Modelling

Imitation

Practice

Reinforcement

Habit formation

Concerned with specific aspects of language learning

Degenerate input from the environtmentBiological programme (critical period

hypothesis)Special language learning abilityUniversal grammar (UG)Linguistic rule extractionHypothesis testingNatural order of acquisition

Concerned with social and pschological aspects of language learning

Meaningful linguistic input from the environtment

The importance of communicative contextsChild’s pragmatic intentionsAdult conversational /interaction strategiesChild-directed speech (Motherese)Adult’s rich interpretation and feedbackConversational adjustmentsChild’s capacity for learning Interdependence of cognitive and language

developments

This research use Qualitative Research.

The researchers use methods such as

participant observation or case studies.

The method of data collection were

observation, interview and documentation.

This research focuses on the process of

child in acquaring L1 and L2.

The dataRespondent I (Child)Name : Evania Lillah Tsuroya (5 years old)

First Grade Students of MI Al-Maarif Kebumen banyubiru Semarang

Respondent II (Mother)Name : Umi Nu’amahWork : Headmaster of SMK Nu Roudlotul

FurqonRespondent III ( Teacher)Name : Surur ( The homeroom teacher of

1 B Class)

The child use 2 languages in her everydayconversation. Her mother tongue isJavanese, even she can’t use javaneselanguage, but she could understand thelanguage.

L1 :Javanese and BahasaL2 : English

Her native language is Bahasa. Because shespeak with other using bahasa.

The Parents’ Data Key Features

1. The parents provide books and

DVD (movies and songs)

Meaningful linguistic input from the

environment

2. The parents provide toys, flash

card, and puzzle

Meaningful linguistic input from the

environment

3. The parents give freedom to the

children to do anything, but still in

their control

Concerned with social and

psychological aspects of language

learning

4. The parents communicate use

Indonesian language to their child

The importance of communicative

contexts

5. The parents help the child to do her

homework

Interdependence of cognitive and

language development

6. The parents spend their time for

sharing with the child

Adult’s rich interpretation and

feedback

From the data above, by connecting

the data with the key features

provided in the theory we can

conclude that the parents type in

processing L1 is INTERACTIONIST.

The Child’s Data

1. The child can sing english song such as ost frozen and strawberry cake

2. Shy girl (she is not confident to speak in new environment)

3. She likes reading rather than playing

4. Pay attention to the teacher

5. Learning by doing (She always broke her toys but then she could fix it)

6. She likes watching movies

7. She can imitate the main character’s conversation in the movie

8. She is talkative at home

9. She likes dressing up

Learner Characteristic

Enthusiastic, it is proved by her interest in

English songs.

Shy, she is not confident to speak in front of

stranger.

Learning Condition

The child acquaires the L2 through the

classroom learning (doing structure

homework, learning conversation through

cartoon movie).

English is rarely used in her environment.

The teacher types is BehavioristConcern with learn in general : way of the teacher teach is teacher-centered.

The teacher using javanese language in the learning process. In the daily converstion with her students, sometimes the students answering the teacher’s question using Bahasa or javanese. Because in Behaviorism the orall skills was prioritised (page 32).

The Teacher’s Data Key Features

1. The teacher teaches using books,

pictures, and songs.

Meaningful linguistic input from the

environment

2. The teacher gives feedback to the

students’ curiosity.

Adult’s rich interpretation and

feedback

3. The teacher always uses greeting

in English to open the class.

Reinforcements

4. The teacher applies memorization

to introduce new vocabularies.

Little reliance on drill work

memorization and rule-based learning

5. The teacher invites students to

have outclass session to learn new

vocabularies (go to the zoo).

Contextualized teaching of vocabulary

From the data above, there are one key

feature that refers to Behaviorist theory in

point 3, but there are 4 key features that

shows Interactionist theory. It means that

Interactionist is more dominant than

Behaviorist theory. Hence, we can

conclude that the teacher type in

processing L2 is INTERACTIONIST.

From the explanation of findings and related

theory, we can draw conclusion such as:

The child L1 is bilingual (Javanese and

Bahasa).

Parents type of processing L1 is

Interactionist.

Child characteristic are enthusiastic and

shy. The child acquaires English from

school.

Teacher type of processing L2 is

Interactionist.

Goh, Christine C. M. and Rita Elaine

Silver. 2004. Language Acquisition and

Development. Prentice Hall: Singapore.

www.sagepub.com/upm-

data/48453_ch_1.pdf