Restina Dwi Cahyani

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The Acquisition of a Second Language in Children Aged 1.5 Years in the Family Circle

Abstract

The acquisition of a second language in children aged 1.5 years in one of the families in the Magetan
area. This study aims to describe how the acquisition of a second language in children aged 1.5 years in
the family environment. In this study, regional languages were used as the first language and the second
language as the second language, and this study used a qualitative descriptive method. Data collection is
done by asking some questions by having a conversation with the child. The object of the research is a
child named Muhammad Irsyad Antawan who is 1.5 years old. The result of this research is that
language acquisition can be done in the family sphere, and it can also be done by using the media.
 Introduction

Judging from language development, early childhood is a period of growth that determines the period of
further development. Early childhood occupies the most important position in brain development
(Rahman, 2002).

It is very important that we can know the process of language acquisition in children under 5 years old,
that time-is-the-right-time-to-teach-language-to-children. The language used is not only Indonesian
because we are in Indonesia, but we can use regional languages as well as foreign languages or English.

The term language development can also be referred to as language acquisition in Psycholinguistics.
Indonesian acquisition is interpreted when a child acquires a language in which he first gets his first
language (mother tongue). In conditions in Indonesia, the first language or mother tongue is the regional
language in which the child is born and develops, while Indonesian and foreign languages are second
languages.

Various studies on second language acquisition generally try to analyze the influence of the first
language on the second language, because to find contrastive differences in terms of phonology,
morpheme, morphology, syntax, semantics, and pragmatics.
 Literature Review

1. Second Language Acquisition

a) Second Language Acquisition (SLA) refers to individuals and groups who are learning a
language after their first language since childhood, and also refers to the learning
process. This additional language is called a second language (L2), although it could
actually be their third, fourth, or tenth language (Saville-Troike, 2006: 2).
According to Rod Ellis (1997), the acquisition of a second language can refer to any
language that is learned after the mother tongue. In other words, the acquisition of a
second language can also be referred to as a third, fourth, and so on.Faktor Second
Language Acquisition
a. First Language
The first language is believed to have an effect on the second language. Chaer
(2009) states that language is the result of encouragement-response, so if the
learner wants to increase the use of speech, he must increase the acceptance of
stimulus or encouragement. Another theory says that the success of a second
language depends on the first language they have mastered
b. Environment
Environment is one of the factors that influence the second language, especially
in the family environment. The family environment is a learning environment
that is not limited by space, time and place, or natural.
c. Age
Early age or children aged 0-5 years greatly affect language learning. At this time
all the great instruments of man are formed, not only intelligence but all psychic
faculties. Experts call this period the golden age.
 Method

The linguistic aspect analyzed in this study is syntax. The analysis will be carried out quantitative
and qualitative. Quantitative rules involve analysis of distributions and estimates of MLU as one the
method of determining the child's language development. While the qualitative rule is the
interpretation of data that has been shown on second language acquisition in children. Data analysis can
carried out in four steps, namely:

1. Data Transcription Speech recorded via cellphone was transcribed in the form of sentences.
Collected data. These are arranged in the form of a child's speech sentence structure.
2. Data Selection The transcribed data is processed by separating the required and eligible data in
accordance with the research objectives..
3. Data Classification The data that has been selected in accordance with the research objectives
and the data obtained are then monitored according to its designation, namely, the process
after being monitored is in its second language (Indonesian).
 Finding and Discussion

In this study, the elements of words and syntax that receive special attention to speakers.
Regarding words, speakers are affected by the first language (Javanese), then what happens is the
process of interference from the second language (Indonesia) to the first language (Java).
Meanwhile cognition sees how a language learner learns the main language being studied. Examples
are as following:

Vocabulary

Inum ‘minum’
Atih ‘aki’
Emam ‘makan’
Emeh ‘mi’
Upup ‘kupu-kupu’
Uda ‘kuda’
Ajah ‘gajah’
Euja ‘kerja’
Eunang berenang’
Icim ‘eskrim
Angan ‘jangan’
Icang ‘pisang’
Aap ‘maaf’
Cinih ‘ke sini’
Canah ‘sana’
Howe ‘hore

Mbe ‘kambing’
Mbamba ‘lumba-lumba
Nda ‘bunda’
Bebek ‘bebek’
Kaka ‘kaka;
Cucu ‘susu’
Wowong ‘tolong’
Two word syntax

awowo nenek ‘halo nenek’

mamam oyeng ‘makan nasi goreng’
‘ngkai upang ‘ikan cupang’
epim okat ‘es krim coklat’
‘atu agus ‘sepatu bagus’
eumput kaka jemput kaka
‘eli icang ‘beli pisang’
au eunum anis ‘minum teh manis’
aek obin ‘naik mobil’
emam emeh ‘makan mi’
ayah atang dudu inih ‘ayah datang’ duduk sini’
ingin aneut ‘dingin sekali’
njem aku ‘aku pinjam’
angan anis ‘jangan nangis’

The first stage of monitor theory is the acquisition and learning in life hypothesis everyday life of
speakers through observations of the conversations around them. Whereas learning to get B2 is to
consciously get it when he learns speak with his mother by imitating and even instructing the
speaker to pay attention when say a few words in B2.

The second stage is the natural order hypothesis. This stage is an attempt to provide language
concepts, such as the use of sequences in speaking, such as DM and MD concepts then speakers
taught periodically while speaking when speaking. Then the concept of language then more complex
is introduced to speakers such as word combinations, morphology and standard vocabulary.

The third stage is the monitor hypothesis, this stage is an attempt to provide the concept of
language, such as the use of sequences in speech, such as the concepts of DM and MD. Speakers are
taught regularly when speaking, then when he says 'borrow me', then the mother of the speaker
revises the words speaker patiently and say 'don't cry.
 The fourth stage is the input hypothesis. In this stage, the progress of recognizing a word
through media are the main focus. For example, in the recognition of speaking aloud, then this
media process which plays a role. Media is interactive (image imitation) with sound that guides
them to communicate effectively by offering colorful and moving images as if the speaker
participated in the activities in the media.

The last stage is the affective filter hypothesis. This stage discusses the problems in second
language acquisition. such as anxiety, stress, and self-confidence. Understanding the problem
acquisition is better than trying other new methods because it concentrates the problem so that
looking for a much better solution. This hypothesis contains a decision when the speaker having
second language acquisition problems such as trying to understand emotions by teaching speak
slowly, don't blame when you're wrong, and give lots of opportunities to express an opinion.

The acquisition of a second language in this study was obtained by the process of cognition with
the type of theory monitor, namely the acquisition comprehensively. When the speaker wants to
speak, the first language he uses (Sundanese) is because this is the language he first introduced from
his mother. But still there tend to be carried away with their second language, namely Sundanese
because speakers aged 1:5 absorb a lot of words and begin to confidently speak two words.

When speakers want to speak their first language (Sundanese), they are still carried away by the
linguistic atmosphere local. Such as "euja", "cinih", and "eunang" are elements of interference from
the phonological aspect of Sundanese because there is an 'e' pronunciation in the word "peupeut"
that appears to speakers. Applied monitor model in this study is how speakers listen and learn the
words that arise from the pronunciation of the closest people (mother and sister). Especially when
speaking, there is a process being taught from mother to speaker. the speaker who was originally B1
(Sundanese) is now being monitored by himself with the help of his parents and other close people.

Monitor theory is a process of editing, correcting, and correcting discourse both before and after
as well as after the discourse is spoken. According to Krashen learning a language is not much help
for editing, correcting and correcting grammar acquired through acquisition, language learning only
monitors the grammar of speech and does not determine the fluency and proficiency of speech. In
this case the function of monitoring is to correct a number of language errors in speech.
 Conclusion

The process of acquiring a second language is a conscious situation when it comes to learning.
However, in terms of acquisition, second language awareness cannot be denied carried away by the
first language. It is a process of learning a language when it is within the scope of home because the
most important role is guidance from B2-speaking parents.
 Reference

Gass, Susan M. and Larry Selinker. Second Language Acquisition An introductory course Third edition.
New York: Routledge. 2008

Judith Greene. Memory thinking and language topics in cognitive psychology. Taylor &
Francis:London.2005

Krashen, Stephen D. Second acquisition and second language learning, Pergamon Press Inc,
University of Southern California. 1981

Krashen, Stephen D. Principle and Practice in Second Language Acquisition. University of Southem
California: Pergamon Press Inc. 1982