The document summarizes a mini research project on child language acquisition. It discusses the subject of the study, a 3-year old girl named Lailia Arumi Zahra. It analyzes her first language acquisition from her parents using an interactionist approach. It finds her second language acquisition in her play group is facilitated through a behaviorist teaching style, with habitual activities and modeling. The teacher also occasionally demonstrates interactionist qualities by engaging students in discussions.

1. Mini Research On
Psycholinguistic
Class C
Group 1
1. Amalia Ismayanti 113-12-041
2. Ayusi Setyowati 113-12-061
3. M. Sofi Setyo A 113-12-100
4. Agus Fahrizal A 113-10-076

2. Statement of Problems
1. The child first language acquisition (L1) ,
mother tongue and native language.
2. Parents type of processing L1: parents
behaviorist, innatist or interactionist

3. 3. Child second language acquisition
a. Learner’s characteristic (the child)
b. Learning condition
4. Teacher’s type of processing L2, is the
teacher; innatist, behaviorist, interactionist.

4. Review of The Related Theory
A. First Language Acquisition
According to Christine C.M and Rita Elaine Silver
(2004:13) first language acquisition is an
amazing process. Consider a child’s astounding
progress from crying, gurgling, cooing, babbling,
uttering single words and two-words utterances
to speaking complete and well-formed
sentences in a matter of three to four years.

5. According to Piaget (1959) as cited by Christine
C.M and Rita Elaine Silver (2004:14) argued that
cognitive development and language acquisition
are closely interrelated processes. Toddlers
develop an abstract knowledge about the world
through experience with objects around them
and by observing the way one object is acted
upon by another. This stage of development is
closely linked to the sensorimotor period, from
birth to around 18 months.

6. In Piaget’s view cognitive knowledge about the
world is seen as a precursor to language.
Without cognitive development there can be
little or no language acquisition. In other word,
language is the manifestation of a child’s
developing cognition. Language is the means by
which a child represents reality.

7. B. Second Language Acquisition
Second language acquisition refers to any
language learned after in life (whether it’s the
second, third, or fourth.
Brown (2000:280) argued that second
language learning clearly is a process in which
varying degrees of learning and acquisition
can both be beneficial, depending upon the
learner’s own style and strategies

8. C. Behaviorist Model
Learning was seen as behavior change through
habit formation,conditioned by the presence of
stimuli and strengthened through practices and
selective reinforcement. The inlfluence of this
school of thought was felt for several decades in
different areas of learning, including language
learning. The behaviorist school saw language as a
subset of learned behaviors, and language learning
was seen as being similar to any. B. F skinner (1957)
as cited by Christine C.M and Rita Elaine Silver
(2004:17) argued in Verbal Behaviour that

9. Language acquisition was a form of operant
conditioning directly resulting from adult
modelling and reinforcement, imitation, practice
and habit formation on the part of the child.

10. D. Interactionist Model
The primary focus of the interactionist approach
is how language and cognitive developments take
place within key context of interaction. These
context include caregiving, play and joint adult-
child book reading, where many communication
routine occur. Such routines allow adults to
provide a rich source of language input in
meaningful communicative context. Contrary to
Chomsky’s claim that adults provide poor models
because their language is ‘degenerate’ .

11. E. Learner’s Characteristic
Lightbown and Spada (1999) Learner
characteristics include factors like prior language
knowledge (knowing another language),
cognitive development, metalinguistic
development and personality factors.

12. F. Learning Conditions
Learning conditions include factor such as
receiving instruction in the (classroom learning).
Learning conditions might also include where
the children learn

13. Methodology
This is the mini research of qualitative
study. Qualitative research is research
using methods such as participant
observation or case studies which result
in a narrative, descriptive account of a
setting or practice. Sociologists using
these methods typically reject positivism
and adopt a form of interpretive
sociology. (Parkinson & Drislane, 2011)

14. We observed with the team cooperation to finish the
task. The activities are divided in to four major steps.
Firstly, discussion in the deciding responden and where
the place there then dividing each member job. Secondly,
finding the appropriate book and source that related to
our mini research topics. Thirdly, we are going to prepare
the question that will be asked to the responden with
using open-ended interview and doing the observation
on March 30 2015. We also make the documentation
through take some pictures while the activity in the play
group on going. Fourth, discussing the result of
observation , making and finishing the report.

15. Subject of Study
Name : Lailia Arumi Zahra
Age : 3 years old
Mother : Ana Fadilah (31)
Father : Wahyu Agus S (31)
Address: Sanggrahan RT 2 RW
1, Tingkir Lor, Salatiga
Play Group : Islahul Muna
Address : Tingkir Tengah,
Salatiga

16. Method of data collection
1. Observation
2. Open- ended interview

17. NO DATE ACTIVITY
1 March 27 2015 discussion in the deciding
responden and where the place
there and dividing each member
job.
2 March 29 2015 finding the appropriate book and
source that related to our mini
research topics
3 March 30 2015 we are going to prepare the
question that will be asked to the
responden with using open-ended
interview and doing the
observation
4 April 4 2015 discussing the result of
observation , making and finishing
the report.

18. Interview Process
The Question list on interview step:
1. What kind of method that the teacher implemented
to teach the students?
answer : the teacher tend to the behaviorist model,
but she can also be interactionist. The teacher apply
the habitual activity in same words everyday so that
the child will memorize unconciously. She also likes to
do modelling methods when she wants to show a
new thing to the students. Sometimes, she asks about
students experiences, then the students will explain
and she give some respond. In this case, the teacher
become interactionist.

19. 2. What kind of language that the teacher used
in learning process?
answer : Using Indonesian, Javanese, and
English as introduction (just a little) for
example when explaining number using “one,
two three” . In the learning process the
teacher using code-mixing language in a
week with daily mapping.

20. 3. If the teacher using behaviorism theory, how
about the step that can the teacher do?
answer : Firstly, the teacher give stimulate
through fun learning and learning with
playing. The teacher using object as an
instrument to introducing something. Finally
the student can know the object after the
introduction process.

21. FINDING
1. The child L1 = Javanese and bahasa, L2=
Bahasa and English just a little , Native
language javanese and bahasa.
2. The parents type of processing L1 is
interactionist. For example: her mom has
some children movies and watch together. Her
mom always asks to Arumi to make sure
whether Arumi understand or not. it is
showed interactionist model.

22. 3. Child second language acquisition:
a. Learner’s Characteristic
Arumi is an active kids. She likes to sing. Her
mother always gives a stimulate to sing and she
tries to sing. Then arumi will continue. She is a
fussy girl and likes to talk to anyone. She has
interaction to her parents, grandmother,
grandfather, sisters, brothers, uncles, aunts, and
also her friends. She has many vocabulary to talk.

24. b. Learning Condition
In the class, teacher likes to do some
habitual activities in same words every day. So
that the students will memorize unconciously.
She also likes to do the modelling methods
when she want to shows a new thing.

26. 4. Teacher’s type
The teacher’s style is tend to be behaviorist although
she also can be interactionist. because sometimes she
asks about the students’ experiences, then the
students will explain and she gives some respond. In
this case the teacher become interactionist. In the
class, the teacher likes to do some habitual activities in
same words every day. So that the students will
memorize what the teacher words unconciously.

27. CONCLUSION
The child L1 = Javanese and bahasa, L2= Bahasa
and English just a little , Native language javanese
and bahasa.
 In processing L1 the parents is the interactionist .
 Arumi is an active kids. She likes to sing. Her
mother always gives a stimulate to sing and she
tries to sing. Then arumi will continue. She is a fussy
girl and likes to talk to anyone.
 The teacher’s style is tend to be behaviorist
although she also can be interactionist.

28. REFERENCE
Christine and Silver, Rita Elaine.2004.Language
Acquisition and Development: A Teacher’s
Guide.Singapore:Longman.
 H. Douglas Brown.2000.Principles of
Language Learning and Teaching.New
York:Longman.