we work and learn

1. MINI RESEARCH ON
PSYCHOLINGUICTICS
Class : C
Group : 4
Members:
Surya Agung W. (113-12-023)
Nafiatul Khasanah (113-12-134)
Yuli Susanti (113-12-051)
Nur Inayah (113-12-114)

2. Outline
A. Title, Class, Group Number and Members
B. Statement of The Problems
C. Review of The Related Theories
1. First Language Acquisition
2. Second Language Acquisition
D. Methodology
1. Method of Data Collection
2. Research Design
3. Subject of Study
E. Findings
1. First Language Acquisition of Child
2. Parent Type of First Language Acquisition
3. Second Language Acquisition of Child
4. Teacher Type of Second Language Acquisition
F. Conclusion

3. B. Statement of Problems
1. How the ways of child get the first
language, native language, and mother
tongue?
2. How the ways of parent teach first
language?
3. How the ways of child learn the second
language?
4. How the ways of teacher teach second
language?

4. C. Review of The Related Theories
1. First Language Acquisition
•According to Goh and Rita (2004) said that
First Langusge Acquisition is an amazig
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. • The role of the child is what children bring into the
acquisition process. Model of first language
acquisition :
• Behaviorist model : According to Cooter & Reutzel
(2004) as quoted by Goh and Rita (2004) said that
“infants learn oral language from other human
role models through a process involving
imitation, rewards, and practice. Human role
models in an infant’s environment provide the
stimuli and rewards,”.
• Innatist model : approach which emphasized the
role of mental or psycholinguistics process.
• Interactionist model : which defined as the distance
between a child’s current state of cognitive capacity
and the level of potential development .

6. Behaviourist • Concerned with learning in general
• Important linguistic input from the environment
• Modelling
• Imitation
• Practice
• Reinforcements
• Habit formation
Innatist • Concerned with specific aspects of language learning
• Digenerate input front the environment
• Biologicat progamme
• Spicial language learning ability
• Universal grammar
• Linguistic rule extraction
• Hypothesis testing
• Natural order of acquisition
interactionist • Concerned with social and psychological aspects of
language learning
• Meaningful linguistic input from the environment
• The importance of commucative contexts
• Child’s pragmatic intentions
• Adult conversationel / interaction strategies
• Child directed speech
• Adult’s rich interpretation and feedback
• Conversationel adjustments
• Child’s capacity of learning
• Independence of cognitive and language developments

7. 2. Second Language Acquisition
• According to Muriel (2006), Second Language
Acquisition (SLA) refers both to the study of
individuals and groups who are learning a language
subsequent to learning their first one as young
children, and to the process of learning that
language.
• A second language is typically an official or
societally dominant language needed for education,
employment, and other basic purposes Muriel
(2006).
• According to Muriel (2006), acquisition of more
than one language during early childhood is called
simultaneous multilingualism, to be distinguished
from sequential multilingualism, or learning
additional languages after L1 has already been
established.

8. According to Lightbown and Spada (1999) as quoted
by Goh and Rita (2004) place there factors in two
groups: learner characteristics and learning
conditions.
Learning characteristics include factors like prior
language knowledge (knowing another language),
cognitive development, metalinguistic development
and personality factors such as nervousness about
speaking to people the learner doesn’t know well.
Learning conditions include factors such as receiving
instruction in the language (classroom learning);
doing structured homework or learning the language
through conversation with family; being required to
speak up (for example, in a class) or being allowed to
participate according to individual wishes (as in many
conversations at home).

9. According to Goh and Rita (2004), there are
three models of second language acquisition.
Behaviorist Modeling, practice and reinforcement from proficient L2
language user.
Habits formed in first language can interfere with L2 learning
Instructional approach: Audiolingualism
Innatist UG is accessible for first and second language acquisition OR
UG is only available for first language learning OR UG is
partially available for second language learning – as
unresolved question
If UG is biological, there may be an optimal time period for
second language acquisition ( period to puberty) because the
adult mind learns language differently
Instructional approach: The Natural Approach
Interactionist Input, negotlation, output and interactional feedback may be
necessary for L2 learning
Other sociocultural aspects may also needs to be considered
Instruction approach: CLTAs

10. D. Methodology
1. Research Design
2. Subject of Study
3. Method of Data Collection

11. 1. Research Design
•According to Szent (1980) as quoted by
Janice (1994), the reality that
qualitative research address is
“contradictory, illogical, and
incoherent.”
•According to Downs (1983) as quoted
by Janice (1994), qualitative
researchers have been slow to explain
exactly what they do and how
conclusions are reached.

12. 2. Subject of Study
•The subject of this research are
a girl who is studied in the kindergarten,
her parent,
and her teacher.
•The research will give more information
about the subject of study, such as:
a. Information of The Child
b. Information of Her Parent
c. Information of Her Teacher

13. a. Information of The Child
Name : Annisa
Full name :
Mujahidah Annisa Kafadina
Birth : 13 May 2010
Grade :
Student of Kindergarten An-Nida
Address : Cabean, Salatiga.

14. b. Information of Her Parent
•Mother: Siti Fatimah
•Origin: Javanese
•Mother tongue : Javanese
•Native language: Javanese
•Worker: Housewife
•Address: Cabean, Salatiga.

15. • Father: Ali Barokah
• Origin: Javanese
• Mother tongue :
Javanese
• Native language:
Javanese
• Worker: athlete and
coach of Karate
• Address: Cabean,
Salatiga.

16. c. Information of Her Teacher
• Name : Mariatul Kiptiyah
• Address : Blotongan, Salatiga.
• Mother tongue : Javanese
• First language : Javanese
and Bahasa
• Second language : English
• Native language : Bahasa

17. 3. Method of Data Collection
• According to Erickson (1992) ) as quoted by Janice (1994)
said that
As with other forms of qualitative research, some
analytic work begins while the researcher is in
the field. For example, analytic decisions
underline determining which events, persons, or
behaviors are to be recorded or moving to
greater visual or audio selectivity as data
collection proceeds.
• Based on the reason above, the methods that are utilized
in the process of gathering the research data are:
1. Observation
2. Interviewing
3. Documentation

18. E. Findings
1. First Language Acquisition of Child
2. Parent Type of First Language Acquisition
3. Second Language Acquisition of Child
4. Teacher Type of Second Language
Acquisition

19. 1. First Language Acquisition of Child
a. Annisa’s first language acquisition is Javanese and Bahasa.
In her house, she uses Javanese.
In her community, she uses Bahasa.
In her school, she uses Bahasa to communicate with her
teacher and friends.
b. Her mother tongue is Javanese.
Her mother comes from Java, and she always uses
Javanese to communicate with Annisa.
c. Her native language is Bahasa.
She much produces utterance in Bahasa. She uses
Bahasa not only at school, but also she uses in her
community.
Her teacher said that she always uses Bahasa to
communicate with her and her friends.

20. 2. Parent Type of First Language Acquisition
Her mother style of processing First Language Acquisition is
Interactionist. It seen from some sign of her mother that be
signed by :
a. Concerned with social and psychological aspect of language
learning.
Her mother always buys toys, pictures, and movies for Annisa
because her hobbies are drawing, coloring and singing. Her
mother concerns and facilities her hobbies and talents.
b. Child’s capacity for learning.
Her mother and father never waiting for her at school. His
father just drives Annisa to her school, and takes her from her
school every day. They know that Annisa is a shy girl. They try
to teach about independent. They hope that Annisa grows up
become brave girl.

21. 3. Second Language Acquisition of Child
Her second language is English.
In her school, her teacher sometimes
teaches Annisa use English. She can little
produce the word in English. (i.e. Number:
one, two, three, etc.; Yes; and No)
Therefore, she learns her first and second
language in the same times.
In second language acquisition, the research will
explain from two points of view.
a. Learner’s Characteristic
b. Learning Condition

22. a. Learner Characteristics
•She is an introvert girl. She always plays
alone at her school. She sits alone in
different place from her friends.
•She is a shy girl. When we meet her, she
often speaks with new people. Different
from her friends, they are enthusiastic with
us.
•She is an independent girl. At school, she
always follows the teacher role. Her parents
do not waiting for her.
•Her hobbies are drawing, coloring and
singing. She is audio-visual learner.

23. b. Learning Conditions
• Her school has many media to support teaching and learning
process. (i.e. toys, pictures, music, song, etc.) It gives her chance
to learn language use the media. (i.e. pictures with English name
help her to introduce about some vocabulary in English.
• Her school has play-ground. (i.e. See Saw, Swing, Merry-Go-
Round, and Climber) This is her community place for her and her
friends to paly and communicate each other.
• The size of her class is not broad about 3x3 meter. One class has
20 students.
• Her school follows the role of government about the using of
language. (i.e. Every Monday, Tuesday, Wednesday use
Indonesian, and Every Thursday uses Javanese.) It helps her to
learn about her first language acquisition.
• Not only they learn Javanese and Bahasa, but also they learn
English in her school. She has opportunity to learn second
language in early times.
• When she has home work, her mother helps her. However, her
mother doesn’t mastering English, so she cannot give much
include for her second language acquisitions.

24. 4. Teacher Type of Second Language
Acquisition
• Mrs. Mariatul Kiptiyah uses two types – behaviourist
and interactionist – depend on the situation.
a. Behaviourist
• According to the observation
• She use drilling and grammar translation method.
• (i.e. She teaches short suroh of Al-Quran. She recites
louder, and than she translates the meaning in Bahasa.
Her students follow her louder when she recites. When
some students can not follow her, she repeats again
that activities until her students follow her well.)
• Therefore, modeling, practice and reinforcement from
proficient L2 language user apply in her method.

25. b. Interactionist
• Sometimes, she uses media.
• Media
• (i.e. pictures from newspaper, palm leaf rib,
song, etc.)
• According to interview
• Picture
• She said “When she orders her students to bring
pictures from newspaper, she gives opportunity
to make their own creation using pictures. After
that she gives opportunity to the students
explain about their creation.”
• Song
• She said “She uses English song to teach English.
They sing together at the class.”
• Therefore, point of other sociocultural aspects
may also needs to be considered. She uses it in
her teaching.

26. F. Conclusion
1. Annisa’s first language acquisition is Javanese and Bahasa. She
gets her Javanese from her mother and father as her mother
tongue. She gets her Bahasa at her school, and she always
speak in Bahasa. Therefore, her native language is not
Javanese, but it is Bahasa.
2. Her mother is interactionist. She knows what her daughter
needs, and she give attention with daughter’s talents. She gives
opportunity to her daughter learn in the independent way.
3. Her second language is English. In learner’s characteristic, she is
introvert and shy girl. However, her parent teaches her about
independent. In learning condition, her school supports her
first and second language acquisition.
4. Mrs. Mariatul Kiptiyah uses two types of second language –
behaviourist and interactionist – depend on the situation. She
uses drilling and grammar translation methods for behaviourist.
Sometimes she uses media to teach English in interactionist
way.

27. References
• Goh, Christine C. M. and Rita Elain Silver. 2004. Languace
acquisition and Development. Singapore: Prentice Hall.
• Morse, J.M. 1994. Critical Issues in Qualitative Research
Methods. New Delhi : SAGE Publications.
• Saville-Troike, Muriel. 2006. Introducing Second Language
Acquisition. New York: Cambridge University Press.