THE LESSON

PSYCHOLINGUISTICS
PSYCHOLOGICAL APPROACH IN LANGUAGE
ACQUISITION
Dosen : Raswadi, M. Pd

Created By :

ROHMATULLAH

SEKOLAH TINGGI KEGURUAN DAN ILMU

PENDIDIKAN

(STKIP) PANDEGLANG BANTEN

PREFACE

Praise the Almighty God who has given us a wide variety of

delicious, so that activities that we live this life will always bring blessings,
good life in this world, even more so in the life hereafter, so that all the
ideals and expectations to we achieve it becomes easier and full benefits.
Thank you before and afterwards we say to Lecturer Subjects
Psikolinguistics who have helped, either in the form of moriil and material
assistance, so this paper resolved within the allotted time.
We realize once, in the preparation of this paper is still far from
perfection and many shortcomings, both in terms of grammar and in
terms of the consolidation of the lecturer, who sometimes just menturuti
personal selfishness, to our great hope that if there is criticism and
constructive suggestions to further refine paper we put this another time.
The greatest expectation of the preparation of this paper is to,
hopefully what we put together is full of benefits, both for personal,
friends, and others who want to take or complete again this paper entitled
"Psychological Approach in Language Acquisition" as add additional
existing references.
Pandeglang,

April 2015

Compiler,

TABLE OF CONTENTS

Cover Paper................................................................................................................
Prefase .......................................................................................................................
Table Of Contents ......................................................................................................
CHAPTER I

INTRODUCTION
1.1

Background...............................................................................

1.2

Problem Formulation................................................................

1.3

Purpose.................................................................

CHAPTER II DISCUSSION
2.1

Definition...............................................................

2.2

Psychological Approach.........................................
2.2.1 Cross-sectional approach..............................
2.2.2 Longitudinal Approach..................................
2.2.3 Sequential Approach.....................................
2.2.4 Cross-cultural Approach................................

2.3 Language Acquisition

2.3.1 The concept of Language Acquisition...........
2.3.2 Variety of Language Acquisition....................
2.3.3 Sequence Language Acquisition Development
2.3.4 General Mechanisms for Language Acquisition
2.3.5 Units Language Acquisition...........................
2.3.6 First Language Acquisition..........................
2.3.7 Second Language Acquisition.....................
CHAPTER III CLOSING
3.1 Conclusions.................................................................................
3.2 Suggestions............................................................
3.3 Bibliography............................................................

CHAPTER I
INTRODUCTION

1.1

Background
Psychology is the science that studies the problems of the human

psyche that is reflected in the behavior of the real. Formal object of

psychology is the human soul. The human soul is abstract and not
concrete, therefore to meet the elements of empirical psychology as a
science, then psychology study the symptoms of the human spirit that
seemed to be born.
Like the other disciplines, disciplines of psychology can be used to
assess

symptoms

of

religious

communities,

including

the

Muslim

community. What was examined by Psychological Approach in language

Acquisition is the relationship between approaches
Part of psychology that studies focusing on the human psyche in relation
to language called psycholinguistics. Furthermore, psycholinguistics can
be said as a result of the study of language that uses a psychological
approach.
This paper will examine and explain more about psiologis approach in the
study of Islam.
1.2

Problem Formulation
The formulation of the issues discussed in the manufacture of this

paper include:
1.2.1 Understand Psychological Approach in language Acquisition?
1.2.2 What are the various psychological approaches?
1.2.3 How to acquire language?

1.3

Purpose
The objective of this paper is:

1.3.1 To better understand the definition of

Psychological Approach in

language Acquisition.
1.3.2 To determine the various psychological approaches.
1.3.3 To find out How to acquire language.

CHAPTER II
DISCUSSION
2.1

Definition of Psychological Approach in language Acquisition

Psychology is a term derived from English, the "psychology". This

term was originally derived from the Greek word is "psyche", meaning,
spirit or life force, while the "logos" meaning knowledge. So literally,
"psychology" means the knowledge that my study of psychiatric or "Life
Sciences". According to psychologists, psychological sense of the term are
as follows:

It is the science of human consciousness. "Wundt"

It is the study of behavior and mental processes. "Atkinson, et al

(1996)"
It is the knowledge of the activities of individuals (including motor

behavior, cognition, and emotions). "Woodworth and Marquis"

It is the study of the soul, where the soul manifested in the behavior
or activities of both motor, cognitive, and emotional. "Ben Walgito
(2001) et al,"

While The Psychological Approach is an approach that aims to look at the

state of the personal soul. Then some understanding of Language
Acquisition, namely:

Acquiring a language is a human process of acquiring the ability to

capture,

produce,

and

use

words

to

understanding

and

communication. This capacity involves a wide range of capabilities

such as syntax, phonetics, and extensive vocabulary. Language can

be obtained as the language spoken vocal or manual as in sign

language.
Acquiring language usually refers to the first language acquisition
assess children to language acquisition ibumereka and not acquiring
a second language are reviewing additional language acquisition by

children or adults. (Http://id.wikipedia.org/wiki/Pemerolehan_bahasa)

Acquiring a language has a sudden onset (sudden). Language
independence began around the age of one year at a time when
children begin to use words or words separated apart from the
linguistic code to achieve their various social purposes. While other
penertian that language acquisition, language acquisition has a
gradual onset that emerged from the achievements engines /
motors, social, and cognitive pre-linguistic (McGraw, 1987: 570).

2.2

Psychological Approach
In the book Desmita (Developmental Psychology) and a book by

Prof. Dr FJ Monks et al (Developmental Psychology), there are several

approaches in developmental psychology that are common approaches,
namely:
2.2.1 Cross-sectional approach
Cross-sectional approach is an approach used to conduct research
on some groups of children within a relatively short time. In this
approach the research carried out on people or in a group of people
from different age various levels. A study kros common-sektional
can include a group of children aged 5 years, 8 years, and 11 years;
Another group may include groups of adolescents and adults, aged
15 years, 25 years and 45 years. Different groups can be compared
in halkeberagaman dependent variable, a case of IQ, memory, peer
relationships, closeness to parents, hormonal changes, and others.
All this can be done in a relatively short time. By taking a group of
people from different age levels ultimatelywill can find an overview

of the process of the development of one or more aspects of one's

personality. Through kros-sektionalini approach can be obtained a
better understanding of factors that are less typical or characteristic
of the groups being compared.
The main advantages of this approach kros-sektional is that the
researchers did not take too long to wait for people to grow. The
weakness of this pendekan is that this approach does not impart
information about how individuals change or about the stability
characteristics. Rise and fall of the development can be unclear.
2.2.2 Longitudinal Approach
Longitudinal approach is the approach in a study conducted by
investigating the child in the long term, for example, to follow the
progress of someone in a certain time period, such as during
childhood or during adolescence. With this approach examined
several aspects of behavior on one or two people are the same in a
few years. That would illustrate the overall aspects of development.
This approach also has advantages and disadvantages. Among the
advantages of this approach are:

Samples less, making it possible to analyze the growth and

development of each individual.

Allows know disturbances in development, both personally

maupu in groups.
Allows analyzing the relationship between the growth process,
both aspects of maturity and experience, because the data were

acquired in the same child.

Provide an opportunity to analyze the environmental effects of
the changes in behavior and personality.

While the weakness of this approach are:

Requires a long time and huge costs.

Requires a lot of researchers are likely to have different

experiences.
The possibility of a disruption in the interval of the research that
is being done, for example, when people moved or died.

2.2.3 Sequential Approach

To

study

the

development

of

the

life

span,

developmental

psychology experts also use a combination of approaches krossektional and longitudinal approach. The combination approach
kros-sektional and longitudinal approach is what is called sequential
approach. In many ways, this approach began with the study krossektional which includes individuals of different ages. Months or
years after the initial measurement, the same individuals were
tested again (this is a longitudinal aspect of the draft) At the next
time ,, new group of subjects were measured at each age level. The
new group on each level added to the next time to control change
(fall)

of

the

study,

or

retesting

may

have

improved

their

performance.
Although this approach is complex, expensive, and time, but
actually provide information which is not obtainable from krossektional approach and longitudinal approach. Sequential approach
is very useful, especially in the test cohort effect (generation) on the
development of the life span.
2.2.4 Cross-cultural Approach
Cross-cultural approach is an approach to research that considers
environmental factors or cultural influence on a child's development.
This approach is widely used to determine the different of
differences or similarities in the background of the development of
children of different cultures. This is because with this approach
there is a deeper understanding of the process of development of a
person. Through this approach can be explained existing hypotheses
through factors obtained, for example, about the size of the
influence of social factors, economic, parenting and lifestyle of the
personality characteristics and developments kogniotif.
This approach is carried out on different groups kebudayaanya
background, either through experiments, as well as test data
collection through observation, interviews and other data collection

to be processed and analyzed the similarities and difference. With

this approach, a hypothesis about the test, for example, the freeculture (cultural-free) or norms that are considered universal (eg,
speech) can be proved were correct. Similarly, regarding the
sequences in the development phasing in development, whether a
universal norm or applicable to a specific group of offspring, can be
investigated by cross-cultural approach.
Thus the cross-cultural approach (cross-cultural) of the sequences in
the development, phasing in development, whether a universal
norm or applicable to a specific group of offspring, can be
investigated with a background very different cultures
2.3

Language Acquisition

2.3.1 The concept of Language Acquisition

Pemerolehannya process, the language can be divided into the
mother tongue or first language, second language, and foreign languages.
Naming mother tongue and first language refers to the same linguistic
system. The so-called mother tongue is the language that was first
studied naturally from the mother or from families who maintain it.
Usually the same mother tongue in the native tongue of his parents.
However, at present, a lot of parents who talk to their children using
Indonesian language is not the language of origin of both parents so that
is controlled by Indonesian children, the Indonesian that although not the
vernacular mother or father, is the mother tongue of the child.
Mother tongue language commonly called first, because that's the
first language learned child. Although not always the first language of the
child occupied the same as the first language that dominated his mother.
Or, the child's first language is not learned from his mother but from his
foster parents.
If later the child to learn another language, then another language is
called a second language. Not infrequently a child to learn other
languages so that he could master a third language, the language is
called a third language. And so on.

The so-called foreign language will always be a second language for a

child. The term foreign language is actually more political given name is
taken from another nation state or the owners of these languages. Of the
order of acquisition, English is a second language may be, third language,
or language to so many. However, because English is derived from a
foreign country according to Indonesian people, the more popular foreign
language term used to classify English than the so-called second
language.
Since 1979 the world of education in Indonesia acquainted with the
distinction between the results in the form of instructional competence of
learners on knowledge and skills in the realm of intellectual, emotional,
and physical (psychomotor), and the results of the accompaniment
(nurturent effect), and the value (value). Lessons to be learned from this
concept is that there is something that is obtained from the student or the
teacher taught what students learned. It is parallel to the emergence of a
distinction between the concept of learning (learning) and acquisition
(acquisition) language.
The term "acquisition" adrift with psycholinguistic studies when we
talk about children with their mother tongue. With some consideration,
the term first used to study B2 and the second term is used for native
language (B1). In fact, learning is always associated with teachers,
curriculum, allocation of time, and so on, while the acquisition of B1 those
there. There is another fact that in obtaining B1, children ranging from
zero; B2 learning, learners already have a language. With the "machine"
language acquisition inborn child language data processing and producing
utterances. With the active character, creative, and innovative, the
children finally able to master grammar and produce speech towards
language idealized by adult speakers. Children have the motivation to
segeramasuk into the social environment, either peer group (peer group)
or guyup (community).
Language acquisition or language acquisition is a process that takes place
in the brain child when she gained her first language or mother tongue.
Language acquisition usually distinguished by language learning. Learning

the language associated with the processes that occur at the time of a
child learning a second language after he gained his first language. Thus,
language acquisition with respect to the first language, while learning the
language with respect to the second language (Chaer, 2003). This needs
to be emphasized, because the acquisition has different characteristics
with learning (Cox, 1999; Musfiroh, 2002)
Comparison of Language Learning with Language Acquisition
Language Learning
1. Focusing on the forms of language
2. The success is based on mastery of linguistic forms
3. Learning emphasis on the types of form and structure of the
activity under the command language teachers
4. Correction of errors is very important to achieve the level of
mastery
5. Learning is a conscious process to memorize the rules, shape,
and structure
6. Emphasis on production capability may have resulted from an
interest in early stage
Language acquisition
1. Focus on meaningful communication
2. The success is based on the use of language to implement
something
3. The material focused on the ideas and interests of children in a
child-centered activities
4. The error is yangwajar
5. Obtaining an unconscious process and occurs through exposure
and feedback can be understood children
6. The emphasis on the growth of language skills naturally
Sofa (2008) also argued that the process of getting to know the
child's verbal communication with the environment referred to child
language acquisition. First language acquisition (B1) in children occurs
when a child in the first place without the language has now gained a
language. At the time of child language acquisition, the child is more
directed to the communication function rather than form of the language.

Children's

language

acquisition

can

be

said

to

have

continuity

characteristics, have a continuum, moving from simple utterance of the

word to the combination of words which is more complicated. There are
two senses of language acquisition. First, language acquisition has a
sudden onset, sudden. Second, language acquisition has a gradual onset
arising from the achievements of motor, social, and cognitive prelinguistic.
First language acquisition is closely related to the gradual onset
arising from the achievements of motor, social, and cognitive prelinguistic
added, that first language acquisition (L1) is closely related to cognitive
development: first, if the child can produce utterances are based on
grammar neatly, does not automatically imply that the child has mastered
the language is concerned with the well. Second, the speaker must obtain
'cognitive categories' that underlie the various meanings expressive
natural languages, such as words, space, modality, causality, and so on.
Cognitive requirements for language acquisition more charged in second
language acquisition (LA2) than in first language acquisition (LA1).
In order for a child can be considered to have mastered the first
language (L1) there are several important elements related to mental and
cognitive development of the child. The development of the notion-the
notion (notion) or understanding as time, space, modalities, causation,
and deiktis an important part in the development of cognitive mastery of
the first language (L1) a child. In addition to the cognitive aspects of the
child, first language acquisition also has hubunganyang closely with the
social development of children and therefore also closely related to the
formation of social identity. Learn the first language is one of the holistic
development of the child becoming a full member of society. Facilitate the
child's language to express ideas, his will in a way that is really socially
acceptable. Language is a medium that can be used by children to acquire
cultural values, morals, religion, and other values in society. Therefore, it
can be said that through the first language-specific language (L1), a child
learns to become a member of the community. first language (L1)
becomes one of the means to express feelings, desires, and the
establishment, in the forms of language are considered to exist. He

learned also that there are forms that can not be accepted members of
the community, he was not always allowed to express his feelings as a
whole.
Language

acquisition

has

sudden

onset

(sudden).

Language

independence began around the age of one year at a time when children
begin to use words or words separated apart from the linguistic code to
achieve their various social purposes. While other penertian that language
acquisition, language acquisition has a gradual onset that emerged from
the achievements engines / motors, social, and cognitive pre-linguistic
(McGraw, 1987).
Speaking about the acquisition of a language, then with the
exception of a few children who have disorders / disabilities, all children
learn at least one language. This makes some linguists believe that the
ability to learn the language at least partly related to the genetic program
that is unique to the human race, that language proficiency since birth.
Children's

language

characteristics,

have

acquisition
a

can

continuum,

be

said

moving

to

from

have

continuity

simple

one-word

utterance towards a more complicated combination of words (syntax).

2.3.2 Variety of Language Acquisition
Variety of language acquisition can be viewed from the share point of
view, as follows:
a. based forms:
first language acquisition
the acquisition of a second language
re language acquisition (Klein, 1986).
b. based on the sequence:
first language acquisition
second language acquisition (Winits, 1981; Stevens, 1984).
.
c. based on the number of:
acquisition of the language
acquisition of two languages (Gracia, 1983).

d. based media:
oral language acquisition
the acquisition of written language (Freedman, 1985).
e. based on authenticity:
native language acquisition
foreign language acquisition (Winits, 1981).
2.3.3 Sequence Language Acquisition Development
The order of the development of language acquisition can be described as
follows:
a. Preschool development
Subdivided into:
1. The development of prelinguistic
There

is

tendency

to

assume

that

children's

language

development began when he said his first word, which is the duty of
the mother to record / record it on the child's baby book. But the
infant research encourages us to make sense even to reject this
allegation danmengakui facts communications development since
lahir.Dua type of evidence cited by the researchers to support the
theory of innate they are:
(I) attendance at birth structures adapted well to the language
(although at the beginning is not used for the language); the and
(Ii) the presence of common social behaviors and also special
language abilities in the first few months of life.
2. Phase One Word
Is a general allegation that san child in one word constantly attempt
to collect the names of objects and people in the world.
3. Speech Kombinatori Starters
Language development beginning three children within a few years
the result that the length of a small child's speech is an indication or
indicator development language better than chronological age.
(Brown (et al), 1973).

4. Development of Interrogative
There are three main types of interrogative structures to raise
questions, namely:

questions demanding answers YES or NO

demanding questions INFORMATION
questions demanding answers ONE OF THE OPPOSITE (or
"POLAR").

5. Progress Merger Sentence

Here are some examples of how to incorporate the propositions
that:
Merging two propositions or equivalent clauses status:
And Ninon read this book.
Incorporation of the proposition is more superior than the other
one (which describes a noun in the proposition):
(Objects) that Ninon read it was a book.
Merging the two propositions that status in terms of time:
Ninon time to read the book, there are pages torn.
Merging the two propositions are not the same status in the causal
relationship:
Ninon glue it because of torn pages.
One proposition fill "the void" other:
You know that Ninon reading history books. (From: We know
"something").
6. Development of Sound System
There are several developments rapprochement sound acquisition
(period of making the distinction of two sounds can be recognized
during the first year):
*

Period of vocalization and prameraban

Period babble

Clark and Clark (1977) found evidence for representation by an

adult in the fact that:

children recognize the meanings based on their own perception

of the sounds of the words they hear.

children to exchange / replace greeting them from time to time

mebuju greeting adults

when children begin to generate a certain sound segments (such
as / s /, then it spreads to other words in their dossier, but not to
the words which do not constitute their differences, according to
the speech of adults.

b. Phase of Developments School

Development of language on school days, especially once can be
distinguished in three areas, namely:

STRUCTURE

OF

LANGUAGE,

expansion

and

continuous

refinement mengeani semantics and syntax (and a lesser extent,

phonology).
USE LANGUAGE,

increased

ability

to

use

language more

effectively serve the various functions dala communication

situations diverse.
METALINGUISTIC AWARENESS, growth in the ability to think,
consider, and talk about language as a password or a formal
code.

1. Structure of Language
The growth of the child semantics ongoing for continued and
expanded his experience, which of course implies that the school
has a very important role. New experiences demand growth in the
semantic system of the child.
2. Use of Language
Clark & Clark (1977) says that: "children build the structure and
function at the same time. As good as they learn more structure,
then they get more means to convey different functions. And should
they learn a lot of functions, then they expand the use of a variety
of structures is applied. "

3. Metalinguistic awareness
Is the ability to create forms of language becomes opaque and
settle ourselves in and for themselves "(Cazden, 1974).
2.3.4 General Mechanisms for Language Acquisition
According Jeans A. Rondal, based on the data he uses, it seems it
can be suggested the existence of a mechanism for the acquisition
makroumum pemakaaian language (first) on the child's self. One of the
benefits of a common mechanism is that the mechanism that makes a
clear container for interpersonal determinants in first language acquisition
process.
2.3.5 Units Language Acquisition
One

expert

who

successfully

researched

units

of

language

acquisition is Ann M. Peters of the University of Hawaii (1983). These

experts distinguish three orentasi against the idea of the smallest unit of
speech. He said about the speech production units used by adult speakers
who both B1 student perceptions regarding the appropriate unit in a
language.
The units of language acquisition can be viewed from various facets of at
least three perspectives, namely:
1. The units from the point of view of adults
2. The units of the child's viewpoint.
3. units from the standpoint Lingus
In terms of the theoretical implications according to Peter, there are 8
important units are:
1. The units were first acquired language that children do not need to
have anything to do with the minimum unit of a given conventional
discussed.
2. for learners of all the units and stored in the lexicon that can be
taken back if being required.
3. all units in the lexicon of the student is a candidate for the
fundamental process of segmentation.

4. The smaller units are the result of segmentation by itself belongs to

the lexicon.
5. a unit that has been divided may also not be removed from the
lexicon.
6. segmentation also show effects on structural information.
7. lexicon students thrive and grow as well as the peljar collect.
8. The fusion process continues even into adulthood period.
2.3.6. First Language Acquisition
a. Definition of First Language Acquisition
First language acquisition is the primary character in at least two
things: the terms of the order and in terms of usability. During the
acquisition of experiencing a process that lasts for a long period of
time, then obviously there are many complicated cases. The first
language acquisition is when a person obtains the original language
without language.
b. Variety of First Language Acquisition
First language acquisition occurs when students are usually a child
who from the beginning without language and now he gained one
language.
1. monolingual: Obtaining a first language but gained only one
language.
2. bilingual: Obtaining a first language but gained two languages.
First language acquisition is very closely related to the cognitive
development of the child. Experts from research on cognitive
development of two conclusions can be drawn that the production of
utterances based on a regular grammar but not automatically, and
the speaker must acquire cognitive categories that underlie the
kinds of expressive meaning of natural language.
c. Research on Language Acquisition First
Cromer (1976) argued that most of the strategies can be accepted
as common for penangulangan prinsif nonlinguistic information. Past

research has sought ampu strategies used by the natives in their

language gain. Although Roger Brown (1973) do not use this
approach, but it is a longitudinal study of the discovery of the most
carefully and thoroughly at that time.
d. Strategy and First Language Acquisition Phase
During the first language acquisition, Chomsky said that there are
two processes that occur when a child obtain a first language.
Prosesyang question is the competence and performance processes.
Both of these processes are two different processes.
Competence is the mastery of grammar (phonology, morphology,
syntax, and semantics) are not realized. Competence inidibawa by
every child at birth. Although innate, kompetensimemerlukan
coaching so that children have a performance in the language.
Performance

is

the

child's

ability

to

use

language

to

berkomunikasi.Performansi consists of two processes, namely the

process of understanding and process penerbitankalimat-sentence.
The process involves the ability to observe ataumempersepsi
understanding sentences heard, while the publishing process
melibatkankemampuan

generate

sentences

themselves

(Chaer

2003: 167) .This questionable is how the strategy of the child in

gaining his first language and whether each child has the same
strategy dalammemperoleh first language?
In this regard, Dardjowidjojo, (2005 :) mention that in general most
experts now view bahwaanak wherever also gained first language
using yangsama strategy. This similarity is not only based on the
biology and neurology same man, but also by the mentalistic view
stating that the child has dibekalidengan natural supplies at birth. In
addition, the universal language so that the child terdapatkonsep
also mentally already know the natures of this universal.
Sofa (2008) argues that there are four child's first language
acquisition strategy. Here are outlined four strategies:

1. Imitate what others are saying. Artificial children continue to be

used, even though he was able to perfectly pronounce the
sound. There are a wide variety of impersonation or imitation,
namely

spontaneous

or

spontaneous

imitation

imitation,

imitation acquisition or elicited imitation, imitation immediately

or immediate imitation, imitation late delayed imitation and
imitation by extension or expansion imitationwith.
2. Strategy productivity. Productivity means the effectiveness and
efficiency in language acquisition that adhered to the guidelines
make provision mungkindengan much have you had or you earn.
Productivity main adalahciri language. With one word a child to
"tell ataumengatakan" as many things. The word papa example
can contain a variety of meanings depending on the situation
and intonation.
3. In connection with the feedback relationship between speech
production and this strategy responsi.Dengan children faced with
the guidelines: Produce ujarandan see how others give a
response. Productive strategies are "social" in the sense that the
strategy can improve interaksidengan others and while it is
"cognitive" as well. It can provide an feedback to students about
their own expression terhadapmakna and also gave him more
samples, ie samples bahasauntuk worked or done.
4. The principle of operation. In this strategy the child introduced
by the guidelines: use some "operating principles" common to
think

about

themselves

and

define

by

children,

bahasa.Selain
these

injunction

operating

against
principles

jugamenyarankan prohibition stated in terms avoidance; eg:

avoid the exception, avoid setting kembali.uced imitation.
Based on the above, it can be said that language acquisition is not
only obtained automatically, but also melajui some child's first
language

acquisition

strategies.

In

addition,

first

language

acquisition process can also diketahuidengan see the stages in first

language acquisition. Need to know is a child not to suddenly have

dalamotaknya B1 grammar and complete with all the rule.
As noted by Safriandi (2008) follows, that B1 Obtained in several
stages and each subsequent stage closer to the grammar of the
language of adults. According to experts, these stages are slightly
banyaknyaada characterize the universality in various languages in
the world.
Further

said

bahwatahap-stage

language

acquisition

on

the

linguistic aspects of the stages consisting of beberapatahap,

namely
(1)

stage pengocehan (babbling);

(2)

the stage of one word (holofrastis);

(3)

tahapdua word; the and

(4)

the stage resembles a telegram (telegraphic speech).

2.3.7 Second Language Acquisition

a. Understanding Second Language Acquisition
Second language acquisition (PB2) refers to the teaching and
learning of foreign languages and other second language. Among
the many factors that we can meet in the classroom, which is
considered very important and fundamental, namely: first, learn the
language are the ones in the dynamic interaction; second, to learn
the language are the ones in the response. In the "learning is the"
embodied meaning that "it is a major social process of learning
the" .Belajar, second language acquisition, occurs in the relationship
between fellow students themselves "dynamic interaction" means
that people are born and grow up in a foreign language.

b. Hypothesis Second Language Acquisition

There are five hypotheses about second language acquisition,
namely:
1. Hypothesis distinction Acquisition and Learning
This hypothesis states that adults have two different ways and
self-sufficient and independent of the bearers of the competition
in a second language
2. Affective Filter Hypothesis
Affective Filter concept put forward by Duly and Burt (1997) and
consistent with the theoretical work done in the field of affective
variables and second language acquisition. Research over the
last decade have confirmed and strengthen that affective
variables

closely

related

to

success

in

second

language

acquisition. Most who have studied it can be entered in one of

the categories, namely:

MOTIVATION is The presenters who are highly motivated to

do better umumnyav in PB2 (usually, but not selaluh,

"integrative").
ANXIETY, low anxiety it caused ataumendatangkan better
results PB2, measured either as an individual or class
anxiety

The presenters who have self-confidence and self imajiv good,

tend to do better in the PB2. Affective Filter Hypothesis
demanding that effect or influence "afe" or "pretense" or "madeup" is being "beyond" reasonable means of language acquisition.
3. Input Hypothesis
There are two interesting things about this Masuka hypothesis,
namely: (1) a lot of this material is relatively new, while the other
hypotheses have been given and discussed dalambeberapa
books and papers; and (iii) the hypothesis is important both
theoretically and practically. Input hypothesis seeks to answer

what is perhaps the most important issue in our field, and give an
answer that has a strong influence on all areas of language
teaching.
Input Hypothesis parts:
Production capability appears, are not taught directly
If communication is successful, the input incomprehensible, and
pretty, i + 1 is available automatically
HM associated with the acquisition, not with Learning
We obtain the understanding of language that carries the
structure around the i + 1
Supporting Input Hypothesis:
First Language Acquisition in Children
Research / Research applied linguistics
Disadvantages and advantages (disadvantages and advantages)
usage rules B1
Facts of PB2: quiet period and the effect of B1
Facts of PB2: password simple password
The second supporting factor for the input hypothesis is waged
"facts of second language acquisition, in the form of simple
ciphers" input hypothesis is also of interest to second language
acquisition, children or adults, also be an "pemeroleh", just like
the child gain first language.
4. Hypothesis Monitor
Monitor hypothesis put forward and explained that "pemerilehan"
and "learning" is used in a very kha.Biasanya, acquisition
"initiated" utterances us in a second language and is also
responsible for the smooth running of our cedar, fluency
kita.Belajar has only one function, ie as a "monitor" or "editor",
as "observers" or "editor" role .Belajar only make changes in the
shape of our speech, after "generated" by a system that was

obtained which diinginkan.Ini can happen when we talk / writing,

or later (correcting himself).

Three Types of Behavior or "Performer"

User Monitor Overload
User Monitor Less
Optimal User Monitor

5. The Natural Order Hypothesis

One

of

the

discoveries

of

the

most

exciting

and

most

menggairakan in language acquisition research in recent years is

the discovery that the acquisition of grammatical structures are
nenar in order to diramalkan.Para particular language acquisition
cenderungmemoeroleh struktu-specific grammatical structure in
advance , and the other-other then.
Pemeroleh Persesuain between the individual is not always one
hundred percent, but clearly there are obvious similarities, which
is statistically significant.

c. Second Language Acquisition Research

Taylor (1975) examine and test strategies and generalizing transper
exaggerated in English as a second language; Baiyley, Madden &
Krashen (1974) consider the processing of tactics in morphemes in
English as a second language.
Torone, Cohen & Dunas (1976) reported on communications
strategies in children who are learning French as a second; Fillmore
(1997) analyzed the strategies of social and cognitive Spanish
speakers learning English; and Lightbown (1997) investigated the
tactics for income interrogative forms in French as a second
language.
Four parameter field linguistics
Speech / Speech
Capital Language

Objective Reality
Speaker
Six Type Behavior Speak
Designation - Marking
Discursion - cracking
Enunciation - pronunciation
Mudulation - Settings
Dertimination - Determination
Predication - mention
Three Types of Acquisition Strategy Case Structure
Siasat Pragmatics
Strategy Morfo-syntactic
Positional Strategy
d. Second Language Acquisition Process
Language acquisition or language acquisition is a process that takes
place in the brain of a child when she gained her first language or
mother tongue. Language acquisition usually distinguished by
language learning. Learning the language associated with the
processes that occur at the time of a child learning a second
language after he gained his first language. Thus, language
acquisition with respect to the first language, while learning a
second language with regard to language. The performance consists
of two processes, namely the process of understanding and the
process of issuing sentences. The process of understanding involves
the ability to observe or perceive sentences heard, while the
publishing process involves the ability to produce their own
sentences.

Sehinnga

are

cornerstones

acquisition is how to learn a language.

of

second

language

Language acquisition is different from the language learning. Adults

have two ways, different self-sufficient, and independent of the
development of competence in a second language.
Language acquisition is the same process with the way the children.
Develop skills in their first language. Language acquisition is an
unconscious process. The pemeroleh language is not always aware
of the fact that they use language to communicate.
To develop competence in a second language can be done by
learning the language. Children acquire language, whereas adults
can only learn it. However, there is a hypothesis that requires the
acquisition of learning that adults also acquire language, the
language is not the language picking ability is lost during puberty.
The adults also can take advantage of natural language acquisition
means the same as that used children. Acquisition is a process that
is very strong in adults. Acquisition and learning can be divided into
five, namely the acquisition:
1. have characteristics similar to the first language acquisition, a
native son, while learning the language is formal knowledge,
2. subconscious, while the conscious and intentional learning.
3. a second language such as picking up a second language, while
learning to know a second language,
4. obtain implicit knowledge, while learning

gain

knowledge

explicitly,
5. The acquisition does not support the ability of the child, while
learning to help all.
View of language acquisition are fed is the view of the behavioristis
represented by BF Skinner and considers language as a complex
among other behaviors. Ability to speak and understand the
language acquired through environmental stimuli. Children just a
passive recipient of environmental pressures. Children do not have
an active role in verbal behavior. Language development is
determined by the length of the proffered training environment.

Children can master the language through imitation. Experienced by

children learn language through linkage principle stimulus response.
Way of acquiring a second language can be divided two ways,
namely a second language acquisition and second language
acquisition guided by nature.

Acquiring a second language is taught to students by

presenting material that is already understood. The material
depends on the criteria set by the teacher. The strategies
used by the teacher in accordance with what was considered

the most suitable for their students.

Acquiring a second language naturally is acquiring a second
language / foreign communications that occur in everyday life,
free from teaching or leadership, teacher. There is no uniform
way. Each individual acquire a second language in its own way.
Interaction

of

language

and

communication

demands

encourage language acquisition. Two important characteristics

of second language acquisition in natural or spontaneous
interaction is happening in daily communication, and free of
systematic leadership deliberately.
Aspects of Second Language Learning
1.
2.
3.
4.
5.

kemempuan language
Age
Strategy used
Motivation
The relationship between First Language Acquisition and Second
Language Acquisition

The characteristics include the whole vocabulary of language

acquisition, the overall morphology, syntax whole, and most of
phonology. The term second language acquisition or second
language acquisition aqcuisition is commencing on or after the age
of 3 or 4 years. There is a second language acquisition of children
and adult second language acquisition.

There are five key points with regard to the relationship with the first
language acquisition second language acquisition. One of the
differences between first language acquisition and second language
acquisition is that the first language is an essential component of
the cognitive and social development of a child, while the second
language acquisition occurs after cognitive and social development
of a child is finished, the first language acquisition acquisition of
pronunciation done without error, whereas in the second language
acquisition are rare, in first language acquisition and second
language acquisition sequence similarities in grammar grains, lots of
different variables between first language acquisition with language
acquisition. Secondly, a typical characteristic between first language
acquisition and second language do not necessarily exist even
though there are similarities in the differences between the two
acquisition. There are three kinds of influence second language
learning process, ie the effect on word order and due process of
translation, the influence of the morpheme, and the influence of first
language although the effect is very weak contents (small).
e. Second Language Acquisition Strategy
Variety or type of language acquisition can be seen from the five
point of view, which is based on the shape, the order, the number,
the media, and authenticity. In a sense all it turned out to be almost
the same terms. In the literature they are often used alternately for
the same purpose and understanding. In the language of the
included terms first language, native language, mother tongue,
primary language, and strong language. In the language of the two
included a second language, not the native language, foreign
language, second language, and language is weak. Still there are
some longer term, namely language for wider communication,
standard language, regional language, the national language, the
official language, modern languages, and classical languages.

In terms of the three forms of language acquisition is the first

language acquisition is the first language acquired at birth,
acquiring a second language acquired after the first language
learned and re-acquisition, which is the language that once acquired
is now recovered for some reason. In terms of the order of two
acquisition is the first language acquisition and second language
acquisition.
In terms of number two, namely the acquisition of language
acquisition (in the neighborhood there is only one language widely),
and the acquisition of two languages in an environment consisting
of more than one language is used widely).
In terms of media known spoken language acquisition (only
language spoken by native speakers), and the acquisition of written
language (written language, by its speakers). In terms of originality
or foreignness known acquisition, the native language (a native of
communication devices), and the acquisition of a foreign language
(the language used by the settlers or language that is brought in to
be studied). In terms of simultaneity or keberurutan (especially for
the acquisition of two languages) is known acquisition (bilingual)
acquisition of two languages simultaneously and sequentially.
There

are

acquisition

three

components

process,

namely

that

determine

propensity

the

language

(tendency),

language

faculty, (proficiency), and access (entrance) into the language.

Second Language Acquisition
1. For most children in Indonesia, Indonesian is not their first
language, but a second language, or third.
2. Introduction / Indonesian mastery can occur through the process
of acquisition or learning.
3. The process of acquisition occurs naturally, unconsciously,
through no formal interaction with parents and / or peers, without
guidance.

4. Learning occurs in formal, intentional, through educational

interaction, no guidance, and conscious.
5. First Language (B1) and a Second Language (B2) obtained
together or at different times. If obtained in a different time, a
Second Language (B2) obtained in preschool or elementary
school age.
6. Second Language (B2) can be obtained in the First Language (B1)
and a Second Language (B2). If acquired in the First Language,
Second Language Learning through formal learning process; if
obtained in the Second Language, Second Language acquired
through informal interaction, through the family, or a member of
a society of Second Language.
Empiricism In Learning Theory L2
1. behaviourist learning theory is empirical, based on data that can
be observed.
2. The behaviorist found in the human learning process similar to
the process of learning in animals.
3. The behaviorist assume that the process of learning a language
is a part of the learning process in general.
4. According to the human behaviorist does not have the innate
potential to learn the language.
5. The behaviorists argued that the child's mind is a tabula rasa
(blank slate) that will be filled with the association between S and
R.
6. In their view all behavior is a response to a stimulus. Formed in a
series of associative behavior.
7. Learning is the process of establishing an associative relationship
between stimulus and response are repeated. Habit formation is
called conditioning.
8. Conditioning always accompanied reward as strengthening the
association between S and R.
9. Human language is a sophisticated response system formed
through operant conditioning / verbal learning (language).
Rationalism in Learning Theory L2

1. The theory of language learning, including the flow of rationalism

is the universal grammar theory, theory and cognitive theory
monitor.
2. The theory of universal grammar includes a set of grammatical
elements or principles that are naturally present in all human
languages.
3. The principles are the result of language acquisition device (LAD)
which includes universal principles of substantive and formal
universal principles.
4. According to Chomsky's universal principle "discovered" by the
children form a "core grammar" which is the same in all
languages. In addition to the core grammar in the language, no
grammar "peripherals" are not defined by a universal grammar.
5. Krashen suggests a model of learning called "monitor model"
that

includes

hypothesis,

ie

the

hypothesis

difference

acquisition and language learning process, hypotheses about the

natural order of acquisition of grammatical structures, monitor
hypothesis, the input hypothesis, and the hypothesis sieve.
6. According to Krashen, learning can only function as a monitor
when accompanied by adequate conditions.
7. Through the acquisition that occurred in the unconscious children
acquire language intuition (sense of language), which is not
obtained through a learning process, especially in the early
stages.
As has been stated previously that language acquisition is different
from the language learning. According Sofa (2008) that adults have
different duacara regarding the development of competence in a
second language.
1. The acquisition of language is the same process with the way
children anak.Mengembangkan skills in their first language.
Language acquisition is an unconscious process. The pemeroleh
language is not always aware of the fact that they use language
to communicate.

2. To develop competence in a second language can be done by

learning the language. Children acquire language, whereas adults
hanyadapat

learn.

However,

basically

Adults

also

dapatmemanfaatkan natural language acquisition means the

same as yangdipakai children. Acquisition is a powerful process
to a person an adult.
In addition to the distinction of having and learning mentioned
above, Sofa (2008) also imposes limits on the acquisition and
learning distinction in the following five.
1. acquisition: it has the same characteristics with first language
acquisition, a native son, while learning the language is
secaraformal knowledge,
2. subconscious, while the conscious and intentional learning.
3. a second language such as picking up a second language, while
pembelajaranmengetahui second language,
4. obtain implicit knowledge, while learning
explicitly,
5. The acquisition does not

help

gain

knowledge

the child's abilities, while

pembelajaranmenolong once.
There are two ways of acquiring a second language, namely
keduasecara guided language acquisition and second language
acquisition naturally.
First, acquiring a second language is taught to students by
presenting material sudahdipahami. The material depends on the
criteria set by the teacher. -Strategiyang strategy used by a teacher
in accordance with what was considered the most suitable
bagisiswanya.
Second,
acquisition

natural

bahasakedua

second
/

alien

language
that

acquisition

occur

in

is

the

everyday

communication, free from teaching or leadership, teacher. There is

no uniform way. Each individual gain keduadengan language in its
own way. Interaction of language and communication demands
encourage language acquisition. Two important characteristics of

second language acquisition in alamiahatau spontaneous interaction

is happening in daily communication, and free of systematic
leadership deliberately.
Success in learning a second language, according to Steinberg
(2001: 238), influenced by the strategy used learners, namely (1)
verification, is to check their apakahhipotesis about tersbut correct
language, (2) processing of inductive, ie menyusunhipotesis about
second language with their knowledge base on first language, (3)
the reason deductively, ie, using a common logic in solving
problems, (4) practice, ie repeating events, training, and imitating,
(5)

memorasi

ataumengingat,

the

mnemonic

strategies

and

repetition to reinforce the purpose of storage and retrieval (storage

and retrieval), (6) monitoring, namely beranimembuat mistakes and
paying attention to how the message is received by the addressees.
Sofa (2008) suggested five language acquisition strategies such as
the following.
1. Use

your

nonlinguistic

understanding as a

basis

for the

determination or the language of thought, the first strategy is to

have a mean length of Speech; average (PUR) of 1.75, and
Stepping Up (LA) of 5. Use pemahamannonlinguistik to take into
account and establish a relationship-hubunganmakna-expression
language is a very persuasive strategy or can seep in themselves
children.
2. The use anything or everything that is important, prominent and
interesting your heart. There are two characteristics are often
important and prominent for small children and valuable for a
number of the first words they are objects that can make kids
active and enterprising (eg keys, hammers, socks, hats) and
objectivity objects that move and change (such as a car, clock).
Properties sifatatas perceptual characteristics can act as a grain
or vowel points for children (eg, shadow, size, sound, taste,
shape).

3. suppose that the language used in the referential or expressive

language and thus of using the data. Children referential group
memiliki50 first word includes a high proportion of common
nouns and yangseakan-will see the main function of language as
naming objects. Children expressive group had 50 first word
proportionally

mencakuplebih

many

words

used

in

social

expressions (such as gratitude, do so) and less the names of

objects that look languages (particularly) as a social service
functions effectively. Both groups of children were listening to the
language around them differently. Group satumemperlakukan
language used to refer to, while the yangsatu again, the
language used to hang out, socialize.
4. observe how others express various makna.Strategi is either
applied to children who speak little and seemed akanmengamati
more, act selectively, listening, watching to see how the meaning
and verbal expression interconnected.
5. ask some questions to provoke or obtain data yangAnda want,
about two years old children will be busy building their
vocabulary danmemperkaya. Many of them use tactics or
strategy questions asked. An interesting pattern occurs in the use
of the question why at the age of about 3 years.
f. Factors Affecting Second Language Learning
The success of second language learning is influenced by six
factors, namely:
First, the motivation factor. Learning a language that is based
on strong motivation, will memperolehhasil better. Motivation, in this
perspective include impulse, desire, will, reason, or purpose that
drives a person to learn the language. Motivation berasaldalam the
individual, which can be classified as an integrative motivation and
motivasiinstrumen. Integrative motivation associated with the desire
to establish komunikasidengan speakers, while the instrument
motivation refers to the desire for achievement or a particular job.

Secondly, environmental factors, including the environment is

formal and formal informal.Lingkungan school environment that is
designed in such a way, artificially, part of the teaching, and
directed to perform activities berorientasikaidah (Krashen, 2002).
Informal environment is the natural environment and natural
templates to enable children to interact with the language.
According Dulay (1982), an informal environment, especially peers,
has a strong influence in the process of language acquisition. In
addition, an enriched environment was very membantuanak master
the language. The availability of printed materials, illustrated books,
and media that can be seen any time a child is part of an enriched
environment.
Third, is age. Children, according to Lambert (1972) have the
opportunity to learn the language proficient. They still are at a
critical age period language (Allan & Paivio, 1981). In terms of
pronunciation, children have the opportunity to speak fluently,
although the rules of language should they wake up naturally
(Brewer, 1995).
Fourth, is the quality of the exposure. Learning materials are
exposed secaranatural give meaning to the child in everyday life.
On the other hand, exposure presented formally make children
master the rules relatively quickly, even though they may not be
able to express his mastery of natural dalamkomunikasi (Ellis,
1986).
Fifth, is the first language. If the first language has a close
kinship with the second language, learners have the ease of
developing competence. Nevertheless, the possibility of mixing
more mudahterjadi code, as is found in the speech code mixing
children kindergarten in DIY (Musfiroh, 2003).
Sixth, is intelligensi factor. Although not yet proven to be
accurate and contrary to the theory of multiple intelligences, the
level of intelligence of children suspected of influencing the speed of
second language acquisition. According to Lambert, bilingual

children have a performance that is significantly better than

monolingual children, both in verbal and nonverbal intelligence test
(Lambert, 1981)
g. Dimensions of Second Language Acquisition
There

are

three

components

that

determine

the

language

acquisition process, namely propensity ("trend"), langue fakulty

("proficiency") and aces ("entry").
Six Dimensions of Second Language Acquisition

propensity "tendency"
End state "end state" or "final destination"
Tempo "speed"
Structure "structure"
Acees "driveway"
Language fakulty "proficiency"

Four Components tendency

Education "Education"
Communicative needs "Needs communicative"
Antitude "Attitude"
Social Integration "social integration"

Seven Theory LA2

Acculturation Model
Theory Neurofungsional
Universal Hipotesia
Competency Model Variables
Model Monitor
Discourse Theory
Theory Accommodation

Learning Situation The "Good"

Social level group BS = B2 (BS = target language)
Ex consideration. B2 remain at the BS always

BS B2 group and a positive attitude

Cultural groups equally congruent with cultural B2 group BS
B2 group of small and not so konesif
BS and sends group B2: B2 will be assimilated
Psychological Factors Learning B2
Ego boundries "boundaries inflexibility"
Motivion "encouragement; motivation "
Culture Shoch "culture shock"
Langue shock "gonsangan language"
Three Language Functions
Communicative function
Function ekspretif
Integrative function

CHAPTER III
CLOSSING

3.1

Conclusions
In the approach and methods of developmental psychology, a more

general approach provides an understanding of the overall process of

development or some of its aspects. While some methods are intended to
provide more understanding of the development of symptoms, some other
method again gives pengetian how to overcome obstacles in the
development process. The researchers conducted a variety of approaches
with a particular method to obtain the analysis of a phenomenon that

occurs in a process of development. On the use of an integrated method

adds the possibility to gain an understanding of the development of
symptoms relations with one another, both in behavior, opinions and
specific conditions in the process of development seseorang.Pemerolehan
language (language acquisition) is a human process of acquiring the
ability to capture, produce, and using the word for the understanding and
communication.
The first language acquisition is when a person obtains the original
language without language.
Second language acquisition (PB2) refers to the teaching and learning of
foreign languages and other second language. The point is that language
acquisition apart from their mother tongue.
Acculturation language is a phenomenon that arises as a result when
groups of people who have different languages to meet and make contact
directly and continuously; which then lead to a change in the pattern of
the original language of one group or both
3.2

Suggestions

We must be able to understand the concept of language acquisition in

order to understand how the language we now know we can get.
Although we can obtain more than one language language but we should
be able to avoid language acquisition that resulted in negative language
acculturation.

Bibliography
Tarin, Henry Guntur. 1988. Teaching Acquisition Bahasa.Bandung: Space.
Moeliono,

Anton.

1985.

Development

and

Language

Development:

Alternative Definition in Language Planning. Jakarta: Djambatan.

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Development, and Development. New York: Jemmars.
Development and Language Development Center. 1975. Politics Seminar
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