Mini Research On Psycholinguistic

Class C Group 1

1. Amalia Ismayanti 113-12-0412. Ayusi Setyowati 113-12-0613. M. Sofi Setyo A 113-12-1004. Agus Fahrizal A 113-10-076

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. Child second language acquisitiona. Learner’s characteristic (the child)b. Learning condition

4. Teacher’s type of processing L2, is the teacher; innatist, behaviorist, interactionist.

Review of The Related Theory

A. First Language AcquisitionAccording 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.

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.

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.

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

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

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.

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’ .

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.

F. Learning Conditions

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

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)

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.

Subject of Study

Name : Lailia Arumi Zahra Age : 3 years oldMother : Ana Fadilah (31)Father : Wahyu Agus S (31)Address: Sanggrahan RT 2 RW

1, Tingkir Lor, SalatigaPlay Group : Islahul MunaAddress : Tingkir Tengah,

Salatiga

Method of data collection

1. Observation2. Open- ended interview

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.

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.

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.

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.

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.

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.

b. Learning ConditionIn 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.

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.

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.

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.