THE ACQUISITION OF ENGLISH SENTENCES BY KINDERGARTEN STUDENTS WITH DIFFERENT ETHNIC GROUPS ( A CASE STUDY AT PRIMEONE SCHOOL MEDAN).

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THE ACQUISITION OF ENGLISH SENTENCES BY

KINDERGARTEN STUDENTS WITH DIFFERENT ETHNIC GROUPS

( A CASE STUDY AT PRIMEONE SCHOOL MEDAN )

A Thesis

Submitted to the English Applied Linguistics Study Program In Partial Fulfillment of the Requirements for the Degree of Magister Humaniora

By:

Kartika Kasanopa

Registration Number : 8136112036

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM

POSTGRADUATE PROGRAM

STATE UNIVERSITY OF MEDAN

2015

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ABSTRACT

Kasanopa, Kartika. Registration Number: 8136112036. The Acquisition of English Sentences by Kindergarten Students with Different Ethnic Groups ( A Case Study at PrimeOne School Medan). A Thesis. English Applied Linguistics. Postgraduate School. State University of Medan. 2015.

The objectives of this research were to describe the type of English sentences acquired by Kindergarten students with different ethnic groups of PrimeOne School, to find out how the Kindergarten students with different ethnic groups of PrimeOne School acquire English sentences and to find out why the kindergarten students with different ethnic groups of PrimeOne School acquire the English sentences in the way they do. This research was carried out by applying descriptive qualitative method. Since this study is qualitative research therefore the instrument of this research is the researcher herself. Case study approach was applied as a technique of data analysis. To obtain the data, the researcher used Miles and Huberman was three concurrent flows activity namely data reduction, data display and conclusion/ drawing/ verification. The findings indicate that there are siimilarities and differences which are found among Kindergarten students with different ethnic groups of PrimeOne School in acquiring the English sentences. It can be seen from the way they arrange the English sentence, their attitude toward the English sentences. The kindergarten students with different ethnic groups in PrimeOne School have acquired declarative, imperative, interrogative and exclamation form. The way of Chinese and Bataknese students acquired English language by experience and interaction, imitative naturally, play and work whereas Javanese and Indian acquired English sentence by imitating and by having little interaction. The way of Chinese and Bataknese students acquired English sentences by showing glad, happy, cheerful and curious towards English then they get a lot of input from their surrounding. While the way of Javanese ethnic students utterance English sentences by showing shy, quiet and passive toward English and also by getting less inputs from their surroundings. The reason why different ethnic of PrimeOne School acquiring the English sentences in the way they do, the Chinese and Bataknese students are active, talkative, whereas Javanese and Indian students are passive, less talkative and shy. After concluding the research, the suggestions are stated as follows: to improve the English acquisition since the early age, the kindergarten`s teachers and parents are suggested to consider about its supporting factors, for those who are interested in children language acquisition at early age, suggested to use this study as the small reference, other researchers can develop further study about English acquisition conducted to other subjects in other area.

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ABSTRAK

Kasanopa, Kartika. 8136112036. Pemerolehan Kalimat Bahasa Inggris Pada Murid-Murid TK Beda Etnis (Sebuah Studi Kasus di PrimeOne School Medan). Tesis. Program Lingusitik Terapan Bahasa Inggris. Pascasarjana. Universitas Negeri Medan. 2015.

Tujuan Penelitian ini adalah untuk menggambarkan tipe kalimat Bahasa Inggris yang diperoleh murid beda etnis di Taman bermain PrimeOne School Medan, untuk mengetahui bagaimana anak beda etnis dalam memperoleh kalimat dalam bahasa Inggris dan untuk mengetahui alasan kenapa mereka memperoleh kalimat Bahasa Inggris dengan cara mereka masing-masing. Penelitian ini dilakukan dengan mengaplikasikan metode deskriptif kualitatif. karena penelitian ini merupakan penelitian kualitatif maka instrumen dari penelitian ini adalah peneliti itu sendiri. Pendekatan studi kasus diaplikasikan sebagai teknis data analisis. Untuk mendapatkan data, penelitian menggunakan cara Miles and Huberman, yaitu, data reduksi, data display dan perumusan kesimpulan. Hasil penelitian ini menunjukkan bahwa ada persamaan dan perbedaan yang ditemukan diantara murid-murid beda etnis dalam memperoleh kalimat bahasa Inggris. Hal ini terlihat dari cara mereka menyusun kalimat bahasa Inggris, cara mereka menyusun kalimat dalam bahasa Inggris dan sikap mereka terhadap bahasa Inggris. Temuan menunjukkan bahwa murid-murid beda etnis di PrimeOne School memperoleh kalimat bahasa Inggris dalam bentuk kalimat pernyataan, kalimat tanya, kalimat perintah dan kata seru. Cara Murid ethnis Cina dan Batak memperoleh kalimat bahasa Inggris melalui pengalaman dan interaksi, meniru secara alamiah dan melalui bermain dan berkarya bersama dengan kawan sebayanya sedangkan etnis Jawa dan India memperoleh kalimat bahasa Inggris dengan meniru dari guru dan sedikit interaksi dengan kawan sebayanya. Cara anak ethnis China dan Batak dalam memperoleh bahasa Inggris yaitu dengan menunjukkan sikap senang dan gembira dan ingin tahu terhadap bahasa Inggris. Di samping itu mereka juga mendapat banyak input dari sekitar mereka. Sementara anak etnis Jawa dan India memperoleh kalimat bahasa Inggris dengan menunjukkan sikap malu, diam dan pasif terhadap bahasa Inggris dan mereka juga mendapat sedikit input dari sekitar mereka. Ada beberapa saran yang ingin di sampaikan setelah melakukan penelitian ini : Untuk meningkatkan pemerolehan Bahasa Inggris anak usia dini, para guru dan dan orangtua agar mempertimbangkan faktor-faktor pendukungnya, Di sarankan agar menjadikan penelitian ini sebagai referensi atau sumber ilmu bagi yang merasa tertarik pada pemerolehan bahasa Inggris anak usia dini, dan di sarankan untuk mengadakan penelitian dengan subjek dan tingkatan yang lebih tinggi lagi dalam pemerolehan bahasa anak.

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ACKNOWLEDGEMENTS

First of all, the researcher would like to express her thankfullness to God the Almighty who has blessed her to complete this thesis in order to fulfill one of the requirements in obtaining the degree of Magister Humaniora of the English Applied Linguistics Study Program Graduate School at state University of Medan (UNIMED).

This thesis would not have been brought into existence without the help of several people. On this account, the writer would like to express her sincere indebtedness to those who have given her valuable advice, suggestions and guidance in the writing of this thesis.

First and foremost, she wishes to express her heartiest gratitude to Prof. Dr. Busmin Gurning, M.Pd, her first adviser as well as the head of LTBI and Dr. Anni Holila Pulungan, M. Hum her second adviser, for their guidance, encoragement, kindness and advice that have improved this thesis. Her sincere thankfulness is given to all lectures: Dr. Eddy Setia, M.Ed., TESP, Dr. Sri Minda Murni, M.S. and Dr. I Wayan Dirgayasa Tangkas, M. Hum, as her viewers and examiners, tutors of English Applied Linguistics Department for transferring their precious knowledge and experiences. Her indebtedness is also given to all staff of Graduate Program at the State University of Medan for their kind services during her study.

Further, her deepest appreciation goes out to those closest to her heart, beloved parents: E. Karo-Karo and D. Simanjuntak,S.Pd sisters : Mery Erlina and

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Sry Ulina, S.Pd, brother: Arswendo Karo-Karo and her fiance : Chevinta Marthin Luther Meliala, ST. Thanks for your love, encouragement and prayer. Her beloved friends Miranda, Rafika, Mey, Nora, Indra Jayanti, Umroh, her classmates in LTBI B3/ XXIII, her friends in Permata and KAKR GBKP Nogio Delitua, her friends in PrimeOne School for the support in finishing her study.

Last but not least, her humble gratitude also goes to the Chief of Prime One School Foundation : Mr. Amrin Susilo Halim; Academic Director of Prime One School: Ms. Fauziah, SS, M.Hum; the Principle and Vice Principle of Pre-school Department of PrimeOne School: Ms. Rosmina Salim, BBA and Ms. Giovani, Ms. Stephanie. Moreover her appreciation is given to Principle of Elementary Department of PrimeOne School; Ms. Lieni and the vice principles. Thanks to teachers, especially Ms Darlia and Ms. Lenni, for your cooperation and kindness during collecting the data. A sincere thankfulness also goes to her great and lovely students (Kindergarten-2 Dolphin) for their mental support and comfortable friendship. She offers her regards and blessings to all of those who support her in any respect during the completion of this study.

Medan, August 2015

The Writer

Kartika Kasanopa Reg . No. 8136112036

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TABLE OF CONTENTS

page

ACKNOWLEDGEMENTS ... i

ABSTRACT ... iii

TABLE OF CONTENTS ... v

LIST OF APPENDIXES ... viii

CHAPTER I INTRODUCTION 1.1 The Background of the Study ... 1

1.2 The Problem of the Study ... 5

1.3 The Objectives of the Study ... 6

1.4 The Scope of the Study ... 6

1.5 The Significance of the Study ... 7

CHAPTER II. REVIEW OF LITERATURE 2.1 Language Acquisition ... 8

2.1.1 Linguistic Approach as way to understand Language Acquisition ... 8

2.1.2 Psycholinguistics Approaches to Second Language Processing... 11

2.1.3 Language Acquisition of 4-5 years old children ... 12

2.1.4 Characteristic of 4-5 years old children ... 14

2.2 The Acquisition of English sentence... 17

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2.3.1 Declarative form ... 19

2.3.2 Negative form ... 20

2.3.3 Interrogative form ... 20

2.3.4 Exclamation form... .. 21

2.4. The Process of Language Acquisition ... 22

2.4.1 Stages of Language Development ... 24

2.5 Process os Acquiring English Sentences... 26

2.6 Reason of Acquisition English sentence ... 28

2.7 Kindergarten of different ethnic children ... 30

2.7.1 The meaning of kindergarten ... 30

2.7.2 The age and the charateristics of kindergarten student ... 31

2.8 Different Ethnic Children in POS ... 33

2.8.1 Chinese Ethnic Children ... 33

2.8.2 Bataknese Ethnic Children ... 34

2.8.3 Javanese Ethnic Children ... 36

2.8.4 Indian Ethnic Children ... 36

2.9 The Relevant Studies... 37

3.0 Conceptual Framework ... 39

CHAPTER III. RESEARCH METHODOLOGY 3.1 Research Design ... 42

3.2 The Subject of the Study ... 43

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iii

3.4 The Technique of Data Collection ... 44

3.4.1 Observation ... 45

3.5 The Technique of Analyzing Data ... 45

3.6 The Trustworthiness of study ... 47

CHAPTER IV DATA ANALYSIS, FINDINGS, DISCUSSIONS 4.1 Data Analysis……… 49

4.2 Research Findings ……… 64

4.3 Discussions……… 65

CHAPTER V CONCLUSION AND SUGGESTIONS 5.1 Conclusion ……… 69

5.2 Suggestion ……… 70

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CHAPTER I

INTRODUCTION

1.1The Background of the Study

Studies of language acquisition in children concentrated on counting the number of words children had in their vocabularies at a given age. The study of language acquisition by children is very interesting. It will make better understanding about the development of the children`s language and knowing uniqueness of children in producing a language. Chomsky (1965) defines children in a normal life from two until six years will acquire language with structure and vocabulary. This is possible because since the birth, they have been equipped with such a device, called Language Acquisition Device (LAD). The Language Acquisition Device lets children analyze the language they hear and extract the rules of grammar that allow them to create new word. It is the reason why then adults or parents think that the early age the is good period for their children to acquire English. But the ability and speed in acquiring language is not relatively same among the children.

Consequently, language acquisition can be seen as a natural process that will occur to every normal child. Each child will follow similar stages in language development although they have different speed. Language acquisition will be impossible when a child is not interacting with his environment. Through social interaction with the family members and those are in the community, the child will acquire the first and second language. Therefore, each child acquires

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language as part of natural process and as a results of social interaction in the community.

There is a wave of English building up. Within a decade nearly a third of the world population will all be trying to learn English at the same time. English is as the dominant medium of communication around the world. In the world of globalization era, we have realized that English plays most important role. Nowdays, In Indonesia some international institutions, companies, schools hospital, hotels, shopping centres etc. They used English as the main language in their communication. Commonly, the information and technology use English. Without having knowledge in English, we can not operate computer and internet. Most of import products which are sold in market are written in English. The tourism department needs people who are qualified in English. Moreover trading era also requires English.

Thus, the importance of English has pushed many parents to realize that they need to introduce English earlier to their children. Parents sent their children in language schools at early age, convinced that the earlier they start learning, the better they understand language especially English language. Most of parents who push their children to totally immerse to the English language will send their children to those schools which provide teaching learning with full of English. Children who are sent to this school are expected to be able to speak or communicate by using English language.

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When visiting some international school standards, we will see the young children are about three to five years old are able to speak English. They use English to express their feeling in the simple way. The children who learnt in PrimeOne School are expected to be able to speak or communicate in English. Those children who study at PrimeOne preschool are come from different ethnics group. In this study the four ethnics namely Chinese, Bataknese, Javanese and Indian. The children are taught by using full of English language during teaching learning in school. The writer can see that all of the children from different ethnics who study there acquire English sentence. Moreover, the writer was interested to observe the acquisition of English sentence by the different ethnics children. The problem dealing with language acquisition here that the kindergarten students with different ethnics children of PrimeOne School Medan have different ability in acquiring English sentence.

The majority of research on the acquisition of language focuses on children`s early utterances, the order in which they emerge and the kinds of errors they contain. Two complementary methods of data collection are used naturalistic observation and experimentation. In the naturalistic approach, the researcher observes and record children`s spontaneous utterances. One type of naturalistic investigation is the so-called diary study, in which a researcher keeps daily notes on child`s linguistic progress. A more sytematic way to collect naturalistic data involves regular taping sessions to gather samples of the child interacting with teacher or friends. Here is a transcript, containing a fragment of a conversation among students with the different ethnic groups and their teacher in the classroom

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that I have observed on the first week of March, 2015 in one of the preschool class in PrimeOne School :

Teacher : Good morning everybody

Students : Good Morning ms

Teache r : How are you today ?

Students : I`m fine, thank you and you?

Teacher : I`m fine too, thank you dear

Everybody listen to me,....I wanna ask you, did you brush your teeth this morning ?

Agnes : Yes ms

Vanya : I ....

Tasya : I already ms.

Jesslyn : I brush my teeth in the morning and before sleep at night ms.... Teacher : Very good... you have to brush your teeth twice in a day in the

morning before going to school and at night before going to sleep

Gulraz : I can not ms.

Jason : Why can not. ?,I... I do by myself

Teacher : Two thumbs for Jason

If you can not do by yourself Gulraz, ask your mommy to help you to brush your teeth, okay

The conversation above has shown the acqusition of English sentences by kindergarten students with different ethnic groups, Jesslyn and Jason are Chinese students, Agnes is Bataknese student, Tasya and Gulraz are Indian students and Vanya is a Javanese student. They are able to utter some sentences in descriptive, interrogative, imperative and exclamation forms.

Therefore, the writer realizes that the acquisition of sentence patterns of the children are really different which inspires her to conduct a research on language acquisition. Moreover, Rowland (2014:4) states that it is also important to note that differences across languages are not the only differences between children. There are also individual differenecs between children acquiring the same language. Some children are faster and other are slower and some children

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are born with cognitive impairments that prevent them from acquiring language without a lot of specialist help. This phenomenon has led the writer to make a research at the age of five years old children. Despite any possible weakness, this point of view the writer intends to focus on the declarative, imperative, interrogative and exclamation sentences patterns. It will give a great deal of knowledge about the psychological and intellectual functioning of the children as they have been born with some form of innate knowledge.

1.2 The Problems of the Study

Based on the background above, the problems of the study can be formulated as following questions :

1. What type of English sentences are acquired by the kindergarten students of different ethnic groups at PrimeOne School ?

2. How do the kindergarten students of different ethnic groups at PrimeOne School acquire the English sentences ?

3. Why do the kindergarten students of different ethnic groups at PrimeOne School acquire the English sentence in the way they do?

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1.3 The Objectives of the Study

In line with the research problem, the objectives of the study are :

1. to find out the types of English sentences acquired by the kindergarten students of different ethnic groups at PrimeOne School

2. to find out how do the kindergarten students of different ethnic groups at PrimeOne School acquire the English sentences.

3. to find out why the kindergarten students of different ethnic groups at PrimeOne School acquire the English sentences in the way they do.

1.4 The Scope of the Study

The study of children language acquisition is a broad are to be studied because there are so many aspects to be discovered. In this study, the writer only focused on the English sentences acquisition by the children of different ethnic groups. The types of English sentences that will be analyzed are limited on declarative, imperative, interrogative, and exclamation sentences. The different ethnics children that will be analyzed here are Chinese, Bataknese, Javanese and Indian ethnic group. The children who were observed kindergarten students at the age 5-6 years old at PrimeOne preschool Medan. They had been observed for one month.

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1.5 The Significances of the study

The findings of the study are expected to contribute significantly to different parts theoretically and practically.

Theoretically these finding will be helpful for;

1. To add teacher`s knowledge in the process of English language acquisition and as guidelines for them in the process of introducing English to the students.

2. To enrich knowledge and notice toward children`s language development.

Practically these findings will be helpful for;

1. To enable the teachers to recognize the students`s ability from different ethnic in acquiring English sentence.

2. To help the other researchers who are interested in gaining some knowledge about English sentence acquisition by kindergarten students or children.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

Based on the data and the findings presentd in the previous chapter, the researcher has formulated the conclusions as the following:

1. The kindergarten students with different ethnic groups in PrimeOne School have acquired declarative, imperative, interrogative and exclamation form. The kindergargen students with different ethnic groups in PrimeOne School has able to form sentences by using to + infinitive form and able to form their interrogative sentences by using wh-question. 2. The result indicates that the way of different ethnic students of Prime One

School in acquiring English sentences are different. The way of Chinese and Bataknese students acquired English language by experience and interaction, imitative naturally, play and work whereas Javanese and Indian acquired English sentence by imitating and by having little interaction. The way of Chinese and Bataknese students utterance English sentences by showing glad, happy, cheerful and curious towards English then they get a lot of input from their surrounding. While the way of Javanese ethnic students utterance English sentences by showing shy, quiet and passive toward English and also by getting less inputs from their surroundings.

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3. The reason why different ethnic of PrimeOne School acquiring the English sentences in the way they do, the Chinese and Bataknese students are active, talkative, whereas Javanese and Indian students are passive, less talkaive and shy. It is due to the role of their parents in caring for the children, the amount of inputs they got from surroundings in addition of Chinese and Bataknese ethnic children highly encouraged and motivated their children whereas parents of Javanese and indian tend to be not really strict to their children in their interaction.

5.2 Suggestion

After concluding the research, the suggestion are stated as follows : 1. To improve the English acquisition since the early age, the kindergaren`s

teachers and parents are suggested to consider about its supporting factors. 2. For those who are interested in children language acquisition at early age,

suggested to use this study as the small reference

3. Other researchers can develop further study about English acquisition conducted to other subjects in other area.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

Based on the data and the findings presentd in the previous chapter, the researcher has formulated the conclusions as the following:

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5.2 Suggestion

After concluding the research, the suggestion are stated as follows : 1. To improve the English acquisition since the early age, the kindergaren`s

teachers and parents are suggested to consider about its supporting factors. 2. For those who are interested in children language acquisition at early age,

suggested to use this study as the small reference

3. Other researchers can develop further study about English acquisition conducted to other subjects in other area.

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REFERENCES

Adanza, Estela G.1995. Research Method; Principles and Aplications.

Philihine: Rex Book Store, Inc

Berk, L., & Winsler, A. (1995). Scaffolding Children.s Learning: Vygotsky and

early childhood education. Washington, DC: National Association for the

Education of Young Children. (ERIC Document No. ED384443)

Becker-Bryant, J. 2001. Language in social contexts: Communicative competence. In J.

Bogdan, C.Robert., and Billen Sari Knopp.1992. Qualitative Research for Education. An Introduction to Theory and Methods. 2nd _Edition.

Washington: Simon & Schuster.

Chen, X., Rubin, K. H., & Li, D. 1997. Relation between academic achievement and social adjustment: Evidence fromChinese children. Developmental psychology, 33(3), 518-525.

Chomsky, N. 1965. Aspect of the Theory of Syntax. Cambridge, MA:MIT Press. Clark, V. Eve. 2003. First Language Acquisition. Cambridge : Cambridge

University Press

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