Table 2.2 Characteristics of Young Children as Language Learners
No. Characteristics of Young Children
as Language Learners
1 By nature, young children like to have fun and enjoying constructive
play and games. 2
Young children can imitate the sounds they hear quite accurately. 3
Young children like songs, rhythm, and chants. 4
Young children are naturally curious, enthusiastic, and lively learners. 5
Young children have short attention span. 6
Young children consider their teachers as role models. 7
Young children are less hesitant in learning new language. 8
Young children tends to use their mother tongue to help them in learning new language.
9 Young children go for meaning rather than form in understanding new
language. 10
Young children are comfortable with routines and enjoy repetition.
c. Principles of teaching English to young learners in primary schools
As widely discussed in previous parts, English is still a foreign language in Indonesia since it is not widely used in the society. Related to its status in
Indonesia, English is learned as the second language by the young learners. Therefore, it is important to acknowledge the theories of language acquisition to
help us in understanding better about the process of young learners in acquiring English. The theories that will be discussed include the behaviourist theories,
innatist theories, and interactionist theories. These three theories are actually the basic theories of first language acquisition but then these theories are also relevant
with second language acquisition since first language acquisition is widely used as the ideal model how the second language might be taught.
The first theory is known as behaviourist theory. This theory stated that the first language is learnt by children through stimulus, response, and reinforcement,
which puts imitation and association as the main processes. This behaviourist theory of language acquisition has given some contributions to second language
teaching. One of them is the use of Audiolingual method, which emphasizes on the dialogue memorization and pattern drills as the natural sequence of first
language acquisition. Furthermore, behaviorist theory also suggested that imitation, repetition, and reinforcement of grammatical structures are the main
process in second or foreign language learning. In addition, errors should be corrected immediately to prevent bad habits and the main activity based on this
method is drill-and-skill practice. Second theory is called the innatist theory. According to this theory,
language acquisition is facilitated by an innate or biological language acquisition device LAD. The supporter of this theory argued that all children have universal
grammar or the ability to select and construct the grammatical rules of their mother tongue through hypothesis testing. This theory claimed that only little help
obtained from the parents or caregivers for children in acquiring the rules. Mainly, the children depend on their innate ability to acquire the grammar of the language.
The influence of this theory to second language acquisition is the use of contrastive analysis in predicting learners‟ errors and difficulties in acquiring
second language. Constrastive analysis is a procedure for comparing the rules of learner‟s mother tongue and his or her second language.
The third basic acquisition theory is known as interactionist theory. Interactionist theory remarks the importance of interaction in facilitating the
language acquisition. Through the interaction, the caregivers or parents help children to use their innate capacities in the process of language acquisition. In
addition, the interaction also facilitates the children in constructing the meanings of words which finally develop their language. The implication of this theory in
second language acquisition is the idea of using the interaction for the negotiation of meaning. In the process of modifying the language in order to understand and
to be understood, the second language learners are challenged to understand the inputs and to produce comprehensible outputs.
Based on the three basic acquisition theories being explained above, there are three main theories for language classroom practices, including in the primary
classrooms. Those theories consist of input hypothesis by Krashen 1985 in Mackey, 1999:558, output hypothesis by Swain 1995 in Mackey, 1999:559, and
interaction hypothesis by Michael Long 1996 in Mackey, 1999:558. In general, these three theories are in line with the basic theories of language acquisition
above. Each of them would be presented and discussed respectively in the following parts.
First theory is input hypothesis by Krashen 1985 in Mackey, 1999:558. As being explained in the previous parts, this hypothesis deals with what kind of
input given to the learners. The input must be higher than the learners‟ current level of language knowledge in order to make them curious and feel challenged to
learn more and more. Particularly for young learners, challenge is very important to arouse their curiosity which finally can increase their motivation in developing
their English knowledge and competence. However, the inputs must not be too far from the learners‟ current level because the learners will be demotivated if the
inputs are too difficult. In other words, the inputs must be comprehensible in order to facilitate the language acquisition. The inputs can be made more
comprehensible through some cues such as gestures, pictures, and contexts. Particularly for young learners of primary schools in Indonesia, comprehensible
inputs are significant in the process of language acquisition and learning. Related with the status of English as a foreign language, the learners only have very
limited contacts with the language. Therefore, the comprehensible inputs that they get in English classroom become more important to help them acquiring the
language. Next, second theory is the Output Hypothesis proposed by Swain 1995 in
Mackey, 1999:559. Through this hypothesis, Swain remarked the significance of comprehensible output in second language acquisition process. According to this
hypothesis, the learners must get the opportunity to produce the language since in the process of language production the learners are forced to think about the form
of the language. In their attempts to be understood by the listeners, the learners will have to modify their language and this process is very useful in facilitating
the second language acquisition. In other words, this hypothesis argued that the opportunities to produce the language or to talk about the language can facilitate
the second language development. The last theory is known as Interaction Hypothesis proposed by Michael
Long 1996 in Mackey, 1999:558. This theory emphasized the importance of interaction to facilitate the acquisition since it can provide the significant input
and output for the learners. Through the discourse which happens during the interaction, the learners will experience the negotiation process in order to
understand and to be understood by their conversational partners. In other words, interaction enables the learners to get more various inputs and also wider
opportunities to produce understandable outputs. Furthermore, during the process, the learners might be able to notice more about features of the target language in
this case, English language. Considering all theories of second language acquisition above and also the special characteristics of the young learners, some
experts formulate some principles in teaching English to young learners, particularly the primary students. Brewster, Ellis, and Girard 2002:26; 39-40
stated some principles to teach English to young learners. Those principles are: 1 Teachers should provide the contextualized language use of L2 and its visual
support to optimize the natural ability of children in grasping meaning like in their L1; 2 Teacher can use repetition to familiarize the sound and meanings of words,
but should be combined with variety and adjusted with the learners‟ needs; 3 Teachers should provide sufficient contextualized input for the learners; 4
Teachers can optimize “the children‟s skills at guessing and predicting” in learning the language; 5 Teachers should encourage the learners to talk in
expressing their intended meaning by using meaningful communicating activities; 6 Teachers should adjust the difficulty level of the materials and activities to
maximize the learners‟ motivation in learning; 7 Teachers should adjust the feedback in order to maintain learners‟ motivation during the learning process;
and 8 Teachers should encourage the learners to listen and act before speaking at t
he beginning phase of learning”. Brewster, Ellis, and Girard, 2002:26; 39-40.
3. Classroom Practice
The term „classroom practice‟ is widely used in many researches about teaching and learning. In each research, this term refers to different definitions
and concepts depend on the emphasis and context of the discussion. Therefore, it PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
