study, computer games and English learning for young learners with hearing difficulty, there are some related theories discussed. Those theories are
categorized into five big parts, which are: 1 English Learning, 2 Educational Games, 3 Computer-Assisted Language Learning CALL, 4 Computerized
Educational Games, and 5 Young Learners with Hearing Difficulty.
2.1.1 English Learning
In learning English language, second language acquisition becomes crucial because knowing how learners acquire languages and what things affect the
process of acquisition help me to focus more on what to concern. Therefore, this section elaborates how English language is learned by the children, the input and
interaction for the learners, and learning strategies used by the learners.
2.1.1.1 Children in Learning English Language
Children are excellent learners who can acquire language naturally. Unconsciously, they are influenced by their environment and imitate what they
see and hear. This is along with what McGlothlin 1997 mentions. He divides the English language learning process into two parts. The first parts deals with how
the new language comes to the learners and the second part deals with the idea of how the learners come to the language the strategies the learners use to learn the
language. One needs motivation in learning process, both internally and externally.
As for children, they are easily self-motivated. No thought that learning English
language is difficult appears to them. Moreover, their innate language-learning strategies to learn language have not yet diminished just like as they grow older.
For these reasons, children can learn language faster than those older than them, in various paces depending on how their learning setting is. Paradis, Kirova, and
Dachyshyn 2009: 3 state the different results are due to: 1.
Language aptitude Each child’s language aptitude varies among individuals. It is an inherited
characteristic, so that it cannot be changed. 2.
Age of acquisition Learning language in all ages is possible. However, it is better to learn
language during their early stage of development, which is during the childhood. Children’s ability in learning new knowledge is innate. Therefore,
different outcomes will appear when individuals of different ages learn language at the same learning setting.
3. Socio-economic status
The family’s socio-economic status of children will affect the learning results. It is primarily measured through the levels of education and income of the
parents. Children from higher-education and higher-income family will learn differently from children from common family since the parents will treat
their children differently at home. 4.
Quality and quantity of English exposure When learning in class, children have the same materials given by the teacher.
Nonetheless, as they are outside the school, children have different
