41 learners need more exposures of English since they do not have the English
exposures in their daily life except in the classroom.
5. Review of Related Studies
In order to know about the position of this study in current condition, a review of related studies was carried out. There are numbers of studies on the
acquisition of the English language aspects. Rahman and Ali 2015 conducted a study on problems faced by Bangladesh EFL learners in acquiring the English
language tense and aspects. The study reveals the problem faced by Bangladesh EFL learners in mastering the English tenses and aspects is due to the interference
of their L1 rules. Different grammatical systems of EFL learners’ first language and the English language influence the students’ understanding on the concepts of
aspects in the English language systems. Another researcher, Rahayu 2015 conducted a study on the English progressive aspects that focused on the
construction of be+V
-ing
. The study shows that students’ problem lies in the understanding meaning of the English progressive while understanding on simple
aspects are not problematic for the students. In addition, to understand aspects means to understand the temporal states
of an action. A previous study by Zhao and Juan’s 2011 on the influences of L1 and lexical aspects in temporal acquisitions of Chinese and Japanese EFL learners
shows that L1 influences become an active factor in Japanese learners’ progressive marking performance. On the other hand, the L1 influence was not an
active factor in Chinese learners. It shows that understanding temporal state or aspects can be problematic because of the interference of L1. As showed by
Bardovi-Harlig 2000; Gabriele 2009; Montrul Slabakova 2002 in
42 Yoshimura, et al. 2014, there are other studies in second language acquisition
showing that L2 learners meeting difficulties in acquiring the English tenses and aspects properties due to morphosemantic inconsistency between their first
language and second language. Learners who are already exposed with L1 will tend to use their L1 rules over the L2 rules.
Upor 2009 in his research on the acquisition of tense-aspect morphology among Tanzanian EFL learners finds that there is a strong relationship between
lexical aspects and morphological marking of verbs. Another study by Muños and Gilabert 2011 on the acquisition of the English progressive aspects by Catalan-
Spanish instructed-learners reveals that learners’ L1 influences their acquisition of progressive forms of the target language.
Related to the developmental pattern on English language acquisitions there are some previous studies conducted by Indonesian researchers. Anita
2016 in her study on the developmental pattern of the acquisition of English noun phrases in 157 students of the English Language Education Department
finds that there is no significant development of the acquisition of the noun phrases of three groups of students. She also states that the acquisition process of
noun phrase with the noun modification takes a very slow process. According to her, the developmental pattern of noun phrase acquisitions is a shape of a
gradually increasing line that indicates “the acquisition of noun phrase by three groups of students is increased as proficiency group increased”.
Another study on the developmental pattern by Wulandari 2016 shows that the developmental pattern of word stress acquisition by three groups of
students of English Letters Department is like an inverted V. It indicates that the
