repeating English words. In this thesis, Triningsih discussed about the effectiveness of Music Video to support young children in learning English and
the responses given by the children after watching the music video to acquire English vocabulary. The discussion of the study is focused on the behaviorist
theory which describes the imitation, the reinforcement, and rewarding to mentalist, empiricist, and rationalist theory.
The study is limited to the preschool, age 3-5 years old which focuses on the effectiveness of English children music video in acquiring English
vocabulary. The videos are obtained from you tube and the objects are the children with the stage of age between 3-6 years old in TK Negeri Negara. In
method and technique of collecting data, she made direct observation to the children. The data was analyzed qualitatively and presented descriptively. In this
study, there are also three review of previous study and one international article related to her study. However, Triningsih did not explain the reason in choosing
the children in TK Negeri Negara as her objects in her study. In the research method, it needs more elaboration especially for the data source, method and
technique of analyzing the data. The theories in her study are also used in this study, therefore the review of Triningsih’ work is needed to compare her study
and this study because it is related to each other.
2.1.2 International Articles Review
The first international article is from Dominic and Bill Rowe entitled “Comprehension outscores production in language acquisition: Implications for
Theories of Vocabulary Learning”. They explain that the children comprehend
many more words than they are able to produce. Without exception, a child appears to understand various words that they do not use in their own speech.
The results of their analysis are used to test three different theories of speech perception. Those are motor theory, common representation theory, and pattern
recognition theory. Motor theory assumes that motor processes are necessarily recruited for
speech perception. Speech provides a natural domain for a motor-theory account because speech perception and speech production appear to be so tightly linked.
A motor theory of speech perception contains different assumptions for different theorists but they all tightly link speech perception with speech production. A
common representation theory claims that the same representation exists for both comprehension and production. Comprehension could be viewed as a
recognition task whereas production could be considered a recall task, and recall is necessarily more difficult than recognition. Meanwhile, the third theory
assumes that speech perception and speech production and their acquisition could not be based on the same underlying representation. Speech perception
follows prototypical pattern recognition processes whereas speech production involves intricate motor processes that attempt to match a speech target.
They analyze data from the MacArthur-Bates Communicative Development Inventories CDI to determine 1 if difficulty of articulation and
parental input frequency influence perception and production equivalently and 2 assess whether equivalent representations can account for perception and
production.
This article shows the six partitions of the individual results of 1089 children based on the number of words produced, giving the range and average
of the number of words produced, the range and average number of words understood, and the number of cases contributing to each partition of the
analysis. The author make two analysis, they are individual analysis and group analysis. The author also gives an example of the results for an individual child,
the words understood and produced for a child who understood 121 words and produced only 17. They also give the number of times speech segments occurred
in initial position for understood and said words for this child. The author also shows the table to show that the child was able to understand words with all of
the 22 possible initial phonemes but could produce words that begin with only 7 different phonemes.
Meanwhile, for each unique word in database, they pooled the results across the 1089 children. The total number of children that were scored as
saying the word and understanding the word was treated as dependent measures, as was the difference between understood and said words. Their goal was to
determine what variables might influence saying or understanding a word and whether there might be dissociations between perceiving and saying a word. On
the other hand, correlations between perception and production might appear to be a more direct method to assess the relationship between understood and said
words. The article also explains about the correlations with difficulty of
articulation, correlation with parental input frequency, correlations with imagery
and concreteness, and correlations with word length, segment probability, and neighbors. Therefore, the conclusion of the analysis is that the correlation
analyses with all words overall and the lexical classes nouns and action words show a somewhat more robust correlation of difficulty of articulation with words
said than with words understood. This result is particularly impressive because the range of understood words was larger than that of said words so that ceteris
paribus a larger correlation with understood words would be expected. This result points to different processes involved in speech perception and production
and their acquisition. Future work should be extended to new and more elaborate databases.
This article could be as the reference in observing Tonya in acquiring her language especially her vocabularies because in her age the vocabulary would be
more developed. This article also gives three theories in learning vocabulary. Therefore, this article is suitable to this study in order to compare Tonya with the
object of this article in learning vocabularies based on the theories, Meanwhile this article is quiet difficult to understand because in the methodology, the
explanation is not clear. The explanation would be better if it is identified clearly. The second international article is from Stephen D Krashen entitled
“Second Language Acquisition and Second Language Learning”. Krashen concerns with the Monitor Theory, which hypothesizes that someone has two
independent systems for developing the ability in second language acquisition. Those are subconscious language acquisition and conscious language learning.
These systems are interrelated in a definite way and the subconscious acquisition
is more important. In this article he devotes a brief statement of the theory and its implications for different aspect of second language acquisition theory and
practice. He also defines acquisition and learning, and presents the monitor model for second language performance.
According to Khrasen, subconscious language acquisition requires meaningful interaction in the target language-natural communication in which
speakers are not concerned with the form of their utterances but with the messages they are conveying and understanding. Meanwhile, conscious
language learning is thought to be helped a great deal by error correction and the presentation of explicit rules. Error corrections are maintained helps the learner
come to the correct mental representation of the linguistic generalization. The fundamental claim of monitor theory is that conscious learning is available to the
performer only as a monitor. In utterances are initiated by the acquired system, the fluency in production is based on active communication. The formal
knowledge of the second language, the conscious learning, used to alter the output of the acquired system.
In this article, Krashen also shows the influential factors in learning the language. The factors are the formal and informal Linguistic environments. The
formal learning environments are the best for attaining second language proficiency, while other studies also show that the informal environments are
superior. It is argued that informal environments promote real language use communication are conducive to acquisition, while the formal environment
have the potential for encouraging the acquisition and learning.
Based on the article from Krashen, it would be helpful in comparing Tonya with this study because this study would emphasize the second language
acquisition of Tonya in acquiring English vocabulary because Tonya is already six years old. It means that Tonya already gets the second language acquisition
from her environments. Unfortunately, in other hand, this article is difficult to be understood because there is no example in each explanation. E, g; in the formal
and informal linguistic environments, Khrasen does not give the example of formal linguistic environments and the informal linguistic environments.
2.2 Concepts
