ENGLISH WORDS ACQUISITION OF DIFFERENT ETHNICS CHILDREN (A CASE STUDY AT INTERNATIONAL EDUCATION CENTER MEDAN).
ENGLISH WORDS ACQUISITION OF DIFFERENT ETHNIC CHILDREN
(A CASE STUDY AT INTERNATIONAL EDUCATION CENTRE MEDAN)
A THESIS
Submitted to the English Applied Linguistics Study Program
in Partial Fulfillment of the Requirements for
the degree of Magister Humaniora
By:
MARTHA OKTAVIA TOGATOROP
Registration Number: 810 6111 022
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2012
ENGLISH WORDS ACQUISITION OF DIFFERENT ETHNIC CHILDREN
(A CASE STUDY AT INTERNATIONAL EDUCATION CENTRE MEDAN)
A THESIS
Submitted to the English Applied Linguistics Study Program
in Partial Fulfillment of the Requirements for
the degree of Magister Humaniora
By:
MARTHA OKTAVIA TOGATOROP
Registration Number: 810 6111 022
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2012
ABSTRACT
Togatorop, Martha Oktavia. Registration Number: 8106111022. English
Words Acquisition of Different Ethnic Children (A Case Study at International
Education Centre Medan). A Thesis. English Applied Linguistics.
Postgraduate School. State University of Medan. 2012.
The objectives of this research were to describe the type of English words
acquired by different ethnic children of IEC, to find out the most dominant ethnic in
acquiring the Englsih words, to find out how the different ethnic children of IEC acquire
English words, and to find out why the different ethnic children of IEC acquire the
English words in the way they do.This research was carried out by applying descriptive
qualitative method. Since this study is a 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 way three
concurrent flows activity namely data reduction, data display and conclusion
drawing/verification. The findings indicate that there are similarities and differences
which are found among the different ethnic children of IEC in acquiring the English
words. It can be seen from the way they arrange the English words, the way they
pronounce the English words, and their attitude toward the English words. The type of
English words is acquired dominantly is Noun. Chinese ethnic children is the most
dominant in acquiring English words. The way of Chinese and Batak ethnic children
acquired English words is by showing glad, happy, cheerful and curious towards English.
Besides that they get a lot of input from their surrounding. While the way of Javanese
ethnic children acquired English words is by showing shy, quiet and passive toward
English and also by getting less inputs from their surroundings. The reason why different
ethnic children of IEC acquiring the English words in the way they do, the Chinese and
Batak children are active, talkative, whereas Javanese children are passive, less talkative
and shy. It is due to the to the different role of their parent in caring for the children, the
amount of inputs they get from their surroundings. In addition, the parents of Chinese and
Batak ethnic children highly encouraged and motivated their children in their education
whereas parents of Javanese ethnic children tend to be not really strict to their children in
their education.
iii
ABSTRAK
Togatorop, Martha Oktavia. 8106111022. Pemerolehan Kata Bahasa Inggris
Pada Anak-Anak Beda Etnis (Sebuah Studi Kasus di International Education
Centre Medan). Tesis. Program Linguistik Terapan Bahasa Inggris.
Pascasarjana. Universitas Negeri Medan. 2012
Tujuan penelitian ini adalah untuk menggambarkan tipe kata bahasa inggris yang
diperoleh anak beda etnis di Taman bermain Internasional Education Centre, untuk
mengetahui etnis yang paling dominan dalam memperoleh kata bahasa inggris, untuk
mengetahui bagaimana anak beda etnis dalam memperoleh kata bahasa inggris dan untuk
mengetahui alasan kenapa mereka memperoleh kata bahasa inggris dengan cara mereka
masing-masing. Penelitian ini dilakukan dengan mengaplikasikan metode deskriptif
kualitatif. Karena penelitian ini merupakan penelitian kualitatif maka instumen dari
penelitian ini adalah peneliti itu sendiri. Pendekatan studi kasus diaplikasikan sebagai
teknik data analisis. Untuk mendapatkan data, peneliti menggunakan cara Miles dan
Huberman, yaitu data reduksi, data display dan perumusan kesimpulan. Hasil penelitian
ini menunjukkan bahwa ada persamaan dan perbedaaan yang ditemukan diantara anak
beda etnis dalam memperoleh kata bahasa inggris. Hal itu terlihat dari cara mereka
menyusun kata bahasa inggris, cara mereka menyebutkan kata bahasa inggris, dan sikap
mereka terhadap bahasa inggris. Tipe kata bahasa Inggris yang paling dominan diperoleh
adalah kata benda. Anak etnis China yang paling dominan dalam memperoleh kata
bahasa Inggris. Cara anak etnis China dan Batak dalam memperoleh bahasa inggris yaitu
dengan menunjukkan sikap senang, bahagia, gembira dan ingin tahu terhadap bahasa
inggris. Disamping itu mereka juga mendapat banyak input dari sekitar mereka sementara
anak etnis Jawa memperoleh kata bahasa inggris dengan menunjukkan sikap malu, diam,
dan pasif terhadap bahasa inggris dan mereka juga mendapat sedikit input dari sekitar
mereka. Alasan mengapa anak beda etnis pada Taman Bermain IEC dalam memperoleh
kata bahasa inggris dengan cara mereka. Anak etnis China dan Batak lebih aktif dan
banyak bicara sedangkan anak etnis jawa pasif, sedikit bicara dan pemalu dikarenakan
peranan yang berbeda dari orang tua dalam mengasuh anak, jumlah input yang mereka
dapat dari lingkungan sekitar. Selain itu orang tua dari anak etnia China dan Batak lebih
mendoronng dan memotivasi anak-anak mereka dalam pendidikannya sementara orang
tua anak etnis Jawa cenderung tidak terlalu keras terhadap anaknya dalam pendidikan.
iv
ACKNOWLEDGEMENTS
Praise the Lord, the Almighty, the Wonderful, the Amazing and the
Merciful Lord Jesus Christ, for granting me the blessing and opportunity of
attaining a higher education. It was only through His supernatural guidance,
wisdom, love and blessing that I was able to manage this process when it became
overwhelming at times.
This thesis would not have been possible without the guidance, the support
and the help of several individuals who contributed and extended their valuable
assistance in the completion of this study. Now, it is her pleasure to thank
everyone who has been supporting and assisting the writer in the completion of
this thesis.
First and foremost, her utmost gratitude is extended to her honorable
advisors Prof. Dr. Lince Sihombing, M.Pd and Dr. Eddy Setia, M.Ed TESP who
had given her their excellent suggestions, guidance, advices, patience and precious
time in completing and correcting this thesis.
She owes her deepest gratitude to all of her examiners Dr. Didik Santoso
M.Pd, Prof. Dr. Busmin Gurning and Dr. Sri Minda Murni M.S who had given
their excellent comments and suggestions in order to make this thesis becomes
perfect.
She would like to acknowledge the head of English Applied Linguistic
Study Program, Prof. Dr. Busmin Gurning, M.Pd for his management and
administrative help. Special thanks go to all the lecturers, for sharing their
valuable knowledge, experience and lesson to her during her academics years.
She wishes to thank the School Manager of IEC Hayam Wuruk Medan
Ms. Linda for her permissions to conduct this research in that school, and also to
all the staff and teachers (Ms. Winnie, Ms. Selly, Ms. Melda, Ms. Grace, Ms.
Marthaully, Ms. Serta, Ms. Vivian and Ms. Tantri) who had contribute their
valuable assistance, help, support, and consultation during my research at IEC
i
Playgroup Hayam Wuruk Medan. She also would like to thank the students of
IEC and their parents who were willing as participants to be researched in this
research.
She also addressed her special gratitude to her beloved parents (Anggiat
Maruli Togatorop & Donta Eviana Sihombing (Cand. S.Pd), her beloved sisters
and brother (Asima Dermawati AMKG SKM, Fanny Sulastio & Patar Sudewo)
for supporting and encouraging her with their best wishes.
Her best regard also delivered to her best friend in Petra (K’Mei Siti S.Pd,
K’Debora Sihombing S.S, Melda Erayana S.S And Lestari Manik S.Pd) for their
love, encouragement and prayers.
The writer indebted to her close friends (Srisofian Sianturi, S.S, M.Hum
Elita Modesta Br.Sembiring, S.S, M.Hum, Vivi Novalia Sitinjak, S.S (Cand.)
M.Hum and Mr. Raikhapoor Tobing S.Pd (Cand.) M.Hum) and also her
classmates LTBI A2 for their love, encouragement, advice, support and friendship
during the academic years at the State University of Medan.
Lastly she offers her regards and blessings to all of those who support her
in any respect during the completion of this study.
Medan, November 22nd, 2012
The writer
Martha Oktavia Togatorop
Registration number: 8106111022
ii
TABLE OF CONTENTS
ACKNOWLEDGEMENTS .......................................................................i
ABSTRACT ................................................................................................iii
ABSTRAK ..................................................................................................iv
TABLE OF CONTENTS ...........................................................................v
LIST OF TABLES ......................................................................................ix
LIST OF CHARTS .....................................................................................x
LIST OF APPENDICES.............................................................................xi
CHAPTER I: INTRODUCTION ............................................................. 1
1.1
The Background of Study ................................................. 1
1.2
The Problem of the Study ................................................ 5
1.3
The Objective of the Study .............................................. 5
1.4
The Scope of the Study..................................................... 6
1.5
The Significance of the Study .......................................... 6
CHAPTER II: REVIEW OF LITERATURE ........................................ 8
2.1
English Words Acquisition ............................................. 8
2.1.1
Early English words acquisition ....................................... 8
2.1.2
English words acquisition in IEC .................................... 10
2.2
Types of words ............................................................... 11
2.2.1
Noun .............................................................................. 11
2.2.1.1 Types of Nouns ............................................................... 12
2.2.2
Verb ............................................................................... 13
v
2.2.2.1 Types of verbs ................................................................. 13
2.2.3
Adjective .......................................................................... 14
2.2.3.1 Types of Adjective ........................................................... 14
2.2.4
Adverb ............................................................................. 14
2.2.4.1 Types of Adverbs ............................................................ 15
2.2.5
Pronoun ........................................................................... 15
2.2.5.1 Types of Pronouns ........................................................... 16
2.2.6
Preposition ....................................................................... 16
2.2.6.1 Types of Prepositions ....................................................... 16
2.2.7
Conjunction ...................................................................... 17
2.2.7.1 Types of Conjunctions ...................................................... 17
2.2.8
Interjection ....................................................................... 18
2.3
Different Ethnic Children in IEC ..................................... 19
2.3.1
Chinese Ethnic Children .................................................. 20
2.3.2
Batak Ethnic Children ...................................................... 21
2.3.3
Javanese Ethnic Children ................................................. 21
2.4
The Relevant Studies ....................................................... 22
CHAPTER III: RESEARCH METHOD ................................................ 25
3.1
Research Design ............................................................. 25
3.2
Data and Data Source ...................................................... 26
vi
3.2.1
Data .................................................................................. 26
3.2.2
Data Source ...................................................................... 26
3.3
The Technique of Collecting the Data .............................. 27
3.3.1
Observation ..................................................................... 27
3.3.2
Interview ......................................................................... 29
3.4
The technique of analyzing the Data ................................ 30
3.5
The Trustworthiness of the Study ..................................... 31
CHAPTER IV: DATA ANALYSIS, FINDINGS AND DISCUSSIONS . 33
4.1
The Data .......................................................................... 33
4.2
The Data Analysis ........................................................... 35
4.2.1
The Types of English Words Acquired by Different Ethnic
Children of IEC ................................................................ 35
4.2.1.1 English Words Acquired by Chinese Children of IEC ...... 35
4.2.1.2 English Words Acquired by Batak Children of IEC .......... 37
4.2.1.3 English Words Acquired by Javanese Children of IEC...... 40
4.2.2
The Dominant Type of Word is acquired by Different
Ethnic Children of IEC ................................................... 41
4.2.3
The Dominant Ethnic Children in Acquiring English
Words .............................................................................. 45
4.2.4
The Way of Different Ethnic Children of IEC acquire
vii
English Words ................................................................ 47
4.2.4.1 Chinese Ethnic Children .................................................. 48
4.2.4.2 Batak Ethnic Children ...................................................... 51
4.2.4.3 Javanese Ethnic Children ................................................. 53
4.2.5
The Reason of Different Ethnic Children of IEC acquire
English Words .................................................................. 54
4.2.5.1 Chinese Culture ................................................................ 54
4.2.5.2 Batak Culture.................................................................... 55
4.2.5.3 Javanese Culture ............................................................... 56
4.3
Research Findings ............................................................ 56
4.4
Discussions....................................................................... 58
4.5
The Implication of the Research........................................ 62
4.5.1 Implication for Practice...................................................... 62
4.5.2 Implication for Future Research ......................................... 63
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ........................ 65
5.1
Conclusions ...................................................................... 65
5.2
Suggestions ...................................................................... 66
REFERENCES ......................................................................................... 68
APPENDICES .......................................................................................... 70
viii
LIST OF TABLES
Page
Table 4.1 The list of English words uttered by the Chinese children ................ 35
.......................................................................................................................
Table 4.2 The list of English words uttered by the Batak children ................... 37
Table 4.3 The list of English words uttered by the Javanese children .............. 40
Table 4.4 Total number of English words uttered by Chinese children ............ 42
Table 4.5 Total number of English words uttered by Batak children ................ 43
Table 4.6 Total number of English words uttered by Javanese children ........... 44
Table 4.7 The Total Number of English Words Uttered By Different
Ethnic Children of IEC................................................................... 46
ix
LIST OF APPENDICES
Page
I. Appendix A. The Subjects ......................................................................... 70
II. Appendix B. Observation Sheet of IEC Children ...................................... 73
III. Appendix C. Interview Sheet of IEC Children ......................................... 81
IV.Appendix D. Result Interviewing The Subject’s Parent ............................ 110
xi
LIST OF CHARTS
Page
Chart 4.1 The English Words Acquired by Chinese Ethnic Children ............. 41
Chart 4.2 The English Words Acquired by Batak Ethnic Children................. 43
Chart 4.3 The English Words Acquired by Javanese Ethnic Children ............ 45
Chart 4.4 The Percentage of English Words Uttered By Different Ethnic
Children of IEC............................................................................ 47
x
CHAPTER I
INTRODUCTION
1.1 The Background of Study
Human language is a remarkable way to communicate. No other form of
communication in the natural world transfers so much information in such a short
period of time. It is even more remarkable that in three short years a child can
hear, mimic, explore, practice, and finally, learn language.
Every infant has been equipped with a capability to understand languages
that are spoken by people around him. Wherever an infant born he must be able to
understand and to communicate the language that is spoken by adults surrounding
him, and the process of acquiring a language by an infant is called as language
acquisition.
Language acquisition is the process by which humans acquire the capacity
to perceive, produce and use words to understand and communicate. This capacity
involves the picking up of diverse capacities including syntax, phonetics, and an
extensive vocabulary. This language might be vocal as with speech or manual as
in sign. Language acquisition usually refers to first language acquisition, which
studies infants’ acquisition of their native language rather than second language
acquisition, which deals with acquisition (in both children and adults) of
additional languages.
1
2
Input hypothesis states that input is a determinant factor of how well the
children acquire the language. While input refers to the amount of language
exposed to them (Krashen, 1987). So, in other words if there is no input there will
be no acquisition. The sources of input are the people around the children. The
more people around the children, the more input the children will have, the more
talkative the people around the children, the more input will be exposed.
Meanwhile, nowadays introducing English to the young children becomes a
very challenging thing in Indonesia since English is regarded as a foreign
language. The importance of English in this global era is one of the reasons why
many people around the world are encouraged to learn English. Firstly, English is
an international language. It is spoken by many people all around the world, either
as a first or second language. Secondly, English is also the key which opens doors
to scientific and technical knowledge. It can be seen from many guides and
instructions of many devices written in English. This transfer of science and
technology is needed for the economic and political development of many
countries in the world. Thirdly, English is a top requirement of those seeking jobs.
Applicants who master either active or passive English are more favorable than
those who do not. From the fact above, it is obvious that everybody needs to learn
English to greet the global era.
3
In some big cities of Indonesia English has got a special position in which it
is exposed to the young children through Pre-school and Playgroup school even
though it is only for certain schools such as IEC, Prime one School, Tumble Tots
School, etc. The importance of English has pushed many parents to realize that
they need to introduce English earlier to their children. Parents all over the world
put their children in language schools at an early age, convinced that the earlier
they start learning, the better. 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.
The children who study at IEC are expected to be able to speak or
communicate in English. Those children who study at IEC playgroup are come
from different ethnic. They are Chinese, Batak, Javanese and Indian. The children
are taught by using full of English language during teaching learning at school. As
the result, all of the children from different ethnic who study there will acquire the
English words. From the researcher observation, the problem dealing with
language acquisition here that most of the different ethnic children of IEC has
different ability in acquiring English words. Chinese children tend to be able to
speak English earlier rather than Batak children and Javanese children whereas
Batak Children will speak English faster if compared to Javanese children. In fact
they are exposed and taught with the same language that is English at school.
4
They are also having the same chance to improve their English toward teacher and
friends. So, in here the difference ethnic might contribute to the different ability of
those children in acquiring the English words. In line with that, Dixon (2010) also
finds that cultural differences among the childrearing in Singapore may contribute
to home language and literary practices that differ by ethnic group leading to
differences in English vocabulary.
In addition, the difference among the three ethnic is also influenced by
different character among them. Erlangga in Kompas (2012) found that Chinese
characters are diligent, tenacious and hard worker. Whereas Geerzt (1961))
describes that Javanese is identical with their indirect speech. Geerzt adds there
are two principles which motivate Javenese people to avoid being direct those
principles are harmony and respect. Beside that Javanese people also identical
with their politeness and shy character. On other hand, Kuntjara (2003) explains
that Batak often stereotyped by other as rude person, usually speak frankly and
tend to be aggressive
So it is assumed that the difference ability of different ethnic children at
IEC in acquiring the English words is due to the differences of cultures and
cultural values that applied in their daily lives and it is considered to be the reason
why this study should be done in order to describe the acquisition of English
words by Chinese, Batak and Javanese ethnic children.
5
1.2 The Problems of the study
Based on the background above, the problem of the study can be
formulated as following questions.
1. What type of English words is dominantly acquired by different ethnic of
IEC?
2. What ethnic children of IEC is the most dominant in acquiring the English
words?
3. How do the different ethnic children of IEC acquire the English words?
4. Why do the different ethnic children of IEC acquire the English words in
the way they do?
1.3 The Objectives of the Study
In line with the research problem, the objectives of the study are:
1) to find out the type of English words acquired by different ethnic
children of IEC.
2) to find out what ethnic children is the most dominant in acquiring
English words.
3) to find out how do the different ethnic children of IEC acquire the
English words.
4) to find out why the different ethnic children of IEC acquire the English
words in the way they do.
6
1.4 The Scope of the Study
This study is concerned with the field of acquisition and psycholinguistics.
This study focuses on the English words acquisition of different ethnic children in
IEC Playgroup. The types of English words that will be analyzed are limited
based on part of speech classification. The different ethnic children that will be
analyzed here are Chinese, Batak and Javanese ethnic children. This study is
limited to the students of IEC playgroup on Jalan Hayam Wuruk no.17 Medan.
1.5 The Significance of the Study
The findings of the study are expected to contribute significantly to different
parties theoretically and practically.
a. Theoretically these finding will be helpful for;
1. Language teachers, to enrich teacher’s knowledge in the process of
English language acquisition and as guidelines for them in the process
of introducing English words to the students.
2. The second language acquisition researchers who are interested in
knowing whether there are differences among different ethnic children
in acquiring English words.
3. Parents, to enrich their horizon in case of English language acquisition.
7
b. Practically these findings will be helpful for;
1. Language teachers, to enable the teachers to recognize the student’s
ability from different ethnic in acquiring English words.
2. Parents, who want to know how they can help their children learn
English as quickly and effectively as possible.
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Allen, Rosemary.2007. All about Grammar. Western Australia: R.I.C.
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Bogdan, C. Robert., & Biklen Sari Knopp.1992. Qualitative research for
Education: An Introduction to Theory and Methods.
2ndedition.Needham Heights, MA:Allyn and Bacon.
Clark, H.H & Clark, E.V.1977. Psychology and Language: An Introduction
to Psycholinguistics. New York: Harcout Brace Jovanovich.
Carter, Ronald.1998.Vocabulary: Applied Linguistic Perspective.2nd edition.
New York: Routledge
Clark, Eve V.2009. First Language Acquisition.2nd ed. United State of
America: Cambridge University Press.
Dixon, L. Quentin.2010. The Role of Home and School Factors in
Predicting English Vocabulary among Bilingual Kindergarten
Children in Singapore. United State:Cambridge University
Press.vol.32- issue 01, pp 141-168
Doloksaribu, Twenti.2010. Peranan Budaya dalam Memotivasi Belajar
Siswa Pada Etnis Batak Toba dan Jawa di SMA Negeri 2 Lubuk
Pakam. PPS UNIMED: unpublished
Dutwin, Phyliss.2010. English Grammar.New York:Mc Graw Hill
Fitzgerald, et al.1982. Language use of Preschool Children in a child
/Parent Education.London: Multilingual Matters
Gee, James Paul.2011. An Introduction to Discourse Analysis Theory and
Method.New York: Routledge
Geerzt,
Hilder.1961.The Javanese Kindship Family.Glencoe,ILFree
Press.Excerpted in Fishman (1968a) and Pride and Holmes (1972)
Goode
& William, Hatt. 1982. A Critical
Methods.London:yale University Press
Introduction
to
Its
Harley, Heidi.2006. English Words; A Linguistic Introduction. Singapore:
Blackwell Publishing
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Holmes, Richard, Hazadiah M. Dahan and Habibah Ashari.2005.A Guide to
Research in the Social Science.Malaysia: Pearson Malaysia
Sdn.Bhd.
Jackson, Howard. 2000. Words, Meaning and Vocabulary: An introduction
to Modern Lexicology.London:ContinuumInternational Publishing
Grow
Kidwell, Paul et al. (2011). Statistical or Word Acquisition with Application
to Readability Prediction.Journal of American Statistical association
March 2011, vol.106, no.493
Kuntjara, Ester.2003. Gender, Bahasa dan Kekuasaan. Jakarta: Gunung
Mulia
Lincoln Yvonna S. & Guba Egon G.1985.Naturalistic Inquiry. Beverly Hills
California:Sage Publication
Sinaga, Junita E.2010. The Acquisition of English Words by Hokkien
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Miles, Matthew B. & Huberman Michael A. 1984.QUALITATIVE DATA
ANALYSIS: A sourcebook of New Methods. California: Sage
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Pavio, Allan & Begg, Ian.1981. Psycholinguistics. USA: Prentice-Hall
(Englewood Cliffs, N.J.)
Radford, Andrew.1999. Linguistics; An Introduction. United Kingdom: The
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Troike, Muriel Saville. 2006. Introducing Second Language Acquisition.
New York:Cambridge University press.
Eri.2005.inhttp://kompas.com/kompascetak/0508/31/humaniora/2015967.ht
m Rabu, 31 Agustus 2005 accessed on October 8th, 2012 at 11.45
am.
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69
(A CASE STUDY AT INTERNATIONAL EDUCATION CENTRE MEDAN)
A THESIS
Submitted to the English Applied Linguistics Study Program
in Partial Fulfillment of the Requirements for
the degree of Magister Humaniora
By:
MARTHA OKTAVIA TOGATOROP
Registration Number: 810 6111 022
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2012
ENGLISH WORDS ACQUISITION OF DIFFERENT ETHNIC CHILDREN
(A CASE STUDY AT INTERNATIONAL EDUCATION CENTRE MEDAN)
A THESIS
Submitted to the English Applied Linguistics Study Program
in Partial Fulfillment of the Requirements for
the degree of Magister Humaniora
By:
MARTHA OKTAVIA TOGATOROP
Registration Number: 810 6111 022
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2012
ABSTRACT
Togatorop, Martha Oktavia. Registration Number: 8106111022. English
Words Acquisition of Different Ethnic Children (A Case Study at International
Education Centre Medan). A Thesis. English Applied Linguistics.
Postgraduate School. State University of Medan. 2012.
The objectives of this research were to describe the type of English words
acquired by different ethnic children of IEC, to find out the most dominant ethnic in
acquiring the Englsih words, to find out how the different ethnic children of IEC acquire
English words, and to find out why the different ethnic children of IEC acquire the
English words in the way they do.This research was carried out by applying descriptive
qualitative method. Since this study is a 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 way three
concurrent flows activity namely data reduction, data display and conclusion
drawing/verification. The findings indicate that there are similarities and differences
which are found among the different ethnic children of IEC in acquiring the English
words. It can be seen from the way they arrange the English words, the way they
pronounce the English words, and their attitude toward the English words. The type of
English words is acquired dominantly is Noun. Chinese ethnic children is the most
dominant in acquiring English words. The way of Chinese and Batak ethnic children
acquired English words is by showing glad, happy, cheerful and curious towards English.
Besides that they get a lot of input from their surrounding. While the way of Javanese
ethnic children acquired English words is by showing shy, quiet and passive toward
English and also by getting less inputs from their surroundings. The reason why different
ethnic children of IEC acquiring the English words in the way they do, the Chinese and
Batak children are active, talkative, whereas Javanese children are passive, less talkative
and shy. It is due to the to the different role of their parent in caring for the children, the
amount of inputs they get from their surroundings. In addition, the parents of Chinese and
Batak ethnic children highly encouraged and motivated their children in their education
whereas parents of Javanese ethnic children tend to be not really strict to their children in
their education.
iii
ABSTRAK
Togatorop, Martha Oktavia. 8106111022. Pemerolehan Kata Bahasa Inggris
Pada Anak-Anak Beda Etnis (Sebuah Studi Kasus di International Education
Centre Medan). Tesis. Program Linguistik Terapan Bahasa Inggris.
Pascasarjana. Universitas Negeri Medan. 2012
Tujuan penelitian ini adalah untuk menggambarkan tipe kata bahasa inggris yang
diperoleh anak beda etnis di Taman bermain Internasional Education Centre, untuk
mengetahui etnis yang paling dominan dalam memperoleh kata bahasa inggris, untuk
mengetahui bagaimana anak beda etnis dalam memperoleh kata bahasa inggris dan untuk
mengetahui alasan kenapa mereka memperoleh kata bahasa inggris dengan cara mereka
masing-masing. Penelitian ini dilakukan dengan mengaplikasikan metode deskriptif
kualitatif. Karena penelitian ini merupakan penelitian kualitatif maka instumen dari
penelitian ini adalah peneliti itu sendiri. Pendekatan studi kasus diaplikasikan sebagai
teknik data analisis. Untuk mendapatkan data, peneliti menggunakan cara Miles dan
Huberman, yaitu data reduksi, data display dan perumusan kesimpulan. Hasil penelitian
ini menunjukkan bahwa ada persamaan dan perbedaaan yang ditemukan diantara anak
beda etnis dalam memperoleh kata bahasa inggris. Hal itu terlihat dari cara mereka
menyusun kata bahasa inggris, cara mereka menyebutkan kata bahasa inggris, dan sikap
mereka terhadap bahasa inggris. Tipe kata bahasa Inggris yang paling dominan diperoleh
adalah kata benda. Anak etnis China yang paling dominan dalam memperoleh kata
bahasa Inggris. Cara anak etnis China dan Batak dalam memperoleh bahasa inggris yaitu
dengan menunjukkan sikap senang, bahagia, gembira dan ingin tahu terhadap bahasa
inggris. Disamping itu mereka juga mendapat banyak input dari sekitar mereka sementara
anak etnis Jawa memperoleh kata bahasa inggris dengan menunjukkan sikap malu, diam,
dan pasif terhadap bahasa inggris dan mereka juga mendapat sedikit input dari sekitar
mereka. Alasan mengapa anak beda etnis pada Taman Bermain IEC dalam memperoleh
kata bahasa inggris dengan cara mereka. Anak etnis China dan Batak lebih aktif dan
banyak bicara sedangkan anak etnis jawa pasif, sedikit bicara dan pemalu dikarenakan
peranan yang berbeda dari orang tua dalam mengasuh anak, jumlah input yang mereka
dapat dari lingkungan sekitar. Selain itu orang tua dari anak etnia China dan Batak lebih
mendoronng dan memotivasi anak-anak mereka dalam pendidikannya sementara orang
tua anak etnis Jawa cenderung tidak terlalu keras terhadap anaknya dalam pendidikan.
iv
ACKNOWLEDGEMENTS
Praise the Lord, the Almighty, the Wonderful, the Amazing and the
Merciful Lord Jesus Christ, for granting me the blessing and opportunity of
attaining a higher education. It was only through His supernatural guidance,
wisdom, love and blessing that I was able to manage this process when it became
overwhelming at times.
This thesis would not have been possible without the guidance, the support
and the help of several individuals who contributed and extended their valuable
assistance in the completion of this study. Now, it is her pleasure to thank
everyone who has been supporting and assisting the writer in the completion of
this thesis.
First and foremost, her utmost gratitude is extended to her honorable
advisors Prof. Dr. Lince Sihombing, M.Pd and Dr. Eddy Setia, M.Ed TESP who
had given her their excellent suggestions, guidance, advices, patience and precious
time in completing and correcting this thesis.
She owes her deepest gratitude to all of her examiners Dr. Didik Santoso
M.Pd, Prof. Dr. Busmin Gurning and Dr. Sri Minda Murni M.S who had given
their excellent comments and suggestions in order to make this thesis becomes
perfect.
She would like to acknowledge the head of English Applied Linguistic
Study Program, Prof. Dr. Busmin Gurning, M.Pd for his management and
administrative help. Special thanks go to all the lecturers, for sharing their
valuable knowledge, experience and lesson to her during her academics years.
She wishes to thank the School Manager of IEC Hayam Wuruk Medan
Ms. Linda for her permissions to conduct this research in that school, and also to
all the staff and teachers (Ms. Winnie, Ms. Selly, Ms. Melda, Ms. Grace, Ms.
Marthaully, Ms. Serta, Ms. Vivian and Ms. Tantri) who had contribute their
valuable assistance, help, support, and consultation during my research at IEC
i
Playgroup Hayam Wuruk Medan. She also would like to thank the students of
IEC and their parents who were willing as participants to be researched in this
research.
She also addressed her special gratitude to her beloved parents (Anggiat
Maruli Togatorop & Donta Eviana Sihombing (Cand. S.Pd), her beloved sisters
and brother (Asima Dermawati AMKG SKM, Fanny Sulastio & Patar Sudewo)
for supporting and encouraging her with their best wishes.
Her best regard also delivered to her best friend in Petra (K’Mei Siti S.Pd,
K’Debora Sihombing S.S, Melda Erayana S.S And Lestari Manik S.Pd) for their
love, encouragement and prayers.
The writer indebted to her close friends (Srisofian Sianturi, S.S, M.Hum
Elita Modesta Br.Sembiring, S.S, M.Hum, Vivi Novalia Sitinjak, S.S (Cand.)
M.Hum and Mr. Raikhapoor Tobing S.Pd (Cand.) M.Hum) and also her
classmates LTBI A2 for their love, encouragement, advice, support and friendship
during the academic years at the State University of Medan.
Lastly she offers her regards and blessings to all of those who support her
in any respect during the completion of this study.
Medan, November 22nd, 2012
The writer
Martha Oktavia Togatorop
Registration number: 8106111022
ii
TABLE OF CONTENTS
ACKNOWLEDGEMENTS .......................................................................i
ABSTRACT ................................................................................................iii
ABSTRAK ..................................................................................................iv
TABLE OF CONTENTS ...........................................................................v
LIST OF TABLES ......................................................................................ix
LIST OF CHARTS .....................................................................................x
LIST OF APPENDICES.............................................................................xi
CHAPTER I: INTRODUCTION ............................................................. 1
1.1
The Background of Study ................................................. 1
1.2
The Problem of the Study ................................................ 5
1.3
The Objective of the Study .............................................. 5
1.4
The Scope of the Study..................................................... 6
1.5
The Significance of the Study .......................................... 6
CHAPTER II: REVIEW OF LITERATURE ........................................ 8
2.1
English Words Acquisition ............................................. 8
2.1.1
Early English words acquisition ....................................... 8
2.1.2
English words acquisition in IEC .................................... 10
2.2
Types of words ............................................................... 11
2.2.1
Noun .............................................................................. 11
2.2.1.1 Types of Nouns ............................................................... 12
2.2.2
Verb ............................................................................... 13
v
2.2.2.1 Types of verbs ................................................................. 13
2.2.3
Adjective .......................................................................... 14
2.2.3.1 Types of Adjective ........................................................... 14
2.2.4
Adverb ............................................................................. 14
2.2.4.1 Types of Adverbs ............................................................ 15
2.2.5
Pronoun ........................................................................... 15
2.2.5.1 Types of Pronouns ........................................................... 16
2.2.6
Preposition ....................................................................... 16
2.2.6.1 Types of Prepositions ....................................................... 16
2.2.7
Conjunction ...................................................................... 17
2.2.7.1 Types of Conjunctions ...................................................... 17
2.2.8
Interjection ....................................................................... 18
2.3
Different Ethnic Children in IEC ..................................... 19
2.3.1
Chinese Ethnic Children .................................................. 20
2.3.2
Batak Ethnic Children ...................................................... 21
2.3.3
Javanese Ethnic Children ................................................. 21
2.4
The Relevant Studies ....................................................... 22
CHAPTER III: RESEARCH METHOD ................................................ 25
3.1
Research Design ............................................................. 25
3.2
Data and Data Source ...................................................... 26
vi
3.2.1
Data .................................................................................. 26
3.2.2
Data Source ...................................................................... 26
3.3
The Technique of Collecting the Data .............................. 27
3.3.1
Observation ..................................................................... 27
3.3.2
Interview ......................................................................... 29
3.4
The technique of analyzing the Data ................................ 30
3.5
The Trustworthiness of the Study ..................................... 31
CHAPTER IV: DATA ANALYSIS, FINDINGS AND DISCUSSIONS . 33
4.1
The Data .......................................................................... 33
4.2
The Data Analysis ........................................................... 35
4.2.1
The Types of English Words Acquired by Different Ethnic
Children of IEC ................................................................ 35
4.2.1.1 English Words Acquired by Chinese Children of IEC ...... 35
4.2.1.2 English Words Acquired by Batak Children of IEC .......... 37
4.2.1.3 English Words Acquired by Javanese Children of IEC...... 40
4.2.2
The Dominant Type of Word is acquired by Different
Ethnic Children of IEC ................................................... 41
4.2.3
The Dominant Ethnic Children in Acquiring English
Words .............................................................................. 45
4.2.4
The Way of Different Ethnic Children of IEC acquire
vii
English Words ................................................................ 47
4.2.4.1 Chinese Ethnic Children .................................................. 48
4.2.4.2 Batak Ethnic Children ...................................................... 51
4.2.4.3 Javanese Ethnic Children ................................................. 53
4.2.5
The Reason of Different Ethnic Children of IEC acquire
English Words .................................................................. 54
4.2.5.1 Chinese Culture ................................................................ 54
4.2.5.2 Batak Culture.................................................................... 55
4.2.5.3 Javanese Culture ............................................................... 56
4.3
Research Findings ............................................................ 56
4.4
Discussions....................................................................... 58
4.5
The Implication of the Research........................................ 62
4.5.1 Implication for Practice...................................................... 62
4.5.2 Implication for Future Research ......................................... 63
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ........................ 65
5.1
Conclusions ...................................................................... 65
5.2
Suggestions ...................................................................... 66
REFERENCES ......................................................................................... 68
APPENDICES .......................................................................................... 70
viii
LIST OF TABLES
Page
Table 4.1 The list of English words uttered by the Chinese children ................ 35
.......................................................................................................................
Table 4.2 The list of English words uttered by the Batak children ................... 37
Table 4.3 The list of English words uttered by the Javanese children .............. 40
Table 4.4 Total number of English words uttered by Chinese children ............ 42
Table 4.5 Total number of English words uttered by Batak children ................ 43
Table 4.6 Total number of English words uttered by Javanese children ........... 44
Table 4.7 The Total Number of English Words Uttered By Different
Ethnic Children of IEC................................................................... 46
ix
LIST OF APPENDICES
Page
I. Appendix A. The Subjects ......................................................................... 70
II. Appendix B. Observation Sheet of IEC Children ...................................... 73
III. Appendix C. Interview Sheet of IEC Children ......................................... 81
IV.Appendix D. Result Interviewing The Subject’s Parent ............................ 110
xi
LIST OF CHARTS
Page
Chart 4.1 The English Words Acquired by Chinese Ethnic Children ............. 41
Chart 4.2 The English Words Acquired by Batak Ethnic Children................. 43
Chart 4.3 The English Words Acquired by Javanese Ethnic Children ............ 45
Chart 4.4 The Percentage of English Words Uttered By Different Ethnic
Children of IEC............................................................................ 47
x
CHAPTER I
INTRODUCTION
1.1 The Background of Study
Human language is a remarkable way to communicate. No other form of
communication in the natural world transfers so much information in such a short
period of time. It is even more remarkable that in three short years a child can
hear, mimic, explore, practice, and finally, learn language.
Every infant has been equipped with a capability to understand languages
that are spoken by people around him. Wherever an infant born he must be able to
understand and to communicate the language that is spoken by adults surrounding
him, and the process of acquiring a language by an infant is called as language
acquisition.
Language acquisition is the process by which humans acquire the capacity
to perceive, produce and use words to understand and communicate. This capacity
involves the picking up of diverse capacities including syntax, phonetics, and an
extensive vocabulary. This language might be vocal as with speech or manual as
in sign. Language acquisition usually refers to first language acquisition, which
studies infants’ acquisition of their native language rather than second language
acquisition, which deals with acquisition (in both children and adults) of
additional languages.
1
2
Input hypothesis states that input is a determinant factor of how well the
children acquire the language. While input refers to the amount of language
exposed to them (Krashen, 1987). So, in other words if there is no input there will
be no acquisition. The sources of input are the people around the children. The
more people around the children, the more input the children will have, the more
talkative the people around the children, the more input will be exposed.
Meanwhile, nowadays introducing English to the young children becomes a
very challenging thing in Indonesia since English is regarded as a foreign
language. The importance of English in this global era is one of the reasons why
many people around the world are encouraged to learn English. Firstly, English is
an international language. It is spoken by many people all around the world, either
as a first or second language. Secondly, English is also the key which opens doors
to scientific and technical knowledge. It can be seen from many guides and
instructions of many devices written in English. This transfer of science and
technology is needed for the economic and political development of many
countries in the world. Thirdly, English is a top requirement of those seeking jobs.
Applicants who master either active or passive English are more favorable than
those who do not. From the fact above, it is obvious that everybody needs to learn
English to greet the global era.
3
In some big cities of Indonesia English has got a special position in which it
is exposed to the young children through Pre-school and Playgroup school even
though it is only for certain schools such as IEC, Prime one School, Tumble Tots
School, etc. The importance of English has pushed many parents to realize that
they need to introduce English earlier to their children. Parents all over the world
put their children in language schools at an early age, convinced that the earlier
they start learning, the better. 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.
The children who study at IEC are expected to be able to speak or
communicate in English. Those children who study at IEC playgroup are come
from different ethnic. They are Chinese, Batak, Javanese and Indian. The children
are taught by using full of English language during teaching learning at school. As
the result, all of the children from different ethnic who study there will acquire the
English words. From the researcher observation, the problem dealing with
language acquisition here that most of the different ethnic children of IEC has
different ability in acquiring English words. Chinese children tend to be able to
speak English earlier rather than Batak children and Javanese children whereas
Batak Children will speak English faster if compared to Javanese children. In fact
they are exposed and taught with the same language that is English at school.
4
They are also having the same chance to improve their English toward teacher and
friends. So, in here the difference ethnic might contribute to the different ability of
those children in acquiring the English words. In line with that, Dixon (2010) also
finds that cultural differences among the childrearing in Singapore may contribute
to home language and literary practices that differ by ethnic group leading to
differences in English vocabulary.
In addition, the difference among the three ethnic is also influenced by
different character among them. Erlangga in Kompas (2012) found that Chinese
characters are diligent, tenacious and hard worker. Whereas Geerzt (1961))
describes that Javanese is identical with their indirect speech. Geerzt adds there
are two principles which motivate Javenese people to avoid being direct those
principles are harmony and respect. Beside that Javanese people also identical
with their politeness and shy character. On other hand, Kuntjara (2003) explains
that Batak often stereotyped by other as rude person, usually speak frankly and
tend to be aggressive
So it is assumed that the difference ability of different ethnic children at
IEC in acquiring the English words is due to the differences of cultures and
cultural values that applied in their daily lives and it is considered to be the reason
why this study should be done in order to describe the acquisition of English
words by Chinese, Batak and Javanese ethnic children.
5
1.2 The Problems of the study
Based on the background above, the problem of the study can be
formulated as following questions.
1. What type of English words is dominantly acquired by different ethnic of
IEC?
2. What ethnic children of IEC is the most dominant in acquiring the English
words?
3. How do the different ethnic children of IEC acquire the English words?
4. Why do the different ethnic children of IEC acquire the English words in
the way they do?
1.3 The Objectives of the Study
In line with the research problem, the objectives of the study are:
1) to find out the type of English words acquired by different ethnic
children of IEC.
2) to find out what ethnic children is the most dominant in acquiring
English words.
3) to find out how do the different ethnic children of IEC acquire the
English words.
4) to find out why the different ethnic children of IEC acquire the English
words in the way they do.
6
1.4 The Scope of the Study
This study is concerned with the field of acquisition and psycholinguistics.
This study focuses on the English words acquisition of different ethnic children in
IEC Playgroup. The types of English words that will be analyzed are limited
based on part of speech classification. The different ethnic children that will be
analyzed here are Chinese, Batak and Javanese ethnic children. This study is
limited to the students of IEC playgroup on Jalan Hayam Wuruk no.17 Medan.
1.5 The Significance of the Study
The findings of the study are expected to contribute significantly to different
parties theoretically and practically.
a. Theoretically these finding will be helpful for;
1. Language teachers, to enrich teacher’s knowledge in the process of
English language acquisition and as guidelines for them in the process
of introducing English words to the students.
2. The second language acquisition researchers who are interested in
knowing whether there are differences among different ethnic children
in acquiring English words.
3. Parents, to enrich their horizon in case of English language acquisition.
7
b. Practically these findings will be helpful for;
1. Language teachers, to enable the teachers to recognize the student’s
ability from different ethnic in acquiring English words.
2. Parents, who want to know how they can help their children learn
English as quickly and effectively as possible.
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