ENGLISH SENTENCE ACQUISITION BY MALE AND FEMALE YOUNG LEARNERS.

(1)

ENGLISH SENTENCE ACQUISITION BY MALE AND

FEMALE YOUNG LEARNERS

A Thesis

Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of

Magister Humaniora

By:

YULIMA MELSIPA LINGGA Registration Number: 8126112044

ENGLISH APPLIED LINGUISTIC STUDY PROGRAM

POSTGRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN

MEDAN

(2)

(3)

(4)

(5)

ABSTRACT

Lingga, Yulima Melsipa. Registration Number: 8126112044. English Sentence Acquisition by Male and Female Young Learners. A Thesis. English Applied Linguistics Study Program. State University of Medan. 2017.

This study deals to find out English sentence acquisition by male and female young learners. The objectives of this research were: 1) to find out types of English sentences acquired by male and female young learners. 2) to investigate how male and female young learners acquired English sentences. 3) to reason for male and female English sentence acquisition in the way they do. The sources or subjects of this research were 20 kindergarten students of K-2 David in TK Kristen Kalam Kudus Pematangsiantar, 11 males and 9 females. The research design is qualitative research design. The instrument of data collection used video recording to observe the subjects in real situation and naturally. The results reveal that: 1) The types of English sentences acquired by male and female young learners are declarative, interrogative, imperative, and exclamatory sentences, which is males acquired interrogative sentences much more in their conversation while females acquired declarative sentences more than other types. Females articulate better and acquire a more extensive vocabulary than males or boys. 2) The ways male and female young learners acquired their English sentences are by their experience and interaction, naturally from the environment, by imitative, and can be by playing and working. 3) The reasons for males and females acquired English sentences because first, English is a part of their environment. TK Kristen Kalam Kudus Pematangsiantar is an English based school in daily subjects. They become aware English in school time. The second is because it is principle of identification. Family background plays an important role in children’s language acquisition. The third is because capacities for language acquisition are structurally present at birth and that maturation of these structures brings about changes in the child’s use of language throughout the acquisition period.

(6)

ABSTRAK

Lingga, Yulima Melsipa. Nomor Induk: 8126112044. English Sentence Acquisition by Male and Female Young Learners. Tesis. Linguistik Terapan Bahasa Inggris. Universitas Negeri Medan. 2017.

Penelitian ini bertujuan untuk meneliti pemerolehan kalimat dalam bahasa Inggris oleh pelajar laki-laki dan perempuan pada usia taman kanak-kanak. Objek penelitian ini adalah: 1) untuk menemukan pemerolehan jenis-jenis kalimat dalam bahasa Inggris oleh pelajar laki-laki dan perempuan pada usia taman kanak-kanak. 2) untuk menyelidiki bagaimana pelajar laki-laki dan perempuan pada usia taman kanak-kanak memperoleh kalimat dalam bahasa Inggris. 3) untuk menemukan alasan mengapa pelajar laki-laki dan perempuan memperoleh kalimat dalam bahasa Inggris dengan cara tersebut. Sumber data atau subjek penelitian ini adalah 20 orang anak K-2 David di TK Kristen Kalam Kudus Pematangsiantar, 11 anak laki-laki dan 9 anak perempuan. Instrument yang digunakan dalam pengumpulan data adalah berupa rekaman video menggunakan telepon seluler untuk mengamati situasi secara langsung dan natural. Hasil dari penelitian ini adalah: 1) Jenis-jenis kalimat dalam bahasa Inggris yang diperoleh anak laki-laki dan perempuan adalah kalimat deklaratif, interogatif, imperatif dan kalimat seruan, yang mana anak laki-laki memperoleh kalimat interogatif dalam bahasa Inggris lebih sering di dalam percakapan, sedangkan anak perempuan memperoleh lebih banyak kalimat deklaratif. Anak perempuan memiliki artikulasi dan kosa kata yang lebih baik dari anak laki-laki. 2) Cara-cara anak laki-laki dan perempuan memperoleh kalimat dalam bahasa Inggris adalah dengan pengalaman dan interaksi, secara natural dari lingkungan, dengan meniru, dan dengan bermain dan bekerja. 3) Alasan anak laki-laki dan perempuan memperoleh kalimat dalam bahasa Inggris adalah karena yang pertama, bahasa Inggris adalah bagian dari bahasa yang digunakan dalam lingkungan sekolah. TK Kristen Kalam Kudus Pematangsiantar adalah salah satu sekolah yang menggunakan bahasa Inggris dalam pelajaran. Mereka menjadi terbiasa dengan bahasa Inggris selama di sekolah. Yang kedua, karena merupakan prinsip identifikasi. Latar belakang keluarga mengambil peranan penting dalam pemerolehan bahasa. Yang ketiga adalah karena kapasitas untuk pemerolehan bahasa secara struktural muncul pada saat lahir dan pematangan stuktur akan membawa perubahan dalam penggunaan bahasa oleh anak-anak selama masa pemerolehan.

(7)

ACKNOWLEDGEMENTS

Praise is to the Almighty God, Jesus Christ, who gives the writer blessing, health, knowledge, power and opportunity to finish this study. The writer’s deepest gratitude is only for Him, the Most Gracious and the Most Merciful.

This research could not be completed without a great deal of help of many people. So in the process of writing this thesis, the writer would like to extend her sincere and special thanks. Her gratitude is intended for her beloved parents, My Father (Haposan H.R. Lingga, S.Sos.), and Mother (Saurlan Sinaga) for their endless love, prays, motivations, and financial support and her beloved brothers (Roy S.J. Lingga, ST. and Serda Chandra R. Lingga), her beloved sister (Yetty V. Lingga, S.Si., Apt.) who never gave up supporting her in accomplishing this thesis on time. She is nothing without all of them. Her enormous gratitude and best appreciation are expressed to Dr. I Wayan Dirgeyasa Tangkas, M.Hum. and Prof. Dr. Zainuddin, M.Hum., her brilliant advisers, who has spent precious time in giving suggestions, encouragement, guidance, advices until this thesis comes to its due time.

She also would like to thanks to all lecturers who have given her the valuable knowledge and science during her study at the English Applied Linguistics Study Program of Postgraduate School, State University of Medan. In particular, she addresses her gratitude also to Dr.Rahmad Husein, M.Ed, the Head of English Applied Linguistics Study Program, Dr. Anni Holila Pulungan,M.Hum the secretary of English Applied Linguistics Study Program.

(8)

The Administration staff (Farid Ma’aruf), for his assistance in the administrative procedures.

She is also deeply grateful to all her sisters and her brothers and family. Furthermore, she would like to express her gratitude to her principle in TK Kristen Kalam Kudus Pematangsiantar (Ms. Margaret), all the teachers and students, and also the member of LTBI Unimed Group and friends that can not mention for sharing ideas and developing her thesis.

The writer realizes that this thesis is far from being perfect. Therefore, the writer expects some suggestions and critics for this thesis. At last, the writer hopes that this thesis will be useful for all.

Medan, 03 March 2017 The Writer,

Yulima Melsipa Lingga Reg. No. 8126112044

(9)

TABLE OF CONTENT

Pages CHAPTER I INTRODUCTION

1.1 The Background of the Study……… 1

1.2 The Problems of the Study……… 7

1.3 The Objectives of the Study……….. 7

1.4 The Scope of the Study………. 7

1.5 The Significances of the Study……….. 8

CHAPTER II REVIEW ON THE RELATED LITERATURE A. Literature Review 2.1 First Language Acquisition……….. 9

2.2 Second Language Acquisition……….. 11

2.3 Stages in Language Acquisition……… 17

2.3.1 Language Acquisition of 4-5 years old Children……… 18

2.3.2 Characteristics of 4-5 years old Children……….. 19

2.4 The Process of Language Acquisition……… 22

2.5 The Acquisition of English Sentences……….. 27

2.6 Types of English Sentences……… 30

2.7 The Characteristics of Kindergarten Young Learners….………... 38

2.8 Gender and Language……… 41

2.9 Gender Differences in Language Development………. 42

B. Relevant Previous Study………... 45

(10)

CHAPTER III RESEARCH METHODOLOGY

3.1 Research Method……… 51

3.2 Population and Sample………... 51

3.3 Technique of Collecting Data……… 52

3.4 The Instrument of Collecting the Data………... 53

3.5 The Trustworthiness of the Study……… 53

3.6 The Technique of Data Analysis……….. 56

CHAPTER IV DATA ANALYSIS, FINDINGS AND DISCUSSIONS 4.1 Data Analysis ……….. 57

4.1.1 The Types of English Sentences Acquired by Male and Female Young Learners ……… 58

4.1.2 The Ways Male and Female Young Learners Acquired English Sentences ………. 68

4.1.4 The Reasons Male and Female Young Learners Acquired English Sentences ……… 76

4.2 Research Findings ……… 78

4.3 Discussions ………... 80

CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ……….. 85

(11)

REFERENCES... 87

(12)

LIST OF FIGURE

Pages Figure 2.1 Conceptual Framework Chart ………... 50

Figure 3.1 Interactive Model of Analysis by Miles, Huberman & Saldana

(2014) ……….. 56

Figure 4.1 Graphic of Types of Sentences Acquisition by Male and

(13)

LIST OF TABLE

Pages

Table 3.1 The Total Number of Kindergarten B Students in TK Kristen Kalam Kudus Pematangsiantar ………. 52

Table 4.1 Percentage Number of Sentences Acquisition by Male and

Female Young Learners ………... 59

Table 4.2 The Ways Male and Female Young Learners Acquired

(14)

LIST OF APPENDICES

Pages

Appendix 1 The Types of English Sentences by Male Young Learners…. 92

Appendix 2 The Types of English Sentences by Female Young Learners… 94

Appendix 3 The Data during the Observation ………. 96

Appendix 4 The Ways Male and Female Young Learners Acquired

(15)

CHAPTER 1 INTRODUCTION

1.1 The Background of the Study

All children acquire language from birth. Second language acquisition begins to occur after a child has learned his or her first language. Children learn language at a stage when they themselves are developing rapidly. Chomsky (1965) defines children in a normal life from two until six years will acquire language with structure and vocabulary. This is possible because since the birth, they have been equipped with such a device, called Language Acquisition Device (LAD). Generally, they acquire one language then they will master another language that is influenced by their environment in different ways.

The issue of how the age at which a person is first exposed to a language that is not his/her first influences the learning experience has been one of the topics most frequently considered in second language acquisition (SLA) research. There are a lot of advantages for introducing a foreign language at kindergarten, the children’s brain is open to all sorts of new things and their brains can absorb great amounts of information. Children at such a young age normally do not have any worries or burdens to act as obstacles in the way of learning a new language. And above all, introducing a new language and culture at such a young age, allows the child to be open-minded towards all kinds of different ideas. The Critical Period Hypothesis (CPH) correspondence to an empirical hypothesis according to which human are more efficient at language learning in the first years

(16)

of life. In other words, the CPH states that age of acquisition is an important predictor of ultimate proficiency: the older one starts to learn a language, the smaller the odds of reaching native-like proficiency.

Do children learn languages better than adults do? Most linguists believe this is the case: ‘Childhood is the golden age for creating simultaneous bilingual children due to the plasticity and virginity of the child’s brain to make for superior ability specifically in acquiring the early sets or units of language’ (Lightbown and Spada 1999: 29). Kindergarten children are still in their golden age to acquire language. This neurological flexibility remarks the privilege accomplished by children over adults when learning a language (Lightbown and Spada 1999). It has also been suggested that the muscular plasticity a child may use in the articulation of his/her speech helps producing a native-like accent, which would explain the lack of ability for the production of this level of pronunciation and accent after puberty.

It is believed that the children have started to associate groups of sounds with meanings and to use them to express their own intentions. Even, children at the age of three to four years have acquired more than 14,000 vocabularies, complex grammatical constructions, and phonological systems of a language. It will become increasingly skillful in how they use language in a range of setting (David, 1999: 409).

Ingram (1989: 2) notes that the process of acquiring a language can be seen traditionally through some following developments:

(17)

2. Single word utterances – from around 1 year to 1,5 years of age; 3. The two-word stage – from around 1,5 years to 2 years of age; 4. Simple and complex sentences – the third year of life.

Child’s language is a unique phenomenon because they acquire the language from the environment and sometimes what they say is not what they mean. Roger Brown of Harvard has named that language telegraphic speech (Clark, 1981: 90). Early telegraphic speech is characterized by short, simple sentences made up primarily of content words: words that are rich in semantic content, usually nouns and verbs. The speech is called telegraphic because the sentences lack function words: tense endings on verbs and plural endings on nouns, prepositions, conjunctions, articles, and so on.

The English language is considered as a universal language, mainly because it is the most spoken language worldwide. English is also one of the most studied language all across the world, most of the countries teach it as a second language from primary school. Worldwide we see that most of the communication sources, information and material sold or given to us are in English, for example: films, TV shows, music, documentaries, popular brands, etc. Introducing English to young learners will help them increase their knowledge and communication skill earlier. M. Verspoor and K. Sauter (2000) stated that English sentences can be classified according to communicative functions and patterns into four basic finds: Declarative, Interrogative, Imperative and Exclamatory sentence patterns, they added that when people communicate, they communicate for various reasons, but the four main reasons are:

(18)

-To inform someone of something -To get information from someone -To get someone to do something

-To express one's attitude about something.

And each of these communicative functions has the following patterns John is leaving.

Is John leaving? Leave!

How awful John is leaving!

Children begin to form concepts of gender beginning around age 2, and most children know if they are a boy or girl by the age of 3 (Martin & Ruble, 2004). Between the ages of 3 and 5 years, children develop their gender identity and begin to understand what it means to be male or female. Almost immediately after becoming gender aware, children begin developing stereotypes, which they apply to themselves and others, in an attempt to give meaning to and gain understanding about their own identity.

Preschool educators can help children develop a positive sense of their own gender. Teachers who are familiar with the factors that influence gender identity and their development, and who understand the child’s active role in gender identity formation, can more effectively counteract and even neutralize gender bias in their classrooms and attempt to prevent the formation of children’s gender stereotypes (Zaman, 2007). Girls and boys develop neither at the same biological rate nor at the same cognitive rate. Since girls generally develop earlier

(19)

than boys, researchers often attribute their superior early reading skills in part to this biological factor (Halpern, 2006). The ability to learn and use language contains a female advantage from as early as during the first two years of life.

There is a popular believe that girls are more advanced in language development than boys. There have been a number of reviews of the literature on sex differences in language developmental like:

Jespersen (1922) (in: Macaulay, 1978, 353-363) observe that little girl on the average learn to talk earlier and more quickly that boys; they outstrip them in talking correctly; their pronunciation is not spoilt by many bad habits and awkwardness so often found in boys.

McCarthy (1954) (in: ibid) “one of the most consistent finding to emerge from the mass of the data accumulated on language development in favor of girls in nearly all aspects of language than have been studied.

Garai and Scheinfeld in a smaller number of studies came to the same conclusion: “studies of verbal ability have shown that girls and woman surpass boys and men in verbal fluency, correct language usage, sentence complexity, grammatical structure, spelling and articulation, while males tend to excel in verbal reasoning and comprehension (Garai and Scheinfeld, 1968, 198-200).

Furthermore, the sex differences visible in early childhood coincide with those found in adults. For example: boys and men tend to use more aggressive and assertive language than females (Sause, 1976; Cook, Fritz and Cornack, 1985; McCloskey & Coleman, 1992) and girls and woman use more mitigating and cooperative utterances than males (Austin, Salehi and Leffler, 1987).

(20)

Here is a transcript containing a fragment of a conversation in the classroom of kindergarten B that the researcher observed in the morning, on Tuesday, October 17th_{, 2016:}

Teacher : “Do you still remember our bible story children?”

Children : “Yes, ms.”

Melodie : “about Zaccheus”

Teacher : “Ok. What happened to Zaccheus?”

Brigita : “He is short and he climb the tree to see Jesus.”

Charly : “He has no friend.”

Teacher : “Then what Jesus said to Zaccheus?”

Bezaleel : “Come down.”

Melodie : “Zaccheus come down. I want to stay in your house. Then they go to Zaccheus house.”

Based on the phenomenon above, we can see that whether boys and girls in kindergarten have capability in acquiring different kinds of sentences of English language. We can see also that girls (Melodie and Brigita) used a good verbal fluency in explaining something while boys (Charly and Bezaleel) tend to simplify and comprehend their understanding.

This research wants to find out the types of English sentences acquiring by kindergarten students. This research also wants to find out the dominant types of sentences that boys and girls used in their interactions; will girls tend to produce more utterances than boys according to the theories above.

(21)

1.2 The Problems of the Study

Based on the background above, the problems are formulated as the following:

1. What types of English sentences are acquired by young learners based on gender perspective?

2. How do male and female learners acquire those types of English sentences? 3. Why do males and females of young learners acquire the English sentences

in the way they do?

1.3 The Objectives of the Study

In line with the problems, the objectives of the study are:

1. to find out the types of English sentences acquired by the kindergarten students based on gender perspective,

2. to investigate how male and female learners acquired those types of English sentences, and

3. to reason for male and female English sentence acquisition in the way they do.

1.4 The Scope of the Study

The study of children language acquisition is a broad are to be studied because so many aspects to be discovered. In this study, the writer only focuses on the English sentences acquisition by the kindergarten learners based on gender perspective. The types of English sentences analyzed are limited on declarative, interrogative, imperative, and exclamatory sentence.

(22)

1.5 The Significances of the Study

The valuable input can enrich the study on the development of language analysis especially in English language acquisition. The findings of the study are expected to contribute significantly to different parts theoretically and practically.

Theoretically, these finding will be helpful for;

1. To add teacher’s knowledge in the process of English language acquisition as guidelines for them in the process of introducing English to the students.

2. To enrich knowledge and notice toward children’s language development. Practically, these findings will be helpful for;

1. To enable the teachers to improve students’ capability in acquiring English language based on their gender.

2. To help the other researchers who are interested in gaining some knowledge about English sentence acquisition by kindergarten learners or children.

(23)

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

Based on the data and the findings presented in the previous chapter, the researcher has formulated the conclusions as the following:

1. Male and female young learners in Kindergarten-2 of TK Kristen Kalam Kudus Pematangsiantar have acquired declarative, interrogative, imperative and exclamatory sentences form. They are able to produce declarative questions, yes-no questions, and wh-questions.

2. The way of male and female young learners in acquiring English sentences are from experience and interaction with their environment. They also acquired it naturally from their habitual at home and school, by imitating from their teachers and friends, and by playing and working with their peers. The more active the children, the richer their language ability. The background of the family could be an important aspect in their language development, because the more they get input from their parents, the better they are in using their English language.

3. The reasons why male and female young learners in Kindergarten-2 of TK Kristen Kalam Kudus Pematangsiantar related to their environment, and because vocalization is part of his repertoire of behavior. They become accustomed to speak in English, understand instruction in English or ask something in English just because every day they are in the school

(24)

environment also used English. Not only when learning, when individual work time also, they are introduced with the material mostly in English, reading and work book, story time, video and others are in English. Since then, they acquire their English and begin to use it in daily conversation. The other reason they acquired English sentences in the way they do is due to the role of their parents in caring for the children, and the amount of inputs they got from their environment. Those kids whose parents could speak English at home and communicate English at home will have better capability in using English to communicate daily.

5.2 Suggestions

After concluding the research, the suggestions are stated as follows:

1. To improve the English language acquisition since the early age, the kindergarten’s teachers and parents are suggested to consider about its supporting factors.

2. For those who are interested in children language acquisition at early age, suggested to use this study as one of the references.

3. Other researchers can develop further study about English acquisition conducted to other subjects in other area.

(25)

REFERENCES

Adanza, Estela G. (1995). Research Method; Principles and Application.

Philippine: Rex Book Store, Inc.

Ambu and Saidi (1997). Issues in Teaching English Speaking in Foreign Language Classroom: A Questionaire Study in Oman (Unpublished

Master’s Thesis). ELT Curriculum and Methodology, College of

Education. Sultan Qaboos University.

Al. Abri, K. (2008). Teachers’ Evaluation of EFL Textbooks used in Omani Basic Education Schools (Unpublished Master’s Thesis). ELT Curriculum and Methodology, College of Education. Sultan Qaboos University.

Alves Sandra Maria, Prof., Dr.,; Prof. Dr. Flavia Medianeira. (2014). Vocabulary Acquisition in Second Language. Universidade Federal de Pelotas. Gomes Carneiro: Brazil.

Austin, A., Salehi, M., R Lffler, A., (1987). Gender and Developmental Differences in Children’s Conversations. Sex Roles, 16. New York, 97-510.

Bates, Elizabeth. 2008. How Language is Acquired. http://www.audiblox

2000.com/early childhood/talk.htm (April, 2008 ).

Bloom, L. M. 1972. Language Development. Cambridge: M.L.T Press.

Bogdan, C. Robert., and Biklen Sari Knopp. 1992. Qualitative Research for Education; An Introduction to Theory and Methods. 2nd_Edition.

(26)

Boys’ and Girls’ Brain are Different: Gender Differences in language Appear

Biological. [News] http://www.sciencedaily.com/releases/2008/ 03/

080303 120346.htm. (January 23, 2012).

Chomsky, Noam. 2008. Language Acquisition. http://en,wikipedia.org/wiki/

language acquisition (April, 2008).

Clark, E.V. 2003. First Language Acquisition. New York: Cambridge University Press.

Clark, P. Virginia and Eschnoiz, A. Paul and Rosa, F. Alfred. 1981. Language. New York: St Martin’s Press.

Cook, A. S., Fritz, J.J., McCornack, B.L. (1985). Early Gender Differences in Functional Usage of Language. Sex Roles, 12, 9-10. New York, 909-915. Crowrord, Benna. Gender Differences in Child Language Development.

http://www.ehow.com/list_6122997_gender-differences-child-language-development.html. (January 23, 2012)

Dale, S. Philip. 1972. Language Development Structure and Function. New York: Driden Press Inc.

Dardjowidjojo, S.2000. Echa, Kisah Pemerolehan Bahasa Anak Indonesia.

Jakarta: Gramedia Widiasarana Indonesia.

David, Lightfoot. 1999. Acquisition, Change, and Evolution. Great Britain: Blackwell Publisher.

Dil, Y. (2009). EFL Learner’s Communication Obstacle. Electronic Journal of Social Science, 8 (29), 84-100. ISSN1304-0278

(27)

Eckert Penelope; Mc.Connell-Ginet, Sally. (2003). Language and Gender. (Cambridge: Cambridge University Press.

Ellis, R. (1986). Theories of Second Language Acquisition. Oxford: Oxford University Press.

Fromkin, Victoria and Rodman, Robert. (1974). An Introduction to Language. New York: Harcourt Brace Jovanovich.

Garai, J. E., &Scheinfeld, A. (1968). Sex Differences in Mental and Behavioral Traits. Genetic Psychology Monographs, 77. Province Town, 169-299. Gleason, Jean Berko. and Ratner, Nan Berstein. (1998). Language Acquisition : in

Gleason, Jean Berko and Ratner, Nan Berstein (Eds). Psycholinguistics. Forth Worth: Harcourt Brace College Publishers.

Horwitz, E.K., Horwitz, M.B., and Cope, J.A. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal 70 (2): 125-132.

Karmiloff, Kira;Karmiloff Smith,Annete. (2002). Pathway to Language. Harvard: Harvard University Press.

Kohlberg, L. (1981). Essays in moral development. San Francisco: Harper & Row.

Krashen, S. (1982). Principle and Practice in Second Language Acquisition. Oxford. Pergamon Press.

Lightbown, P.M. & Spada, N. (1999). How languages are learned. Oxford, OUP.

Macaulay, R. (1978). The Myth of Female Superiority in Language. Journal of Child Language, 5, 2. Cambridge, 353-363.

(28)

Madrinan Mara Salmona. (2014). The Use of First Language in the Second Language Classroom: A Support for Second Language Acquisition.

Colegio Nueva Granada: Colombia.

Marlina Wiwik. (2012). Second Language Acquisition by the Three Year Old Children in High/Scope International Pre-School. Islamic University of North Sumatra: Medan.

Mc.Carthy, M., & O'Dell, F. (1994). English Vocabulary in Use. Cambridge: Cambridge University Press.

McClosky, L.A., & Coleman, L. M. (1992). Difference without Dominance: Children’s Talk in Mixed and Same-Sex Dyads. Sex Roles, 27. New York, 241-257.

Naigles Letitia R.; Caitlin Reynolds (2014). 2 and 3 Year Olds’ Sensitivity to

Pronoun Case in English Sentence Comprehension. University of

Connecticut and Koc University.

Paivio, A. and Begg, L. (1981). Psychology of Language. New Jersey: Prentice Hall.

P.Lyytinen & Others. (1999). The Development and Predictive Relations of Play

and Language across the Second Year. Scandinavian Journal of

Psychology, 40, 177-86.

Piaget,Jean. (1924). The Language and Thought of the Child .New York: The World Publishing.

Prasad, U. (2003). Achieving communicative competence in English. India's

(29)

http://www.hindu.com/thehindu/edu/2003/07/29/stories/20030729000102. 0.htm (accessed September 25, 2004)

Richard Amato, P. A. (1998). Making It Happen: Interaction in the Second Language: From Theory to Practice. New York: Longman.

Sause, E. (1976). Computer Content Analysis of Sex Differences in the Language of Children. Journal of Psycholinguistics Research, 5. New York, 311-324.

Thatcher Katherine; Holly Branigan; Jaret McLean and Antonella Sorace. (2011).

Children’s Early Acquisition of the Passive: Evidence from Syntactic Priming. University of Edinburgh.

Thornton Rosalind; Kelly Rombough. (2016). Negative Sentences in Children with Specific Language Impairment. International Journal: Australia. Valin, Jr Robert D. Van. (2011). The Acquisition of Complex Sentence: a Case

Study in the Role of Theory in the Study of Language Development.

University of Buffalo, The State of University of New York.

Vespoor. M. & Sauter K. (2000). English Sentence Analysis: An Introductory Course. Amsterdam: John Benjamins.

Walk Anne; Hisako Matsuo. (2015). Preschool Predictors of Kindergarten

Language Outcomes. The IAFOR Journal Education.

Zaman, A. (2007). Gender-Sensitive Teaching: A Reflective Approach for Early

Childhood Education Teacher Training Programs. American Association

(1)

5.2 Suggestions

After concluding the research, the suggestions are stated as follows:

1. To improve the English language acquisition since the early age, the kindergarten’s teachers and parents are suggested to consider about its supporting factors.

2. For those who are interested in children language acquisition at early age, suggested to use this study as one of the references.

3. Other researchers can develop further study about English acquisition conducted to other subjects in other area.

(2)

REFERENCES

Adanza, Estela G. (1995). Research Method; Principles and Application. Philippine: Rex Book Store, Inc.

Ambu and Saidi (1997). Issues in Teaching English Speaking in Foreign Language Classroom: A Questionaire Study in Oman (Unpublished Master’s Thesis). ELT Curriculum and Methodology, College of Education. Sultan Qaboos University.

Alves Sandra Maria, Prof., Dr.,; Prof. Dr. Flavia Medianeira. (2014). Vocabulary Acquisition in Second Language. Universidade Federal de Pelotas. Gomes Carneiro: Brazil.

Austin, A., Salehi, M., R Lffler, A., (1987). Gender and Developmental Differences in Children’s Conversations. Sex Roles, 16. New York, 97-510.

Bates, Elizabeth. 2008. How Language is Acquired. http://www.audiblox 2000.com/early childhood/talk.htm (April, 2008 ).

Bloom, L. M. 1972. Language Development. Cambridge: M.L.T Press.

Bogdan, C. Robert., and Biklen Sari Knopp. 1992. Qualitative Research for Education; An Introduction to Theory and Methods. 2nd_Edition. Washington: Simon & Schuster.

(3)

Boys’ and Girls’ Brain are Different: Gender Differences in language Appear Biological. [News] http://www.sciencedaily.com/releases/2008/ 03/ 080303 120346.htm. (January 23, 2012).

Chomsky, Noam. 2008. Language Acquisition. http://en,wikipedia.org/wiki/ language acquisition (April, 2008).

Clark, E.V. 2003. First Language Acquisition. New York: Cambridge University Press.

Clark, P. Virginia and Eschnoiz, A. Paul and Rosa, F. Alfred. 1981. Language. New York: St Martin’s Press.

http://www.ehow.com/list_6122997_gender-differences-child-language-development.html. (January 23, 2012)

Dale, S. Philip. 1972. Language Development Structure and Function. New York: Driden Press Inc.

Dardjowidjojo, S.2000. Echa, Kisah Pemerolehan Bahasa Anak Indonesia. Jakarta: Gramedia Widiasarana Indonesia.