Benefits of the Study

disposed to ‘let in’ the input they comprehend, 3 input becomes comprehensible as a result of simplification and with the help of contextual and interlinguistic clues, 4 speaking is the result of acquisition, not its cause; learner production does not contribute directly to acquisition. Krashen’s fifth hypothesis addresses affective or social–emotional variables related to second language acquisition. Citing a variety of studies, Krashen concludes that “The most important affective variables favoring second language acquisition are a low-anxiety learning environment, student motivation to learn the language, self-confidence, and self-esteem. ” According to Krashen, the main point in acquiring second language is comprehensible input. It means that listening and understanding is very essential in second language acquisition. In this process the teacher should allow the students to have silent period to acquire knowledge by listening and understanding rather than requiring the students to be productive. Krashen’s second language acquisition theories have been influential in promoting language teaching practices that 1 focus on communication, not grammatical form; 2 allow students a silent period, rather than forcing immediate speech production; and 3 create a low-anxiety environment. The third theory of second language acquisition is interactionist theory proposed by Long Porter 1985. According to this theory children acquire the second language through natural conversation. They said that: “Communication gives and takes of natural conversations between native and non-native speakers as the crucial element of the language acquisition process. Their focus is on the ways in which native speakers modify their speech to try to make themselves understood by English-learning conversational partners. Interactionists are also interested in how non- PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI native speakers use their budding knowledge of the new language to get their ideas across and to achieve their communicative goals .” A second language can be acquired in a variety of ways, at any age, for different purposes, and to varying degrees. Second language acquisition can be categorized in two, tutored guided and untutored spontaneous Klein, 1986. Spontaneous learning occurs where the learning process through daily communication, in a natural fashion, and free from systematic guidance. Whereas guided learning refers to a learning process that is open to systematic and intentional influence. This learning process usually takes place in school. Krashen 1981 proposes similar process of second language acquisition using the term learning and acquisition. The former refers to tutored, the latter refers to untutored. In learning a new language we have to consider the position of the target language, whether the new language is a second language or as a foreign language. Foreign language is used to denote a language acquired in a milieu where it is normally not in use and in which, when acquired, is not used by the learner in routines situation. A second language, on the other hand, is one that become another tool of communication alongside the first language; it is typically acquired in a social environment in which it is actually spoken Richard, 1978. In the process of acquiring a new language, in this case acquiring English, children are influenced by the speech from their surroundings and children typically adjust their speech in a number of ways. The register resulted from this process are called care taker talk, foreigner talk, and interlanguage talk. Caretaker talk is an input that the children receive from their caretaker Miller and Chomsky, 1963 care takers adjust their speech formally so that the