PSYCHOLINGUISTIC

“FACTORS AFFECTING THE SECOND LANGUAGE ACQUISITION AND THE

IMPLEMENTATION FOR JUNIOR HIGH SCHOOL STUDENTS”

BY;

NAME : HATINURANI

NO : 1211202812

THE FACULTY OF TEACHER TRAINING AND EDUCATION

WIDYA DHARMA UNIVERSITY KLATEN

2014
 BAB I
INTRODUCTION

A.    Background
Mother language is the first language we mastery after we gave birth so it is often
called by the first language. First Language acquisition surely occurs in childhood. Another
language after first language that we mastery called the second language, third language
and next after. The second language acquisition and more than it occur in several ranks of
ages and generally undergone when we had mastered the first language fluently. Therefore,
some scientist state that the second language acquisition process is different from the first
language acquisition, thus there is second language acquisition focus knowledge. But in the
bilingual society or multilingual there is an acquisition of two languages or more than it in
the same time, so mother language or first language can be more than one languages.
SLA (second language acquisition focus knowledge) understands about second
language acquisition process not only as a process in a linguistic knowledge but also
psychology, sociology, anthropology and culture. In the real live there are a lot of chase
about difficult people in learning second language or there is one who could not acquired
language without his first language or the language which is acquired from his family
(mother language).
Based on the simple information about language acquisition above, the writer could
mind taking title “Factors Affecting the Second Language Acquisition and the
Implementation for Junior High School Student”. 

B.     Problem of the research

Related to the background explanation, the writer formulated the research question
as following:
1. What is the factor affecting second language acquisition?
2. How junior high school’s students learn English as their second language?

BAB II
 REVIEW OF RELATED LITERATURE

A.    Definition of language

Language is an arbitrary sound symbol system that is used by members of social
groups to cooperate, communicate and identify (Djoko kentjono 1982). Therefore,
language is never separated from the human, in the sense that there is no human activity
that is not accompanied by language (Abdul Chaer 2007)
In conclusion, language is arbitral which is very important aspect because it can be
conducted human live to survive their live by communication aspect. A society never
appears without language on it because to make relationship or interaction with other both
in community or social live impossible leave a language.

B.     Second Language

Second language refers to any language learned in addition to a person's first
language; although the concept is named second language acquisition, it can also
incorporate the learning of third, fourth or subsequent languages. Second-language
acquisition refers to what learners do; it does not refer to practices in language teaching
(http://Second-language_acquisition.htm)

C.    Language acquisition

Krashen and others,”… Acquisition is the unconscious process that occurs when
language is used in real conversation. Language acquisition is the process by which
humans acquire the capacity to perceive and comprehend language, as well as to produce
and use words to communicate.
According to Marjusman Maksan (1993:20), language acquisition is the process of
language acquisition by a person (not just the children) is not conscious, implicit, and
informal. This means that the process does not know a teacher or someone like that who is
responsible for the achievement of learning outcomes. Nor is there any sort of curriculum
or specific lesson plans, seta not there is also a special time and place provided for learning
the language.
 The process of children begins to recognize verbal communication with its
environment is called the child's language acquisition. At the time of child language
acquisition, children lead to the communication functions of the form language.
            There are two senses of language acquisition. First, language acquisition has a
sudden onset, sudden. Second, language acquisition has a gradual onset that arises from
motor achievements, social and cognitive paralinguistic. Marjusman Maksan (in
Psycholinguistics, I/1993 Edition) states on language acquisition as follows: At least there
are two theories about language acquisition.

D.    Second language Acquisition

Second-language acquisition or second-language learning is the process by which
people learn a second language. Second-language acquisition (often abbreviated to SLA) is
also the name of the scientific discipline devoted to studying that process (http://Second-
language_acquisition.htm).
Second-language acquisition can incorporate heritage language learning, but it
does not usually incorporate bilingualism. Most SLA researchers see bilingualism as being
the end result of learning a language, not the process itself, and see the term as referring to
native-like fluency. Writers in fields such as education and psychology, however, often use
bilingualism loosely to refer to all forms of multilingualism. Second-language acquisition
is also not to be contrasted with the acquisition of a foreign language; rather, the learning
of second languages and the learning of foreign languages involve the same fundamental
processes in different situations.

E.     Factors Affecting the Second Language Acquisition

In second language acquisition, students had to master a first language well and the
development of second language acquisition is not a procession with his physical and
psychic development. Second language acquisition is not same with first language
acquisition. This is because the second language acquisition is done formally and student
motivation is generally not very high as a second language is not used to daily
communicate in the student society (Arif Rahman 2011)
There are several aspects that must be considered when deciding to learn a second
language:
1. Language skills.
Usually when someone decides to learn a second language formally, he will go
through the test language ability or language aptitude tests conducted by the agency to
assess proficiency language courses / language talents possessed by that person. This test
proved effective enough to predict which students will succeed in learning a second
language. Nevertheless there are still differences of opinion regarding the ability of
language or language aptitude itself.
2. Age
Most of the general public still believe that to learn a second language would be
better done when still a child. Learning a second language as an adult will feel more
difficult. But studies have been conducted on this subject failed to prove the truth of the
general public confidence.
They who begin learning a second language as an adult can still achieve the success
rate which is quite high. The research conducted on this subject is only able to show that
most people who learn a second language as an adult not able to change their accent as a
native speaker’s accent. Adults’ accent is the first language that is difficult to change.
Adults tend to acquire a second language is faster than children. Because the adult’s brain
has function more perfect than the brains of children and adults have more language
knowledge rather than the children.
The issue about the relevance of age and in acquiring second language ranged: (1)
the assumption that children learn language more successful than adults and (2) the critical
period in second language learning.
3. Strategies used.
The using of effective strategies is essential for learning a second language can be
success. In general, second language acquisition strategy is divided into two, namely
learning strategies and communication strategies.
a. Learning strategy is the strategy used to enhance second language learning
outcomes, such as the use of a dictionary or use cable TV to catch the TV
broadcasts that use a second language.
 b. Communication strategy is a strategy used by students second language classes
and native speakers can understand each other when the problem  occurred in
communications between them due to lack of access to the correct language, for
example by using facial and hand gestures.
4. Motivation.
Motivation can be interpreted as why someone decides to do something, how long
he was willing to perform the activity and how effort which is striven. The research have
been done on motivation suggests that motivation is closely related to one's level of
success in learning a second language.
Oversimplify result in underestimating the least attention to the language to be learned, just
a little outpouring and eventually led to the failure to learn a second language.
5. Individual Cognitive
Individual cognitive assessed the individual to use language. Children whose high
cognitive will be more proficient in using language than the children have problems
substitutions.
According to Baradja (1994:3-12) states six factors that need to be carefully
considered in affecting second language acquisition, namely:
a. Objectives or purpose
b. Learners language
c. Instructor
d. Materials
e. Method
f. environment factors (Kholid A. Harras, 2009)
However, objective factors, learners, and teachers are the three main factors. From
these three factors of acquiring second language concentrate on matters relating to the
learner and the learning process.
Learners are as the most important factor, knowing exactly why he studied the
second language. The answer to the question 'why' is the purpose or objective of learning
second language. Instructor is a party that helps learners. In the certain conditions, his
presence can be replaced by the text books, tape recorders, film, or the other.
 Another literature states several factors that affect second language acquisition,
such as:

a. Intellectual IQ
According to old parameter which states that there is a correlation between IQ and
second language acquisition has been abandoned by Gardner (1983) In Baradja (1994). He
divided person’s intellectual IQ into seven intelligences, namely: (1) linguistic, (2) think
logically and mathematically, (3) spatial (ie ability to find their way in an environment, the
ability to form mental images of reality and can quickly be transformed), (4) musical (the
ability to say and the ability to accept a certain tone and rhythm patterns, (5) bodily-
kinesthetic (agility in athletics, dance), (6) interpersonal (ability to understand others, how
tolerant), (7) intrapersonal (ability to conduct introspection, to see himself, to develop what
is called a sense of identity.
b. Personality
Personality is a factor that determines second language acquisition which
characteristic is abstract. The one personality here is like one who has high self confidence,
risk taking, and extroversion.
c. Extroversion
In the community, developing belief that children who have personality extroverts
tend to be more successful in his attempt second language learning than an introverted
child. This opinion is based on the rationalization that children are more sociable extrovert,
more adaptable, and have a higher language aptitude. Swain and Burnaby (1976) and
Rossier (Baradja, 1994).
d. Interaction active
In the second language acquisition process, an interaction with native speaker of
second language is needed to get many of input and output target language or second
language.[15]
In basically, one function of language is to communicate and communicate done by
human with one another. Therefore, an interaction between users of language is very
important in processing of understanding a language and interaction with the native
speaker can make faster process of second language acquisition.
 BAB III
APPLICATION AND IMPLICATION

A. Application
English as a second language is learned within the school have more specific
factors. In the curriculum used today is of learning the English language curriculum in
2013 using a competency-based learning the English language subjects through a scientific
approach.
English subjects have different characteristics with the exact subject or subjects of
other social sciences. This difference lies in the function of language as a communication
tool. This indicates that learning English is not just learning vocabulary and grammar in
the sense of knowledge, but should attempt to use or apply that knowledge in
communicationactivities.
Person's ability to communicate can be shown in two ways, namely oral communication
and written communication. Learning activities carried out through the process of
observing, inquire, explore, associate, and communicate.
Continuous learning in order to arouse the creativity and curiosity of learner’s competence
learning activities carried out with the following models

1) Discovery Learning
a) Step Learning creates a stimulus (stimulus)
b) Prepare a statement of the problem
c) Collecting the data
d) Processing Data
e) Verify the data
f) Drawing conclusions
2) Project Based Learning
a) Step Learning Preparing questions or assignment of project
b) Designing project planning
c) Develop Schedule
d) Monitor the activities and development projects
e) Test results
 f) Evaluate the activities / experiences
3) Problem Based Learning
a) Step Learning Oriented learners on issues
b) Organize learning activities
c) To lead the independent investigation and group
d) Developing and Presenting Results of Work
e) Analysis and Evaluation Process Troubleshooting
Select the learning model (discovery learning, project based learning, or problem
based learning) as the implementation of a scientific approach to learning requires careful
analysis in accordance with the characteristics of competence and learning activities in the
syllabus. Selection of learning models to consider the following matters:

- Characteristics of the knowledge that is developed according to the

category of factual, conceptual, and procedural. On factual knowledge
and can be selected conceptual discovery learning, whereas procedural
knowledge can be selected on a project-based learning and problem
based learning.
- Characteristics of the skills contained in the formulation of the basic
competence of Ki-4 In the abstract skills can be selected discovery
learning and problem based learning, whereas the concrete can be
selected skills project based learning.
The selection of these models considers the attitude developed both religious
attitudes (KI-1) and social attitudes (KI-2).

B. Implication
There are difficulties in second language acquisition. Besides that, in the second
language acquisition process is not only as a process in a linguistic knowledge but also
psychology, sociology, anthropology and culture, thus it will present some factors that
correlate with second language acquisition.
And based on it we can present whatever factor that affect second language
acquisition both positive factor or negative. Such as: language skill, age, strategy used,
motivation, individual cognitive, environment, intellectual IQ, personality, extroversion,
and interaction active.

             
 BAB IV
CONCLUSSION

A.    Conclusion
            Based on the explanations, the writer can conclude that factors which affect the
second languages acquisition process are as following:
1. Language skill
2. Age
3. strategy used
4. motivation
5. individual cognitive
6. environment
7. intellectual IQ
8. personality
9. extroversion
10. Interaction active.

B.     Suggestion
            After get information about what factors that affect second language acquisition,
the writer should suggest as following:
a. The learner of language should build whatever factors that affect second language
acquisition positively so that able to use more than one language.
b. The Instructor, can be parent or teacher must pay attention to the factors above thus
learner will pass it fluently.
c. In the curriculum used today is of learning the English language curriculum in 2013
using a competency-based learning the English language subjects through a
scientific approach.                                                          
                                                                                                                                                   
                          
 BIBLIOGRAPHY

Abdul Chaer, Linguistik Umum, Rineka Cipta, Jakarta, 2007

Arif Rahman, http:/ /Psicolinguistic/faktor-faktor-yang-mempengaruhi/Pemerolhan

Bahsa.htm.posted. 17/06/2011

Claire Kramsch, Language and culture, oxford University Express, 1998

Jean Aitchison, The Articulate Mammal an introduction to Psicolinguistic, Pty LID,

London, 1984.

Kholid A. Harras, Dasar- dasar Psikolinguistik, UPI Press, Bandung, 2009.