The Interference of Bahasa toward Buginese Language Acquisition on a Child Aged 5 Years
Andi
Aspian Nur Apsari – 21200140000001
English
Education Magister Program, UIN Syarif Hidayatullah Jakarta
Introduction
A. Background
of the research
Language
acquisition is a process by which children reach a fluent control of their
native language (Campbell and Wales, 1970). The term of acquisition basically
the same as learning, but the difference is located in the way in getting into
a language where acquisition is acquired unconsciously either from their
parents, family, and environment while learning is acquired consciously in a
formal context. It can be learned in school and other places where children can
learn it directly. (Chomsky, 1968; 1975) argued that the speed of children are
able to assimilate the grammatical rules by the language they ever heard, and
then they construct the rules into utterances they have never heard before,
suggests that children are born with a knowledge of the (universal grammar)
formal principles in order to determine the language grammatical structure. Language
representation is coded in our genes and it is already located in every human
mind inborn. However, language is fundamental and contains linguistic
information at birth triggered by hearing speech.
Acquisition of Language is unique, even more
deeply, the process of acquiring a language that is owned by a child without any
learning specifically regarding the language to them. Like infants, only will
respond to the utterances they often hear from the surrounding environment,
especially the utterance of his mother, which the child hears very
often. In other words, someone who is always together with him. The
discussion about language acquisition is closely related to how humans can
perceive and understand what other people say. Humans can only produce
utterances if they understand the rules to be followed, which they have
acquired since childhood (Natsir, 2017).
Theories about how people learn to speak a second language are
directly related to the first language acquisition theories because when
children learn their second language, then put the first language as an ideal
model that indirectly informs us about how the second language might be taught.
(Fromkin, 2002) said that second language acquisition occurred when the first
language acquisition process is underway or has complete. In other words,
second language acquisition subconsciously studies where a person acquires a
second language or additional language. Language learning experts have long
argued that the first language has a great influence on second language
acquisition well (Ellis, 1986; 2004). Children who already mastered their first
language will try to match, intervene, code-switching and so when they learn a
second language and that is why sometimes they made mistakes or errors.
Regarding
Buginese language considered as a second language to a young generation where
their school-aged is primarily who live in big cities and they speak by using Bahasa,
even more, most of them do not know their local language anymore. It is
inevitably can be understood because in school Bahasa is used as a language of
instruction to deliver all kinds of material in the learning process. That is
to say, the circle of the students which multi-cultural nuance unconsciously
forming Bahasa as a primary language because their peers and teachers will
understand it. In other words, Buginese is not being used in their life except
their parents taught them at home in a way to preserve their local language.
According to Krashen (1982), second language learning should be applied as
language acquisition which in transferring the language, it will be done
unconsciously or sees as the first language.
Majority
Buginese people has pride to preserve their own language by using Buginese as
their daily language either they are living in the middle of multi-cultural
costum. Buginese people usually who is living in any places tend to make their
own environment like in Borneo, Sumatera, Papua and most of big islands in
Indonesia. Buginese children everyday heard Buginese language as a daily life
conversation between their parents, so it is inevitably most of them are
understand what the olders say but the problem is they are cannot produce Buginese
language except they are understand. Neighborhood in Konawe, South East
Sulawesi there are many cultural exposures like Javanese, Tolakinese, Balinese,
Mekongganese, Bau-baunese who are living in one village. Although Buginese
children always being exposed with Buginese, but when they are go out to play
outside the home, they will meet their friends who have tendency to talk with
Bahasa.
Many
researchers have studied about interference of language in order to find out
the phenomenon related to usage of a language in particular area where people
live with their own tribe, but not interested with in multi-cultural costumes
where social values is more complex. The interference of Bahasa toward Buginese
language obviously can be seen in the process of they talk like the dialect
used in daily activity did not shown to the particular language or the
pronunciation which considered not precisely pronounced. Starting from this
phenomenon, the researcher interested to figured out the how deep the interference
the first of Bahasa toward Buginese as a second language.
B. Research
Questions
1.
How is Bahasa
interference Buginese language on a child aged 5 years?
2. What
are causes interference of Bahasa toward Buginese language on a child aged 5
years?
C. Research
Objectives
To
describe the cause interference of Bahasa toward Buginese language on 5 year
old
D. Research
Significant
By conducting this research,
the significance is proposed to readers as parents, and researchers to overcome
a similar case. For parents or adults who are teaching a second language to be
more understanding and aware of their child language acquisition process to
avoid language fossilization, the input language from parents gave significant
development to theirs. For other researchers interested in language acquisition
on interference of language to take this study as additional insight and
reflection, which may help conduct better future research.
Literature Review
A. Second
Language Acquisition
Language
acquisition refers to the process of learning the result of a particular aspect
of a language, and language as a whole at the end. Acquisition sometimes
opposite to learning where the acquisition is viewed as an unconscious, natural
process, which is the primary role behind foreign language fluency, and
learning is considered as a conscious process that monitoring the development
of language acquisition and lead to speakers’ performance (Lebeaux, 2000).
Krashen (2015) strengthens by saying that acquisition is a sub-conscious
process which understandable and meaningful to them.
Second
language acquisition is a process of learning any language after the first
language acquisition has been done. Second language acquisition relies on one’s
introduction to a second language after gaining competence native-like in a
mother tongue (Fronkim, Rodman & Hyams, 2003). Moreover, the second
language is not solely referred on the second language, but the third language
and fourth language (Ellis, 1997). There are differences in second language
learners when they are trying to communicate, they tend to use the system of
their native language rather than the system of their target language (Maier,
2010). Based on the explanation above, it can be concluded that second language
acquisition is a process of bargaining meaning based on the context in which a
person learns the language. Development of language acquisition occurs step by
step that affects speaking competence.
An
individual may found that learning a second language is difficult
after-acquired their language especially an adult because to learn a language
it essential that a second language needs amount exposure to a target language
to learn it. Darko (2016) introduced that there are some reasons while people learning
a second even more third language to broaden their communication knowledge
system. Learning another language requires time, effort, and organization for
an individual to learn the language. Basically, learning the first language is
not that hard because all people have that capability and supportive
environment, but skill in learning other languages is based on an individual,
their attitude, and motivation toward the language.
Factors
Influencing Second Language Acquisition
Many factors affect second language
learning such as age, aptitude, intelligence, cognitive, personality,
motivation, and so on. The aim of these factors is presented and contributed to
success or failure in second language learning.
1. Motivation
Motivation is really important in learning
second language acquisition, and Richards (1985)
believes motivation could affect a person in pursuing something or reach the
goal. Ellis (1985) & Lightbown (2002) distinguish two types of motivation
in learning a language: a) Integrative motivation: a learner who studies
language because of people and culture in learning the language in other word
interested with people with another culture who speak it. b) Instrumental
motivation: a learner who studies language for the functional reason for
example they learn the language to get a job abroad, pass a test, or reading
foreign-language literature. However, there are some learners with two motives,
but it would be better if the learner takes one rather than both because it
would be easier to reach the goal.
2. Attitude
Language attitudes are the attitude which
the learner has toward other language or their own language. Expression of
positive and negative feeling on language may reflect impression in linguistic
difficulty or simplicity, degrees of importance, social status, etc (Richards,
1985)
3. Age
Age is one of the biggest factors in
learning the language. Many experts said that children are better at learning
language compared to adults due to the flexibility of their brain, known as the
critical period which means a period of time where learning the first language
or second language would be easier until the day of puberty. Ricards (1985)
argue that after puberty the brain lacks its ability and adaptation.
4. Intelligence
Intelligence is generally considered as a general
ability to master academic skills. Intelligence is measured by using some
methods in terms of linguistic and logical-mathematical ability that later on
the result will show his competence with IQ (Intelligence Quotient) format. The
relation between IQ with language acquisition is really strong as many studies
result showed that a child will high IQ result achieve a better score in
language test and they will language with ease even though they are at the same
age and motivation (Genesee, 1976; Spolsky, 1989).
5. Aptitude
Aptitude is a natural ability
to learn a language. Further, he adds that language aptitude is thought to be a
combination of various abilities, such as the ability to identify the sound
pattern in a new language, the ability to recognize the difference of
grammatical functions of words in sentences, etc. Students need aptitude - some
specific abilities, which are responsible for learning languages.
6. Learning styles
Learning style is also called
cognitive style which a process of a person learning something. In a language
learning context, learning style is a way of a particular person in learning
language based on their own style because learners have an approach to make the
language is easier to understand. Some learners may be want to be explained by
using a grammatical approach, some write down some words or sentences in order
to remember (kinesthetic approach), or some people prefer to associate the
subject with pictures (visual approach).
7. Personality
This approach is a set of
features that characterize an individual. This concept is still difficult to
define and measure because of its complicated nature. Ellis (1986) believes
that a learner comes to the class not only prepare the cognitive aspect but
affective features required in acquiring a language. The most important factors
that should be possessed by the learners are introversion/extroversion,
self-esteem, inhibition, risk-taking, anxiety, and empathy that will represent
the product of language acquisition.
B. Children
language acquisition
At
birth, an infant cannot speak directly because the ability to speak is still
limited along with the input of the language does not occur as Natsir (2017)
argued that people should hear first before they are going to produce a word or
sentence since childhood. By the age of 4, an infant became a toddler which
means they can start to produce sentences, fixing the grammatical rules and
structure, and the pronunciation that will be native-like in their language
mastery. By the time, when the age is becoming older, so they will tackle the
difficulties and obstacles in their language proficiency (Stenberg, 1998).
Many
people believe that children have better language proficiency compared to an
adult, but they just simply imitate what has been spoken by an adult with same
sentence structure and then they elaborate to another context of the situation.
It is also mentioned by George (2010) that children repeated what adults ever
said then they said it on occasion and they adopting vocabulary from the speech
they hear. There are some pieces of evidence provided by Amelia (2016) why
children are better at learning a foreign language. They are:
1. Cognitive
development
Children who learn a
second language showed higher cognitive skills with good performance at
problem-solving, enhanced spatial relations, and enhance creativity. Children
who learn a second language tend to have flexible thinking and communication
skill, having an objective perspective by helping children consider issues
within more than one perspective. Bilingual children are also trained in focus,
memory, planning, and multi-tasking ability. Research has shown multilingual
children use more of their brain rather than children with monolingual.
2. Linguistic
benefit
Young learners have
flexible ear and speech muscles that can critical differences between sounds of
language as well as produce the language with native-like quality. Different
from older learners that lose their ability to hear and reproduce the new sound
of language by the age of 8-12 years old.
3. Personal
benefit
Children with knowing
more than one language have the ability to communicate with many people, read
more literature, and opening the chances to travel to other places. Children
also have occasion to differentiate new culture as it will give more
perspective to understand human communities.
4. Academic
benefit
Some researches have had
conducted and shown that children with bilingual and multilingual affect their
reading and verbal ability as it can be proved through their understanding and
another research showed that they scored more than other groups of students
which means bilingual students are high academic achievers.
5. Societal
benefit
Children with bilingual
and multilingual have many benefits as it can be seen United Stated lead many
aspects in the world because the community is fluent in more than one language
like economic competitiveness, political and security interest maintaining and
work to promote an understanding of cultural diversity within united states.
The
second language can be learned in different ways formal or informal. Formal
ways can be earned in school and language courses while informal ones can be
found in the street and community is where to acquire informally (Baker, 2011).
In a language context, when the language is spoken, it means we contribute to
natural community communication. As a foreign language or in a commonplace like
immediate community or mass media that very rich, it cannot be used in all kinds
of situations where the learner should make an effort to reach the language.
That is to say, the exposure may happen in receptive skill but it will reduce
the opportunity to be involved in a real situation of communication. There are
two ways how to teach children second language acquisition:
1. Natural
Situation
A natural situation in
second language learning is one of a situation where it is experienced between
a context and language use in the target language. The learning process dealing
with objects, situations, and events of everyday life. The paradigm can be used
as children want to go to another place that obligates them to speak with a
different language, not by learning it formally through theories but real
interaction. For example, a 5-year-old kid wants to move from Barru to Konawe
with his parent so the parent provide the children by exposure the target
language like they talk form Buginese to Bahasa when the parent needs
assistance or when they are going to market, simply expose a language to the
child to understand the contextual situation and at the end, the child will
speak with the target language as a young learner has many benefits to learn a
new language. To conclude, teaching language by social interaction facilitates
the child to speak with the targeted language before his first real interaction
in a real community. The child will learn basic elements of language from a
family member, online gadget, and friend. They learn by imitating and speak
that they already hear then apply the language with another context of
communication.
2. Classroom
situation
Through the school,
children will be encouraged in many things, like language and culture through
books, videos, and similar material with other languages. In the classroom
situation, children will learn language formally related to theory, examples,
and how to communicate them with many contexts provided by the teacher.
Moreover, with the presence of friend children will be motivated and
facilitated to speak as real communication happen being exposed every time.
C. Interlanguage
Interlanguage is “An interim system of second
language learners, which has some features of the first and second language
plus some that are independent of the first and second language”
1.
Contrastive analysis (CA). The ability to
predict errors of second language learners is often referred to as the strong
version of Contrastive analysis whereas the first language-based errors
captured in their present performance are examples of the weak version
(Wardhaugh, 1970).
2.
Error analysis (EA). In language teaching and learning, error
analysis is a technique for identifying, classifying, and systematically
interpreting the unacceptable forms produced by someone learning a foreign
language, using any of the principles and procedures provided by linguistics
(Crystal, 1980). It is via the errors, then, that an educator gets an idea of
the strategies and hypotheses used by the second language learner in the
process of second language learning; moreover, they enable teachers to monitor
the level their students have reached in the class of second language learning.
a.
The stages of interlanguage:
1.
Random errors
2.
Emerging stage
3.
Systematic stage
4.
Stabilization stage.
b.
The effect of
interlanguage:
1.
Fossilization refers to the process in which incorrect
language becomes a habit and cannot easily be corrected.
2.
The teacher’s perspective.
c.
Interlanguage Formation:
1.
Overgeneralization
(It involves learners extending the application of a rule in L2)
2.
Language Transfer (It involves learners
using their knowledge of L1 to understand or produce meaning in L2)
3.
Transfer of training (It has to do
with how instruction plays a significant role in language acquisition)
4.
Learning Strategies of L2 (It
consists of learners adopting different learning approaches)
5.
Strategies of Communication (It
comes about when, during a conversation in L2, especially with a native
speaker, learners may become more concerned with how fluent they sound rather
than how accurate)
Methods
A. Methodology
of Research
This
research is aimed to find the kinds of the intervention of Bahasa toward
Buginese Language on Andi Almaira a 5-year-old kid. This research used a
descriptive qualitative approach where qualitative was an approach in order to
describe comprehensively about activities that happened with the object of the
research.
The
instrument used of this approach is the researcher itself as this technique
conducting a sequence of activities of collecting the data and analyze the data
at the result of the research. In the observation, the researcher observed the
object of the research as the researcher was observatory purpose and
communicate with the parent and the child to see the communication pattern of
the children. Another support instrument used in this is research was a phone
in case of recording the language used as expected to gain accurate and
analysis later on. The research was conducted at the researcher’s aunty as it
was her daughter and on the 9th-16th of December 2020.
The next procedure is collecting the data, verify and analyze the data, and
conclude the finding of the research due to the date of the period of the time.
The
data of the research was very core because in qualitative resource, the data namely
the word produce by the object which Buginese language inferred by Bahasa in
daily activities defined scientifically the objectivity and reliability of the
research. In addition, there were 3 techniques in collecting the data they are:
1) Recording, 2) fieldnote, and 3) observation. Because the main data dominated
by spoken form, so the recording was recently used recording kit which was
represented by using a phone in order to get the real data and each of the data
that has been collected. After that, the result will be transcribed to a
summary of the recording, and the researcher was elaborated within the context
which happened while the recording was conducted. Fieldnote also was very
important to write some keynotes of discussion, monitoring, and so on or in
other words, what researcher heard, seen, and feel that later on as a
reflection for the researcher.
In
completing the data, the researcher conducted non-participant observation which
means just observed and wrote down what is necessary. This method hopefully
could complete the data as descriptive and reflective especially related to the
kinds of interference of Bahasa toward Buginese language in Almaira’s daily
conversation. The unstructured interview was also conducted to collect the data
related to the object of the research (phonology, morphology, and syntax)
interfered with by Bahasa. The technique used in collecting data is
unstructured it was aimed to just listen to what being told by the respondent
and it was called interactive model as it has 4 stages in gaining the data
starting with 1) collecting the data, 2) data reduction 3) presenting the data
and the last 4) conclusion.
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