Relevant bibliographies by topics / Indonesian language Acquisition

Academic literature on the topic 'Indonesian language Acquisition'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Indonesian language Acquisition"

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Apriana, Aulia, and Adi Sutrisno. "Bilingualism in Indonesian Children's Language Acquisition." Journal of Language and Literature 22, no. 2 (September 26, 2022): 458–65. http://dx.doi.org/10.24071/joll.v22i2.4195.

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Language acquisition and development are two important phases in a child’s life. Hundreds of ideas have been tested to build a scientific explanation for how children may understand and produce the languages of their environment. Language intake, exposure volume and duration, and grammatical complexity all appear to have a role in influencing children's language development. These intricacies become even more complicated as children differ greatly from one another. It's on top of the several languages the children pick up along the route. Some children speak only one language (monolingual), whereas others speak multiple languages (bilingual). Apart from the endless debate about whether being bilingual is a blessing or a curse, it is fascinating to study how those children finally end up being bilinguals, either through acquisition or learning. Therefore, this article aims at portraying the phenomenon of bilingualism in Indonesian children’s language acquisition by looking at the strengths and weaknesses of being bilinguals, the important factors in second language acquisition and learning, and the strategies for second language acquisition and learning. In conclusion, to be bilingual, a child has undergone a very long process. Even though some experts are still debating whether bilingualism is beneficial or even harmful for their cognitive, psychological, and linguistic competence, children nowadays are created to be bilinguals even since they were born. As a result, those children grow up as multilingual children who are ready to cope with the dynamic of the environmental changes around them.
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Siddiq, Asep Anwar. "Indonesian Language Acquisition of Arabian Young Learner." Alim | Journal of Islamic Education 2, no. 1 (April 2, 2020): 75–84. http://dx.doi.org/10.51275/alim.v2i1.160.

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By using language, people can convey their message and express their ideas verbally or in writing so that they can work together and get along with each other. People realize that without language they cannot interact with each other. There are so many languages in the world. It depends on each country, even though they can build social interaction through international languages. There are a number of different countries in the world, such as Britain, France, Spain, China, Japan and Arabia. There are many Arabian who come to Indonesia with various purposes, such as trading, preaching and others. But the disadvantage is that they are not able to speak Indonesian. So it is difficult for them to communicate with Indonesian people. Arabians find it is very difficult to speak Indonesian mainly because their pronunciation is very different from Indonesian people.
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Suwarno, Bambang. "Acquisition Planning for Regional Indigenous Heritage Languages in Indonesia." SAGE Open 10, no. 3 (July 2020): 215824402094884. http://dx.doi.org/10.1177/2158244020948843.

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Regional indigenous heritage languages (RIHLs) are in decline in Indonesia, and this problem needs attention from language policy and planning. This study explores a subset of the Indonesian language policy, namely, its acquisition planning. Content analysis and doctrinal method were employed. The sample included national legislations and some regional legislations. The results are as follows. As subjects taught in schools, Indonesian is “compulsory” at all levels; RIHLs are “optional” at primary and secondary levels and “absent” at the tertiary level; English is “compulsory” at the secondary level and “optional” at the tertiary level. As the media of instruction, Indonesian is “compulsory” at all levels; RIHLs are “optional” in very limited cases; English is “optional” at the tertiary level. As languages for mass media, Indonesian is “compulsory”; English is “optional” for specific aims or audience; RIHLs are “optional” for local communities. There are possible “incoherences” among various legislations, that is, the Constitution, some national laws and regulations, and some regional bylaws. To implement constitutional mandate, the acquisition planning may need revision. In the revision, RIHLs may need to be included as mandatory subjects, while some RIHLs may need to be used as the media of instruction and in mass media. Further studies for the revision are recommended.
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Irnanda, Septhia, and Sarair Sarair. "Learning L3 English Early: A Danger to L1 Indonesian Language Acquisition?" Jurnal Dedikasi Pendidikan 6, no. 2 (July 31, 2022): 435–44. http://dx.doi.org/10.30601/dedikasi.v6i2.3072.

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Since the future of the world is English, many countries now include English in their primary education curriculum, so language proficiency can be achieved more quickly and effectively. As two or more languages knowledge are competing linguistically in the brain, the early introduction to English means putting the other languages known by the Indonesian English language learners in a competition. On the other hand, despite its controversy, bilingualism and multilingualism, when achieved fully and proportionally, is cognitively and socially beneficial. This article reviews the potential effects of including English early in the Indonesian curriculum and the recommendation for the Indonesian’s future multilingual education and research. The discussion resulted in some important conclusions. Firstly, considering the Indonesian-English far typological distance, learning English requires some time and cognitive effort. For Indonesian bilinguals/multilingual, this means early introduction to English means higher confidence in producing the language verbally later on. During this early learning of English, the Indonesian language (and any other ethnic language that forms the speaker’s identity should also be used simultaneously to create the same purpose; a sense of belonging towards and confidence in using the language(s). In short, multilingualism that includes foreign language instruction; national and minority language use and maintainance, should be enhanced and normalised from childhood.
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Surbakti, Imam, and Khairani Hayat Situmorang. "Acquisition Planning and Language Acquisition by Indonesian Four-year Old Children." International Journal of Linguistics 9, no. 3 (June 22, 2017): 152. http://dx.doi.org/10.5296/ijl.v9i3.11176.

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This study aims at describing of acquisition planning and language acquisition by four-year old children. The objectives of this study were to find out the characteristics of Indonesian language acquisition of four-year old children who study at kindergarten and who do not ones and acquisition planning in the kindergarten. To achieve the objectives, this study was conducted by applying qualitative research. It is a kind of multi-case study. The subjects of this study were the children who study in the kindergarten and who do not ones. And the objects of this research were the utterances which contained characteristics of language acquisition uttered by the children and the implementation of acquisition planning in a kindergarten. The data were collected by using content analysis technique. The data were analyzed based on the theory of characteristics of language acquisition and the interview was conducted to get the answer of how the kindergarten school implements the acquisition planning. Based on the results of this study, the children’s utterances that study in kindergarten is better than children who don’t study, in their language development and have more vocabulary and can use them more appropriately compared to the chidren who only stayed at home as the effect of the acquisition planning applied in the kindergarten.
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Khasanah, Rahmatul. "SECOND LANGUAGE ACQUISITION: ANALYZE OF PRAGMATIC FAILURE." Sosial & Humaniora 9, no. 2 (June 30, 2016): 85. http://dx.doi.org/10.24123/jsh.v9i2.1762.

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The paper is created based on the reality of communication in Indonesia that is done by language learner, as a foreign language. Not a public secret anymore if a failure occurs within communication of an Indonesian language learner with foreign people. Perhaps, the learners can communicate by using correct grammatical but he or she often does not understand the utterance that uttered by foreign people. In this case, pragmatic competence is needed by the learner in order to avoid a pragmatic failure. Giving an authentic material is also one of the ways to avoid a pragmatic failure and increase the learner’s pragmatic competence.
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Farikah, Mursia Ekawati, and Yulia Esti Katrini. "Indonesian Language for Java Ethnic: Language and Cultural Problems." Journal of Legal and Cultural Analytics 1, no. 3 (September 17, 2022): 151–60. http://dx.doi.org/10.55927/jlca.v1i3.1190.

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The use of Java language for the Java ethnic is influenced by the problems between language acquisition and cultural proprietor. The Java language is the mother tongue for most people of Java. The problem for the Java is a government program that has set Indonesian as the national language. That is the language that will unite and bring interethnic relations, religion and culture in Indonesia. There are other impacts to local languages​​, the Java language is no exception. Javanese people are faced with complex choices about the language and culture as well as educationally and socially. The use of language by government regulation caused the regional languages ​​by the hundreds began somewhat marginalized, especially when the number of speakers slightly. The scope of the use local language to be limitedthat is only used in a family environment for the purposes of religious ceremonies or customs, local cultural events. The limitation scope of the use local language can influence the attitudes of native speakers, as well as for Javanese ethnic and other ethnic groups in Indonesia.
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Adiantika, Hanif Nurcholish. "Contrastive Analysis between Indonesian and English Declarative Sentences." ELT in Focus 3, no. 1 (July 17, 2020): 15–25. http://dx.doi.org/10.35706/eltinfc.v3i1.3695.

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The issue of English acquisition in Indonesian context where English is taught as a foreign language has been circulating for years. The presents study aims at contrasting two languages as, Indonesian language as the Source Language (SL) and English as the Target Language (TL). Participants were chosen purposively and generated 10 students of Senior High School. Data were collected through written test. The researcher provides 21 Indonesian declarative sentences as the main instrument. The result of this research was initiated qualitatively. The findings of the study indicate that the similarities of declarative sentence patterns between Indonesia and English language revealed in three categories. They are transitive, bitransitive, and intransitive. Furthermore, the differences are indicated by four categories, those are nominal, adjectival, prepositional, and numeral category. The presents study suggests to initiate the study of contrastive analysis in different languages to obtain deeper understanding and horizon about the language.
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Seftiawan, Fery. "Mother Tongues Roles' In English Language Learning." Langkawi: Journal of The Association for Arabic and English 4, no. 1 (June 8, 2018): 1. http://dx.doi.org/10.31332/lkw.v4i1.747.

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The Indonesian language as the medium of instruction indirectly affects all sectors of life across the nation. Starting from business, workplace, and entertainment to education, Indonesian language is used as the main standard language. The usage of the Indonesian language leads the hypothesized thought that it may in one side eradicate the existing tribal languages gradually. While in another side it may also have beneficial aspects like helping people (different ethnic group) to communicate as well as assisting remote learners to study English better. Due to the cases happen in two divergent conditions, this paper examines the use of Indonesian language in facilitating learners to study English. The result of this short paper shows that Indonesian language implication to some extent helps learners to study English better than those who use tribal language as their daily language to communicate. In term of second language acquisition, Indonesian language helps learners achieve some words through translation. Children in different region have different language acquisition as well as their style of learning a foreign language. Those who live in a “sophisticated” area are likely familiar with the Indonesian language that leads them learn English better than those who live in a suburban area.
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Wivell, Grace B. "Consonant acquisition in Lio." Proceedings of the Linguistic Society of America 7, no. 1 (May 5, 2022): 5266. http://dx.doi.org/10.3765/plsa.v7i1.5266.

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Lio is an understudied Austronesian language spoken in Central Flores, Indonesia by 220,000 speakers (Ethnologue, 2019), for which no acquisition research has yet been completed. In this case study, the speech of two female bilingual speakers, ages 7 and 9, were transcribed, to determine which consonants were produced in an adult-like manner by each speaker; all consonants that the children attempted were produced in an adult-like manner, excepting [ɰ] and [r]. [ɰ] is of note, as it was replaced by [j], a phoneme in the speakers’ other language, Indonesian, implying a potential influence of bilingualism.
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Dissertations / Theses on the topic "Indonesian language Acquisition"

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Barnard, Erlin Susanti. "The comprehension approach : its effect in the acquisition of Indonesian language." Thesis, Leeds Beckett University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416237.

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This study investigates the effect of applying the Comprehension approach in classroom instruction of Indonesian as a foreign language. The comprehension approach, also known as the input based approach, claims that for acquisition to take place there must be a period of time allowed to process input without any pressure to produce. In other words, instruction will be more effective if it is based on input rather than output practice. Most Indonesian language training, especially during the beginning stage of acquisition, has ignored this input based approach, emphasizing the output or production approach. This study compares two different interventions at the elementary level of the acquisition of Indonesian as a foreign language: one that is based on the comprehension approach, the other on the production approach. Students enrolled in two semesters of elementary Indonesian courses- a total of 200 students in semester one, and 58 in semester two-were divided into input and output groups, both of which were taught using equal amounts of time and materials by the same team of teachers. Students' language acquisition was measured based on the post and delayed post tests used to evaluate students' performance in comprehension, as well as production tasks. These tests were administered at the beginning, middle and end of each semester. In addition, an oral interview was administered at the end of each term. The findings from the first semester of study indicated that the input group students outperformed the output group students on the comprehension tasks, and performed as well as the output group on the production tasks. However, in the second semester of study it was found that there were no significant differences between the input and output groups on comprehension and written production tasks, although the output group outperformed the input group on oral production tasks. The results of this study suggest that focusing on comprehension input activities works very well in the early stages of Indonesian acquisition in developing comprehension and production skills. However, prolonged focus on comprehension activities may not be as beneficial in developing optimal oral production skills, as learners fail to benefit from the opportunity to experience pushed output in comparison to the output group. On the other hand, production training may develop comprehension as effectively as written-cum-oral production skills in the long run, although a focus on production activities at the early stage of acquisition seems to impede the development of comprehension skills. While the present study supports the assertion that input is paramount in facilitating acquisition, the results also indicate that at a later stage output plays a significant role in enhancing acquisition.
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Read, Julia Elizabeth. "Innovation in Indonesian language teaching an evaluation of the TIFL tertiary curriculum materials /." Access electronically, 2002. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20041006.110804/index.html.

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Suwono, S. "Tense, aspect and time concepts in English and Bahasa Indonesia: Pedagogical implications." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1151.

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The aim of the study has been to provide theoretical foundations on which padagogical approaches to the teaching of English tense-aspect complexes to EFL teacher trainees in Indonesian tertiary institutions can be based. The study investigates how expression of time and related concepts in English and Bahasa Indonesia (BI) can be compared with particular regard to pedagogical implications. Two major areas of investigation have been explored: 1. questions relevant to the general linguistic theory of tense and aspect and how the two languages compared fit into such a general theory; ii. questions relevant to how the teaching of English tense-aspect complexes can be seen as consistent with contemporary views based on Second Language Acquisition (SLA) research. Within the former area, the theory of tense as a deictic category and the related 'theory' of aspect developed by Comrie (1976, 1985) are reviewed. A model of tense-aspect complexes developed for the purposes of interlanguage comparison is presented. On the basis of the model the English tense-aspectcomplexes and BI 'temporal-aspectual complexes' are described. In relation to matters pertaining to SLA theory, thefollowing steps have been taken: (1) The speciflc requirements of Indonesian EFL teacher education have been considered in the light of contemporary SLA theory; (2) Textbooks currently used for the teaching of English tense-aspect complexes in Indonesian EFL teacher education at IKIP/FKIPs have been analysed; (3) Current practices and attitudes of the teacher trainers teaching English tense-aspect complexes to EFL teacher trainees at IKlP/FKIPs have been explored. In conclusion, approaches for presenting the English tense aspect complexes based on the major findings of the study are suggested.
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Sulistyo, Dore Corr. "Error analysis as an introduction to interference in Indonesian ESL composition." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1661.

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An overview of the historical background of error analysis and interference issues, followed by a sample error analysis in a case study context. This investigation of errors is significant in bringing to light the impact on English student writing of the differnces between English versus the indirect nature of various levels of Indonesian.
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Mathew, Ingrid B. "Errors in pronunciation of consonants by Indonesian, Gayo and Acehnese learners of English as a foreign language." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/904.

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This thesis reports on research into consonantal phoneme pronunciation errors in the English of EFL learners from three different first language groups in the province of Aceh, northern Sumatra, Indonesia. It is a qualitative study, describing the errors found for each first language group. Error data was collected from each participant in the language laboratory using an aural discrimination test, a word repetition test and a reading passage test, and also from interviews with each participant which were recorded on audio cassettes. Analysis and explanation of the error data then followed. There were eight participants from each of the three first language groups, with equal numbers of male and female participants in each group. All were students at the State Islamic Institute or other universities in Banda Aceh, either in the English teacher training department or taking English as a compulsory subject in their degree program. At the time of the research they were aged between 19 and 25, and had all taken EFL as a subject for six years in high school. Where it was not their first language, the national language, Indonesian, was their second language. All had studied Arable. The findings indicate errors are largely limited to final stops and sibilants, and initial and final affricates and interdentals.
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Armstrong, Irawati Raharjo. "The acquisition of the syntax of negation and adjectives by adult Australian learners of Indonesian." Phd thesis, 2003. http://hdl.handle.net/1885/151282.

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"Indonesian L2 Speakers of English Talking about their ESL Experiences: An Overview." Master's thesis, 2015. http://hdl.handle.net/2286/R.I.34890.

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abstract: This thesis examines the narratives and meta-commentary of Indonesian users of English about their English as a Second Language (ESL) experiences. It approaches interview data with ten Indonesian second language (L2) speakers of English from a narrative analysis/inquiry perspective. Each interview was transcribed according to a modified set of discourse analysis (DA) transcription conventions, then coded by the researcher. The first research question addressed what linguistic devices members of this population used to achieve cohesion and coherence in their narratives, and the second research question examined how members of this population portrayed their L2 selves in their narratives. The data yielded 21 linguistic devices that fell into three levels of frequency. Connectives, discourse markers, and repetition were by far the most common linguistic devices, followed by adverbials, embedded clauses, intensifiers, and the word like (non-comparison uses), which were somewhat frequent linguistic devices. The data also showed that participants constructed their L2 selves using three main categories: agency, identity, and perceptions of English and the U.S.. In regard to identity, participants invoked membership categorization, where they portrayed their identities in relation to other individuals. The study concludes with suggestions for future research, especially relating to Indonesian L2 users of English.
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Masters Thesis English 2015
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Tarigan, Bahagia. "Teaching English grammar communicatively in an Indonesian University." Thesis, 2001. https://vuir.vu.edu.au/17932/.

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This thesis seeks to make a contribution to the research which is trying to understand likely causes of problems experienced in teaching and learning English in Indonesia and investigate how these can be addressed. Nababan (1976: 3) suggests that the unsatisfactory achievement of ELT [English language teaching] in higher education mainly results from unclear objectives in the syllabuses of ELT, a view also supported by Barus (1991: 5). In particular, Nababan argues that unclear objectives lead to difficulty in assessing achievement in the teaching and learning processes. Class size is also problematic in Indonesia. It is not uncommon that a class comprises 40-50 students. Whilst the teacher may wish to encourage the students to be actively involved in the class, practically this can be difficult to achieve. Pammu (1994:133) argues that large classes bring about several negative factors such as the students' discomfort, interactional constraints, difficulty understanding the teacher, and lack of feedback from the teacher. To solve these problems Barus (1991: 5) and Nababan (1976: 7) point out that there is a need for constructing a suitable syllabus in order to achieve desired goals in ELT. Nababan further suggests that ELT teachers should have access to resources for updating their knowledge and reorientating their methods. For example, a fairly recent study has shown that "communicating about grammar" tasks facilitate a great deal of interaction and suggests that they may promote fast acquisition (Priyana 1994: 99).
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Books on the topic "Indonesian language Acquisition"

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Dardjowidjojo, Soenjono. Echa: Kisah pemerolehan bahasa anak Indonesia. Jakarta: Gramedia Widiasarana Indonesia, 2000.

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Tadjuddin, Moh. Pemerolehan bahasa asing: Anak bilingual Sunda-Indonesia di Kotamadya Bandung. Jakarta: Pusat Pembinaan dan Pengembangan Bahasa, Departemen Pendidikan dan Kebudayaan, 1999.

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Dardjowidjojo, Soenjono. Echa: Kisah pemerolehan bahasa anak Indonesia. Gramedia Widiasarana Indonesia, 2000.

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Goebel, Zane, Junaeni Goebel, and Soe Tjen Marching. Indonesian Flash Cards : (Downloadable Audio Included). Tuttle Publishing, 2014.

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Kaswanti, Purwo Bambang, and Universitas Katolik Indonesia Atma Jaya., eds. Pusparagam linguistik & pengajaran bahasa: Kenangan lustrum V Atma Jaya. Jakarta: Arcan, 1986.

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Besier, Dominik. Grammar Competition in Second Language Acquisition: The Case of English Non-Verbal Predicates for Indonesian L1 Speakers. De Gruyter, Inc., 2022.

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Besier, Dominik. Grammar Competition in Second Language Acquisition: The Case of English Non-Verbal Predicates for Indonesian L1 Speakers. De Gruyter, Inc., 2022.

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Besier, Dominik. Grammar Competition in Second Language Acquisition: The Case of English Non-Verbal Predicates for Indonesian L1 Speakers. De Gruyter, Inc., 2022.

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Book chapters on the topic "Indonesian language Acquisition"

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Hardini, Isriani, Bruno Di Biase, Satomi Kawaguchi, and Carol Reid. "Chapter 9. Developmentally moderated focus on form in an Indonesian kindergarten EFL programme." In Processability Approaches to Language Acquisition Research & Teaching, 231–57. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/palart.9.09har.

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Liu, Min, and Rongru Chen. "Production of the Mandarin Rhotic Onset /ɹ/ by Indonesian Learners of Mandarin." In The Acquisition of Chinese as a Second Language Pronunciation, 3–19. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-3809-4_1.

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Isharyanti, Neny. "Interactional Modifications in Internet Chatting." In E-Collaboration, 1390–409. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-652-5.ch103.

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Studies in computer-mediated communication (CMC) have shown that it has the potential to provide opportunities for ESL learners to actively participate in communication using the target language, to notice inter-language gaps in their language production, and to negotiate meaning by the use of interactional modifications (IMs). The use of certain types of communication tasks also seems to play an important role in how to increase the quantity and quality of interactions among learners. Such a role is believed to affect the effectiveness of language acquisition. This chapter reports the findings of a study that investigates Internet chatting interactions between 28 college-level Indonesian non-native speakers (NNSs) of English using two different communicative language tasks, a jigsaw task and a decision- making task, which are believed to facilitate language acquisition. The main aim of this chapter is to discuss how the differences in tasks may generate different frequencies and types of IMs, as well as the possibilities of employing the results of the study in a classroom environment.
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Conference papers on the topic "Indonesian language Acquisition"

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Andestend. "The Acquisition of 2.5 Year Indonesian Child Language Vocabulary." In International Conference on Education, Language, and Society. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0008993300260031.

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Gumilar, Dudung, Dadang Sunendar, Farida Amalia, Dante Darmawangsa, and Ariessa Racmadhany. "The Acquisition of French Relative Clauses by Indonesian Students." In Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211119.037.

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Rasiban, Linna Meilia, Neneng Sutjiati, and Ahmad Dahidi. "Japanese Literacy Acquisition by Alphabetic-Based Background Indonesian Learners." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.71.

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Mutiarsih, Yuliarti, Dudung Gumilar, and Dante Darmawangsa. "The Acquisition of French Morphosyntax and Structures by Indonesian Students Learning French." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.131.

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Wahyuni, Maya Indah, and Dedi Sutedi. "Indonesian Language Acquisition by Children in Melayu Riau: A Study of Systematic Errors." In Twelfth Conference on Applied Linguistics (CONAPLIN 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200406.024.

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Fitriana, Riri Amanda, and Agustina Agustina. "Phonological Acquisition (Case Study on Indonesian Child)." In Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icla-18.2019.79.

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Hamida, Layli. "The Impact of Children’s You Tube Videos on English Language Socialization and Acquisition in Indonesia." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.6-7.

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This study aims at describing how the use of English on youtube videos play a significant role in the socialization and acquisition of the language for children in Indonesia. It particularly focuses on the depiction of how the media serve a platform for children’s English language development and socialization and whether parents or other adults’ accommodation reinforces or counteracts the language. Ethnographic interviews were conducted on five middle class parents with children of 3-5 years of age so as to collect information on children and parents’ everyday practices with the media. The findings suggest that parents’ beliefs and ideologies on foreign language socialization as well as their English proficiency lead to their primary support for English. Their everyday media consumption and communication practices with children show how arenas provided by parents have turned into an assumed form of scaffolding in the way that children reflect on the language collected from the media. The research indicates that global practices of English on the internet intersect with local practices of language socialization.
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Maghfur, Ahmad ‘Ali, Masruhan Masruhan, and Rohmani Indah. "Language Used in Social Media and Its Impact Toward Teens Language Acquisition." In Proceedings of the 2nd International Conference on Quran and Hadith Studies Information Technology and Media in Conjunction with the 1st International Conference on Islam, Science and Technology, ICONQUHAS & ICONIST, Bandung, October 2-4, 2018, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.2-10-2018.2295456.

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Adlina, Min, Sri Dewi, and Zhana Amelia. "Language Acquisition of Three Years Old Twin at Sentence Level." In Proceedings of the 1st International Conference on Applied Social Sciences, Business, and Humanity, ICo-ASCNITY, 2 November 2019, Padang, West Sumatra, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.1-11-2019.2293984.

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Nirmala, Deli. "Realia as the source of first language acquisition that can make cultures specific." In Proceedings of the 3rd English Language and Literature International Conference, ELLiC, 27th April 2019, Semarang, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.27-4-2019.2285338.

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