Journal articles on the topic 'Indonesian language Acquisition'
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1
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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Pradhana, Ngurah Indra. "Indonesian Language Acquisition for Japanese Descendants in Sanur-Bali." International Journal of Linguistics 11, no. 3 (June 16, 2019): 1. http://dx.doi.org/10.5296/ijl.v11i3.14716.
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In social interaction with indigenous people (Indonesian people), Japanese people must equip themselves with Indonesian language skills to establish good communication. The same is true of the descendants of those who will make association with Indonesian children. In this case Indonesian is very important to be taught so that children of Japanese descent can interact and live well with the surrounding community. This is what attracts researchers to find out, patterns or ways of Japanese society in teaching Indonesian to their children. This research was conducted in the Sanur area, Denpasar City, Bali. This study uses the theory of sociology of language, teaching Indonesian, and using a questionnaire as a tool to obtain data. The results of this study reveal that the teaching pattern used consists of two types, namely the naturalistic and the formal type. While teaching Indonesian to his children, he found several problems. One of them is the complexity of using polite language and special expressions when communicating to each person in their respective positions. From the parameters of language skills, the most important thing to be taught to children of Japanese descent is the ability to speak (conversation).
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Djité, Paulin G., and Belinda A. Munro. "Language profiles, language attitudes and acquisition planning." Language Planning and Language Policy in Australia 8 (January 1, 1991): 77–88. http://dx.doi.org/10.1075/aralss.8.05dji.
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How can the social and psychological contexts of a language affect the policy to increase the number of people who speak it? It is crucial to investigate this question at a time when Australia’s ability to compete in a changing world has brought the study of LOTE to the forefront. As the implementation of the National Policy on Languages proceeds, it becomes increasingly evident that a deeper understanding of the nine or ten key languages, namely Mandarin Chinese, Indonesian/Malay, Japanese, French, German, Italian, Modern Greek, Arabic, Spanish and Russian (cf. Lo Bianco 1987 and Leal 1991:167-168), taught in our schools is required. This paper argues that a sociolinguistic profile of each of these languages and the attitudes towards them are some of the relevant and crucial empirical data which need to be integrated in the design of educational programs.
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Madjid, Syahriah. "Investigating First Language Acquisition of Indonesian Phonemes for Toddlers." Tamaddun 20, no. 1 (August 31, 2021): 56–63. http://dx.doi.org/10.33096/tamaddun.v20i1.83.
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This paper describes the acquisition of Indonesian phones of 2.7-year-old children. Data is obtained through qualitative approaches with the aim of describing the facts of language that occur in language acquisition (phonemes) in children as is. The result obtained is that in children aged 2.7 years, all vocal sounds can be pronounced precisely both in the initial, middle and end positions of the word, while for consonant sounds there are still some that are not perfectly spoken. For example, phoneme /s/ if it is at the beginning and middle of the word is pronounced /c/, and at the end position is pronounced /s/. Same with consonsn /l/. This sound can be pronounced perfectly if it is in the starting and final position of the word, but if in the middle position the phoneme is not visible. The phoneme /r/ cannot be pronounced precisely at either the initial, middle or end position of the word.
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Nurjaleka, Lisda, and Rina Supriatnaningsih. "In the Process of Being Bilingual of an Indonesian Child: The Phenomena of Code-Switching, Language Mixing and Borrowing." Register Journal 14, no. 1 (April 30, 2021): 99–120. http://dx.doi.org/10.18326/rgt.v14i1.99-120.
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The present study is a longitudinal study for approximately 26 months to the Indonesian child and has been through her second language acquisition in Japan. A Longitudinal study is a research design that involved repeated observation of the same variables over long periods. The acquisition process took place for about four years. After returning to Indonesia, the family wants to keep her second language and do some second language maintenance. While in her process to be bilingual, she experienced a process of code-switching and code-mixing in her daily life using their mother tongue, Indonesian, and her second language, Japanese. This research focuses on how the child maintains her second language and how the bilingual process's phenomena occur through interactions in the family environment. Several language transfers from the second language to the first language occur in their daily life using Indonesian. This study uses an ethnographic research approach. Conducting ethnographic research requires a long-term process by making detailed notes about the group's behavior and beliefs from time to time. Observation and interviews are the procedures used in data collection in the field. The transfer language process is used through the code-mixing, code-switching, and preservation process of the second language after returning home. The results saw that the child both uses language systems in each language and sometimes mixed in between languages, as she has her languages.Keywords: code-switching; language mixing; Japanese as a second language; bilingual process
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Zen, Evynurul Laily, and Rebecca Lurie Starr. "Variation and contact-induced change in Javanese phonology among multilingual children in Indonesia." Asia-Pacific Language Variation 7, no. 2 (October 6, 2021): 95–119. http://dx.doi.org/10.1075/aplv.20005.zen.
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Abstract As Indonesian becomes more dominant in Indonesia, regional heritage languages, such as Javanese, may be increasingly influenced by phonological transfer. The extent of these effects may depend upon a speaker’s region and social background, as well as age of acquisition and proficiency in various languages. This study investigates the impact of these factors on the Javanese production among multilingual children in East Java. Specifically, we analyze the distinction between dental and retroflex coronal stops (/t̪/ /d̪̥ /, /ʈ/, /ɖ̥/), which phonemically contrast in Javanese, but not in Indonesian. The data were elicited from 95 children in Malang, a large urban center, and Blitar, a smaller city. The findings indicate that Javanese is shifting to a two-way contrast comparable to that of Indonesian; female and Malang speakers lead in this change. These findings highlight the significance of social factors in children’s language acquisition, and illustrate ongoing changes in Javanese.
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Fitriani, Somariah. "A Child Language Acquisition in Indonesian and English Language: A Longitudinal case study." Register Journal 12, no. 2 (November 27, 2019): 126–56. http://dx.doi.org/10.18326/rgt.v12i2.126-156.
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Learning a dual language at the same time during early childhood has caused the wrong perception. Its false perception makes the parents delay the start of learning a second /foreign language. Therefore, This study aims at analyzing the first and second language acquisition of a child in the Indonesian Language and English. The issues concentrated on the spoken utterances in Indonesian and English and its affecting factors. The research adopted a qualitative approach by using a case study, as the unit analysis is a child of 3 years old. For data collection, I employed The naturalistic approach, which I kept daily notes on the progress of a child’s linguistic and recorded the dialogues. Since it is a longitudinal study, the research was conducted for two years, from 2014 to 2015. The research has revealed that utterances spoken have primarily increased and the child has already understood the commands by following the instructions. Some concepts such as feeling, taste, color, and numbers as well as short phrases and simple words in Indonesian and English at the same time can be understood and uttered. She also can change the affirmative sentence to question in term of objects she sees in her surrounding. Factors such as linguistic inputs, imitation, environment, and significant others as exposure, and language acquisition device affect a child utterance. Thus, it indicates that two languages can be taught at the same time at an early age, and it doesn’t cause misunderstanding or confusion utterance, language acquisition, exposure, L1 and L2
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Farahsani, Yashinta, Ika Puspita Rini, and Patria Handung Jaya. "YOUTUBE AS A MEDIUM FOR INDONESIAN TODDLERS’ SECOND LANGUAGE ACQUISITION (AN ANALYSIS THROUGH CHILDREN SONGS)." HUMANIKA 27, no. 2 (December 14, 2020): 147–54. http://dx.doi.org/10.14710/humanika.v27i2.33793.
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Language acquisition for children is started when they produce words on their own. Children’s language normally develop in line with their age. Usually they can produce sentence and speak their mother tongue language fluently at the age of three. In the same time, children are able to acquire other language which is called second language acquisition (SLA). In Indonesia, English has become second language that has become the main subject at school, from the elementary level to the university level. Toddlers are children at the range of age between 2-3 years. This is the peak time to acquire language, and at this age, children are able to create phrase or simple sentence. Since the technology has developed very rapidly, children also can get more facilities to learn language. One of the media to learn language is YouTube. Using interview method, the writers did interview to 21 respondents as the parents of pre-school students. There were four questions to answer and the answers were described based on the respondents’ opinion. The research results that children can start to learn English through YouTube by watching English songs. Their attraction in watching is followed by imitating the word, the way the characters sing, and also the manner. Parents become guide to improve the children’s process of English learning after they watched YouTube.
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Adnyani, Ni Luh Putu Sri, Ni Luh Sutjiati Beratha, and I. Nyoman Suparwa. "CHILD COMPREHENSION OF ADULTS’ VERBAL INPUT: A CASE OF BILINGUAL ACQUISITION IN INFANCY." Indonesian Journal of Applied Linguistics 7, no. 1 (May 31, 2017): 11. http://dx.doi.org/10.17509/ijal.v7i1.6853.
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Research concerning comprehension in early simultaneous bilingualism is still very limited. Thus, this study focuses on describing a bilingual infant’s comprehension of adults’ verbal input addressed to the child in an Indonesian-German language environment, and the child’s understanding of translation equivalents (TEs). The child, who was exposed to Indonesian and German simultaneously from birth, was observed from age 0;9 to age 1;3 using a diary supplemented with weekly video recordings. A “one parent-one language” system was applied in which the child received Indonesian language from the mother and German language from the father from birth. Since the family live in Indonesia and have regular contact to the collective family members, the child received dominant exposure in Indonesian compared to German. The data was transcribed and analysed using ELAN. The results show that the adults’ verbal inputs in the form of speech addressed to the child were in the form of short utterances which very often had a high-pitched sound and were rich in repetition. The adults’ speech was able to be discriminated by the child. In the pre-production stage, the child could understand approximately 6 (six) proper nouns, 18 (eighteen) Indonesian words and 14 (fourteen) German words. The result reveals that the child could comprehend more words in Indonesian than in German. It was also found that the child could understand some bilingual synonyms, which implies that at the pre-production stage, the child already went through a process of bilingual development.
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Adnyani, Ni Luh Putu Sri, Ni Made Rai Wisudariani, and I. Wayan Swandana. "Lexical development in an Indonesian-Balinese bilingual child." Indonesian Journal of Applied Linguistics 12, no. 2 (September 30, 2022): 476–88. http://dx.doi.org/10.17509/ijal.v12i2.51089.
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It is debatable whether bilingual children can distinguish between their two languages from an early age. This study aims to describe how a bilingual infant differentiates between her two languages, focusing on the acquisition of a dual vocabulary. This topic is addressed in a bilingual case study of an infant who acquired a national language (Indonesian) and an indigenous language (Balinese) simultaneously from birth until the age of one year and eleven months. Within the family, the two languages are used interchangeably. The parents' native language is Balinese, and Indonesian is the neighbourhood’s lingua franca. However, within the peer group, Indonesian is the dominant language. Daily diaries are used to record the child's vocabulary development in combination with weekly video recordings in the two language settings. The study shows that the child develops vocabulary in both Indonesian and Balinese. Since Indonesian and Balinese are closely related, the child also develops words that are shared by the two languages. During the development of the child’s vocabulary, Indonesian words outnumbered Balinese words due to the dominant use of Indonesian in the environment. The research demonstrates that translation equivalents (TEs) mean those language choices are available from the early stages of language development. The study shows that translation equivalents (TEs) demonstrate those language choices are available from the initial stages of language development. The findings highlight that a child who is exposed to two closely related languages can differentiate different language systems from an early age. Despite the child's ability to differentiate between the two languages, the national language develops at a far quicker rate than the indigenous language.
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Gil, David. "The acquisition of syntactic categories in Jakarta Indonesian." Parts of Speech: Descriptive tools, theoretical constructs 32, no. 3 (September 3, 2008): 637–69. http://dx.doi.org/10.1075/sl.32.3.08gil.
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This paper presents empirical evidence for a theory of syntactic categories in the tradition of categorial grammar, in which more complex categories are derived from simpler ones by means of category formation operators. In Jakarta Indonesian, almost all words and larger expressions belong to a single open syntactic category, S(entence), while a small residue of semantically heterogeneous items belong to a single closed syntactic category S/S. The theory predicts that in first-language acquisition, simpler categories are acquired before more complex ones. Thus, for Jakarta Indonesian, it predicts that the category S is be acquired before the category S/S. Examination of a naturalistic corpus of almost one million utterances provides support for this prediction, deriving from errors of overgeneralization, in which members of S/S exhibit the distributional properties of members of S.
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Almos, Rona, Reniwati Reniwati, and Noviatri Noviatri. "KARAKTERISTIK BAHASA INDONESIA ORANG MINANGKABAU." Adabiyyāt: Jurnal Bahasa dan Sastra 12, no. 1 (July 31, 2013): 83. http://dx.doi.org/10.14421/ajbs.2013.12104.
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The Indonesian is multi spoken languages society. Besides speaking with the official language (bahasa Indonesia), they also speaking in their own mother language. The use of local languages or the mother tongue is preferably as second language. Therefore, the acquisition of Indonesian, especially for Minangkabau society is strongly influenced by the structure of the first language. This is called as dialect or style. Slang or style can be seen from the lingual units that used by the speakers of the language. Lingual unit is a unit of language that carries meaning, both lexical and grammatical meaning. Unit lingual include morphemes, words, phrases, clauses, sentences, and discourse. In addition, there is another element which is the smallest unit in the language, segmental elements (phonemes) and supra-segmental elements (intonation). The results of the data analysis showed that there are some unit lingual speech marking Indonesian Minang people, namely: elements of segmental and supra-segmental elements, phatic, and sentence structure. In term of segmental elements, I have found six phonemes in Minangkabau language that affects Indonesian, phonemes are: /e/, /p/, /s/, /k/, and /j/. Moreover, in supra-segmental elements it appears that there tends to tone up the filler constituent predicate function. In declarative sentences, tone up there on the last syllable. In interrogative sentences, tone up tens to present in interrogative qualifiers. In imperative sentences, the intonation rising filler constituents tend be found in the predicate function, especially on the final syllable.
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Schachter, Jacquelyn. "On the issue of completeness in second language acquisition." Interlanguage studies bulletin (Utrecht) 6, no. 2 (December 1990): 93–124. http://dx.doi.org/10.1177/026765839000600201.
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The issue of completeness in adult second language acquisition is critical in the development of a theory of second language acquisition. Assuming the Chomskyan definition of core grammar as being those aspects of the language determined by the interaction of the innately specified Universal Grammar and the input to which the learner is exposed, we need to ask if it is possible for an adult learner of a second language to attain native-speaker competence in the core aspects of the grammar of the second language. This paper examines evidence for presence or absence of one principle of UG, Subjacency, in the grammars of groups of proficient nonnative speakers of English. There are three groups whose native languages - Korean, Chinese, Indonesian - differ from English with regard to Subjacency, Korean showing no evidence of it, Chinese and Indonesian showing partial evidence of it. There is one group whose native language, Dutch, shows the full range of Subjacency effects that English does. If all groups show the same Subjacency effects in English that native speakers do, then it must be the case UG is still available for adult second language learning and completeness in second language grammars is possible; if not, then completeness cannot be included as a possible characteristic of adult second language acquisition. Proficient nonnative university students with the above native languages were given grammaticality judgement tests on a set of sentences containing a variety of structures (islands) and Subjacency violations involving those structures. Analysis showed that though all groups were able to correctly judge grammatical sentences (containing islands) as grammatical, only the Dutch group was able to correctly judge ungrammatical sentences (containing Subjacency violations) as ungrammatical; the Korean subjects performed randomly on this task. This native language effect was shown not to be due to attribute variables, such as age of first exposure to English, number of months in an English-speaking country, number of years of English study, etc. The results support the conclusion that completeness is not a possible property of adult-acquired grammars since adults no longer have access to UG for the second language learning process.
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Devina, Devina. "Cross-linguistic influence of propositional and lexical semantics errors in Indonesian learner texts." Indonesian Journal of Applied Linguistics 11, no. 3 (January 31, 2022): 527–38. http://dx.doi.org/10.17509/ijal.v11i3.36618.
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Advanced language acquisition applies rigorous understanding of the target language (TL) which oftentimes achieved by comparing mother tongue features to the TL. This is where cross-linguistic influence (CLI) occurs as learners transfer knowledge among languages. The study aims at investigating CLI in propositional and lexical semantics through questionnaire, weekly discussion, and assignment entries of 34 learner texts of Indonesian for Business Communication course at a private university in West Jakarta. Referring to Odlin’s (1989) CLI framework of semantics domain, the results show that CLI presents in 1) propositional semantics by 37.6% (i.e., semantic case by 4,3% and semantic universality and relativism by 33,3%) and 2) lexical semantics by 62,3% (i.e., cognate vocabulary by 8,6%; lexical universals and acquisition by 43% and lexicon and morphology by 10,7%). English (as the medium of instruction) influences the Indonesian production in word-choice, demonstrative determiner ini and itu; prefix-suffix conjugation (i.e., particle -lah, active-passive voice); and relative conjunction yang. The findings suggest the patterns of error produced by learners whose mother tongue is Dutch and who use English as their second language. Moreover, in Indonesian for Business Communication course, lecturers can refer to the findings of this research as a guide to support learners with their Indonesian language production. The findings also demonstrate that learners who are familiar with informal-daily Indonesian take more time in developing adequate formal Indonesian, compared to those who do not use the language as their daily communication.
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Novita, Haeriyah. "PEMEROLEHAN KALIMAT BAHASA INDONESIA ANAK USIA LIMA TAHUN (THE ACQUISITION OF INDONESIAN SENTENCE CHILDREN AGED FIVE YEARS)." JURNAL BAHASA, SASTRA DAN PEMBELAJARANNYA 8, no. 2 (October 31, 2018): 245. http://dx.doi.org/10.20527/jbsp.v8i2.5510.
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AbstractAcquisition is a process of mastery of language done by children naturally when he learned the firstlanguage or his mother tongue. In this case, there are two processes that occur in it, namely the acquisitionof language and language learning. Thus, language acquisition is concerned with the first language, whilelanguage learning is concerned with a second language. This study aims to describe the acquisition ofphrases and sentences of Indonesian children aged five years.This research uses a qualitative approachwith descriptive research type of analysis. All data obtained from the speech of a five-year-old childas a source of data. Techniques refer libat proficient, recording techniques, and techniques record is atechnique used by the author to collect data in this study.The results of this study found variations ofphrases and sentences. The phrase in question is a phrase consisting of a nominal phrase, a verbal phrase,a numeral phrase, an adverbial phrase, a preposition phrase, and an adjective phrase. In addition, thefive-year-old also has sentences consisting of core sentences and non-core sentences, single sentences andcompound sentences, major sentences and minor sentences, verbal sentences and non-verbal sentences,as well as free and bound sentences.Thus, the results of this study can be used as one of the comparativematerials with subsequent studies that will examine the acquisition of Indonesian sentence of five-yearoldchild although the aspects studied vary.Key words: earnings, sentences, children five yearsAbstrakPemerolehan Kalimat Bahasa Indonesia Anak Usia Lima Tahun. Pemerolehan merupakan prosespenguasaan bahasa yang dilakukan oleh anak secara natural pada waktu ia belajar bahasa pertamaatau bahasa ibunya. Dalam hal ini, terdapat dua proses yang terjadi di dalamnya, yakni pemerolehanbahasa dan pembelajaran bahasa. Jadi, pemerolehan bahasa berkenaan dengan bahasa pertama,sedangkan pembelajaran. Penelitian ini bertujuan mendeskripsikan pemerolehan frasa dan kalimatbahasa Indonesia anak usia lima tahun. Penelitian ini menggunakan pendekatan kualitatif denganjenispenelitian deskriptif analisis. Seluruh data yang didapatkan dari ujaran-ujaran anak usia lima tahunsebagai sumber data. Teknik simak libat cakap, teknik rekam, dan teknik catat merupakan teknik yangdigunakan penulis untuk mengumpulkan data dalam penelitian ini.Hasil penelitian ini ditemukannyabentuk-bentuk frasa dan kalimat yang bervariasi. Frasa yang dimaksud adalah frasa yang terdiri darifrasa nominal, frasa verbal, frasa numeral, frasa adverbial, frasa preposisi, dan frasa adjektival. Selainitu anak usia lima tahun tersebut juga sudah memperoleh kalimat yang terdiri dari kalimat inti dankalimat non-inti, kalimat tunggal dan kalimat majemuk, kalimat mayor dan kalimat minor, kalimat246verbal dan kalimat non-verbal, serta kalimat bebas dan terikat. Dengan demikian, hasil penelitian inidapat dijadikan salah satu bahan pembanding dengan penelitian-penelitian selanjutnya yang akanmengkaji tentang pemerolehan kalimat bahasa Indonesia anak usia lima tahun walaupun dengan aspekyang dikaji berbeda-beda.
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Kartika, Diana, Eky Erlanda Edel, and Atmazaki. "GRAMMATICAL COMPARISON OF NOUN; INDONESIAN AND JAPANESE LANGUAGES." Humanities & Social Sciences Reviews 7, no. 5 (October 14, 2019): 522–27. http://dx.doi.org/10.18510/hssr.2019.7560.
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Purpose of the study: The purpose of the study was to analyze the grammatical function of the noun of Japanese and Indonesian language and diversification of Noun and the system of inflectional of two language
Methodology: The methodology of the study was qualitative that focused on library research. In this case, the author conducted constructive analysis to analyze the similarities and differences of the languages in terms of form and function by text-book based on Indonesia and the Japanese Language. The text-book based constructive analysis of library research was chosen to be able to evaluate and renovate the text-book used by language students; Indonesian and Japanese so that their understanding of language comparison and contrast of those languages would be better in the future. Additionally, the lingual contrastive theory was also applicated to establish the term of comparison of the noun of Indonesian and Japanese. From the analysis of the data, it found that the diversity of Noun Forms of Japanese as the subject or the object is classified by particles such as WA,O. A different variation is reflected in the form of the noun of Indonesian where it is not followed with the word of the object.
Main Findings: This study also found that the equality form of Noun between Indonesian and Japanese in terms of the function of the subject and the object that refers to the name of people, place, etc.
Applications of this study: The implication of the study is applicated with the process of language acquisition of Japanese as the foreign language of Indonesian students, especially in evaluating and renovating the text-book used by students.
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Suwarno, Peter. "The Acquisition of Pragmatic Competence in Indonesian Abroad Programs: The Importance of Informal Indonesian." PAROLE: Journal of Linguistics and Education 8, no. 1 (October 22, 2018): 26. http://dx.doi.org/10.14710/parole.v8i1.26-37.
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This paper presents some comparisons between speeches of advanced learners of Indonesian with those of the native speakers, which indicates that many advanced learners do not communicate the way native speakers usually do. This can be attributed to the Indonesian language programs that focus mostly on teaching formal Indonesian grammar and vocabularies, neglecting informal conversational Indonesian which is essential for the acquisition of pragmatic competence. This paper discusses the importance of pragmatic competence in Indonesian language learning, including learning various speeches commonly used in daily interactions. Based on recordings of learners’ interactions as well as notes on observations of teaching-learning activities in selected Indonesian abroad programs, this paper describes the challenges of developing pragmatic competence based on examples of learners’ non-grammatical errors as well as inappropriate interactional uses of Indonesian. In addition, this paper will explain issues and challenges of achieving pragmatics competence in these programs and suggests possible solutions.
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Jonathans, Kornelius Rulli. "PEMEROLEHAN BAHASA IBU DAN INTELIGENSI ANAK DENGAN HASIL BELAJAR BAHASA INDONESIA." Way Jurnal Teologi dan Kependidikan 7, no. 1 (April 30, 2021): 16–34. http://dx.doi.org/10.54793/teologi-dan-kependidikan.v7i1.61.
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Abstract
The purpose of this study was to determine the effect of Acquisition of Mother Language and Child Intelligence together on Indonesian Language Learning Outcomes. The results showed the effect of mother tongue acquisition and children's intelligence together on Indonesian learning outcomes with the regression equation Ŷ = 9.120 + 1.654X1 + 0.338X2, with a correlation coefficient = 0.884 with a significance level of = 5% and the determinant coefficient = 78,10%. From the regression equation, it can be interpreted that the Indonesian Language Learning Outcomes score. The constant value = 9,120 indicates that the lowest mother tongue language acquisition (X1) and children's intelligence (X2) conditions do not allow the child to obtain high Indonesian Language Learning Outcomes (Y). The test results obtained regression coefficients of 1.654 and 0.338 indicating a positive effect. From the analysis of the scores on the Indonesian learning test results show that learninglanguage in Kindergarten is less directed towards developing language skills as a whole, but rather emphasizes receptive abilities; listening and reading are relatively good, while the ability is productive; speaking and writing is very lacking, because the child can speak fluently when doing free speech, but when talking is based on lesson themes, the child's speaking ability is a bit choked up, so is writing, because it is only intended to train the child's fine motor skills not intended to develop language skills.
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Syafrizal, Syafrizal, Tricahyani Endah Yuniarti, and Usep Sofyana. "Teachers’ belief on Early Second Language Acquisition in Indonesian Bilingual School." Journal of English Language Studies 5, no. 1 (March 25, 2020): 47. http://dx.doi.org/10.30870/jels.v5i1.7116.
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Sartika Dewi Harahap, Sartika Dewi Harahap. "AN ANALYSIS OF A 1.6 YEAR OLD BOYS’ LANGUAGE ACQUISITION PROCESS (A CASE STUDY ON BILINGUAL FAMILY)." Journal of English Education and Linguistics 1, no. 2 (December 25, 2020): 8–20. http://dx.doi.org/10.56874/jeel.v1i2.241.
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In this case, the writer presents how the child (a boy) acquires the language. The natural process of language acquisition takes place since birth. This study will focus on language acquisition process of a 1.6 year old boy who becomes the object of the observation. In a fact, human language skills can be improved through two ways, namely acquisition and learning. The methodology of this research is descriptive qualitative approach. The techniques of collecting data used are documentation and observation. The objectives of descriptive qualitative study are obtained from the utterances of a 1.6 year old boy, his name is Fati. On the discussion part the analysis will focus on syntax, vocabulary and the factors that affect him in acquiring language. As the object, the boy is obtained four languages as simultaneous languages, namely Indonesian, English, Mandailingnese and Javanese. In conclusion, the object of this case is able to produce words and phrases based on he usually heard
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Mila, Mila. "PENDEKATAN PEMBELAJARAN TERPADU DALAM KEMAMPUAN MENULIS MATA PELAJARAN BAHASA INDONESIA PADA MIN 2 KOTA PALANGKA RAYA." Jurnal Terapung : Ilmu - Ilmu Sosial 3, no. 2 (September 15, 2021): 31. http://dx.doi.org/10.31602/jt.v3i2.6013.
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Penggunaan pendekatan pembelajaran terpadu di dalam pembelajaran kemampuan menulis dalam pembelajaran bahasa Indonesia ternyata dapat meningkatkan kemampuan menulis siswa. Hal ini terindikasi dari adanya peningkatan perolehan kemampuan menulis (KM) yang rendah meningkat ke KM yang lebih tinggi. Pelaksanaan pembelajaran bahasa Indonesia berjalan efektif dalam menerapkan pendekatan terpadu dapat mensinergikan antara kemampuan fisik dan kemampuan psikis sehingga kemampuan menulisnya meningkat. Peningkatan kemampuan menulis siswa Madrasah Ibtidaiyah Kelas Tinggi setelah diterapkan pendekatan terpadu dalam pembelajaran bahasa Indonesia adalah pada kondisi awal perolehan nilai KM adalah 57,5%. Pada siklus perolehan KM tertinggi adalah 65%.The use of an integrated learning approach in learning writing skills in Indonesian language learning can actually improve students' writing skills. This is indicated by an increase in the acquisition of low writing skills (KM), which increases to a higher KM. The implementation of Indonesian language learning is effective in applying an integrated approach that can synergize physical abilities and psychological abilities so that their writing abilities increase. The improvement of writing ability of Madrasah Ibtidaiyah High Grade students after an integrated approach was applied in learning Indonesian was in the initial condition that the KM score was 57.5%. In the highest KM acquisition cycle is 65%.
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Susanto, Susanto, Deri Sis Nanda, and Chunxu Shi. "Analyzing the Speech Sound Structures of Indonesian Child Language." OKARA: Jurnal Bahasa dan Sastra 16, no. 2 (November 15, 2022): 301–13. http://dx.doi.org/10.19105/ojbs.v16i2.5951.
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In the acquisition of language, there could be gradual construction and systematic development of the children's linguistic skills. In their communication, the children speak the words, but their sounds may not be as complete as the adults. This difference between the child and adult language has attracted the attention of scholars in language acquisition to examine if there are specific structures of the child language. This research focuses on the structures of the child's speech sound to see what aspects could explain the difference between child and adult language. The data were the speech of 37 children (Male = 20; Female = 17) with the age range of 1;2 (one year two months) to 5;2 (five years two months). The data was transcribed, and its phonological aspects were classified. PRAAT software (version 6.2.02) was used to study the phonetic properties that support the explanation of the phonological aspects, especially for intensity, duration, and pitch. The study revealed some important aspects of the child language, i.e., syllable deletion, nasal assimilation, velar fronting, lateral substitution, vowel lowering and raising, and pitch harmony. This study may shed new light on the research of speech sound structure for promoting children's literacy programs in Indonesia.
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Gafar, Agum Agidtama, and Jayanti Yusmah Sari. "Sistem Pengenalan Bahasa Isyarat Indonesia dengan Menggunakan Metode Fuzzy K-Nearest Neighbor." Jurnal ULTIMATICS 9, no. 2 (April 2, 2018): 122–28. http://dx.doi.org/10.31937/ti.v9i2.671.
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The Indonesian Natural Sign System (SIBI) is one of the most natural languages of communication, especially for deaf and speech impaired. Deaf and speech impaired can understand and communicate with each other by using sign language, but some normal people will have difficulty understanding sign language with deaf and speech impunity to say. To overcome these problems need develop a system that is able to recognize the Indonesian Sign System (SIBI) which is expected capable of learning media in communicating between the deaf and normal humans. The introduction of the Indonesian Sign System (SIBI) will consists of three main stages: image acquisition, preprocessing and recognition. In this research the classification method used is Fuzzy KNearest Neighbor (FKNN) method. Based on the results of experiments conducted with the classification using the method Fuzzy K-Nearest Neighbor (FKNN) obtained an accuracy of 88%.
Index Term— Fuzzy K-Nearest Neighbor, Sistem Isyarat Bahasa Indonesia (SIBI).
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Taufiq, Mirwan Akhmad. "TA'TSIR AL-BI'AH AL-LUGHAWIYAH 'ALA TA'LIM AL-LUGHAH AL-'ARABIYAH WA TA'ALLUMIHA LI AL-NATHIQIN BI GHAIRIHA." Arabi : Journal of Arabic Studies 5, no. 2 (December 31, 2020): 231. http://dx.doi.org/10.24865/ajas.v5i2.185.
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This study aims to discover the effect of language environment on learning the Arabic language held in Indonesia and Sudan and also to identify the patterns of influence in the acquisition of the Arabic language. In this study, the researcher used the analytical and comparative descriptive method by using various tools: oral and written test for Southeast Asian students who are learning the Arabic language in the Center for Language Development in Indonesia and the Institute of Arabic Language in Sudan. The interview was held to some experts in Arabic teaching who had academic experience in both environments. From this research, it is found that the difference between both environments in the effect is very low; the Indonesian environment may affect students more active than average students in the Sudanese environment. Active learning and active acquisition may remove these environmental boundaries and enables them to improve their Arabic language skills.
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Lestari, Erma, Cattleya Wahyu Pravitha, and Muhammad Yusi Kamhar. "PEMEROLEHAN BAHASA INDONESIA SEBAGAI B2 (BAHASA KEDUA) PADA ANAK DOWN SYNDROME DI LKS DARUL AZHAR." Inteligensi : Jurnal Ilmu Pendidikan 5, no. 1 (August 4, 2022): 9–15. http://dx.doi.org/10.33366/ilg.v5i1.3501.
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This study aims to determine the acquisition of Indonesian as a second language in children with Down syndrome. This research is important to be improved in order to improve the ability to speak Indonesian because it is the language of unity in Indonesian society. The research used qualitative method with samples obtained from 20 children with special needs at the LKS Darul Azhar orphanage through interviews and dialogue with children with special needs at the LKS Darul Azhar orphanage. These children are Down syndrome children who are introduced to Indonesian as B2 or a second language to learn, although not as fast as ordinary children. Environmental support and teaching methods for acquiring a second language greatly affect the tempo of acquiring B2. The acquisition of a second language (Indonesian) in Down Syndrome children needs to be developed because it has a positive impact on the development of communication which is also supported by the process of acquiring learning through training in vowel errors, preliminary tests through pronunciation of words and expressions, finding and characterizing lexical and grammatical.
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Gustyawan, Tofan. "BERMAIN PERAN (ROLE PLAY) DALAM PEMELAJARAN KETERAMPILAN BERBICARA BAGI PEMELAJAR BIPA TINGKAT PEMULA." DESKOVI : Art and Design Journal 2, no. 2 (January 4, 2020): 65. http://dx.doi.org/10.51804/deskovi.v2i2.515.
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Artikel ini ditulis berdasarkan pengalaman praktis dalam merancang bahan ajar BIPA yang sesuai dengan kebutuhan pembelajar BIPA. Kebutuhan pembelajar yang beragam dapat dijadikan sebagai pertimbangan dalam penyusunan bahan ajar BIPA. Kebutuhan pembelajar harus diketahui agar proses pembelajaran bahasa Indonesia dapat terakomodasi. Pada proses pembelajaran memerlukan pengajar yang kreatif menghadirkan konteks Indonesia dalam proses pemahaman bahasa Indonesia. Pengajar BIPA yang kreatif salah satunya adalah pengajar yang mampu mengaplikasikan kemampuan seni dalam proses pemerolehan bahasa sebagai strategi pembelajaran BIPA.This article is written according to practical experience in planning BIPA teaching material which is suitable for BIPA learners' needs. Various learners' needs can be become a consideration in making BIPA teaching material. Learners' need must be known so that Indonesian Language learning process can be accommodated. On learning process is needed a creative teacher whom can bring Indonesian contexts in Indonesian Language comprehension process. One of creative BIPA teachers is a teacher who can apply his art ability in language acquisition process as a strategy in BIPA teaching.
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Diner, Lispridona. "Analisis Bentuk Kesalahan dalam Mengarang Bahasa Jepang yang Dipengaruhi oleh Bahasa Pertama." JLA (Jurnal Lingua Applicata) 3, no. 1 (June 15, 2020): 33. http://dx.doi.org/10.22146/jla.53309.
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Second language acquisition (SLA) for Indonesian students can be in the form of regional languages, Indonesian language, English as an international language or a foreign language. Foreign languages such as Mandarin, Korean and Japanese. The learning process of writing especially at the elementary level, students have difficulty in composing Japanese sentences. Based on observations, this happens because in the process of writing students are still influenced by the first language. Therefore, this study aims to determine the effect of first language in writing Japanese at the elementary level. The research method used in this study is a qualitative research method. The data of this research are in the form of students' essays in the Shokyuu Kohan sakubun course. And the data analysis technique used is the analysis of language errors. Based on the results and discussions, it can be concluded that writing Japanese essays is influenced by the first language, in this case the first language is Indonesian. Of the errors affected by the first language by 67% influenced by the sentence patterns of the first language and 33% influenced by the vocabulary of the first language.
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Zuraida, Lukia, I. Ketut Darma Laksana, and I. Wayan Simpen. "Type of Bilingual Acquisition of Balinese and Japanese Mixed Marriage in Bali." e-Journal of Linguistics 15, no. 1 (December 18, 2020): 66. http://dx.doi.org/10.24843/e-jl.2021.v15.i01.p08.
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Japanese and Balinese mixed marriage children have become bilingual since the early years of the language acquisition period. They acquired the inheritance of the languages (Indonesian, Japanese, and Balinese) from their parents. This research was conducted to find type of language inheritance from parents to their children. Romaine’s six type of Bilingual Language Acquisition in childhood used to determine how the parent transmitting language to their children. The data was gathered using questionnaires and interviews, ten Balinese and Japanese mixed married. The result showed that one person-one language (type 1) approach was chosen by all families. The difference is in the strategy of parents passing on language to their children. Strategy 1 is the parents each speak their own language to the child, strategy 1a; the parents uses mixed code IL/JL/BL, strategy 1b; the parent use IL as father L1 which is dominant in community.
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Zuraida, Lukia, Made Budiarsa, I. Ketut Darma Laksana, and I. Wayan Simpen. "Language Choice of Balinese and Japanese Mixed Marriage Children." Journal of Language Teaching and Research 11, no. 4 (July 1, 2020): 604. http://dx.doi.org/10.17507/jltr.1104.11.
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Japanese and Balinese mixed marriage children have become bilingual since the early years of the language acquisition period. They acquired the inheritance of the languages (Indonesian, Japanese, and Balinese) from their parents. This research was conducted to find the language choice of mixed marriage children of Balinese and Japanese in Bali. The language use domain is divided into two: family and social. In each domain, the topic, the background of the situation, and the people involved are determined. The data was gathered using questionnaires employed to 10 mixed married families. The method includes observation and interviews. The result of data analysis showed that in the family domain there are variations of the children's language preferences when communicating. The children choose Indonesian when communicating with the father, and Japanese with the mother. However, there are also other options for using mixed code between Indonesian, Japanese and also English. In the social domain, the language choice is more homogeneous, which is Indonesian. Meanwhile, it was found that there was resistance towards the use of Balinese by Japanese-Balinese Mixed Marriage Family (JBMF) and the factors that affected the children's language choice were also discovered.
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Yufrizal, Hery. "Negotiation of Meaning and Language Acquisition by Indonesia EFL Learners." TEFLIN Journal - A publication on the teaching and learning of English 12, no. 1 (August 31, 2015): 60. http://dx.doi.org/10.15639/teflinjournal.v12i1/60-87.
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This study was aimed at investigating negotiation of meaning among Indonesian learners of EFL in English interaction. It was also intended to examine which type of tasks stimulate the learners to negotiate meaning. Forty undergraduate students were involved in this study. Information gap, Jigsaw, and Role-play tasks were given to students for dyadic interactions. The results show that the information gap tasks were more productive than the other two types of tasks. The study also shows that more interaction and negotiation of meaning were produced by the learners in the same gender and the same proficiency dyads when they were assigned the information gap and jigsaw tasks.
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Hani, Andi, Ade Rahima, and Abdoel Gafar. "PEMEROLEHAN KOSAKATA DASAR NOMINA BAHASA INDONESIA ANAK USIA 3 TAHUN (STUDI KASUS DI KELURAHAN LEBAK BANDUNG KOTA JAMBI)." Aksara: Jurnal Ilmiah Pendidikan Bahasa dan Sastra Indonesia 3, no. 1 (August 28, 2019): 25. http://dx.doi.org/10.33087/aksara.v3i1.95.
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This research is aimed at identifying the acquisition of basic noun vocabulary of Indonesian language on 3 years old childern in Lebak Bandung area. Thsi research is qualitative descriptive. In conducting the data, the question answer technique is used by showing pictures to 3 years old children in Kelurahan Lebak Bandung. Based on the result of the research, it can be found that 3 years old children are able to pronounce one to six vocabulary which categorize good and less good with their own words. Keywords : Acquisition, Indonesian Language Noun, 3 Years Old Children
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Zen, Evynurul Laily. "Role of Regional Language Background and Speech Styles on the Production of Voice Onset Time (VOT) in English among Indonesian Multilinguals." Indonesian Journal of Applied Linguistics 10, no. 2 (October 18, 2020): 359–68. http://dx.doi.org/10.17509/ijal.v10i2.28604.
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This paper seeks to contribute to the nature of cross-linguistic transfer in the production of English Voice Onset Time (VOT) by adult multilingual speakers in Indonesia in view of how different regional home languages and speech settings shape the phonetic realizations. Three adult multilinguals participated in this pilot project. They are all learners of English as the third language (L3) at the Department of English of a state university in Malang, Indonesia who acquire different regional home languages – Javanese, Sundanese, and Madurese – as the first language (L1) and speak Indonesian as the second language (L2). The participants’ production of bilabial stop consonants of English /p/ and /b/ were elicited from two different speech settings; a careful speech via text readings (monologue and dialogue) and wordlist reading, and a spontaneous speech through natural conversation among participants. 21 tokens from each participant were then analyzed acoustically in Praat. The findings show that the bilingual speaker with L1 Sundanese consistently produced the shortest VOT values of both /p/ and /b/. The Javanese speaker produced the intermediate lag, whereas the Madurese speaker produced the longest aspiration interval. It is shown that the Sundanese language provides the strongest transfer effect, while Madurese gives the least effect. In light of cross-linguistic transfer, however, the overall VOT productions clearly put forth evidence of L1 phonological transfer. The production of non-native bilabial stop VOTs of English is largely due to the absence of this phonetic property in Javanese and Sundanese while Madurese shows marginal similarities. The findings also demonstrate that speech styles play only a marginal role in determining the production of VOTs that the VOTs of /p/ and /b/ in careful speech is found to be slightly longer than in the spontaneous settings. This study makes an original contribution to the area of phonological acquisition in adult speakers by giving attention to the understudied languages of Indonesia in order to more fully understand the interaction of different language systems in multilingual language acquisition and development.
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Lee, Eunji, and Donna Lardiere. "Feature reassembly in the acquisition of plural marking by Korean and Indonesian bilinguals." Representation and Processing in Bilingual Morphology 9, no. 1 (July 10, 2017): 73–119. http://dx.doi.org/10.1075/lab.16018.lee.
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This bidirectional study investigated the L2 acquisition of plural marking in L2 Indonesian by native Korean speakers and in L2 Korean by native Indonesian speakers. Indonesian and Korean are classifier languages with partially overlapping restrictions on how pluralization interacts with quantification, allowing us to test the acquisition of new L2 features vs. the preemption of L1 features that are not in the L2. We also examined how the contextual complexity of new L2 features impacts development. Seventy learners at three L2 Korean proficiency levels and 40 native controls participated in Experiment 1; 61 learners at three L2 Indonesian proficiency levels and 39 native controls participated in Experiment 2. All participants completed three tasks – a Sentence Completion Task, a Grammaticality Judgment Task and a Multiple-Choice Task. Whereas learners were largely able to overcome the difficulty of preemption, they were less successful in acquiring new L2 feature contrasts in more complex conditioning environments.
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Putri, Ineke, Wahyu Widayati, Wahyu Widayati, and Victor Maruli Tua Tobing. "OBTAINING THE VOCABULARY OF DOWN SYNDROME CHILDREN BASED ON INDONESIAN VOCABULARY CLASSES IN SLB C1 AKW KUMARA 1 SURABAYA." Wacana : Jurnal Bahasa, Seni, dan Pengajaran 4, no. 1 (April 25, 2020): 22–28. http://dx.doi.org/10.29407/jbsp.v4i1.14783.
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Vocabulary is a language component that contains all information about the meaning and use of words in the language. The word class is the basis for the discussion of languages. In this study aims to analyse "child vocabulary grade Down Syndrome based on the Indonesian word in SLB C1 AKW Kumara 1 Surabaya". In the discussion and descriptives regarding the acquisition of vocabulary based on the Indonesian word class are included in psychocholinistic studies in morphological scope. The study discusses the acquisition of basic vocabulary forms classified by verb classes, noun classes, and adjectives.The focus on this study aims to describe and analyze the acquisition of basic vocabulary form based on Indonesian word class in SLB C1 AKW Kumara 1 Surabaya. The collection of data in this research is using the method of the free Libic hearing capable of directly recording the event of the speech of teachers and students in the learning activities with the device in the form of handphone, and the method of reading proficient see that in conducting interviews to class teachers.Based on the results of the research that has been done, it is derived data in the form of children with Down Syndrome who are classified into basic vocabulary based on basic verb classes and derived verb classes, basic noun classes, and basic noun classes.
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Mali, Yustinus Calvin Gai. "ADULT LEARNERS’ EXPERIENCES IN LEARNING ENGLISH: A CASE STUDY OF TWO UNIVERSITY STUDENTS IN INDONESIA." IJOLTL: Indonesian Journal of Language Teaching and Linguistics 2, no. 2 (April 17, 2017): 131. http://dx.doi.org/10.30957/ijoltl.v2i2.280.
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As a modified replication of Bellingham’s (2004) investigation, this case study primarily explores experiences of 30s Indonesian university students in learning English as a Foreign Language (EFL) at English Language Education Study Program, Masyarakat University Indonesia (ED-DU). The study specifically investigates cases of two ED-DU students who shared their experiences in learning EFL in their age. I recalled their experiences using an open-ended questionnaire and a semi-structured interview. I continued to collate and summarize the data into themes. Eventually, the present findings reveal six learning patterns of the students, confirm the existence of L2 acquisition for adult learners stated by Bellingham’s investigation, and provide some evidence that EFL learning acquisition is not limited by age.
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Setiawan, Budi. "The Optimal Age of the Second-First Language Acquisition: The Relationship of Language and Physical-Motor Development." Lingua Cultura 13, no. 1 (April 15, 2019): 75. http://dx.doi.org/10.21512/lc.v13i1.5324.
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This research highlighted the language and physical-motor relationship and aimed to find the optimal age for the beginning of the second-first language (2L1) acquisition. The respondents of this research were 50 millennial generations of Chinese families whose children were 0-5 years old. Some children could communicate in Chinese and Indonesian language. Chinese-Indonesian families were chosen by considering their bilingual. This research employed qualitative data which were collected from observations and questionnaires given to parents. The collected data were analyzed by classifying the data into some specific intervals of age based on the language milestones. This research finds that the highest frequency of the beginning in the simultaneous second-first language education is at 13-15 months. This research also proves that the age between 13-15 months is an optimal age to begin educating the second language regarded as the first language for bilingual families.
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Suryati, Nunung. "Indonesian Efl Teachers’ Practice Of Interactional Feedback." KnE Social Sciences 1, no. 3 (April 13, 2017): 489. http://dx.doi.org/10.18502/kss.v1i3.771.
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<p>Interactional feedback is defined as feedback that is generated by teachers in response to both erroneous and communicatively inappropriate utterances that students produce during conversational interaction (Nassaji, 2015). Interactional feedback has been investigated in second language acquisition contexts, but little has been done concerning interactional feedback in foreign language settings, particularly in Indonesian context. In this descriptive study, conducted at junior high school level, it was aimed to identify the actual practice of instructors of English as a foreign language on interactional feedback in their classrooms. A classroom observation protocol was used to collect the data. The results show that teachers in general have applied different types of interactional feedback. However, not all interactional feedback results in students’ uptakes.</p>
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Madinas, Madina. "Multilingual Lexical Development : A case of Children of Indonesian Immigrants in Taiwan." ELT (English Language Teaching Prima Journal) 2, no. 1 (July 8, 2021): 158–86. http://dx.doi.org/10.34012/eltp.v2i1.1825.
Full textAbstract:
The number of immigrants increases tremendously in Taiwan. These recent immigrants originate from a variety of ethnicities; some are Han Chinese from Mainland China, others are mainly from Southeast Asian countries, with Vietnamese as the largest group, followed by Indonesians, Thai, and then Philippines. They brought with them their native languages and cultures (Chen,2010). Kuo (2008) found no difference in the lexical development of 2-6- year-old children of Vietnamese mothers and Taiwanese mothers, but children of Indonesian mothers were found to be slower (Kuo, 2015). This study aim to evaluate the the vocabulary size in Indonesian, Mandarin, and Taiwanese for children of Indonesian immigrants in Taiwan. The researcher investigated whether Indonesian mothers in Taiwan with limited Mandarin proficiency are able to provide the kind of input to facilitate their children’s Indonesian, Mandarin and Taiwanese acquisition or not.This study used Peabody Picture Vocabulary Test to assess their lexical development in Indonesian and Mandarin. The Taiwanese language measure tool is an application developed by Kuo (2017). This study revealed that the vocabulary score of Indonesian score were found to be lower than Mandarin and Taiwanese score and Mandarin score higher than Taiwanese score. The factors related to children’s lexical development were also investigated no correlation between Indonesian mother’s with their children in Indonesian language, because most of them communicate with their limited Mandarin or Taiwanese. Finally, this research should help people to have a better understanding about the phenomenon of multilingual family, where multilingual has become common in the society.
Keyword : Multilingualism, lexical development, immigrant children, vocabulary size
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Sukmana, Husni Teja, JM Muslimin, Asep Fajar Firmansyah, and Lee Kyung Oh. "Building the Knowledge Graph for Zakat (KGZ) in Indonesian Language." ASM Science Journal 16 (July 26, 2021): 1–10. http://dx.doi.org/10.32802/asmscj.2021.758.
Full textAbstract:
In Indonesia, philanthropy is identical to Zakat. Zakat belongs to a specific domain because it has its characteristics of knowledge. This research studied knowledge graph in the Zakat domain called KGZ which is conducted in Indonesia. This area is still rarely performed, thus it becomes the first knowledge graph for Zakat in Indonesia. It is designed to provide basic knowledge on Zakat and managing the Zakat in Indonesia. There are some issues with building KGZ, firstly, the existing Indonesian named entity recognition (NER) is non-restricted and general-purpose based which data is obtained from a general source like news. Second, there is no dataset for NER in the Zakat domain. We define four steps to build KGZ, involving data acquisition, extracting entities and their relationship, mapping to ontology, and deploying knowledge graphs and visualizations. This research contributed a knowledge graph for Zakat (KGZ) and a building NER model for Zakat, called KGZ-NER. We defined 17 new named entity classes related to Zakat with 272 entities, 169 relationships and provided labelled datasets for KGZ-NER that are publicly accessible. We applied the Indonesian-Open Domain Information Extractor framework to process identifying entities’ relationships. Then designed modeling of information using resources description framework (RDF) to build the knowledge base for KGZ and store it to GraphDB, a product from Ontotext. This NER model has a precision 0.7641, recall 0.4544, and F1-score 0.5655. The increasing data size of KGZ is required to discover all of the knowledge of Zakat and managing Zakat in Indonesia. Moreover, sufficient resources are required in future works.
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Yuliati, Ni Komang Dwi Eka. "MOTHER TONGUE-BASED MULTI-LANGUAGE LEARNING IN READING: DEVELOPING PARENT INFORMATIONAL SHEET." Yavana Bhasha : Journal of English Language Education 5, no. 2 (August 21, 2022): 98–105. http://dx.doi.org/10.25078/yb.v5i2.723.
Full textAbstract:
Getting data on the mother language for primary students can be challenging in a multilingual setting as Indonesia. There are around 700 spoken languages spoken in Indonesia. It is often challenging to assess a young learner first language directly because of the shortfall of assets accessible in each language. Getting information on every child's mother tongue acquisition is very important for bridging teaching instruction in primary years, as does in reading. This study's objective was to assess the validity and reliability of an adapted parent questionnaire on the first language development of Indonesian learners that is not specific to a particular language or cultural group. This research and development use a 4-D model (define, design, development, disseminate). The defined stage consists of focus group discussion resulting in the need for mother-tongue information to support instruction in reading comprehension. The design stage is the adaptation of the Alberta Language and Development Questionnaire (ALDeQ)'s existing questionnaire leading to the parent information questionnaire design fitted into the Indonesian context. Field tests and data analysis are conducted in the developmental stage. This descriptive quantitative research did not go through the dissemination stage because not being developed wider. The Gregory content validation formula obtained a score of 1, which was categorized as very high, indicating that the instrument is eligible. The Product Moment empirical validity indicates a high validity. Reliability tests using Cronbach's Alpha formula showed a value of 0.86 which means very high.
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Sukendra, Irmala, Agus Mulyana, and Imam Sudarmaji. "A CASE STUDY OF NL INFLUENCE IN UNIS FKIP ENGLISH DEPARTMENT STUDENTS' INTERLANGUAGE." JURNAL PENELITIAN DAN KARYA ILMIAH 18, no. 1 (June 15, 2018): 46–54. http://dx.doi.org/10.33592/pelita.v18i1.32.
Full textAbstract:
Regardless to the facts that English is being taught to Indonesian students starting from early age, many Indonesian thrive in learning English. They find it quite troublesome for some to acquire the language especially to the level of communicative competence. Although Krashen (1982:10) states that “language acquirers are not usually aware of the fact that they are acquiring language, but are only aware of the fact that they are using the language for communication”, second language acquisition has several obstacles for learners to face and yet the successfulness of mastering the language never surmounts to the one of the native speakers. Learners have never been able to acquire the language as any native speakers do. Mistakes are made and inter-language is unavoidable. McNeili in Ellis (1985, p. 44) mentions that “the mentalist views of L1 acquisition hypothesizes the process of acquisition consists of hypothesis-testing, by which means the grammar of the learner’s mother tongue is related to the principles of the ‘universal grammar’.” Thus this study intends to find out whether the students go through the phase of interlanguage in their attempt to acquire second language and whether their interlanguage forms similar system as postulated by linguists (Krashen).