ENGLISH LANGUAGE ACQUISITION AS A SECOND LANGUAGE BY EIGHT YEARS OLD CHILDREN IN INDONESIA INTERACTIVE STANDARD SCHOOL (IISS) MALANG
| Main Author: | Wijayanti, Wahyu Endah |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2016
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/21739/1/jiptummpp-gdl-wahyuendah-42345-1-pendahul-n.pdf http://eprints.umm.ac.id/21739/2/jiptummpp-gdl-wahyuendah-42345-2-chapteri.pdf http://eprints.umm.ac.id/21739/ |
Daftar Isi:
- Nowadays, there are several schools apply English as daily language in their learning process that effects students to speak English more. Indonesia Interactive Standard School (IISS) is a school which has international curriculum applying English as a basic learning. English is a dominant language in that school, so the students who have no English as their first language, they apply English as their second language. This study is aimed at (1) identifying the English words acquired by the eight year-old children and (2) exploring the factors influence eight year-old children acquire English as a second language in Indonesia Interactive Standard School Malang. This study is qualitative, because the study describes the English words acquisition and factor influences in second language acquisition by eight years old children in IISS Malang and there is no statistical data. The writer gathered the data from IISS Malang. Furthermore, the instruments for collecting the data are observation, interview, and questionnaire. The writer also used the digital camera to record the data. After analyzing the data, the writer found that Subject A and Subject B acquire English words which consist of nouns, modal auxiliary verbs, lexical verbs, adjectives, adverbs, prepositions, pronouns, conjunctions, and interjections/exclamations. The English language acquisition as a second language by the two eight-year old children at second grade in Indonesia Interactive Standard School Malang is influenced by age and aptitude in child-internal factors and child-external factors is from home and school area which are socio-economic status, social experiences, social interaction, and motivation activities.