A. Introduction
Every people need language. Because language can be
regarded as a communication system that relates something to be communicated
with something that communicates, a message on the one hand with a set of sign
or symbols on the other (Soekemi,
2000, p. 3).
Language is a tool of communication therefore language cannot be separated from
human life. They try to understand what
others mean by language. Language can help them to know what other want. Every time language is always developed,
especially in young learners’ world. Young learners like to improve their
language depends on their social and psychology.
Young people like to switch the
language between first language and second language. That is not only happened
in informal situation but also in formal situation. Then, the language that
they used depends on their psychological. And environment and habit are influencing
young learners’ psychological and teacher one of model to teach young learners’
language.
Teacher cannot teach a language
without psychological theory of the language learner and of the language
learning process (Stern, 1983,
p. 317).
The young learners many times make their own language and the teacher should
explore their language to analyze the psychological theory and the teacher
should guide the young learners to use better language.
It is clear that young learners are learning
two languages simultaneously acquire them by the use of similar strategies.
They are learning two first languages and the key to success is in
distinguishing separate contexts for the two languages. In the reality, the
acquisition of both languages in bilingual for learner is slightly slower than
the normal schedule for first acquisition.
According to Jung (Jung, 1981),
a person with emotional problems is likely to deviate markedly from the common
verbal associations on his speech community. It also happened to the learners when they use
their language. Emotional also influence it. Then, social surrounding also
influence their language used.
In this paper will explain the
background of three schools which have different ability to use foreign
language or second language as their language. Here will explain the factors
which make the different ability to use second language. The schools are Sekolah Ciputra, SMP YPPI 2 Surabaya, and
SMP Antartika Surabaya.
1.
Sekolah
Ciputra
Sekolah Ciputra is the largest International
Baccalaureate (IB) World School in Indonesia and the only IB school in Surabaya
and East Java to offer all three International Baccalaureate programs. These programs span the years from Play Group
to Year 12. The IB Primary Years Program (PYP) provides the educational
framework for our students in Play Group, Kindergarten and the Elementary School,
the IB Middle Years Program for Years 7-10 and the IB Diploma Program for Years
11-12. Currently, students going into Year 11 are also able to choose a science
or humanities strand in the two-year Indonesian Program which leads to local
matriculation.
Sekolah Ciputra provides a rigorous
international education, one which enables students to take an active role in
any society while retaining and valuing the customs and traditions of their own
cultural backgrounds. The curriculum is broad and balanced with programmes that
support the growth of the developing child, encompassing social, physical,
ethical, emotional and cultural needs in addition to strong academic
development.
The facilities are excellent,
providing students with access to a running track and football fields,
gymnasium, basketball courts, Art, Music and Drama rooms, computer
laboratories, technology rooms and science laboratories. The school is in the
second year of a four year project to provide interactive technology to every
classroom.
Program across the school are delivered in English
by qualified and experienced native English speaking expatriate teachers and IB
trained Indonesian teachers. The school enrolls students from Indonesia as well
as from many countries around the world and works with parents to provide
language support to meet the needs of individual students. The language which
used in this school is English. All of people in this school fluently in second
language.
2.
SMP
YPPI 2 Surabaya
SMP YPPI 2 Surabaya has
diverse activities and achievements regional and national. The learning
situation and various facilities used optimally in improving students and
teachers. Students and parents believe that YPPI is nowhere fitting for growth
the nation.
The facilities in SMP YPPI 2
Surabaya are excellent. The facilities are each class has digital projector,
air conditioner, and locker. This school has many laboratories, such as physic,
biology, electronic, computer media, and language digital. Besides there are
music room, art room, aula, library, and big yard.
This school has program, such as the
educational program has been completed (MY IPPT), students exchange with
educational abroad, character building, learning Mandarin Chinese, and many
activities like wushu and computer educational program. This school uses
bilingual language, English and Indonesian. And it makes the students able to
speak foreign (English) language in the middle level.
3.
SMP
Antartika Surabaya
SMP Antartika Surabaya is public
school which located in poor economic environment. Almost the students in this
school are from poor economic and situations. Almost of the students cannot
speak their national language (Indonesia) as well as their mother language
(Javanese language).
The situation
and facilities in this school are different from two schools above. This school
has minimum facilities. This school has small yard, simple library and only has
biology laboratory. In this school has conversation subject to support their
foreign language (English). But because of their environment doesn’t support
them, they hard to use English as their language communication although in
simple conversation.
B. Factors
There is no doubt at all about the
importance of examining personality factors in building a theory of second
language acquisition. If we were to devise theories on second language
acquisition or teaching methodologies that were based only on cognitive
considerations, we would be omitting the most fundamental side of human
behavior. There are seven factors which can influence students’ ability to
speak foreign language as their second language (Brown, 2000).
They are :
1. The
affective domain
Affect refers to emotion or feeling. The affective
domain is the emotional side of human behavior and it may be juxtaposed to the
cognitive side. The development of affective stated or feelings involve a
variety of personality factors, feelings both about their selves and about
others with whom we come into contact.
2. Self-esteem
Self-esteem is probably the most pervasive aspect of
any human behavior. Mallinowski (1923)
noted that all human beings have a need for phatic communication- defining
oneself and finding acceptance in expressing that self in relation to valued
others. Personality development universally involves the growth of a person’s
concept of self, acceptance of self, and reflection of self as seen in the
interaction between self and others.
3. Inhibition
All human beings build sets of defenses to protect
their ego. The new born baby has no concept of life. He will learn from his
environment about concept of life. In adolescence, the physical, emotional, and
cognitive bring on mounting defensive inhibition to protect fragile ego, to
ward of ideas, experiences, and feelings that threaten to dismantle the
organization of values and beliefs on which appraisals of self-esteem have been
founded.
4. Risk-taking
Risk-taking is important characteristics of
successful learning of second language. Learners have to be able to gamble a
bit, to be willing to try out hunches about the language and take the risk to
be wrong. Bebe (1983, p. 40) described some of the negative ramifications
that foster fear of risk-taking both in the classroom and in natural settings.
5. Anxiety
The construct of anxiety plays an important role in
second language acquisition. It is associated with feelings of uneasiness,
frustration, self-doubt, apprehension, or worry (Scovel, 1978).
6. Empathy
Empathy is the process of putting yourself into
someone else’s shoes of reaching beyond the self to understand what another
person is feeling. Language is one of the primary means of empathizing, but
nonverbal communication facilitates the process of empathizing and must not be
overlooked.
7. Introversion
and Extroversion
Introversion and extroversion are potentially important
factors in the acquisition of second language. Both are the extent to which a
person has a deep-seated need to receive ego enhancement, self-esteem, and a
sense of wholeness from other people as opposed to receiving the affirmation
within oneself. It actually needs other people in order to feel good. But
extroverts are not necessarily loud-mouthed and talkative.
- Discussion
From three schools above, the students have
different background. Sekolah ciputra always use English as their language. And
the families always support their children to speak English. So, the students
have big motivation to speak English. But sometimes if the students get angry,
they will speak in Indonesia or Javanese. So, in this case the affection domain
is influence of someone in language. They also learn to speak English since
they were child. it
has been observed for centuries that young children seem to learn a second language ‘more easily’ than adults (Stern, 1983, p. 361). Children are more easily to memorize
new learning than adults. In this school, since in kindergarten has used
English as their language. A child learns the language of its social
surrounding. Inhibition factor plays here.
In this school, all of
the factors which can influence English as their language are playing here. The
students do not anxiety and do not need take the risk. Their environment supports
them to speak English. So, they will empathy to speak English and they feel
extroversion.
In the second school,
SMP YPPI 2 Surabaya comes from middle background students’ family. It means the
family from middle economic and education. So, it makes students easier to
learn English from their family. Because almost of students’ family can speak
English. The social status of the second language in
relation on first language, group relation, economic, or politic factors, are
likely to influence motivation to learn a second language (Stern, 1983, p. 378).
Learning in environment
is also of importance to general and theoretical psychology (Stern, 1983, p. 304). The psychology is particular
interested in the interplay of stability and change in man. And learning is
also general concept which refers to the modifications and adaptations of
organisms to their environment. Self-esteem in this part is so help learner to
speak another language.
In this school, the
students not too notice their grammar. Osgood and Sebeok (1954) in (Stern, 1983) that grammar is not to important but
the important thing is the psychological of the learners when they use the
foreign language. The net effect for psychological approach to language
behavior was a reorganization of the complexity of that behavior. The important
thing is they can communicate by that language and they know how to use that
language.
The students can learn
grammar in the class. Then, the teacher asks the students to apply the grammar
in their daily speaking. In the class teacher should correct if the students
have mistakes. The teacher should give right manner when give students
correction. If the teacher makes the students offense, it will be influence
student’s psychology.
Here the teacher should
help the students to build their confident to speak English, because they have
self-esteem to speak English. Before going to the students, the teacher must
learn to speak English first, such as greeting, parting, common, and other
simple conversation. It will support students’ ability.
The last school has difference
and lowest school from two others. SMP Antartika is the lowest students’
ability and facilities. Students’ families in this school have low economic and
knowledge in education, moreover foreign language. If they find people who
speak foreign language, they will sneer. They are taboo with people who speak
foreign language.
When a student tries to
speak English with their friend or teacher, other will sneer the student who
speaks English. It makes students anxiety when they speak English and afraid to
take the risk. When the teacher asks, why the student doesn’t want to speak
English, the student answers those they afraid to sneer by their friend. They
have big anxiety when they will speak foreign language.
Besides not all of the
teacher support the students to speak foreign language. Not all of the teacher
can speak English, although greeting and parting. It is different with concept
of empathy. The concept of empathy which has been used in clinical and
personality psychology has been applied to the ability of the second language
learner to identify with the communicative behavior of users of the target
language (Stern, 1983, p. 381). The situation in this school does not
give full support for the students to speak foreign language. Actually, the
headmaster decides to give the students conversation as subject in the class. But
in reality, the teacher who can help the students to speak English only the
headmaster and English teachers.
To the tendency to
withdraw from social interaction and be preoccupied with inner thoughts and
feeling (introversion) and the tendency to be outgoing and interested in people
and things in the environment (extroversion) (Eysenck, 1970). The students in this school have small
interaction to apply their English as their foreign or second language. That is
not only happened in the school but also in home. The society in their home
knows nothing about English. They still surprise if someone speak in English. This
condition can’t help the students to apply their ability. Actually children
learn their language from their environment. Stern (1983, p. 293) stated in his book that “proportion or
aspects could be explained most convincingly as the result of environmental
influences and learning”. Social is strong aspect which influences students’
ability and knowledge about everything that students want to know.
The fact which has
explained above also has relation with inhibition of young students. The
inhibition is relates with someone’s ego. When someone was born, he knows nothing
about what they need. He will learn from his environment. From his environment,
someone will build their ego. In adolescence, he has
fragile ego. Because when someone adolescence, their soul unstable. So, the
language that used in his society will influence someone’s language. And the
society will build the characteristic and psychological. Characteristics and psychological of
students also influence students’ ability. That was I stated in the previous
paragraph.
The condition of
learning and the learning process are influence students’ learning. Expected possibilities
of a more profound analysis of foreign language use which could prove to be
very helpful to foreign language learning (Clark & Clark, 1977). The teacher will find many
difficulties if the students do not confident to practice. There are two main condition
which can help learners learn foreign language; environment condition and
classroom condition. Many researchers believe that the condition which learner
should study in the first place was not of language learning in the target
language environment and outside the classroom or in informal teaching.
Teaching learning process in language acquisition
can apply outside the class not only in the inside the class. In the educative
society’ teaching is not confined to formal school setting. If the learning does
in informal condition, the students are more enjoy practicing the language. The
natural language setting and the educational treatment should complement each
other.
The important for the interpretation of the language
learning process is the specific condition. The various determinants impinging
on language learning like social context and learner characteristic. It is the
educational treatment that can most readily be modified and adjusted to
different social and language environments and to individual learner factors.
Sometimes, teacher needs give the students special treatment to increase their
ability in using English as their language.
The best reserved for general tendencies or overall
characteristics of the approach employed by the language learner, leaving
learning of the approach employed by the language forms of observable learning
behavior, more or less consciously employed by the learner. Active planning
strategy can help students to improve their language.
Conclusion
Each student always has reason, why
they cannot master language. Besides each student has different ability to
master a second language or foreign language. It depends on the surrounding
which influence student’s growing. Family, environment, and teaching learning
process in the class are most influence the learner to mastering second
language acquisition. Each learner has different ability to produce their own
language acquisition.
There are seven factors which
influence the learner to produce language acquisition well. They are the
affective domain, self-esteem, inhibition, risk-taking, anxiety, empathy,
introversion and extroversion. The factors which will they get are from their
own learners’ surrounding. The support from their own surrounding can help them
to produce and use their second or foreign language.
References
smpantartika.wordpress.com
sekolahyppi.net
http://www.sekolahciputra.sch.id/
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