CHAPTER 1

INTRODUCTION

1.1. Background Of The Study

Language acquisition is categorized as two : first language acquisition as mother tongue

and second language acquisition. In the first acquiring of a child's language by imitating the first
language of his family, at this process the child is unaware of his learning the language. Having
mastered one's first language in the next process inevitably requires greater communication, to the
outside world and to improve one's life. Therefore one will strive to study a second language. The
second language gained is consciously studied, while the acquisition of the first language is
unknowingly acquired by the child with his family. The acquisition of two more to the conscious
process of language comprehension.

Language acquisition by children is one of the greatest and most amazing human
achievements. That is why this problem received great attention. Language acquisition has been
intensively studied for more than two decades. At that time much was learned about how children
speak, understand, and use language, but very little is known about the actual process of language
development. One thing to note is that language acquisition is very much determined by the
complex interactions of aspects of biological, cognitive, and social maturity.

Every modern approach to language acquisition will face the fact that language is developed
from the beginning when each child utilizing various innate capacities that are diverse in their
interactions with world and social experiences. Therefore, it is not surprising that most modern
approaches to language acquisition are not focused on one aspect of the process of language
acquisition.

The aim of this paper is to analyze the main factors influencing the process of second
language acquisition, in an attempt to understand if their effect is a positive or a negative one. In
order to achieve this purpose, it is primarily necessary to provide a definition of second language
acquisition and to discuss some important issues related to it. Many factors that affect SLA ,
including internal and external factors. One external factor that affect SLA is technological media.
technological media has a lot of effect on SLA mastery, one of which is YouTube. in this paper we
will review the SLA supporting external factors. but this paper only focuses on one factor ; learning
media as one of the factors that affect SLA. one example of the case of external factors (media
technology) that affect SLA occurs in children 3-5 years old. How can such children can master a
lot of vocabulary in English through YouTube.

1.2. Problem Of Study

Based on the background above, this problem can be formulated as follows?

1. What is the second language acquisition?
2. What is the factors influencing SLA?
3. What is the study case in external factor influncing SLA?

1.3. The Objective Of The Study

1. To know the second language acquisition.

2. To know the factors influencing SLA.
3. To know the study case in external factor influncing SLA.
 CHAPTER II
DISCUSSION

2. 1. Second Language Acquisition (SLA)

Acquisition is basically another word for learning. However, it is sometimes used for
different use and meaning such in second language acquisition. The pro-cess by which a person
learns a language is sometimes called acquisition instead of learning, because some linguists believe
that the development of a first language in a child is a special process (Richards, 1985, p.3). (Ellis,
1986, p. 292; Alice Omaggio, 1986, p. 29) explain that acquisition can be broadly defined as the
internalization of rules and formulas which are then used to communicate in L2. They further say
that it is the spontaneous process of rule internalization that result from natural language used while
learning consists of the development of conscious L2 knowledge through formal study. In other
words, acquisition is unconscious study of a language in natural way and it is not depends on the
language teaching. On the other hand, learning is a conscious study through formal instruction such
as language classroom learning.

In Longman Dictionary of Applied Linguistics, Jack Richards, et al. (1985, p.252) states that
second language acquisition is, “the process by which people develop proficiency in a second or
foreign language.” Rod Ellis (1986, p. 4) explains that SLA is “a complex process, involving many
interrelated factors. It is the product of many factors pertaining to the learner on the one hand and
the learning situation on the other.” In addition, Victoria Fromkin et. al (2002, p. 593) says that SLA
is“the acquisition of another language or language after first language acquisition that is under way
or completed.” To conclude, second language acquisition (best known as SLA) is subconscious
study through which a person acquires L2 or additional languages.

Defining Second Language Acquisition (SLA) is not an easy task and many perspectives
have to be taken into consideration in order to provide a clear account of the topic. A discussion
about SLA can be started stating that it can primarily be defined as the process through which
people learn a foreign language. Linguists have always shown a great interest in this field of
investigation and many studies on this topic have been conducted. For this reason, SLA can also be
conceived as “a field of inquiry that studies how humans acquire a mental representation of another
language after the first has already been acquired” (Keating 2015:2). To be more precise, SLA can
be defined on the one hand as the process of learning a new language, and on the other hand as the
linguistic science that aims to study and analyse how this process works.

The terms acquisition and learning will mainly be used synonymously. Summarizing all the
issues discussed until this point, it is possible to assert that “the term second language acquisition
refers to the subconscious or conscious processes by which a language other than the mother tongue
is learnt in a natural or a tutored setting. It covers the development of phonology, lexis, grammar,
and pragmatic knowledge” (ibid.). After having provided a clear definition of what is intended in
this paper for SLA, discussing some problematic issues related to this topic, it is now possible to
proceed with the proper scope of this analysis and begin to investigate factors influencing second
language acquisition.

2.2. Factors influencing Second Language Acquisition

As already seen, SLA is not a simple phenomenon to describe. In fact, an observation often
made by many researchers about the process of acquisition of a foreign language is that each learner
acquires a different knowledge of it. In other words, SLA is not a predictable and uniform
phenomenon, on the contrary it is “the product of many factors pertaining to the learner on the one
hand and the learning situation on the other” (Ellis 1985:4). In this section a classification of these
factors will be provided, although taking into consideration that all of them influence each other
and, therefore, there is no simple categorization or explanation. A precise account has always to
consider how these aspects interact. Generally, it is possible to distinguish between external factors,
meaning that the linguistic and social environment has an impact on SLA, internal factors, that are
related to the learner´s existing knowledge and the internal mechanisms that guide the process of
second language acquisition, and individual learner factors, such as language aptitude and
motivation (Ellis 2008:204).

A. Internal factors

Internal factors are those that the individual language learner brings with him or her to the particular
learning situation.

 Age: Second language acquisition is influenced by the age of the learner. Children, who
already have solid literacy skills in their own language, seem to be in the best position to
acquire a new language efficiently. Motivated, older learners can be very successful too, but
usually struggle to achieve native-speaker-equivalent pronunciation and intonation.
 Personality: Introverted or anxious learners usually make slower progress, particularly in
the development of oral skills. They are less likely to take advantage of opportunities to
speak, or to seek out such opportunities. More outgoing students will not worry about the
inevitability of making mistakes. They will take risks, and thus will give themselves much
more practice.
 Motivation (intrinsic): Intrinsic motivation has been found to correlate strongly with
educational achievement. Clearly, students who enjoy language learning and take pride in
their progress will do better than those who don't.
Extrinsic motivation is also a significant factor. ESL students, for example, who need to
learn English in order to take a place at an American university or to communicate with a
new English boy/girlfriend are likely to make greater efforts and thus greater progress.
 Experiences: Learners who have acquired general knowledge and experience are in a
stronger position to develop a new language than those who haven't. The student, for
example, who has already lived in 3 different countries and been exposed to various
languages and cultures has a stronger base for learning a further language than the student
who hasn't had such experiences.
 Cognition: In general, it seems that students with greater cognitive abilities (intelligence)
will make the faster progress. Some linguists believe that there is a specific, innate language
learning ability that is stronger in some students than in others.
 Native language: Students who are learning a second language which is from the same
language family as their first language have, in general, a much easier task than those who
aren't. So, for example, a Dutch child will learn English more quickly than a Japanese child.

B. External factors

External factors are those that characterize the particular language learning situation.

 Curriculum: For ESL students in particular it is important that the totality of their
educational experience is appropriate for their needs. Language learning is less likely to
place if students are fully submersed into the mainstream program without any extra
assistance or, conversely, not allowed to be part of the mainstream until they have reached a
certain level of language proficiency.
 Instruction: Clearly, some language teachers are better than others at providing appropriate
and effective learning experiences for the students in their classrooms. These students will
make faster progress.
 The same applies to mainstream teachers in second language situations. The science teacher,
for example, who is aware that she too is responsible for the students' English language
development, and makes certain accommodations, will contribute to their linguistic
development.
 Culture and status: There is some evidence that students in situations where their own
culture has a lower status than that of the culture in which they are learning the language
make slower progress.
 Motivation (extrinsic): Students who are given continuing, appropriate encouragment to
learn by their teachers and parents will generally fare better than those who aren't. For
example, students from families that place little importance on language learning are likely
to progress less quickly.
 Access to native speakers: The opportunity to interact with native speakers both within and
outside of the classroom is a significant advantage. Native speakers are linguistic models
and can provide appropriate feedback. Clearly, second-language learners who have no
extensive access to native speakers are likely to make slower progress, particularly in the
oral/aural aspects of language acquisition.
 Learning media: Learning media, in general, are tools for the teaching and learning
process. Everything that can be used to stimulate the mind, feelings, attention and abilities
or skills of students so that it can encourage the learning process. learning media is also
helpful in obtaining language. both print, audio, visual and audiovisual media.

2.3. Learning Media Influencing SLA (YouTube as Technology Media)

In the modern era, the use of technology and devices is not as a complement in everyday
life. But has become a necessity. The existence of the latest device certainly can not be separated
from technology that continues to grow. Technological progress can be compared to a double-edged
knife. On the one hand, it is very helpful for all human activities, but on the other hand, technology
can change patterns of human behavior. The development of technology and the sophistication of
the device is well known to all circles, regardless of age. Even early childhood is also being
deceived by the sophistication of devices that have many applications.

Existing applications in the device certainly has a variety of features that can attract the
user's attention. One gadget application that has many features is Youtube. Youtube is a lot of
applications used by modern society today for various functions. Not only can you get a variety of
visual content, but Youtube can also be used to listen to songs to watch a variety of content the
other.

YouTube (Wikipedia) is a video-sharing website created by three former PayPal employees

in February 2005. This site allows users to upload, watch and share videos. The company is
headquartered in San Bruno, California, and uses Adobe Flash Video and HTML5 technology to
display a variety of user-created video content, including movie clips, TV clips, and music videos.
Also, there is amateur content such as video blogs, short original videos, and educational videos.
YouTube has become a worldwide phenomenon which is a video sharing site that serves as a means
to share videos online.

YouTube can be a source of learning and learning media that can meet the demands of the
needs of the digital generation. YouTube can increase interest and support the learning styles of the
digital generation. YouTube also offers a learning experience with useful new technology. Also,
YouTube provides hundreds of thousands of videos with a variety of topics that can be integrated
into children's learning. YouTube will also be a vast, free video library for anyone who will
encourage becoming an independent learner.
 Diverse video content on YouTube if properly utilized, will certainly be able to provide
benefits and positive impacts for children. One of them is the introduction and mastery of foreign
languages in a fun way. Through youtube, children will be able to master things faster, record in the
brain, and apply them in everyday life.

2.4. Case Study Of Learning Media As External Factors That Influence SLA (Case Study On
Children In 4 Years Old )

Early Childhood is a period where children begin after passing a fully dependent baby,
which is about 2 years of age until the child is sexually mature, which is about the age of 13 years
for women and 14 years for men. During this period several significant changes occurred, both
physically and psychologically. Several experts divided childhood into two, namely early childhood
and late childhood. Early childhood lasts from 2 years to 6 years, and late childhood from 6 years to
when children are sexually mature.

After a child acquires the first language, the child will experience the process of acquiring a
second language through what is called language learning. The term language learning is used on
the belief that a second language can be mastered only from the learning process, deliberately and
consciously. This is different from mastering the first language that is obtained naturally,
unconsciously in the family environment. While those who use the term second language
acquisition assume a second language is something that can be obtained formally in education, as
well as informally in the living environment.

One of the factors that influence the acquisition of a child's second language is technology
media (youtube). This case occurred in a child named MS who is 4 years old who likes to watch
YouTube. as is known, children who are 4 years old are fluent in speaking and have acquired their
first language. 4-year-old children tend to already understand the situation around them, and it will
be very easy to mimic what they see and hear. because of seeing his child's passion for YouTube, the
mother took the initiative to limit the videos that their children will watch to fit their child's age, as
well as learning media for the child. therefore his mother chose an English video song about
learning colors, numbers, letters, animals, fruit, and others.

At first, the child only likes the songs and pictures in the video. but over time the child can
begin to mimic the sound of the video. as with color, MS can begin to distinguish colors in English.
even MS is quite fluent in the pronunciation of each word because what he imitates is a native
speaker so that the pronunciation is almost 85% similar to the native speaker. because the tendency
of small children is that he will mimic what he sees and hears, but the mother also limits the use of
youtube on her child and continues to accompany when watching. so that the child is not addicted to
watching YouTube and free from content that is not the time for him to watch.

In this case, it can be seen that YouTube can have a positive effect on children's English
vocabulary knowledge. indirectly children have obtained their second language through external
factors. this is by the theory of affective filter hypotheses according to Stephan Krashen (2002).
 CHAPTER III
CONCLUSION

3.1. Conclusion

Based on the explanation above, it can be concluded that second language learning is
influenced by two factors; internal and external factors. Both have an important role in the success
of second language learning. External factors discussed in this paper (learning media) which is
technological: youtube is one of the factors in the realization of a second language.

Case study that occur in 4-year-old children named MS can be used as evidence that
youtube is also a learning media that supports SLA. By watching English learning content in the
form of video songs about the introduction of numbers, colors, letters, etc., children can imitate the
words in the video. so that the mastery of English vocabulary as a second language in these children
will be more. even his pronunciation is more eloquent because what he listens to is a native speaker.

3.2. Suggestion

After looking at the case studies that have been presented in this paper, we can see the
positive impact of technology media (youtube) as a factor influencing SLA. however, it is
recommended for mothers who have 3-5-year-old children, who tend youtube, to limit their use. it's
good for the mother to continue to accompany and direct the child when watching Youtube. it is
caused in addition to the positive impact of YouTube's negative impact on the development of
children's language. if it is not controlled the child can be addicted and do not want to learn
anything else. besides youtube content that is not the time for them to watch can damage the
mindset of children if without the guidance of his mother. this is where the role of parents is very
important for learning SLA in children.
 BIBLIOGRAPHY

Brown, Penelope and Stephen Levinson. 1987. Politeness: Some universals in Language Usage.
Cambridge: Cambridge University Press.
Chaer, Abdul. 2010. Kesantunan Berbahasa. Jakarta: Rineka Cipta.
Chaer, Abdul dan Leonie Agustina. 2004. Sosiolinguistik, Perkenalan Awal (Edisi Revisi). Jakarta:
Rineka Cipta
Dulay, Heidi C., Burt, Marina, and Krashen, Stephen. (1982). Language Two. New York: Oxford
University Press.
Dulay, Heidi C, and Burt, Marina K. (1980). You can’t Learn without Goofing an Analysis of
Children’s Second Language ‘Errors’. London: Longman.
Ellis, Rod.1986. Understanding Second Language Acquisition. New York: Oxford University Press.
Mansoer Pateda. 2001. Semantik Leksikal. Jakarta: Rineka Cipta.
Wilkins, David.1972. Linguistics In Language Teaching. London: Edward Arnold