A STUDY OF 4-6 YEARS OLD CHILDREN’S

ENGLISH ACQUISITION IN DHARMAWANITA

KINDERGARTEN BANGKALAN

THESIS

BY :

ELSYA NUR AZIZAH MAULIDYA

180511100009

ENGLISH STUDY PROGRAM

DEPARTMENT OF SOCIAL AND CULTURAL SCIENCES

FACULTY OF SOCIAL AND CULTURAL SCIENCES

UNIVERSITY OF TRUNOJOYO MADURA

2022
 CHAPTER I
INTRODUCTION

1.1 Background of the Study

Children are priceless creature that God gives to complete human life, kids
come to their parent’s life with blissful, like they're present for their parents.
Keeping and allowing them to grow up is a responsibility. The unique factor is,
children additionally can be a guide for some reason. For example, they will be
able to ask random questions like, “why will we need to breathe?” there might be
any other random question for adult like, "why there are day and night?". Children
at once make parents analyze some thing new in life, and also make parents think
deeply indirectly, although it isn't something instructional, however it is
something sensitive too. It is like there is a class for life lessons in which the
teacher is the children and the students are mother and father. We need life lessons
to live on on this cruel global. Random question is considered one of aspect that
precise from children and make parent examine something. While children come
to parent life they may complete human life.

Selecting schooling for children can be very hard. Normally, parents will
attempt to clear out whatever with a purpose to be better for children's schooling.
Trying to give the best quality for children is important necessity. However there
is a hardest thing, such a letting children to choose which education field that
literally they want to focus deeply. Maybe it is going to take time however at the
same time it is very useful because it helps children to make them enjoy the thing
that they want to learn about. So it means, parents must not force children to focus
on learning something that they do not interest. Guessing out something what
make them interesting and making sure their passion before we decide which the
best education for them is such a quiet out-dare. Then if the parents are afraid if
they indirectly will force children, they can visit psychologist for knowing what
their interest. Or another way is seeing the children’s behavior in their daily
activity. In conclusion, selecting schooling for children is quiet out-dare and takes
a moment but it is better rather than wasting a lot of money et and time for
something that actually forcing them.

Age becomes something important thing for children when they would like
to learn something new. Because age is being the measurement for children to
guess whether they are ready or not to learn that thing. Unfortunately some
parents do not know about the critical period of children in acquiring a second
language. So it has meaning that mostly parents do not notice when their children
are literally able to follow every knowledge when acquiring a second language.
This moment is called as ‘ sensitive period children’. In this time, they are easier
to catch up new things, including language. It is also known as critical period for
children so it is best time to educate children for some good lessons. However if
we do not notice what age will be the best for children to acquire second
language, the effort of acquiring a second language will be nothing for the
children. Therefore, it is necessity for parents to find out first when it is children’s
critical period and sensitive period so it is going to be helpful for children to
acquire second language.

Based on critical period hypothesis delivered by Thomas Scovel, children

have more potential to learn or even acquire a second language rather than an
adult. Scovel (1988) as cited in Hu (2016) explains the critical age period as in the
following below:

In brief, the critical period hypothesis is the notion that language is the
best learned during the early years of the childhood, and that after
about the first dozen years of life, everyone faces certain constraints in
the ability to pick up a new language.

From that statement above, Scovel proves that the theory of the critical age period
will be more successful if learned in early childhood. It is because the elasticity of
children’s brains still easy to control and easier to memorize something rather
than adults. When the brain of adult and children are compared, the adult’s brains
will do more effort to keep more space for something new. It is because the other
storage in adult’s brains already filled with many experiences that they have done
in their lives. Different from children’s brains, their brains are still fresh. They
still have many empty storages to be filled with something new. So it makes the
children easier to catch something new like acquiring second language. Therefore,
it is suggested if children in critical period acquire their second language.

One of advantage of acquiring English as second language is increasing

abilities for communicating to each other. It will be able to make children easier
when they who are fluent in their second language meeting someone new from the
another regions of the world. So the children do not need worry how to
communicate with other people who can not speak their first language. Because
they are able to use English as their communication tool. In conclusion, second
language gives effect to children’s communication and it will be very helpful for
them in the future.

And then, there is the other interesting thing of acquiring a second language
is being a pride of having kind of this child, moreover for children who become
master in their second language. It is going to be an adorable part of parents’ life
moment when noticing their children can do something what some adults also do.
Especially, if the child is able to speak English as second language, the parents
will be more potential for showing off their children who can speak a second
language fluently. So the parent hope is making other parents are heartburning
and force their children take some expensive course to make their children are
able to speak a second language fluently too.

Another reason for children acquiring a second language and learning more
than a language is capability of their brain that have elasticity to learn something
new. Therefore, when children learn something new make them understanding
easily rather than an adult. Moreover in language, it is such a general secret that
language becomes communication tools. So the key is, the younger someone learn
something, the easier he understands.

Children are also can be called as natural language learners; according to

second language acquisition theory, they can learn faster and with much less
difficulty than adults, but they should be exposed to natural learning
environments, to real communication situations and to special teaching practices
that make learning a meaningful, enjoyable and lifelong process. (Gonzales, 2010,
p.96-67) Therefore, children’s brain elasticity is very helpful for acquiring second
language. Because, they memorize thing easily but adult’s brain is not. And then,
by practicing a second language in daily conversation is going to improve their
ability and make them become a master second language easily.

Acquiring a second language also give some advantages for children. They
can find or search any information from everywhere without worrying about the
language because they are able to understand that language. They probably find
out or search those information from internet or maybe television. Taking an
example from children who get new knowledge by watching television but on
discovery channel. We will not worry about the language speak in that discovery
channel so it does not become a barricade for them to understand what they watch
in television even though discovery channel. However one of important point is
children will not feel strange if they listen and read English text. But they will get
used because acquiring a second language in their sensitive period and critical
period already became their general activity.

And then the other advantage for children who acquire second language is
they can understand in learning another language than children who do not
acquire any second language. They also naturally get easier to learn next language
that they interest as their third, fourth, and other languages. It is because they
already knew the simple ways of acquiring another language so they do not need
to be confused about the strategy. It also means children who already acquired
second language do not think which good strategy that can fit them when learning
other language. And it is automatically very useful for them.

However children critical period usually prefer to play rather than trying to
find out something new. So it automatically makes them bored easily. However,
kindergarten becomes an alternative way to be place where children can learn
about something new and play at the same place. Kindergarten is also being a
place for children to be acquired vocabulary. Vocabulary is basic component in
acquiring language. Vocabulary is the total number of words in a language
(Homby, 1995:1331). Vocabulary is the component that we need to arrange a
phrase or even sentence.

Thus, in this study, the writer is going to analyze the stages and the
psychological factors in English vocabularies acquisition found by 4 - 6 years old
children at Dharmawanita Kindergarten Bangkalan in the academic year
2021/2022. This school is selected as the location of object of this study because
this kindergarten is admitted as kindergarten that has middle accreditation. So the
writer interests to analyze the ability of the students in acquiring their English
skills as second language.

1.2 Statements of the Research Problem

Based on the background issues of the study above, the writer have some
problems that need to be analyzed in this study. Those are:

1. What are stages found in English acquisition shown by the 4-6 years old
children at Dharmawanita Kindergarten Bangkalan?
2. What is the most dominant stage found in English vocabulary acquisition
by the 4-6 year-old children at Dharmawanita Kindergarten Bangkalan?

1.3 Objectives of The Study

1. To identify the stages in English acquisition by the 4-6 year-old children
in Dharmawanita Kindergarten Bangkalan

2. To find the most dominant stage found in English vocabulary acquisition

by the 4-6 year-old children in Dharmawanita Kindergarten Bangkalan.
1.4 Significance of The Study

This study expects to be useful for theoretically and practically contributions.

Theoretically, in this study expects to improve and give more information about
Second Language Acquisition at sensitive period of children. So it is hoped to
make people more aware about Second Language Acquisition at sensitive period
of children. In view of the second language will be acquired by children in a
sensitive age period, there will be something new such as new vocabularies to be
memorized by the children, the grammar to be practiced by the children, and also
the right pronunciation that the children could pronounce and master it. Therefore,
people especially parents can notice in what ways their children with sensitive age
period more mastering. Furthermore, there will be some topic to be analyzed and
also there will be warning for us not to do the same failures while doing the
analysis later. And then, this study also will become the guideline for other people
who want to make this analysis study as the previous studies. For practically, this
study will help English teacher in improving how the strategies they teach English
for young learners, especially for children with a sensitive age period. And for
that, people already noticed what the most needed things that they can learn from
that. They might direct their children so that their children can choose which one
between grammar, pronunciation, or maybe the vocabulary that they get more
interesting to be master.

1.5 Scope and Limitation of The Study

The scope of this study is Psycholinguistics field that focuses on children’s

second language acquisition. And then the study’s limitation is the stages in
English vocabulary acquisition that is found by 4-6 years old children at
Dharmawanita Kindergarten Bangkalan in the academic year 2021/2022 based on
syllabus in the kindergarten. And then the writer uses theory by Tabors and Snow
(1994) to analyze the stages found in English acquisition shown by the 4-6 years
old children in Dharmawanita Kindergarten Bangkalan. The writer choose this
theory because this theory suitable to help in analyzing the stages of Second
Language Acquisition at sensitive age period of children.
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter provides some theories related to this study. The writer is more focusing on
the stages of second language acquisition theory proposed by

2.1 Psycholinguistics
As we know that ‘Psycholinguistics’ comes from psychology and linguistics.
Although those each the words has different referring to the name of science. Generally,
psychology often defined as a study about behavior, mental ftmction, and human mental
processes based on scientific procedures. While linguistics is defined as a study about
language. Psycholinguistics can be a study of interrelationships between linguistics factors
and psychological aspect, the study of the relation between mind and language, especially
how language is acquired and memorized. Lehmann (1976:27) points out,
“Psycholinguistics is the study of the relation of language and behavior “. In the other
words, in the process of second language acquisition, the mental readiness and intention
are playing an important role because it also makes the learners learning easily.

2.1.1 Second Language Acquisition

“Second language acquisition (SLA, for short) is the scholarly field of inquiry that
investigates the human capacity to learn languages other than the first, during childhood,
adolescence or adulthood, and once the first language or languages have been acquired. It
studies a wide variety of complex influences and phenomena that contribute to the puzzling
range of possible outcomes when learning an additional language in a variety of contexts.
SLA began in the late 1960s as an emerging interdisciplinary enterprise that borrowed equally
from the feeder fields of language teaching, linguistics, child language acquisition and
psychology” (Huebner, 1998)
2.2 Kindergarten

Kindergarten is also called as preschool educational. It is a place for childrem to start

their education journey in school environment by approaching traditionally based on basic
activities like playing, singing, drawing, and also social interaction. These activities are being
part of the transition from home to school. Even though kindergarten is a place for children
learning about principle things, the situation and condition are created naturally and fun as the
children do in their daily activities.

Kindergarten means a garden of children, and Froebel, the inventor of it, or rather, as he
would prefer to express it, the discoverer of the method of Nature, meant to symbolize by the
name the spirit and plan of treatment. How does the gardener treat his plants? He studies their
individual natures, and puts them into such circumstances of soil and atmosphere as enable
them to grow, flower, and being forth fruit, also to renew their manifestation year after year.
(Mann, Horace, and Elizabeth: 1863).

2.4 Previous Studies

There are many people interested in studying Second Language Acquisition, and the
writer uses some of the related studies from other researches as a guidance for the writer to
analyze the data.There are two related studies used in this study, the first study is conducted
by Amiranda (2021) entitled “A Study of English Acquisition as a Second Language on
Children in Critical Period Using Duolingo Application” and the second one is by Kemuning
(2017) entitled “The Vocabulary Acquisition of a Two-Year Old Child: A Case Study”. The
writer chooses those references to support the ideas of this study, as described in the
followings:

The first previous study as reference is by Amiranda (2016) entitled “A Study of

English Acquisition as a Second Language on Children in Critical Period Using Duolingo
Application. She analyzed about children in critical periods acquired their English as second
language. In this study used Duolingo application to help the researcher. And then this study
focused on how Duolingo application can affect children in acquiring English as their Second
Language. Beside that, this study is also to find out in what dominant stage of language
acquisition that the children can be good to learn English in their critical period by using
Duolingo application. And then she used descriptive qualitative method and for data
collection, she used table and also describing based on the theory that was used. The results of
this study are most of the articipants can accomplish about 300 - 350 words. And for
phonological factor, all of the participants include to the memory’s indicators.

Based on her study, the writer found many differences between the writer’s study and
her study. She observed how 6-12 years old acquired vocabulary and identified the most
dominant stages found by using Duolingo application and their study used theory by Stephen
Krashen (1983). But the writer will observe how children in their goldren age (0 - 6) years old
acquired vocabulary and identifying what stages that is found at Dharmawanita Kindergarten
in the academic year 2021/2022 using theory by Tabors and Snow (1994).

The second previous study is by Kemuning (2017) entitled “The Vocabulary

Acquisition of a Two-Year Old Child: A Case Study”. She analyzed about how a two-year
old child became the subject of her research in acquiring vocabulary and identified the most
often parts of speech uttered. In classifying the data, she used the Interactionist and
Behaviorist theory. The method used in her research was descriptive qualitative and
observational method. The result of her research showed that the subject acquired vocabulary
through interaction and imitation. It also showed that the part of speech dominantly uttered
was noun. Based on her study, the writer found many differences between the writer’s study
and her study . She observed a two-year old child acquired vocabulary and identified the
dominant parts of speech uttered using theory by Interactionist and Behaviorist. While the
writer will observe how children in their goldren age (0 - 6) years old acquired vocabulary
and identifying what stages that is found Dharmawanita Kindergarten in the academic year
2021/2022 use theory by Tabors and Snow (1994).
 CHAPTER III

METHODOLOGY

This chapter aims to show how the writer elaborates on the steps of the
methodology involved in this study. It provides research design, source of data
and data, data collection, research instrument, and data analysis.

3.1 Research Design

In the research design, the author would like to choose descriptive

qualitative method as the research method. Descriptive method is a writing study
to depict the participants in an accurate way. Descriptive research simply is all
about describing people who take part in the study. This research combines library
and field research. Field research is done to get data from participants directly by
applying descriptive qualitative method focused on observing recording and
interviewing the English classroom activities and interacting with the participants.

Moreover, the writer also will interview the children at Dharmawanita

Kindergarten Bangkalan in the academic year of 2021/2022. After that, the writer
will transcribe the data and then analyze them to find the stages and the most
dominant stage in English vocabularies acquisition will be found by 4-6 year-old
children at Dharmawanita Kindergarten Bangkalan in the academic year
2021/2022.

3.2 Source of Data and Data

The sources of data of this research will be 4-6 year-old children at

Dharmawanita Kindergarten Bangkalan in the academic year of 2021/2022 . The
number of participants will be 5. The data of this research will be English
expression indicate the characteristics of each stages in English acquisition spoken
by 4-6 years children at Dharmawanita Kindergarten Bangkalan in the academic
year of 2021/2022. The data of this study will be the vocabulary produced by
young learners in the learning process. The data of expression acquired by young
learners during process will present in the appendix.

3.3 Research Instrument

In this study, the writer conducts the observation by using a laptop, phone, a
book, and stationery. The writer takes the text scoring when the students playing
games and doing some quizzes to know the development of young learners'
English vocabulary and how they acquire English. Because this study used a
qualitative method, the writer chooses the primary instrument of this study by
herself. The writer was involved in all processes of research observation, analysis,
and interpretation of data. She used her skills, knowledge, and time in collecting,
understanding, and analyzing the data to identify language acquisition, especially
in English vocabulary acquisition.

The writer follows their activities and their progress while in the classroom
during the learning process to know the learners' ability in the way they learn
English vocabulary. The writer used video record and take some pictures in order
to help the writer to analyze the data. The writer also analyzes their task during
the learning process and takes note of the results of the quiz and the vocabulary
they have acquired which they have a great understanding of the meaning,
writing, pronunciation, and writing.

3.4 Data Collection

In the collecting the data, there will be some steps done by the researcher.
The steps in collecting data will start with observing the students. First, the writer
asked the headmaster of Dharmawanita Kindergarten Bangkalan to do the
research at the school. Second, observed the activity of the students at
Dharmawanita Kindergarten Bangkalan, especially when they are learning

English. Next, the writer will pay attention and record the activity of the students
at Dharmawanita Kindergarten Bangkalan, especially when they learn English.
Paying attention to the English vocabularies acquired and produced by the
students at Dharmawanita Kindergarten Bangkalan based on the syllabus in the
kindergarten.

According to McNamara (1999), interviews are particularly useful for

getting the story behind a participant’s experiences. The interviewer can pursue in
depth information around the topic. First, the writer formulated the questions
according to the syllabus that has been taught by the teacher in the class. The
question will be about topics that related to the student’s daily life. The writer will
choose three topics such a greeting introduction, colour, and vegetable. These
topics will be easier for students to be asked because they already learn before and
the vocabularies will be familiar for them. Second, asked the students about the
questions that has been formulated before, to find out the stages of second
language acquisition placed by the students. In the next step, the writer will record
it in the form of video by using mobile phone.

The data display will use a table. The author decides to use a table because it
was more effective when analyzing the data. The table that the author used for
showing in what stage of second language acquisition the participant is mostly
like:
 Table 3.4.1 The Stages Found in English Acquisition Shown by 4-6 Years Old Children

No Name Age Themes

V A FD F N POB C NM

1. Muhammad Zidane Rahman 4

2. Kayla Khumairah A. P 6

3. Adzkia Putri Aisyah 5

4. Daffa Saputra 5

5. Rania Alika R. 6

6. Dani Putra Siregar 6

7. Amanda Salsabila 6

8. Ahmad Zafran Baihaqi 6

9. Salsabilla 6

10. Naufal Wahyudi 4

11. Gina Ratu Ayu 5

12. Kekeyi Ayu 5

13. Lintang Bima Sakti 6

14. Noval Prasetya 6

15. Choirul Anam 5

16. Anindya 5
17. Fika Maghfiroh 6

18. Dini Rastanti 6

19. Maulidina Wardani 6

20. Abqoriyah 6

21. Anggit Kusuma Wardana 6

22. Ananda Rizky 4

23. Moh. Rafa S. P. 6

24. Anggita Nadya 6

 Tel : Telegraphic and Formulaic speech stage
 Prod : Productive Language
 T : Vegetable theme
 A : Animals theme
 FD : Foods and drinks theme
 F : Fruits theme
 N : Nouns theme
 POB : Parts of Body theme
 C : Colour theme
 NM : Number theme

Table 3.4.2 The Most Dominant Stage Found in English Acquisition Shown
by 4-6 Years Old Children (vegetables theme)
No Name Age Vegetables
. Theme
Tel Prod
1. Muhammad Zidane Rahman 4

2. Kayla Khumairah A. P 6

3. Adzkia Putri Aisyah 5

4. Daffa Saputra 5

5. Rania Alika R. 6

6. Dani Putra Siregar 6

7. Amanda Salsabila 6
8. Ahmad Zafran Baihaqi 6

9. Salsabilla 6

10. Naufal Wahyudi 4

11. Gina Ratu Ayu 5

12. Kekeyi Ayu 5

13. Lintang Bima Sakti 6

14. Noval Prasetya 6

15. Choirul Anam 5

16. Anindya 5

17. Fika Maghfiroh 6

18. Dini Rastanti 6

19. Maulidina Wardani 6

20. Abqoriyah 6

21. Anggit Kusuma Wardana 6

22. Ananda Rizky 4

 23. Moh. Rafa S. P. 6

24. Anggita Nadya 6

25. Zikra El-Rumi 6

Table 3.4.2 The Most Dominant Stage Found in English Acquisition Shown
by 4-6 Years Old Children (animal theme)

No Name Age Animal

. Theme
Tel Prod
26. Muhammad Zidane Rahman 4

27. Kayla Khumairah A. P 6

28. Adzkia Putri Aisyah 5

29. Daffa Saputra 5

30. Rania Alika R. 6

31. Dani Putra Siregar 6

32. Amanda Salsabila 6

33. Ahmad Zafran Baihaqi 6

34. Salsabilla 6
35. Naufal Wahyudi 4

36. Gina Ratu Ayu 5

37. Kekeyi Ayu 5

38. Lintang Bima Sakti 6

39. Noval Prasetya 6

40. Choirul Anam 5

41. Anindya 5

42. Fika Maghfiroh 6

43. Dini Rastanti 6

44. Maulidina Wardani 6

45. Abqoriyah 6

46. Anggit Kusuma Wardana 6

47. Ananda Rizky 4

48. Moh. Rafa S. P. 6

49. Anggita Nadya 6

 50. Zikra El-Rumi 6

Table 3.4.2 The Most Dominant Stage Found in English Acquisition Shown
by 4-6 Years Old Children (number theme)

No Name Age Number

. Theme
Tel Prod
51. Muhammad Zidane Rahman 4

52. Kayla Khumairah A. P 6

53. Adzkia Putri Aisyah 5

54. Daffa Saputra 5

55. Rania Alika R. 6

56. Dani Putra Siregar 6

57. Amanda Salsabila 6

58. Ahmad Zafran Baihaqi 6

59. Salsabilla 6

60. Naufal Wahyudi 4

61. Gina Ratu Ayu 5

62. Kekeyi Ayu 5

63. Lintang Bima Sakti 6

64. Noval Prasetya 6

65. Choirul Anam 5

66. Anindya 5

67. Fika Maghfiroh 6

68. Dini Rastanti 6

69. Maulidina Wardani 6

70. Abqoriyah 6

71. Anggit Kusuma Wardana 6

72. Ananda Rizky 4

73. Moh. Rafa S. P. 6

74. Anggita Nadya 6

75. Zikra El-Rumi 6

Table 3.4.2 The Most Dominant Stage Found in English Acquisition Shown
by 4-6 Years Old Children (fruit theme)

Table 3.4.2 The Most Dominant Stage Found in English Acquisition Shown
by 4-6 Years Old Children (parts of body theme)

No Name Age Vegetables

. Theme
Tel Prod
76. Muhammad Zidane Rahman 4

77. Kayla Khumairah A. P 6

78. Adzkia Putri Aisyah 5

79. Daffa Saputra 5

80. Rania Alika R. 6

81. Dani Putra Siregar 6

82. Amanda Salsabila 6

83. Ahmad Zafran Baihaqi 6

84. Salsabilla 6

85. Naufal Wahyudi 4

86. Gina Ratu Ayu 5

87. Kekeyi Ayu 5

88. Lintang Bima Sakti 6

89. Noval Prasetya 6

90. Choirul Anam 5

91. Anindya 5

92. Fika Maghfiroh 6

93. Dini Rastanti 6

94. Maulidina Wardani 6

95. Abqoriyah 6

96. Anggit Kusuma Wardana 6

97. Ananda Rizky 4

98. Moh. Rafa S. P. 6

99. Anggita Nadya 6

100. Zikra El-Rumi 6

Table 3.4.2 The Most Dominant Stage Found in English Acquisition Shown
by 4-6 Years Old Children (colour theme)

No Name Age Vegetables

. Theme
Tel Prod
101. Muhammad Zidane Rahman 4

102. Kayla Khumairah A. P 6

103. Adzkia Putri Aisyah 5

104. Daffa Saputra 5

105. Rania Alika R. 6

106. Dani Putra Siregar 6

107. Amanda Salsabila 6

108. Ahmad Zafran Baihaqi 6

109. Salsabilla 6

110. Naufal Wahyudi 4

111. Gina Ratu Ayu 5

112. Kekeyi Ayu 5

 113. Lintang Bima Sakti 6

114. Noval Prasetya 6

115. Choirul Anam 5

116. Anindya 5

117. Fika Maghfiroh 6

118. Dini Rastanti 6

119. Maulidina Wardani 6

120. Abqoriyah 6

121. Anggit Kusuma Wardana 6

122. Ananda Rizky 4

123. Moh. Rafa S. P. 6

124. Anggita Nadya 6

125. Zikra El-Rumi 6

Table 3.4.2 The Most Dominant Stage Found in English Acquisition Shown
by 4-6 Years Old Children (food and drink theme)

No Name Age Vegetables

. Theme
Tel Prod
126. Muhammad Zidane Rahman 4

127. Kayla Khumairah A. P 6

128. Adzkia Putri Aisyah 5

129. Daffa Saputra 5

130. Rania Alika R. 6

131. Dani Putra Siregar 6

132. Amanda Salsabila 6

133. Ahmad Zafran Baihaqi 6

134. Salsabilla 6

135. Naufal Wahyudi 4

136. Gina Ratu Ayu 5

137. Kekeyi Ayu 5

138. Lintang Bima Sakti 6

139. Noval Prasetya 6

 140. Choirul Anam 5

141. Anindya 5

142. Fika Maghfiroh 6

143. Dini Rastanti 6

144. Maulidina Wardani 6

145. Abqoriyah 6

146. Anggit Kusuma Wardana 6

147. Ananda Rizky 4

148. Moh. Rafa S. P. 6

149. Anggita Nadya 6

150. Zikra El-Rumi 6

Table 3.4.2 The Most Dominant Stage Found in English Acquisition Shown
by 4-6 Years Old Children (noun theme)

No Name Age Vegetables

. Theme
Tel Prod
151. Muhammad Zidane Rahman 4
152. Kayla Khumairah A. P 6

153. Adzkia Putri Aisyah 5

154. Daffa Saputra 5

155. Rania Alika R. 6

156. Dani Putra Siregar 6

157. Amanda Salsabila 6

158. Ahmad Zafran Baihaqi 6

159. Salsabilla 6

160. Naufal Wahyudi 4

161. Gina Ratu Ayu 5

162. Kekeyi Ayu 5

163. Lintang Bima Sakti 6

164. Noval Prasetya 6

165. Choirul Anam 5

166. Anindya 5
 167. Fika Maghfiroh 6

168. Dini Rastanti 6

169. Maulidina Wardani 6

170. Abqoriyah 6

171. Anggit Kusuma Wardana 6

172. Ananda Rizky 4

173. Moh. Rafa S. P. 6

174. Anggita Nadya 6

175. Zikra El-Rumi 6

Therefore, the data analysis for the first research question would be like
that. The author also would explain all of the processes and explain what the table
means. As a result the data table would serve like that. Therefore, the author
would be easier when collecting the data.

3.5 Data Analysis

After collecting the data required for the research, the writer analyzes the
data by following some steps. The steps proposed by Miles et al. (2014), that
interactive data analysis is done in simultaneously with data collection, data
condensation, data display, and conclusion/verification.
 Data
Data Display
Collection

Data Conclusions:
condensation Drawing/Verifying

The writer collects the data based on the statements of the research problems.
In order to collects the data requried in this study, according to Miles et al. (2014),
the first thing the writer will record the observation activity in the classroom. And
then the writer will do is watched the video to find out English vocabularies
acquired by the students at Dharmawanita Kindergarten Bangkalan. Then
analyzing and classifiying the vocabularies acquired by the students by applying
Tabors and Snow’s (1994) sequential second language acquisition theory of a four
stage developmental sequence. Grouping the data into table form and counted
them to find out the stages in English vocabularies acquisition found by 4-6 year-
old children at Dharmawanita Kindergarten Bangkalan in the academic year of
2021/2022. Analyzing the data to find out the the most dominant stages that is
found in English vocabularies acquisition shown by 4-6 year-old children at
Dharmawanita Kindergarten Bangkalan in the academic year of 2021/2022.
 CHAPTER IV
FINDINGS AND DISCUSSION

In this chapter, researcher presented the finding of her research about the
stage and the most dominant stage found in English acquisition shown by the 4-6
years old at Dharmawanita Kindergarten Bangkalan.

4.1 Findings
This section contains the results of research conducted by the author on
students. The author presents data regarding the most dominant stages and stages
found in the acquisition of English shown by children aged 4-6 years in TK
Dharma Wanita Persatuan Bangkalan.
The author collects data from students at TK Dharma Wanita Persatuan
Bangkalan, by interviewing them. The author asks a lot of questions that have
been prepared in advance so that the conversation can run well. Data was also
collected by observing their activities while learning English and playing in the
playground by recording their activities in the form of videos. After conducting
observations and interviews, the authors found answers to this research problem
regarding the most dominant stages and stages in mastering English vocabulary
by children aged 4-6 years in TK Dharma Wanita Persatuan Bangkalan, as
explained to followers:
Table 4.1 The Stages Found in English Acquisition Shown by 4-6 Years Old Children at Dharmawanita Kindergarten
Bangkalan

No. Name Age Themes

V A FD F N POB C NM

1. Muhammad Zidane Rahman 4 Tel Prod Tel Prod Tel Tel Prod Prod

2. Kayla Khumairah A. P 6 Prod Prod Prod Prod Tel Tel Prod Tel

3. Adzkia Putri Aisyah 5 Prod Prod Prod Prod Tel Tel Prod Tel

4. Daffa Saputra 5 Tel Prod Prod Prod Tel Prod Prod Prod

5. Rania Alika R. 6 Prod Prod Prod Prod Tel Prod Prod Prod

6. Dani Putra Siregar 6 Prod Prod Prod Prod Tel Tel Prod Prod

7. Amanda Salsabila 6 Prod Prod Prod Prod Tel Prod Prod Tel
8. Ahmad Zafran Baihaqi 6 Prod Prod Prod Prod Prod Prod Prod Prod

9. Salsabilla 6 Prod Prod Prod Prod Tel Prod Prod Tel

10. Naufal Wahyudi 4 Tel Prod Tel Prod Tel Tel Prod Prod

11. Gina Ratu Ayu 5 Prod Prod Prod Prod Tel Prod Prod Prod

12. Kekeyi Ayu 5 Prod Prod Prod Tel Tel Prod Prod Prod

13. Lintang Bima Sakti 6 Prod Prod Prod Prod Prod Prod Prod Prod

14. Noval Prasetya 6 Prod Prod Prod Prod Prod Prod Prod Prod

15. Choirul Anam 5 Tel Prod Tel Prod Tel Tel Prod Tel

16. Anindya 5 Prod Prod Tel Prod Tel Tel Prod Tel
17. Fika Maghfiroh 6 Prod Prod Prod Prod Tel Prod Prod Prod

18. Dini Rastanti 6 Tel Prod Prod Prod Tel Prod Prod Prod

19. Maulidina Wardani 6 Tel Prod Prod Prod Tel Tel Prod Prod

20. Abqoriyah 6 Prod Prod Prod Prod Tel Prod Prod Prod

21. Anggit Kusuma Wardana 6 Prod Prod Prod Prod Prod Prod Prod Prod

22. Ananda Rizky 4 Tel Prod Tel Prod Tel Tel Prod Tel

23. Moh. Rafa S. P. 6 Prod Prod Prod Prod Tel Tel Prod Prod

24. Anggita Nadya 6 Prod Prod Prod Prod Tel Tel Prod Prod

25. Zikra El-Rumi 6 Prod Prod Prod Prod Prod Prod Prod Prod
 Tel : Telegraphic and Formulaic speech stage
 Prod : Productive Language
 V : Vegetables theme
 A : Animals theme
 FD : Foods and drinks theme
 F : Fruits theme
 N : Nouns theme
 POB : Parts of Body theme
 C : Colour theme
 NM : Number theme

4.2 Table Theme about Vegetables

No Name Age Vegetables
. Tel Prod
1. Muhammad Zidane Rahman 4 √ -
2. Kayla Khumairah A. P 6 - √
3. Adzkia Putri Aisyah 5 - √
4. Daffa Saputra 5 √ -
5. Rania Alika R. 6 - √
6. Dani Putra Siregar 6 - √
7. Amanda Salsabila 6 - √
8. Ahmad Zafran Baihaqi 6 - √
9. Salsabilla 6 - √
1
10. Naufal Wahyudi 4 √ -
11. Gina Ratu Ayu 5 - √
12. Kekeyi Ayu 5 - √
13. Lintang Bima Sakti 6 - √
14. Noval Prasetya 6 - √
15. Choirul Anam 5 √ -
16. Anindya 5 - √
17. Fika Maghfiroh 6 - √
18. Dini Rastanti 6 √ -
19. Maulidina Wardani 6 √ -
20. Abqoriyah 6 - √
21. Anggit Kusuma Wardana 6 - √
22. Ananda Rizky 4 √ -
23. Moh. Rafa S. P. 6 - √
24. Anggita Nadya 6 - √
25. Zikra El-Rumi 6 - √

4.3 Table Theme about Animals

No Name Age Animals
. Tel Prod
1. Muhammad Zidane Rahman 4 - √

2. Kayla Khumairah A. P 6 - √

3. Adzkia Putri Aisyah 5 - √

4. Daffa Saputra 5 - √

5. Rania Alika R. 6 - √

1
6. Dani Putra Siregar 6 - √

7. Amanda Salsabila 6 - √

8. Ahmad Zafran Baihaqi 6 - √

9. Salsabilla 6 - √

10. Naufal Wahyudi 4 - √

11. Gina Ratu Ayu 5 - √

12. Kekeyi Ayu 5 - √

13. Lintang Bima Sakti 6 - √

14. Noval Prasetya 6 - √

15. Choirul Anam 5 - √

16. Anindya 5 - √

17. Fika Maghfiroh 6 - √

18. Dini Rastanti 6 - √

19. Maulidina Wardani 6 - √

20. Abqoriyah 6 - √
1

21. Anggit Kusuma Wardana 6 - √

22. Ananda Rizky 4 - √

23. Moh. Rafa S. P. 6 - √

24. Anggita Nadya 6 - √

25. Zikra El-Rumi 6 - √

4.4 Table Theme about Food and Drinks

No Name Age Food and
. Drinks
Tel Prod
1. Muhammad Zidane Rahman 4 √ -

2. Kayla Khumairah A. P 6 - √

3. Adzkia Putri Aisyah 5 - √

4. Daffa Saputra 5 - √

5. Rania Alika R. 6 - √

6. Dani Putra Siregar 6 - √

7. Amanda Salsabila 6 - √

1
8. Ahmad Zafran Baihaqi 6 - √

9. Salsabilla 6 - √

10. Naufal Wahyudi 4 √ -

11. Gina Ratu Ayu 5 - √

12. Kekeyi Ayu 5 - √

13. Lintang Bima Sakti 6 - √

14. Noval Prasetya 6 - √

15. Choirul Anam 5 √ -

16. Anindya 5 √ -

17. Fika Maghfiroh 6 - √

18. Dini Rastanti 6 - √

19. Maulidina Wardani 6 - √

20. Abqoriyah 6 - √

21. Anggit Kusuma Wardana 6 - √

22. Ananda Rizky 4 √ -

1

23. Moh. Rafa S. P. 6 - √

24. Anggita Nadya 6 - √

25. Zikra El-Rumi 6 - √

 4.5 Table Theme about Fruits
No Name Age Fruits
. Tel Prod
1. Muhammad Zidane Rahman 4 - √

2. Kayla Khumairah A. P 6 - √

3. Adzkia Putri Aisyah 5 - √

4. Daffa Saputra 5 - √

5. Rania Alika R. 6 - √

6. Dani Putra Siregar 6 - √

7. Amanda Salsabila 6 - √

8. Ahmad Zafran Baihaqi 6 - √

9. Salsabilla 6 - √

10. Naufal Wahyudi 4 - √

1
11. Gina Ratu Ayu 5 - √

12. Kekeyi Ayu 5 - √

13. Lintang Bima Sakti 6 - √

14. Noval Prasetya 6 √ -

15. Choirul Anam 5 - √

16. Anindya 5 - √

17. Fika Maghfiroh 6 - √

18. Dini Rastanti 6 - √

19. Maulidina Wardani 6 - √

20. Abqoriyah 6 - √

21. Anggit Kusuma Wardana 6 - √

22. Ananda Rizky 4 - √

23. Moh. Rafa S. P. 6 - √

24. Anggita Nadya 6 - √

25. Zikra El-Rumi 6 - √

1

4.6 Table Theme about Nouns

No Name Age Nouns
. Tel Prod
1. Muhammad Zidane Rahman 4 √ -
2. Kayla Khumairah A. P 6 √ -

3. Adzkia Putri Aisyah 5 √ -

4. Daffa Saputra 5 √ -

5. Rania Alika R. 6 √ -

6. Dani Putra Siregar 6 √ -

7. Amanda Salsabila 6 - √

8. Ahmad Zafran Baihaqi 6 √ -

9. Salsabilla 6 √ -

10. Naufal Wahyudi 4 √ -

11. Gina Ratu Ayu 5 √ -

12. Kekeyi Ayu 5 - √

13. Lintang Bima Sakti 6 - √

1

14. Noval Prasetya 6 √ -

15. Choirul Anam 5 √ -

16. Anindya 5 √ -
17. Fika Maghfiroh 6 √ -

18. Dini Rastanti 6 √ -

19. Maulidina Wardani 6 √ -

20. Abqoriyah 6 √ -

21. Anggit Kusuma Wardana 6 - √

22. Ananda Rizky 4 √ -

23. Moh. Rafa S. P. 6 √ -

24. Anggita Nadya 6 √ -

25. Zikra El-Rumi 6 √ √

4.7 Table Theme about Parts of Body

No Name Age Parts of Body
. Tel Prod
1. Muhammad Zidane Rahman 4 √ -
1

2. Kayla Khumairah A. P 6 √ -

3. Adzkia Putri Aisyah 5 √ -

4. Daffa Saputra 5 - √
5. Rania Alika R. 6 - √

6. Dani Putra Siregar 6 √ -

7. Amanda Salsabila 6 - √

8. Ahmad Zafran Baihaqi 6 - √

9. Salsabilla 6 - √

10. Naufal Wahyudi 4 √ -

11. Gina Ratu Ayu 5 - √

12. Kekeyi Ayu 5 - √

13. Lintang Bima Sakti 6 - √

14. Noval Prasetya 6 - √

15. Choirul Anam 5 √ -

16. Anindya 5 √ -
1

17. Fika Maghfiroh 6 - √

18. Dini Rastanti 6 - √

19. Maulidina Wardani 6 √ -

20. Abqoriyah 6 - √

21. Anggit Kusuma Wardana 6 - √

22. Ananda Rizky 4 √ -

23. Moh. Rafa S. P. 6 √ -

24. Anggita Nadya 6 √ -

25. Zikra El-Rumi 6 - √

4.8 Table Theme about Colour

No Name Age Colour
. Tel Prod
1. Muhammad Zidane Rahman 4 - √

2. Kayla Khumairah A. P 6 - √

3. Adzkia Putri Aisyah 5 - √

4. Daffa Saputra 5 - √
1

5. Rania Alika R. 6 - √

6. Dani Putra Siregar 6 - √

7. Amanda Salsabila 6 - √
8. Ahmad Zafran Baihaqi 6 - √

9. Salsabilla 6 - √

10. Naufal Wahyudi 4 - √

11. Gina Ratu Ayu 5 - √

12. Kekeyi Ayu 5 - √

13. Lintang Bima Sakti 6 - √

14. Noval Prasetya 6 - √

15. Choirul Anam 5 - √

16. Anindya 5 - √

17. Fika Maghfiroh 6 - √

18. Dini Rastanti 6 - √

19. Maulidina Wardani 6 - √

1

20. Abqoriyah 6 - √

21. Anggit Kusuma Wardana 6 - √

22. Ananda Rizky 4 - √

23. Moh. Rafa S. P. 6 - √

24. Anggita Nadya 6 - √

25. Zikra El-Rumi 6 - √

4.9 Table Theme about Numbers

No Name Age Numbers
. Tel Prod
1. Muhammad Zidane Rahman 4 - √

2. Kayla Khumairah A. P 6 - √

3. Adzkia Putri Aisyah 5 - √

4. Daffa Saputra 5 - √

5. Rania Alika R. 6 - √

6. Dani Putra Siregar 6 - √

7. Amanda Salsabila 6 - √
1

8. Ahmad Zafran Baihaqi 6 - √

9. Salsabilla 6 - √

10. Naufal Wahyudi 4 - √

11. Gina Ratu Ayu 5 - √

12. Kekeyi Ayu 5 - √

13. Lintang Bima Sakti 6 - √

14. Noval Prasetya 6 - √

15. Choirul Anam 5 - √

16. Anindya 5 - √

17. Fika Maghfiroh 6 - √

18. Dini Rastanti 6 - √

19. Maulidina Wardani 6 - √

20. Abqoriyah 6 - √

21. Anggit Kusuma Wardana 6 - √

22. Ananda Rizky 4 - √

1

23. Moh. Rafa S. P. 6 - √

24. Anggita Nadya 6 - √

25. Zikra El-Rumi 6 - √

4.2 Discussion

4.2.1 The Stages Found in English Acquisition Shown by 4-6 Years Old
Children in Dharmawanita Kindergarten Bangkalan

After doing the observation and interview to the kindergarten students during
their learning activities in the classroom and when they were playing at the
ground, the writer found that the stages of English acquisition shown by each
students were different. Based on Tabors and Snow (1994) sequential second
language acquisition theory followed by four stage developmental sequence, the
writer found two stages related to the students. The first one is Telegraphic and
Formulaic Speech and the second stage is Productive Language.
Based on the table 4.1 The Stages Found in English Acquisition Shown by 4-
6 Years Old Children at Dharmawanita Kindergarten Bangkalan, it can be seen
that the stages of English vocabulary of students for each theme is different. The
writer concludes that the subject levels or stages in acquiring English vocabulary
are dominantly in the two last stages, they are telegraphic and formulaic speech
and productive language, as explained in the following:

1. Vegetables
Based on the result of interview with the participants, the writer found that
there are 7 students who used vocabularies with the theme Vegetables as
telegraphic and formulaic1 speech, they are 3 students at the age of 4, 2 students at
the age of 5 and 2 students at the age of 6. Then, the writer found that there are 18
students who used vocabularies with the theme Vegetables as productive
language, they are 4 students at the age of 5 and 14 students at the age of 6.

2. Animals
Based on the result of interview with the participants, the writer found that
there are no students who used vocabularies with the theme Animals as
telegraphic
and formulaic speech. Then, the writer found that there are 25 students or all the
students who used vocabularies with the theme Animals as productive language,
they are 3 students at the age of 4, 6 students at the age of 5 and 16 students at the
age of 6.

3. Foods and Drinks

Based on the result of interview with the participants, the writer found that
there are 5 students who used vocabularies with the theme Foods and Drinks as
telegraphic and formulaic speech, they are 3students at the age of 4 and 2 students
at the age of 5. Then, the writer found that there are 20 students who used
vocabularies with the theme Foods and Drinks as productive language, they are 4
students at the age of 5 and 16 students at the age of 6.

4. Fruits
Based on the result of interview with the participants, the writer found that
there is 1 student who used vocabularies with the theme Fruits as telegraphic and
formulaic speech, he is the student at the age of 6. Then, the writer found that
there
are 24 students or all of the students who used vocabularies with the theme Fruits
as
productive language, they are 3 students at the age of 4, 6 students at the age of 5
and 15 students at the age1 of 6.

5. Noun
Based on the result when the writer interviewed the participants, the writer
found that there are 20 students who used vocabularies with the theme Noun as
telegraphic and formulaic speech, they are 3 students at the age of 4, 5 students at
the age of 5 and 12 students at the age of 6. Then, the writer found that there are 5
students who used vocabularies with the theme Noun as productive language, they
are 1 student at the age of 5 and 4 students at the age of 6.

6. Part of Body
Based on the result of interview with the participants, the writer found that
there are 11 students who used vocabularies with the theme Parts of Body as
telegraphic and formulaic speech, they are 3 students at the age of 4, 3 students at
the age of 5 and 5 students at the age of 6. Then, the writer found that there are 14
students who used vocabularies with the theme Parts of Body as productive
language, they are 3 students at the age of 5 and 11 students at the age of 6.

7. Colour
Based on the result of interview with the participants, the writer found that
there is no student who used vocabularies with the theme Colour as telegraphic
and
formulaic speech. Then, the writer found that there are 25 students or all of the
students who used vocabularies with the theme Colour as productive language.
They are 3students at the age of 4, 6 students at the age of 5 and 16 students at the
age of 6.

8. Number
Based on the result of interview with the participants, the writer found that
there are 8 students who used vocabularies with the theme Number as telegraphic
and formulaic speech, they
1
are 3students at the age of 4, 4 students at the age of 5
and 1 student at the age of 6. Then, the writer found that there are 17 students who
used vocabularies with the theme Number as productive language, they are 2
students at the age of 5 and 15 students at the age of 6.

4.2.1.1 Telegraphic and Formulaic Speech Stage

Telegraphic and Formulaic speech stage in this research case has mean that
the children do not really understand and sure about the words that they have been
spoken, whether the meaning or even the pronouncing. Sometimes the children
are able to intimate the pronunciation little correct, but sometimes the children are
not able at all. The example of the student was on the Telegraphic and Formulaic
speech stage in English acquisition can be seen through the conversation between
the writer and the kindergarten students when conducting the interview.
Example of the conversation between the writer with the student at age of 4
that was talking about vegetables theme is as follow:
The Writer : “Coba lihat yang Miss pegang ini gambar apa anak - anak?”
Students : (Silent)
The Writer : “Yang bisa menjawab nanti Miss kasih hadiah coklat deh.”
Naufal : (Raised his hand)
Naufal : “Bayam kan Miss. Aku suka bayam Miss.”
The Writer : “Wih pinter banget sih Naufal.”
Naufal : “Mana coklatnya Miss?”
The Writer : “Sebentar dulu ya Naufal masih ada satu pertanyaan lagi. Kalau
bisa dijawab baru deh Miss kasih coklatnya.”
Naufal : (Waiting the question)
The Writer : “Emm Naufal ayo sebutkan Bahasa Inggrisnya bayam apa
yaaa?”
Naufal : “(Shaking his head)
The Writer : “Spiiii? ‘Spinach ya Naufal.”
Naufal : “Spinek.”

Based on the conversation

1
between The Writer and 4 years old child, the
writer found that average the students at age of 4 experience the telegraphic and
formulaic speech stage. It can be known when the students were being silent if the
writer asked them what English is the object in the theme. At the time, the writer
told the students the answer then the students repeated the same pronunciation
they listened. However, the students are still not able to pronounce correctly as
exemplified by the writer.
 Example of the conversation between the writer with the student at age of 5
that was talking about vegetables theme is as follow:
Gina : “Wortel lah Miss.”
The Writer : “Sipp pinter, bahasa Inggrisnya Wortel apa?
Gina : “Eeee….”
The Writer : “Carr…?”
Gina : “Cartur Miss?”
The Writer : “No Gina, Carrot. Bahasa Inggrisnya Wortel itu Carrot.”
Gina : “Kerrot.”

Based on the conversation, it can be seen how the students at age of 5 were
initiative to guess the object in English. Even though the students are able to
mention the object in English but their answers are wrong. The writer knows that
average students at age of 5 experience telegraphic and formulaic speech stage.
They literally do not understand the meaning of what they have been spoken.
They also can not pronounce the object in English correctly even to imitate the
writer sound, they are still not able.

Example of the conversation between the writer with the student at age 6 that
was talking about vegetables theme is as follow:
The Writer : “Ada yang pernah lihat hewan ini engga?”
Zikra : “Saya sayaaa, Miss”
The Writer : “Berarti Zikra sudah tau dong ini hewan apa?”
Zikra : “He’eh 1Miss”
The Writer : “Kalo bahasa Inggrisnya?”
Zikra : “Uniyon ya Miss?”
The Writer : “No, Union itu artinya Bawang Bombay Zikra.”
Zikra : “(Giggling)”
Zikra : “Tapi itu Semut ya Miss, hehe.”
The Writer : “Iya Zikra. Bahasa Inggrisnya Semut itu Ant.”
Zikra : “End.”
 The conversation above occurs when Zikra as the student tried to guess the
English of Semut. From the conversation, the writer found the data that also
include in Telegraphic and Formulaic Speech. That is when the student had
initiative to answer the question. However the answer was wrong and out of the
theme. The student literally do not understand what he has been spoken and he
just guessed randomly without knew the meaning. The student repeated the word
“ant” but he was still can not pronounce well.

4.2.1.2 Productive Language Stage

Productive Language stage in this case means that the children have known
the words well, like the meaning, the pronouncing, etc. The children are really
sure
and understand about the words that they have been said, even they pronounce it
directly without thinking for so long. The example of the student was on the
Productive Language stage in English vocabulary acquisition can be seen through
the conversation between the writer and the kindergarten students when
conducting the interview:
Example of the conversation between the writer with the student at age of 4
The Writer : “Eh benda yang Miss pegang ini untuk apa ya anak-anak?”
Rizky : “Agar kita duduk biar gak capek Miss.”
The Writer : “Pinter…”
Rizky : “Bahasa Inggrisnya itu chair kan Miss?”
The Writer : “Wah Rizky
1
amazing padahal Miss belum nanya loh.”
Rizky : “Chair itu kursi”
The Writer : “Yap betul sekali. Bahasa Inggris dari kursi adalah Chair.”

From the conversation above, the writer found that the student had initiative
to answer before it was asked by the writer. Even though the student was still not
sure of his answer, it can be seen from the utterance “Bahasa Inggrisnya itu chair
kan Miss?”. The word ‘kan’ show how he made sure first is the answer correct or
not. However the student is also able to mention the correct answer and also
pronounce the answer well. It means that the student understand entirely not only
what the writer said but also what he has been spoken. So based on the productive
language stage definition and it is compared with the result of the conversation,
the writer experiences the student in this stage.

Example of the conversation between the writer with the student at age of 5
The Writer : “Anak-anak, lampu merah ada berapa warna ya? Miss lupa
deh.”
Anindya : “3 Miss. Merah, Kuning, sama ijo.”
The Writer : “Kalo bahasa Inggrisnya tau semua?”
Anindya : “Tau Miss. Merah itu Red, terus Kuning itu Yellow, sama kalo
ijo itu apa Miss?”
The Writer : “Greee?”
Anindya : “Grey.”
Anindya : “Eh bukan Miss. Ijo kan Green.”
The Writing : “Betul nak Anindya. Merah itu Red, Kuning itu Yellow, dan
Hijau itu Green.”
The data above also shows that the student is able to mention 3 objects in
English in one time. Therefore the writer decides that this student experiences in
productive language stage. Even though the student mentioned the wrong answer
when she said “Grey”. In the end, the student wised up that the was wrong and
she corrected with the right answer. So the student succeeded to answer correctly
at all. 1

Example of the conversation between the writer with the student at age of 6
The Writer : “Anak-anak, kalau kita bernafas menggunakan?”
Zafran : “Nose, Miss.”
The Writer : “ Kalau Zafran berjalan menggunakan apa?”
Zafran : “Foot dong Miss.”
The Writer : “Terakhir nih, kalau Zafran ngunyah pake apa?”
Zafran : “Mouth kalau makan sama kalo ngunyah tooth Miss.”
The Writer : “Excellent Zafran.”
The Writer : “Jadi Bahasa Inggrisnya hidung adalah Nose,
kaki itu foot, lalu kalau mulut itu Mouth dan yang terakhir
Bahasa Inggrisnya dari gigi itu tooth ya anak-anak.”

Based on the conversation between the writer and the student at age of 6, the
writer found that the student started enjoying and being confident to answer the
question. The writer also found that the data include in productive language stage.
That is when the student is able to answer the questions correctly. Beside that,
how the student directly pronounced the objects in English correctly by himself
without the exemplified by the writer.

4.2.2 The Most Dominant Stage Found in English Acquisition Shown by 4-6
Years Old Children in Dharmawanita Kindergarten Bangkalan
After observing and interviewing the subject of this research, the writer has
found the stages acquired by the subject. The criteria that determine the subject
placed the particular stage was based on the syllabus in the kindergarten which
was
divided into 8 themes, they are vegetables, animals, foods and drinks,
fruits, noun, parts of body, colour, and number.

Table 4.2.2.1 Theme about Vegetables

No 1
Name Age Vegetables
. Tel Prod
176. Muhammad Zidane Rahman 4 √ -

177. Kayla Khumairah A. P 6 - √

178. Adzkia Putri Aisyah 5 - √

179. Daffa Saputra 5 √ -

180. Rania Alika R. 6 - √

181. Dani Putra Siregar 6 - √

182. Amanda Salsabila 6 - √

183. Ahmad Zafran Baihaqi 6 - √

184. Salsabilla 6 - √

185. Naufal Wahyudi 4 √ -

186. Gina Ratu Ayu 5 - √

187. Kekeyi Ayu 5 - √

188. Lintang Bima Sakti 6 - √

189. Noval Prasetya 6 - √

190. Choirul Anam 5 √ -

1

191. Anindya 5 - √

192. Fika Maghfiroh 6 - √

193. Dini Rastanti 6 √ -

 194. Maulidina Wardani 6 √ -

195. Abqoriyah 6 - √

196. Anggit Kusuma Wardana 6 - √

197. Ananda Rizky 4 √ -

198. Moh. Rafa S. P. 6 - √

199. Anggita Nadya 6 - √

200. Zikra El-Rumi 6 - √

Telegraphic and Formulaic speech = 28%

Productive Language = 72%
Table 4.2.2.2 Theme about Animals
No Name Age Animals
. Tel Prod
1. Muhammad Zidane Rahman 4 - √
2. Kayla Khumairah A. P 6 - √
3. Adzkia Putri Aisyah 5 - √
4. Daffa Saputra
1 5 - √
5. Rania Alika R. 6 - √
6. Dani Putra Siregar 6 - √
7. Amanda Salsabila 6 - √
8. Ahmad Zafran Baihaqi 6 - √
9. Salsabilla 6 - √
10. Naufal Wahyudi 4 - √
11. Gina Ratu Ayu 5 - √
 12. Kekeyi Ayu 5 - √
13. Lintang Bima Sakti 6 - √
14. Noval Prasetya 6 - √
15. Choirul Anam 5 - √
16. Anindya 5 - √
17. Fika Maghfiroh 6 - √
18. Dini Rastanti 6 - √
19. Maulidina Wardani 6 - √
20. Abqoriyah 6 - √
21. Anggit Kusuma Wardana 6 - √
22. Ananda Rizky 4 - √
23. Moh. Rafa S. P. 6 - √
24. Anggita Nadya 6 - √
25. Zikra El-Rumi 6 - √

Telegraphic and Formulaic speech = 0%

Productive Language = 100%
Table 4.2.2.3 Theme about Food and Drinks
No Name Age Food and
. Drinks
Tel Prod
1. Muhammad Zidane Rahman 4 √ -

2. Kayla Khumairah
1 A. P 6 - √

3. Adzkia Putri Aisyah 5 - √

4. Daffa Saputra 5 - √

5. Rania Alika R. 6 - √
6. Dani Putra Siregar 6 - √

7. Amanda Salsabila 6 - √

8. Ahmad Zafran Baihaqi 6 - √

9. Salsabilla 6 - √

10. Naufal Wahyudi 4 √ -

11. Gina Ratu Ayu 5 - √

12. Kekeyi Ayu 5 - √

13. Lintang Bima Sakti 6 - √

14. Noval Prasetya 6 - √

15. Choirul Anam 5 √ -

16. Anindya 5 √ -

17. Fika Maghfiroh 6 - √

1

18. Dini Rastanti 6 - √

19. Maulidina Wardani 6 - √

20. Abqoriyah 6 - √
 21. Anggit Kusuma Wardana 6 - √

22. Ananda Rizky 4 √ -

23. Moh. Rafa S. P. 6 - √

24. Anggita Nadya 6 - √

25. Zikra El-Rumi 6 - √

Telegraphic and Formulaic speech = 20%

Productive Language = 80%
Table 4.2.2.4 Theme about Fruits
No Name Age Fruits
. Tel Prod
1. Muhammad Zidane Rahman 4 - √
2. Kayla Khumairah A. P 6 - √
3. Adzkia Putri Aisyah 5 - √
4. Daffa Saputra 5 - √
5. Rania Alika R. 6 - √
6. Dani Putra Siregar 6 - √
7. Amanda Salsabila 6 - √
1
8. Ahmad Zafran Baihaqi 6 - √
9. Salsabilla 6 - √
10. Naufal Wahyudi 4 - √
11. Gina Ratu Ayu 5 - √
12. Kekeyi Ayu 5 - √
13. Lintang Bima Sakti 6 - √
14. Noval Prasetya 6 √ -
 15. Choirul Anam 5 - √
16. Anindya 5 - √
17. Fika Maghfiroh 6 - √
18. Dini Rastanti 6 - √
19. Maulidina Wardani 6 - √
20. Abqoriyah 6 - √
21. Anggit Kusuma Wardana 6 - √
22. Ananda Rizky 4 - √
23. Moh. Rafa S. P. 6 - √
24. Anggita Nadya 6 - √
25. Zikra El-Rumi 6 - √

Telegraphic and Formulaic speech = 0%

Productive Language = 100%
Table 4.2.2.5 Theme about Nouns
No Name Age Nouns
. Tel Prod
1. Muhammad Zidane Rahman 4 √ -

2. Kayla Khumairah A. P 6 √ -

3. Adzkia Putri Aisyah 5 √ -

4. Daffa Saputra
1 5 √ -

5. Rania Alika R. 6 √ -

6. Dani Putra Siregar 6 √ -

7. Amanda Salsabila 6 - √
8. Ahmad Zafran Baihaqi 6 √ -

9. Salsabilla 6 √ -

10. Naufal Wahyudi 4 √ -

11. Gina Ratu Ayu 5 √ -

12. Kekeyi Ayu 5 - √

13. Lintang Bima Sakti 6 - √

14. Noval Prasetya 6 √ -

15. Choirul Anam 5 √ -

16. Anindya 5 √ -

17. Fika Maghfiroh 6 √ -

18. Dini Rastanti 6 √ -

19. Maulidina Wardani 6 √ -

1

20. Abqoriyah 6 √ -

21. Anggit Kusuma Wardana 6 - √

22. Ananda Rizky 4 √ -

 23. Moh. Rafa S. P. 6 √ -

24. Anggita Nadya 6 √ -

25. Zikra El-Rumi 6 √ √

Telegraphic and Formulaic speech = 80%

Productive Language = 20%
Table 4.2.2.6 Theme about Part of Body

No Name Age Parts of Body

. Tel Prod
1. Muhammad Zidane Rahman 4 √ -
2. Kayla Khumairah A. P 6 √ -
3. Adzkia Putri Aisyah 5 √ -
4. Daffa Saputra 5 - √
5. Rania Alika R. 6 - √
6. Dani Putra Siregar 6 √ -
7. Amanda Salsabila 6 - √
8. Ahmad Zafran Baihaqi 6 - √
9. Salsabilla 6 - √
10. Naufal Wahyudi 4 √ -
11. Gina Ratu
1 Ayu 5 - √
12. Kekeyi Ayu 5 - √
13. Lintang Bima Sakti 6 - √
14. Noval Prasetya 6 - √
15. Choirul Anam 5 √ -
16. Anindya 5 √ -
17. Fika Maghfiroh 6 - √
 18. Dini Rastanti 6 - √
19. Maulidina Wardani 6 √ -
20. Abqoriyah 6 - √
21. Anggit Kusuma Wardana 6 - √
22. Ananda Rizky 4 √ -
23. Moh. Rafa S. P. 6 √ -
24. Anggita Nadya 6 √ -
25. Zikra El-Rumi 6 - √

Telegraphic and Formulaic speech = 44%

Productive Language = 56%

Table 4.2.2.7 Theme about Colour

No Name Age Colour

. Tel Prod
1. Muhammad Zidane Rahman 4 - √

2. Kayla Khumairah A. P 6 - √

3. Adzkia Putri Aisyah 5 - √

4. Daffa Saputra
1 5 - √

5. Rania Alika R. 6 - √

6. Dani Putra Siregar 6 - √

7. Amanda Salsabila 6 - √
8. Ahmad Zafran Baihaqi 6 - √

9. Salsabilla 6 - √

10. Naufal Wahyudi 4 - √

11. Gina Ratu Ayu 5 - √

12. Kekeyi Ayu 5 - √

13. Lintang Bima Sakti 6 - √

14. Noval Prasetya 6 - √

15. Choirul Anam 5 - √

16. Anindya 5 - √

17. Fika Maghfiroh 6 - √

18. Dini Rastanti 6 - √

19. Maulidina Wardani 6 - √

1

20. Abqoriyah 6 - √

21. Anggit Kusuma Wardana 6 - √

22. Ananda Rizky 4 - √

 23. Moh. Rafa S. P. 6 - √

24. Anggita Nadya 6 - √

25. Zikra El-Rumi 6 - √

Telegraphic and Formulaic speech = 0%

Productive Language = 100%

Table 4.2.2.8 Theme about Number

No Name Age Numbers
. Tel Prod
1. Muhammad Zidane Rahman 4 - √
2. Kayla Khumairah A. P 6 - √
3. Adzkia Putri Aisyah 5 - √
4. Daffa Saputra 5 - √
5. Rania Alika R. 6 - √
6. Dani Putra Siregar 6 - √
7. Amanda Salsabila 6 - √
8. Ahmad Zafran Baihaqi 6 - √
9. Salsabilla 6 - √
10. Naufal Wahyudi 4 - √
1
11. Gina Ratu Ayu 5 - √
12. Kekeyi Ayu 5 - √
13. Lintang Bima Sakti 6 - √
14. Noval Prasetya 6 - √
15. Choirul Anam 5 - √
16. Anindya 5 - √
17. Fika Maghfiroh 6 - √
 18. Dini Rastanti 6 - √
19. Maulidina Wardani 6 - √
20. Abqoriyah 6 - √
21. Anggit Kusuma Wardana 6 - √
22. Ananda Rizky 4 - √
23. Moh. Rafa S. P. 6 - √
24. Anggita Nadya 6 - √
25. Zikra El-Rumi 6 - √

Telegraphic and Formulaic speech = 32%

Productive Language = 68%

The author found that the most dominant stage obtained by children was
productive language. There are 140 times productive language appears, then it is
followed by the telegraph and the formulaic speech appeared 808 times. Based on
the author's observations, there are several factors that can affect students the
ability to acquire English vocabulary in this case, both on telegraph and formulaic
speech or productive language, namely:
1. Internal factors
2. External Factors

1
 CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions

Based on the analysis and findings on the research, there are some
conclusions that can be drawn, they are:

1. According to Tabors and Snow (1994) sequential second language acquisition

followed by a four stage developmental sequence, the writer found that the
students in Dharma Wanita Persatuan Kindergarten Bangkalan acquired two
last stages, they are telegraphic and formulaic speech and productive
language.
2. The students’ ability in acquiring vocabularies for each theme based on the
syllabus taught is different. Based on the result of the interview, the writer
found that:
a. There are seven student and in percent is 28% students who used
1
vocabularies with the theme Vegetables as telegraphic and formulaic
speech and there are eighteen students and in precentage is 72% students
as productive language.
b. There is no students or it can be said 0 student and so in precentage
ishave no percent student who used vocabularies with the theme Animals
as
telegraphic and formulaic speech and there is twenty five students and in it
percent is 100% students or all of the students as productive language.
 c. There are five students and in it percent is 20% students who used
vocabularies with the theme Foods and Drinks as telegraphic and
formulaic speech andthere are 20 students and it percent is 80% as
productive language.
d. There is no student or it can be said as 0 student so it has no percentage
students who used vocabularies with the theme Fruits as telegraphic and
formulaic speech and there are twenty five students and it is percentage is
100% students or all of the students as productive language.
e. 20 (80%) students who used vocabularies with the theme Noun as
telegraphic and formulaic speech and 5 (20%) students as productive
language.
f. There are 11students and it has percentage as 44% students who used
vocabularies with the theme Parts of Body as telegraphic and formulaic
speech and there are fourteen students and it has percentage is 56%
students as productive language.
g. There is no student or it can be said 0 student and it has no percentage
student who used vocabularies with the theme Colour as telegraphic and
formulaic speech and there are twenty five students and it has percentage
25% students or all of the students as productive language.
h. There are eight students and it has 32% as percentage students who
used vocabularies with the theme Number as telegraphic and formulaic
speech and seventeen students with 78% percentage students as
productive language.
1

5.2 Suggestions

Based on the research conducted, the writer proposed some suggestions as

follows:

1. Teacher
 For teacher is expected to teach more well. So the student does not feel bored
when they study in classroom. And because they learn english is hard so the have
to have new strategy to make the student feel comfortable during the class.
2. Parents
For all the parents must know every child progress. So they are not ignorant
their children. The parents must be able to manage time to see how their children
grow. The interaction between the student and their parents make the student feel
they are loved. So they will be more motivated to enjoy the class.