2008. English Vocabulary Acquisition of Kindergarten Children (A Study Based on Psycholinguistics). Thesis: English Department Faculty of Letters and Fine Arts. Sebelas Maret University. Surakarta.
The research analyses how children in the kindergarten acquire English language. The variation of English vocabulary acquisitions made by kindergarten children, it reasons of the variety English vocabulary acquisition. It is a descriptive qualitative research. This research is aimed to observe how children in the kindergarten acquire English vocabulary and to find out possible factors affecting the development in English acquisition process as the second language of children in the kindergarten. To reach this propose, this research was conducted through Psycholinguistics. In taking the data, the researcher applied purposive sampling technique. The source of data in this research is kindergarten students’ work based on the materials given by the teacher. The vocabulary acquisitions were colleted by making the list and then data are analyzed.
In conducting the research, the researcher analyzed the datum based on its acquisition steps related to age, gender, mother tongue, parent’s education background, parent’s income, partnership in study at home and facilities of study at home. The interpretation leads the researcher to describe the English vocabulary Acquisition of Kindergarten Children.
First, the result of the analysis shows that there are four types of steps of acquisition. They are correct (C), overgeneralization (O), simplification (S) and incorrect (I). The kindergarten children tests that could be used to know how the children acquire of the materials. In each task, the teacher presents five pictures. Each picture has different features. From each number, there are two correct answers. The percentage shows the ability of the children to catch the meaning of the vocabulary. The data are analyzed using the results of the interview to the children. As a result, the researcher had proved that kindergarten children can easier codify concrete noun t familiar in their lives than other types of noun.
Second, to determine the factors that possibly influence the English vocabulary acquisition of the kindergarten children, the researcher connected the test results from the children and the results of interviews to parents and teachers to find the factors that may influence the progress of English vocabulary acquisition of kindergarten. They are seven units in the set of tables. The presentation of the result can be seen in the discussion. The presentations are based on the survey research doing by the researcher.
This study suggests that those who are involved in the English acquisition for kindergarten should provide themselves basic understanding of children characteristics, to prepare themselves dealing with the children patiently and should be more creative dealing with the material of study.