SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2017

Ukuran Huruf:  Kecil  Sedang  Besar


Niken Widiastuty


Issues on learning English as second language for young bilingual children have been discussed in these past years. There are many parents who would like to make their children good English speakers by focusing on vocabulary mastery in their young age. This is because English vocabulary mastery is indeed important for the children’s development in learning the second language. The English vocabulary mastery can support their listening, speaking, reading, and writing skill in the future, which indirectly will be useful for better understanding in communication. More specifically, this research concerns about children’s English vocabulary items mastery, parents influence and strategy supporting their children language achievement.

Qualitative approach is used as the design of this research. The data were collected from 6 June up to 22 June 2016. Moreover, this research takes two siblings who are exposed to English language since their early age as subjects, Faruq and Filza. The instruments used in this research were the pictures of 10 chosen categories, flashcards, music video, animated movie and recorder. The data were taken by doing interview with the parents and observing the children in their daily life. Then, the data were transcribed and summarized for analysis.

The result of this research shows that as English young learners, their English acquisitions in such young age are affected by the educational background of their parents and the simultaneous learning situation they received since they were toddlers. Furthermore, the parents adopt several English children songs, English movies, storybooks, and pictures in the form of flashcards as the media and strategy to enhance the children’s English vocabulary items mastery. However, in order to gain knowledge about how those strategy works, the researcher took observation to see the children’s English vocabulary mastery which was focused on noun only. As a result, there are 174 English vocabulary items that are mastered by Faruq (the older child) and 76 vocabulary items that are produced by Filza (the younger child).


The present research gives an overview on how to enhance the English mastery of young children and how the parents provide language input to their children when they are babies influence their language performance later. Thus, the future researchers are suggested to conduct more research regarding to vocabulary mastery for English young learners that can contribute a new knowledge in liguistic field.