THE CONTRIBUTION OF ENVIRONMENT

IN FIRST LANGUAGE ACQUISITION:

(A Study Case to My Twindaughters)

Oleh:
Besse Darmawati
Organisasi Riset Arkeologi, Bahasa, dan Sastra
Pusat Riset Bahasa, Sastra, dan Komunitas
Email: bessedarmawaty@gmail.com

Abstract

The process by which children learn their native language is referred to as first
language acquisition. Second language acquisition is the study of a language or
languages other than one's native language.

Linguistic competence develops in stages for children learning their native language,
from babbling to one word to two words, then telegraphic speech. Babbling is now
thought to be the earliest form of language acquisition because infants produce
sounds in response to language input. In consonant-vowel clusters, one-word
sentences (holophrastic speech) are typically monosyllabic. There are no syntactic or
morphological markers during the two-word stage, no inflections for plural or past
tense, and pronouns are uncommon, but the intonation contour extends throughout
the utterance. Telegraphic speech is devoid of function words and carries only open
class content words, resulting in sentences that sound like telegrams.

1. INTRODUCTION
Observing children language acquisition is an interesting thing to do. By the
way, we can know the amazing development of our children language acquisition
from the age of one until four or more years. We will find the variables which are
influenced by the acquisition process. So far, we just know that acquisition of each
child is different from one to another. However, we do not really see the striking
variables happen. The children are different or the same in whatever the exposures.
Therefore, the researcher is interested to find out the significance of the study.
First Language Acquisition (FLA) is believed to be developed chronologically
from the early age until the age of four or more. Some variables determining the first
language acquisition are said to be the environmental setting, cognitive capacity, and
the combination of both factors (interaction between cognitive and environmental
setting). According to the theory of empiricism, children acquire a language through
his experience that they get from various environments, it is called environmentalism.
The more the exposure from environment, the better the acquisition process is.

1
However, this theory was challenged by the innatism theory (rationalist viewpoint).
Those rationalists believe that language acquisition is not a learned behavior, but a
biological gift that innately provide equal capacity to all human to develop their first
languages. They suggest that child, born normally, has been potentially assigned
linguistic competence and performance (Bellugi, et.al., 1975).
To measure this acquisition phase, there is no such way to do except to
analyze children productive utterances. To clarify the stance of this study, the writer
submits a hypothesis that environment contributes FLA. If this is truly happening, it
is then expected that every language acquisition from environmental factor develops
gradually in regular pattern. But if the result is insignificant, it can be said that
environmental factor does not contribute or only little thing rather than expected,
evenly in the extreme point of environmental factor contributes nothing.
The limitation of the problem is important because of the limited ability of the
researcher to discuss the problem. To explain the problem, the researcher will limit
the problem in identifying the role of language development and environmental factor
influencing the language acquisition and identifying the contribution of environment
in FLA. Therefore, the formulations of the problem are as follows.
1. How does the environmental factor play the role in First Language Acquisition
(FLA)?
2. Does environment contribute in First Language Acquisition (FLA)?
The objectives shall be related to the problems, thus the objectives of this
research are (1) to discuss the influence of environmental factors in children’s First
Language Acquisition, and (2) to discuss the contribution of environment in First
Language Acquisitio (FLA).

2. LITERATURE REVIEW
a. Definition of First Language Acquisition (FLA)
Before discussing about First Language Acquisition (FLA), there are two
important terms to look first, those are the definition of First Language (L1) and
Language Acquisition. First language (L1) is defined as generally a person’s mother
tongue or the language acquired first. In multilingual communities, however, where a
child may gradually shift from the main use of one language to the main use of
another, for example because of the influence of a school language. First language
may refer to the language the child feels most comfortable using. Often this term is
used synonymously with Native Language (Richard, 1992). Meanwhile, Language
Acquisition can be defined as a process taking place in a child’s brain when she/he
acquired his/her first language (mother tongue). Here language acquisition is
differentiated from language learning. Language learning usually refers to processes
happening when child learn the second language, while language acquisition is
closely related to first language. Considering the two propositions, we can define that
First Language Acquisition (FLA) as the child’s process of acquiring his/her very
first language in life (Chaer, 2003).

b. Theories Underlying FLA

2
 First Language (L1), sometimes mother tongue, refers to the language or
languages the child acquires first in his/her life. A child may acquire more than one
language depending on the context of acquisition. Some theories underlying First
Language Acquisition (FLA) are as follows:
1) General Process (competence to performance)
There are two processes when a child acquires his/her first language, those are
Competence Process and Performance Process. These two processes are
different. Competence Process is a process of using grammar taking place
unconsciously. This process involves the ability to load concept of language
system and to perceive what is heard. Meanwhile, Performance Process is an
ability to produce language. Therefore, competence process becomes a pre-
requisite for performance access. This means that a child will not produce a
language without understanding (building competence concept).
2) Thought and Its Development
Language use is believed to begin from a thought. Thought is developed out of
understanding, triggers, language production. One can observe that in any normal
language use, the prior in producing any piece language of child has already
something in his/her mind based on which he/she communicates. Language is a
means of expressing his/her thought (Eisenberg, 1976).
3) Theoretical Models of language acquisition process
There are three influential models or theories in explaining language acquisition,
the child and the environment are addressed in each one (Goh and Silver,
2004:17). They are Behaviorism, Innatism, ans Interactionism. In line with this,
Gozali (2008) suggested that the term behaviorist is as empiricist, while innatism
is as nativism or mentalism or rationalism. Each model reflects one approach in
understanding language acquisition.
a) Empiricism, it believes that the knowledge of a child acquired is from his/her
experience he/she gets from environment. The basic concepts of empiricism
(Field, 2004) are:
- Language = learned behavior.
- Learning = change of behavior (from not having to having a behavior).
- Learning mechanism = habit formation.
- The child is conditioned by stimuli in order to produce some kind of
response. To make the association or bond strong, learning needs practice
and reinforcement.
- Language learning = similar to any kinds of learning, that is learning verbal
behavior. It starts from understanding to production, proceeding from
listening, speaking, reading, and writing.
- Founding father, according to B.F Skinner (in Brown, 1980), language
acquisition is a form of operant conditioning directly resulting from adult
modeling and reinforcement, imitation, and habit formation on the part of
the child (adults provides model and child imitates).
- The role of environment is very important as a source of stimuli and
reinforcement. The environment shapes the condition and development of
language.

3
 - Reinforcement can be positive (reward or praise) or negative (punishment
or correction). Reinforcement is designed to condition the child produce
only correct forms (in terms of pronunciation and grammar)
b) Rationalism, it believes that children are born with the innate mental capacity
for language or innate knowledge. The knowledge consists of some general
tendencies or capacities. Chomsky in Steinberg (1982) even claims that
children have been assigned with a special language processing device called
Language Acquisition Device (LAD) in which enables children to acquire his
first language (mother tongue). The basic concepts of rationalism are:
- Language = rule governed or rule based and generative in nature.
- Language learning = human beings possess an innate mental capacity for
language. It is a different cognitive ability for other kind of learning that is
special language mechanism in which individuals are hard-wired with
syntactic principles or grammatical rules. As the nature of language is
universal, anybody can learn any language they are exposed to with
comparable ease. And also, language development follows a chronological
program. Normal children will follow development of the same route of
development.
- Learning mechanism = innate mechanism, that child is born with language
acquisition device (LAD) which is preprogrammed with principles of
language that enables children to generate and understand utterances.

children input LAD testing Language Production

c) Interactionism, it is the combination of the two. Children are born with some
capacities, such asTriggers/stimulates
for language learning. Children’s language development is
the result of the interaction between innate potentially and quantity of
experience. Interactionism focuses on the role of cognition and environment.
The basic concepts of interaction are:
- Language development goes along or is dependent on cognitive
development supported by environment, such as context of interaction.
Context is defined as the quality of language input that the child is exposed
to or experience to cover the scaffolding, care-giver, and mother talks.
These inputs contribute to the provision of rich input for language
development.
- Language development is dependent on the child’s cognitive capacity and
attempts to quality of input or environment the child experience to live.
Thus, to enhance the acquisition process attention is put on identifying
characteristics of the input and how it can be used to help language
development for more effectively.
- Founding fathers, by Jean Piaget, Lev Vygotsky, Bruner. One of the
theories in psychology on early development is scaffolding. Introduced by
Vygotsky and developed by others, the concept was formulated in terms of

4
 Zone Proximal Development (ZPD), the distance between a child’s current
state of cognitive capacity and the level of potential development. It is in
the space in which the child can manage on his/her own compared to what
they can only manage with assistance from adult.

3. RESEARCH METHODOLOGY
Based on the need of the research, the writer decided to use the qualitative
research method because no such statistical procedure here taken (Gay, et. al., 2006).
The qualitative research will be done by taking explanation and estimating.
The researcher took place of research at two different place (in the village and
in the city) involving two children (my twindaughter actually in the same age when
they was two to four years old). They live in the different place, one of them lived in
the village with her grandmother/grandfather namely Andi Chendradevi and the other
one lived in the city with her mother/father namely Andi Chendradewi. The
researcher takes the twindaughter as a sample ramdomly. Random sampling is taken
in this research because it has equal and independent chance of being selected to be
the samples. Meanwhile, population is all of the members of the group of the people,
events, or things to which generalization that are going to be involved in research.
Considering the impossibility of doing research to children, the unlimited and many
factors are really needed, except the environment, because the researcher needs to
find out the influence of environmental factors in children’s FLA and the contribution
of environment in FLA.
The instrument chosen is researcher-self instrument (human instrument),
directly involved to see and read the respondents. The researcher interviewed and
observed respondent for unlimited time to get data. The data of this research was a
transcript conversation containing children’s response that will be analyzed and
related to the theory of first language acquisition.
The best way to show how acquisition happens in different environment, there
are three main steps to analyze the data:
1. Presenting the description of children’s utterance.
2. Interpreting the data
3. Concluding the case study, whether environment contributes First Language
Acquisition (FLA) or not.

4. DISCUSSIONS
This part discusses about the description of children’s utterances and its
differences in the acquisition of each environment that is interpreted based on the
data. From the analysis, the researcher also wants to relate the contribution of
environment in first language acquisition.
The data uses in this research were collected from dialog transcriptions with
the twindaughter -Andi Chendradewi initialed by DW and Andi Chendradevi initialed
by DV– when they were two to four years old. As already mentioned earlier, the
researcher will analyze the difference acquisition in every environment based on the
theories underlying First Language Acquisition. Let see their language features of
children’s talk one by one

5
Dialogue 1 (when they were about two years)
Guest : Siapa namanya, Nak?
DV : De--vi (asked his name and see the guest)
DW : -------- (not responding, expression of shyness)

DV directly answered the question even slowly with an eyes contact to the speaker
(guest). She did not care his mother existed or not. Unlike with DV, DW tended to
not answer the question of stranger conversation participants. It was probably
interpreted as an expression of shyness. She did not answer when asked by the other
people (guest), but she answer when asked by his mother. In this case, DV tries to
talk, while DW does not.

Dialogue 2 (when they were still about two years)

Guest : Mana mami, Nak?
DV : ada, amal (means that his grandmother are in the room)
DW : pe-gi (means that his mother go out)

DV tended to answer the question of the conversation with two words. It is probably
interpreted as an expression of thought. She answered “ada” means that his mother is
still being in the home and “amal” means that his mother is in the room
(amal=kamar). Meanwhile, DW gave simple answer and did not care the speaker
anymore. The answer of “pe-gi” means that his mother has gone to the office. In this
case, DV shows two limited words, but DW is only one.

Dialogue 3 (when they were about three years)

Ibu : Siapa mau balon? (come to the home with some balloons in
thehand)
DV : Saya (screaming) me-lah, ku-ning, i-jo, pu-ti.
DW : Saya (jump to the mom and point out the all balloons)

DV directly response to his mother by saying “saya” and wanted to get some ballons
by saying the color one by one (me-lah=merah, ku-ning=kuning, i-jp=hijau, pu-
ti=putih), while DW also directly gave response to his mother by saying “saya” and
wanted to get the all ballons by an action of jump. In this case, DV gives more
explanation by saying color, but DW does not.

Dialogue 4 (when they were still about three years)

Ibu : Binatang apa itu? (point out a cat picture in the book)
DV : Kucing (while pointing out the tail of the cat in the picture)
DW : Kelinci (while pointing out the tail of the cat in the picture)

DV could answer easily and pointing out the tail of the cat in the picture because she
always sees cats everyday in the village, while DW felt that rabbit and cat are similar.
Physically, she thought that rabbit is almost the same with the cat at first by seeing

6
the tail and eyes. She also always sees rabbit in the city and almost never sees cat. In
this case, DV gives right answer based on her experience, but DW is wrong.

Dialogue 5 (when they were four years)

Bapak : Cita-citanya mau jadi apa, Nak?
DV : Jadi gulu
DW : Dokte, mau tut tut tut (while pointing out his father
chest)

DV answered “Jadi gulu” (gulu=guru) because lives near from the school and she has
a teacher’s neighbor, while DW gave different answer based on his thought. When
she was sick, his mother took her to the docter and gave her medicine with docter
toys. The child tended to answer the question of stranger conversation participants. It
was probably interpreted as an expression of interesting to be a docter, while pointing
out his father chest and said “tut...tut...tut.” After that, she was very like all docter
toys. In this case, DW has more words based on his experience, but DV gives better
answer and more complete.

1. The influence of environmental factors in Children’s FLA

Acquisition of each environment is different. At least that is said by the
language experts. Conducting this research, the researcher wants to prove it, whether
or not the enviromental factor shows contribution toward the First Language
Acquisition (FLA). The researcher expects the proofs would expose that there is
actually a gradual, step-by-step, regular pattern of development in FLA. Fortunately,
as the researcher comes to understand that the environment is a dominant factor
influencing the First Language Acquisition (FLA) of children.
To see the cause of acquisition difference, it is advisable to see the
background of the children being studied and FLA monitoring result.
DV DW
Sex Female Female
Age 2–4 2–4
Family Buginese Buginese
Live in Village City
Live with Grandmother/Grandfather Mother/Father
Environment exposure - Spacious home - Narrow home
- Neighborhood - Unneighborhood
- Widespread and open - limited and closed
environment environment
- Life in the village and - Life in the center of
friendly with animals city n the center of
and plants area bussiness area
- Everyday with old - Everyday old people
people and many and nothing
accompanying children accompanying

7
 children

Children in early age (2 until 4), indeed equally has to deal with the language
acquisition. In these ages, children learn to imitate the adult-like sounds. In the same
ages, children also cannot produce some typical sound like [l] and [r], because they
are being in silent period. We can see the happening proof to DV in the words of
amal=kamar, me-la=merah, i-jo=hijau, pu-ti=putih, and gu-lu=guru, and so does
DW in the words of pe-gi=pergi,.
The most striking suspicion, after seeing the result of this study, there is
different degree of development in language of children’s FLA. The researcher, at the
very beginning, has proposed a hypothesis statement that if the environment
contributes FLA. Consequently, the evidence has shown a productive result.
Considering the expected result, the researcher assumed that environment is a factor
influencing First Language Acquisition (FLA). There might be an expectation that
DV does better than DW, DV is braver in talk than DW, and DV has more words
than DW.

2. The contribution of environment in First Language Acquisition (FLA).

To know the contribution of environment in First Language Acquisition
(FLA), we’ll have to see at the background of the children. Both are twin, are from
the same family with the same mother and father, but actually takes care by different
people and lives in different area. We have to focus on these children background
information. We can see the most visible difference is on the living in, living with,
and environmental exposure. Obviously, DV gets much and open exposure either
from his family, neighbor, and peer friends, thus she is brave in talk, has more word,
and able to give right answer. Meanwhile, DW, only gets much exposure from his
family and housemaid, has limited words from imitation of adult sounds, but wrong
answer based on their limited thought to the nature. Referring to the theory of
interactionism, although perhaps children cognitive ability has been assigned a
biologically language acquisition device, but if the exposure of language is a little,
then it is certain that children will face some problems with their language
acquisition. The interactionists believe that the children before age of 5 are in golden
period on which they can acquire their language easily because their brain
hemisphere works one way. Nevertheless, it is not the only thing. The children should
learn things from environment in order to internalize his understanding to language
and improve their communication skill.
From this study, it is obvious that environment is a dominant factor
contributing the First Language Acquisition (FLA). As it is found, the role of
environment is really determining children’s First Language Acquisition. Indeed, as
the age increases, children’s cognitive language develops. However, access of
language experience should be given more to enable children succeed their language
acquisition, particularly from the environment.

5. CLOSING

8
 Based on the discussion, the researcher finds that the hypothesis of
environment work well like expected. There is different degree of language
acquisition of the both children (initial DV and DW) compared. In investigating the
background of children, the researcher found that environmental exposure
significantly plays the role of children’s FLA. DV does better than DW, DV is braver
in talk than DW, DV is right in answering question than DW, and DV has more
words than DW. DV learn more from environment with a high intensity of experience
from his parent, neighbor, and peer friends surroundings, while DW does not. Indeed,
children’s language development through environmental factor. However, access of
language experience should be given more to enable children succeed their language
acquisition.
As implication and suggestion, researcher wants to say that expecting children
to speak up without giving the exposure needed is the same as killing their potential
communication skill as they path thru adulthood. Parents are expected to give more
opportunities for children to play with his peer and surrounding environment to
enrich and enhance his language acquisition. So until the age of 4, parents should be
proactive in providing more exposure to their very young children. The more they
exposure, the better they develop their first language.

BIBLIOGRAPHY
Bellugi, Ursula and Roger Brown. 1975. The Acquisition of Language. Chicago-
London: The University Chicago Press.
Brown, Douglas, H. 1980. Principles of Language Learning and Teaching. New
Jersey: Prentice Hall Inc.
Chaer, Abdul. 2003. Psikolinguistik: Kajian Pengantar. Jakarta: PT Rineka Cipta
Eisenberg, R. B. (1976). Auditory Competence in Early Life. Unpublished MS.
Baltimore, MD:
Field, John. (2004). Psycholinguistics: The Key Concepts. New York: Routledge.
Gay, L.R. et. al. 2006. Educational Research: Competencies for Analysis and
Application (Eight Edition). Columbus, Ohio: Pearson Merril Prentice Hall,
New Jersey.
Ghozali, Imam. 2008. A Modul for Psycholinguistics. UST Yogyakarta
Ingram, David. First Language Acquisition: Method, Description, and Explanation.
Cambridge: Cambridge University Press. Retrieved from
http://first_language_acquisition_Ingran_david_%00043578.
Richard, J. 1992. Longman Dictionary: Language Teaching And Applied Linguistics.
London: Longman Group UK
Salkind, J. 2005. Encyclopedia of Human Development. United States: Sage
Publications, Inc.
Silver and Goh. 2004. Children Language Acquisition. Singapore: Longman Press
Steinberg, David D. (1982). Psycholinguistics: Language, Mind, and World. New
York: Longman Inc.

Bacaan Inspirasi:

9
Darmawati, B., & Sahabuddin, C. (2019). Kalindaqdaq: A Medium of Mandarese
Character Building. In Proceeding of The International Conference on
Literature (Vol. 1, No. 1, pp. 882-890).
Shinta, M. N., & Darmawati, B. (2021). Nonverbal Communication of Supervisors in
The Mentoring Thesis Process: Perceptions Of English Students. Al-Lisan:
Jurnal Bahasa (e-Journal), 6(1), 1-11.
Rahmawati, S., Rahman, S. W., & Darmawati, B. (2018). Pop-Up Book in Reading
Comprehension Ability Context in Thenatic Learning. Jurnal.
Darmawati, B. (2019). SASTRA DAERAH BUGIS DAN MAKASSAR SEBAGAI
KEKUATAN KULTURAL DALAM MEMBANGUN BUDAYA BANGSA
INDONESIA.
Darmawati, B. (2022). ELT CURRICULUM AND MATERIAL PRODUCTION:
Curriculum, Syllabus, and ELT Approaches.
Darmawati, B. (2022). Book Review MEMBANGUN TEORI GROUNDED:
Petunjuk Praktis Melalui Analysis Kualitatif Karya KATHY CHARMAZ.
Darmawati, B. (2022). ELT MATERIAL-TEACHING LITERATURE (POETRY)
IN ELT CLASSROOM: Lesson Plan.
Darmawati, B. (2012). Konfigurasi Heroik Dalam Sastra Bugis: Suatu Pendekatan
Sosiologi Terhadap Elong Osong. ATAVISME, 15(1), 85-94.
Darmawati, B. (2014). “Kearifan Sistem Pemerintahan Puang Rimaggalatung Dalam
Lontarak Bugis. Jurnal Meta Sastra, 7(1).
Darmawati, B., Rahman, A., Halim, A., & Basri, M. (2020, October). Teaching
English Through Literature-Based Instruction: An Integrated Study of
Language and Literature. In International Conference on Community
Development (ICCD 2020) (pp. 134-137). Atlantis Press.
Marzuki, A. G., Santiana, A. K., Alek, N. F., Darmawati, B., & Bin-Tahir, S. Z. The
Teaching of EFL Vocabulary through Anticipatory Learning Strategy in Islamic
Higher Education Context in Indonesia.
Darmawati, B., & Herlina, A. (2019, October). Bugis Cultural Taxonomy: An
Overview of Hofstede’s Cultural Dimension. In 6th International Conference
on Community Development (ICCD 2019) (pp. 108-110). Atlantis Press.
Nurwati, A., Darmawati, B., Pakaja, M., Pido, N. W. T., Shinta, M. N., Dilo, A. U., ...
& Akhmad, E. Model dan Media Pembelajaran Bahasa Berbasis Online &
Offline.
Darmawati, B., & Km, J. S. A. (2018, July). Law, Social, and Humanity in Buginese
Literature. In 2018 3rd International Conference on Education, Sports, Arts
and Management Engineering (ICESAME 2018) (pp. 147-149). Atlantis Press.
Darmawati, B. (2013). Fabel dalam Bingkai Sastra. Gramatika: Jurnal Ilmiah
Kebahasaan dan Kesastraan, 1(2), 133-142.
Asrifan, A., & Syahrir, L. (2021). Code Mixing and Code Switching in the Efl
Classroom Interaction.
Octaberlina, L. R., & Asrifan, A. (2021). THE USE OF HUMOR STORY IN
IMPROVING THE STUDENTS’READING COMPREHENSION.

10
Asrifan, A. (2021). IMPROVING STUDENTS’SPEAKING ABILITY BY USING
HAND DOLLS OF THE ELEVENTH GRADE STUDENTS OF MA YMPI
RAPPANG.
Asrifan, A. (2021). ISSUES IN TEFL “International Article Summary &
Presentation”: Students’ Reactions to School Based Oral Assessment: Bridging
the Gap in Malaysia.
Asrifan, A. (2021). Modul Perkuliahan RESEARCH ON ENGLISH LANGUAGE
TEACHING.
Asrifan, A., Octaberlina, L. R., & Handayani, R. (2021). SEMANTIC ANALYSIS
ON THE USE OF ENGLISH LANGUAGE SLOGAN.
Octaberlina, L. R., & Asrifan, A. (2021). English for Specific Purposes (ESP).
Agustang, A., Ariani, A. I., & Asrifan, A. (2021). Konstruksi Sosial Janda
Tereksploitasi (Studi Kasus Di Kelurahan Tetebatu Kecamatan Pallangga
Kabupaten Gowa).
Asrifan, A., Abdullah, H., Yunus, M., & Patil, A. (2021). An Analysis of Code
Mixing in the MOVIE “From London to Bali”. ENGLISH FRANCA: Academic
Journal of English Language and Education, 5(2), 317-338.
Asrifan, A. (2021). Academic Writing.
Asrifan, A., Vargheese, K. J., Hasnidar, H., Hermasyah, S., & Suleha, S. (2021). The
Study of Lexical and Contextual Meaning on Lily Song By Alan Walker Feat
K-391 & Emelie Hollow (Semantic Approach). JOURNAL OF ADVANCED
ENGLISH STUDIES, 4(1), 7-14.
Nagauleng, A. M., Asrifan, A., & Waris, A. M. (2021). Perceptions with Non-English
Educational Background Competence in English Teaching. Al-Ishlah: Jurnal
Pendidikan, 13(2), 1259-1268.
Putra, M. T. I., Maulina, M., Muthmainah, M., Asrifan, A., Apriani, E., Ejica, N. C.
P., & Peroddin, A. D. D. (2021). Teaching Communicative Grammar: A
Literature Review. CAPE COMORIN: An International Multidisciplinary
Double-Blind Peer-reviewed Research Journal, 3(02), 63-68.
Asrifan, A. (2022). ONLINE METHOD AND MENTAL LEXICON IN CHILDREN
LANGUAGE PROCESSING PSYCHOLINGUISTICS APPROACH. La Ogi:
English Language Journal, 8(1).
Octaberlina, L. R., & Asrifan, A. (2021). MULTIPLE INTELLIGENCES IN BASIC
SCHOOL LEARNING.
R Agus Marhendra, R., Syaharudddin, R., Utami, S., Puriani, R. A., Alamsyah
Sahabuddin, R., Salijah, E., ... & Sam Hermansyah, F. (2022). Challenges of
Social Sciences, Education, and Technology For Achieving Sustainable
Development Goals (SDGS), Jilid II. Media Sains Indonesia.
Octaberlina, L. R., & Asrifan, A. (2021). Component of Curriculum: Assessment and
Testing.
Asrifan, A. (2021). LANGUAGE PLANNING.
Fakka, B., Asrifan, A., Syahrir, L., Hermansyah, S., & Amran, N. A. R. (2022).
Correlation Between Self-Concept and Anxiety of Communicative Competence
in English Foreign Language Learner. La Ogi: English Language Journal, 8(1),
25-34.

11
Muthmainnah, M. H., Asrifan, A., & Abdul Wafie, K. (2021). THE
EFFECTIVENESS OF INTEGRATING WRITE AROUND MODEL AND
SURAH AL QALAM VALUE IN TEACHING.
Asrifan, A. (2021). THE DIFFERENCES BETWEEN WRITTEN AND SPOKEN
LANGUAGE.
Asrifan, A. (2021). Book Review: Halliday. 1989. Spoken and Written Language.
Oxford University Press.
Putri, R. S., Bibin, M., Putri, A. R. S., & Asrifan, A. GAM IN MODELING THE
DISTRIBUTION OF SMALL PELAGIC FISH IN THE MAKASSAR
STRAIT.
Asrifan, A., & Mohammed, M. G. (2021). The Perceptions on Bilingual-based
Materials Approach in English for Educational Technology. Modern
Perspectives in Language, Literature and Education Vol. 4, 28-38.
Mustanir, A., Razak, M. R. R., & Asrifan, A. (2021). IMPLEMENTASI
KEBIJAKAN PEMERINTAH TERHADAP PEMENUHAN HAK-HAK
PENDIDIKAN PENYANDANG DISABILITAS DI KABUPATEN
ENREKANG. re-JIEM (Research Journal of Islamic Education
Management), 4(2), 119-136.
Erianti, A., Akib, E., & Baso, F. A. (2018). An analysis of teachers’ questioning
strategies in ELT (English Language Teaching) the classroom interaction at
eleventh grade SMA Muhammadiyah 1 UNISMUH Makassar. Exposure
Journal, 7(1), 58-70.
Akib, E., & Ghafar, M. N. A. (2015). Assessment for Learning Instrumentation in
Higher Education. International Education Studies, 8(4), 166-172.
Akib, E., Imran, M. E., Mahtari, S., Mahmud, M. R., Prawiyogy, A. G., Supriatna, I.,
& Ikhsan, M. H. (2020). Study on implementation of integrated curriculum in
Indonesia. IJORER: International Journal of Recent Educational
Research, 1(1), 39-57.
Akib, E., & Muhsin, M. A. (2020). Critical thinking in cognitive domain: Exploring
assessment of English teaching at pandemic period of covid-19. JEES (Journal
of English Educators Society), 5(2), 178-184.
Akib, E. (2012). Brain-sketching Technique for Descriptive Text in Improve Writing
Skill at Senior High School of Unismuh Makassar. Exposure, 1(1), 35-58.
Akib, E., & Syatriana, E. (2019, October). Engaging EFL Learner in Explainer Video
for Creative Writing. In Proceedings of the 4th Progressive and Fun Education
International Conference (PFEIC 2019) (Vol. 355, pp. 119-123).
Ampa, A. T., & Akib, E. (2019, June). The students’ learning achievement of the
english productive skills. In Eleventh Conference on Applied Linguistics
(CONAPLIN 2018) (pp. 395-399). Atlantis Press.
Ampa, A. T., Akib, E., & Sari, D. K. (2019). The Use of Transitional Signals in
Essay Writing by EFL Students. International Journal of English Language &
Translation Studies, 7(2), 33-38.
Syatriana, E., & Erwin, A. (2021). Investigating learning outcome based on a model
of English teaching of Indonesian elementary students. JEES (Journal of
English Educators Society), 6(2).

12
Akib, E. (2020). Pariwisata Dalam Tinjauan Pendidikan: Studi Menuju Era Revolusi
Industri. Pusaka: Journal of Tourism, Hospitality, Travel and Business
Event, 2(1), 1-7.
Akib, E., Syatriana, E., & Ebrahimi, S. S. (2020). Principle for the Evaluation of
Reading Assessment Tools. Journal of Critical views, 7(16), 160-164.
Ratih, K., Tamatea, L., Buckworth, J., Prayitno, H. J., & Akib, E. (2019). Preparing
for quality: The alignment of the professional knowledge domain across global,
national and local institutional policies. International Journal of Advanced
Science and Technology, 28(8), 795-799.
Akib, E. (2019). The effect of mapping instructional materials on EFL learners with
different types of materials.
Saiful, S., Ismail, H., Asriadi, A., Akib, E., & Bakri, R. A. (2022). PENGHIJAUAN
LAHAN NON PRODUKTIF DI KAMPUNG BERUA OBJEK WISATA
RAMMANG-RAMMANG MAROS. Martabe: Jurnal Pengabdian Kepada
Masyarakat, 5(1), 399-407.
Saputra, W. A., & Akib, E. (2018, July). Translanguaging in English as Foreign
Language (EFL) Classroom Assessment: A Discourse Analysis in Indonesian
University. In PROCEEDINGS OF THE 65th TEFLIN INTERNATIONAL
CONFERENCE (Vol. 65, No. 02).
Octaberlina, L. R. English For Specific Purposes: Need Analysis.
Octaberlina, L. R., & Asrifan, A. (2021). MULTIPLE INTELLIGENCES IN BASIC
SCHOOL LEARNING.
Asrifan, A., & Raskova Octaberlina, L. (2021). An Item Analysis Of English
Summative Test in EFL Classroom (A case study at Elementary School in
Indonesia). ScienceOpen Preprints.
Octaberlina, L. R., & Asrifan, A. (2021). Component of Curriculum: Assessment and
Testing.
Octaberlina, L. R., & Lubis, N. D. A. APPROACHES AND STEPS IN ESP
COURSE DESIGN.

13