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JURNAL SCIENTIA, Volume 12 No 2, 2023 ISSN 2302-0059

THE INFLUENCE OF ENVIRONMENT IN SECOND LANGUAGE

ACQUISITION IN CHILDREN AGED 1,5 YEARS: AN ANALYSIS OF
MONITORING THEORY BY KRASHEN
1
Atik Muhimatun Asroriyah, 2Gilang Candra Irela
1,2
University of Ma’arif Nahdlatul Ulama Kebumen, Indonesia
Email : atikmaa09@gmail.com, gcandra582@gmail.com

Abstract
Article Info The object of this research is to describe and comprehensively understand
Received: 07/05/2023 cognition in second language acquisition in children aged 1; 5 years: a
Revised: 16/05/2023 formal approach to the type of Krashen monitor theory. The method in this
Accepted: 25/05/2023 study uses a qualitative approach. Qualitative because based on taking a
historical data in the form of observation and recording using electronic
media as a recorder of speech forms. Data is collected through data
collection by recording and then recording one word and two words from
the child's speech then describing it syntactically the words that the child
uttered. The method used is observation and conversation by asking a few
questions. The object in this study was a child named Azka Ghaisan who
was 1; 5 years old. The findings in this study were to test the development
of second language acquisition with the type of monitor theory. The model
theory is applied in children aged 1, 5 years who have a first language
(Javanese) and a second language (Indonesian). So that we can know the
level of mastery of each language with the type of monitor model. The
findings are: 1. Language acquisition and learning can be carried out in the
environment sphere, 2. The development of L2 language learning is more
interactive if using media, and 3. Language problems can be solved if it
gives the child the opportunity to talk and control unstable emotions in the
speakers when speaking.
Keywords: second language acquisition, cognition approach, Krashen monitor theory.

1. INTRODUCTION
The process of the acquiring language in children is one of the things that needs to be studied
more deeply, because acquisition tests workings in psychology and linguistic elements such as
developing, perceiving, and producing language (Ingram, 1989). Various theories from the field
researchers have proposed various scientific disciplines to explain how this process works these applies
to children, especially psychology and language. It is recognized that whether we realize it or not,
linguistic systems are mastered properly by individual children, although generally not in formal
teaching because within the child, there are already elements that can receive stimulation and produce
language according to cognitive psychology from within the child.
Various studies on second language acquisition generally try to analyze the influence of first
language (NL) on second language (TL) by conducting MLU tests to find conservative differences in
terms of phonology, morpheme, morphology, syntax, semantics, and pragmatics. However, of all the
research, second language acquisition (SLA) is an overview of an impact on several fields of study,
including linguistics, psychology, psycholinguistics, sociology, sociolinguistics, discourse analysis,
conversation analysis, and education and others (Gass & Selinker. 2008).
The problem of acquiring a second language is unique. The uniqueness that we can observe in
the realm of linguistics and culture. As the expression of Noam Chomsky, 1968, When we study human
language, we are approaching what some might call the human essence, the distinctive qualities of
mind that are, so far as we know, unique to [humans].
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Various approaches in determining the purpose of language acquisition, such as the nativist
approach, behavior, and cognition, are the core of all the development of methods and techniques in
every research. This approach has also influenced language acquisition research. As further explanation,
the author will try to describe the cognitive factors in the acquisition of Noam Chomsky’s language.
Chomsky (1965) argues that language is very complicated, and it is impossible to learn in a short
time through the method of imitation. So, there must be some critical aspects of the language system
that exist in humans naturally. The language acquired by adult humans is not the same as what id
received by children, Noam Chomsky in Krashen, 1982, for example, considers that language
acquisition is only intended for the first language (Mother Language), not for the second or following
languages. According to him, language is innate in humans from birth. The acquisition involves various
abilities such as syntax, phonetics, and an extensive vocabulary. Language acquisition often refers to
first language acquisition, which examines children's mother tongue acquisition.

2. LITERATURE REVIEW
Second Language Development
Language acquisition involves various abilities such as syntax, phonetics, and a diverse
vocabulary. Usually, language acquisition refers to the first acquisition that examines children’s
acquisition of their mother tongue. So it can be understood that if the acquisition that is often used in
the first language is often used in the second language, then the acquisition of a second language means
a human process in gaining the ability to produce, capture, and use words unconsciously to
communicate. Involves syntactic, phonetic, and broad vocabulary abilities in other than the mother/first
language, namely the second, third, fourth, etc., or often called the target language (Target Language)
(Rod Ellis, 1997).
The involvement of acquiring a second language certainly cannot leave the first language.
Acquisition of a second language by returning to using the first language is extensive because the
memory and interaction factors in the environment are the cause of the emergence of the acquisition of
a second language. After all, this is obtained unconsciously. This is very different when someone learns
a language because of academic desires.
The acquisition of the language above, both the acquisition of the first language and the
acquisition of a second language, will lead to the use of a second language learning environment because
it is the environment that makes students continue hone their abilities in communicating as well as
proficiency in other language. Simply put, the environment is divided into two types: formal and
informal. The environment will be called formal if the environment occurs in an official forum, such as
language learning that occurs in the “found for the most part in classroom” class (Krashen, 1982),
courses, etc. This environment can provide students with a language system (knowledge of language
elements) or language discourse (language skills), but that’s all depending on the type of learning or the
method used by the teacher (Effendy, 2005)

Monitor Theory Models

Krashen development monitor theory based on Chomsky’s (1965) LAD concept. Monitor theory
consists of five hypothesis that provide a framework for teaching a second language, namely:
1. The Acquisition vs. Learning Hypothesis
2. The Natural Order Hypothesis
3. The Monitor of Hypothesis
4. The Input Hypothesis
5. The Affective Filter Hypothesis
In general, the influence of the two views can be seen in the construction and paradigm of the
monitor model that Krashen coined into five hypothesis: the acquisition and learning hypothesis, the
natural sequences hypothesis, the monitor hypothesis, and the affective filter hypothesis.
First is acquisition and the learning hypothesis. According to Krashen, adults have two
independent systems for mastering a second language: the acquisition and learning systems. According
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to Krashen, acquisition is a subconscious process of mastering a second language. The formulation of

target language rules is carried out and internalized subconsciously. Thus, language acquisition takes
place naturally without manipulative conditions. This is almost the same as children’s acquiring a first
language. In this acquisition, the content of the message is essential. Not the linguistic form or the
grammar of the discourse. The learner, in this case, is not responsive to the second language rules. In
fact, students usually cannot explain why they use a specific structure when speaking on one occasion,
and on the other occasions, they speak with a different form.
This means that learners know more about the language than they know about the language they
use. If there is a correction for an error in speaking, it is only done intuitively and not based on rational
awareness.
Second, the natural sequence hypothesis. According to Krashen, this hypothesis refers to
sequences of mastery of grammatical structures that are universally applicable and not correlated with
form simplicity. The series of acquiring these linguistic elements takes place naturally and is developed
by each learner almost simultaneously.
Third, the monitor hypothesis. The first hypothesis above it has been explaining that acquisition
and learning have different characteristics and functions. Acquisition produces a creative construction
system, a competency acquired naturally. While learning produces a language system to monitor a
competency learned with specific conditioning. The monitor is a process of editing, correcting, and
correcting discourse both before and after the discourse is spoken. According to Krashen, learning does
not help much to edit, improve and update the grammar obtained through acquisition; learning monitors
the grammar of speech and does not determine the fluency and proficiency of speech. In the second
language acquisition. The affective filter will be loose if the second language learner is calm, happy,
not nervous or afraid sot that the information obtained can enter quickly into the brain. In the teaching
language, if the teacher successfully creates a fresh and fear-free classroom atmosphere, information
input will be absorbed more deeply because students are more willing to take risks. Conversely, if the
learner always feels afraid, anxious, tired, embarrassed, and shy, the affective filter will be tightly closed
so that the input received cannot be digested into the brain. So, it can be said that second language
acquisition is not successful.
Fourth is input hypothesis. This hypothesis suggests that language acquisition occurs when
students receive messages they can understand. This concept is also known as comprehensible input.
However, Krasen also believes that comprehensible input must be one stage above the students’ current
language abilities. Comprehensible input is denoted by i + 1 to allow learners to keep progressing with
their language development. This hypothesis emphasizes the importance of using the target language in
the classroom. The language program’s purpose for students is to communicate effectively. By
providing as much as comprehensible input as possible in the classroom, teachers can create more
effective language acquisition opportunities. Furthermore, input is better understood when the teacher
uses pictures and other relevant media.
Fifth, the affective filter hypothesis According to Krashen, one obstacle that can arise during
language acquisition is the affective filter, the ‘filter’ influenced by emotional variables that can prevent
learning. This hypothetical filter does not directly impact language acquisition but prevents input forms
reaching the language acquisition portion of the brain. According to Krashen, the affective filter can be
triggered by various variables such as anxiety, self-confidence, motivation and stress. This hypothesis
implies that creating a conducive environment for students to learn safely and comfortably without
feeling afraid or ashamed of making mistakes and taking risks is important.
Based on the explanation above, Monitor’s theory which lays the foundation for communication-
based teaching strategies, (Gulzar, Gulnaz & Ijaz, 2014; McLaughlin, 1987), is deemed appropriate to
be applied to regional language learning to stimulate students' acquisition of regional and national
languages.
This paper will focus on second language acquisition with the theory of the Krashen monitor
method, namely a method that monitors the results of second language acquisition based on
comprehensive levels; The Monitor Model contains five hypotheses, two of which state crucial
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conditions necessary for SLA. One is the Input Hypothesis, which postulates that the learner acquires
a second language through comprehensible input and that progress in learning is achieved when the
input is one level above the current stage of the learner’s interlanguage development (see discussions
in LarsenFreeman and Long); (Gass and Selinker, 2008).
Factors of motivation and self-confidence are also included in this method. This emergence in
acquiring a second language greatly influences how much a child develops and uses a second language
(Ruiqin Miao, 2015). When this factor appears in children, self-confidence can be measured when they
socialize or privately relate to their surroundings. The role of the “model monitor” (The Monitor Model)
is part of Krashen's (1977) overall input hypothesis.
The monitor model is in learning, not acquisition. It is a fool for “monitoring” one’s output,
editing, and making changes or corrections as creations are consciously thought about. According to
Krashen, explicit and intentional learning must be avoided because it is hider acquisition. Only one skill
is established is sufficient monitoring or editing used. The hypothesis regarding learning monitors
functions as a monitor. Education appears to replace the form of speech after the speech can be produced
as a system. The monitoring application can be practical if the user of L2 focuses on the correct format.
Mc. Laughlin stated that monitors are seldom used under normal conditions and the L2 acquisition, and
monitors are theoretically useless concepts. Because it is evaluation in nature, this hypothesis must be
faced with the problem of second language acquisition, which then evaluated in the correct form.

Monitor Theory And Local Language

Currently, regional languages can be considered a second language for most of the young
generation of primary school age who live in big cities. They use Indonesian as their first language, and
many do not speak their regional language. Therefore, teaching regional languages needs to be given
unique methods that are interesting and effective. One way is to use Krashen’s monitor theory (1982,
1986). According to Krasen (1982), learning a second language is more effective if it is treated like
‘language acquisition’ obtained unconsciously or indirectly, as in first language learning. This theory
has greatly influenced the success of second and foreign language learning in various countries (Gulzar,
Gulnaz & Ijaz, 2014; McLaughlin, 1987). Krashen's Monitor theory can also be applied in teaching
regional languages, especially Sundanese, which will be discussed in this study.
In the Indonesian context, traditional learning methods are not new, various research results on
cross-curricular learning process show that teachers still predominantly use this method (Sulfasyah,
2005; Sulfasyah, Haig & Barratt-Pugh, 2015; Sulfasyah, Bahri & Saleh, 2018). Traditional teacher-
focused methods are considered insufficient to support students in achieving their potential. Learning
is needed to focus more on active, contextual and exciting students to get optimal results and increase
student learning interest. Research results show that interest can be improved through manipulation or
modification of certain aspects of the learning environment and contextual factors such as teaching
strategies and the arrangement of learning experience (Ennis, Cothran & Davidson, 1997; Lipstein &
Renninger, 2006).
Relevant research on the monitor model hypothesis is still very minimal. However, the authors
found several journals, such as Penggunaan Teori Monitor Krashen Dalam Pembelajaran Bahasa
Daerah Bugis Sebagai, Upaya Pelestarian Bahasa Daerah Munirah Muin & Sulfasyah (2018). Then
the regarding second language acquisition, according to Krasehen, has also been researched by Alif
Cahya Setiyadi and Mohammad Syam'un Salim (2013) Pemerolehan Bahasa Kedua Menurut Stephen
Krashen. Ponorogo: Fakultas Tarbiyah Institut Studi Islam Darussalam Gontor. The last journal of
comparative research on language acquisition and learning was researched by Syamsiyah, Dailatus
(2017) Analisis Deskriptif Teori Pemerolehan Bahasa Kedua.

4. RESULT AND DISCUSSION

The linguistics aspect analyzed in this study is syntax. The analysis will be carried out
quantitatively and qualitatively. Quantitative rules involve distribution analysis and estimation of MLU
as a method of determining the child’s language development. At the same time, the qualitative rule is
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the interpretation of the data displayed on the acquisition of a second language in the children. Data
analysis can be done in three steps, namely:
1. Data Transcription
Speeches recorded on mobile phones are transcribed in the form of sentences. The collected data
is arranged in a child’s utterance sentence structure.
2. Data selection
The data that has been transcribed is processed by separating the required data and fulfilling the
appropriate conditions with researches purpose.
3. Data classification
The data selected according to the researcher objectives and obtained are then monitored according
to their designation. Namely, the process after being observed is in their second language
(Indonesian)

In this study, the elements of words and syntax are given special attention to speakers. In terms
of words, speakers are affected by the first language (Javanese), so what happens is a process of
interference from the second language (Indonesia) to the first language (Javanese). Meanwhile,
cognition looks at how a learner learns the primary language being studied. Examples are as follows:

Table 1. Vocabulary
TL
mam ‘makan’
atit ‘sakit‘
icang ‘pisang’
obing ‘mobil’
eweta ‘kereta’
eli ‘beli‘
andi ‘mandi’
jan ‘jajan‘
ame ‘rame‘
aju ‘baju‘
angan ‘jangan‘
num ‘minum’
nana ‘celana’
mbut ‘semut’
tutu ‘susu’
wawi ‘lari‘
utub ‘youtube’
angit ‘langit ‘
mpu ‘lampu’

Table 2. Two Word of Syntax

SL TL
‘aik obing ‘naik mobil’
num tutu ‘minum susu’
hawo aman ‘halo paman’
‘ati mpu ‘mati lampu’
onton utub ‘nonton youtube’
au aco ‘mau bakso’
ayah uang ‘ayah pulang’
bebek ewnang ‘bebek berenang’
bobo ini ‘tidur sini’
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dudu cana ‘duduk sana’

‘unya aku ‘punya aku’
injem uwu ‘pinjem dulu’
anis ewus ‘nangis terus’
‘atu item ‘sepatu hitam’
‘iaw anget ‘silau sekali’
‘ede anget ‘gede sekali’
mama akang ‘mama nakal’

The first stage of the monitor theory is the hypothesis of acquisition and learning in the daily life
of speakers through observing the conversations around them. Meanwhile, learning to acquire L2 is by
consciously getting it when the learners are learning to speak with surrounding environment by
imitating and even ordering speakers to pay attention when pronouncing a few words in L2.
The second stage is the natural order hypothesis. This stage attempts to provide language
concepts, such as using sequences in speaking, such as DM and MD concepts, then speakers are taught
periodically when speaking. Then more complex language concepts are introduced to speakers, such as
word combinations, morphology and standard vocabulary.
The third stage is the monitor hypothesis. This stage attempts to provide language concepts, such
as using sequences in speaking, such as the concepts of DM and MD. Speakers are taught periodically
when talk to speak according to the correct order of sentences; the influence of the surrounding
environment to improve word order when speakers pronounce words is massive because, with this,
speakers can assemble sentences that are spoken.
The fourth stage is the input of the hypothesis. In this stage, the main focus is recognizing a word
through the media. For example, this media process plays a role in introducing loud speech. Media is
interactive (imitation in the form of images) with the sound that guides them to communicate effectively
by offering colorful and moving images as if the speaker is participating in the activities in the media.
The final stage is the affective filter hypothesis. This stage discusses the problems in second
language acquisition. Such as anxiety, stress, and self-esteem. Understanding the acquisition problem
is better than trying other new methods because it focuses on the issue of order and looking for much
better solution. This hypothesis contains making- decision when speakers experience problems
acquiring a second language, such as trying to understand emotions by teaching them to speak slowly,
not blaming when they are wrong, and providing many opportunities to express opinions.
When speakers want to speak their first language (Javanese), they are still carried away by the
atmosphere of the local language. The monitor model applied in this study is how speakers listen and
learn the words that arise from the pronunciation of those closest them. Especially when speaking, there
is a process that is taught from the environment the speaker lives into the speaker. Speakers who are
originally L1 (Javanese) are now monitored by themselves with the help of their parents and other
closest people.
Monitor theory is a process of editing, correcting, and correcting discourse before and after the
speech is being spoken. According to Krashen, learning a language does not help much to edit, update,
and correct the grammar acquired through acquisition; learning a language only monitors the grammar
of speech and does not determine the fluency and proficiency of speech. In this case, monitoring
function is to correct several language errors in speaking.

5. CONCLUSION
The second language acquisition process is a conscious situation regarding learning. But in terms
of the acquisition, awareness of the second language is undeniably still carried over by the first
language. This is the process of learning a language when it is within the scope of the house because it
plays an important role in the guidance of the parents of L2 speakers.

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