Foreign Language Acquisition by Souvenir Seller in Bawomataluo Village

RETORIKA: Jurnal Ilmu Bahasa, Vol. 2, No.
1 April 2016, 16-32

Available Online at http://ejournal.warmadewa.ac.id/index.php/jret
DOI: 10.22225/jr.2.1.243.16-32
FOREIGN LANGUAGE ACQUISITION OF SOUVENIR SELLER IN

BAWOMATALUO VILLAGE
Saniago Dakhi
Nur Intan Zagoto
STKIP Nias Selatan

saniagonias@gmail.com
Abstract
This research is addresses language functional and lexical acquisition domains of souvenir seller in
Bawomataluo village, South Nias, North Sumatera. The reasons of lexical items acquired by
souvenir seller is regarded as the function of language acquisition. On the contrary, form and process
of lexical items acquired are totally viewed as language lexical domains. To obtain the whole
accurate data of these research problems interview and observation were conducted. The research
finding indicates four specified language lexical acquisition reasons: internal motivation, external
motivation, access to native speaker and experience. In addition, eight English part of speech are
acquired.It is discovered that lexical items acquired are dominated by noun. Verb and adjective
posites at the next level of the amount of lexicals acquired. Adverb, conjunction, pronoun are less
acquired. Interjection is more easily acquired by souvenir sellers. The processes involved to acquire
the lexical consist of social, memory, compensation, and affective process. Finally, the research
finding is thoroughly expected to be language teachers consideration in employing material
selection and determining natural, contextual and situational language teaching model. Language
leaners are highly advised to recall the language competence theoretically mastered in naturall setting
in attempt to obtain practical competence.
Keywords: foreign language acquisition, souvenir seller
Abstrak
Artikel ini berfokus pada deskripsi domain fungsional dan leksikal pemerolehan bahasa penjual
sovenir di desa Bawomataluo, Nias Selatan, Sumatera Utara. Alasan pemerolehan leksikal bahasa
Inggris merupakan fungsi pemerolehan bagi partisipan. Sedangkan, bentuk dan proses
pemerolehanya dipandang sebagai domain leksikal bahasa. Untuk memperoleh data penelitian ini,
dua jenis instrumen yang telah digunakan, yakni wawancara dan observasi. Hasil penelitian ini
menunjukan empat alasan atau fungsi pemerolehan leksikal bahasa:motivasi internal,motivasi
eksternal, akses terhadap penutur pertama bahasa Inggris dan pengalaman. Ada delapan jenis
leksikal Bahasa Inggris yang diperoleh. Kelas kata nomina lebih dominan dikuasai, dan
selanjuntnya diikuti oleh kelas kata verba dan adjektiva. Kelas kata keterangan, konjungsi, kata
ganti merupakan kata yang kurang dikuasai. Kata interjeksi paling mudah dikuasai oleh penjual
sovenir. Ada empat proses pemerolehanya: sosial, pengahafalan, kompensasi, dan afektif. Pada
akhirnya, temuan penelitian secara menyeluruh diharapkan menjadi pertimbangan guru bahasa dalam memilih bahan ajar dan menentukan model pengajaran bahasa yang alami, kontekstual, dan
situasional. Pembelajar bahasa sangat disarankan untuk mengingat kompetensi bahasa secara teoritis dan menguasai latar alami dalam upaya untuk mendapatkan kompetensi praktis.
Kata Kunci: foreign language acquisition, souvenir seller
1. INTRODUCTION
interaction with the others. The interaction
Language is the main vehicle of
highly contents of activities or processes of
communication by which thought, idea,
expressing ideas, thought, feeling, or
feeling
giving information, where is commonly
are
Everybody
produced
is
and
inseparable
recieved.
from
the
mentioned
as
communication.
Copyright 2016, RETORIKA: Jurnal Ilmu Bahasa, P-ISSN: 2406-9019, E-ISSN: 2443-0668
The
RETORIKA: Jurnal Ilmu Bahasa, Vol. 2, No.1 April 2016, 17
processes of communication are embodied
language.
through language. Therefore, language is
mastering the language are divided into
regarded as the main vehicle, since it
two types, namely language acquisition and
functions to drive ones thought to the
language learning. Language acquisition is
others in interaction and communication.
the process to acquire the language
Language
not
attempts
involved
in
biologically
naturally. Language acquisition takes place
inherited but it is mastered through some
in a certain family, which is generally
efforts. It is proved from the processes an
realized between a child and the adults in
infant does to acquire the first language.
his/her surrounding through an intensive
An infant is not able to communicate at
interaction. This process is closely related
once he was born. The mother tongue is
to the first language acquisition. Language
gradually mastered through four stages: pre
learning is the process to master a language
-speech,
word
in formal setting. Formal settings are
(holophratic) stage, and combining word
viewed as situation where students are
stage. These stages gradually occur around
learning or teachers are teaching the
1,5 years old to 7 years of age. In the first
language in the class. This term is
stage, the infant starts to put attention to
identically matched to the efforts in
speech, intonation, and rythm of speech
learning the second language or foreign
heard from the adults. An infant, in the
language. It is because his/her first
second stage, starts to produce the sounds
language is the mother tongue acquired,
which may not be used in the given
thus other language will be regarded as
language but are found in the other
second
language. One word stage occurrs when an
language).
babbling
is
The
stage,
one
or
third
language
(foreign
infant is able to uttter the usually heard
The experts of language acquisition
sounds. This stage continues in combining
have proposed the theoritical approaches
words stage where an infant utters two or
related to the first language acquisition
more words. These proceses refer to the
such as cognitive theory, imitation and
efforts in acquiring the language.
positive environment, and innate of certain
Psycholingistics study explains that
linguistic features. Cognitive theory views
human has the capacity to acquire and use
the first stage of a child in acquiring
language. This capacity is a key aspect that
language is to be aware of a concept, such
distinguishes humans from other beings.
as relative size, and only afterward they
Although it is difficult to pin down what
acquire the words and patterns to convey
aspects of language are uniquely human,
that concepts. It means that the ability to
there are a few design features that can be
acquire the language is determined by
found in all known forms of human
cognition
aspect.
Imitation
and
reinforcement,
behaviorists
pespective,
Therefore, the child must possess a set of
views that infant learns by imitating and
innate principles which guide language
repeating what they heard from the adult.
processing.
This theory shows the relationship between
From the approaches stated above,
the stimuli and responses continuum. All
LAD is treated as an influential factor that
the words heard by infant are regarded as
supports human to acquire the languages. It
the stimuli which are imitated by the infant.
is not only operated in the first language
The action to imitate the utterances heard
acquisition process, but also in learnig
indicate the responses. Reinforcement,
second or third language. The frequency of
then, is given if the infant is able to
stimuli
produce the sounds correctly. So, it
acquisition or learning without having
influences the infant to acquire the word
LAD that activates the humans brain to
and to store it in his/her memory. In the
proces the language.
other hand, stimuli and respones are

determining
factors
acquiring
inadequate
for
successful
Second language is not intended to
the
contrast with foreign language. Winters
language. However, this theory is slowly
and Johnson (199 said, The basis for this
attacked because human is capable of
distinction is the geographical context in
producing words besides what he has
which the language is spoken: an English
heard. The innate theory views differently
as a Second Language (ESL) situation is
from the behaviorists and cognitivists.
one where English is widely used in
Children are born with innate capacity of
commerce, administration, and education.
learning
Children
It is a Foreign Language (FL) in a country
discover the grammar of their language
where English plays no such role. In
based on their own inborn grammar. In this
addition,
some
theory, it is known a device that enables
language
as
human to acquire all human languages-
prominently a country who does not have
Language
(LAD).
their own national language like Philipine.
Chomsky (1965; 1980) in Ellis (1985: 14)
Other veenacular may also be regarded as
describes LAD contains a knowledge of
second language when the learner learns it
linguistic universal these are innate and
after the the mother tongue acquired. For
provide the child with a starting point for
example,
acquiring the grammar of the language he
language. However, in this research, the
or he is exposed to. Chomsky believes that
researcher emphasizes the position of
natural languages are governed by highly
English as foreign language. It is because
abstract and complex rules that are not
the subjects of this research have their own
immediately evident in actual utterances.
vernacular- Li Niha- and national language
human
in
is
language.
Acquisition
Device
Nias
people
their
learn
second
people
foreign
language,
learn
Batak
- Indonesian.
language acquisition is the process by
Wibisono
says,
which humans acquire the capacity to
Penguasaan bahasa kedua di lingkungan
perceive and comprehend language as well
bahasa
diperoleh
as to produce and use words and sentences
sedangkan
to communicate. Language acquisition
penguasaan bahasa kedua di lingkungan
usually refers to first language acquisition,
bahasa kedua bisa diperoleh melalui
which studies infants' acquisition of their
pembelajaran maupun pemerolehan. It
native language. This is distinguished from
means that second language, in the first
second language acquisition, which deals
language
with the acquisition (in both children and
pertama
melalui
(1990
biasanya
pembelajaran,
setting,
:67)
is
usualy mastered
through learning process, whereas second
adults) of additional languages.
language, in second language setting, is

mastered both by learning and acquisition
THEORETICAL FRAMEWORK
process. It is concluded that foreign
Language acquisition is the process
language is only acquired by learning
by which human acquire to perceive, to
formally and it should be mediated by an
produce, and to use words in understanding
interlanguage that is national language.
and communicating. Human being is
Finally, this articleintends to investigate the
capable
lexical acquisition reason and form as well
languages:
as process how it is acquired by souvenir
language, second language, third language,
seller in Bawomataluo village, South Nias,
and so forth.First language acquisition is
Noth Sumatera.
the language acquired by infants as their
to
acquire
first
more
language
than
or
one
native
mother tough or native language. which

2. CONCEPTS AND THEORETICAL
studies infants' acquisition of their native
FRAMEWORK
language. This is distinguished from sec-
CONCEPTS
ond language acquisition, which deals with
Concepts of Language Acquisition
the acquisition (in both children and adults)
Language acquisition is the process

by which human acquire to perceive, to
of additional languages.
A major question in understanding
produce, and to use words in understanding
language
and communicating. Language acquisition
capacities are picked up by infants from the
is dealt with the process going in the
linguistic input. Input in the linguistic con-
infants brain in acquiring his/her mother
text is defined as "All words, contexts, and
tongue. It is included in a process because a
other forms of language to which a learner
language is not acquired in relatively short
is exposed, relative to acquired proficiency
time, but gradually learnt. Furthermore,
in first or second languages". Nativists find
acquisition
is
how
these
it difficult to believe, considering the
genetically encoded and provided by
hugely
automatic wiring of the brain.
complex
nature
of
human
languages, and the relatively limited cogni-
There are three views on input in
tive abilities of an infant, that infants are
language
acquisition
able to acquire most aspects of language
behaviorist, nativist, and interactionist. The
without being explicitly taught. Children,
behaviorist
within a few years of birth, understand the
importance of the linguistic environment,
grammatical rules of their native language
which is treated in terms of stimuli and
without being explicitly taught, as one
feedback. The nativist view minimizes the
learns grammar in school.
A range of
role of input and explains language
theories of language acquisition have been
development primarily in terms of the
proposed in order to explain this apparent
learners internal processing mechanisms.
problem. These theories, championed by
The interactionist view sees language
the likes of Noam Chomsky and others,
development as the result both of input
include innatism and Psychological nativ-
factors and of innate of the learner and his
ism, in which a child is born prepared in
interlocutors and involves a dynamic
some manner with these capacities, as
interplay between external and internal
opposed to other theories in which
factors.
view
proposed
emphasizes
by
the
language is simply learned as other
Behaviorist accounts of Second
cognitive skills, including such mundane
Language Acquisition (SLA) view the
motor skills as learning to ride a bike. The
learner as a language-producing machine.
conflict between the theories assuming
The linguistic environment is seen as the
humans are born with syntactic knowledge
crucial determining factor. In this model of
and those that claim all such knowledge is
learning, input comprises the language
the
one's
made available to the learner in the form of
environment is often referred to as the
stimuli and also that which occurs as
"Nature vs. Nurture" debate. Some think
feedback. In the case of the former, the
that there are some qualities of language
learner interlocutor model specific forms
acquisition that
human brain is
and patterns which are internalized by the
for
learner
product
automatically
of
learning
the
wired
from
(a
"nature"
imitating
them.
Thus
the
component) and some that are shaped by
availability of suitable stimuli is an
the particular language environment in
important determining factor in SLA.
which a person is raised (a "nurture"
Behaviorist theories emphasize the need to
component).
especially
regulate the stimuli by grading the input
evolutionary biologists, strongly object to
into series of steps, so that each step
assuming
constitutes the right level of difficulty for
Others,
syntactic
knowledge
is
the level that the learner has reached.
just the utterances produced by the learner,
Feedback serves two proposes. It indicates
but the discourse that learner and caretaker
when the second language (L2) utterances
jointly construct.
produced by the learner are correct and so
The language acquisition theorists
reinforces them, and it indicates when the
have proposed the theoritical approaches to
utterances are ill formed by correcting
the first language acquisition, such as
them. The regulation of stimuli and the
cognitive theory, imitation and positive
provision of feedback shape the learning
environment,
that takes place and lead to the formation
linguistic features. Cognitive theory views
of habits.
the first stage of a child in acquiring
and
innate
of
certain
Nativist accounts of SLA view the
language is to be aware of a concept, such
learner as a grand initiator. They maintain
as relative size, and only afterward they
that exposure to language cannot account
acquire the words and patterns to convey
satisfactory for acquisition. Input is seen
that concepts. It means that the ability to
merely as a trigger which activates the
acquire the language is determined by
internal mechanism. Chomsky (1965) in
cognition
Ellis (1985: 128) argued that the imperfect
reinforcement,
nature of the mothers speech input in first
views that infant learns by imitating and
language acquisition made it unlikely that
repeating what they heard from the adult.
any child successfully internalized the rule
This theory shows the relationship between
system of a language if he worked on this
the stimuli and responses continuum. All
alone. Degenerate input was inadequate
the words heard by infant are regarded as
for acquisition.
the stimuli which are imitated by the infant.
aspect.
Imitation
behaviorists
and
pespective,
The third view is proposed by the
The action to imitate the utterances heard
interactionist. This treats the acquisition of
indicate the responses. Reinforcement,
language as the result of interaction
then, is given if the infant is able to
between the learners mental abilities and
produce the sounds correctly. So, it
the linguistic environment. The learners
influences the infant to acquire the word
processing mechanism both determine and
and to store it in his/her memory. In the
are determined by the nature of the input.
other words, stimuli and responses are
The interaction between the external and
determining
internal factors is manifest in the actual
language. However, this theory is slowly
verbal interactions in which the learner and
attacked because human is capable of
his interlocutor participate. It follows from
producing words besides what he has
this
language
heard. The innate theory views differently
acquisition that the important data are not
from the behaviorist and cognitivists.
interactionist
view
of
factors
in
acquiring
the
Children are born with innate capacity of

learning
human
language.
a) Age:
second
or
third
language
Children
acquisition is influenced by the age of
discover the grammar of their language
the learner. Children, who already have
based on their own inborn grammar. In this
solid literacy skills in their own
theory, it is known a device that enables
language, seem to be in the best
human to acquire all human languages-
position to acquire a new language
Language
(LAD).
efficiently. Motivated older learner can
Chomsky (1965; 1980) in Ellis (1985: 14)
be very successful too, but usually
describes LAD contains a knowledge of
struggle to achieve native-speaker-
linguistic universal. It is innate and
equivalent
provides the child with a starting point for
intonation.
Acquisition
Device
pronunciation
and
acquiring the grammar of the language he
b) Personality: introverted or anxious
or he is exposed to. Chomsky believes that
learners usually make slower progress,
natural languages are governed by highly
particularly in the development of oral
abstract and complex rules that are not
skills. They are less likely to take
immediately evident in actual utterances.
advantage of opportunities to speak, or
Therefore, the child must possess a set of
to seek out such opportunities. More
innate principles which guide language
outgoing students will not worry about
processing.
the inevitability of making mistakes.
The Englih grammariams classifies

the words in eight parts, which is
They will take risks, and thus will give

themselves much more practice.
mentioned as The English Part of Speech.
c) Motivation: an emotional process that
Thise eight parts of speech, explained in
determine the success or failure of
Kusnadis book (2011: 11-132), are noun,
learner. There are two kinds of
pronoun,
motivation: intrinsic
motivation or
preposition, conjunction and interjection.
internal
emerges
This part of speech is acquired by any
inside that greatly supports the success
language leaner.
of learning for it is pushed by the
adjective,
verb,
adverb,
motivation
from
Two factors of why people acquire
interest to learn the language. Clearly,
language: internal and external factor.
students who enjoy language learning
Internal factors are those that individual
and take pride in their progress will do
language learner brings with him or her to
better than those who do not. Extrinsic
particular learning situation. There are six
motivation or external motivation is
internal
also
factors
that
influence
the
significant
factor.
Such
acquisition of foreign language proposed
motivation gives low result since the
by Ellis (1985: 104-121).
base reason is not definite by his
interest but the need of prestige.

d) Experience: learners who have acquired
less likely to place if students are fully

submersed
into
the
mainstream
general knowledge and experience are
program without any extra assistance
in a stronger position to develop a new
or, conversely, not allowed to be part of
language than those who have not. The
the mainstream until they have reached
student, for example, who has already
a certain level of language proficiency.
lived in three different countries and
b) Instruction: clearly, some language
been exposed to various languages and
teachers are better than others at
cultures has a stronger base for learning
providing appropriate and effective
a further language than the student who
learning experiences for the students in
has not had such experiences. In the
their classrooms. These students will
other hand, the more experiences
make faster progress. The same applies
learner has the easier the learner
to mainstream teachers in second
acquire other languages.
language
situations.
The
science
e) Cognition: in general, it seems that
teacher, for example, who is aware that
students with greater cognitive abilities
she is too responsible for the students
will make the faster progress. Some
English language development, and
linguists believe that there is a specific
makes certain accommodations, will
innate language learning ability that is
contribute
stronger in some students that in
development.
others.
to
their
linguistic
c) Culture and status: there is some
f) Native language: who are learning a
evidence that students in situations
second language which is from the
where their own culture has a lower
same language family as their first
status than that of the culture in which
languages have, in general, a much
they are learning the language make
easier task than those who are not. So,
slower progress. It is expected to
for example, a Dutch child will learn
understand the culture of native speaker
English more quickly than a Japanese
besides learning the language of native
child.
speaker. It emphasizes to avoid some
On the contrary, external factor
problem probably emerge between the
includes:
native speaker and foreigner during the
a) Curriculum: for English as a second
conversation or discourse. In SLA,
language student in particular, it is
Brown (1980a: 129) in Ellis defines the
important that the totality of their
acculturation model as the process of
educational experience is appropriate
becoming adapted to a new culture. He
for their needs. Language learning is
explains that it is an important aspect of
SLA, because language is one of the
speakers are likely to make slower
most observable expressions of culture
progress, particularly in the oral/aural
and because in second (as opposed to
aspects of language acquisition.
foreign)
language
setting
the
acquisition of a new language is seen as
A range competence of language
tied to the way in which the learners
used by language learner, whether as a
community and the target language
first, second, third language, etc. is exactly
community
In
different (Schembri and Orfanidou,2012).
addition, Schuman (1978c: 34) in Ellis
There is also tendency that third language
(1985: 251) says, Second language
learner is recquired to master his or her
acquisition is just one aspect of
second and first language. Therefore, this
acculturation and the degree to which a
study was designed to investigate the
learner
target
lexical items of Engish related to souvenir
language group will control the degree
selling activity and the process of English
to which he acquires the second
is acquired. The research was carried based
language.
on the theoris of Ellis (1985: 251), Oxford
view
each
acculturates
to
other.
the
d) Motivation: students who are given
(1990: 8), and Krashen (1981a; 1982) in
continuing, appropriate encouragement
Ellis (1985: 261-264). Ellis (1985: 248)
to learn by their teachers and parents
explores the seven theories of second
will generally fare better that those who
language
are not. For example, students from
(1990: 8) explains the second language
family that place little importance on
lexical acquisition strategies. In addition,
language learning are likely to progress
the clasification of English eight parts of
less
is
speech (Kusnadi, 2011: 11-132) was also
language
applied to categorize the lexical items in
quickly.
Reinforcement
definitely
smoothen
acquisition
process
the
whether
first
acquisition
process.
Oxford
acquiring each part of speech (word class).
language acquisition or second and

3. RESEARCH FINDING AND
third language acquisition.

e) Access
to
native
speakers:
the
DISCUSSION
opportunity to interact with native
Kinds of Lexical Items
speakers both within and outside of the
Verb
classroom is a significant advantage.
There were three forms of verb
Native speaker are linguistic models
found in this research, namely infinitive,
and can provide appropriate feedback.
present particple and past participle form.
Clearly, second language learners who
The invinitive form was divided in two
have no extensive access to native
forms: irregular verb and regular verb.
Regular verb consisted of talk, help, walk,
Adjective
look, stay, want, etcetra, and regular verb
The adjective form acquired was
consisted of come, have, pay, buy, meet,
divided in three kinds, namely descriptive
make, bring, etcetra. Other verbs were
adjective
(qualitative
categorized in present participle/verb-ing
quantitative
adjective,
form, such as walking, jumping, cooking,
adjective. Decriptive adjective, such as
carving, going, making, etcetra. One verb
good, big, small, were used to describe the
included in past tense like married in
quality of souvenirs, the condition or the
sentence This queen already married.
situation of a place. Quantitave adjective
adjective),
and
numeral
Kusnadi, in his book, explains the
was used to identify the quantity of
eight English parts of speech as it underlied
uncountable noun, such as much in asking
the analysis of this research in terms of the
the price, for instance How much you
kinds of lexical acquired by the subjects of
like? or in claiming the high price, for
this research. The analysis was started in
example too much and little in sentence
the kinds of verb acquired. The research
little money. Another kind of speech
findings showed that there were many
part that firstly acquired is numeral
verbs acquired which were categorized in
adjectives since it closely influence the
three forms of verb, were infinitive, present
selling activities in terms of identifying the
participle, and past tense. Meanwhile,
price, the number of souvenir, and telling
Kusnadi (2011: 78-88) explaines four kinds
time. From the data obtained, it was
of verb forms in English. It means that one
explained that one type of numeral
kind of verb form was not encountered in
adjective which was frequently used was
this research, namely past participle. Based
cardinal number. It was started from
on the analysis, it was because the verbs in
number one. Other sorts of number, such
past participle level are most difficult to
as ordinal, fraction, decimal, percentage,
learn (Ellis, 1995). If is more efficient to
and arithmetic were not found in this
learn through formal learning since it
research.
touches the study of grammar. Moreover,
There were three types of adjectives
the native speaker tends to utilize simpler
encountered in this research; qualitative
words or sentences inconversing with non-
(descriptive), quantitative adjective, and
native speakers to avoid the difficulty of
numereal adjective. These findings were
meaning
The
found in English adjectives (Kusnadi,2011:
comprehension.
communication
purpose
is
more
64-69). However, two more types of
emphasized
meaning
rather
than
adjectives were not found in this research;
structure.
in
proper and demonstrative adjective. These

encountered adjectives were the adjectives
related to selling activities. Qualitative
etcetra.
adjectives were used to describe the
The kinds of noun explained in
souvenir, place, or situation. Numeral
Kusnadis book (2011: 11- 18) were all
adjectives were used to count the number
encountered in the research. The research
of
Quantitave
finding was decided in line with the theory
adjectives were used to identify the number
that nouns are conidered the easiest to
of souvenir, price, and time. Therefore, it
learn, being more likely to evoke images
was concluded that the research finding is
and thus more meaningful, whereas verbs
in line with theory
and adverbs are the most difficult to learn
souvenir,
or
currency.
(Ellis, 1993). For these reasons, nouns
Noun
whose referents were people or objects of

The
noun
the
everyday use were selected. It means that
pariticipants explanation were classified in
the acquisition of noun is easier since the
five
noun,
acquirer easily perceive the name of the
compound noun, abstract noun, verbal
objects or images he/she heard from the
noun, and proper noun. Common noun
speaker. Hence, the word class acquired
included personals such as: king, queen,
was dominated by nouns.
kinds,
found
namely
from
common
father, farmer,boy, girl; animals, such as

pig, chicken, fish; places for example
Adverb
house, room, beach, lake, shop; nature like

stone;
vehicles,
for
car,
research consisted of two classes, were the
motorbike; tools, for example knife, spear,
adverb of time and place. The data related
and stick; plants for example tree, banana,
to the class of the adverb of time were
rice, and potato; and cloths, such as t-shirt,
given by the nine participants (p1-p9, A.1),
hat, and shoes. Compound noun was few
such as today, tomorrow, yesterday, next
acquired by participants, for example
time, next year, next monts, three days,
meeting house, office government, souvenir
five days, now, one month, and one week.
shop, and stone jumping. Abstract noun
The data dealt with the class adverb of
consisted of some example were story,
place were also given by the nine
generation,
symbol,
participants. However, it was few found the
religion, problem, time, power, and price.
example of this class, for example here and
It was found some verbal nouns, such as
there.
memory,
instance
The adverb discovered from this
story,
walking,
The adverb of English explained in
jumping, and cooking. Other forms of noun
Kusnadis book (2011: 90-92) consists of
found was proper noun, for example
six kinds, are adverb of time, place,
Sunday,
number, manner, quantity, and affirming/
figthing,
meeting,
Monday,
carving,
America,
Lagundri,
denying. Two of these were found in this
(second singular person), he (third singular
research: adverb of time and place. Based
person), they (third plural person), and we
on the previous research in account of
(first plural person); and object, for
lexical acquisition, it was explained that
example me and you. The second was
adverbs are one of the ward class that were
possessive adjective, by which consisted of
mostly acquired (Ellis, 1995). The adverbs
three kind only, namely your, my, his, and
of manner (for example, quicklyhappily)
its.
which is morphologically marked by
Kusnadi (2011: 48-56) explains the
inflectional and derivational were not
kinds of pronoun in English. However,
acquired. As found in previous research
several kinds were not found, such as
that confusions between forms that are
she,our, their, them, us, him, her, mine,
clearly morphologically marked suggest
ours,theirs, hers, his, yours. Reflexi and
that learners do not recognize these
relative pronouns were also not acquired. It
derivational suffixes as markers of word
was analyzed that the omision of such
class. In other words, they are lacking
pronouns was caused by the limited
syntactic morphological knowledge (Tyler
involvement of communication elements,
& Nagy, 1989: 649-667) that involves
or such pronouns were rarely uttered in
knowing that a particular derivational
participants discourse.
suffix marks a word for a specific lexical

category. Therefore, the more difficult
Conjunction
The class of conjunction found in
adverbs were not acquired.
this research was coordinating. It consited

Interjection
The
of three exapmles, were and, or, and but. It

interjection
found
and
was
shown
frequently used by participants were oh, hi,
participants
hello, yes, and okay. This sort of word class
foreigners.
in
some
during
utterances
conversing
of
with
was easily acquired by participant, because
The types of conjunctions explained
their usage is more common and more
in Kusnadi (2011: 121-129) consist of
often.
three, are coordinating, correlative and

subordinating conjunction, but only one
Pronoun
type of conjucntion acquired. The data
There was found two kinds of
showed that the native speakers more often
pronouns from the interview result. The
utilize one word and short sentence. It aims
first was personal pronoun which was
at avoiding the difficulty of sellerss
divided in two forms, namely subject, for
comprehension toward their utterance.
example I (first singular person), you
Preposition
known the meaning of the lexical become a
Only one type of preposition found
helpful way for them to perceive the
in this research was simple preposition.
unfamiliar
This type consisted of at, for, to,up, from
emerged empathy between the foreigner as
and of.
native speakers and souvenir sellers. In the

From
the
data
In
addition,
there
four
other word, the foreigners and souvenir
examples of simple preposition in English
seller tended to understand each other if it
were acquired by participants as it was
was difficult for them to understand what
explained
in
they meant. This finding is in line with
Kusnadis book (2011: 97- 101), it is
theory of social strategy explained in
explained six kinds of prepositions. The
chapter II. Oxford (1990: 8) explaines that
limitation of this preposition acquisition
social strategies are very important in
was because the native speakers tend to use
learning a language because language is
comon and more easily understood words.
used in communicationand communication
previously.
obtained,
words.
Whereas
occurs between people. Three sets of

Process of Lexical Acquition
The
concerned
second
with
research
the
strategies are included in this group: asking
finding
strategies
of
questions, cooperating with others, and

empathizing with others.
participants in acquiring the lexicals of
The second was memory strategy. It
English. Through the interview, it was
was
found
by
experience that the native speakers usually
four
participants,
strategies
attempted
found
from
the
participants
namely
social,
memory,
make use the object they meant or point out
and
affective
strategy.
to
compensation,
the
object
they inteded,
so
the
These present findings were compared with
participants associated the words they
the post research findings (theories applied
heard with the object pointed. Repeatedly
in this research).
heard words, then,were memorized or
From the research data, it was
stored in their memory (mental dictionary).
dicovered four lexical acquisition strategies
In addition, if the participants got difficult
applied by the nine participants. The first
to interpretwhat the foreigners had said,
strategy explained was social strategy.
they pay attention to the foreignersgesture.
Social strategy was mostly used by the nine
This finding was in relevence with the
participants where the participants tried to
theory of memory strategy explore in
cooperate with the other to help them
chapter II,
understand what foreigners had said.
explaines that memory strategies are based
Besides, asking the foreigner to repeat what
on simple principles like laying things out
they said and asking the other who have
in order, making association, and review-
where Oxford (1990: 8)
ing. These principles are employed when a
they guess the meaning. A learner brings
learner faces challenge of vocabulary learn-
own life experience to interpret data by
ing. The words and phrases can be associ-
guessing.
ated with visual images that can be stored
The fourth was affective strategy by
and retrieved for communication. Many
which linked with the participants attitude,
learners make use of visual images, but
emotion, and motivation. The participants
some find it easy to connect words and
explained that their progress was supported
phrases with sound, motion or touch.
by thier own attitude. How they behaved to
The
third
compensation
foreigners when they did not understand
strategy. Participants made use this strategy
the word meaning, or how they attempt to
to comprehend the target language when
comprehend the foreigners utterance will
they got difficult to perceive the native
cause whether slow or more progress.
speaker utterance. Guessing the meaning
Having self-confidence to perform their
was an aid for
participants to
ability, encouragement to produce the
understand the targer language. In this
sounds of English, and behaving politely
strategy, the way to guess the meaning was
with foreigners aid them to make more
based on the daily experience, especially in
progress. This finding was in line with the
selling
were
theory applied in this research, where
particularly utilized in selling, for example
Oxford (1990: 8) explains, the affective
the word much, expensive, and cheap
factors like emotion, attitude, motivation,
have
price
and values influence learning in an im-
identification, stone, knife, spear, shield,
portant way. Three sets of strategies are
statue, necklace are related to carving
included in this group: lowering your anxi-
activities, etcetra. The participants, hence,
ety, encouraging yourself, and taking your
connect such words with its meaning by
emotional
bringing thier own experience of selling.
Krashen in Ellis (1985: 263) states that
This finding was in reference with the
affective filter controls how much input is
theory of compensation strategy which was
converted into intake. It is affective
explained in chapter II, by which Oxford
because the factors which determine its
(1990: 8) declares that learners use com-
strength have to do with the learners
pensation strategies for comprehension of
motivation, self-confidence, or anxiety
the target language when they have insuffi-
state. Learners with high motivation, self-
cient knowledge of the target language.
confidence, or low anxiety have low filters
These strategies make up for the deficiency
and so obtain and let in plenti of input.
in grammar and vocabulary. When learners
Learners with low motivation, little self-
do not know new words and expressions,
confidence, or high anxiety have high filter
activities.
coherrence
was
the
Some
with
words
the
temperature.
In
addition,
and so receive little input and allow even
word in part of speech, since every
less in.
word and sentence produced is structed

from word class. It helps the students to
The Implication of Research Finding
construct good sentence both in writing
The result of this research is
and speaking. The finding of this
considered to give some accounts in
research showed that there were some
teaching English as foreign language:
grammatical
a) Teaching
totally
utterances, for example, me for garden,
organized in formal setting. Many
and me carving (p7, A1). The pronoun
students complain the learning situation
me in two sentences should be placed
that takes place in classroom. The
as object, not subject. It is caused by
counscious learning implicitly expects
the lack of knowledge in using each
the ability in writing rather than
word functionally.
English
is
not
error
in
participants
speaking ability, the students feel
c) The English teachers role in growing
presured, low motivation and low self-
the students motivation, attitude, and
confidence
English,
self-confidence in learning English is
consequantly teaching English should
much expected. Many students look
be more emphasized in real practice
passive in practicing their competence.
(natural setting). It was discussed in
They are able to express their thoughts
chapter II that language development
by using English only in written form,
should be considered in terms of how
but are lazy to perform their ability
the learner discovers the meaning po-
orally. It is the influence of their
tential of language by participating in
affective or personality asspect toward
communication. In accordance with the
the language they are learning. The
research findings, the more outgoing
nine
participants were those who frequently
grammatical errors, both in sentence
spoke to native speakers. Two of nine
structure and pronunciation, but they
participants (p3 and p8) acquired much
can participate in communication with
vocabularies, since they more often
native speakers. It was because they
spoke to native speakers. Therefore, to
showed good affective or personality
improve the students speaking ability,
(having
it is important to involve the students in
encouragement, and motivation), since
practicing, both with their peers or
the effect of affective or personality is
teacher and native speakers.
important in learning and using the
in
using
b) Teaching English is highly influenced
participants
produces
high
some
self-confidence,
learnt other languages.
by the knowledge of categorizing each

4. CONCLUSIONS
To sum up, four specified language
lexical acquisition reasons found out:
internal motivation, external motivation,
access to native speaker and experience. In

addition, eight English part of speech are
acquired.It is discovered that lexical items
acquired are dominated by noun. Verb and
adjective posites at the next level of the
amount of lexicals acquired. Adverb,
conjunction, pronoun are less acquired.

Interjection is more easily acquired by
souvenir sellers. The processes involved to
acquire the lexical consist of social,
memory,
compensation,
and
affective
process.
ACKNOWLEDGEMENTS
The great gratidue is addressed to
Dr. Misra Umiyati who always reminds
and supports the writer to publish this
article on RETORIKA -Jurnal ilmu bahasa
Program
Studi
Program
Magister
Pascasarjana
Warmadewa
as
the
Linguistik
Universitas
medium
for
communicating the research to other

linguistic scholars. Special appreciation is
for Nur Intan Zagoto as the team member
of the project.
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Appendix 1. The Data Reduction of The participants Explanationof the Lexical Acquired

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RETORIKA: Jurnal Ilmu Bahasa, Vol. 2, No.

1 April 2016, 16-32

FOREIGN LANGUAGE ACQUISITION OF SOUVENIR SELLER IN

STKIP Nias Selatan

interaction with the others. The interaction

Language is the main vehicle of

highly contents of activities or processes of

communication by which thought, idea,

expressing ideas, thought, feeling, or

giving information, where is commonly

RETORIKA: Jurnal Ilmu Bahasa, Vol. 2, No.1 April 2016, 17

processes of communication are embodied

through language. Therefore, language is

mastering the language are divided into

regarded as the main vehicle, since it

two types, namely language acquisition and

functions to drive ones thought to the

language learning. Language acquisition is

others in interaction and communication.

the process to acquire the language

naturally. Language acquisition takes place

inherited but it is mastered through some

in a certain family, which is generally

efforts. It is proved from the processes an

realized between a child and the adults in

infant does to acquire the first language.

his/her surrounding through an intensive

An infant is not able to communicate at

interaction. This process is closely related

once he was born. The mother tongue is

to the first language acquisition. Language

gradually mastered through four stages: pre

learning is the process to master a language

in formal setting. Formal settings are

(holophratic) stage, and combining word

viewed as situation where students are

stage. These stages gradually occur around

learning or teachers are teaching the

1,5 years old to 7 years of age. In the first

language in the class. This term is

stage, the infant starts to put attention to

identically matched to the efforts in

speech, intonation, and rythm of speech

learning the second language or foreign

heard from the adults. An infant, in the

language. It is because his/her first

second stage, starts to produce the sounds

language is the mother tongue acquired,

which may not be used in the given

thus other language will be regarded as

language but are found in the other

language. One word stage occurrs when an

infant is able to uttter the usually heard

The experts of language acquisition

sounds. This stage continues in combining

have proposed the theoritical approaches

words stage where an infant utters two or

related to the first language acquisition

more words. These proceses refer to the

such as cognitive theory, imitation and

efforts in acquiring the language.

positive environment, and innate of certain

Psycholingistics study explains that

linguistic features. Cognitive theory views