Proceedings | International Seminar on English Language Teaching and Research (ELTAR) 2017

STUDENTS’ ENGLISH LEARNING VS JAVANESE LANGUAGE ACQUISITION

Farah Anjanillah, Ika Novita Andriani

Universitas Islam Negeri Maulana Malik Ibrahim Malang
farah.anjanillah@gmail.com; ikanvt.andriani@gmail.com

Abstract: English has been agreed by many people in this world as international language. This status quo
encourages many countries in this world, including Indonesia, to learn English as their second language.
Therefore, Indonesia’s curriculum implements English as local content as the subject in schools, besides
Javanese language. However, the problem comes up when the students prefer using English to local
language. Even though English plays a role as the second language, yet English learning seems hold a big
power to slowly eradicate the mother tongue. Viewing this severe case, the researchers conduct this
study which aims to reveal the comparison of first year Elementary students’ English learning and their
Javanese language acquisition in Gresik, East Java, Indonesia. The researchers employ the framework
theory of second language acquisition proposed by Stephen D. Krashen. The object of this study was
twelve first year students of Islamic Elementary School of Mambaul Huda, Gresik. The data were collected
through document analysis of mid-term score, mid-term test items, and guidebook of English and
Javanese language. The result shows that their Javanese score is higher than English language. This
demonstrates that even though English learning dominates Javanese, but it does not dominate students’
focus on learning Javanese in school which is proven by Javanese mid-term score they got is mostly higher
than English mid-term score. On the other hand, Javanese language is not seen as learning.

Keywords: Students’ English learning, students’ Javanese language acquisition, second language acquisition
theory.

Nowadays, English positions as international lingua franca which has impacted to every scope of life
start from economics, business until education (Waseem, 2012, p.800). As non-native country, Indonesia
considers English as prerequisite for development and progress. Therefore, English is taught at every levels
of education. “The implementation of English as local content in Elementary Schools in Indonesia is based on
the decision of Ministry of Education and Culture Number. 060/U/1993 on February, 25th 1993. The aim of
this curriculum implementation is that to introduce foreign language to the students since early age”
(Kasmaini, 2009, p.25). In addition, the emergence of English learning as local content in Elementary Schools
in Indonesia is really significant as the medium to improve and develop the students’ English skill as the
second language. Moreover, Lestari (2012) also stated that “English learning is a good step for Elementary
students to motivate and encourage them to be well-prepared and more confident in learning English in the
next levels of education” (Lestari, 2012, p.68).
Different with English, according to Lestari (2012) “the objective of Javanese language as local content
is that to preserve and develop local language and culture” (Lestari, 2012, p.67). Unfortunately, the existence
of Javanese language as local content is not seen seriously as a learning, yet it is considered as acquisition
because Javanese language is a mother tongue. This point underlies the reason why there are so many
students who underestimate Javanese language as local content. Even, the previous study reveals that the
students’ low interest in Javanese language affects toward their academic score. “There were 76% students
who got score under the minimum standard in Junior High School 2 Magelang” (Pristiyan, 2010, p.21).
This study aims to seek and compare the distinctions between students’ English learning and students’
Javanese language acquisition, as it is carried out in Gresik, Indonesia. The object of this study was twelve
first year students of Islamic Elementary School of Mambaul Huda, Gresik, Indonesia. In terms of data
collection, the researchers used document analysis of English and Javanese language mid-term score of the
students, mid-terms test items and guidebook. Meanwhile, for the data analysis, the researchers apply the
framework of second language acquisition by Stephen D. Krashen.
 Proceedings | International Seminar on English Language Teaching and Research (ELTAR) 2017

Students’ English learning and Javanese language acquisition can be examined under the theory of the
acquisition-learning distinction proposed by Stephen D. Krashen. Krashen (1982) pointed out:
The acquisition-learning distinction is perhaps the most fundamental of all the hypotheses to be
presented here. It states that adults have two distinct and independent ways of developing
competence in a second language. The first way is language acquisition, a process similar, if not
identical, to the way children develop ability in their first language. Language acquisition is a
subconscious process; language acquirers are not usually aware of the fact that they are acquiring
language, but are not only aware of the fact that they are using the language for communication. The
result of language acquisition, acquired competence, is also subconscious. We are generally not
consciously aware of the rules of the languages we have acquired. Instead, we have a “feel” for
correctness. Other ways of describing acquisition include implicit learning, informal learning, and
natural learning. In non-technical language, acquisition is “picking-up” a language. The second way to
develop competence in a second language is by language learning. We will use the term “learning”
henceforth to refer to conscious knowledge of a second language, knowing the rules, being aware of
the, and being able to talk about them. In non-technical terms, learning is “knowing about” a
language, known to most people as “grammar”, or “rules”. Some synonyms include formal knowledge
of a language, or explicit learning. (Krashen, 1982, p.10)

METHOD

In this study, the researchers used descriptive qualitative method, in which the data gained were
analysed based on the primary problems, thus it resulted a clear and accurate conclusion. The researchers
used this method by the aim of gaining a comprehensive summarization in everyday terms of specific events
experienced by individuals or groups of individuals, in which in this case the phenomenon is learning English
and acquiring Javanese language which experienced by the first-year Elementary School students in Gresik,
East Java, Indonesia. Moreover, this study employs a case study form, because this study analyzed the
existing phenomena of English learning which seems to slowly eradicate the generations’ awareness towards
their local language, Javanese.
The researchers involved twelve first-year students of Islamic Elementary School of Mambaul Huda,
Gresik, because the researchers explored the comparison of the language mastery on students who have just
been learning to read and write. In this study, the researchers were the main instruments who obligated to
execute all processes which were started from collecting the data by analyzing the documents include mid-
term score, mid-term test items as well as the English textbook by Sulaiman et al. published by Yudhistira
and Javanese textbook by Dra. Sri Astuti, et al and was published by Dinas Pendidikan Jawa Timur used in the
teaching and learning process in the classroom. Students’ mid-term score were the primary data source
employed in this research, meanwhile mid-term test items and the English and Javanese textbook were the
secondary data source which used to support the data analysis of English learning and Javanese acquisition
comparison.
The data collected from the primary document that was the students’ mid-term score of both
English and Javanese. By this way, the researchers got the result overview of students’ language mastery by
looking at the score they got. Afterwards, the secondary data source that were mid-term test items and the
English and Javanese textbook were analyzed its composition which aimed to get the materials comparison
between English and Javanese that the students should master. By this way, the researchers explored the
materials composition whether they are balance or not.
The data were analyzed based on the framework theory proposed by Stephen D. Krashen in the
aspect of acquisition-learning distinction and is completed by giving a labelling process which aimed to
explore and elaborate each students’ score. Firstly, the researchers considered the learning English as the
conscious process of acquiring a language. Therefore, the students learn English in the form of its pattern or
rules in which they are required to remember all those things. Thus, the second step was analysing the form
of the mid-term test items as well as the materials dominate in their English and guide book. Afterwards, the
 Proceedings | International Seminar on English Language Teaching and Research (ELTAR) 2017

third step employed was considering learning Javanese in school as the acquisition process, thus it happens
naturally and they used to use Javanese as their media for communication. Fourthly, similar with English, the
next step was analysing the form of the mid-term test items as well as the materials dominate in their
Javanese and guide book. Meanwhile, the fifth step was conclusion drawing or verification which was having
the process of strong facts supporting the discussion aforementioned. In this step, the researchers checked
the representativeness of the data and data’s objectivity regardless the involvement of the researchers.
In the conclusion, the researchers revealed the objective of this research and its findings
accomplishing the significances of the study. Afterwards, the research gives the absolute conclusion based
on eligible data and their reliable analysis that are causality, hypothesis or theory.

FINDINGS AND DISCUSSION

Based on the primary data, English and Javanese language mid-term test score, the researchers
classify the students’ score into three categories which are labelled as A1, A2 and A3. A1 is the category for
the students whose Javanese language mid-term score is higher than English score. A2 is the category for the
students who got balance score for both English and Javanese language. Meanwhile, A3 is the category for
the students whose English mid-term score is higher than Javanese language score. The followings are the
table which shows the findings:
Table 1. Students’ English and Javanese Language Mid-Term Test Score
No Students Javanese English
1 AMN 95 85
2 DV 85 70
3 RM 100 95
4 QTR 75 70 A1
5 DNT 60 40
6 FT 55 35
7 KHR 35 15
8 NR 100 100 A2
9 RZK 50 50
10 FTH 40 80
11 ARD 90 100 A3
12 LTL 75 95
From the table above, there are seven students who are categorized into group A1. They are the
students who gained higher mid-term score in Javanese language. Meanwhile, in group A2, there are only
two students who got the same score both in English and Javanese language. The last group is that A3 which
has three students whose English mid-term score is higher than Javanese language score.
After knowing the twelve first year students’ score of Islamic Elementary School of Mambaul Huda,
Gresik on English and Javanese mid-term test, the researchers attempted to reveal the factors which
underlie the students’ score on mid-term test by comparing the distinctions between learning and
acquisition. The researchers implement the theory of second language acquisition proposed by Krashen to
support the result of the study. Below is the table which portrays the differences between learning and
acquisition according to Stephen D. Krashen:
Table 2. Language Learning and Acquisition Differences (Krashen, 1982, p.113)
Learning Acquisition
1. Conscious process 1. Subconscious process
2. Formal learning 2. Informal learning
3. Focus on form 3. Focus on meaning
4. May occur quickly 4. Slow progress
5. Available for Automatic
5. Available for correction
production
 Proceedings | International Seminar on English Language Teaching and Research (ELTAR) 2017

The table above demonstrates there are five aspects which differentiate learning and acquisition.
The first distinction is that language learning is a conscious process. Krashen stated “language learning is a
conscious process; when we are learning, we know we are learning and we are trying to learn” (Krashen,
2013, p.01). This demonstrates that we learn explicitly about the language. In contrast, language acquisition
is a subconscious process. It means “language acquirers are not aware of the fact that they are using the
language for communication” (Krashen, 1982, p. 10). In addition, language acquisition occurs subconsciously
also means “While it is happening, we are not aware that it is happening. We think we are having a
conversation, reading a book, watching a movie. Of course, we are, but at the same time we might be
acquiring language” (Krashen, 2013, p.01). This statement reflects that language acquisition is a process of
implicit learning. We acquire our mother tongue through naturalistic way such as having interaction with
others. Finally, the obvious distinction between language learning and acquisition is on its process; conscious
and subconscious.
The next aspect which differs language learning and acquisition is that its form; formal and informal.
Language learning belongs to formal learning. Formal learning refers to school as educational institution to
gain knowledge. On the contrary, language acquisition is informal. It means that the acquirers obtain
knowledge of language from environment and naturalistic activities, not from educational settings such as
school or college. They get language knowledge through communication or interaction with people
surroundings, television, movies and books. All in all, formal learning belongs to language learning and
informal learning belongs to language acquisition. This form differentiates language learning and acquisition.
Another aspect which differentiates language learning and acquisition is in terms of its focus.
Language learning focuses on form; meanwhile language acquisition focuses on meaning. Krashen pointed
out that in traditional classrooms, one of the first things teachers says “pay attention”, and they have
students analyse, and take notes on, the new structure item in the lesson. Later, students are given practice
in providing correct answers either structurally or functionally, but always remaining conscious of what they
want to say. In more conservative classes they are evaluated on their grammatical and lexical knowledge;
consequently, they are forced to “study” for the exams (cited in Abukhattala 2012). It means that language
learning concerns with grammar and language structure. However, language acquisition underlines on
meaning. As what Krashen stated that when we interact with speakers of our own language in real life, we
rarely focus our attention on the form of the language. However, we concern with what the speaker means
or with gestures which determine the message quality (cited in Abukhattala 2012). This represents that
language acquisition emphasizes on the message (meaning) to internalize the new language. Hence, the
aspect of focus creates a clear difference between language learning and acquisition.
The fourth difference is in terms of progress. Language learning may occur quickly, on the other
hand, language acquisition occurs slowly. In language learning, the learners are asked to pay attention, focus
and analyse the grammatical structure, hence the students are forced to learn about the form. By this way,
the learners will be habituated to memorize form. They will do several exercises to check their
understanding. Moreover, they will study hard for preparing examination. As the consequence, they
experience quick progress in learning language due to regularity after only a few examples. On the other
hand, Krashen said “language acquisition always takes time and requires a substantial quantity of input data.
It takes more than a single paragraph and a few exercise to acquire a rule” (Krashen, 1982, p.114). This
portrays that language acquisition has a slower progress in gaining the rule f language, because language
acquisition underlines meaning than form. Different with language learning which present the data of rule,
grammar and structure, acquisition ignores rule to learn language. As the result, acquirers experience slower
progress in learning language than language learners. Above all, the process aspect draws a vivid distinction
between language learning and acquisition.
The last distinction between language learning and acquisition is in terms of error correction.
Language learning provides error correction for the learners. However, language acquisition does not correct
the acquirers’ error. As what Krashen’s statement on Principle and Practice in Second Language Acquisition:
Error correction has little or no effect on subconscious acquisition, but it is thought to be useful for
conscious learning. Error correction supposedly helps the learner to induce or to “figure out” the
right form of a rule. If, for example, a student of English as a second language says “I goes to school
 Proceedings | International Seminar on English Language Teaching and Research (ELTAR) 2017

every day”, and the teacher corrects him or her by repeating the utterance correctly, the learner is
supposed to realize that the /s/ ending goes with the third person and not the first person, and alter
his or her conscious mental representation of the rule. This appears reasonable, but it is not clear
whether error correction has this impact in actual practice. (Krashen, 1982, p.10)
This demonstrates that error correction means a lot in language learning, but not in acquisition. In
language learning, error correction helps the learners to be aware of their errors; hence they will not make
the same error. This will also lead to enhance their language understanding. On the contrary, language
acquisition tries to break and ignore the rule. It emphasises on meaning or message. Hence, as long as the
conversation is understood for both speakers, it is okay not to correct the errors they make during the
conversation. They will know and realize the correct form later on. Finally, error correction becomes another
aspect which differs language learning and acquisition.
After understanding the distinctions between language learning and acquisition, the researchers
tried to peel the material compositions lie behind English and Javanese language mid-term test items to
extent the reasons why the twelve first year students of Islamic Elementary School of Mambaul Huda,
Gresik, got dominant high score in Javanese language mid-term test than English. Below is the analysis result
of material compositions in English and Javanese language mid-terms test items:
Table 3. Material Compositions of English and Javanese Language Mid-Term Test Items
English Javanese
1. Number 1. Part of Speech
2. Colour 2. Sound
3. Vocabulary
4. Pronunciation
From the table above, there are only two material compositions in English mid-term test items;
number and colour. Meanwhile, Javanese language mid-term test provides more complex material
compositions which are part of speech, sound, vocabulary and listening. Regardless the material
compositions, either English or Javanese language mid-term test has the same items quantity, twenty items.
Based on the analysis result, English mid-term test items focus on two materials which are number
and colour. From twenty items, there are both ten items about number and ten items about colour. The
items include translating number and colour from English into Indonesia or vice versa. Below is the analysis
result of English mid-term test items:
 This number is (1) ……
a. Two b. One c. Three
 The curtain colour is (ungu) ……
a. Grey b. Purple c. White
This kind of items involve ability to memorize the form which is in this context the form means the
translation of number and colour. Moreover, the form here also involves the spelling or the written form of
each English words of number and colour. All of these reflect that English is a language learning which
underlines more on the form than meaning. That is why; the score of English mid-term test is lower than
Javanese mid-term test due to the need of the students to memorize the translation and written form of
either number or colour material.
Different with English mid-term test which implements only two materials; Javanese language mid-
term test items involve four materials which are part of speech, sound, vocabulary and pronunciation. From
twenty items, there are three items which contain of part of speech material. Meanwhile, there are ten
numbers which asking about sound material. There are only two numbers for vocabulary material. The rest
items concern with pronunciation.
The first material portrayed in Javanese language mid-term test is that part of speech. The followings
are the analysis result:
 Jenengku (my name is)…..
a. Desa Karang Sari (Karang Sari Village)
b. SD Harapan Bangsa (Elementary School of Harapan Bangsa)
c. Budi
 Proceedings | International Seminar on English Language Teaching and Research (ELTAR) 2017

The question above involves part of speech which is pronoun. “Jenengku (my name is)” should be
followed by noun which refers to the name of person. Option (a) and (b) demonstrate adverb of place.
Meanwhile, option (c) represents name of person, Budi. Hence, the correct answer is C. This kind of question
is really understood by the first year Elementary students, because this is a part of self-introduction and they
have already learned it from their family and environment. That is why Javanese language belongs to
acquisition, because the acquirers are not aware that they gain language knowledge. They get it naturally.
The distinction is they do not know the form of part of speech such as pronoun, yet what they know is that
the meaning. Hence, when someone asks to the acquirers “sopo jenengmu? (what is your name?)” Then,
they should mention their name. They understand more on meaning than form.
 Omahku ing (my house is in) ……
a. Budi
b. Desa Karang Sari (Karang Sari Village)
c. SD Harapan Bangsa (Elementary School of Harapan Bangsa)
The question above involves part of speech which is preposition. “Omahku ing (my house is in)”
should be followed by noun phrase which refers to the name of place. Option (a) demonstrates noun which
refers to name of person. Meanwhile, option (b) and (c) represents adverb of place. The appropriate answer
for this question is B, because house is a place of living, therefore the answer is Desa Karang Sari, not SD
Harapan Bangsa. This kind of question is really understood by the first year Elementary students, because
this is a part of self-introduction and they have already learned it from their family and environment. That is
why Javanese language belongs to acquisition, because the acquirers are not aware that they gain language
knowledge. They get it naturally. The distinction is they do not know the form of preposition such as ing (in),
menyang (to) and so forth. However, what they know is that the meaning.
The next material described in Javanese mid-term test items is sound. It focuses on surrounding
sounds such as animal, bell, broken glass, etc. Below is the analysis result of the items:
 (picture of a dog). Swara kewan iku (the sound of that animal is)….
a. Meong meong meong
b. Mbek mbek mbek
c. Guk guk guk
The question above involves animal sound material. Moreover, the items are supported by picture of
the animal, dog. Hence, it makes the students easier to answer. The students are familiar with this kind of
item, because they know the animal sounds from their environment. Moreover, they also have already
learned it from their family. That is why Javanese language belongs to acquisition, because the acquirers are
not aware that they gain language knowledge. They get it naturally.
 Widi pinter nyanyi (Widi sings well)
Swarane apik banget (her voice is beautiful)
Sabubare nyanyi Widi dikeploki (after singing, Widi is given applause)
Swarane keplokan…… (the sound of applause…)
a. Kring kring kring
b. Tet tet tet
c. Plok plok plok
The question above involves surrounding sound material. Different with the previous item which is
supported by picture, this item uses descriptive type. It starts with description that Widi sings well, then
finally the students are asked to answer correctly the sound of applause. This kind of item is well-understood
by the students, because they acquired this kind of knowledge from their family. When they do something
good, then to appreciate it, their parents give applause to them. As the result, they acquire this insight how
to give applause and also its sound. Therefore they get it in naturalistic way. That is why Javanese language
belongs to acquisition.
Another material contains in Javanese language mid-term test items is vocabulary. It mostly focuses
on vocabulary inside the house. Below is the analysis result:
 Omah kudu diresiki (House should be cleaned)
Kowe kudu sregep ngeresiki omah (You have to be diligent in cleaning the house)
 Proceedings | International Seminar on English Language Teaching and Research (ELTAR) 2017

Ngeresiki omah nganggo…. (Cleaning the house by using….)

a. Sapu (Broom)
b. Topi (Hat)
c. Meja (Table)
The question above examines the students’ understanding on the function of vocabulary inside the
house which is broom. The students acquire vocabularies naturally from the environment. However, they do
not realize that actually they also acquire the function of each vocabulary. They understand the function
from the way how the things are used. They see their mother use broom to clean the house. As the result,
they understand. This makes a vivid difference with language learning that the students have to memorize
the form, in this context the way language learning works is that by memorizing the function of the
vocabulary consciously.
The last material which composed Javanese language mid-term test item is that pronunciation. Below
is the analysis result:
 U diunikake karo…. (Letter “U” is pronounced by…..)
a. Mangap (opened lips)
b. Mingkem (closed lips)
c. Mecucu (pouting or thrusting lips forward)
The question above focuses on the mechanism of pronouncing letters. The students acquire the
Javanese language knowledge of pronunciation subconsciously. They understand the mechanism without
memorizing the form which is in this context is the mechanism of pronouncing each alphabet from A to Z.
Therefore, they can answer correctly which is C option.
Besides analysing the mid-term test items of Javanese and English, the researchers tried to peel the
material compositions lie behind English and Javanese language guidebook to extent the reasons why the
twelve first year students of Islamic Elementary School of Mambaul Huda, Gresik, got dominant high score in
Javanese language mid-term test than English. The Javanese guidebook that used for the class learning of
first-year students in Islamic Elementary School (MI) of Mamba’ul Huda, Gresik, East Java, Indonesia is Tantri
Basa that compiled by Dra. Sri Astuti, et al and was published by Dinas Pendidikan Jawa Timur in 2016 by the
ISBN 978-602-404-016-1. Javanese is the mother tongue of the students of this school. They used to use
Javanese as the media for their daily communication. Thus, they develop their ability in their first language
through the process named acquisition. Language acquirers are not usually aware of the fact that they are
acquiring language, but are not only aware of the fact that they are using the language for communication
(Krashen, 1982, p.10). Essentially, the book accommodates things or materials which deal with students’
daily life. Dominantly, the book discusses four main competences that are speaking, listening, reading and
writing which connected to things the students are familiar with. Grammar or rules or patterns of Javanese
are not taught due to they have a “feel” for correctness.
The followings are the analysis of the Kompetensi Dasar (Basic Competence) of Javanese subject
based on the guidebook, Tantri Basa (the researchers only analyzed based on the category of four main
competences):
Table 4. Javanese basic competences of listening
KOMPETENSI DASAR/BASIC COMPETENCE
3.1 Mendengarkan, memahami, dan mengidentifikasi bunyi Bahasa daerah yang didengar dengan
tepat.
3.1 Listening, understanding, and identifying local language sound correctly.
3.2 Mendengarkan, memahami, dan mengidentifikasi huruf lepas untuk menulis kata dan kalimat
sederhana sesuai kaidah.
3.2 Listening, understanding, and identifying alphabet to write word and simple sentence based on
the rules.
3.4 Mendengarkan, memahami, dan mengidentifikasi teks perintah dan permintaan tentang kegiatan
diri sendiri secara lisan dan tulis.
3.4 Listening, understanding, and identifying imperative and request text about self-activity both
written and spoken.
 Proceedings | International Seminar on English Language Teaching and Research (ELTAR) 2017

The activity should be based on the indicators following those aforementioned basic competences
which is mainly in the form of listening to a sound of the certain topics which may be animals, surrounding
things, or simple text composed by simple sentences spoken by the teacher, meanwhile the students asked
to find the related pictures or do the activity. Even though Javanese language used in this book is dominated
by Solo accents, yet the students are still able to understand due to the topics deal with things they are
familiar with and the words used may be uttered and heard by them in their daily communication.
Table 5. Javanese basic competences of speaking
KOMPETENSI DASAR/BASIC COMPETENCE
4.1 Melafalkan bunyi Bahasa daerah yang didengar dengan tepat.
4.1 Pronouncing local language sounds heard correctly.
4.3 Menirukan secara lisan teks deskriptif tentang anggota tubuh, pancaindra, wujud dan sifat benda,
serta peristiwa alam.
4.3 Imitating the descriptive text orally about human bodies, five senses, shape and characteristic of
things, as well as natural phenomenon.
4.5 Menyampaikan teks ucapan terimakasih, pemintaan maaf, dan sikap kasih sayang secara lisan
melalui bantuan guru.
4.5 Delivering thanks, apologize, and love utterance verbally through teachers’ advice.
4.6 Menyampaikan teks cerita tentang diri sendiri dan keluarga dengan bantuan guru atau teman
secara lisan.
4.6 Delivering a story text about themselves and family by advice from the teacher or friend verbally.
In this competence, students’ speaking ability is trained. They are expected to be able to
communicate by using Javanese well, especially in describing things, themselves, family as well as delivering
their feeling to others for thanking, apologizing, and so far so forth. All those aforementioned basic
competence are things they are familiar with. It is connected with everything they used to deal with too.
Moreover, in the very first meeting, they are trained to pronounce words in local language, Javanese which
dominantly adopt Solo accent, but still can be understood by the students. By this way, they learn Javanese
and they develop their competence in Javanese through acquisition process due to they acquire this
language as their mother tongue.
Table 6. Javanese basic competences of writing
KOMPETENSI DASAR/BASIC COMPETENCE
4.2 Menebalkan dan menyalin huruf lepas pada kata atau kalimat sederhana sesuai kaidah.
4.2 Bolding and copying the alphabet on simple word and sentence based on the rules.
4.4 Menirukan secara tulis teks deskriptif tentang anggota tubuh, pancaindra, wujud dan sifat benda,
serta peristiwa alam.
4.4 Imitating the written descriptive text about human bodies, five senses, shape and characteristic of
things, as well as natural phenomenon.
4.5 Menyampaikan teks ucapan terimakasih, pemintaan maaf, dan sikap kasih sayang secara tulis
melalui bantuan guru.
4.5 Delivering a story text about themselves and family through teacher’s and friend’s advice by
writing.
In writing competence, the students are trained to write Javanese words correctly. As the
aforementioned analysis explores that Javanese that is used in this book is adopting Solo accent. It means
that students need to habituate themselves in acquiring Javanese words which may be little bit different
with the words they used to use in everyday communication. A number of words in Solo accent are written
differently from their pronunciation, especially in “a” vowel which is pronounced as “o”. At the end of the
learning process as first-year students, they are expected to be able to write Javanese simple words or
sentences correctly based on the rules of the pronunciation in which in this case is using Solo accent.
 Proceedings | International Seminar on English Language Teaching and Research (ELTAR) 2017

Table 7. Javanese basic competences of reading

KOMPETENSI DASAR/BASIC COMPETENCE
3.3 Mengenal, memahami, dan mengidentifikasi teks deskriptif tentang anggota tubuh, pancaindra,
wujud dan sifat benda, serta peristiwa alam dengan bantuan guru atau teman.
3.3 Familiarizing, understanding, and identifying descriptive text about human bodies, five senses,
shape and characteristic of things, as well as natural phenomenon.
3.5 Mengenal, memahami, dan mengidentifikasi teks terimakasih, permintaan maaf, dan sikap kasih
sayang dengan bantuan guru atau teman.
3.5 Familiarizing, understanding, and identifying thanks, apologize, and love text through teacher’s
and friend’s advice.
3.6 Mengenal, memahami, dan mengidentifikasi teks cerita tentang diri sendiri dan keluarga dengan
bantuan guru atau teman.
3.6 Familiarizing, understanding, and identifying a story text about themselves and family through
teacher’s and friend’s advice.
In reading competence, students are focused on familiarizing, understanding and identifying
Javanese simple text about simple topics the students used to deal with. By this way, the students are able
to familiarize, understand and identify words they find in the text that they read. The topics of the materials
have been designed well, thus it will not burden the first-year students in developing their competence in
Javanese language. The topics are not going too far from things they often find in their daily life such as
human bodies, five senses, shape and characteristic of things, as well as natural phenomenon. Moreover, the
topic which deals with giving thanks, apology and showing affection are discussing about utterances they
may have well-known of. Lastly, a story they read which is about themselves and family are things which
they experience in their own life. That is why Javanese language belongs to acquisition.
Besides Javanese basic competence analysis, the researchers analysed English basic competence
applied in Islamic Elementary School of Mamba’ul Huda, Gresik, Indonesia based on the textbook Basic
English Primary 1 compiled by Sulaiman, et al published by Yudhistira in 2015 by ISBN 978-979-019-086-3.
For those twelve first year students, acquiring English as their second language is a learning process since the
process runs un-subconsciously. Moreover, in this year they are still learning how to read and write, thus no
wonder if their Javanese mid-term score is higher than English. Additionally, learning English as the second
language means that they have to be familiar with all rules of English, therefore the students are required to
memorize in order to avoid the mistakes when using English. On the other hand, for first-year student of
Elementary School, learning English means dealing with how to write and read rather than using English as
the media for communication in everyday life. Henceforth, the analysis is about the basic competence of two
language competence which are reading and writing the students should master in their first year of school.
The followings are the analysis of the Kompetensi Dasar (Basic Competence) of Javanese subject based
on the guidebook, Basic English Primary 1 (the researchers only analysed based on the category of two
language competences):
Table 8. English basic competences of reading
KOMPETENSI DASAR/BASIC COMPETENCE
1.1 Mengenal, memahami, dan mengidentifikasi teks deskriptif tentang anggota tubuh.
1.1 Familiarizing, understanding, and identifying descriptive text about part of human bodies.
1.2 Mengenal, memahami, dan mengidentifikasi warna pada benda-benda sekitar.
1.2 Familiarizing, understanding, and identifying colour on surroundings things.
1.3 Mengenal, memahami, dan mengidentifikasi sistem penomoran dan jumlah dengan mengaitkan
pada benda-benda sekitar.
1.3 Familiarizing, understanding, and identifying numbering system and quantity by connecting it on
surroundings things.
In reading competence, the students are focused on the basic familiarization and introduction of
simple English words by connecting to things they find easily in daily life. They are obliged to memorize the
meaning as well as the spelling, thus it is no wonder if they got difficulty in developing their English
competence. In addition, numbering system and quantity topic requires them to be familiar with affixation
 Proceedings | International Seminar on English Language Teaching and Research (ELTAR) 2017

process in which they have to put –s or –es when the quantity is more than one. By this way, the students
are expected to be able to memorize English words rather than understand naturally. Therefore, it affects to
their English score which is lower than Javanese.
Table 9. English basic competences of writing
KOMPETENSI DASAR/BASIC COMPETENCE
2.1 Menebalkan dan menyalin huruf lepas pada kata atau kalimat sederhana sesuai kaidah.
2.1 Bolding and copying the alphabet on simple word and sentence based on the rules.
2.2 Mengidentifikasi nama-nama bagian tubuh manusia pada gambar dengan tepat dan sesuai
kaidah.
2.2 Identifying part of human bodies on a picture correctly and based on the rules.
2.3 Mengoperasikan penjumlahan dan pengurangan sederhana dengan tepat dan sesuai kaidah.
2.3 Summing and diminishing simple number or quantity correctly and based on the rules.
Based on those basic competence, first-year students’ writing competence is dealing with simple
writing of alphabets, part of human bodies and number correctly based on the rules. They are trained to be
familiar with the spelling of English words. By this way, the students got difficulty due to they have to
memorize letter by letter of certain words since the English pronunciation is different with how it is written
in letters. Similar with reading competence, in writing competence the students are also expected to be able
to master the rules of English language which is mainly different with their mother tongue, Javanese and
Indonesian. Therefore, acquiring English or developing competence on English is considered as learning
process, because they need process which runs subconsciously.
Based on those analyses, the researchers conclude that there are several reasons why the score of
Javanese language mid-term test is higher than English mid-term test. The first reason is that English mid-
term test items involve the ability of memorizing the form of the spelling or the written form and the
translation of each English words of number and colour. That is why it belongs to language learning due to its
focus on the form. As the result, the students face a difficulty in answering English mid-term test. It is proven
through the score which is lower than Javanese language mid-term test. The next reason is that Javanese
language is the mother tongue of the students in Gresik, Indonesia. Therefore, they have already acquired
the knowledge of this language even though subconsciously. As the consequence, when Javanese language
includes into local content in the school, they could understand it without knowing the rule or form. Hence,
when they did the mid-term test, they got higher score in Javanese language than in English mid-term test.
Moreover, in Javanese language mid-term test, they do no need to think about the translation or the
meaning of the items, because all of the items were written in Ngoko level (the lowest speech level of
Javanese language). Therefore, it is understandable for them. They just need to answer the items. Moreover,
the materials provided in Javanese language mid-term test items are really common topic such as self-
introduction which is described through part of speech, the animal sounds, and so forth. By considering
those points, the researchers assert that it is reasonable that the first year Elementary students got higher
score in Javanese language than English mid-term test. This demonstrates that Javanese language acquisition
is still well-preserved along this globalization era.

CONCLUSIONS AND SUGGESTIONS

For the last highlight, this study is conducted to compare between students’ English learning and
students’ Javanese language acquisition. The researchers examined the twelve first year Elementary
students as the object of the study. In order to reach the goal of the study, the researchers used some
instruments which were the students’ score on English and Javanese mid-term test, English and Javanese
mid-term test items and guidebook. The result shows that there are three categories which are labelled as
A1, A2 and A3. A1 is the category for the students whose Javanese language mid-term score is higher than
English score. A2 is the category for the students who got balance score for both English and Javanese
language. Meanwhile, A3 is the category for the students whose English mid-term score is higher than
Javanese language score. There are seven students belong to A1, two students belong to A2 and three
students categorized into A3. Based on the analysis result and the theory of Stephen D. Krashen, English
 Proceedings | International Seminar on English Language Teaching and Research (ELTAR) 2017

belongs to language learning due to its focus on the rule, grammatical structure and form. Moreover, it
involves conscious process of learning. In contrast, Javanese language is classified into language acquisition
because it focuses on meaning than form. Furthermore, it is subconscious process.
There are two reasons underlie why the students mostly gained higher score in Javanese language
than English mid-term test. The first reason is that English mid-term test items involve two materials;
number and colour in which the students were supposed to understand the form, the spelling and the
translation from those materials. The last reason is that Javanese language mid-term test items provided
four compositions; part of speech, sound, vocabulary and pronunciation. Even though it has more complex
material, yet it is actually a common topic in which the students are familiar with. Therefore, the students
did not find difficulty in answering Javanese language mid-term test, because they understand what the
items want and it is their mother tongue. On the other hand, the guidebook used also contributes on how
well the students develop their competence in both English and Javanese. In English guidebook, the basic
competences students should fulfil mostly deal with the rules of the language itself. It acquires the students
to memorize the rules of numbering in English which are delivered in different topics such as animals, plants
and colours. Therefore, the students find difficulty in learning English due to they have to follow the rules to
add –s or –es if the things are more than one. Meanwhile, the materials of Javanese are dominantly focused
on how the students develop their four main competences; listening, speaking, writing and reading through
the topics which they are familiar with. The topics of Javanese mainly discuss about things in their
surroundings, thus it elevates the success of their language development. From those analyses, the
researchers assert that language acquisition is more success for the students in Gresik, Indonesia. Even
though they gain language knowledge subconsciously through family and environment, yet it is useful for
their academic achievement in local content, Javanese language. It is proven through the result of Javanese
language which is higher than English mid-term test.
The researchers believe that in this case study, there are still more aspects that probably can be
explored in another case or support. Therefore, the researchers have suggestions and evaluation towards
the people who will be interested in doing the same research and the people who are involved in the same
situation in this research that may bring some developments. Thus, the researchers suggest for the next
researchers to elaborate this findings into higher level of the respondents who may be students in Junior or
Senior High School due to they have learned both language for some years as they grow up. Additionally, the
next researchers may find the respondents who live and study in the city area, by which this study was
conducted by having respondents who live in rural area. By regarding these suggestions and considering the
research, the researchers hopefully support the constructive research and give the contribution towards the
language acquisition process.
 Proceedings | International Seminar on English Language Teaching and Research (ELTAR) 2017

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