Implementing the Input Hypothesis in Designing Balinese Language Learning Intake for First-Grade Elementary School Students
Abstract
The input hypothesis is a fundamental concept in language learning, stating that the teaching materials used must be above students’ current linguistic competence during the learning process. This shows the importance of comprehending the Balinese language competence of first-grade elementary school students as a reference for learning. Therefore, this study aimed to map out the competence of first-grade elementary school students as a reference for selecting and grading Balinese language learning intake at the higher grades and educational levels. The study procedures were carried out by collecting data in a semi-naturalistic setting over 2 months from first-grade students at Elementary School 3 Paksebali, Klungkung, and Elementary School 1 Alasangker, Buleleng. The data obtained were then analyzed using descriptive-qualitative analysis. The results showed Balinese language repertoire of first-grade students had idiosyncrasies as distinguishing features. These idiosyncrasies were found in phonological, lexical/semantic, morphological, and syntactic aspects as references. Based on the results obtained, language learning with the input hypothesis could be applied critically and consistently.
References
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35. Sutrisna, I P.E. (2021). Integrasi Teori Krashen dalam Pengembangan Bahan Ajar Bahasa Inggris pada Pembelajaran Daring di Perguruan Tinggi. Padma Sari Vol. 1(1), 46 – 55
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36. Tarigan, H.G. and Tarigan, D. (1988). Pengajaran Analisis Kesalahan. Bandung Angkasa.
37. Warmadewi, A.A.I.M and Mahayana, I M.A. (2021). Pemerolehan dan Pembelajaran Bahasa Kedua Pemandu Wisata Lokal di Desa Bongkasa Pertiwi: Hipoetis Krashen. Lingua Vol. 18(1), 174 – 184. https://lingua.soloclcs.org/index.php/lingua/article/view/692
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https://academic.oup.com/applij/article-abstract/8/2/95/153392?redirectedFrom=fulltext
2. Alwi, H. (1998). Bahasa sebagai Jati Diri Bangsa”. Kongres Bahasa Bali IV, 38 – 54. Denpasar: Balai Penelitian Bahasa, Departemen Pendidikan dan Kebudayaan.
https://repositori.kemdikbud.go.id/3062/1/Kongres%20Bahasa%20Bali%20IV.pdf
3. Arnawa, N. (2008). Wawasan Linguistik dan Pengajaran Bahasa. Denpasar: Plawa Sari.
4. Arnawa, N. (2016). Pergeseran Kosakata Ranah Pertanian: Studi Linguistik Kebudayaan. Aksara Vol. 28(1), 103 – 110. https://aksara.kemdikbud.go.id/index.php/aksara/article/view/21
5. Bailey, F. and Fahad, A.K. (2021). Krashen Revisited: Case Study of the Role of Input, Motivation and Identity in Second Language Learning. Arab World English Journal Vol. 12(2), 540 – 550 https://awej.org/wp-content/uploads/2021/07/36.pdf
6. Baradja, M.F. (1990). Kapita Selekta Pengajaran Bahasa. Malang: IKIP Malang Press.
7. Brown, H.D. (2005). Principles of Language Learning and Teaching. San Francisco: San Francisco State University Press.
8. Burton-Roberts, N. and Spencer, A. (1993). Linguistics and Second Language Acquisition. New York: Vivian Cook.
9. Chaer, A. (2003). Psikolinguistik: Kajian Teoretis. Bandung: Rineka Cipta.
10. Crider, A. B., et.al. (1983). Psychology. Dallas: Scott, Foresman and Company.
11. Dardjowidjojo, S. (2000). Echa: Kisah Pemerolehan Bahasa Anak Indonesia. Jakarta: Grasindo.
12. Djajasudarma, T. F. (1993). Metode Linguistik: Ancangan Metode dan Kajian. Bandung: Eresco.
13. Darihastining, S; Mardiana, W; Misnawati; Sulistyawati, H; and Sujinh. (2023). Penerapan Berbagai Hipotesis Pemerolehan Bahasa Kedua Terhadap Anak Usia Dini. Jurnal Obsesi, Vol. 7(1), 685 – 698. https://obsesi.or.id/index.php/obsesi/article/view/3893
14. Hamied, F.A. (1987). Proses Belajar Mengajar Bahasa. Jakarta: Depdikbud.
15. Kaswanti Purwo, B. (1991). Bulir-Bulir Sastra dan Bahasa: Pembaharuan Pengajaran. Yogyakarta: Kanisius.
16. Keraf, G. (1990). Linguistik Bandingan Tipologis. Jakarta: Gramedia.
17. Krashen, S.D. (2003). Explorations in Language Acquisition and Use. Portsmouth: Heinemann.
18. Krashen, S.D. (2009). Principles and Practice in Second Language Acquisition. California: University of Southern California Press.
19. Larsen-Freman, D. (2000). Techniques and Principles in Language Teaching. Oxford: Oxford University Prss.
20. Liu, D. (2015). A Critical Review of Krashen’s Input Hypothesis: Three Major Arguments. Journal of Education and Human Development Vol.4(4), 139 – 146
https://jehdnet.com/journals/jehd/Vol_4_No_4_December_2015/16.pdf
21. Maharsi, I. (2011). The Importance Input and Interaction in Second Language Acquisition. Journal of English and Education Vol. 5(1), 45 – 53 https://journal.uii.ac.id/JEE/article/view/4459/3941
22. Maksan, M. (1993). Psikolinguistik. Padang: IKIP Padang Press.
23. Miles, M. and Huberman, A.M. (2014). Analisis Data Kualitatif. Jakarta: Universitas Indonesia Press.
24. Mustofa, T; Astina, C; and Rahman. R.A. (2021). Hipotesis Monitor Stephen Krashen dan Reorientasi Pembelajaran Istima-Kalam. Tarling: Journal of Language Education, Vol. 5(2), 207 – 2017. https://www.researchgate.net/publication/357866531_Hipotesis_Monitor_Stephen_Krashen_dan_Reorientasi_Pembelajaran_Istima-Kalam
25. Parnaningroem, D.W. (1990). Peranan Input di Lingkungan Kelas dalam Pemerolehan Bahasa Kedua. Dimensi-Dimensi Belajar Bahasa Kedua. Nurhadi dan Roekhan (ed). Bandung: Sinar Baru.
26. Revopa, K. (2004). Testing Krashen’s Input Hypothesis: Case Study in a Male Czech Adult Acquiring English. Brno: Masaryk University. https://is.muni.cz/th/ur5e5/text.pdf
27. Sauusure, F. de. Pengantar Linguistik Umum. Yogyakarta: Gadja Mada University Press.
28. Schutz, R.E. (2019). Stephen Krashen’s Theoty of Second Language Acquisition. https://www.sk.com.br/sk-krash-english.html.
29. Simajuntak, M. (1990). Teori-Teori Pemerolehan Fonologi. Jakarta: Gaya Media Pratama.
30. Strauss, A. and Corbin, J. (2003). Dasar-Dasar Penelitian Kualitatif. Yogyakarta: Pustaka Pelajar.
31. Sudaryanto. (1993). Metode dan Aneka Teknik Analisis Bahasa. Yogyakarta: Duta Wacana University Press.
32. Sugiyono. (2012). Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.
33. Sumarsono. (2007). Sosiolinguistik. Yogyakarta: Sabda.
34. Sutama, I. M. (1990). Ciri-Ciri Pemerolehan B2 dan Implikasinya pada Pembelajaran Bahasa Kedua. Dimensi-Dimensi dalam Belajar bahasa Kedua. Nurhadi dan Roekhan (ed). Bandung: Sinar Baru.
35. Sutrisna, I P.E. (2021). Integrasi Teori Krashen dalam Pengembangan Bahan Ajar Bahasa Inggris pada Pembelajaran Daring di Perguruan Tinggi. Padma Sari Vol. 1(1), 46 – 55
https://e-journal.iahn-gdepudja.ac.id/index.php/PS/article/view/345/211
36. Tarigan, H.G. and Tarigan, D. (1988). Pengajaran Analisis Kesalahan. Bandung Angkasa.
37. Warmadewi, A.A.I.M and Mahayana, I M.A. (2021). Pemerolehan dan Pembelajaran Bahasa Kedua Pemandu Wisata Lokal di Desa Bongkasa Pertiwi: Hipoetis Krashen. Lingua Vol. 18(1), 174 – 184. https://lingua.soloclcs.org/index.php/lingua/article/view/692
38. White, L. (1987). Against Comprehensible Input: The Input Hypithesis and the Development of Second Language Competence. Applied Linguistics Vol. 8(2), 95 – 110
https://academic.oup.com/applij/article-abstract/8/2/95/153392?redirectedFrom=fulltext
Authors
Prof. Dr. Drs. Nengah Arnawa, M.Hum.
[1]
“Implementing the Input Hypothesis in Designing Balinese Language Learning Intake for First-Grade Elementary School Students”, Soc. sci. humanities j., vol. 8, no. 04, pp. 34954–34964, Apr. 2024, doi: 10.18535/sshj.v8i04.1011.
This work is licensed under a Creative Commons Attribution 4.0 International License.