ENGLISH PHONOLOGICAL PROCESSES BY YOUNG LEARNERS IN THE EARLY LINGUISTIC PERIOD AT KHALIFAH KINDERGARTEN TULUNGAGUNG

KHALIDA KIRANA, 1880510230014 and DWI ASTUTI WAHYU NURHAYATI, 197602222009012003 and SUSANTO, 197308311999031002 (2025) ENGLISH PHONOLOGICAL PROCESSES BY YOUNG LEARNERS IN THE EARLY LINGUISTIC PERIOD AT KHALIFAH KINDERGARTEN TULUNGAGUNG. [ Thesis ]

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Abstract

Khalida Kirana. Student Registered Number. 1880510230014. English Phonological Processes by Young Learners in the Early Linguistic Period at Khalifah Kindergarten Tulungagung. English Education Department. Graduate Program. Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung. Advisors: Dr. Dwi Astuti W.N, S.S., M.Pd. & Dr. Susanto, S.S., M.Pd. Keyword: Factor, Phonological Process, Young Learner, Research on phonological processes in children aged 4 to 5 years when pronouncing English vocabulary at phoneme level is still limited. This age is a crucial period for language development. The lack of specific studies in this period hampers the understanding of children's phonological development and the design of appropriate learning strategies. Therefore, this research aims to identify the factors that influence pronunciation ability and to analyse the types of phonological processes by young learners aged 4 to 5 years when pronouncing English vocabulary as a foreign language at Khalifah Kindergarten. This research used qualitative method with case study design. The subjects of this research were 2 students aged 4 years and 1 student aged 5 years. Data collection techniques used observations record and interviews. Data analysis techniques used phonological process analysis from Khan and Lewis theory. This research uses theories of language development in children such as Piaget's theory, Stephen Krashen's cognitive theory, Vygotsky's social interaction theory and also analysis of children's phonological processes using Khan and Lewis's theory. The findings of this research are aligned with the research questions. First, in relation to the factors that influence young learners' ability to pronounce English vocabulary namely: early introduction of English, parental strategies in providing English stimulus at home, interesting learning media, flexibility time, efforts to speak English, motivation, and school environment. Second, this phonological process is the result of two observations and shows differences in phonological development. In the first observation, there were 10 fruit vocabulary words and several phonological processes emerged, such as epenthesis, diphthongization, liquidiztion, palatal fronting, cluster simplification, addition of consonant and syllable, vowel alteration, deletion of consonant, decentralization and centralization. Meanwhile, in the second observation with 20 vocabularies (10 fruit and 10 animal vocabularies). The use of the same fruit vocabulary showed progress because errors were reduced. Meanwhile, new vocabulary gave rise to more varied and complex phonological processes such as vowel lowering, backing, stopping of affricates and fricatives, deaffrication, fronting, velar fronting, gliding of liquids. These findings indicate that repetition of the same vocabulary strengthens children's phonological patterns. Meanwhile, the addition of new vocabulary can encourage flexible phonological adaptive strategies. The result of this research can contribute to the development of more effective teaching methods and enrich the study of second language acquisition in childhood.

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