Advances in Language and Literary Studies

ISSN: 2203-4714
www.alls.aiac.org.au

Analysis on the Difficulties Faced by a Bilingual Child in Reading and Writing

Rizki Hardiyanti*
English Applied Linguistics Study Program Postgraduate School, State University of Medan, Sumatera Utara 20371, Indonesia
Corresponding Author: Rizki Hardiyanti, E-mail: [email protected]

ARTICLE INFO ABSTRACT

Article history Bilingual child ability in two languages is become popular issue in the comparison of those
Received: May 21, 2017 two languages. In this paper, the Indonesian bilingual child has parent, school and course using
Accepted: July 14, 2017 English actively, then his environment using Bahasa Indonesia. This research was conducted to
Published: August 31, 2017 measure ability and difficulties faced by bilingual child in reading and writing in two languages
Volume: 8 Issue: 4 Bahasa Indonesia- English. This journal applied a qualitative research design. Qualitative
research is stated as naturalistic study that has the natural setting, as the direct source of data
Advance access: August 2017
and the researcher is the key instrument (Bogdan and Biklen, 1992). To specify the design in
this journal, this qualitative method was used to analyze a specific person of Bilingual Child.
Conflicts of interest: None The data were taken from observation, interview, video recording of the child’s reading the
Funding: None English and Bahasa Indonesia textbook story and written test of the child’s writing the English
and Bahasa Indonesia summary of textbook story. In both English and Bahasa Indonesia, the
reading difficulties appear related to pronunciation, intonation, expression and word stress and
Key words: the writing difficulties appear related to relevance, organization, vocabulary and grammar.
Bilingual Bahasa Indonesia,
English
Reading and Writing

INTRODUCTION In addition, bilingual individuals (sometimes able to use

Children acquire and learn language naturally. The more more than two languages that is, possessing several bilin-
they learn the language the more they expose the language. gualism of varying degree) may context in multingual soci-
Children are setting up representations of what they see and ety in which at least one language in the set of bilingualism
know Clark (2003:8). They have got the languages from is widely shared. From the statements above, it can be drawn
whatever happened in their daily life, they learn the language an interference that bilingualism is the speakers’ ability in
based on what they see, hear and know some words. They using two languages, either in formal or informal situations.
have efforted to master those languages. The language is The competence of using the alternative language could be
conceptualized naturally in children’s mind because of their acquired in formal context, such as education (at class) or in
surroundings language who are speaking and interacting ac- social context.
tively with them in the environment. The background of the problem study is since the bilin-
Children can acquire and learn two or more languages gual child use English actively at home, school and course
from their environment, which is called by Bilingualism. Bi- rather than use his native language Bahasa Indonesia only
lingualism seems not a problematic case. The bilingualism at environment, the bilingual child is confused in using two
may have various definitions. Chin & Wigglesworth stated languages as a result the bilingual child used the grammati-
that bilingualism could be defined as the use of two languages cal error in spelling, pronunciation and vocabulary between
(Chin &Wigglesworth, 2007). Thus, bilinguals must be able two languages. This paper will analyze the bilingual child’s
difficulties of the use of grammar, spelling, pronunciation
to speak two languages in which the non-native language as
and vocabulary in reading and writing the Bahasa Indonesia
native-like control. It means that bilingualism must be able to
and English.
master two languages, in which the non- native language as
native-like control. Bilingualism is competence in more than
one language, which can be taught at an individual and social LITERATURE REVIEW
level (Karahan, 2005). The bilingual competence is possi-
bly acquired or studied whether as individual level or social Bilingualism
context. Bilingualism is an individual phenomenon; that is, Bilingualism seems not a problematic case. The bilingualism
it represent the achievement of a single person immersed si- may have various definitions. Chin & Wigglesworth stated
multaneously in two or more language communities. that bilingualism could be defined as the use of two languag-

Published by Australian International Academic Centre PTY.LTD.

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44 ALLS 8(4):43-49

es (Chin &Wigglesworth, 2007). Thus, bilinguals must be language although they do not master both languages well.
able to speak two languages in which the non-native lan- Bilingual does not mean that the speaker has to master or
guage as native-like control. fluent in both languages but the most important is the speak-
Bilingualism is competence in more than one language, er understand the two languages and one of them should be
which can be taught at an individual and social level (Karah- communicated fluently.
an, 2005). It means that the bilingual competence is acquired In case, where the members of the bilingual family do
and studied individually and socially such as in environment, not master the both languages, the best languages for solving
home, school and course. Bilingualism is an individual phe- it is to use code switching. ‘Code Switches is fairly com-
nomenon; that is, it represents the achievement of a single mon in families where two languages are spoken, as speaker
person immersed simultaneously in two or more language select words from either language that best express the in-
communities (Baldauf Jr. & Kaplan, 1997). So, bilinguals tent’ (Gleason and Ratner, 1998: 457). It will help the family
have the ability to speak two or more language communities members for getting their ability in understanding each other
in their daily life. There is one of dominant language in their without worrying that there are members of family that do
life but the other languages might have varied degree of lan- not understand what they are discussing. Code switches is
guage usage in multilingual society. the normal way for communicating each other, it will be bi-
Therefore, it can be inferred that bilingualism is the lingual people in communication by mixing the language.
speaker’s ability in using two or more languages in formal It supports the bilingual children especially, ‘children are
and informal situations. In formal situations, bilingualism growing up bilingual may not have had the experience of
could be acquired at education in school and course. Then, talking about every topic in both their language and their
in informal situations, bilingualism could be acquired at en- vocabulary knowledge will reflect that, but their comprehen-
vironment and home. sion and production skills put them in an excellent position
The bilinguals have different level competence of the to continue learning both languages in other setting as when,
use of the languages. These different levels depends on the for example, they visit relatives who use the languages’
interaction of communication the bilinguals toward the soci- (Gleason and Ratner, 1998:  458). So, comprehension and
ety such as family, teacher, friends and relatives. The most production skill of languages have helped children for be-
dominant interaction happens in the family level because the coming bilingual. It comes from themselves and supports by
bilinguals spend more time to interact in family. So, if a fam- people around them.
ily applies two or more languages toward the bilinguals, it What is the reason of bilingualism happens in a com-
will make the bilinguals accustomed to use those languages munity? It is still controversy. Many factors have caused
in their life. bilingualism happen, one of them such what this study is
discussing for family bilingual, the bilingualism come from
different background of couple that has decided to marry.
Bilingual Family
If they are intermarriage, it means they have two or more
Scotton (2006: 2) defines bilingualism as ‘a person speaking languages, if it is more than two languages such what has
at least two languages’. The languages that are acquired by happened in Indonesia, the country has their national lan-
bilingual person can be acquired when they are child and guages and many tribe languages, and if the couple comes
adult. There is no specific age when people are called bi- from different tribe so it means they will have three lan-
lingual, and it means there is no age limitation for people guages all together and it will be called as Multingualism.
for becoming bilingual. There are two kinds of bilingualism: But if the family has just one tribe, they will have their tribe
they are native bilingual and second language acquisition language which is added with national language Bahasa In-
(Gleason and Ratner, 1998). Gleason and Ratner (1998: 455) donesia, and then they will become bilingual family. So, bi-
stated that ‘if two languages are learned simultaneously from lingualism is created based on marriage background. But it
birth we will call that native bilingualism rather than second does not stop just for the marriage case there are many ways
language acquisition’. In second language acquisition, ‘it has for bilingualism happens in a community. Scoot stated that
optimal age for learning; they see the process as gradual and today urbanization, immigration, business travel and educa-
incremental at all ages’ (Gleason and Ratner, 1998: 471). So, tion are major forces bringing people together in order to
there has been clear different between native bilingualism these would be conversationalists to converse, someone has
and bilingualism through second language acquisition. to learn another languages (Scoot, 2006). Another factor is
If bilingualism means that a person speaking at least colonialism, but it does not happen anymore in present. So
two languages, so bilingual family can be defined as family bilingualism can be a good issue that should be studied for
that is speaking at least two languages. ‘At very minimum, better progress in community.
the concept of a bilingual family indicates that at least one
family member uses (speaks) another language actively than
some other member in the family and that at least passively Reading
(understand it) so that the language can be and is used regu- Reading is one of ability in learning a language besides lis-
larly in communication between family members’ (Viljamaa, tening, speaking and writing. Reading is a comprehension of
2012: 5). It means it is not really important for all mem- letters, words, sentences and paragraphs that has meaning.
bers have fluency in the two languages; it has enough if the Reading is an interactive process between readers and texts
speaker fluent in one language and can comprehend another which leads to reading fluency Alyousef (2005). Based on
Analysis on the Difficulties Faced by a Bilingual Child in Reading and riting 45

Nunan (1999:249) reading is an interactive process of com- Reading for general comprehension is a skill from a de-
munication. The communication between the writer and the tail reader, requneeds a fast of thinking of comprehend-
reader through the text that the reader gets the meaning of ing words, great skills in taking the implied meaning of
the message. a text and efficient comprehension, which only needs a
In addition, reading can be taught as a way to draw infor- restrict time limit.
mation from text and to form an interpretation of that infor- Seven main purposes for reading Nunan (1999:  251)
mation Grabe and Stoller (2002:4). Thus, it makes our brain 1) To obtain information for some purposes because we need
actively thinking to draw the information and form the inter- to get informatin from some topics. 2) To obtain instruction
pretation, which is resulted a good reading comprehension. on how to perform some task for our work or daily life.
Thereby, many specialist define that reading is thinking 3) To act in a play, play a game, do a puzzle. 4) To keep in
process that involves interpretation of implicit and explicit touch with friends by correspondence or to understand busi-
meaning of written texts, connecting interaction of ideas be- ness letters. 5) To know when or where something will take
tween reader and writer, analyzing and applying new infor- place or what is available. 6) To know what is happening has
mation to the new situation. happened (as reported in newspapers, magazines, reports).
Alexander, (1988: 3) stated “Reading is a communication 7) For enjoyment or excitement.
process between the writer and the reader utilizing written
language”. Reading is the ability to draw meaning from the
The basic skills of reading
printed page and interpret this information appropriately
Grabe and Stoller, (2002). Heilman, et al (1981:  4) stated Finocchiario, (1969: 137) defined the basic skills of reading
that 1) reading is interacting with language that has been as follows:
coded into print 2) reading is the product of interacting with 1. Pronunciation
the printed language should be comprehended, 3) reading Pronounciation is the utterance of any sound symbol or
ability is closely related to oral language ability, 4) Reading word. A good pronunciation makes a listener understand
is an active and ongoing process that is affected directly by what reader said. Stress and intonation are in the ele-
an individual’s interaction with environment. ments of pronunciation.
2. Structural system
Structural system is the part of a word that form unit
Purpose for reading
of meaning or sound. The structural system is a system
People have several purpose for reading, which is to get of forming a word an inflectional ending, a compound
something from what they read. According to Grabe and word, prefix, and syllable.
Stoller, (2002) reading purpose can be classified as followed: 3. Vocabulary
1. Reading to search for simple information. Vocabulary is a list of words in which a reader can find
Reading to search for simple information is a cognitive word to express the maning. Much vocabulary makes
process, which need to concentrate to search the infor- the texts a better structured and complex.
maton from the text. In reading to search simple infor- 4. Comprehension
mation, people scan the text for a specific information Comprehension is the combination of the knowledge
or a specific word. Also, reading to skim the text for a in structure and vocabulary in which situation the lan-
general information, which look at the first sentence to guage is used.
get the main idea of the whole text. Those two strategies
might be combinated each other to get the needed infor-
mation from the text. Writing
2. Reading to learn from text. Writing is the language skills as a process of communication,
Reading to learn happens in academic and professional which needs competencies and uses rhetorical conventions.
context, which requires the abilities to memorize main Writing is a powerful tool for learning and communicating.
ideas and also every details that elaborate the main and Harmer (2004) stated writing is often not time bound in the
support ideas in text, elaborate concept that organized way conversation is. Writing makes the students write ev-
the information in the text, connect the text to reader’s erything that they have in their minds to express it freely. In
background knowledge. writing, students can search something that they don’t know
3. Reading to integrate, write and critique texts. from dictionaries, book or other resources that will help their
Reading to integrate information needs to mix the in- materials in writing. Writing needs an accurate skill to ex-
formation about the importance of supporting or con- press the complexity of grammar reguation of a text. Be-
flicting information to integrate information from many cause in writing, it requires a good skill to organize the text
sources. Thus, reading to write and reading to critique into a good opening, bod and conclusing paragraph of the
texts might be the steps of reading to integrate the in- text.
formation of the text. Reading to integrate, write and Brown (2001:335) said written products are often the
critique text need the ability to mix, design, and criticize result of thinking, drafting, revising procedures that require
the structure of the text. specialized skill. It means that the skill of writing is a com-
4. Reading for general comprehension plex skill and it’s difficult to learn. It requires the skill of
Reading for general information is a complex task. thinking what to write, drafting a good organization of text
46 ALLS 8(4):43-49

from the main toics into the supposrting ideas of paragraph, giving the Reading and Writing test of two languages English
then revising every formal writing concept such as a good and Bahasa Indonesia from English course. Afterwards, the
gramar. Byrne (1979:1) indicated that writing is a process private course teacher did the scoring of the tests. This was
of communication that introduces graphic symbols such as intended to crosscheck between observed and the data inter-
words, phrases, and sentences later formed become good viewed. The interview questions were basically about age,
paragraph that convey a message to the readers. Students birthplace, parents, family members, and also the languages,
sometimes must be able to compose the graphic, table or which are used by the bilingual child to parents, other mem-
statistic into a deep elaboration of writing into a good para- bers of family, friends and teachers.
graph, which can be understood by the readers. The evaluations of reading tests were pronunciation,
intonation, expression and word stress proposed by Cohen
(1994:328). The direction of the reading test is read two texts
METHOD of English and Bahasa indonesia Text. The topics were (1)
Research Design Pinocchio (English Text) (2) The regret of Monkey Ongky
(Bahasa Indonesia Text).
This journal applied a qualitative research design. Natural- The evaluations of writing tests were organization, gram-
istic study is a type of study in which the researcher very mar, vocabulary and relevance proposed by Hamer and
carefully observes some behavior or phenomenon. Qualita- Blanc (2000:321). The direction of writing test is write the
tive research is also stated as naturalistic study that has the summary of the text and answer the question of the text.
natural setting, as the direct source of data and the researcher The topics were (1) Pinocchio (English Text) (2) The regret
is the key instrument (Bogdan and Biklen, 1992). To specify of Monkey Ongky (Bahasa Indonesia Text) (3) Answer the
the design in this paper, this qualitative method was used to questions.
analyze a specific person of Bilingual Child.

RESULTS AND DISCUSSION

Sample
Based on the empirical data, there are four environments of
The subject of the data is an Indonesian bilingual child who the Bilingual Child to express his language. The bilingual
speaks in Bahasa Indonesia and English in age 9 years old, child is categorized into active bilinguals.
third year of Elementary school. He used English in family, So, it can be concluded that this child is classified into ac-
school, and private course. Meanwhile he used Bahasa Indo- tive bilingual child since he used his bilingual in the balance
nesia in the environment since he lives in Indonesia. The re- situation which is with his parent he spoke English, but with
searcher took him in the private course as sample. His name his big family he spoke Bahasa Indonesia, then he spoke En-
is Edbert. glish at school and course.

Technique of Data Collection Analysis of Bilingual Child’s Ability in Reading and

The ways of collecting data were in a variety of ways such as Writing English and Indonesia
observation, interview, video recording of the child’s reading Weakness of English Pronunciation Such As:
the English and Bahasa Indonesia textbook story and written Piknokio = Pinokio (Pinocchio)
test of the child’s writing the English and Bahasa Indonesia Wod = Wud (Wood)
summary of textbook story.
Table 1. Table of Bilingual Child’s environment
Technique of Data Analysis to express his two languages Indonesia- English
In this analysis, it is conducted by ongoing analysis and af- Environment Home School Course Big
ter collecting the entire data (Huberman and Mile, 1984:27). language family
Purpose an analysis model consists of three concurrent steps. Bahasa Indonesia 
They are data reduction, data display, conclusion drawing or English   
verification.
The procedures are: (a) identify any strength and weak-
ness of participant in reading and writing test by bilingual Table 2. Analysis of Bilingual Child in reading
child in Indonesia and English (b) Evaluate the Final score the English text
of participant in reading and writing test by bilingual child Aspects of Strength Weakness
in Indonesia and English (c) analyze Bilingual Child ability reading
in Reading and Writing based on the theory. Pronunciation Fluency, confidence Lose determiner
The data of this study were taken from the interview, Intonation Loud Stop syllables of words
written test and reading test (bilingual child). In this study, Expression Serious Head moved
the researcher firstly tried to do an interview in order to get Word stress Stress name of Not pressure important
preliminary information of the implementation the bilingual person word
child in his daily life. After that, observed the students by Cohen (1994:328)
Analysis on the Difficulties Faced by a Bilingual Child in Reading and riting 47

Luked = Lukt (Looked) general score of his reading ability in reading English Text.
Pein = Peintid (Painted) He tended to read fast in reading Bahasa Indonesia text then
De Old Men = Di Old Men (The Old Man) pronounce the wrong vocal in a word. In compare to the dif-
Appred = Eppierd (Appeared) ficulties of reading English texts just before, the mistakes
As = Es (As) are 9 so the score is 75. The difficulties in reading Bahasa
Aim = Am Ai (Am I?) Indonesia is more difficult than English reading text.
Brif = Brev (Brave) Weakness of English Grammar such as:
Gappetto make Pinocchio from a wood. Gappeto is clev-
er make things from wood. Fairy see, Fairy come and change
Analysis of the Difficulties in Reading English Text
Pinocchio become a real boy. Gappeto sleep in the night.
So, the analysis of the reading difficulties in reading English Gappeto surprise and happy. Pinocchio learn about true and
text is there are 9 mistakes of word pronunciation. He tended false with the cricket Jiminy. Jiminy tell Pinocchio what
to lose every determiner of word and not focus on the word should do and what should not do to be a real boy.
that he read. So, the teacher of course gave him the score of
75 as general score of his reading ability in reading English
Text. Analysis of the Difficulties in Writing English Text
Weakness of Bahasa Indonesia Pronunciation Such As: So, the analysis of the difficulties in writing English text is
Waktu- Waktu (Waktunya) there are 10 mistakes of grammatical mistakes. He tended to
Sekorah (Sekolah) use simple present tense verb one not use past tense verb two
Yang (Ya) wrote a past event story. So, the teacher of course gave him
Tidak Tahu (Tahu Tidak) the score of 70 as general score of his writing the summary
Menolong (Menolongnya) of English Text.
Kegelapan (Gelagapan) Weakness of Bahasa Indonesia Grammar such as:
Kelapak Kelapak (Klepak Klepak) Ongky gak mau sekolah di sekolah rimba. Bolos ke tepi
Menghadapirinya (Menghampirinya) sungai jumpa Fisha, ikan sahabat. Besok hari ada gelombang
Berutu (Gerutu) besar di sungai. Ongky dan fisha hanyut tapi Ongky bisa re-
Keliuruannya (Kekeliruannya) nang, jadi dia tolong Fisha dan gendong Fisha. Fisha mati.
Ikan bernapas di air tidak di darat. Ongky nyesal dan berjanji
Analysis of the Difficulties in Reading Bahasa Indonesia pergi ke sekolah rimba setiap hari dan rajin belajar.
Text
So, the analysis of the reading difficulties in reading Bahasa Analysis of the Difficulties in Writing Bahasa Indonesia
Indonesia text is there are 10 mistakes of word pronuncia- Text
tion. So, the teacher of course gave him the score of 70 as So, the analysis of the writing difficulties in reading Bahasa
Indonesia text is there are 9 mistakes of grammatical words.
So, the teacher of course gave him the score of 75 as general
Table 3. Analysis of Bilingual Child in reading score of his writing ability in reading Bahasa Indonesia Text.
the Bahasa Indonesia text He tended to write without the suffix in writing the summary.
Aspects of Strength Weakness In compare to the difficulties of writing English text just be-
reading fore, the mistakes are 10 so the score is 70. The difficulties in
Pronunciation Fluency Fast
Intonation Loud Stop syllables of words Table 5. Analysis of Bilingual Child in Writing
Expression Serious Little bit confused
Summary the Bahasa Indonesia Text
Word stress Stress the name of The press is not feasible
person Aspects of Strength Mistakes
writing
Cohen (1994:328)
Relevance Relevance is ok The last paragraph is not
supported
Table 4. Analysis of Bilingual Child in writing Organization Good organization No title
Vocabulary Many vocabularies Wrong words
summary the English text
Grammar Good No conjunction
Aspects of Strength Weakness
Hamer and Blanc (2000:321)
writing
Relevance Relevance is ok Ideas are repeated,
no title Table 6. Scores of a Bilingual Child in reading ability
Organization Sentence meaning Sentence is not well and writing ability in English and Bahasa Indonesia
is clear organized
Vocabulary Many vocabularies Double/no Verb Languages Reading score Writing score
Grammar Good construction Wrong in past tense English 75 70
Hamer and Blanc (2000:321) Indonesia 70 75
48 ALLS 8(4):43-49

writing summary English text is more difficult than writing for Bahasa Indonesia reading, (70) for English writing,
the summary of Bahasa Indonesia text. (75) for Bahasa Indonesia writing. So that this child has
equal ability in English and Bahasa Indonesia reading
and writing.
DISCUSSION
The total score of Bilingual Child in Reading and Writing in
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