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ISSN: 1907 –2813JURNAL DHARMA PENDIDIKAN   Volume 15, Nomor 1, April 2020STKIP PGRI NGANJUK Halaman: 9-219UNDERSTANDING THE DIFFERENCES IN SECONDLANGUAGE ACQUISITION PROCESSESS ON CHILDREN AND ADULTSSujonoSTKIP PGRI Nganjuke-mail: *john.bril@gmail.comAbstractSecond  language  acquisition  (SLA)  is the  process  of learning  another  language  after  the  native language  has  been  learned.  The  children  in  SLA  is  divided  in  to  two  categories  children  under seven and children between 7-12. What is called adult here is people above 12 years old. In SLA children  and  adult  differ  in  three categories:  psychology,  social  context, and  other  psychological variables.On psychological factor children are high on induction, memory, motor skill, and low in explication. While on the social context, children arehigh in natural context but low in classroom context. On the other hand,adults are high on induction, explication, and classroom situation. But they low or medium in memory, motor skill, and in natural context.In some other factor children is best at ESL (English as Second Language) situation and adult best at EFL (English as Foreign Language) situation. In SLA the adult is high in motivation and attitude while the children arethe converse.Kata Kunci: SLA, explication, induction, memory, motor skills, social situationIntroductionSLA refers to the process of learning another language after the native language has been learned.  Sometimes  the  term  refers  to  the  learning  of  a  third  or  fourth  language.  The  important aspect  is  that  SLA  refers  to  the  learning  of  a  nonnative  language  after  the  learning  of  the  native language. The second language is commonly referred to as the L2. As with the phrase “second language,” L2 can refer to any language learnedafter learning the L1, regardless of whether it is the second, third, fourth, or fifth language. By this term, we mean both the acquisition of a second language in a classroom situation, as well as in more “natural” exposure situations. There  is  also  sometimes  a  need  to  distinguish  among  the  concepts  first  language,  native language,  primary  language,  and  mother  tongue,  although  these  are  usually  treated  as  a  roughly synonymous set of terms (generalized as L1 to oppose the set generalized as L2). The distinctions are not always clear-cut. For purposes of SLA concerns, the important features that all shades of L1‟s share are that they are assumed to be languages which are acquired during early childhood –normally  beginning  before  the  age  of  about  three  years–and  that  they  are  learned  as  part  of growing up  among people who speak them. Acquisition of more than one language during early childhood   is   called   simultaneous   multilingualism,   to   be   distinguished   from   sequential multilingualism,   or   learning   additionallanguages   after   L1   has   already   been   established. („Multilingualism‟ as used here includes bilingualism.) Simultaneous multilingualism results in more than one “native” language for an individual, though it is undoubtedly much less common 
ISSN: 1907 –2813JURNAL DHARMA PENDIDIKAN   Volume 15, Nomor 1, April 2020STKIP PGRI NGANJUK Halaman: 9-2110than  sequential  multilingualism.  It  appears  that  there  are  significant  differences  between  the processes and/or results of language acquisition by young children and by older learners. There  is  a  widely-held  lay  belief  that  younger  L2  learners  generally  do  better  than  older learners.  This  is  supported  by  the  critical  period  hypothesis,  according  to  which  there  is  a  fixed span of  years during which language learning can take place naturally  and effortlessly, and after which  it  is  not  possible  to  be  completely  successful.  Penfield  and  Roberts  (1959),  for  example, argued  that  the  optimum  period  for  language  acquisition  falls  within  the  first  ten  years  of  life, when  the  brain  retains  its  plasticity.  Initially,  this  period  was  equated  with  the  period  taken  for lateralization  of the  language  function  to  the  left  side  of  the  brain  to  be  completed.  Work  on children and adults who had experienced brain injuries or operations indicated that damage to the left hemisphere caused few speech disorders and was rapidly repaired in the case of children but not  adults  (Lenneberg  1967).  Although  subsequent  work  (for  example,  Krashen  1973;  Whitaker, Bub, and Ieventer 1981) has challenged the precise age when lateralization takes place, resulting in  doubts  about  the  neurological  basis  of  the  critical  period  hypothesis,  the  age  question  has continued to attract the attention of researchers. In  their  review  of  the  research  that  has  addressed  the  age  issue,  Krashen,  Long,  and Scarcella  (1979)  conclude  that  (1)  adults  are  superior  to  children  in  rateof  acquisition,  and  (2) older children learn more rapidly than younger children. The study most often cited in support of these  conclusions  is  Snow  and  Hoefnagel -Hohle  (1978).  This  study  investigated  the  naturalistic acquisition of Dutch by  eight-to ten-year-old  English-speaking children,  twelve-to fifteen-year-old  adolescents,  and  adults  over  a  ten-month period. The learners‟ proficiency was measured on three separate occasions (after three months, six months, and at the end of the study). With regard to morphology and syntax the adolescents did best, followed by the adults, with the children last. However,  there  were  only  small  differences  in  pronunciation,  and  the  grammar  differences diminished over rime as the children began to catch up. Experimental  studies  have  also  shown  that  adults  outperform  children  in  the  short  term. For  example,  Olsen  and  Samuels  (1973)  found  that  American  English-speaking  adolescents  and adults  performed  significantly  better  than  children  after  ten  15-25-minute  German  pronunciation sessions. However, other studies suggest that, at least where pronunciation is concerned, adults do not  always  progress  more  rapidly  than  children.  Cochrane  (1980),  for  example,  investigated  the ability of 54 Japanese children and 24 adults to discriminate English /i/ and /I/. The average length of  naturalistic  exposure  was  calculated  as  245  hours  for  the  adults  and  193  for  the  children  (i.e. relatively  little).  The  children  outperformed  the  adults,  although  in  a  follow-up  experiment  in which  the  two  groups  were  taught  the  phonemic  distinction,  the  adults  benefited  while  the children   did   not.   The   research   gives   general   support   to   Krashen,   Long   and   Scarcella's generalization that adults learn faster than children.  It  appears to be more  applicable to  grammar 
ISSN: 1907 –2813JURNAL DHARMA PENDIDIKAN   Volume 15, Nomor 1, April 2020STKIP PGRI NGANJUK Halaman: 9-2111than  pronunciation  (where  children  seem  to  learn  as  rapidly,  if  not  more  rapidly,  than  adults), although  in  the  case  of  formal  learning  situations  adults  seem  to  do  better  even  in  this  area  of learning. It is not yet clear at what point children start to catch up.In this study the differences between children and adults in second language acquisition will be discussed in three factors. They are psychological, social and other psychological variables.DiscussionA.Psychological1.Intellectual processingEssentially, there are only two ways to learn the syntax of a second language: someone can explain them to you, explication, or you can figure them out for yourself, induction.a.ExplicationExplication is the process whereby the rules and structures of a second language are explained to a learner.  Explication is also known as    explicit learning that is the learning of information in a conscious and often effortful manner. This explanation is given in the first language of the learner.  The learner is then expected to understand, learn, and apply the rule in the second language. The explanation is usually not given in  the  target  (second)  language  because  the  learner  may  not  know  enough  of  that language.  Only  with  learners  who  are very  well  advanced  could  an  explanation  be attempted in the target language.While parts of a second language can be learned by explication, it is impossible for it to be learned  entirely by explication. This is because not all of the  rules of any one  language  have  been  discovered  and  written  down.  One  cannot  go  to  a  bookstore and  buy  a  book  or  any  number  of  hooks  which  come  close  to  completely  explaining the  grammar  of  any  language.  Even  for  a  language  such  as  English,  the  most researched  of  all  languages,one  still  finds  linguistic  journals  discussing  the  concepts involved in such common place features of English as tense and the article.Explication is rarely applicable to Young children. Explaining is rarely done by parents or others when children acquire a native language, yet children by the age of 4 or  5  can  understand  and  speak  most  of  their  native  language  quite  well.  They  have learned language by self-analysis, induction.The  explication  is  best  applied  to  adult.    The  adult  cognitive  development  play an  important  role  in  explaining  why  older  learners  in  a  formal  foreign  language situation are faster and more efficient than younger learners, especially in tests in which  the  morpho-syntactic  component  is  important.  The  older  learners‟  superior