The Difference Of Javanese And Indonesian Vocabularies In Preschool Age Children

Background: Vocabulary is an important component of language aspect in children. Vocabulary mastery is a good predictor to see the language ability of children in further age. Speaking using more than one language gives children a broader experience to access language learning. This research was conducted to see the difference of vocabularies in Javanese and Indonesian languages. Methods: The research was conducted using cross-sectional design. Data collection was conducted by distributing questionnaire to parents. The sample design used was total sampling. Data collection was conducted on April-September 2019. Results: The result of analysis using Mann Whitney test shows that there is a difference of vocabularies between Javanese and Indonesian languages. Variance test shows that Javanese vocabularies are higher in quantity than Indonesian vocabularies. Conclusion: There is a difference of vocabularies between Indonesian and Javanese. The use of dominant language in daily life putatively contributes to the findings of research. Broader exploration should be conducted to see the comparison between first and second languages. ARTICLE HISTORY Received : March 17 th , 2021 Accepted : July 12 th , 2021


INTRODUCTION
Vocabulary is the basic component of language. Vocabulary mastery is an important indicator to see whether or not child passes through normal language development. Specifically, vocabulary is used in diagnosing language problem (American Psychiatric Association, 2013;Bishop et al., 2017;Paul & Norbury, 2012;Shipley & McAfee, 2021). Limited vocabulary is the primary indicator to see whether or not child has limited language ability. The prediction of language ability at advance and academic levels can be seen from the history of vocabulary mastery in early childhood (Brignell et al., 2019;Kiliç, 2019;McDaniel et al., 2018).
Vocabulary mastery gives children an opportunity to master further language ability. For example, to have sentence mastery or ability, a child should be able to use word appropriately based on the context of sentence (Rowe et al., 2012). Some factors affect vocabulary development, either internally or externally (Pratomo et al., 2016). Parents' role is one of factors affecting the child's vocabulary achievement significantly (Bingham et al., 2017;Richels et al., 2013;Rowea et al., 2016). The administration of language stimulus and model is a process passed through in language learning for preschool students (Pratomo et al., 2018).
Parents' language use is a real model in child's language attainment. Language uttered by parents in the form of mother tongue is blueprint of language ability generally. It means that when mother uses Indonesian, child will follow her using Indonesian. Indonesia as a state with plural or multicultural populations has great language wealth. Indonesia has 737 languages used as primary and secondary languages, in addition to Indonesian. One of language types used widely is Javanese (Aji et al., 2019).
The use of more than one language has considerable advantage. A child has an opportunity of gaining more vocabularies than those using one language (Pransiska, 2017). It is reported that individuals who can use more than one language has broader language complexity. Although the use of two languages has some advantages, the exploration to see the comparison of vocabulary in two languages cannot be done. The objective of research was to see the comparison of vocabulary size in two different languages.
The difference arising will give theoretical and clinical implications particularly in speech therapy treatment. This study will focus on vocabulary in performance prediction especially when clinision treat vocabulary aspect in bilingual children. The purpose of study si to find the differences between bahasa Indonesian and Javaness Vocabulary.

MATERIALS AND METHOD
This research employed cross-sectional approach. Data collection was conducted in Taman Kanak-kanak (Kindergarten) Sri Juwita Hanum and RA Al Kautsar Mojosongo Surakarta. Research permission letter was obtained from the headmaster with letter numbers 064/SPb/ RA-AK/ VIII/ 2019 and 04/ KB-TK/ SJH/ VIII/ 2019. Data was collected on April-September 2019. The sample of research consisted of 4-6 years old students in TKA and TKB. The sample design used was total sampling. The sample size was 66. The sample is normal children that no has any communication problems.
This study used the valid and reliable instrument. Each of word that can be uttered spontaneously is scored 1. Data analysis used descriptive statistic and bivariate statictis. To found deferences beetwen vocabulary, we used Mann Whitney Test.

RESULTS
The result of descriptive analysis indicates that majority respondents are less than 5 years old. Male dominates the distribution of respondents' sex. Data on the distribution of frequency is presented in table 1.  Significance value ≤0.001 indicates that there is a statistical difference of vocabularies between Javanese and Indonesian. To see the comparison of words in Javanese and Indonesia, the mean scores of two languages are compared. The comparison of words in Javanese and Indonesian is presented in Table 3. The table above shows that mean score of Javanese vocabularies is higher than that of Indonesian vocabularies.

DISCUSSION
The result of data analysis shows that there is a difference of word vocabularies in Javanese and Indonesian. Significance value is less than 0.001. The result of comparison between mean scores indicates that vocabulary score of Javanese is higher than that of Indonesian. The hypothesis that the use of Javanese language is more dominant than that of Indonesian is confirmed. The use of language in house environment is an important key to the children's language learning activity (Bingham et al., 2017).
Assumption that ethnocultural variable affects the development of children's vocabularies is confirmed. The development of cross-cultural linguistic aspect has been the material of clinical discussion in language disorder field (Connor, 2008). Domination of one language over others, particularly in mother tongue, is an early model developing more rapidly than second language (Kuo & Lai, 2006;Tager-Flusberg, 2015). Another finding proves that language activities of between parents and children is an important process in children language learning (Pratomo et al., 2016). If parents use Javanese, the process of learning vocabularies the children will receive is in Javanese.
Children will process lexical process based on the model they have received (Rescorla et al., 2013). Although the result of research successfully finds the fact concerning the difference of vocabularies in Javanese and Indonesia, this finding cannot be generalized into an assumption that one language is different from another, particularly when comparing first and second language. A broader exploration needs to be done on the difference of cross-cultural vocabularies. The dominant use of language at home cannot be used as basic indicator to see the children's language ability. Multiple factor (multifactorial) analysis is required to see broadly the aspects affecting the development of vocabularies in children (AlHammadi, 2017).
Clinical implication of research is that an analysis needs to be conducted on the assessment and the intervention based on ethnocultural study on children. Ethnocultural-based assessment and intervention are known to have more functional outcome (Shipley & McAfee, 2021). The clinical decision making not to use language choice based on clinical perception becomes important. Clinician should map detailed vocabulary including type of words and type of languages used. If the selection of targeted words is compatible to the children's contextual need, the intervention produced will be more functional (Gray & Yang, 2015).

CONCLUSION
This research successfully revealed the difference of vocabularies between Javanese and Indonesian. The result of analysis indicates that Javanese vocabularies have higher score than Indonesian ones. Javanese is putatively used more dominantly in family and social setting of children. The result of research can be used as a material of evaluation for clinicians to choose and to determine appropriately the targeted vocabularies functionally. The appropriate selection of targeted vocabularies gives an opportunity of achieving higher therapy outcome.
This research still has some limitations. The sample size needing expansion is one of recommendations for further exploration. Multivariable analysis is required to see more in-depth the variables correlating with the development of children's vocabularies. Evaluation of vocabularies in direct face-to-face form is required to see actually the vocabulary mastery the children have.

ACKNOWLEDGEMENT
Thank to all institutions for the participation of this study.