Hubungan Lingkungan Bilingual Terhadap Perkembangan Berbahasa Indonesia pada Anak

Abstract

Background. Language development is one of the most important developments in children, influenced by internal and external factors. One of the most influential external factors is verbal environment. Specific language disorder can occur in one language in children with bilingual environment in the first three years of life. Objective. To asses relationship between bilingual environment and Indonesian language development in children. Methods. A cross sectional study was conducted in early childhood education programs (bilingual and non bilingual) in Medan, Indonesia, from November 2017 to March 2018. All sample were recruited with consecutive sampling method. Physical and hearing examination were performed. Language development were examined with Cognitive Adaptive Test/ Clinical Linguistic and Auditory Milestone Scale (CAT/CLAMS). Fisher’s exact test was used to assess relationship between bilingual environment and Indonesian language development. Results. Total of 110 children (18 – 36 months) were participated (55 children in bilingual group and 55 children in non bilingual group). There were five (9.1%) children with Indonesia language development disturbance in bilingual group, whereas none in non bilingual group. There was significant relationship between bilingual environment and Indonesian language development (p 0.03). Conclusion. There was significant relationship between bilingual environment and Indonesian language development in children.

Latar belakang. Perkembangan Bahasa merupakan salah satu perkembangan yang penting pada anak, dipengaruhi oleh factor internal dan factor eksternal. Gangguan bahasa spesifik dapat terjadi pada anak dengan lingkungan bilingual pada tiga tahun pertama kehidupan. Tujuan. Untuk mengetahui hubungan lingkungan bilingual dengan perkembangan berbahasa Indonesia pada anak. Metode. Penelitian cross sectional dilakukan pada Pendidikan Anak Usia Dini (bilingual dan non bilingual) di Medan, Indonesia pada November 2017 sampai dengan Maret 2018. Sampel diperoleh dengan metode consecutive sampling. Dilakukan pemeriksaan fisik dan Tes Daya Dengar (TDD). Perkembangan berbahasa Indonesia dilakukan menggunakan Cognitive Adaptive Test/Clinical Linguistic and Auditory Milestone Scale (CAT/CLAMS). Uji Fisher’s exact digunakan untuk menilai hubungan lingkungan bilingual dengan perkembangan berbahasa Indonesia. Hasil. Total 110 anak (18 – 36 bulan) termasuk dalam penelitian (55 anak kelompok bilingual dan 55 anak kelompok non bilingual). Terdapat lima anak (9.1 %) dengan perkembangan berbahasa Indonesia yang terganggu dalam kelompok bilingual. Terdapat hubungan yang signifikan antara lingkungan bilingual dengan perkembangan berbahasa Indonesia pada anak dengan p 0.03. Kesimpulan. Terdapat hubungan yang signifikan antara lingkungan bilingual dengan perkembangan berbahasa Indonesia pada anak.