Peranan Lingkungan dalam Proses Perolehan Bahasa Pertama oleh Anak
Abstract
Pemerolehan bahasa pertama pada anak merupakan proses multidimensi yang tidak dapat dipisahkan dari kualitas lingkungan tempat anak tumbuh dan berinteraksi. Kajian literatur sistematis ini bertujuan untuk menganalisis peran lingkungan keluarga, sekolah, dan komunitas sosial dalam proses pemerolehan bahasa pertama pada anak usia dini, serta mengidentifikasi dimensi lingkungan yang paling dominan memengaruhi perkembangan kemampuan bahasa anak. Penelitian ini mengadaptasi panduan PRISMA 2020 sebagai kerangka seleksi literatur, dengan mengkaji tujuh artikel ilmiah nasional yang dipilih melalui tahapan identifikasi, penyaringan, penilaian kelayakan, dan inklusi. Temuan dianalisis secara tematik dan komparatif menggunakan kerangka teori Behaviorisme Skinner, Nativisme Chomsky, dan Interaksionisme Sosial Vygotsky dan Bruner. Hasil kajian menunjukkan bahwa lingkungan keluarga merupakan dimensi yang paling dominan dan paling banyak didukung bukti empiris, terutama melalui mekanisme responsivitas verbal orang tua yang beroperasi sesuai konsep Zone of Proximal Development dan Language Acquisition Support System. Lingkungan sekolah berperan secara komplementer dalam mengembangkan kemampuan bahasa pada tataran yang lebih kompleks melalui scaffolding guru dan interaksi teman sebaya. Lingkungan komunitas sosial berkontribusi pada fleksibilitas dan adaptasi komunikasi anak, meskipun merupakan dimensi yang paling kurang terjelajahi dalam literatur yang ada. Analisis komparatif lintas studi mengungkap tiga ketegangan konseptual utama: bias nature versus nurture, inkonsistensi definisi operasional lingkungan, dan absennya kontrol terhadap variabel sosial ekonomi sebagai faktor perancu. Kajian ini menyimpulkan bahwa teori Interaksionisme Sosial menawarkan kerangka paling komprehensif untuk memahami peran lingkungan dalam pemerolehan bahasa pertama anak secara holistik.
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