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APPLIED LlN(;UISTiCS
STUDY PROGRAM
A Thesis
UTTERANCES USED BY MENTALLY RETARDED
CHILDREN IN DOING DAILY ACTIVITIES
Arranged and Proposed by
Ismiwati
F
.R. Situmorang
NI ~.06 21 883 30 0 1 7
F. N (~LISII
AI)PLIF.J) LINGU ISTICS STlJI)V I)RO<;RA M
STATE UNIVERSITY OF MEDAN
fhis thesis was examined on 5 February 2009 by the Board of Examiners
Adviser I
Approval
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Adviser Commissions
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--Prof. Dr. Lince Sihombing, M.Pd.
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APPROVAL
This thesis was examined on 5 February 2009 by the Board of Examiners.
Board of Examiners :
Prof. Dr. Lince Sihombing, M.Pd.
Prof. D.P. Tampubolon, Ph.D.
Prof. Dr. Jawasi Naibaho
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Advisers' Statements
I certify that I have read this thesis and that, in my opinion it is fully adequate in
scope
<md
quality
as
a thesis for the Degree
of
Magister Humaniora.
Prof. Dr. Lince Sihombing, M.Pd.
First Adviser
l
certify that 1 have read this thesis and that, in my opinion it is full y adequate in
scope and quality as a thesis for the Degree of Magister Humaniora.
•
. J
ACKNOWLEDGEMENT
Praise and thank to God for His blessing that I can finish this thesis. He
always accompanies me to do what I should do.
The writer expresses her deepest gratitude to Prof. Dr. Lince Sihombing,
M.Pd. as her first adviser for her valuable guidance, consultations and supports
during working this thesis and Prof. D.P. Tampubolon, Ph.D. as her second
adviser for his valuable correction and advice in finishing this thesis.
She also expresses her great gratitude to Director of Postgraduate
School, Head and Secretary of English Applied Linguistics Study Program of
State University of Medan, all of lecturers who had equipped me during the times
of lectures until finishing this thesis.
Then she thanks Principal (Sr. Kristiana Mandalahi, KSFL), Head of
Boarding School (Sr. Mary Claudia Manullang, KSFL), teachers and all who can
be said as servers of SLB-C Santa Lusia Laut Dendang. They had been ready to
help the writer take the data.
The writer also gives thanks to Sisters of Kongregasi Suster Fransiskan
Santa Lusia (KSFL) who had given attention, supports and prayed for her in
fmishing this thesis and all of my relatives, especially my father, brothers and
sisters for their attention, guidance and supports for me.
Finally she expresses her gratitude to her classmates and whoever had
The writer realizes that every work has the weaknesses, hence she hopes
the good criticism and suggestions for the perfection of this thesis. And hopefully
her thesis is very useful for the readers.
11
Medan, February 2009
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ABSTRACT
Situmorang, Ismiwati F.R. Utterances Used by Mentally Retarded Children in
Doing Daily Activities. Thesis : English Applied Linguistics Study Program. Medan State University 2009
This study deals with the utterances used by mentally retarded children in doing daily activities. The writer analyzes the utterances of 30 mentally retarde children by following some steps. First, giving identity, where and when they produce the utterances. Second, classifying the utterances into their fonns such as words, phrases and sentences. Third, showing the differences of their utterances either in daily or special events. After fininshing those steps, the writer also analyzes the utterances of their servers (teachers, workers, physiotherapist, persons who accompany them or take care of them) as the accomplishment because the mentally retarded children are more dependable on their servers in doing their activities.
Based on the results of analyzing, the writer states that three of them produce utterances in words. Nine of them produce utterances in phrases and simple sentences. Eight of them can produce phrases or sentences and speak many, but their sentences are not very clear. Ten of them can speak and produce utterances by using phrases and sentences.
It means that the mentally retarded children are necessary trained to utter so that they can produce utterances by using good words, phrases and sentences in doing their daily activities .
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CHAPTER I
INTRODUCTION
1.1 THE BACKGROUND OF THE RESEARCH
People usually have their own activities fitted to where they are and who
they are and the activities can be chosen or followed because they should obey
the certain rules. If they are students, they must do the compulsory activities at the
school where they are studying. They may do their preferred activities out of the
school. Children follow the rules of doing their activities at the house based on
instructions of their parents, sisters, brothers or whoever surrounds them. The
workers must finish their activities at the factory by obeying the strict rules from
their boss , then they may choose other activities out of their work times. It means
that everybody always has his or her activities and the activities can help them
activate themselves. If people have no activity, they may be stiff and boring
quickly. Hence the activities can be the daily routines either at work or at home .
People's routines certainly have daily utterances although they do not
always realize them. For example students at the school have the routines such as
making line in front of their class before they get in, praying before and after
studying, greeting their teachers and friends. To do those they certainly express
the daily utterances such as Good morning Be ready!, Stand up please!, Let us
pray., etc. The activities also happen for the mentally retarded children, but the
utterances are in Indonesian because they live in Indonesia and speak Indonesian
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subnormal, mental deficiency, language deficiency, cognitive deficiency, mental
handicapped, but the writer has decided to use Mentally Retarded Children
(MRC) because it is more suitable nowadays.
Mentally Retarded Children (MRC) are children who get Mental
Retardation (MR). MR is a situation of mental development which is stopped or
not completed. It can be seen from impairment skills during development age, so
it influences intelligency such as cognitive, language, motoric and social abilities.
It happens because of mental disturbance or another physic disturbance. (WHO
Geneva, 1992 in Lumbantobing, S.M. 2000 : 2).
Many people have not recognized the mentally retarded children or they
may not give good attention because of their disability and rather get slow to do
some activities especially activities which need brain activity.MRC can be
specified into four degrees acccording to American Psychiatric Association,
Washington, 1994. They are Mild Mental Retardation (IQ Level 50-55 to approximately 70), Moderate Mental Retardation (IQ Level 35-40 to 50-55),
Severe Mental Retardation (IQ Level 20-25 to 35-40), and Profound Mental
Retardation (IQ Level below 20-25). Mild Mental Retardation can be classified
as educable and Moderate Mental Retardation as trainable. The both mild and
m .>derate retarded children can go to special school for MRC. In Indonesia,
SLB-C (Sekolah Anak Tuna Grahita) is the school name of MRC. The pupils of the
school is usually called as children who have education with special need, so the
activities should be fitted to their abilities.
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Some of them can not speak perfectly and need speech teraphies. Some
have difficulties in moving some parts of their bodies such as head, hands, legs,
etc, so they need physioteraphies to exercise those to move so that they will not be
so stiff. Some of them must be helped to do many things such as speaking,
bathing, dressing, dining, and soon. It means that they need persons as their
servers who can accompany them with looking at their limitations. Those persons
can be teachers, social workers, nurses, volunteers, teraphists, and whoever is
willing to pay attention. They should be more patient to help the MRC. Therefore
parents of MRC should choose the best school which may have such persons for
their sons or daughters so that they can develop as they hope for their future
although they are not same as the normal ones.
They often do their activities by using others' help, so their servers who
accompany them must also teach them how to do many things and use utterances
which can be understood by the children. MRC have their own activities both at
the school and at the boarding house as their home. They have units in the
boarding school, but they have the big rooms such as dining room, recreation
rooms, and a hall to do activities together. If they do their activities, they
communicate with their friends by speaking or utter some words, phrases, simple
sentences. But some of them ar· ; so limited to use language as their
communication and use gesture or specific signs to make the others understand
what they are talking about.
There are some schools for MR.C in Medan and they have boarding
•
Tuntungan, SLB-C Melati in Tembung and SLB-C Santa Lusia in Laut Dendang.
And the main discussion in this research is SLB-C Santa Lusia Laut Dendang.
Kongregasi Suster Fransiskan Santa Lusia (KSFL) or Franciscan Sisters
of Sint Lucy in English is one congregation which has option for the poor
including mentally retarded children. One of the boarding schools is for mentally
retarded children, so sisters of KSFL take care of them by educating them at the
mentally retarded school (SLB-C) and looking after them at the boarding school
(Asrama SLB-C). This is one of charity works. The writer is one member of
KSFL sisters who is interested in doing special language research because she
lives at the same place where the MRC study and live and nobody has done a
research there since the school and boarding school were built in 2002.
In this globalization era, the teachers or people who have an attention to
education development should also do their best to develop all kinds of education
including education for people with special need (Mentally Retarded Children) .
These children may be helped to develop by knowing these followings,
how they do their activities,
whether they always express utterances when they do their daily
activities
what kinds or what forms of utterances they produ ;e
how specific their utterances are
how the MRC servers (persons who involve directly to accompany them
at the boarding school) teach or help them produce the utterances.
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..
Although some say that they are nonnal persons who have lateness to do certain
things especially which involve intelectual ability, but they are different from
others including their speaking ability because not all of them can speak with
good utterances, so every activity is usually completed by giving them vocabulary
lesson. And the activity will be their language lesson and it is directed to develop
their language in order that they can communicate orally with their environment.
The expected language ability which can be reached e.g. repeat the order of
numbers, words (listening exercise), follow the orders altogether, use and answer
the questions with question words i.e what, why, where, how much, how many,
etc, and speak fluently by using simple sentences. (Depdiknas, 200 1 : 12). The
activity helps them produce their utterances. And they want to express their
utterances by using sentence, but phrases come out or phrases are desired, but
words are uttered or j ust certain syllables, even sounds, etc. Besides the skill of
their servers to teach them in producing utterances are not separated from this
research because some or many of them should be helped or encouraged to utter.
Therefore the writer has chosen this title, UTTERANCES USED BY
MENTALLY RETARDED CHILDREN IN DOING DAILY ACTIVITIES.
1.2 THE RESEARCH PROBLEMS O F THE RESEARCH
Ary and Jacobs, said, "Selecting and fonnulating a problem is one of the
most important aspects of doing research in any field. There is no way to do
research until a problem is recognized, thought through, and fonnulated in a
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result may be floating. On the contrary, the narrowest problem will produce a
shallow theory. Hence the problems or questions are important to be limited so
that the reached result can fulfill an expected criteria. This case is related to this
statement, "The question must be formulated so that any investigation may be
carried out within the limitations of the resources available for the
research."(Seliger and Shohamy, 1989 : 52) Based on those statements, to do this
research, the researcher formulates the research problems.
The normal children certainly express their daily utterances better than
the mentally retarded children because some of them are difficult to speak well. If
the MRC live at the boarding school, they have their daily activities which may
be done individually or groupingly. For example dining three times a day,
praying, doing sports, gardening, cleaning house, and soon. The children also have
some activities which need preparation like a party for example they have guests
who take care of their daily need, they may give meal or bring food. In these
situation they may have different linguistic routines which can be utterances such
as greetings, leave takings, prayings or welcoming expression, etc. The MRC can
not also be separated from their teachers' involvement to do their activities
including how to utter well or at least the others who hear them can understand
what they are talking about. By seeing those situations, research problems are
formulated in these five questions below.
l. How do the mentally retarded children express their daily utterances
when they do their activities at the boarding school?
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2. Do they have the same fonn of utterances to do their daily activities such
as dining, praying, doing sports, gardening, cleaning house, and soon?
3. How do they express the utterances if there is a certain occation or
event?
4. How specific is the utterances ofMRC in doing their daily activities?
5. How do the servers help them to produce their daily utterances?
Research problems are stated in five questions and the main question is
How specific are the utterances of MRC in doing their dally activities?
1.3 THE OBJECTIVES OF THE RESEARCH
There are five questions in research problems will be answered as the
objectives of the research, they are :
I. To know how the mentally retarded children express their utterances
when they do their daily activities at the boarding school.
To identify the fonns of utterances which are expressed by them such as
words, phrases, or sentences.
To know the differences of their utterances when they have special
occasion such as party or welcoming guests.
To know how specific the utterances of MRC when they do their daily
activities?
5. To know how the servers of mentally retarded children involve
...
1.4 THE SCOPE OF THE RESEARCH
We have seen the objectives of the research and one of those which is
specifically to be seen as the scope of this research is that How specific the
utterances of mentally retarded children in doing their daily activities at the
boarding school of SLB-C Santa Lusia in Laut Dendang is.
1.5 THE SIGNIFICANCE OF THE RESEARCH
The significance of the research is everything which can be useful for
readers, teachers whether in the ordinary schools or mentally retarded schools,
organizations or institutions, people who take care of mentally retarded education
with special need and others. And the results of this study are hoped to be
beneficial for the civitas academic and the writer herself. Hence the significances
of the study will be :
I . as a consideration for education world in developing children's language
ability especially the mentally retarded children so that they can
communicate in their community through daily utterances.
2. as an input for the teachers, sisters of Kongregasi Suster Fransiskan Santa
Lusia , and social workers who accompany the mentally retarded children
at the boarding school in empowering those children as well as they can.
as an input for the writer in increasing her scientific ability as a teacher or
principal who will get a master degree and is also responsible for the
future of education world in Indonesia.
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