THE ACQUISITION OF AFFIXED WORDS BY FIVE YEAR OLD INDONESIAN CHILDREN.

THE ACQUISITION OF

OLD INDONESIAN CHILDREN

Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirement for the Degree of

Registration Number: 8136111052

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM

POSTGRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN

THE ACQUISITION OF AFFIXED WORDS BY FIVE YEAR

OLD INDONESIAN CHILDREN

A Thesis

Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirement for the Degree of

Magister Humaniora

By:

SAPTIKARYANI HASTUTI Registration Number: 8136111052

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM

POSTGRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN

2015

BY FIVE YEAR

Submitted to the English Applied Linguistics Study Program in

i

ABSTRACT

Hastuti Saptikaryani,

The Acquisition of Affixed Words by Five Year Old Indonesian

Children, Postgraduate Program, State University of Medan, October 2015.

The aims of this study were to find out the formal affixes are acquired by the five year

old Indonesian children and how the five year old male and female children acquired the formal

affixes in Bahasa Indonesia. This study employed descriptive qualitative design. The data were

the transcription of recorded observation and interview using audiovisual recorder in children

interaction in doing their daily activities at home. The subjects were two males and females

children age five years old who lived on Jalan Marelan VII, Medan. The data were analyzed by

applying Interactive Model by Miles and Huberman (1994). The findings of this study revealed

that, five year old children have acquired formal affixes namely; me-, di-, ber-, ke-, ter-, pe-, se-,

-an, -kan, -i, ke-an, di-i, di-kan and per-an well. However there were some affixes that did not

emerge in children conversation namely prefix per- and circumfix pe-an and ber-an. The way

five year old children acquired formal affixes in Bahasa Indonesia namely; the first, is influenced

by their environment such as from their family, relatives, caregivers and neighbors and

the

second

is from the external factor such as from song and television program. Moreover, male

children dominantly used prefix di- while female children dominantly used suffixes –an and –i.

ii

ABSTRAK

Hastuti Saptikaryani, Pemerolehan Kata Berimbuhan pada Anak Usia Lima Tahun, Program

Pascasarjana, kniversitas Negeri Medan, Oktober 2015

Penelitian ini bertujuan untuk menemukan afiks formal apa saja yang sudag diperoleg

pada anak usia lima tagun dan bagaimana anak perempuan dan anak laki-laki usia lima tagun

memperoleg afiks formal dalam Bagasa Indonesia. Penelitian ini menggunakan design deskriptif

kualitatif. Data dalam penelitian ini adalag gasil rekaman yang dituliskan dari kata ataupun

kalimat dari ujaran anak-anak ketika mereka bermain, berinteraksi dengan anak-anak yang lain

ataupun ketika mereka melakukan kegiatan segari-gari di rumag. Subjek dari penelitian ini

adalag anak Indonesia yang berusia lima tagun yang terdiri dari dua orang anak laki-laki dan dua

orang anak perempuan yang tinggal di Jalan Marelan VII, Medan. Data dalam penelitian ini

dianalisis dengan menggunakan Interactive Model oleg Miles dan Huberman (1994). Hasil dari

penelitian ini mengungkapkan bagwa anak usia lima tagun telag memperoleg afiks formal;

me-,

di-, ber-, ke-, ter-, pe-, se-, -an, -kan, -i, ke-an, di-i, di-kan dan per-an dengan baik. Namun ada

beberapa afiks yang tidak muncul pada anak usia lima tagun yaitu prefiks per- dan konfiks

pe-an dpe-an ber-pe-an. Dpe-an cara pe-anak usia lima tagun memperoleg afiks formal dalam Bagasa Indonesia

yaitu pertama mereka memperoleg afiks formal tersebut dari lingkungan dimana mereka tinggal

seperti dari lingkungan keluarga, kerabat, babysitter maupun tetangga mereka dan yang

kedua

yaitu dari faktor ekternal seperti dari lagu dan televisi. Ditemukan juga perbedaan antara anak

laki-laki dan anak perempuan dalam pemakaian afiks formal tersebut, dimana anak laki-laki

lebig banyak menggunakan prefik

di-

sementara anak perempuan lebig banyak menggunakan

sufiks –an dan –i.

iii

Acknowledgement

First of all, the writer would like to express her great gratitude to Allah

SWT, the Almighty God, for His Blessing and Permission so that she can

complete her thesis to finish postgraduate school in Applied dinguistics Study

Program, State University of Medan. Shalawat and Salam are presented to the

prophet Muhammad SAW, his family and companions.

Second, the writer would like to express her gratefully acknowledge to Dr.

Rahmad Husein, M.Ed. as the Head of English Applied dinguistics Study

Program, Prof. Dr. Busmin Gurning, M.Pd as her first adviser and to Prof. Dr.

dince Sihombing, M.Pd as her second adviser, for their assistance, patience,

guidance, advice, comment, encouragement and constructive criticism. A big

thanks to them because their outstanding knowledge in writing ability really gave

great contribution to the writer’s thesis writing.

Third, great attitude is also expressed to the reviewers and examiners;

Prof. Dr. Sri Minda Murni, M.S as well as the Secretary of English Applied

dinguistics, Dr. Anni Holila Pulungan, M.Hum and Dr. Zainuddin, M.Hum thank

for their constructive criticism, right from the Proposal Seminar up Thesis

Examination. God bless them.

Fourth, high appreciation is addressed to all lecturers in Applied

dinguistics Study Program, Postgraduate School State University of Medan, who

have provided invaluable knowledge, especially in language teaching. And for all

iv

Fifth, the write would like to express her sincerest appreciation and thanks

to her beloved husband, Sawal Efendi Siregar, for his great love, care, and

patience, his support and motivation to continue and finish the writer’s study; her

beloved and lovely daughters; Amanda Ardelia Siregar and Kayana Narary

Siregar for their understanding and love, her beloved mother, sisters and brothers

for their encouragement and prayers.

Sixth, the writer would like to express her great thanks to the children who

have become the subjects in my study; Kalisa Reviva Asyla, Dimas Suhairi, M.

Rifki Azami and Kayana Nararya Siregar as well as their parents who gave a big

contribution in completing the writer’s thesis.

The last, writer would like to express her thanks to her friends Ingrid

Gibretta, Masferu, Ilham Dodi Trisna and Ian William for their support and help

and special thanks to her beloved friend Cici Ruliana Naeka who always helps

her, gives support and motivates the writer in finishing this thesis. May Allah the

Almighty bless them all. Amin

Medan, October 2015 The writer,

v

TABLE OF CONTENS

Pages

ABSTRACT ………..……….. i

ABSTRAK ………..……… ii

ACKNOWLEDGEMENTS ………... iii

TABLE OF CONTENTS ………..…. v

LIST OF TABLES ………..………… viii

LIST OF FIGURES………..……….. ix

LIST OF APPENDICES ………. x

CHAPTER I. INTRODUCTION ………. 1

1.1 The Background oe the Study ……… 1

1.2 The Problem oe the Study ………. 7

1.3 The Objective oe the Study ……… 7

1.4 The Scope oe the Study ………. 7

1.5 The Signieicance oe the Study……….…... 8

CHAPTER II. REVIEW OF RELATED LITERATURE ………. 9

2.1 A Briee Review oe Language Acquisition ………... 9

2.1.1 The Stages oe Language Acquisition………... 11

2.1.2 tarly Morphological Development ………... 17

2.2 Morphosyntax ………... 19

2.3 Morphology………... 22

2.3.1 Morphemes………..……….…... 23

2.3.1.1 Free Morphemes……..……….………... 24

2.3.1.2 Bound Morphemes……….………….…... 25

2.3.1.2.1 Derivational Morpheme……….…... 25

vi

2.4 Morphological Process …….…... 27

2.5 Aeeix…….……….…... 29

2.5.1 Preeix……….…... 31

2.5.2 Sueeix……….…... 32

2.5.3 Circumeix ……….…... 33

2.6 Previous Relevant Studies……….…... 35

2.7 Conceptual Framework……….…... 37

CHAPTER III. RESEARCH METHODOLOGY ………... 38

3.1 The Research Design……….…... 38

3.2 The Subject oe the Study……….…... 38

3.3 Instrument oe Data Collection ……….…... 40

3.4 The Technique oe Data Collection……….…... 41

3.5 The Technique oe Data Analysis……….…... 42

3.6 The Trustworthiness oe the Study……….…... 43

CHAPTER IV. DATA ANALYSIS, FINDINGS AND DISCUSSIONS … 45 4.1 Data Analysis ……….…... 45

4.1.1 Aeeixes acquired by the eive year old children... 47

4.1.2 The way eive year old children acquired aeeixes in Bahasa Indonesia... 49

4.2 Findings……..……….…... 58

4.4 Discussions……….…... 60

CHAPTER V. CONCLUSION AND SUGGESTIONS ……….. 66

5.1 Conclusion……….…... 66

vii

Reeerences……….…...………. 68

viii

List of Tables

Pages

Table 1. The acquisition of affixes by five year old children………... 3

Table 2. Affixes that are acquired by five year old children………. 4

Table 3. The order of acquisition of 14 grammatical morphemes for Adam, Eve and

Sarah………...………... 15

Table 4. A list of properties of inflection and derivation………...27

Table 5. Type of affixes………. 30

Table 6. Circumfix

ke-an

which forms adjective to noun………. 33

Table 7. Circumfix

pe-an

which forms nouns referring to the action indicated

in the root words.………...………... 34

Table 8. Circumfix

per-an

nouns indicating the act of doing what the root word

indicates………...………... 34

Table 9. The circumfix

per-an

form the process or result of the action referred to by

corresponding verb of the root word………...………….. 34

Table 10. Affixed words acquired by five year old children………45

Table 11. Formal affixes acquired by the five year old children………..46

Table 12. The formal affixes that have been acquired by five year old children …………... 47

Table 13. The Data of KY’s utterances in the form of sentences………...72

Table 14. The Data of KL’s utterances in the form of sentences………80

Table 15. The Data of DM’s utterances in the form of sentences………84

x

List of Appendices

Pages

Appendex 1. Data of affexes en Bahasa Indonesea that have been acquered by feve

1

CHAPTER I

INTRODECTION

1.1 The Background of the Study

Language has been defgned vargous. Accordgng to Darjowgdjojo (2005) “Language gs an arbgtrary system of verbal symbols used by members of a commungty language to commungcate and gnteract wgth one another, based on the culture they have gn common”. And language gtself gs part of the human’s lgfe and gt cannot be separated from our lgfe because everybody uses gt to commungcate and gnteract each another. We use spoken language every day, face to face, as means of commungcatgon, and wrgtten language allows us to record and hold on to our hgstory across generatgons. Language gtself gs very complex (Clark, 2003). Clark also added that language allows us to coordgnate what we do wgth others, relay gnformatgon, fgnd out answers, and carry out everyday actgvgtges – gossgpgng, makgng puns, wrgtgng memos, readgng newspapers, learngng hgstorges, enjoygng novels, greetgng frgends, tellgng storges, sellgng cars, readgng gnstructgons – the lgst gs unendgng. Usgng language seems as natural as breathgng or walkgng.

2

Chgldren typgcally acqugre thegr natgve language naturally and spontaneously at a very young age. The emergence of early grammar can be predgcted from chgldren’s vocabulary sgze and composgtgon (Bates et al., 19945 Bates, Bretherton & Snyder, 1998). Moreover Chomsky (gn Papalga and Old,1990:75) defgnes chgldren gn a normal lgfe from two untgl sgx years old wgll acqugre language wgth structure and vocabulary. Thgs gs possgble because sgnce thegr bgrth, they have been equgpped wgth such a devgce called Language Acqugsgtgon Devgce (LAD). A theory says that human has language devgces gn thegr mgnd seems acceptable up to present. It gs the means whgch the chgld learns gnput from parents and babysgtters. The LAD lets the chgldren analyze the language they hear and extract the rules of grammar that allow them to create new words to help them to verbalgze thegr gntentgons.

3

Meanwhgle Accordgng to Dardjowgdjojo (2000), the acqugsgtgon of morphemes by fgve year old Indonesgan chgld gn terms of the acqugsgtgon affgxatgon can be seen as follows5

Table.1 The acquisition of affixes by five year old children

Phase Basgc

word N- nge- meN- -gn -kan -g dg- ter- -an ke- ber-

1 + - - - -

2 + - - - + - - + + - - -

3 + + - - + - - + + - - -

4 + + + + + - - + + - + +

5 + + + + + - - + + + + +

6 + + + + + + + + + + + +

7 + + + + + + + + + + + +

Source: taken from Dardjowidjojo’s research *”+” refers to the affixes that have been acquired, “-“affixes that haven’t been required

4

In lgne wgth Dardjowgdjojo’s fgndgngs above, the same fgndgngs also found gn the researcher’s prelgmgnary data whgch was taken on May 24th _{untgl May 30}th

2015 towards four chgldren whgch consgsts of two males and females gn terms of the acqugsgtgon of affgxed words by fgve year old chgldren as follow:

Table.2 Affgxes that are acqugred by fgve year old chgldren

Chgld Age _Prefgx Affgxes _{Suffgx Cgrcumfgx}

KY 551 di-, me-, se-, ter-, ber-,

ke- -in, -an, -kan ke-an, per-an, di-i KL 557 di-, men-, se-, ter-, ke-,

pe-, -in, -an ke-an, di-in, , ng-in AZ 552 di-, men-, ber-, ter-, -in, -an, -kan ke-an, ng-kan,

di-kan, ng-in, di-in DM 555 di-, men-, se-, ke- -in, -an, -i me-i, ke-an, di-in

The prelgmgnary data above shows that the acqugsgtgon of affgxes by the chgldren are vargous. All chgldren are able to acqugre both formal and gnformal affgxes when they are fgve year old. The formal affgxes that have been acqugred from the data above are (di-), ( (me-), (se-) (ter-), (ber-), (-an), (-kan-) (-i), (ke-an), (per-an), (ke-). The data above also shows that there are some dgfferences between male chgldren and female chgldren gn acqugrgng prefgxes. The female chgldren used more prefgxes than the male chgldren. But all chgldren have the same abglgty gn acqugrgng the suffgxes meanwhgle they have dgfferent abglgty gn acqugrgng the cgrcumfgx as can be seen gn table 2 above.

Furthermore, the researcher also found some affgxes that were not found gn Dardjowgdjojo’s fgndgng such as the followgng affgxes5

5

b. di – kan : dimasukkan (is entered), dibedirikan (stand) c. ng – in : ngapain (what are you doing)

d. Ng- kan : ngalahkan (defeat) e. ke-an : kekuatan (strength) f. per-an : permainan (toy)

The gnterestgng found that the chgldren were able to use the affgxes based on gts functgon. They know when they have to use prefgxes, suffgxes or cgrcumfgx gn a sentence. Below gs an example of the affgxes acqugred by the chgldren gn thegr sentences as follows:

1.a

Aunt : Dgmas, kalau pagg mandg sendgrg? (do you take a bath by yourself everymorning?)

Dgmas : Kalau mamak gak masak, dgmandgkan mamak, kalau masak mandg sendgrg. (If my mom does not cook, I will be bathed by my mom but if she cooks I will bath by myself)

1.b

Mother : Kaya lagg makan apa? (What are you eating Kaya?) Kaya : Gorengan (fried food)

Mother : Sgapa yang goreng? (who friend it?)

Kaya : Ibu gtu tadg dgsana yang goreng (that woman over there did)

6

class, goreng means fry gn Englgsh whgch refers to the verb whgle gorengan means fried food gn Englgsh whgch refers to the noun.

Based on the prelgmgnary data above, the researcher was gnterested to conduct a deep research especgally gn the acqugsgtgon of affgxed words by fgve year old Indonesgan chgldren and how they acqugred them.

The dgfferences of thgs study towards Darjowgdjojo’s research also lges gn the method used. Thgs research used Cross Sectgonal Method whgle Dardjowgdjojo’s research used longgtudgnal studges. Cross sectgonal method gs more advantageous gn thgs study because gt requgres short tgme, whgle research longgtudgnal studges requgres a relatgvely long tgme. Meanwhgle, the dgffgculty of cross sectgonal study gs that gt requgres many subjects gf we compare to the method of longgtudgnal studges that requgre relatgvely lgttle research subjects.

Another research gn relatgon wgth the acqugsgtgon of affgxatgon has been conducted by Wachyudg (2011) who concerned on The Acqugsgtgon of Inflectgon and Dergvatgon Affgxes by 3 to 4 years old chgldren. And the results showed that prefgx di- (100%) gs mostly used by chgldren, the second gs suffgx –in (60,9%), and the thgrd gs prefgx se- (12,5%) whgle cgrcumfgx ke-an gs rarely emerged.

7

1.2The Problems of the Study

Based on the background above, the research problem was formulated gnto the followgng questgons:

a) What formal affgxes are acqugred by the fgve year old Indonesgan chgldren? b) How do the fgve year old male and female chgldren acqugre the formal affgxes

gn Bahasa Indonesga?

1.3The Objectives of the Study

The objectgves of thgs study were:

a) to fgnd out the formal affgxes that are acqugred by the fgve year old Indonesgan chgldren.

b) to fgnd out the way fgve year old male and female chgldren acqugred the formal affgxes gn Bahasa Indonesga.

1.4The Scope of the Study

8

1.5The Significance of the Study

Thgs study was expected to provgde several benefgts, namely:

a. Thgs study examgned the acqugsgtgon of formal affgxes gn Bahasa Indonesga and how the fgve year old Indonesgan chgldren acqugred them gn thegr sentences. Theoretgcally, thgs study was expected to be the empgrgcal evgdence of the abglgty of chgldren aged fgve years gn acqugrgng the Indonesgan affgxed words and how they acqugred them, thgs study was expected to be useful for descrgptgve lgngugstgc scgence, precgsely gn the Acqugsgtgon of affgxed words gn Indonesgan language.

66

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

To the end of this thesis, chapter five showed that this research has

finished. Some conclusions and suggestions are as follows:

5.1Conclusions

Based on the research problems and data analysis in the chapter four it

can be concluded that;

1. The five year old Indonesian children have acquired prefixes rme-, di-, ber-,

ke-, ter-, pe- and se-), suffixes r -an, -kan and –i ) and circumfixes : rke-an,

per-an, di-i, and di-kan)

2. The way five year old Indonesian children acquired the affixed words in

Bahasa Indonesia namely first, is from the environment such as from family

members and neighborhood, second, is from the song they got from school,

cassette or CD whether it is children song or adult song and the third is from

television program such as serial film and advertisement on television. It is

also found that there were some differences in the way male and female

children acquired the affixed words in Bahasa Indonesia. Female children

have higher in the usage of formal affixes; “me-,ber-, ke-, ter-, pe-, se-, -an, -i,

and ke-an” than male children , while male children have higher in usage of

affixes “di-, -kan, di-kan and per-an” but prefix “se-“ did not emerge in male

67

5.2Suggestions

After the conclusion of the Acquisition of Affixed Words by Five Year

Old Indonesian Children was made, the researcher would suggest to parents and

other researchers:

1. To parents

The parents should monitor and assist the children language development

in the process of their language acquisition especially in the acquisition of

affixation. Parents should allow them to communicate freely to produce

sentences in different situation. The parents should be creative in helping

the children in the process of acquiring their sentences. Parents encourage

the children to communicate and produce the correct sentences if they

made mistakes.

2. To other researchers

This is suggested that there will be some further research about this study,

particularly which deals with the acquisition of affixed words by five year

old children. And it is suggested that the research should use longitudinal

study in order to get more findings. And also to use more references about

68

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