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LANGUAGE PRODUCTION OF ONE AND

A HALF YEAR

OLD

CHILDREN

A THESIS

Submitted to the f.ngilsh AppUed UngulsUcs Depart.m<f.;J:a~;

<n:f

Graduate Program of State University of Metdao h5 rartiaJ fulfillment of The Requirements of

the Degree of' M:agaster Humaniora

BY

EKNITA DAULAY

Keg. No : 0350101.10

-·---"--·-·-'""1

MILIK PERPUST AKAAN'

UNIMEO '

'---···

(2)

LANGUAGE PRODUCTION OF ONE ANI>

A HALF YEAR OLD

CHTLDRRN

A THESIS

Arranged and Proposed by

ERNITA DAULAY Reg. No: 035010110

Has been defended before thesis Examination Committee, on July

2i

2005

and declared to have fulfilled the requirements

Approved by

Consultant Commission

Consultant I

~~

-~~---Prof.Dr.Jawasi Naibahl~

Nip: 130344775

Head of English Applied Linguistics Program

~'=

Prof.Dr.Jawasi Naibaho Nip: 130344775

Consultant II

Prof. Tina Marianv Arifin, Ph.D., M.A. Nip: 130095890

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Name : Ernita Daulay

Reg. No : 035010110

Program : English Applied Linguistics

Title :Language Production of One And A Half Year Old Children

Approved on : July 27th 2005

Prof.Dr.Jawasi Naibaho

Prof. Tina Mariany Arifin, Ph.D., M .. A.

Prof.D.P.Tampubolon., Ph.D.

(4)

ACKNOWLEDGEMENTS

Praise be to God, the "Almighty", the merciful, and the "Most Beneficial" for His

Mercy and Beneficial without which the writer would have never been able to complete

her task in obtaining the degree of Master Degree of I-Iumaniora of the English Applied

Linguistics Study, State University ofMedan.

This study, in its present form is not without the support and assistance of many

people. There are many people to thank as no academic pursuit is solitary. Along the

way, the writer has been driven, inspired and supported by the following distinguished

and most appreciative persons.

rro mention a few, she would like to express her deepest gratitude to Prof. Dr.

Jawasi Naibaho, her first consultant, for ideas, criticisms and corrections from the very

beginning up to this special day.

Next, very special her appreciation goes to Prof.Tina Mariany Arifin, PhD., M.A.

her second consultant, for most valuable time spent in giving the direct guidance,

criticism and corrections from the very beginning up to this special day.

Secretary of the Program, for her helps in all administration matters and deep mental

support, and all the lectures who have taught a lot of knowledge to her. May God protect

them in all activities they

oo.

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Furthermore, the writer's sincerest thanks goes to her beloved father, H. Ruslan

Daulay,BBA and mother, Hj. Netty Herawaty Nst, BBA, her sisters, Lenniaty Daulay,

Msc and Rizkia Daulay and brothers MHD. Affan Daulay,ST and Azhar Efendi Daulay,

S.Ked. Her Grandma, Hj.Siti Gom-Gom Nst, For the care, support, prayers and~any

other things that have been given to her.

Her special thanks is directed to her dear friend, MHD. Junaidi, S.Pd who has

helped me during her study and in the process of writing her thesis. Last but not least, her

final thanks goes to all her kind friends who have contributed very much to her

improvement in English. Few that the writer can mention here: Kak Melda, Kak Yanti,

Tini, Rere, Rini, Nana, Lena, Bapak Tobing, Bapak Simatupang, Bapak Simanjuntak,

Bapak Chaerul and Bapak Marpaung. Also to my classmates at LTBI, her fiiends from

LPK.DiNaMit and SMK Medan Putri (Bapak Syarifuddin, S.Pd) f(>r whom she cannot

mention one by one.

Finally, she realizes that this thesis is far from being perfect. Therefore, any

suggestions or criticisms for the improvement of this thesis arc warmly appreciated.

Medan, July 2005

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ABSTRACT

Daulay, Ernita. Language Production of One And A Half Year Old Children.

Thesis, English Applied Linguistics Graduate Program. UNIMEO. 2005

The main objective of this thesis is to discover the children's language production. The instruments used were observation of the children' language production and interview session with their parents. The subjects were three children of one and a half years old, two female and one male.

A qualitative research was applied. The overall result shows that the three children in the process of language production have some the linguistic aspects in the similarities were three children able to pronow1cc Indonesian's vowels and consonants

and the differences were three children produced types' word-utterances in the different

sounds. For the children language production, their developments seem to be very much concemed with the influence of the caretakers and people aroun

(7)

ABSTRAK

Daulay, Emita Pemcrolchan Hahasa Pada Anak Satu Sctcngah Tahun.:. Tesis, Linguistik Terapan Bahasa Inggris, Program Pasca Satjana Universitas Negeri Mcdan. 2005.

Tujuan umwn dalam penelitian adalah untuk menemukan perkembangan bahasa anak. Instrumen yang digunakan adalah melakukan obscrvasi kepada anak-anak dalam pemerolehan bahasa dah tanya-jawab kcpada orang tua. Subjck pcnclitian ini adalah 3

(tiga) orang anak yang terdiri dari dua orang anak perempuan dan satu orang anak laki-laki, kctiga anak tcrsebut berusia satu setengah tahun.

Penelitian kualitatif telah dilakukan. Sesuai dengan basil penelitian memEUktikan bahwa dalam proses pemerolehan bahasa anak memiliki beberapa persan1~ aspek bahasa dimana ketiga anak dapat mengucapkan kata-kata dengan menggunakan beberapa

.

.

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TABLE OF CONTENTS

Page

ABSTRAK ... ii

TABLE OF CONTENTS ... v

LIST OF TABLES ... viii

LIST OF APPENDICES ... ix

CHAPTER 1 INTRODUCTION ... 1

1.1 The Background of the Study ... 2

Z

1.2 The Problem of the Study ... 4

1.3 The Objectives of Study ... 5

1.4 The Significance of the Study ... 5

The Scope of and Limitation of The Study ... 6

CHAPTER II REVIEW OF RELATED LITERATURE ... 7

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2.3 Language Acquisition ... 12

2.3.2 Linguistic Approach ... 16

Words And Meaning ... 20

2.4.1 Words ... 20

2.4.2 Meaning ... 21

Early Words ... 22

One-Word Utterances ... 22

2. 7 Two-Word Utterances ... 24

CHAPTER III THE RESEARCH METHOD ... 27

3 .1 Research Design ... 2 7 3.2 The Subjects ... 28

Technique of Collecting the Data ...

28-3.3.1

3.3 .2 Observation ... 29
(10)

CHAPTER

IV THE DATA AND DATA ANALYSIS ... : ... 43

4.1 The Data ... 43

4.2 Data Collection ... 43

4.3 The Subjects Background ... 44

4.4 The Data Analysis ... 46

4.4.1. The Result of Word-Utterances ... 46

4.5 The Findings ... 47

CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 48

z

5.1 Conclusions ... 48

5.2 Suggestions ... 48

REFERENCES ... 50

APPENDICES ... 52-87

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LIST OF TABLES

Table

~

IJV

Page

3.1

'f

Data Subjects ... 28

3.2 ) riyentories ... :: ... .' ... 31

3.3 Pattern of Production ... ." ... 33

3..4 -3:6 _ Contexts in Indonesian's vowels ... 38

3.7-39 Contexts in Indonesian's Consonants ... 40

-00'

e

z

~

[image:11.612.33.575.100.712.2]
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LIST OF APPENDIC}i~S

Appendi}{

~

The Bio Data of the Subjects ... 52

2 Interview ... : ... ~ ... 62

3 :::::::. -Observations .. .... ... ... .... ... .... ... .... ... ... .... ... ... .... 63

4 ~ The Results of Observations ... .. .. ... .... .. .. .. .. . . ... ... . .. . . .. . .. . . ... ... ... ... .. . 65

Q

~

lX

00'

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CHAPTER!

INTRODUCTION

.---·---

MILIK PERPUST

AKAA~­

UNIMEU

One of the most remarkable characteristics of human beings is that virtually

every single one acquires a language at a very young age. This fact is even more

remarkable considering the full complexity of the system, which is acquired. Human

beings have been blessed with the gift of words, which differentiate them from other

creatures in the world. Language is not a concrete set of things out in the world that

can be pointed to or measured. Rather, it is something inside the human brains or.

minds.

Any normal human infant will acquire language during development of the

infant. The language that infants acquire is shaped by the cognitive development of

the infants, and the environment where infant lived in. If a language is to be used by

human, a person who grows up among people who already know the language, even

though these others have no self-conscious knowledge on how to teach it, a language

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1.1 The Background of the Study

Language is used for many purposes such as communication, interactions,

thinking, solving problems, indicating facts, expressing feelings, and others. We use a

language is used every day, face~to-face as a means of communication, while written

languag~ allows every individual to record all essential materials so that they can be

passed on to the generations. Language also allows us to coordinate with others, it is

possible to gain information, find out answers, and carry out every day activities such

as gossiping, making funs, writing memos, reading newspapers, learning history,

enjoying novels, greeting friends, telling stories, selling cars, and reading

instructions.

For many years, a language was assumed that the structure of what had been

acquired (the language) was understood and that a list of the sounds, words and

sentences types produced by children at the various stage of development would be

an adequate description of the process of language acquisition. In formal

development, all children go through a babbling period before words and sentences

are being produced, just as all children experienced the process of falling down and

sit before they can a walk. In addition, these language acquisition processes are

largely resistant to distortion. If a child is severely mentally retarded or glossily

physiologically impa~red in,. some ways such as being deaf or brain damaged these

processes are disturoed and language incomprehension, autism, or specific language

(15)

Clark (2000: 12) asserts that first language acquisition takes a comprehensive

look at where and when children acquire a first language. It integrates social and

cognitive approaches to how children analyze, understand, and produce sounds,

words, and sentences, as they learn to use language to cooperate and achieve goals. It

also takes a usage-based approach in considering what children learn. The pragmatic

factors in language use are emphasized researches on which word-formation and on

bilingualism and dialect-choice. During the infant or early childhood period, children

learn to express things by using speech sounds. Whenever they feel hungry, thirsty, or

hurt, they produce speech sounds such as crying. They are still not able to say what they want.

It is a fact that language acquisition is a crucial process in the attempt of

understanding language development more deeply; Krashen (1985:1) asserts that

acquisition refers to the subconscious process identical in all-important ways to the

process children utilize in acquiring their first language.

Descriptions of language acquisition and development have indicated certain

facts that can be observed intensively. An infant produces a number of sounds such as

grunts, cries, and gaps, etc because of the physiological states. The infant begins to

produce a number of sounds that are different in acoustic composition from those

produced which appear to provoke them is also different. The function of language

will depend largely on one's point of view. From a biological viewpoi ~) anguage

can be interpreted as ha:ving evolved as a behavioral car.acity because it is

(16)

This study is an attempt to analyze the pro: ess of development of the

--

-

-language ___,.. prod~ction g f- one a half year old. The resear ~ h ei ' .. trci ~ d ' t o focus to her

.-. ....

research on

L ~ guage

Production ofOne A Half Year Old.

1.2 The Problem of the Study

'I

~ n ( the study of a child's language development, there are of course l[lany

problems to be solved, and a study should be conducted. There are many questions to

be ... answered. The answers will increase the scientific and academic values in the

process of being able to understand the process of a child's language development

which can be said to be complicated. This is due to the fact that in many cases. The

acquisition of a language is specific something very understand the chi ld.

It is a requirement to understand the child's family background. If that is

understood, perhaps some, if not all the problems can be solve. A study on the

language acquisition can be very interesting and challenging. It is important to be

~

studied so that the development can be well understood. After presenting the

background of the study, there are questions to be answered this study. They

formulated ~ as follows:

1. What language aspects are produced by children of one

a

half year old?

...

_

2. How do children produce the language aspects?

3. Is there any different language aspects produced by children of one a half

~

-year old?

(17)

1.3 The Objectives of Study

A study_on a cliild's language is always interesting ana -will,£ontripute a great

deal in the process of a child' s mental development. As has be en mentioned that this

research focus on language production of one a half year oldr.,....'i"ol analyze the

language aspects produced by children of one a halfyear old.

c:r

Q

lfhe objectives of the study as conveyed in the problems of the study are:

1. To find out the language aspects are produced by children of one a half

year old.

2. To find out how children produce the language aspects.

3. To find out ifthere is any different language aspects produced by children

of one a half year old.

1.4 The Significance of the Study

The findings of this study are expected to be useful as an input for the

mo_dif1cation of an analysis on language production. It is intended to be addressed

about the language acquisition on one and a half years old children.

To ·show parents, teachers as well as experts' in speech produce of language

acquisit:on development:

(18)

1.5 The Scope and Limitation of the Study

...

There ru:e ~ fnany ~ aspects on language production that can be ~ studie.d such as

syntax on one-word utterances and tw<D-word utterances. It is of course difficult to

include them all. So thi's research focuses on language proauction of one a half year

,

, ~

~ld children. It is intended to look their very closely on the language production by

child~

iC based

on their activities and how they interact with other children and adults .

...

"'

To study the production of language production would be very challenging in

terms of knowing the whole process of a child's development. Certainly, all those

would be very valuable in relation to the academic value of one's study. At this stage,

..

the researcher conducted on language production to find out the result because the

limitations of the study on language production as a way in improving children

produce words.

(19)

BABV

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

As the last part of this thesis, the researcher describes some conclusions

related to the research.

In the process of a child language production, the children were able to know

the well the function of the words, and they could acts as what the words-means, even

though some words are still unclear yet.

surrounding. The children show a significant development on word-utterances/speech

produced during the three month. From the interview with the parents, it is found that

the child

was

trying to kinetics development. Basically, children acquire the language

by their natural schemes. It means that parents and the family should adapt their

language to their children's development \vithout paying attention to the languag

structure, in order that the language can be understood by the children, as the parents

and the family in making communication with their children.

5.2 Suggestions

After describing the conclusions above, the next step will be the su, gestions

which related of the research.

In developing the children's language production, parents have to guide their

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Generally children· do not want to speak even a word to everybody they do not

know before, so to make communication running well, it is suggested to everybody to

make an approach by knowing the children behavior.

Titis study is just simple complicated research, and the results might be

different if conducted to other subjects in other area. The knowledge about children

language production on language acquisition should be informed to parents in general

because they have to know when and what factors that can ini1uence c_hildren abllity

(21)

REFERENCES

Bemholtz. 1969. Biography and Society: The Life History Approach in the

Social Science. Beverly Hills, CA: Sage Publications.

Beth & Rebecca. 2001. Language Development: Form and Function in Emerging Grammar. Cambridge: MA: MIT .Press.

Bloom, L. 1997. Intentionality is the Basis for the Social Foundations of Language Development. Washington, DC.

Braine.M.S.D. 1963. On Learning the Grammatical Order of Words. Psychologu:al Reviewer. New York: AcademicYrcss.

Clark, E.V. 1973. Aspects of Language. Cambridge University Press. Clark, E.V. 1993. The Lexicon in Acquisition. Cambridge Universi!J' Press. Clark.E.V. & Wong. A. 2002. Language and society. Cambridge University

Press. ·

Clark. E.V. 2002. First Language Acquisition. Cambridge University Press. Dardjowidjojo. S .. 2000. ECHA: Kisah Pemerolehan Bahasa Anak Indonesia.

Jakarta PT Grasindo Jaya.

Date. 1976. Selected Writings I. The Hague: Mounton and Co.,

de Boysson,B & Vihman. 1999. Adaptation to Language: Evidence from Babbling and First Words in Four Languages

Dwight.B. 1975. The Development P~ychology of Jean Piaget. New York: Van Nostrand Reinhold.

Elbers, L. 1982. Operating Principles of Repetitive Babbling: A Cognitive Continuity Approach. Timonium, MD: York Press.

Gleason, J.B. and Ratner, N.B. 1998. Psycholinguistics.Orlando: Harcourt Brace College Publishers.

Haliday, M.A.K. 1975. Learning How to Mean-Explorations in the

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Krashen, S.D. 1985. Principles and Practice in Second Language Acquisition.

Oxford. England: Pergamon Press.

Levelt, W. J. M. 1989. Speaking: From intention to articulation. Cambridge, MA: MIT .Press.

Lewis. 1963. Words and Things. Cambridge, MA: MIT Press.

Lincoln, Y.S; & Guba, E.G. 1985. Naturalistic Inquiry. Beverly Hilts, CA

sage Publications.

McNeill, D. 1970. Development ofLanguage. New York.

Menyuk.P. & Berholtz.S. 1969. Prosodic Features and Children's Language Production. Cambridge: M.l.T. Press.

Morgan,D.L. 1988. Focus Group as Qualitative Research. California: Sage. Paivio, A. & Begg, I. 1981. P~ychology of Language. New Jersey:

Prentice-Hall, Inc.

Piaget. 1963. Folk physics for apes: the chimpanzee's story of how the world works. Oxford: Oxford University Press.

Taylor. 1990. Phonological Rules in Young Children. Journal of Child Language.

Werner, H & Kaplan, B. 1963. Symbol Formation: An Organismic-Developmental Approach to Language and the Expression of Though.

New York: .Wiley.

Woodward, A. L. 1972. The Role of the Object Assumption in Early Word Learning. Ph.D Dissertation, Stanford University.

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