Based on the above explanation, the writer will carry out this study titled: "Acquisition of Arya Hutabarat Language at Telegraphic Level". In relation to the background of the study presented earlier, the problem of this study is formulated as follows: “What kind of words does a child utter on a telegraph stage. In this study, the writer limits himself only to the telegraphic stage in relation to the child's acquisition of language.
Acquisition of Semantics
As the child gets older, it will also progress more by using a higher level of vocabulary, an increased awareness of correct grammar, understanding of underlying meaning etc (Yule 1996). The order of the subject, verb and object is mostly correct, but increases during the later months of this stage. It seems more common in semantic development to use this overextension strategy and then limit the use of the word from there.
A possible answer to this question could be the parents' use of 'middle level' when talking to the child, rather than flowers or other lexical items such as plant or tulip (Yule 1996). Once children have this knowledge, they will express it with words such as boys and cats, they can also attach other words such as legs and men. Furthermore, it is common for children to recognize some of the irregular plural forms over time at this age and therefore they tend to combine these two rules in the construction of words such as mens and feet.
This can also be an experience using the past tense, where we can hear statements like walked and walked. This concept implies the act of misusing a word, for example referring to a telephone as a tractor (Crystal 1997).
Acquisition of Syntax
Attention is also paid to antonymous relations (separating words with opposite meanings) as the child tends to need this function at a later stage, sometime after the age of five. You can see this in the following example: If you were to ask the question: which tree has the most apples. The beginning of word production, as mentioned earlier, is defined as the single word stage.
As the child reaches the age of 18 months, it tends to combine these single words into a two-word sentence. A word can be described as the letter between the blank spaces in a text and these words can be divided into classes such as noun, verb, adverb, adjective, conjunction, interjection, numeral, pronoun and preposition. This can be done through a system referred to as the traditional categories that divide sentences.
In the noun phrase 'the son' one can consider in terms of number and person that these categories influence the choice of tense and structure of the sentence. Next, in the category of time there is a multiple choice to be made, choosing a verb that 'fits' the chosen noun.
Acquisition of Pragmatics
Therefore, there must be an agreement between son and likes in order for it to be grammatical. In the example sentence, there is the dog that belongs to the boy, and this relationship is symbolized in the agreement word, his. The ages at which children go through these stages can vary widely, but the general pattern seems to be that Stage 1 occurs between 18 and 26 months, Stage 2 between 22 and 30 months, and Stage 3 between 24 and 40 months.
The overlap in the periods during which children pass through these stages is a natural effect of the different rates at which different children usually develop these and other structures.). We use language to inform, to promise, to request, to inquire; how language is used to achieve various goals in the world is the domain of pragmatics. For this to happen, speakers (or writers) must rely on many shared assumptions and expectations when trying to communicate.
In addition to acquiring the grammatical rules, infants must acquire the correct use of language in context. Acquiring the facets of pragmatics involved in realizing the reference of function morphemes can take a period of several months or years.
Words
In languages that have a complex morphology, it is often possible to tell which class a word belongs to just by looking at its form, a certain kind of prefix can identify the verb;. a certain kind of suffix can identify nouns. English has only a few endings that are strongly associated with word classes in this way: -ness, for example, is a noun suffix; -ize is a verb suffix. When there is no wor class maker, everything depends on how the word 'behaves' in a sentence.
While many verbs express physical actions (for example, jump, dance, sing), verbs can also express mental actions. The most important verb in this group (perhaps of all) is the verb to be. There are some types of verbs:. transitive and intransitive verbs, regular and irregular verbs, action and stative verbs, finite and non-finite verbs, connecting verbs and causative verbs.
An action verb is a verb that expresses the action of the subject; a verb that does something and the subject can complete. There are several types of verbs: transitive and intransitive verbs, regular and irregular verbs, action and static verbs, finite and non-finite verbs, linking verbs and causative verbs.
Previous Research
The length of children's speech production at all stages of language acquisition is astonishing. Another previous study is First language acquisition in children aged 1-3 in Balata by BertariaSohnataHutauruk. Sheanalyses there are some difficulties in first language acquisition namely: grammatical errors, phonological errors, wrong statements, imitation, repetition, correction, question marking, experiential learning and laziness.
And in the development of children's language there are six stages as approaches to first language acquisition, they are babbling, babbling, holophrastic stage, two-word stage, telegraphic stage and later multi-word stage. But in his research, she analyzes 10 data and divides them into four phases, they are: the hum, the holophrastic phase, the telegraphic phase and later the polyphonic phase. From those previous studies, the writer tries to improve the research about children's language acquisition in the telegraphic stage.
The author will therefore be able to improve the research on children's language acquisition, especially in the telegraphic stage. The writer will analyze a language acquisition based on the words he uttered at the telegraphic stage.
Conceptual Framework
The author uses a different object of analysis, as the objects of two previous studies are young children and children 1 to 3 years old. Then, in the second previous study, she sees that there are six stages in the development of children's language as an approach to first language acquisition: the cooing, the babbling, the holophrastic stage, the two-word stage, the telegraphic stage, and later the multi-word stage. But in her research, she analyzes ten pieces of data and divides them into four stages: the cooing, the holophrastic stage, the telegraphic stage, and later the multi-word stage.
Those previous studies provide a lot of input in the conduct of the research, because their journals have the same subject as the author's research. For this study, the author will focus on the telegraphic stage of children and will find out some problems and difficulties of Arya to develop his language.
Research Design Stage in First Language
Research design is the essential part of research as it includes all four important considerations: strategy, conceptual framework, identification of who and what to study, and the tools and procedures to be used to collect and analyze data. According to Denzin & Lincoln (1994:2) states that qualitative research is multi-method in focus, including an interpretive, naturalistic approach to its subject matter. This means that qualitative research studies things in their natural settings, trying to understand or interpret phenomena in terms of the meaning people bring to them.
Further, Miles et al (2014:9) state that qualitative research is conducted through intense and/or prolonged contact with participants in a naturalistic environment to examine the everyday and/or exceptional lives of individuals, groups, communities and organizations.
Subject of Research
Data and Data Source
Secondary data consists of second-hand information, such as a description of an event by someone other than an eyewitness (Gay, 1987:10). This data is taken from Arya parents who inform the author about the development of Arya language. Based on the explanation, the secondary of data sources in this study are parents of arya.
Data Collection
To observe, the writer explores the situation and finds problems between Arya's acting and the conversation between them. The writer collects data 6 days a week, which means that in one month the writer will analyze the arya for 24 days. Under the main three basic groups of research methods (quantitative, qualitative and mixed), there are various tools that can be used to collect data.
Observations and experiments can be carried out to collect either quantitative, qualitative or a mixture of the two methods. But for this study, the technique to collect data that the author uses is video recorder to record the conversation of child and parents. Recent studies have used video data to analyze nonverbal communication cues to inform more effective arya-parent interactions. Video data is also used to train arya to improve his interactions with parents and people around him.
The Technique of Analyzing Data
It involves the interpretation of data collected by using analytical and logical reasoning to determine patterns, relationships or trends in the analysis of the data, the writer performs some procedures. The author transcribes the survey data and analyzes it based on the type of verbs that Arya uses in conversation.
Triangulation
