(A Language Acquisition of Maulita Malik Seen from Phonology, Morphology, and Syntax Point of View)
This Research Report is presented as a partial requirement to join the Final Test of Psycholinguistics
BY
NAME : FIBRIANI ENDAH WIDYASARI
NO : 0611201573
ENGLISH EDUCATION STUDY PROGRAM
TEACHER TRAINING AND EDUCATION FACULTY
WIDYA DHARMA UNIVERSITY KLATEN
2010
ABSTRACT
FIBRIANI ENDAH WIDYASARI NO: 0611201573. English Education Study Program. Teacher Training and Education Faculty. Widya Dharma University Klaten. Children Language Acquisition (A Language Acquisition of Maulita Malik Seen from Phonology, Morphology, and Syntax Point of View)
This paper aims at giving description on the children language acquisition seen from phonology, morphology, syntax point of view. The writer reveals the difficulties and their factor contributing to the language acquisition as the answer of problem of this study namely “How is the children language acquisition seen from phonology, morphology, and syntax point of view?”
In this study the writer takes the two year old child named Maulita Malik. The writer uses the utterances in child’s speech as the source of the data. The data collected are then analyzed with descriptive qualitative method.
After analyzing all the data taken from the two year old child named Maulita Malik, the writer can find some sentences having phonological, morphological, and syntactic difficulties on the language acquisition of the informant. The kind of difficulties phoneme /l/ will changed to be /j/ in the beginning and the middle of the words; /s/ will changed to be /t/ in the beginning and the middle of the words; /r/ will changed to be /l/ in the beginning and the middle of the words; /r/ will changed to be /ŋ/ in the end of the words; /n/ will be omitted in the beginning of the words; and /k/ will changed to be /t/ in the beginning and the middle of the words. Based on the morphological finding, the informant often uses the base form, the writer only finds few sentences that formed using the affixes. And based on the syntactic finding, the writer finds 7 (seven) simple sentences, 2 (two) declarative sentences, 3 (three) imperative sentences, 1 (one) interrogative sentence, and 1 (one) exclamatory sentence. It shows that the simple sentence is the dominant sentence and the informant is difficult to state more various utterances.
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is a system of communication by sound, i.e. through the organs of speech and hearing, among human beings of certain group or community, using vocal symbols possessing arbitrary conventional meanings. (Pei and Gaynor in Haryono, 2006: 1).
Language can be used to express someone’s idea by producing utterances at a certain time. On expressing their idea, it will be affected by their behavior. It means that behavior can be studied by using language.
In this research, the writer try to find out the combination between psychology and linguistics or psycholinguistics to study how a speaker or language user builds and comprehends sentences in that language and study about linguistic behavior, that is performance and psychological aspects in it. Finally, the writer wants to find out the mental involvement and language use. And it will be related with the process of language acquisition, language production, and language comprehension and memory.
In this study will involve other fields of linguistics as phonology, morphology, and syntax because in the process of language acquisition, language production, and language understanding and memory a linguist will involve problems of phonemes, words, phrases, and sentences. Semantics is also involved because in the process of understanding and recalling, meaning and understanding in that language is very important. Haryono (2006: 3).
Based on the statement above, the writer is interested in analyzing about the language acquisition more specifically. In this research, the writer would write some utterances that spoken by two year old child, because the writer wants to know those acquisitions in order to get the information to be used in learning the language production and comprehension seen from phonology, morphology, and syntax point of view.
The writer would like to analyze the children’s acquisition seen from phonology, morphology, and syntax point of view by asking the two year old child to say some utterances. It is very important to know the language acquisition that she does in speaking, so it can be used to understand her language production that used for communication.
From the statement above, the writer is interested in analyzing it to be a research entitled “Children Language Acquisition (A Language Acquisition of Maulita Malik Seen from Phonology, Morphology, and Syntax Point of View).
B. The Reason for Choosing the Topic
The reasons that encourage the writer to choose the topic are as follows:
1. Psycholinguistics is more effective to study how a speaker or language user builds and comprehends sentences in that language and study about linguistic behavior.
2. The writer would like to analyze the children’s acquisition seen from phonology, morphology, and syntax point of view. It can be used to understand her language production that used for communication. So, it is worth studying.
C. The Limitation of the Study
To make the study clear, the writer has certain target to gain in this research. Therefore, the writer limits the study as follows:
1. The data that will be analyzed are limited to those taken from the under three year old children’s utterances.
2. The study is limited to know the language acquisition seen from phonology, morphology, and syntax point of view.
D. The Statement of the Problem
The writer would like to present the problem that can be formulated as follows: “How is the children language acquisition seen from phonology, morphology, and syntax point of view?”
E. The Aim of the Study
In conducting this study, the writer has aim. And the aim is:
To describe the children language acquisition seen from phonology, morphology, syntax point of view.
F. The Uses of the Study
The result of the study can be used as follows:
1. To give the description about the children language acquisition and production.
2. To comprehend the children language that used for the communication.
3. To understand the children behavior by using the language.
G. The Clarification of the Key Terms
In this study, the writer would give some clarification of the keys term of the title:
1. Children
Hornby (1995: 192) states children is a young person from birth to the age of full physical development.
In this study, children means the under three year old person who noticed their utterances from their conversation.
2. Language.
Hornby (1995: 662) states language is the system of sounds and words used by humans to express their thoughts and feelings.
In this research, language is the system of sounds and words used by children to express their thoughts and feelings.
3. Acquisition.
From the explanation of Hornby (1995: 11), the writer can states acquisition is a thing acquired, especially for something useful. It means that in this study acquisition refers to the children language acquired.
H. The Organization of the Study
This study report consists of five chapters:
Chapter I is Introduction. It consists of the background of the study, the reason for choosing the topic, the statement of the problem, the limitation of the study, the aims of the study, the uses of the study, the clarification of the key terms and the organization of the study.
Chapter II is Review of Related Literature. This chapter will discuss about a brief look at psycholinguistics: the meaning of psycholinguistics, the linguistics field of psycholinguistics; a brief look of language acquisition: the meaning of language acquisition, the language acquisition device.
Chapter III is The Method of the Study. It deals with the meaning of research method, the strategy of the research, the data and the source of data, the technique of collecting the data and the technique of analyzing the data.
Chapter IV is The Result of the Study. It includes the analysis of the data and the discussion of the findings.
Chapter V, the writer would come to the conclusion, implication, and suggestion.
CHAPTER II
REVIEW OR RELATED LITERATURE
Review or related literature consists of two parts. They are A Brief Look at Psycholinguistics, A Brief Look of Language Acquisition.
A Brief Look at Psycholinguistics
1. The Meaning of Psycholinguistics
Psycholinguistics is a combining approach between psychology and linguistics to study the knowledge of language, language in use, language change, and anything about language which cannot be solved by one of the two sciences. Based on this, the objects of psycholinguistics are comprehension, language use and language change. (Lado in Haryono, 2006: 2).
According to Bach in Haryono (2006: 2) states that psycholinguistics is a branch of linguistics which studies about how a speaker or language user builds and comprehends sentences in that language. Based on this, the objects of psycholinguistics are the process of language comprehension and language production.
Psycholinguistics is a study about linguistic behavior, that is performance and psychological aspects in it. So it studies about the mental involvement and language use. (Langacre in Haryono, 2006: 2)
Psycholinguistics is a science studying about the process of language acquisition, how a speaker uses language for communication, and how a speaker uses language in the process of recalling and understanding the language. Based on this, the objects of psycholinguistics include language acquisition, language production, and language comprehension and memory. (Foss & Hakes in Haryono, 2006: 3)
From the statement above, it can be concluded that psycholinguistics is a combining approach between psychology and linguistics to study the knowledge of language, a branch of linguistics which studies about how a speaker or language user builds and comprehends sentences in that language, a study about linguistic behavior, that is performance and psychological aspects in it, a science studying about the process of language acquisition, how a speaker uses language for communication.
2. The Linguistics Field of Psycholinguistics
Psycholinguistics will involve other fields of linguistics as phonology, morphology, and syntax. The description of the three linguistics fields are as follows:
a. Phonology
Phonology is the study of the sound systems of a language, and of the general or universal properties displayed by these systems. Crystal in Haryono (2008: 1). Phonology studies phoneme, the smallest distinctive sounds. The three main parts of phonemes are: Consonant, Vowel, and Diphthong.
1) Consonant
Consonant is sounds whose articulation involves a significant obstruction to airflow in the vocal tract. And consonant it self is divided into many parts: based on the voice of articulation, point of articulation, and manner of articulation.
a) Voice of Articulation
(1) Voiced: when the vocal folds are brought close together, but not tightly closed, air passing between them causes them to vibrate.
(2) Voiceless: when the vocal folds are pulled apart, air passed directly through the glotis.
b) Place of Articulation
(1) Bilabial: involving two lips, such as /p, b, m/
(2) Labiodental: involving the lower lip and upper teeth, such as /f, v/
(3) Dental: the air is obstructed by the tips of the tongue and the upper teeth, such as /θ, δ/
(4) Alveolar: the obstruction is formed by some part of the tongue-either the tip and/or blade of the tongue-and teeth ridge or gum, such as /t, d, n, l/
(5) Palatal: the air is obstructed by raising the front of the tongue in the direction of the hard palate, /j/.
(6) Velar: involving the back of tongue and the velum, such as /k, ŋ, g/
(7) Glotal: involving the vocal folds as primary articulations, such as / ? /.
c) Manner of Articulation
(1) Stop: a complete block of the air coming from the lungs, /p, t, k, g, d, b/
(2) Nasal: produced when the velum is lowered, allowing the air to pass the nasal passage, /n, m, ŋ /
(3) Fricative: continuous airflow through the mouth accompanied by hising sound, /f, v, θ, δ/
(4) Affricate: a complete oral closure followed by a comparatively slow release with perceptible friction sounds, /tf, d3/
(5) Lateral: a complete obstruction at the center of the mouth by putting the tip of the tongue against the teeth ridge, /l/.
(6) Rolled: the tip of the tongue is made vibrate against the teeth ridge, that is, there is a rapid series of closing and opening of the air passage at the alveolar point of articulation, /r/.
(7) Semi vowel or glide: a gliding vowel sound made from a closer vowel position to another more sonorous vowel; but its lack of stress and its weak force make it more consonantal rather than vowel like, /j, w/.
2) Vowel
Vowel is sonorous, syllabic sounds made with vocal tract more open than it is for consonant and glide. And the vowel sounds are as follows: / i: / in see, / I / in sit, / e / in set, / æ / in sat, / ə / in ahead, / ə: / in bird, / a: / in father, / Λ / in love, / U / in pull, /u: / in food, / כֿ / in hot, / כֿ: / in cord.
Vowels are classified on the basis of the following variables:
a) Front vowels
It is called front vowels when the front of the tongue is raised to modify the sound already produced in the larynx. English has the following front vowels / i: /, / I /, / e /, and / æ / which differ from one another only in the degree of raising the front of the tongue.
b) Central vowels
When the central part of the tongue is raised, the vowel sound that is produced is called central vowel. The central vowel is represented here by the phonetic symbol / ə / which also called “schwa”, and / Λ /, as in better, bird, just, love, etc.
c) Back vowels
When the back part of the tongue is raised, the vowel sound so produced is called back vowel. English has the following back vowels /u: /, / U /, / כֿ /, and / כֿ: /.
3) Diphthongs
A diphthong is a vowel sound in which there is an intentional glide made from one vowel position to another vowel position. It is produced in one single impulse of breath. Diphthongs are represented by the following phonetic symbols / еі / in lay is a front-front closing half diphthong; / оυ / in no is a back-back closing half diphthong; / εә / in hair; / a¡ / in lie is a front-front closing full diphthong; / aυ / in how is a front-back closing diphthong; / כֿі / in boy is a back front closing full diphthong; / כֿə / in yours, / υə / in poor, / іә / in here.
b. Morphology
Morphology is a field of linguistics which studies about morphemes and their combination in words. Morphology is concerned with the form of words, how words are constructed, morpheme: the smallest meaningful sound unit. (Haryono, 2008: 3).
The form of words study involves two elements that are word itself and morpheme. The following are the explanation of words and morphemes:
1) Word
A word is any unit of language that in writing appears between spaces or between a space and hyphen. Words do not always constitute the smallest meaningful units in a language. Instead, words are sometimes constructed of smaller parts. These smaller parts are called morphemes.
2) Morpheme
Morpheme is the smallest meaningful sound units or combination. A morpheme can be made up of one phoneme, e.g. the plural /z/, or more than one phoneme as in /dכֿg/. There are two kinds of morpheme: free morpheme and bound morpheme. Free morphemes are those which can stand by themselves, independent. While bound morphemes are those which cannot stand by themselves, dependent on the free morphemes. It can be seen on the following example: intercontinental
intercontinent al
inter continent
al, inter are the bound morphemes and continent is the free morpheme. Bound morpheme is called affixes which consists of prefixes (un-, im-, in-, il-, ir-, re-, etc), suffixes (-ness, -en, - ment, -al, -ic, -ly). Indonesian has four elements of affixes: prefixes (awalan), infixes (sisipan), confixes (awalan-akhiran), and suffixes (akhiran). While free morpheme provides the basic element in words, it sometimes called root or base.
c. Syntax
Syntax is the system of agreement of words into phrases and sentences or syntactical construction. (Ramelan, 1985: 11).
Syntax refers to the system of ordering words to form the meaningful expressions in the form of phrase and sentence. In other words, a phrase or sentence is always formed from the words ordered using a system or specific rule. (Haryanti, 2007: 1).
One of the elements of syntax is sentence. Sentence is the maximal unit of grammatical analysis. Wardaugh in Haryanti (2007: 12), sentence consists of verb, subject, object, and complement.
Sentences may be classified according to their syntax: as simple, compound, complex, and compound-complex; and their types. The descriptions of the sentences based on the syntax are as follows:
1) Simple sentence
A simple sentence is a sentence which consists of a pair of subject and predicate. It can be short or long as can be seen in the following:
a) I have a friend living in Jakarta.
b) The boy wearing a blue shirt and white trousers is my friend.
2) Compound sentence
Compound sentence is a sentence which consists of at least two main clauses or more. Conjunctions connecting main clauses are such as: and, but, or, so. e.g.: He is present but his sister is absent.
3) Complex sentence
Complex sentence is a sentence which consists of one main clause and one subordinate clause or more as seen in the following examples:
a) I have a book which is blue in color.
b) What you have just said is very important for us.
4) Compound-complex sentence
Compound- complex sentence is a combination of the compound sentence and complex sentence. In short, it can be stated that a compound complex is a sentence which consists of at least two main clauses and one subordinate clause or more, as can be seen in the following sentence:
The man can jump 1.50 meters high, but he cannot jump over the wall which is only 1.40 meters high.
While the description of the sentences based on the types are as follows:
1) Declarative
A declarative sentence makes a statement, e.g. The tallest animal in the world is giraffe.
2) Imperative
An imperative gives a command or make a request. e,g. open the door!
3) Interrogative
Interrogative sentence asks a question. e.g. Where is boy going now?
4) Exclamatory
An exclamatory sentence expresses strong feeling and always followed by exclamatory point (!), e.g. How luck you are!
B. A Brief Look of Language acquisition
There are two parts of a brief view of language acquisition. They are the meaning of language acquisition, the language acquisition device.
1. The Meaning of Language Acquisition
Language acquisition refers to the processes in which one catches the patterns of utterances in a language and set of systems of a language that enable someone to use a language for communication. (Haryono, 2006: 8)
In the process of language acquisition, children test a set of hypotheses and linguistic theories applicable to adults until they can choose and select appropriate and simple grammar of that language. (Haryono, 2006: 8)
According to Haryono (2006: 8) scientific research concerning with language acquisition of children is difficult. The difficulties cover:
a. The study of input: the nature and quantity of utterances of two or three year old children is difficult to observe.
b. The study of output data: to verify with exact linguistic term is difficult. Example: ‘Bu, susu’ can means different things.
c. The study of the relationship between the input-output: it is because of the long period of time to study.
d. Verification of the competence.
e. Deep structure surface structure is not clear.
So in this study language acquisition is the nature and quantity of utterances of two or three year old children to observe the difficulties.
2. The Language Acquisition Device
According to Chomsky in Haryono (2006: 9), children do not only acquire language from stimulus. They have language acquisition device which enable them to develop their linguistic ability. Language acquisition device differentiates human beings from animals.
According to Haryono (2006: 9), language acquisition device:
a. Differentiate human from animals
b. provide features of human language acquisition
c.Predict linguistic structure, that is, children get aspects of linguistic subconsciously.
With language acquisition device, children do not need to memorize and repeat patterns of sentences. They can generate novel utterances by using their mastery of patterns and language acquisition device. (Chomsky in Haryono, 2006: 9).
This theory is different from behaviorists/structuralists, saying that children memorize and repeat patterns of sentences used by adults in their surrounding. From the differences between Chomsky (cognitivist) and structuralists/behaviorist, there will be a question: How much children master a language from:
a. Their natural effort/language acquisition?
b. Learning from surrounding?
The problem here is not which opinion is right or wrong. It is hard to check how much children get language from both sources because it is difficult to test children’s competence. According to structuralists/behaviorist, the process of language acquisition is done thtough:
a. training-trial and errors
b. reinforcement-from adults
c. imitation-getting new words
While according to transformationalist, language acquisition happens naturally because children have language acquisition device.
CHAPTER III
THE METHOD OF THE STUDY
The method of the study consist of the meaning of research method, the strategy of the research, the data and sources of data, the technique of collecting the data, and the technique of analyzing the data.
A. The Meaning of Research Method
The word research is defined differently by experts. Each has a definition based on the way she analyzes the problem faced. According to Hornby (1995: 720), the word “research” means an investigation undertaken in order to discover new facts, get additional information.
The research process is the work of collecting, analyzing, and interpreting data. It is planned systematically and they become the starting point where a researcher starts her research.
In summary, the research method means the way used in applying the research in order to find the objective of the study. It deals with the way how to investigate educational problem, what procedure is used in gathering and analyzing data. It gives a careful outline to the researcher in doing his or her own job. It is done in order to get the valuable and useful result.
B. The Strategy of the Research
The strategy of the research which is used in this research is descriptive qualitative. This strategy tries to solve the problem in this time which has actual characteristic. Because or this characteristic, the writer does not use the hypothesis as temporary answer to solve the problem. The work way of descriptive qualitative is collecting data, arranging the data and interpreting the data. Qualitative research is concerned with description.
Descriptive research is as a type or category of research that refers to investigation with utilizes already existing data or non-experimental research with preconceived hypothesis.
C. The Data and the Sources of Data
1. The Data
According to Hadi (1987: 83), data is a number of facts which can be used as an formations. While Hornby (1995: 219) defines the data as an information facts: thing certainly known (and from which conclusions may be drawn).
In this research, the data are two year old child’s utterances that noticed by the researcher.
2. The Sources of Data
According to Arikunto (1993: 102) the sources of data is the subject where the data can be taken. In this research, the sources of data two year old child named “Maulita Malik”.
D. The Technique of Collecting the Data
The writer will explain the steps of collecting the data before the writer analyzes the utterances. At the beginning of the writer step, the writer determines the child, which is used as the subject of the research. The subject is the two year old child. The data are collected by noticing the utterances that spoken by the child.
E. The Technique of Analyzing the Data
As mentioned above the researcher uses a notice to write the utterances from the two year old child in taking research data. After the data are collected, the researcher would like to analyze them. In the research, the writer analyzes the data by descriptive qualitative technique by using the steps below:
1. The data are collected from the two year old child’s utterances.
2. The data are written on pieces of paper.
3. The researcher analyzes the data seen from phonology, morphology, and syntax.
4. The researcher describes the result of the analyses.
CHAPTER IV
THE RESULT OF THE STUDY
In this chapter, the writer would like to present the data. The data of the research are got from the utterances that spoken by the informant. Based on the data, the writer can find out the description of the object being researched. This research presents clear description of the language acquisition seen from phonological, morphological, and syntactic point of view.
A. Analyzing the Data
In this case, the writer wants to analyze the data seen from phonology, morphology, and syntax. Here is the elaboration of the data analysis.
1. Phonological Finding
In this research, the writer analyzes phonological finding in the utterances spoken by Maulita Malik. and the results can be seen as follows:
a. Vowels
The vowels that can be found in the informant’s utterances are /υ, Λ, a, ә, і, I, כֿ/.
Vowel /υ/ is the back vowel. Vowel /υ/ can be found in the utterances in data (1) duyu /dυjυ/, (2) bubung /bυbυŋ/, (3) betuk / bItυ?/, (4) dua /dυa/, (5) ayuk / Λjυ?/, (6) atu /Λtυ /, (7) yupa /jυpΛ /, (8) aduh /Λdυh/, (9) duduk /dυdυ?/.
Vowel /Λ/ is a back vowel. Vowel /Λ/ can be found in the utterances in data (10) ayuk /Λjυ?/, (11) atu /Λtυ /, (12) yupa /jυpΛ/, (13) ya /jΛ/, (14) ada / Λda/, (15) telbang /tərbΛŋ/, (16) mainan / mainΛn/, (17) tatak /tΛtΛ?/, (18) aduh /Λdυh/, (19) tekolah /tәkoulΛh/, (20) angis /Λŋis/.
Vowel /a/ is a central vowel. Vowel /a/ can be found in the utterances in data (21) ada /Λda/, (22) petawat / pətawat/, (23) mau / maυ/, (24) maem / ma?әm/, (25) mama / mama/, (26) matak / mata?/, (27) nati /nati/, (28) kita / kita/, (29) aik / ai?/, (30) keleta / kәlIta/, (31) api / api/, (32) liat / liat/, (33) gambang / gambaŋ/, (34) halimau /halimau/, (35) loda / lכֿda/, (36) dua /dυa/, (37) mainan / mainΛn/, (38) tatit /tatit/, (39) tekolah /tәkoulΛh/, (40) tendilian / tәndilian/.
Vowel /ə/ is a central vowel. Vowel /ə/ can be found in the utterances in data (41) petawat / pətawat /, (42) telbang / təlbΛŋ /, (43) maem / ma?әm/, (44) keleta /kәlIta/, (45) beyi / bәji/, (46) tekolah /tәkoulΛh/, (47) tendilian / tәndilian/.
Vowel /i/ is a front vowel. Vowel /i/ can be found in the utterances in data (48) nati /nati/, (49) kita / kita/, (50) aik / ai?/, (51) api / api/, (52) liat / liat/, (53) halimau /halimau/, (54) tini /tini/, (55) beyi / bәji/, (56) mainan / mainΛn/, (57) toyongin /tכֿjכֿŋin/, (58) tatit /tatit/, (59) angis /Λŋis/, (60) tendilian / tәndilian/.
Vowel /I/ is a front vowel. Vowel /I/ can be found in the utterances in data (61) Betuk / bItυ?/, (62) keleta / kәlIta/.
Vowel /כֿ/ is a front vowel. Vowel /כֿ/ can be found in the utterances in data (63) motong /mכֿtכֿŋ/, (64) loda / lכֿda/, (65) toyongin /tכֿjכֿŋin/, (66) tok /tכֿ?/.
b. Consonants
The consonants that can be found in the informant’s utterances are /b, ?, d, j, p, t, w, g, m, n, k, l, h, s, ŋ /.
Consonant /b/ is the bilabial stop voiced consonant. Consonant /b/ can be found in the utterances in data (67) bobok / boubou?/, (68) telbang / təlbΛŋ /, (69) bubung /bυbυŋ /, (70) betuk / bItυ?/, (71) gambang / gambaŋ/, (72) beyi / bәji/.
Consonant /?/ is the glotal stop voiceless consonant. Consonant /?/ can be found in the utterances in data (73) bobok / boubou?/, (74) betuk
/ bItυ?/, (75) maem / ma?әm/, (76) matak / mata?/, (77) aik / ai?/, (78) ayuk /Λjυ?/, (79) tatak /tΛtΛ?/, (80) tok /tכֿ?/, (81) duduk /dυdυ?/.
Consonant /d/ is the alveolar stop voiced consonant. Consonant /d/ can be found in the utterances in data (82) duyu /dυjυ/, (83) ada / Λda/, (84) loda / lכֿda/, (85) dua /dυa/, (86) aduh /Λdυh/, (87) duduk /dυdυ?/, (88) tendilian / tәndilian/.
Consonant /j/ is the palatal semi vowel voiced consonant. Consonant /j/ can be found in the utterances in data (89) duyu /dυjυ/, (90) beyi / bәji/, (91) ayuk /Λjυ?/, (92) yupa /jυpΛ/, (93) ya /jΛ/, (94) toyongin /tכֿjכֿŋin/.
Consonant /p/ is the palatal semi vowel voiced consonant. Consonant /p/ can be found in the utterances in data (95) petawat / pətawat /, (96) api / api/, (97) yupa /jυpΛ /.
Consonant /t/ is the alveolar stop voiceless consonant. Consonant /t/ can be found in the utterances in data (98) petawat / pətawat /, (99) telbang / təlbΛŋ /, (100) matak / mata?/, (101) nati /nati/, (102) betuk / bItυ?/, (103) kita / kita/, (104) keleta / kәlIta/, (105) liat / liat/, (106) tini /tini/, (107) motong /mכֿtכֿŋ/, (108) atu /Λtυ /, (109) toyongin /tכֿjכֿŋin/, (110) tatit /tatit/, (111) tekolah /tәkoulΛh/, (112) tatak /tΛtΛ?/, (113) tok /tכֿ?/, (114) tendilian / tәndilian/.
Consonant /w/ is the bilabial semi vowel voiced consonant. Consonant /w/ can be found in the utterance in data (115) petawat / pətawat /.
Consonant /g/ is the velar stop voiced consonant. Consonant /g/ can be found in the utterance in data (116) gambang / gambaŋ /.
Consonant /m/ is the bilabial nasal voiced consonant. Consonant /m/ can be found in the utterances in data (117) mau /maυ/, (118) maem / ma?әm/, (119) mama / mama/, (120) matak / mata?/, (121) gambang / gambaŋ/, (122) halimau /halimau/, (123) motong /mכֿtכֿŋ/, (124) mainan / mainΛn/.
Consonant /n/ is the alveolar nasal voiced consonant. Consonant /n/ can be found in the utterances in data (125) nati /nati/, (126) tini /tini/, (127) mainan / mainΛn/, (128) tendilian / tәndilian/.
Consonant /k/ is the velar stop voiceless consonant. Consonant /k/ can be found in the utterances in data (129) kita / kita/, (130) keleta / kәlIta/, (131) tekolah /tәkoulΛh/.
Consonant /l/ is the alveolar lateral voiced consonant. Consonant /l/ can be found in the utterances in data (132) telbang / təlbΛŋ /, (133) keleta / kәlIta/, (134) liat / liat/, (135) halimau /halimau/, (136) loda / lכֿda/, (137) tekolah /tәkoulΛh/, (138) tendilian / tәndilian/.
Consonant /h/ is the glotal fricative voiceless consonant. Consonant /h/ can be found in the utterances in data (139) halimau /halimau/, (140) aduh /Λdυh/, (141) tekolah /tәkoulΛh/.
Consonant /s/ is the alveolar fricative voiceless consonant. Consonant /s/ can be found in the utterance in data (142) angis /Λŋis/.
Consonant / ŋ / is the velar nasal voiced consonant. Consonant / ŋ / can be found in the utterances in data (143) telbang / təlbΛŋ /, (144) bubung /bυbυŋ/, (145) gambang / gambaŋ/, (146) motong /mכֿtכֿŋ/, (147) toyongin /tכֿjכֿŋin/, (148) angis /Λŋis/.
c. Diphthongs
The diphthongs that can be found in the informant’s utterances are /ou, au, ai/.
Diphthong /ou/ is the back-back closing half diphthong. Diphthong /ou/ can be found in data (149) in the word bobok /boubou?/, (150) the word tekolah /tәkoulΛh/.
Diphthong /au/ is the front back closing diphthong. Diphthong /au/ can be found in data (151) mau /maυ/, (152) halimau /halimau/.
Diphthong /ai/ is the front-front closing full diphthong. Diphthong /ai/ can be found in data (153) aik / ai?/, (154) mainan /mainΛn/.
2. Morphological Finding
In this research, the writer analyzes morphological finding in the utterances spoken by Maulita Malik. and the results can be seen as follows:
a. Verb
Verbs that can be found from the informant’s utterances are the base form of verb, and those of the verbs can be seen in data (155) Bobok, (156) Maem, (157) Matak, (158) Aik, (159) Liat, (160) Beyi, (161) Tekolah, (162) Angis, (163) Duduk.
b. Noun
Nouns that can be found from the informant’s utterances are the base form of nouns, and those of the nouns can be seen in data (164) petawa telbang, (164) bubung, (165) nati, (166) keleta api, (167) gambang, (168) halimau, (169) motong, (170) loda, (171) mama, (172) tatak, (173) atu, (174) kita.
c. Adjectives
Adjectives that can be found from the informant’s utterances are can be seen in data (175) Yupa, (176) Tatit.
d. Adverbs
Adverbs that can be found from the informant’s utterances are adverbs of time that can be seen in data (177) Duyu, (178) Mau, (179) Betuk; Adverb of degree that can be found in data {180) Tok; Adverb of quantity that can be seen in data (181) Dua.
e. Suffixes
Suffixes that can be found from the informant’s utterances are suffix -in that can be seen in data (182) Toyongin = tolong is the base form of verb and –in is the suffix to state the imperative sentence; suffixes -an that can be found in the data (183) Mainan = main + an= main is the base form of verb and -an is the suffix as a noun maker, (184) Tendilian= sendili + an =sendiri is the base form and –an is the suffix.
3. Syntactic Finding
In this research, the writer analyzes syntactical finding in the utterances spoken by Maulita Malik . and the results can be seen as follows:
a. Declarative sentence
Declarative sentences can be found in the sentences in data (185) ada petawat terbang is the declarative sentence, and the interpretation is disana ada pesawat terbang. The informant pointed the plane and informed her sister about it; (186) motong loda dua is the declarative sentence, and the interpretation is motor itu rodanya dua. The informant showed a motorcycle to her sister.
b. Imperative sentence
Imperative sentences can be found in the sentences in data (187) tini duyu is the imperative sentence, and the interpretation is marilah kesini dulu, the informant asked someone around her to come closer to her; (188) ayuk beyi mainan is the imperative sentence, and the interpretation is ayuk belikan mainan untuku, the informant asked her parents to buy toys for her; (189) toyongin tatak is the imperative sentence, and the interpretation is tolong, bantulah kakaku. The informant asked someone to help her sister.
c. Interrogative sentence
Interrogative sentence can be found in the sentence in data (190) tatak tok angis is the interrogative sentence, and the interpretation is kenapa kakak menangis?. The informant wanted to know why her sister was crying.
d. Exclamatory sentence
Exclamatory sentence can be found in the sentence in data (191) aduh tatit is the exclamatory sentence, and the interpretation is aduh betapa sakitnya kakiku. The informant said this utterance was when she fell down from the chair and her leg was injury.
e. Simple sentence
Simple sentences can be found in the sentences in data (192) bobok duyu ya is the simple sentence, and the interpretation is aku mau bobok dulu ya. The informant stated this utterance was when she was going to sleep; (193) mau maem bubung is the simple sentence, and the interpretation is aku mau makan bubur. The informant answered her mother’s question concerning with the food that she liked to consume; (194) mama matak nati is the simple sentence, and the interpretation is mama sedang memasak nasi. The informant told her father when asked what did her mother cook; (195) betuk kita aik keleta api is the simple sentence, and the interpretation is besok kita akan naik kereta api. The informant told her sister that they were going to go by train; (196) liat gambang halimau is the simple sentence, and the interpretation is aku sedang melihat gambar harimau. The informant said the above sentence was when her father asked her what she was doing; (197) atu yupa is the simple sentence, and the interpretation is maafkan aku, aku lupa dengan janjiku. The informant said this sentence was when she was asked by her mother for not to buy candy; (198) betuk mau tekolah is the simple sentence, and the interpretation is besok aku mau sekolah. The informant told to someone around her that she was going to the school. In fact, the informant has not studied in school, but she acted like her sister did; (199) mama duduk tendilian is the simple sentence, and the interpretation is mama sedang duduk sendiri. The informant told to the writer that her mother was sitting alone.
B. The Discussion of the Findings
After analyzing the data, the writer finds the languages acquisition of the children are coming from learning from adults in their surrounding, trained their ability on speaking and imitation or getting new words. On their speaking, children always involve their emotion, it means that when the children use the language for communication include the language production and comprehension they involve their mental or psychology.
Based on the result of the research, the writer can sum up that the children language acquisition through the informant as the source of the data seen from the fields of linguistics: phonological, morphological, and syntactic finding are very limited.
Based on phonological finding, the informant finds the difficulties to say some phonemes, and the difficulties can be seen as follows: phoneme /l/ will changed to be /j/ in the beginning and the middle of the words; /s/ will changed to be /t/ in the beginning and the middle of the words; /r/ will changed to be /l/ in the beginning and the middle of the words; /r/ will changed to be /ŋ/ in the end of the words; /n/ will be omitted in the beginning of the words; and /k/ will changed to be /t/ in the beginning and the middle of the words. Based on the morphological finding, the informant often uses the base form, the writer only finds few sentences that formed using the affixes. And based on the syntactic finding, the writer finds 7 (seven) simple sentences, 2 (two) declarative sentences, 3 (three) imperative sentences, 1 (one) interrogative sentence, and 1 (one) exclamatory sentence. It shows that the simple sentence is the dominant sentence and the informant is difficult to state more various utterances.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing the data, the writer finds the languages acquisition of the children are coming from learning from adults in their surrounding, trained their ability on speaking and imitation or getting new words. On their speaking, children always involve their emotion, it means that when the children use the language for communication include the language production and comprehension they involve their mental or psychology.
Based on the result of the research, the writer can sum up that the children language acquisition through the informant as the source of the data seen from the fields of linguistics: phonological, morphological, and syntactic finding are very limited.
Based on phonological finding, the informant finds the difficulties to say some phonemes, and the difficulties can be seen as follows: phoneme /l/ will changed to be /j/ in the beginning and the middle of the words; /s/ will changed to be /t/ in the beginning and the middle of the words; /r/ will changed to be /l/ in the beginning and the middle of the words; /r/ will changed to be /ŋ/ in the end of the words; /n/ will be omitted in the beginning of the words; and /k/ will changed to be /t/ in the beginning and the middle of the words. Based on the morphological finding, the informant often uses the base form. the writer only finds few sentences that formed using the affixes. And based on the syntactic finding, the writer finds 7 (seven) simple sentences, 2 (two) declarative sentences, 3 (three) imperative sentences, 1 (one) interrogative sentence, and 1 (one) exclamatory sentence. It shows that the simple sentence is the dominant sentence and the informant is difficult to state more various utterances.
B. Suggestion
Taken from the fact of the children’s condition about mastering the language production that used for communication, the writer would give some suggestion to the parents and the readers:
1. To the parents
a. The parents should give more attention to the children and the speaking environment.
b. The parents should give good guidance and subject to their children on learning the language.
c. The parents should give more help to the children in their problem about language acquisition.
2. To the reader
This research is far from perfect; all are done in limited time and done by the beginner, who just has limited skill and experience in the world of research. So, the writer hopes much more advice, ideas, correction and critics.
