Based on the explanation above, it can be concluded that children acquire a language with the help of their parents, environment, and interaction with people. In
this study, the writer collected data on a five year old Indonesian child regarding their native language speech.
The child being observed is the writer’s younger brother, M. Ryanda Huzein, born on December 23
rd
2002 5;9;0. He is already in the first class of primary school. He often talks, asks questions, demands, etc, with other people in his environment.
This five year old child has acquired many words in his lexicon. He also can combine words, phrases, and sentences. He can make a dialogue and interact with
someone, or even talk to himself, and creates his own dialogue while playing with his toys. Based on this, the writer is interested in observing his speech which sometimes
sounds like adult speech although he is still five years old.
1.2 Problems of the Analysis
Although everyone has what is called Language Acquisition Device as once stated by Chomsky 1969 : 6, the process of acquisition is influenced by several
things around the child. Along with the ability to speak and create some speeches, the level of Ryanda’s acquisitional development keeps progressing. In this analysis, the
writer will focus on two problems. They are as follows : 1.
What is the speech development of a five year old child’s daily communication like ?
2. How does a five year old child use language to express his intention to the
people around him?
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1.3 Scope of the Analysis
This research is limited to : 1.
The use of negative, interrogative, and imperative sentencesspeeches by the child.
2. The spoken language of the children in daily communication.
1.4 Objectives of the Analysis
In relation to the problem, the objective of this study is : 1.
To know the speech development of a five year old child’s daily communication.
2. To know the use of a five year old child language to express his
intention.
1.5 Significance of the Analysis
This thesis is expected to give some significance, especially for those who are interested in studying language acquisition. The findings of this thesis are expected to
help learners enrich their understanding about children language acquisition. And finally, this thesis may be used as one of the references for Language
Acquisition study.
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CHAPTER II THEORETICAL FRAMEWORK
2.1 Language Acquisition
Do children acquire language rapidly, or slowly? From the vantage point of linguistic theory, all normal children could be expected to have full command of a
rich and intricate system of linguistic principles in just a few years. Experimental studies of child language, however, paint a different picture of language development:
It appears that language learning extends over many years, with children making numerous missteps along the way.
Language acquisition is the study which accounts the children language development in a natural setting. It refers to the children’s development on the
language comprehension and production Paivio and Beg, 1981 : 213-252. This means that Language Acquisition concerns with the children’s naturalistic way to
produce and interpret language as the tool of their social communication from the beginning up to the last of their development.
O’grady and Dobrovolsky 1996 : 443-570 state that it refers to the phenomenon of the linguistic development with the end result process is actually a
grammar i.e., the mental system that allows people to speak and understand a language.
Every normal child is born with language acquisition device. Long before children learn to speak or use words, they can understand their meaning. They learn
how to produce the speech sound of their parent’s language when their mother or father produces it. They pay attention to their parent’ speech and respond quickly to
the sounds then try to modify the sounds that they heard.
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Chomsky 1987 states that the acquisition of language by native speaker is learned primarily with psychology and psycholinguistics development. Eventhough,
when a child is learning to talk, his utterances cannot be fully understood, but we can see that children imitate what they heard and have the natural ability to understand the
grammar. There are two views of scientists, they are empiricists behaviourists and
rationalists mentalists. The empiricists say that knowledge is derived from experience. The behaviourists claim that language is learned by operant conditioning.
The other theory of empiricists says that language acquisition is the result of stimulus, response of activities, imitation, memorization, and reinforcement facilitating their
process of language acquisition. A child should learn to make a response in the first place, and than the response should be reinforced in a variety of ways.
It is different from the empiricists behaviourists theory. According to rationalist theory of language development, speaking is an innate ability. Rationalists
believe that human brain is wired or predestined to learn a language. They say that all children pass through the same sequence when they learn to speak, no matter what
language they use. Chomsky 1987, for instance, claims that infants are born with a Language Acquisition Device LAD, which gives them an ability to learn the rules of
grammar in any possible language. The speech that a child hears activates only those structures in the LAD which are needed to learn the language in question.
2.1.1 First Language Acquisition
First language acquisition takes place in speaker’s native environment. It is also a basic experienceknowledge in learning to speak by using language. Native
language is a primary language that will be used forever by native speaker.
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Klein 1988 : 4 states that first language acquisition happens when a child learns step by step and can speak with language. The states that first language
development is connected to cognitive and social development of children. The children usually imitates what they hear in adult speech for example,
some of the early attempts at sound patterns, and the acquisition of new words, but very little of grammatical structure is learned by simple imitation. This was early
noticed by researchers, who pointed out that child coinages such as mouses for mice or goned for gone could not have been produced through a process of imitation for
adults do not say such things, but must represent the childs own application of abstract rules already acquired. Furthermore, direct correction and coaching have very
little effect, showing the important role of the childs own efforts. Various ways of explaining this internal ability were proposed, most notably CHOMSKYS argument
that children must be credited with an innate language acquisition device: a set of outline principles about the way language is structured and a procedure for
discovering the remainder. Investigators such as Piaget argued for the importance of relating the emergence of childrens language to their underlying intellectual or
cognitive development. Others stressed the importance of analysing the nature of the input presented to them by adult speakers. It is now apparent that each of these factors
has a role to play in guiding the course of acquisition, but the nature of their interdependence is far from clear.
2.1.2 Language Acquisition Device
In linguistics, a genetic mechanism for the acquisition of language proposed by Noam Chomsky. LAD was ‘wired’ with language universals and equipped with a
mechanism which allowed children to make increasingly complex guesses about what they heard around them, aided by an in-built evaluation measure that enabled them to
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select the best GRAMMAR consistent with the evidence. It has, however, proved difficult to specify and test this theory, and Chomsky has abandoned it in favour of
parametric theory, which suggests that children are preprogrammed with some universals but only partially ‘wired’ with others. They have advance knowledge of
certain basic language options, but have to discover by experience which occur in the language they are exposed to.
In Chomskyan terminology, they know the parameters along which language can vary, but have to fix their values, perhaps by setting a ‘switch’ in one of two
possible positions. According to this theory, languages are similar at deep, eventhough on the surface they appear different.
It has been proposed that humans possess a “Language Acquisition Device.” The “Device” is credited to Dr. Noam Chomsky, who hypothesized that children are
born with a special ability to process language through an innate language acquisition device. Other linguists, as scientists, either support Chomsky’s hypothesis or work at
disproving it. Linguists and speech therapists believe that the device is centered in the
frontal left hemisphere of the brain, although the entire brain participates in language functions. The device contains the principles that are universal to all languages. And
apparently, only humans possess an innate predisposition to learn and reproduce spoken language. This language acquisition device is activated in an infant’s brain
when in the presence of parents, guardians and siblings. A baby doesn’t learn a language by conjugating verbs or memorizing dialogues. No one holds grammar and
literature classes with the infant. Instead, the device is activated by language input,
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meaning listening and attending as the parents, family and others speak and interact with the baby.
When the baby begins to listen to his parents, he will unconsciously recognize the language he is dealing with. The tot will set his parameters to the correct one. He
knows intuitively that there are some words that behave like verbs, others like nouns and objects. The child already knows that there is a limited set of possibilities as to
their ordering within any phrase. This knowledge is contained in the child’s language acquisition device because the adults in the child’s life either don’t teach, or are
incapable of teaching this information to the child. A tot’s ability to learn a language in the early years is fascinating. At about
one year, children are able to understand words, and shortly afterwards are able to speak individual words. At around 18 months, their vocabulary begins to grow
impressively, and their grasp of simple syntax is demonstrated in the form of two- word and three-word sentences. By three years of age, they can grasp relatively
complex rules of grammar. At around four years of age the soft spot in the child’s skull solidifies as the
brain’s metabolism begins slowing. As the child reaches puberty the brain’s metabolism assumes adult levels. This accounts for the apparent decline in the ability
to learn a second language after childhood. The language learning circuitry of the teenager is no longer as plastic as in childhood.
Children can learn a second language, or recover first language ability when the left hemisphere of the brain is damaged or even surgically removed though not
quite at normal levels, but comparable damage in an adult usually leads to permanent language loss. Many explanations have been advanced for children’s first and second
language superiority. They can exploit the special ways that their mothers talk to
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them, they make errors unselfconsciously, they are more motivated to communicate, they like to conform, they are not set in their ways, and they have no first language to
interfere. Successful acquisition of language typically happens by four to six years of
age. From six years to puberty, the ability is steadily compromised. By the teenage years, changes occur in the maturing brain, with the decline in metabolic rate and
number of neurons. With adulthood, the language device is mostly dormant. There is a neurologically determined “critical period” in childhood for successful language
acquisition. The ability to comprehend, produce, and manipulate language is probably the single distinguishing characteristic separating humans from other primates.
Experiments indicate that chimps and orangutans can react to spoken human language, but only humans internalize and reproduce spoken language McArthur :
www.encyclopedia.com. Observing excavated pottery from burial and ceremonial sites, archaeologists suppose that primitive man probably used language as long as
100,000 years ago.
2.1.3 The Stages of Language Acquisition
The normal children acquire language by exceed some stages. Some linguists divided the stage of language acquisition into pre linguistic and linguistic stages. The
pre linguistic stage covers roughly the first word spoken with meaning. The stage has been divided into some phases, such as: crying, cooing, and babbling. The linguistic
stage covers the remaining years of language acquisition. This stage exceed some phases, such as: the first word Holophrase, two word sentences telegraphic speech,
multiple word sentence, mastery of syntax rules of grammar and mastery of articulations phonology. The linguistic stage is the linguistic structure. It is describe
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about the meaning of words, about the sound the ways in which word combine with one another to form sentences. Lefrancois 1986: 270 claims that there are six
sequential stage of the acquisition of language starting from the pre linguistic period to then linguistic period.
1. Pre Speech Stage.
In early of life, Baby begins to vocalize the minute they are born by crying. Crying is infant’s first communications. The infant advances from crying to using
language to communicate ideas, experiences, desires, fears, and other feelings. Wolff 1969 in Hall, 1983: 308 says that each infant has three pattern of crying: the basic
rhytmical pattern the hunger cry, the anger cry, and the pain cry. A mother quickly learns to detect these differences in her baby’s cries and responds to them
appropriately. For example; in response to pain cry, a mother immediately rushes into the baby’s room.
At approximately 2 months of age, the infant begins to express a new type of vocalization called cooing. Cooing is the term used to the gurgling; squealing sound
and mewing sound, which an infant makes when shehe is comfortable, happy or even excited. Although still not considered language, cooing, like crying represents a form
of communication. Cooing consist of vowel sounds. Before cooing totally diminishes, babbling emerges at about 6 month of age.
Babbling includes both vowels and consonant which eventually becomes distinct, for example; “ma”, “pa”. Babling becomes the first vocalization that bears any real
resemblance of speech. The infant may also lie quietly while listening to sounds, when the sounds stop the child will resume babbling. Because of all the factors,
babbling leads to increased control sound. Most linguists believe that in the babbling
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period infants produce a large variety of sounds, many of which do not occur in the language of the household.
2. The HolophraseThe First Word Stage.
Holophrase stage is the stage when the infant utter their first word. Sometime after the sixth month or usually around age 1 or their first birhday, children
understand the names that stand for a few people or objects, and produce their first words. Generally, these words are the name of objects, person, even, and action.
During this one word stage, infants often use a single word for many purposes, relying on intonation to supply meaning. Children start out by using nouns or labels for object
around them. But they soon learn to state demands, such as;”that” of “this” means “Give me that or this”. Other words commonly used by children everywhere are
“Papa”, “Mama”. Thus although most holophrases are nouns, they are not simply for naming. For example; when a child say “milk”, shehe might mean, “there is the
milk”, shehe might also mean “give me some milk”, or “I am thirsty”. Clark et.al, 1977: 302 says that yet a list of the objects that the child’s first word refers to does
not tell us much about what the child is talking about. When children say truck, for example, they might be talking about it because it is mover, a moveable, or a place.
What is important is the role the truck plays in the event being talk about. According the scientists such as Nelson in Siahaan 2008 : 27 said the
children in this early stage of language acquisition often extend the meaning of a word to cover objects or actions for which they have no words, a process called
overextension. Young children to refer to several different things can also use single words. The word dog, for example, may often be used to refer to four legged animals,
such as dogs, cats, horses, and sheep. In this case, overextension mean is a sign that
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the child has not yet learned the precise referent of a word. Clark 1997, scientist gives statement is youngster learns a new words he extends to other features of
animals, such us size and sounds, and her concept of “bow-wow” becomes narrower; eventually he will have separate names for all animals. For example; a boy who has
learned the word “bow-wow”, may overextend it from dogs. When he learn a new word, say, “moo” for cows. In this case, he has two animal’s names in his vocabulary,
“moo” for cows and “bow-wow” for a dog. In this stage a child has able to imitate the animal sounds.
3. The Two Word Sentences Telegraphic Speech Stage.
The transition from holophrases to two word sentences generally occurs around age of 18 months. They begin to put two word together, with no pause
between the word and a falling intonation that spreads over the entire utterance. Helms and Tuner 1981: 187 said that toddlers begin to employ telegraphic
sentences, which are characteristically short and simple and composed primarily because the sentences lack some word such us tense endings verb, plurals endings on
noun, conjunction, preposition, etc. In learning to speak, children first use only the most meaningful words. They tend to leave out article the, an, preposition to, on,
pronounsyou, me and conjunctions. These shorts phrases are made when a new verb is combined with familiar nouns. While such grammatically omissions are made, the
word necessary to give the sentence meaning are complete. For example, when a child says “Daddy teeth” its mean that “Daddy brushing teeth” or “Daddy we go to dentist”.
In this stage, children are impossible to interpret out of context. This case, have seen that the context remains important in adult conversation. McNeill 1970: 20 says that
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Telegraphic speech is the outcome of the process of language acquisition. It is not the process itself. To understand it, we must penetrate more deeply into what children do.
4. Multiple Word Sentences Stage.
After pass through telegraphic stage, children move to multiple word sentences. This typically occurs around the age of 2 to 2½. In this stage, they begin to
assimilate some of the grammatical rules of language, learning to make good sentence. Like two word utterances, multi word sentences are required the use of
complete subject and predicates. Both subject and predicate are included in the sentence type. Brown 1973 in Lefrancois, 1986: 273 said that although the child’s
speech continues to be somewhat telegraphic after the stage of two word sentences, children now make increasing use of morphemes to express meaning. They include all
words, as well as grammatical endings such us –s, -ed and –ing, suffixes, prefixes, articles and so on. For example, the children transform the verbs “go to going”, “jump
to jumped” and “eat to eats”. Children appear to learn suffixes “-ed”, “-ing”, “-s” more easily than they learn prefixes. Because children who heard the syllable used as
a suffix found it meaning easier to learn than children who heard it used as a prefix. In this stages, they have been able to make declarative sentence, such as; “She is a
pretty baby”, make a question sentence, such in; “Where Daddy is?”, than make a negative sentence “I no can play” and make an imperative sentence, such as; “I want
more milk”.
5. More Complex Sentences Stage.
When children have mastered multiple word sentences, they begin to learn to more aspect syntax. This stage occurs between the ages of 2½ and 3 or 4. They have
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ability to make meaningful transformations. Children begin a show an understanding of various adult-accepted rules for transforming sentences; they also behave as though
they had an implicit understanding of grammatical functions of various words, phrases and clause. Clark et.al, 1977: 355 said that at around three, children begin to
use the first complex sentences the combining preposition into clause through coordination, gelatinisation and complementation. They start to link two or more
ideas in coordinate sentences like “Susan chooped some wood and Annie put up the tent”. They learn the rules to construct a good sentence. The acquisition of grammar
demands not only that children gradually grasp the underlying rules for combining words into sentences, bul also that they understand when to apply the rules.
6. Adult like Structures
In this stage, children have able to know grammatical rules of their language. They are speech as adult speech. They have been able to make conversation to adult.
The usually produce a complex structural by using “to be”. In this case, the child has to take account of different forms that express tense, for example, “I am coming”, “he
is going”, etc., and they are able to vary using the various forms of “to be” to understanding of person, thing, etc. Children tend to use their parent speech. For
example, “I do not eat my breads”, “I do not want a bath”, and “That is not my hat”, etc. Children have been able to utter yesno question form, such as; what, where, who,
why, when, and how. For example; “where are you going?”, “What are you doing?”, “Why are you crying?”, etc.
2.1.4 Factors Influencing The Language Development of Children
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Growth in language acquisition is considerably influenced by some factors that will determine the development in language acquisition. These factor include sex
differences of the child, the intelligence level, family size, socio economic influences and bilingualism.
1. Sex Differences of The Child
A controversial factor that many cause differences in language development is the sex differences of the child. Many investigators have found that girls surpass boys
in nearly all aspect of language behaviour, including the length of utterances, comprehension of speech, articulation, the number of the word spoken, the number of
different word spoken, amount if the speech, and sentence complexity. Girls seem to be superior to boys in overall language development. Girl’s speech is comprehensible
earlier, girl’s uses sentences earlier than boys, and age for age, and they use longer sentences. Their vocabularies are consistency large. In some cases, females are more
talkative than males. Most of the differences seem to increase with age. For example; Smith 1926 in Fitzgerald et al, 1982:239 found that at ages two and three, girls had
larger vocabularies than boys and that the difference had disappeared by four years of age.
2. The Intelligence Level
Intelligence is probably the most important single factor in language development. There seems little doubt that rates of language acquisition are also
closed related to the general intelligence level of the child. Bright children usually begin to talk at an earlier age, acquire vocabularies more rapidly, articulate more
efficiently, and use longer and more grammatically correct sentences. 3.
Family Size
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In the same context, the size of family the number of children and the position of the child in the family are influential factors. The language behaviour of
first–born children does not differ consistently from the second-born children or the third-born children. The spacing of births is one important determinant of whether
ordinal position correlates with language performance. If children are closely spaced, parents may find it difficult to distribute the attention equitably. One might expect the
children receiving the least adult attention. However, one should not conclude that multiple births in it self is the cause of the slow language development of children. It
is difficult for parents to give fairly attention to each of two or three children of identical age as to only one child.
4. Socio Economic Influences
Socio economic level is considerable influence on language growth. Balle 1968 the scientist says that parent’s occupational and social level has a direct
relationship on language development. Lower-Class parents have a tendency not to talk to their children as much as middle-class parent do. Middle-class and upper class
parents like to discuss thing with their children, listen to them, answer their questions and use verbal methods of discipline than are lower-class parents. Children of middle-
class an upper class talk earlier, form sentences earlier, and use more mature sentence structure than their lower class.
5. Bilingualism
Early studies indicated that children from bilingual homes suffered marked language retardation as compared with children from monolingual homes. However, the plain
truth is that many bilingual children have no difficulty whatever in mastering two languages. It is now left that the effects of bilingual home may depend on whether
adults reprimand children for using their native dialect and insist that they speak
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Standard English or other standard language. Bilingualism is not a problem solely related to language, it might constitute a problem of cultural conflict. For example;
Smith 1949 in Fitzgerald et al, 1982: 240 found that only the brightest bilingual children were able to match the vocabulary size of monolingual children. Perhaps
bright children have sufficient cognitive facilities to master two labels for each object and two grammatical structures, whereas less bright children are cognitively over
whelmed by the demands of learning two languages.
2.2 Children Speech And Communication
2.2.1 Speech Acquisition of Children
The children’s use of language is different from that of adults. The vocabulary is smaller but may also contain words that don’t appear in grown-ups’ speech. The
correct inflectional forms of certain words may not have been acquired fully, especially for those words that are exceptions to common rules. Spontaneous speech
is also believed to be less grammatical than for adults. The study on the children’s Speech Act Acquisition deals with their ability in
the production of language in maintaining contact with people and getting others things for them. According to Gleason and Ratner 1998 : 373-375 maintaining
contact with the other people, and getting others to do things for them are the children’s early social intentions, which are described by researchers as the
pragmatics aspects of language. According Bates 1976 and Halliday 1975 in Siahaan 2008, the social intention that children put into their language as since the
one-word stage include drawing attention to the self, for instance hi; showing objects, for instance see and ball; offering, for instance the child says, there to offer and adult
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toy; and requesting object activities, for instance more. Those examples show that children
engage communicative acts into their sentences in our society. In maintaining contact with the other people, as children grow phisically and
mentally, they get more skill in using language because they also learn how to do thing with language. According to Clark 2003: 321 children learn to use any form of
language for many functions or can be conveyed by many forms, and they learn using the forms to mark their membership in society, to be polite, how to be persuasive, to
negotiate to resolve conflict, to distinguish actual event from playing specific functions depending on the speaker, addressee, setting, and preceding conversation.
Children learn speech act to express their intention, which is termed as the function of the language forms they use. According to Clark et.al, 1997 children
speech acts can be devided into two, they are the direct speech act and indirect speech act. The type of direct speech act that children use is the same with the form of the
language they use. This means that the possible literal meaning of the one- or two-, or three-, or more that three-word utterance is the same with their intention. The second
type is the indirect speech act. It is the type, which they use is different from the form of the language they use. This means that the possible literal meaning of one- or two-,
or three-, or more that three-word utterance is different from their intention. As a comparative to the adults’ language, according to Austin’s theory 1962, speech act
is doing a certain action by just saying a certain word provided the felicity condition is fulfilled. The felicity condition is the external condition of the language. It is the
aspects of the context of the situation. So by using a word or a group of words having a literal meaning in an appropriate felicity condition, the adult can do the action such
as making statement, interrogation, request, promise, etc. Children can produce a
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similar speech acts by learning it from the adults language. The matter in which their language forms are not well grammatically constructed is their relative approximation
to the adult languages through their development.
2.2.2 Oral Language of Children
Almost all children learn the rules of their language at an early age through use, and over time, without formal instruction. Thus one source for learning must be
genetic. Humans beings are born to speak; they have an innate gift for figuring out the rules of the language used in their environment. The environment itself is also a
significant factor. Children learn the specific variety of language dialect that the important people around them speak.
Children do not, however, learn only by imitating those around them. We know that children work through linguistic rules on their own because they use forms
that adults never use, such as I goed there before or I see your feets. Children eventually learn the conventional forms, went and feet, as they sort out for
themselves the exceptions to the rules of English syntax. As with learning to walk, learning to talk requires time for development and practice in everyday situations.
Constant correction of a childs speech is usually unproductive. Children seem born not just to speak, but also to interact socially. Even before
they use words, they use cries and gestures to convey meaning; they often understand the meanings that others convey. The point of learning language and interacting
socially, then, is not to master rules, but to make connections with other people and to make sense of experiences Wells, 1986. In summary, language occurs through an
interaction among genes which hold innate tendencies to communicate and be sociable, environment, and the childs own thinking abilities.
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When children develop abilities is always a difficult question to answer. In general, children say their first words between 12 and 18 months of age. They begin
to use complex sentences by the age of 4 to 4 12 years. By the time they start kindergarten, children know most of the fundamentals of their language, so that they
are able to converse easily with someone who speaks as they do that is, in their dialect. As with other aspects of development, language acquisition is not
predictable. One child may say her first word at 10 months, another at 20 months. One child may use complex sentences at 5 12 years, another at 3 years.
Oral language, the complex system that relates sounds to meanings, is made up of three components: the phonological, semantic, and syntactic Lindfors, 1987.
The phonological component involves the rules for combining sounds. Speakers of English, for example, know that an English word can end, but not begin, with an -ng
sound. We are not aware of our knowledge of these rules, but our ability to understand and pronounce English words demonstrates that we do know a vast
number of rules. The semantic component is made up of morphemes, the smallest units of
meaning that may be combined with each other to make up words for example, paper + s are the two morphemes that make up papers, and sentences Brown,
1973. A dictionary contains the semantic component of a language, and reflects not just what words make up that language, but also what words and meanings are
important to the speakers of the language. The syntactic component consists of the rules that enable us to combine
morphemes into sentences. As soon as a child uses two morphemes together, as in more cracker, she is using a syntactic rule about how morphemes are combined to
convey meaning. Like the rules making up the other components, syntactic rules
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become increasingly complex as the child develops. From combining two morphemes, the child goes on to combine words with suffixes or inflections -s or -
ing, as in papers and eating and eventually creates questions, statements, commands, etc. She also learns to combine two ideas into one complex sentence, as in
Ill share my crackers if you share your juice. Of course speakers of a language constantly use these three components of language together, usually in social
situations. Some language experts would add a fourth component: pragmatics, which
deals with rules of language use. Pragmatic rules are part of our communicative competence, our ability to speak appropriately in different situations, for example, in
a conversational way at home and in a more formal way at a job interview. Young children need to learn the ways of speaking in the day care center or school where, for
example, teachers often ask rhetorical questions. Learning pragmatic rules is as important as learning the rules of the other components of language since people are
perceived and judged based on both what they say and how and when they say it.
2.3 Relevance Study
In completing this thesis, some thesis and previous research will also be consulted that closely related to the writing, they are :
1. ECHA : Kisah Pemerolehan Bahasa Anak Indonesia. Written by
Dardjowidjojo 2000. This research examines the language acquisition of Echa, an Indonesian child, by using longitudinal method. From the results of
this research, it is discovered that some universal concepts obeyed by the child, but compliance does not flatten at all of component. In phonological
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acquisition its sound and sequence well suited with Jakobson universal concept Jakobson, 1971.
2. Pemerolehan Kalimat Majemuk Bahasa Indonesia Pada Anak Usia Taman
Kanak-Kanak. Written by Gustianingsih 2002. This master’s thesis uses Chomsky’s theory which states that if the children utter repeatedly and
permanently, then this phenomena can be used as the evidence of the development and the ability of children language.
3. Pemerolehan Leksikal Bahasa Inggris Pada Anak Usia Prasekolah di Logo
Education Centre. Written by Nainggolan 2007. This master’s thesis is a study of English lexical acquisition of preschool students which is aimed at
describing the semantic acquisition, such as word structure, assimilation, substitution, based on Ingram’s theory.
4. An Analysis of One Year Old Children’s Acquisition of Morphemes : A Case
Study. Written by Nazmy 2005. In her thesis, she observed a one year old child in acquiring the morphemes.
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CHAPTER III METHODOLOGY
3.1 Research Method
