THE ACQUISITION OF COMPOUND SENTENCES OF THREE YEARS OLD PRESCHOOL CHILDREN.

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THE ACQUISITION OF COMPOUND SENTENCES

OF THREE YEARS OLD IN PRESCHOOL CHILDREN

A Thesis

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

Magister Humaniora By

KHAIRINA RAMADHANI LUBIS Registration Number: 8136112038

ENGLISH APPLIED LINGUISTIC STUDY PROGRAM

POST GRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN

MEDAN

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ABSTRACT

Ramadhani, Khairina Lubis. Number : 8136112038. The Acquisition of Compound Sentences of Three Years Old Preschool Children. A Thesis. English Applied Linguistics Study Program. Postgraduate School. State University of Medan. 2016

This research was aimed at finding out the children compound sentences of three years old in Playgroup class at PAUD KHAIRIN KIDS MEDAN. The data were obtained from six Indonesian Playgroup children; three boys and three girls at the age of three years old. The objectives of this descriptive qualitative research were to: (1). to describe the types of compound sentences used by boys and girls (2) to describe the boys and girls producing the compound sentences (3) to discover the context of three years old in Pre-school children producing the compound sentences. In collecting the data, this research applied documentation with audio visual recorder and field note as the instrument of data collecting. The result of this research showed that: In Indonesia, the three years old children, they skip the common conjunction and use the specific conjunction directly. So, the three years old the children the general type was produced by them was Contrary Compound Sentences not In Line Compound Sentences. The sequence types of compound sentences which they produced were Contrary (30%), Causal (28%), Sequential (17%), In Line (16%), Rapatan (7%), Selection (2%), and the types of compound sentence which never was produced that was Amplifier Compound Sentences (0%). (2). Boys in producing Compound Sentences just often make a pause between the clauses (implicit conjunction) and they utterance the subject rapidly in both clauses, otherwise the girls had been able in producing variation word as a conjunction to connect the sentence by mentioned it clearly (explicit conjunction) and omit the subject in both clauses. The variation connector produced by three year old girl are (tapi, makanya, atau, jadi, sama, dan, baru tu, terus, biar). Female more active in producing the compound sentences by using the variation connector words specifically and correctly than male students. (3) the children three years old had been able used the compound sentence in everywhere, in the class when learning process with teacher, to command, help, guide other friends during the lesson, lunch time, in the yard or playground area when they are playing with their friends. They speak to the teachers more polite than friends. Classroom layout affects the social interaction of both teachers and students.

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ABSTRAK

Ramadhani, Khairina Lubis. NIM: 8136112038. Pemerolehan Kalimat Majemuk Setara oleh Anak Usia 3 Tahun di Pra-Sekolah. Tesis. Program Linguistik Terapan Bahasa Inggris. Pascasarjana. Universitas Negeri Medan. 2016

Penelitian ini bertujuan untuk melihat kalimat majemuk setara pada anak usia tiga tahun di kelas kelompok bermain PAUD KHAIRIN KIDS MEDAN. Data diperoleh dari enam orang anak Indonesia yang terdiri dari tiga orang laki-laki dan tiga orang perempuan pada usia tiga tahun. Tujuan dari penelitian deskriptif qualitatif ini adalah; (1) untuk mendeskripsikan urutan tipe-tipe dari kalimat majemuk setara oleh anak laki-laki dan perempuan (2) untuk mendeskripsikan anak lak-laki dan perempuan dalam memproduksi kalimat majemuk setara (3) untuk menemukan konteks mereka dalam menggunakan kalimat majemuk setara. Dalam mengumpulkan data penelitian ini menerapkan dokumentasi dengan perekam audio visual sebagai alat dalam mengumpulkan data. Temuan menunjukkan bahwa anak Indonesia usia tahun melompati conjunction umum dan menggunakan conjunction khusus secara langsung. Jadi urutan tipe yang umum mereka produksi adalah Kalimat Majemuk Setara Berlawanan bukan Kalimat Majemuk Sejalan. Urutan tipe kalimat majemuk setara yang paling sering diproduksi oleh mereka adalah kalimat majemuk setara berlawanan (30%), sebab akibat (28%), berurutan (17%), sejalan (16%), Rapatan (7%), pemilihan (2%), dan tipe yang tidak pernah mereka produksi adalah kalimat majemuk setara penguat (0%). (2) Laki-laki lebih sering memilih untuk berhenti diantara klausa (penghubung tersembunyi) dan mereka menyebutkan subjek secara berulang dikedua klausa, sedangkan perempuan sudah bisa memproduksi kata yang bervariasi sebagai penghubung untuk menggabungkan kalimat dengan menyebutkannya secara jelas (penghubung jelas) dan menghilangkan subjek dikedua klausa tunggal. Variasi kata yang mereka produksi adalah (tapi, makanya, atau, jadi, sama, dan, baru tu, terus, biar). Perempuan lebih aktif memproduksi kalimat majemuk setara dengan menggunakan variasi kata lebih spesifik dan benar daripada laki-laki. (3) anak usia tiga tahun sudah mampu memproduksi kalimat majemuk setara dimana saja, di dalam kelas saat belajar dengan guru, menyuruh, membantu, membimbing teman saat belajar, saat makan, di halaman sekolah saat bermain dengan teman. Mereka lebih sopan berbicara dengan guru daripada dengan teman. Kelas sangat efektif dalam interaksi sosial antara guru dan murid.

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ACKNOWLEDGEMENT

First of all, the writer would like to thank Allah SWT, the most gracious and the most merciful for blessing her to write this thesis. This study is concerned with politeness strategies of five years old children. It is submitted to the English Applied Linguistics Study Program of the Postgraduate School, the State University of Medan in partial fulfillment of the requirements for the degree of Magister Humaniora. In particular, the writer would like to address her deep thankfulness to the Prof. Dr. Busmin Gurning, M.Pd, her first Advise for his time spent in guiding, correcting and supporting her to complete this thesis, Dr. Zainuddin, M.Hum, her second Adviser for his super attention in giving the support, suggestion, comments and ideas from the beginning of writing of this thesis until the present. The writer also expresses her great gratitude to Dr. Rahmad Husein, Prof. Dr. Sri Minda Murni, M.S, and Farid Ma’ruf, Head, Secretary and Staff of the English Applied Linguistics Study Program for their assistance in completing the administrative procedures. She is deeply grateful to all the lecturers who have given the valuable knowledge and experiences during her study in this university. Special thanks are expressed to her examiners: Prof. Dr. Sumarsih, M.Pd, Prof. Dr. Sri Minda Murni, M.S and Dr. Rahmad Husein, M.Ed for their criticisms and suggestion in improving this thesis.

A very special gratitude is given for her father H. Burhanuddin, S.H,M.H and her mother Dra. Hj. Murni, M.A and also as the Head of Khairin Education Centre for sincerely love, attention, motivation advice and a great pray. Thanks for your love. Thanks to her best friend Arie Wahyu Ningrum, S.Pd.I, M.Hum as the best partner as long as finish this thesis, thanks to her attention to help her in

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finishing this thesis and they get Master Degree together. All of the educators of PAUD Khairin Kids, (Nita, Omi, Linda, Novi, Asma, Lita, Ria, Lila, Dwi, And Maya) and especially for Ade Hidayati, S.Pd.I thanks for all the understanding her during finished this study.

Finally, she would like to thank to all friends in English Applied Linguistics Study Program B1 2013, all her friends in Albarkah Entertainment Group (Putri, Yani, Kak Eva, Ria and Azmy), and all her friends who cannot be mentioned here for giving the valuable support in finishing this thesis. May Allah SWT always bless us.

Medan, 10 March 2016

Khairina Ramadhani Lubis

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TABLE OF CONTENTS

ABSTRACT ………. i

ABSTRAK ……… ii

ACKNOWWLEDGEMENT ……… iii

TABLE OF CONTENT ……… v

LIST OF TABLES ……… viii

LIST OF FIGURE ……… ix

LIST OF APPENDIXES ……….. x

CHAPTER I: INTRODUCTION 1.1 The Background of the Study ………. 1

1.2 The Problem of the Study ……… 6

1.3 The Objectives of the Study ……… 6

1.4 The Scope of the Study ……… 6

1.5 The Significance of the Stu………. 7

CHAPTER II: REVIEW OF LITERATURE 2.1 Psycholinguistics ……...……….... 8

2.2 Psycholinguistics Approaches Language Acquisition………… 9

2.3 Approaches in Language Acquisition ……… 15

2.3.1 Behavioral Approach ……..……….. 15

2.3.2 Linguistic Approach …….……… 16

2.3.3 Cognitive Approach……… 17

2.3.4 Contextual Approach ……….. 18

2.4 The Stages of Language Development ……… 19

2.5 Language Acquisition of 3-4 years old……… 23

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2.6.1 The Nature of Sentence………. 25

2.6.2 Compound Sentences ……… 26

2.7 The Acquisition of Compound Sentence at the age of Three Years Old……… 32

2.8 The Children’s Interaction Context……… 34

2.9 Pre-School Students ..……… 36

2.9.1 The Nature of Pre-school...……….... 36

2.9.2 School Environment……….. 38

2.9.3 School Facilities………. 39

2.10 Sex and Language Development ………. 41

2.11 Previous Relevant Studies ……… 43

2.12 Conceptual Framework ………. 44

CHAPTER III: RESEARCH METHOD 3.1The Research Design ……….. 47

3.2The Subject of the Study ……… 47

3.3The Source of Data ……… 49

3.4The Instrument of Data ……….. 49

3.5The Technique of Data Collection……….. 50

3.6The Procedure of Data Analysis ……… 51

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CHAPTER IV: DATA ANALYSIS, FINDINGS AND DISCUSSIONS 4.1 Data Analysis………. 56

4.1.1 The Types of Compound Sentences are produce

by three years old children Boys and Girls………. 58 4.1.2 The Way of Three Year Old Children Boys

and Girls in Producing Compound Sentences………… 77 4.1.3 The Context of Children in Producing

the Compound Sentences……… 83 4.2 Finding ………. 85 4.3 Discussion ……… 87 CHAPTER V: CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions……… 91 5.2 Suggestions………. 92 REFERENCES………. 93

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LIST OF TABLES

Table 1. The Subject of the Study ……… 49

Table 2. The Context of Children Three Years Old

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LIST OF FIGURE

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LIST OF APPENDIXES

Appendix A. Biodata of The Subject and Parents……… 96 Appendix B Data Reduction and Data Display

(Compound Sentences) ……… 102

Appendix C. Data Reduction and Data Display (Types of Compound Sentences based on

Connector word) ……… 106

Appendix D. Data Reduction and Data Display (Types of Compound Sentences based on

Connector word) ………. 109

Appendix E. The Context of Children Three Years Old in Producing Compound Sentences

By Fachri ……….. 114

Appendix F. The Context of Children Three Years Old in Producing Compound Sentences

By Arsya ……….. 116

Appendix G. The Context of Children Three Years Old in Producing Compound Sentences

By Dhika……….. 118

Appendix H. The Context of Children Three Years Old in Producing Compound Sentences

By Alviola ……….. 119

Appendix I. The Context of Children Three Years Old in Producing Compound Sentences

By Cinta ……….. 122

Appendix J. The Context of Children Three Years Old in Producing Compound Sentences

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CHAPTER I INTRODUCTION

1.1 Background of the Study

Language is a means of communication between members of the community in the form of symbols generated sound human vocal organs to deliver or receive a message, ideas and information. Language also facilitates people to socialize with the surrounding environment without human language will find it difficult to do anything. One of the remarkable characteristics of human being is that every single one acquires language at a very young age. And later on the acquisition occurs and develops in its social context.

They learned the language, starting immediately from birth. Children’s language acquisitions grow with the environment or social interaction or mother’s speech. Child’s language acquisition process has been explored and studied by some scientists, philosopher, and psychologists, such as: the acquisition of syntax in children from 5 to 10 (Chomsky: 1969), the connection between biological foundation and the stages of child language acquisition (Lenneberg : 1967), and cognitive development and the acquisition of language (Herbert H,Clark : 1973).

During the infants or very clearly childhood period, children learned to express things by using speech sounds. Whenever they feel hungry, thirsty or hurt, they produced speech sound such as crying, which is also a part of the process of communication, where the infants started to used their articulation to communicate with other people because they are still not able to say perfectly what they want like adults do and depends on their mood and situation.

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For many people, assumed that the acquisition of children’s language is nothing special, but in fact study about children’s language acquisition is quite important. One of the beneficial for the language teaching technique was especially pre-school children. With such a study, the question of how to deal with and face the children who have come with various language backgrounds can be attained. Obviously, this study is expected to answer the problems of children’s language development in the preschool children in which the researcher conduct the research. The problems are in terms of various languages produced by children when they make interaction with teachers and with another.

When the children have started to make a sentence with the correct sequence, children can also combine one sentence to another sentence to make

compound sentences. Compound sentences consist of two or more main clauses

(independent clause) joined together in any one of three ways. A compound sentence (Oshima : 1981, 123) is made up two or more independent clauses

connected by a coordinating conjunction, such as and, or, nor, but, for, so, yet.

Each clause in compound sentences must have a subject and a verb, is of equal importance, and can stand alone. Punctuate the sentence by putting a comma (,) before the coordinating conjunction. In the early period of syntactic development, children are working on the structure of simple sentences and do not yet have

knowledge of these operations (Brown, et al, 1969).

Ramlan (2010) state that based on the meaning of sentences and the use of connector words, compound sentences had seven types, namely In Line, Contrary,

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The onset of ability with compound sentences greatly increases the child’s generative capacity and thus is an important step forward in language acquisition. The first compound sentences appear after simple sentences about four words long

become common. The first to appear in children’s production is and.

For example: He picked up the stick and threw it, he shouted and cried.

The sheep and the cows were grazing; they chased the rabbit and

the hen.

Duncan ate the peas and Hellen the broccoli.

Indeed, the phenomenon above is available in Western Culture. However, it could be that the same happening also occurs in Indonesian setting. The setting itself refers to a situation where the happening happens. Bloom (1980) said serves

a variety of functions for two-and three-year-olds. Clauses linked by and may be

use in additive, temporal, causal meaning. Example :

Additive (In Line) : My young brother takes the broom and cat running.

Temporal (Sequential) : Mom’s going to market and buy my favorite milk

Causal (Causal) : She is study hard and she got the first rank

Thus, at first time the children used a form for the whole meaning, and then narrows to more specialized form. For the examples above, the children then

replace and in temporal sentence become then, while and in causal sentence

replace become so. Finally, the conjunctions like, but, because, when, etc is occur

(Bloom;1980).

Peterson and McCabe (1988) found that on average 75% sentences use

and as a conjunction in their compound sentences. As stated by Bloom (1980) and

de Villiers said coordinate and is generally the first conjunction children produce.

In this phenomenon, the children in three year old were not produced the

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such as for, but, so, that, or when they produced the compound sentences. In

Indonesia child, they skip the common conjunction and use the specific conjunction directly. It also happens to children aged 3 years to be studied by researchers. At the age of 3 years they've been able to use specific conjunctive in combining two independent sentences. The researcher would give the example of this phenomenon in children three years old;

AV (girl)

1. Kak Bintang dekat rumah Vio, tapi Dia lesnya jauh.

2. Nenek lama jemputnya, makanya gak ngaji Mi.

3. Botolnya baru dicuci, jadi botolnya dingin

4. Mau makan sambil disuap ummi

FR (boy)

1. Mi, semalam Ai ke pante, mobilnya lambat, capek Ai

2. Dia manjat gunung, ketakutan Dia.

3. Ai mau tarok tas sama mau ambil minum, Mi.

and using more than and word in coordinate conjunction (the connector word was

varieties and explicitly), while Fachry, cannot produce the connector words well.

He had known the common conjunction and by word sama, but for other

compound sentences he made pause to combine two single sentences (implicitly). The selection of words has not varied. This is suitable with Clark (2003) stated

that by age two-and-a half to three, children begin to produce and, because, when,

and if to link one clause to another. The primary markers of relations between

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They said that the girls speak earlier than boys, and contradictorily the boys develop their psychometric skills faster (girls used to talk more than boys). In other words, girls are more active to talk than boys. The girls speak earlier than boys, and contradictorily the boys develop their psychometric skills faster. Many investigators have found that girls surpass boys in nearly all aspects of language behavior, including the length of utterances comprehension of speech, articulation, the number of word spoken, the number of different words spoken, and amount of speech and sentence complexity.

Maccoby (2002) said that sex is based on a combination of anatomical, endocrinal and chromosomal features, and the selection among these criteria for sex assignment is based very much on cultural beliefs about what actually makes someone male or female. Girl seems to be superior to boys in overall language development girl’s speech is comprehensible earlier. Girls use sentences earlier than boys and they use longer sentences. Then vocabularies are consistently large.

This phenomenon had led the researcher conducted the children acquisition of compound sentences of three year old in playgroup class at PAUD KHAIRIN KIDS MEDAN. The researcher want to investigate whether the children of three years old in playgroup class use the seven types of compound sentences sequence based on the meaning of sentence and connector word by boys and girls.

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1.2 The Problems of Study

Based on the background of the study the problem of the study was formulated as follows:

1. What types of compound sentences sequence that produced by three years

old in Pre-school children?

2. How do the boys and girls produce the compound sentences by three years

old in Pre-school children?

3. In what context they produce compound sentences?

1.3 The Objectives of the Study

In relation to the problem of the study, the main objectives of this study were:

1. to find out the types of compound sentences sequence were used by boys

and girls of three years old in Pre-school children

2. to describe the boys and girls producing the compound sentences by three

years old in Pre-school children

3. to discover the context of three years old in Pre-school children producing

the compound sentences.

1.4The Scope of the Study

In this study, the researcher focused on the acquisition of compound sentences producing by children at the age of three years old boys and girls in pre-school. The compound sentences were limited to the use of coordinating

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conjunction. The subjects of this study were chosen six students consists of three boys and three girls in one Play Group Class.

1.5The Significance of the Study

The findings of this research were expected to investigate the development of the three years old children on using compound sentences in terms of coordinating conjunction. The study would be used from theoretically and practically.

Theoretically, the research findings could provide a basis for a further research on different stages of the children’s language acquisition.

Practically, on the other hand, this research can be made as guidelines for adults, teachers, especially parents who interested in the process of introducing new word to young children as related to the theory of language acquisition. It would be also very useful for a reference in assisting or facilitating their children in the process of language acquisition.

Findings of this research would be expected to give some contributions to the English learning as a foreign language in Indonesia especially for programming designing the English for young learners in Pre-school children.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

Based on the findings in the previous chapter, it could be concluded that: 1. The three years old children boys and girls had been able produce the types

of compound sentences based on sentence meaning and the connector word which they used. The general type was produced by three years old children boys and girls were Contrary Compound Sentences not In Line Compound Sentences. The sequence types of compound sentences which they produced were Contrary (30%), Causal (28%), Sequential (17%), In Line (16%), Rapatan (7%), Selection (2%), and the types of compound sentence which never their produced were Amplifier Compound Sentences (0%).

2. A view of boy three years old is able to use the coordinate conjunction to combines two independent sentences. They made a pause (stop) between the sentences (implicitly conjunction). Otherwise, the girl of three years old had been able to used and put the coordinate conjunction between the sentences to make compound sentence correctly (explicitly). The coordinate conjunction

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which they used more varied. The girls seem to be superior to boys in overall language development girl’s speech is comprehensible earlier. Girls are more talk active and speak earlier than boys.

3. The children three years old had been able used the compound sentence in everywhere, in the class, or playground. They used the coordinate conjunction when they talked with everyone and every situation, with teacher in the class when learning process or when they talked to their friends when they were played in outclass. Girls express their feelings more than boys.

5.2 Suggestions

The relation to the conclusions is stages as follows:

1. It is suggested to the parents to be creative and use the good sentence structure to helping the children in the process of acquiring their sentence. 2. It is recommended to the researcher who is interested in doing research on

language acquisition to read more research in this order to conclude more comprehensive and trustable result.

3. To adults, it was better to make good sentences when making conversation to the children because the children tend to imitate all the sentences which were produced by adults.

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such as for, but, so, that, or when they produced the compound sentences. In Indonesia child, they skip the common conjunction and use the specific conjunction directly. It also happens to children aged 3 years to be studied by researchers. At the age of 3 years they've been able to use specific conjunctive in combining two independent sentences. The researcher would give the example of this phenomenon in children three years old;

AV (girl)

1. Kak Bintang dekat rumah Vio, tapi Dia lesnya jauh. 2. Nenek lama jemputnya, makanya gak ngaji Mi. 3. Botolnya baru dicuci, jadi botolnya dingin

4. Mau makan sambil disuap ummi FR (boy)

1. Mi, semalam Ai ke pante, mobilnya lambat, capek Ai 2. Dia manjat gunung, ketakutan Dia.

3. Ai mau tarok tas sama mau ambil minum, Mi.

The children’s effort in combining two simple sentences into one coherent sentence is very diverse. Conjunctive use in compound sentences is coordinate conjunction. Based on some of the examples above, it can be seen that Alviola had been able to define and use specific words in combining the two sentences and using more than and word in coordinate conjunction (the connector word was varieties and explicitly), while Fachry, cannot produce the connector words well. He had known the common conjunction and by word sama, but for other compound sentences he made pause to combine two single sentences (implicitly). The selection of words has not varied. This is suitable with Clark (2003) stated that by age two-and-a half to three, children begin to produce and, because, when, and if to link one clause to another. The primary markers of relations between clauses are conjunction and with the Maccoby and Jacklin’s (1975: 56) statement.

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1.2 The Problems of Study

Based on the background of the study the problem of the study was formulated as follows:

1. What types of compound sentences sequence that produced by three years old in Pre-school children?

2. How do the boys and girls produce the compound sentences by three years old in Pre-school children?

3. In what context they produce compound sentences?

1.3 The Objectives of the Study

In relation to the problem of the study, the main objectives of this study were:

1. to find out the types of compound sentences sequence were used by boys and girls of three years old in Pre-school children

2. to describe the boys and girls producing the compound sentences by three years old in Pre-school children

3. to discover the context of three years old in Pre-school children producing the compound sentences.

1.4The Scope of the Study

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conjunction. The subjects of this study were chosen six students consists of three boys and three girls in one Play Group Class.

1.5The Significance of the Study

Theoretically, the research findings could provide a basis for a further research on different stages of the children’s language acquisition.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

Based on the findings in the previous chapter, it could be concluded that: 1. The three years old children boys and girls had been able produce the types

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which they used more varied. The girls seem to be superior to boys in overall language development girl’s speech is comprehensible earlier. Girls are more talk active and speak earlier than boys.

5.2 Suggestions

The relation to the conclusions is stages as follows:

language acquisition to read more research in this order to conclude more comprehensive and trustable result.

3. To adults, it was better to make good sentences when making conversation to the children because the children tend to imitate all the sentences which were produced by adults.

THE ACQUISITION OF COMPOUND SENTENCES OF THREE YEARS OLD PRESCHOOL CHILDREN.