35 The five of six examples of repetition showed above display that repetition is
appeared more intensive as a part of CDS, especially in asking the children to do things as claim by Clark 2003. In addition, the writer assumes that
repetition is emerged to remind and emphasize the main idea of the utterance. Thus, the child will catch it easier because spoken in many times.
4.2. Other Findings of Characteristics
Besides the six characteristics that have discussed above, there are also several context-
bound CDS‘ characteristics finding there.
4.2.1 Sentence Structure Change
A simple grammatical structure of a sentence always comes with the subject first and then followed by the predicate. The subject changed that ideal
grammatical structure by saying the predicate first before the subject. Here is the example.
Extract 40. Changing Grammatically Structure Observation : 10
th
Topic : Washing Plate
C : No Mak Is tiyik, adi tabun. Ini Mak Is dulu, dikasih sabun
– Mak Is is washing the plate with soap first
M : ... memberikan sabun Yo pake ini Mamak kok.
ya memakai ini Ibu kok – Mom is using this.
The predicate ‗pake‘ should come after subject ‗Mamak‘ to be a good grammatically sentence. Thus, the ideal sentence is Mamak pake ini.
36
4.2.2 Developing Special Context-bound Vocabulary
In several special contexts, the subject develops the vocabularies to addressing something. She said
‘cek dung’ for drum 3
rd
and 8
th
Obsevation, ‘yunyen’ for ‗ayunan‘ 3
rd
and 4
th
observation, ‘dung drudung’ for drumband
8
th
observation, ‘ndengtek’ for playing kuda lumping 1
st
, 9
th
and 10
th
observation, ‗kasur njut-njut’ for springbed 8
th
observation. Those new vocabularies are almost created from the sound of that original thing. The
writer assumes that the aim of this creation is for making the child easily remembers the things or activities that related to those words.
Next are the other examples and discussions. First is when she addresses ‗darah meyong’ for sauce.
Extract 41. Developing Special Context-bound Vocabulary Observation : 3
rd
Topic : Night Chit Chat
C : Mau ono aya meyong. Tadi ada darah meyong
– It was a ‘cat’s blood’ there. M : He e, ndak usah jajan darah meyong.
Yes, don’t buy ‘cat’s blood’
From the interview results with the mother, the writer got information that a tempura seller always passes their house. He usually sells his tempura which
is seasoned with sauce. The mother does not like it because commonly sauce is not good for health. Thus, she changes the word sauce to something that is
more disgusting like ‘darah meyong’ in order to make her daughter becomes
disgusted at tempura and will not ask her mother to buy it for her.
37 Moreover, she also develops the word
‘pemeane’ instead for hanger. Generally, the word
‘pemean’ is associated with the place where clothes are dried in the sun, clothesline. But then she prefers to say it instead for the word
hanger. The case is drawn into the below conversation.
Extract 42. Developing Special Context-bound Vocabulary Observation : 5
th
Topic : Noon Activity
M : memegang gantungan baju - holding a hanger C : Pemean Mak..
Gantungan baju Bu.. – Hanger mom…
M : Pemean? Gantungan baju?
– Hanger? C :
Pemean, tutu pemean Mak….. Gantungan baju, beli Gantungan baju Bu..
– Hanger, buy it mom…
It also supports by the third observation when she put away a hanger and then her daughter looking for it by asking where the hanger is and using that word
‘pemean’. Finally, the mother directly gave that thing to her.
4.2.3 Responding to Child’s Question Words
