COMPLEX SENTENCES ACQUISITION OF FIVE YEARS OLD KINDERGARTEN STUDENTS AT RAUDHATUL ATHFAL TARBIYAH AL-ISLAMIYAH.

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COMPLEX SENTENCES ACQUISITION OF

FIVE YEARS OLD KINDERGARTEN STUDENTS

AT RAUDHATUL ATHFAL TARBIYAH AL-ISLAMIYAH MEDAN

A THESIS

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

By:

MUHAMMAD MAHFUZ Registration Number: 8126111022

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM

POSTGRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN

MEDAN

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ACKNOWLEDGEMENT

In the Name of Allah, most Gracious, most merciful

I am willing to present my thanks for everyone who has helped me, especially in finishing this Thesis.

Alhamdulillah, all of honors are just for Allah ‘Azza Wajalla, the almighty. And Sholawat and Salam to the Prophet Muhammad SAW.

Then I want to express my sincere thanks to:

1. My Beloved Parents, H. Syahlul and Dra. Hj. Dahriah Az, M.A. Thank you so much for your affection, advices, guidance, instruction and help in all my life, your love is beyond any words. My beloved brothers M. Hidayatullah S.H., and H. Muhammad Rahmatullah Lc, M.A., and also my sister Sa’adah S.Pd.I, M.A, and my nephews Mhd. Habiburrahman, Mhd. Khalilurrahman, and Mhd. Faydhurrahman may Allah SWT does ever safeguard.

2. My First Advisor, Prof. Dr. Lince Sihombing, M.Pd for her valuable guidance, encouragement, patient, correlation, advice, and suggestion which are very helpful in finishing this Thesis. Then, you very much for your time to share your great knowledge and great experiences to me.

3. My Second Advisor Dr. Didik Santoso, M.Pd who has guided me with his worthy, correction and suggestion to improve the quality of this Thesis.

4. The Dean of English Applied Linguistic Study Program Prof. Dr. Busmin Gurning M.Pd for his contribution and attention.

5. All lecturers of English Applied Linguistic Program, who have transferred much knowledge to me. For guidance, instruction and help during study at the university.

6. Thank you so much to my brother Farid Ma’ruf as Staff Office of English Applied Linguistic Study Program for the guidance.

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7. My Gratitude to Headmaster of SMP Swasta Karang Sari, Medan, Mrs El Rika Sempana Ginting S.Sos who has give me permission, helps for present study. And also for all teacher of SMP Swasta Karang Sari for your supports. 8. My Gratitude to Mr. Badrul Lail S.Pd.I as Headmaster of Kindergarten School

Tarbiyah Al-Islamiyah Kampung Baru Medan, who has allowed me to conduct a research in his school.

9. Special Thanks to my beloved friends A2 2012 Hiskia Manurung S.S, M.Hum Elvida Wahyuni, S.Pd., M.Hum, Marina Sari Rambe S.Pd. M.Hum, Carmelia Ulina Samosir S.S, M.Hum, Khairunnisa Br Batubara S.Pd, M.Hum, Azizah Husda, S.S, M.Hum, Mahya Humaira S.Pd.I, Dwi Maia Novitri S.Pd, Ismayani S.Pd, Indri Harmaili Lubis S.Pd, Novi Dian Isra S.S, they all have given me a cheerful and joyful world and beautiful togetherness.

10.The last, this Thesis is far from being perfect, but it is expected that this Thesis will be useful not only for the researcher, but also the readers. For this reason, constructive thought full suggestion and critics are well come to make this Thesis better.

Finally, may Allah SWT receive all their works and kindnesses. Amin.

Medan, 11 Februari 2016

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i ABSTRACT

MUHAMMAD MAHFUZ, 8126111022, Complex Sentences Acquisition Of Five Years Old Kindergarten Students At Raudhatul Athfal Tarbiyah Al-Islamiyah. A Thesis. English Applied Linguistics Study Program. Postgraduate School, State University of Medan. 2015

This thesis focuses on the study of Complex Sentences Acquisition of Five Years Old Kindergarten Students at Raudhatul Athfal Tarbiyah Al-Islamiyah Medan. The aim of this study are to describe the types of complex sentence that produced by five years old kindergarten students, to explain the production of complex sentence that produced by five years old kindergarten students, and to reason why five years old kindergarten students produce complex sentence. This study was conducted by using case study as one kind of qualitative research design. The population of this study was six of five years old kindergarten students. The data analyzed by using the theory of Miles and Huberman (1984) which consists of three steps namely data reduction, data display, and conclusion drawing and verifying the result. The result of this study were: (1) Five years old kindergarten students had constructed and produced a types of complex sentences, they are: a) Noun Clause, b) Relative Clause, and c) Adverbial Clause. Complex sentences with adverbial clauses were dominant produced by five years old kindergarten students. The percentage of type of complex sentences that produced by five years old kindergarten students was : complex sentences with noun clause 16.10 %, complex sentences with relative clause 27.11 %, and complex sentences with adverbial clause 56.79 %; (2) Five years old kindergarten students used coordinating conjunctions and subordinating conjunctions to produced complex sentences, they used coordinating conjunction and subordinating conjunction to join the dependent clause to the independent clause and after joining these two clauses the sentences become complex sentence, or they just used an intonation to replaced the coordinating conjunctions and the subordinating conjunctions in joining the dependent clause to the independent clause.; (3) Five years old kindergarten students produced complex sentences to express: a) the time, b) the causes, c) the condition, and d) the purpose.

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ii ABSTRACT

MUHAMMAD MAHFUZ, 8126111022 Complex Sentences Acquisition Of Five Years Old Kindergarten Students At Raudhatul Athfal Tarbiyah Al-Islamiyah. A Thesis. English Applied Linguistics Study Program. Postgraduate School, State University of Medan. 2015

Tesis ini berfokus pada kajian Akuisisi Kalimat Kompleks siswa taman kanak-kanak yang berumur lima tahun di sekolah Raudhatul Athfal Tarbiyah Al-Islamiyah Medan. Tujuan dari kajian ini adalah untuk menggambarkan jenis kalimat kompleks yang diproduksi oleh siswa taman kanak-kanak yang berusia lima tahun, untuk menjelaskan bagaimana kalimat kompleks diproduksi oleh siswa taman kanak-kanak yang berumur lima tahun siswa, dan untuk memberikan alasan mengapa anak umur lima tahun memproduksi kalimat kompleks. Penelitian ini dilakukan dengan menggunakan metode studi kasus sebagai salah satu jenis desain penelitian kualitatif. Populasi dari penelitian ini adalah enam orang siswa taman kanak-kanak. Data dianalisis dengan menggunakan teori Miles dan Huberman (1984) yang terdiri dari tiga langkah yaitu reduksi data, menunjukkan data, dan penarikan kesimpulan dan verifikasi hasilnya. Hasil penelitian ini adalah: (1) Siswa taman kanak-kanak yang berusia Lima tahun telah menggunakan dan memproduksi jenis kalimat kompleks, yaitu: a) klausa nomina, b) klausa relatif, dan c) klausa keterangan. Kalimat kompleks dengan klausa keterangan adalah yang paling dominan dihasilkan oleh siswa taman kanak-kanak yang berumur lima tahun. Persentasi type kalimat kompleks yang dihasilkan oleh siswa taman kanak-kanak yang berumur lima tahun adalah: kalimat kompleks dengan klausa nomina 16.10 %, kalimat kompleks dengan klausa relative 27.11 %, dan kalimat kompleks dengan klausa keterangan 56.79 %; (2) Siswa taman kanak-kanak yang berusia lima tahun menggunakan konjungsi koordinasi dan konjungsi penghubung untuk memproduksi kalimat kompleks, mereka menggunakan konjungsi koordinasi dan konjungsi penghubung untuk menggabungkan anak kalimat dengan induk kalimat dan setelah menggabungkan dua kalimat ini maka kalimat ini menjadi kalimat kompleks, atau mereka hanya menggunakan intonasi nada untuk menggantikan konjungsi koordinasi dan konjungsi penghubung untuk menggabungkan anak kalimat dan induk kalimat.. (3) Siswa taman kanak-kanak yang berusia lima tahun memproduksi kalimat kompleks untuk mengekspresikan a) waktu, b) sebab-akibat, c) kondisi, dan juga d) tujuan.

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iii

TABLE OF CONTENT

Pages

ABSTRACT ... i

TABLE OF CONTENT ... ii

LIST OF TABLE ... iii

LIST OF APPENDICES ... iv

CHAPTER I ... 1

INTRODUCTION ... 1

1.1 The Background of Study ... 1

1.2 The Problem of Study ... 4

1.3 The Objectives of the Study ... 5

1.4 The Scope of the study ... 5

1.5 The Significant of the Study ... 6

CHAPTER II ... 7

RIVIEW OF LITERATURE ... 7

2.1 Language Acquisition ... 7

2.1.1 Factors that Influence Children Language Acquisition ... 10

2.1.2 Language Acquisition of 4-5 Year Old Children ... 12

2.2 Complex Sentence ... 13

2.2.1 Noun Clause ... 16

2.2.2 Relative Clause ... 18

2.2.3 Adverbial Clause ... 19

2.3 Social interaction and language acquisition ... 23

2.4 Social interaction and language ability ... 24

2.5 Kindergarten Student ... 26

2.5.1 The Meaning of Kindergarten ... 26

2.5.2 The Age and Characteristic of Kindergarten students ... 26

2.6 Relevant Study ... 28

2.7 Conceptual Framework ... 30

CHAPTER III ... 33

RESEARCH METHODOLOGY ... 33

3.1 The Research Settings ... 33

3.2 The Data and Data Source of Research ... 33

3.3 The Research Method ... 34

3.4 The Technique of Collecting Data ... 34

3.5 The Technique of Data Analysis ... 35

3.5.1 Data Reduction ... 35

3.5.2 Data Display ... 35

3.5.3 Conclusion Drawing or Verification ... 35

3.6 The Trustworthiness of the Study ... 36

3.6.1.Transferability ... 36

3.6.2 Dependability ... 37

3.6.3 Confirmability ... 37

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CHAPTER IV ... 38

DATA ANALYSIS ... 38

4.1 Data Analysis ... 38

4.1.1 Types of Complex Sentences Produce by Five Years Old Kindergarten Students ... 39

4.1.1.1 Noun Clause ... 40

4.1.1.2 Relative Clause ... 44

4.1.1.3 Adverbial Clause ... 51

4.1.1.3.1. Adverbial Clause of time ... 52

4.1.1.3.2. Adverbial Clause of Place ... 57

4.1.1.3.3. Adverbial Clause of Cause & Effect ... 59

4.1.1.3.4. Adverbial Clause of Manner ... 67

4.1.2 Complex Sentences Production of Five Years Old Kindergarten Students in Their Social Interaction ... 69

4.1.2.1 Complex Sentences Production of Five Years Old Kindergarten Student Using Coordinating Conjunction ... 69

4.1.2.2 Complex Sentences Production of Five Years Old Kindergarten Student Using Subordinating Conjunction ... 72

4.1.3 The Reason of Five Years Old Kindergarten Students Complex Sentences production ... 75

4.1.3.1 Complex Sentence Production of Five Years Old Kindergarten Students to Express the Time ... 75

4.1.3.2 Complex Sentence Production of Five Years Old Kindergarten Students to Express the Cause & Effect ... 76

4.1.3.3 Complex Sentence Production of Five Years Old Kindergarten Students to Express the Condition ... 78

4.1.3.4 Complex Sentence Production of Five Years Old Kindergarten Students to Express the Purpose ... 80

4.2 FINDINGS ... 81

4.3 DISCUSSION ... 83

CHAPTER V ... 86

CONCLUSSION AND SUGGESTION ... 86

5.1 Conclussion ... 86

5.2 Suggestion ... 87

REFFERENCES ... 88

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v LIST OF TABLES

Pages Table 1. Complex Sentences Production of Five Years Old Kindergarten Students

With Noun Clause ... 41 Table 2. Complex Sentences Production of Five Years Old Kindergarten Students

With Relative Clause ... 45 Table 3. Complex Sentences Production of Five Years Old Kindergarten Students

With Adverbial Clause ... 52 Table 4. Complex Sentences Production of Five Years Old Kindergarten Students

With Adverbial Clause of Time …………. ... 52 Table 5 Complex Sentences Production of Five Years Old Kindergarten Students

With Adverbial Clause of Place ... 58 Table 6. Complex Sentences Production of Five Years Old Kindergarten Students

With Adverbial Clause of Cause and Effect ... 60 Table 7. Complex Sentences Production of Five Years Old Kindergarten Students

With Adverbial Clause of Manner ... 67 Table 8. Total of Complex Sentences Produce by Five Years Old

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CHAPTER 1

INTRODUCTION

1.1 The Background of Study

The study of children’s language acquisition is always interesting to be investigated. There are still many puzzles of this children language acquisition found by the researchers. It’s about how they acquire the very complex system of language such as phonetics, syntax, semantics, and pragmatics which are related to each other and interwoven in a single unity. It becomes a miracle for humans and it makes a big question for the scientists. It is only a gift given by God or in other words it is innate or it is acquired through processes which engage many factors such as the children biological aspects, children’s learning and environmental influences. All of these views are debated year by year since the exact answers of this milestone have not been found yet.

Acquiring the language takes a very long process namely started from babbling until he/she can use the language. It means that one needs several years to acquire the language since he can use the language in his daily life. Babies are not born with the ability of speaking. They acquire the language through a process of acquiring, starting immediately from birth (Clark, 2003:1), this learning process of course is not done as a formal way which is always conducted in the class where the children learns any field of subject by the help of the teacher. It means that the babies acquire the language with their own ability without the process of teaching.

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2 Taylor (1990) said that there are three aspects that influenced children language acquisition, there are: parents, environmental influences, and the child’s biological aspects. These aspects have their own impact to the children language acquisition.

In children’s language development, parents are children the first teacher and family becomes the first teaching place (Huang, 2004). In line with this Olson (1986) also said that mothers will give children the most input. From mothers’ speech, children can acquire the language gradually. This shows the importance of mothers’ speech to their children’s language. In children language development, mothers play the essential role. From their points the researcher can realize the importance of mothers in children’s language acquisition.

Child who hear more variatif language and more complex language, develop language more quickly. For example, Huttenlocker (2002) in his study showed that four years old children whose parents produced a lot of complex utterance containing more than one clause tended to be good at producing and understanding sentences. In line with this, Carpenter and colleagues have found that the type of interaction that parents engage in with their children has an effect at the younger ages (Carpenter et al, 1998). More specifically, he found greater language gains for young children whose parents engaged in a lot of joint engagement activities with their children. Many studies report that children who come from the graduated family tend to learn language earlier and faster than those of the children who come from the not graduated family.

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3 Dealing with syntax acquisition, sentence is one topic that discussed in it, and complex sentence is a subtopic of sentence beside simple sentence, compound sentence, and compound complex sentence.

By the age of five years old, the children should be able to produce the

complex sentence as what Dardjowidjojo (2000) said that “sebagian besar kalimat

tunggal telah dikuasai anak sebelum umur 5,0 sehingga pada tahun kelima ini dia

hanya memoles saja atau memperbaiki kekeliruan di sana sini” most of simple

sentences have been mastered by the children before age of 5,0 year, so that in the fifth year he just polish and fix the mistakes”.

Vygotsky (1979) stated that the social interaction plays a fundamental role in development of cognition. Only when children interact with others in the social environment, their inner development will start. Therefore, social interactions become one certain part of children’s development. Also in Gleason’s (2005) thought, he declared that conversation may be learned in early interactions, such as taking turns and the way express. As a result, this long life process of development was dependent on social interaction and that social learning actually leads to cognitive development. Moreover, generally speaking, the children’s social interaction is firstly occurred in the family. Thus at the beginning, children’s language acquisition will take place with their parents. Parents will become children’s first teacher (Hong, 2004).

In Raudhatul Athfal (RA) Tarbiyah Al-Islamiyah the students are comes from a variety of backgrounds, parent’s educational background, economic background, and social status background. And these backgrounds had a closely relations to the children's language acquisition, especially in their interaction with

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4 their school society, although with their teacher and their peers. For example, children who come from a different parent educational background also have a different way in acquiring the language. In this school the students with graduated parents from senior high school habitually communicating with their children in a

short way, for example: when the teacher asked a question “dimana tadi

sendalnya di letak, abang?” the student just answered with “disana.”it is different the students with graduated parents from a university. When the teacher

asked with the same question, then the students answered “didepan mi, di tempat

sepatu”. Another example when the teaching learning process in progress the

teacher asked the student "abang ngerti yang ummi jelasin barusan?” The student

only answer with "ngerti mi” and it is also different with the other one, when the

teacher asked him with the same questions and the student answered "ngerti mi,

tapi cuma sikit"

Based on this phenomenon, the researcher interested to investigate the complex sentence acquisition by five years old kindergarten students. This study described the complex sentences acquisition of five years old kindergarten students with difference social interaction in RA Tarbiyah Al-Islamiyah in order to know how the children complex sentences acquisition in this stage.

1.2 The Problems of the Study

Based on the background of the study above, the problems were formulated in questions as the following:

1. What types of complex sentences are produced by five years old

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2. How complex sentences are produced by five years old Kindergarten

students in their social interaction?

3. Why do five years old kindergarten student complex sentences

produced the way they do?

1.3 The Objectives of the Study

In accordance with the problems of the study, the objectives of this research were:

1. to describe what types of complex sentences are produced by five

years old Kindergarten students in their social interaction,

2. to explain how complex sentences are produced by five years old

Kindergarten students in their social interaction,

3. to reason why do five years old kindergarten student complex

sentences produce the way they do.

1.4. The Scope of the Study

The children language acquisition was covered by Phonetics, Morphology, Pragmatics, Semantics, and Syntax. Sentence in one subtopic of syntax and there were four types of sentence, they were: 1) Simple Sentence, 2) Compound Sentence, 3) Complex Sentence, and 4) Compound-Complex Sentence. The researcher conducted this study in the scope of mother tongue acquisition, particularly the complex senten acquisition as one of the acquisition field in syntax. The data was limited to complex sentence produced by a five years old

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6 kindergarten student in their daily school interaction to looking for their naturalistic in speaking without intervention of their parents.

1.5 The Significance of the Study

Findings of the study were expected theoretically and practically to give much contribution in the world of children language acquisition research.

1. Theoretically, this study became the basic of the further research for

researcher who also interested in investigating the same area with different focus and object.

2. Practically, findings of this study became some sort of guidelines for

the teachers, adults, and particularly parents who directly touch this area, in order to be able to guide their children in having good language development specifically in complex sentence.

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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. Five years old kindergarten students already produced noun clause,

relative clause, and adverbial clause as types of complex sentences

2. Five years old kindergarten students used a noun clause, relative

clause, and adverbial clause as subordinate clause or dependent clause to modify or give more explanation about the main clause or independent clause to produce complex sentences. And they also used a coordinating conjunction and subordinating conjunction to join the dependent clause to the independent clause, or they just used an intonation to separate between dependent clause from independent clause

3. Five years old kindergarten students produce the complex sentences

when they want to express or to show ssomething such as to express the time, the causes, the condition, and the purpose.

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5.2 SUGGESTIONS

Based on the conslusions above, the suggestions are gives to the following:

1. To the teachers

The teachers who have directly involved to the social interaction and teaching learning process at school are suggested to take into account of some factors which put impacts on children’s language development to improve the understanding of children’s outcomes and problems. When the teachers have known everything about the students characters, it will be easier for them to transfer or deliver the lesson to children since each child or student probably comes from different language input. This is possible that even the same language used by teacher will not be understood the same by all students.

2. To other researchers

Other researchers to do further research about the same topic concerning complex sentences acquisition of five years old kindergarten students with larger numbers of subjects. Perhaps, there will be found many different things.

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REFERENCES

alliday, M.A.K. and Matthiessen, C.M.I.M. 2004. An Introduction to Functional

Grammar. Arnold: p6.

Maesarah, Ananda, 2012.Sentences Acquisition By Three Years Old Boys And

Girls. Thesis: State University of Medan

Ann, Benjamin L.Parents’ Literacy and their Children’s Success in School:

RecentResearch, Promising Practices, and Research Implications.

Education Research Report, 1993

Akhtar, N., Carpenter, M., & Tomasello, M. 1996. The role of discourse novelty in early word learning.Journal ofChild Development. 67: 635-645.

Arizona (2006) The Acquisition Of Sentences By Three Years Old Children, Thesis: State University of Medan

Azar, Betty Schrampfer. 1992. Fundamental of English Grammar, New Jersey,

Prentice Hall

Barrett, M. (ed.) 1999. The Development of Language. Hove: Psychology Press. Berman, R. (2009). Language development in narrative contexts. In E.L. Bavin

(Ed.) The Cambridge handbook of child language (pp. 355-375). Cambridge: Cambridge University Press.

Bogdan, R. C.,& Bigden, S. K. 1992. Qualitative Research for Education. An Introduction to Theory and Methods.Syracuse University: Allyn and Bacon Spradley (1980:54)

Brown. H. Douglas, Principle of Language Learning and Teaching. San Fransisco: State University 1977

Brown, H. D. (2000). Principles of language learning and teaching. New York: Longman.

Carr, L., & Johnston, J. 2001. Morphological cues to verb meaning. Applied Psycholinguistics, 22, 601-618

Chomsky, Noam, 1965, Aspects of the Theory of Syntax, MIT Press

Clark, E.V. 2003. First Language Acquisition for Education, An Introduction to Theory and Methods, Second Edition.

Dardjowidjojo, S. 2000. ECHA: Kisah Pemerolehan Bahasa Anak Indonesia,Jakarta. PT. Grasindo Jaya

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Ferguson, C. A. & Snow, C. E. (Eds). (1977). Talking to children. Language input and acquisition. Great Britain: Cambridge University Press.

Glickman, Carl. Letters to the Next President: What We Can Do about the Real Crisis in Public Education. New York: Teachers College Press, 2004. Hart, B., & Risley, T. R. 1995. Meaningful differences in the everyday experience

of young American children. Baltimore, MD: P. H. Brookes.

Sariman, Indra (2014), Acquisition Of Clause Complexes By Indonesian Kindergarten Students With Different Mothers’ Social Class. Thesis: State Universtiy of Medan

Johnston, J. 2006. Factors that influence language development. Encyclopedia of Language and Literacy Development (pp. 1-6). London, ON: Canadian Languageand Literacy Research Network.

Johnston, J. R., & Slobin, D. I. 1979. The development of locative expressions in English, Italian, Serbo-Croatian and Turkish. Journal of Child Language, 6, 529-545. (Mcgregor, 2002).

Leonard, L. (1992). The use of morphology by children with specific language impairment: Evidence from three languages. In Chapman, R. S. (Ed), Processes in langua

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Marcella Frank, 1972. MODERN ENGLISH a practical reference guide, Prentice-Hall, Inc.

McTear, M. 1985. Children’s Conversation. Oxford: Basil Blackwell. (C. Halliday 1994: 216)

Miles, M. & Huberman, M. 1984. Qualitative Data Analusis. Beverly Hills, CA: Sage

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kindergarten student in their daily school interaction to looking for their naturalistic in speaking without intervention of their parents.

1.5 The Significance of the Study

Findings of the study were expected theoretically and practically to give much contribution in the world of children language acquisition research.

1. Theoretically, this study became the basic of the further research for researcher who also interested in investigating the same area with different focus and object.

2. Practically, findings of this study became some sort of guidelines for the teachers, adults, and particularly parents who directly touch this area, in order to be able to guide their children in having good language development specifically in complex sentence.

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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. Five years old kindergarten students already produced noun clause, relative clause, and adverbial clause as types of complex sentences

2. Five years old kindergarten students used a noun clause, relative clause, and adverbial clause as subordinate clause or dependent clause to modify or give more explanation about the main clause or independent clause to produce complex sentences. And they also used a coordinating conjunction and subordinating conjunction to join the dependent clause to the independent clause, or they just used an intonation to separate between dependent clause from independent clause

3. Five years old kindergarten students produce the complex sentences when they want to express or to show ssomething such as to express the time, the causes, the condition, and the purpose.

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5.2 SUGGESTIONS

Based on the conslusions above, the suggestions are gives to the following:

1. To the teachers

2. To other researchers

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REFERENCES

alliday, M.A.K. and Matthiessen, C.M.I.M. 2004. An Introduction to Functional Grammar. Arnold: p6.

Maesarah, Ananda, 2012.Sentences Acquisition By Three Years Old Boys And Girls. Thesis: State University of Medan

Ann, Benjamin L.Parents’ Literacy and their Children’s Success in School: RecentResearch, Promising Practices, and Research Implications. Education Research Report, 1993

Akhtar, N., Carpenter, M., & Tomasello, M. 1996. The role of discourse novelty in early word learning.Journal ofChild Development. 67: 635-645.

Arizona (2006) The Acquisition Of Sentences By Three Years Old Children, Thesis: State University of Medan

Azar, Betty Schrampfer. 1992. Fundamental of English Grammar, New Jersey,

Prentice Hall

Barrett, M. (ed.) 1999. The Development of Language. Hove: Psychology Press. Berman, R. (2009). Language development in narrative contexts. In E.L. Bavin

(Ed.) The Cambridge handbook of child language (pp. 355-375). Cambridge: Cambridge University Press.

Bogdan, R. C.,& Bigden, S. K. 1992. Qualitative Research for Education. An Introduction to Theory and Methods.Syracuse University: Allyn and Bacon Spradley (1980:54)

Brown. H. Douglas, Principle of Language Learning and Teaching. San Fransisco: State University 1977

Brown, H. D. (2000). Principles of language learning and teaching. New York: Longman.

Carr, L., & Johnston, J. 2001. Morphological cues to verb meaning. Applied Psycholinguistics, 22, 601-618

Chomsky, Noam, 1965, Aspects of the Theory of Syntax, MIT Press

Clark, E.V. 2003. First Language Acquisition for Education, An Introduction to Theory and Methods, Second Edition.

Dardjowidjojo, S. 2000. ECHA: Kisah Pemerolehan Bahasa Anak Indonesia,Jakarta. PT. Grasindo Jaya

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Ferguson, C. A. & Snow, C. E. (Eds). (1977). Talking to children. Language input and acquisition. Great Britain: Cambridge University Press.

of young American children. Baltimore, MD: P. H. Brookes.

Sariman, Indra (2014), Acquisition Of Clause Complexes By Indonesian Kindergarten Students With Different Mothers’ Social Class. Thesis: State Universtiy of Medan