CHILDRENâS PERFORMANCE ON DIRECTIVE SPEECH ACTS (A Study of Preschool Students in TK Islam Masjid Al Falaq Semarang) - Diponegoro University | Institutional Repository (UNDIP-IR) a cover etc
CHILDREN’S PERFORMANCE ON
DIRECTIVE SPEECH ACTS
(A Study of Preschool Students in TK Islam Masjid Al Falaq Semarang)
A THESIS
In Partial Fulfilment of the Requirements
For Master’s Program in Linguistics
Yesika Maya Ocktarani
A4C009033
POSTGRADUATE PROGRAM
DIPONEGORO UNIVERSITY
SEMARANG
2012
ii
A THESIS
PRESCHOOL CHILDREN’S PERFORMANCE ON
DIRECTIVE SPEECH ACTS
(A study of Preschool Students in TK Islam Masjid Al Falaq Semarang)
Submitted by :
Yesika Maya Ocktarani
A4C009033
Approved by
Advisor,
Dr. Nurhayati
NIP.19661004 199001 2 001
Master’s Program in Linguistics
Head,
J. Herudjati Purwoko, Ph.D
NIP. 19530327 198103 1 006
iii
A THESIS
PRESCHOOL CHILDREN’S PERFORMANCE ON
DIRECTIVE SPEECH ACTS
(A study of Preschool Students in TK Islam Masjid Al Falaq Semarang)
Submitted by :
Yesika Maya Ocktarani
A4C009033
VALIDATION
Approved by
Thesis Examination Committee
Master’s Program in Linguistics Postgraduate Program Diponegoro University
On 17 February 2012
Chairperson
Dr. Nurhayati
___________________________
First Member
J. Herudjati Purwoko, Ph.D.
___________________________
Second Member
Drs. Mualimin, M.Hum.
___________________________
Third Member
Drs. Hendarto Supatra, S.U.
___________________________
iv
CERTIFICATION OF ORIGINALITY
I hereby declare that this submission in my own work and that, to the best of my
knowledge and belief, this study contains no material previously published or
written by another person or material which to a substantial extent has been
accepted for the award of any other degree or diploma of a university or other
institutes of higher learning, except where due acknowledgement is made in the
text of the thesis.
Semarang, 17 February 2012
Yesika Maya Ocktarani
v
ACKNOWLEDGEMENT
Alhamdulillah… thanks to Alloh SWT for the beautiful journey His given
to me until this thesis is ready to be submited.
By this page, my deepest gratitute goes to Dr. Nurhayati for her time and
energy in giving advise..Thank God I met you when I was lost. My big thanks
goes to J. Herudjati Purwoko, Ph.D. for the valuable sharing, and also for
Mualimin, M.Hum and Hendarto Supatra, S.U. for their support.
My appreciation also goes to Prof. Astini Su’udi, Prof. Djamaluddin
Darwis, Oktiva Herry Chandra, M.Hum, Deli Nirmala, M.Hum, and all my
lecturers for giving such inspiration to me in facing my future. For mbak Ambar,
mas Akhlis, mas Wahyu, ‘maturnuwun’ is the best word for you. Liya, Hino, and
all my fellows in Master’s Program in Linguistics, let’s rock! Ladiesplus in
FBBA, big hug for the joyful moments. To the rebana and Pramuka team, thanks
for the understanding. For mas Wowo’ and mbak Lita, your kindnes will never be
forgotten. To my big family in Salatiga, Wonosobo, and Blackburn, thanks for the
prayer and support. Last but not least, to my marvelous star, Ghulam Manar..
thank you, Honey.. It’s just the beginning of our big dreams and Alloh will always
give what we need.
Finally, although the researcher has maximally explored her knowledge and
skill in finishing this thesis, but she still needs constructive criticism. Therefore,
commands for the better thesis will be very useful. The writer also hopes that this
thesis can contribute something to the world.
Semarang, 17 February 2012
Yesika Maya Ocktarani
vi
TABLE OF CONTENT
TITLE .......................................................................................................... i
APPROVAL .................................................................................................. ii
VALIDATION ...............................................................................................iii
CERTIFICATION OF ORIGINALITY.........................................................iv
ACKNOWLEDGEMENT ............................................................................ v
TABLE OF CONTENT ................................................................................vi
LIST OF TABLE............................................................................................ix
ABSTRACT...................................................................................................x
CHAPTER I INTRODUCTION ...................................................................1
A. Background of the Study....................................................................1
B. Problem Statement..............................................................................4
C. Research Objectives...........................................................................4
D. Significance of the Study...................................................................4
E. Scope of the Study..............................................................................6
F. Research Method and Steps................................................................7
G. Theoretical Framework......................................................................8
H. Operational Definition........................................................................10
I. Organization of Writing.......................................................................11
CHAPTER II REVIEW OF RELATED LITERATURE .............................13
A. Previous Study....................................................................................13
B. Literature Study..................................................................................16
1. Children’s Language Development................................................17
2. Children’s Language Competence and Performance.....................18
3. Children’s Pragmatic Competence.................................................20
vii
4. Speech Act Theory.........................................................................21
5. Directive Speech Acts: Direct or Indirect......................................24
6. The Response of DSA: Preferred and Dispreffered.......................26
CHAPTER III RESEARCH METHODOLOGY..........................................29
A. Research Design.................................................................................29
B. Research Approach.............................................................................30
C. Location of the Study.........................................................................31
D. Collecting the Data.............................................................................31
1. Data and Data Resource.................................................................32
2. Method of Collecting Data.............................................................32
3. Population and Sample...................................................................33
4. Instrument......................................................................................33
E. Data Analysis......................................................................................33
CHAPTER IV FINDING AND DISCUSSION.............................................35
A. Children’s Responses as Their Undarstanding of DSA......................38
1. Children’s Ability to Respond Direct DSA....................................38
2. Children’s Ability to Respond Indirect DSA.................................48
B. Children’s Ability in producing DSA.................................................55
1. Commanding..................................................................................56
2. Requesting......................................................................................59
3. Inviting...........................................................................................63
4. Offering..........................................................................................66
5. Forbidding......................................................................................68
6. Suggesting......................................................................................71
7. Warning..........................................................................................76
8. Asking............................................................................................79
CHAPTER V CONCLUSION.......................................................................82
viii
A. Conclusion..........................................................................................82
B. Suggestion .........................................................................................83
REFERENCE ................................................................................................84
ix
LIST OF TABLE
NO
TITLE
PAGE
1.1
Preschool Children’s Performance on Responding DSA
6
2.1
Structure of Conversation
27
2.2
The Ways to Do Dispreferred
28
x
ABSTRACT
Directive Speech Act (DSA) is a subject in Pragmatics which can be used to see
children’s competence on language in use. Children’s competence in ‘using’
language is needed to be observed because people usually only focus on
children’s ability in producing new words whereas children soon will interact with
other people from various backgrounds. Children’s performance on using
language to interact with others means the manifestation of their competence on
pragmatics. This research aims to give perspective on preschool children’s
pragmatic performance, particularly on DSA. Using direct observation towards
preschool students, the result of this qualitative research is that children age 4-6
years old are able to response and produce DSA. Children’s responses occur in
the form of preferred and dispreferred verbal responses and non verbal response.
The structure of conversation with children is different from that of adult where
the dispreffered act arises directly without delay. In producing DSA, the children
can perform both direct speech acts and indirect speech acts.
Key words: language competence, children’s pragmatic performance, directive
speech acts, direct-indirect speech acts, preferred-dispreferred acts.
xi
ABSTRAK
Tindak Tutur Direktif (TTD) adalah subyek dalam Pragmatik yang dapat
dijadikan sebagai tolok ukur untuk melihat kompetensi anak dalam ‘menggunakan
bahasa’. Kompetensi ini perlu diteliti, mengingat biasanya jika ada yang berbicara
tentang kompetensi bahasa anak, mereka hanya melihat kemampuan anak dalam
memproduksi kata-kata baru, padahal anak-anak akan segera berinteraksi dengan
banyak pihak dengan berbagai latar belakang. Performa anak dalam menggunakan
bahasa saat berinteraksi dengan orang lain, berarti juga bentuk manifestasi dari
kompetensi pragmatik anak. Riset ini bertujuan untuk memberi gambaran tentang
performa pragmatik anak usia prasekolah, khususnya dalam penguasaan TTD.
Dengan menggunakan metode observasi langsung, penelitian kualitatif ini
menghasilkan fakta bahwa anak prasekolah usia 4-6 tahun sudah mampu
merespon dan memproduksi TTD. Dalam merespon, anak menunjukkan
kemampuannya dalam bentuk tindakan serta menggunakan preferred dan
dispreferred acts sebagai bentuk respon verbal. Berbeda dengan orang dewasa,
dispreffered acts anak bersifat spontan tanpa penundaan. Sementara dalam
memproduksi, mereka telah mampu menggunakan bentuk direct speech acts
maupun indirect speech acts.
Kata Kunci: kompetensi bahasa,performa pragmatik anak, tindak tutur direktif,
direct-indirect speech acts, preferred-dispreferred acts.
DIRECTIVE SPEECH ACTS
(A Study of Preschool Students in TK Islam Masjid Al Falaq Semarang)
A THESIS
In Partial Fulfilment of the Requirements
For Master’s Program in Linguistics
Yesika Maya Ocktarani
A4C009033
POSTGRADUATE PROGRAM
DIPONEGORO UNIVERSITY
SEMARANG
2012
ii
A THESIS
PRESCHOOL CHILDREN’S PERFORMANCE ON
DIRECTIVE SPEECH ACTS
(A study of Preschool Students in TK Islam Masjid Al Falaq Semarang)
Submitted by :
Yesika Maya Ocktarani
A4C009033
Approved by
Advisor,
Dr. Nurhayati
NIP.19661004 199001 2 001
Master’s Program in Linguistics
Head,
J. Herudjati Purwoko, Ph.D
NIP. 19530327 198103 1 006
iii
A THESIS
PRESCHOOL CHILDREN’S PERFORMANCE ON
DIRECTIVE SPEECH ACTS
(A study of Preschool Students in TK Islam Masjid Al Falaq Semarang)
Submitted by :
Yesika Maya Ocktarani
A4C009033
VALIDATION
Approved by
Thesis Examination Committee
Master’s Program in Linguistics Postgraduate Program Diponegoro University
On 17 February 2012
Chairperson
Dr. Nurhayati
___________________________
First Member
J. Herudjati Purwoko, Ph.D.
___________________________
Second Member
Drs. Mualimin, M.Hum.
___________________________
Third Member
Drs. Hendarto Supatra, S.U.
___________________________
iv
CERTIFICATION OF ORIGINALITY
I hereby declare that this submission in my own work and that, to the best of my
knowledge and belief, this study contains no material previously published or
written by another person or material which to a substantial extent has been
accepted for the award of any other degree or diploma of a university or other
institutes of higher learning, except where due acknowledgement is made in the
text of the thesis.
Semarang, 17 February 2012
Yesika Maya Ocktarani
v
ACKNOWLEDGEMENT
Alhamdulillah… thanks to Alloh SWT for the beautiful journey His given
to me until this thesis is ready to be submited.
By this page, my deepest gratitute goes to Dr. Nurhayati for her time and
energy in giving advise..Thank God I met you when I was lost. My big thanks
goes to J. Herudjati Purwoko, Ph.D. for the valuable sharing, and also for
Mualimin, M.Hum and Hendarto Supatra, S.U. for their support.
My appreciation also goes to Prof. Astini Su’udi, Prof. Djamaluddin
Darwis, Oktiva Herry Chandra, M.Hum, Deli Nirmala, M.Hum, and all my
lecturers for giving such inspiration to me in facing my future. For mbak Ambar,
mas Akhlis, mas Wahyu, ‘maturnuwun’ is the best word for you. Liya, Hino, and
all my fellows in Master’s Program in Linguistics, let’s rock! Ladiesplus in
FBBA, big hug for the joyful moments. To the rebana and Pramuka team, thanks
for the understanding. For mas Wowo’ and mbak Lita, your kindnes will never be
forgotten. To my big family in Salatiga, Wonosobo, and Blackburn, thanks for the
prayer and support. Last but not least, to my marvelous star, Ghulam Manar..
thank you, Honey.. It’s just the beginning of our big dreams and Alloh will always
give what we need.
Finally, although the researcher has maximally explored her knowledge and
skill in finishing this thesis, but she still needs constructive criticism. Therefore,
commands for the better thesis will be very useful. The writer also hopes that this
thesis can contribute something to the world.
Semarang, 17 February 2012
Yesika Maya Ocktarani
vi
TABLE OF CONTENT
TITLE .......................................................................................................... i
APPROVAL .................................................................................................. ii
VALIDATION ...............................................................................................iii
CERTIFICATION OF ORIGINALITY.........................................................iv
ACKNOWLEDGEMENT ............................................................................ v
TABLE OF CONTENT ................................................................................vi
LIST OF TABLE............................................................................................ix
ABSTRACT...................................................................................................x
CHAPTER I INTRODUCTION ...................................................................1
A. Background of the Study....................................................................1
B. Problem Statement..............................................................................4
C. Research Objectives...........................................................................4
D. Significance of the Study...................................................................4
E. Scope of the Study..............................................................................6
F. Research Method and Steps................................................................7
G. Theoretical Framework......................................................................8
H. Operational Definition........................................................................10
I. Organization of Writing.......................................................................11
CHAPTER II REVIEW OF RELATED LITERATURE .............................13
A. Previous Study....................................................................................13
B. Literature Study..................................................................................16
1. Children’s Language Development................................................17
2. Children’s Language Competence and Performance.....................18
3. Children’s Pragmatic Competence.................................................20
vii
4. Speech Act Theory.........................................................................21
5. Directive Speech Acts: Direct or Indirect......................................24
6. The Response of DSA: Preferred and Dispreffered.......................26
CHAPTER III RESEARCH METHODOLOGY..........................................29
A. Research Design.................................................................................29
B. Research Approach.............................................................................30
C. Location of the Study.........................................................................31
D. Collecting the Data.............................................................................31
1. Data and Data Resource.................................................................32
2. Method of Collecting Data.............................................................32
3. Population and Sample...................................................................33
4. Instrument......................................................................................33
E. Data Analysis......................................................................................33
CHAPTER IV FINDING AND DISCUSSION.............................................35
A. Children’s Responses as Their Undarstanding of DSA......................38
1. Children’s Ability to Respond Direct DSA....................................38
2. Children’s Ability to Respond Indirect DSA.................................48
B. Children’s Ability in producing DSA.................................................55
1. Commanding..................................................................................56
2. Requesting......................................................................................59
3. Inviting...........................................................................................63
4. Offering..........................................................................................66
5. Forbidding......................................................................................68
6. Suggesting......................................................................................71
7. Warning..........................................................................................76
8. Asking............................................................................................79
CHAPTER V CONCLUSION.......................................................................82
viii
A. Conclusion..........................................................................................82
B. Suggestion .........................................................................................83
REFERENCE ................................................................................................84
ix
LIST OF TABLE
NO
TITLE
PAGE
1.1
Preschool Children’s Performance on Responding DSA
6
2.1
Structure of Conversation
27
2.2
The Ways to Do Dispreferred
28
x
ABSTRACT
Directive Speech Act (DSA) is a subject in Pragmatics which can be used to see
children’s competence on language in use. Children’s competence in ‘using’
language is needed to be observed because people usually only focus on
children’s ability in producing new words whereas children soon will interact with
other people from various backgrounds. Children’s performance on using
language to interact with others means the manifestation of their competence on
pragmatics. This research aims to give perspective on preschool children’s
pragmatic performance, particularly on DSA. Using direct observation towards
preschool students, the result of this qualitative research is that children age 4-6
years old are able to response and produce DSA. Children’s responses occur in
the form of preferred and dispreferred verbal responses and non verbal response.
The structure of conversation with children is different from that of adult where
the dispreffered act arises directly without delay. In producing DSA, the children
can perform both direct speech acts and indirect speech acts.
Key words: language competence, children’s pragmatic performance, directive
speech acts, direct-indirect speech acts, preferred-dispreferred acts.
xi
ABSTRAK
Tindak Tutur Direktif (TTD) adalah subyek dalam Pragmatik yang dapat
dijadikan sebagai tolok ukur untuk melihat kompetensi anak dalam ‘menggunakan
bahasa’. Kompetensi ini perlu diteliti, mengingat biasanya jika ada yang berbicara
tentang kompetensi bahasa anak, mereka hanya melihat kemampuan anak dalam
memproduksi kata-kata baru, padahal anak-anak akan segera berinteraksi dengan
banyak pihak dengan berbagai latar belakang. Performa anak dalam menggunakan
bahasa saat berinteraksi dengan orang lain, berarti juga bentuk manifestasi dari
kompetensi pragmatik anak. Riset ini bertujuan untuk memberi gambaran tentang
performa pragmatik anak usia prasekolah, khususnya dalam penguasaan TTD.
Dengan menggunakan metode observasi langsung, penelitian kualitatif ini
menghasilkan fakta bahwa anak prasekolah usia 4-6 tahun sudah mampu
merespon dan memproduksi TTD. Dalam merespon, anak menunjukkan
kemampuannya dalam bentuk tindakan serta menggunakan preferred dan
dispreferred acts sebagai bentuk respon verbal. Berbeda dengan orang dewasa,
dispreffered acts anak bersifat spontan tanpa penundaan. Sementara dalam
memproduksi, mereka telah mampu menggunakan bentuk direct speech acts
maupun indirect speech acts.
Kata Kunci: kompetensi bahasa,performa pragmatik anak, tindak tutur direktif,
direct-indirect speech acts, preferred-dispreferred acts.