THE ACQUISITION OF INDONESIAN DECLARATIVE SENTENCE BY FOUR-YEAR-OLD CHILDREN.

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THE ACQUISITION OF INDONESIAN DECLARATIVE SENTENCE

BY THE FOUR-YEAR- OLD CHILDREN

A Thesis

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

By:

SARNI ERNAWATY PURBA Registration Number : 8126112032

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM

POSTGRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN

MEDAN

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ABSTRACT

Purba, Sarni Ernawaty . The Acquisition of Indonesian Declarative Sentence by Four-Year-Old Children. Thesis English Applied Linguistics, Post Graduate Program. State University of Medan. 2014

This thesis dealt with the Acquisition of Indonesian Declarative Sentence by the Four-Year-Old Children. This Study focused on discovering the patterns of the declarative sentences by two year-old children. This study was located in Pandan, Tapanuli Tengah. The subjects of the study were two-year-old children. There were three questions to be answered namely: (1) what types of declarative sentence structure are produced by the children? (2) which types of declarative sentence structure dominantly produced by the children? (3) why does the four-year old children develop Indonesian declarative sentence structure the way they do? A descriptive qualitative research was conducted to enable the researcher to answer the questions. The finding indicated that from total 20 declarative sentences of each, they had different patterns of each category. The patterns of the declarative sentences in terms of syntactic form be spoken by the four-year-children. In the running pattern MW has patterns, S-P-Adv, P-S, P, P-S-Adv, S-P-Adv, Adv-S-P. Meanwhile RHB has patterns, P-S, Adv-Adv-S-P, P-S, Adv-S-P. In the being pattern, MW has patterns, S-P and P-S, however, RHB has patterns S-P, P-S, P, Adv-P and Adv-S-P. In the doing pattern, MW has patterns, P-O-Adv-S, S-P-O, P-O-Adv-S, Adv-P-O-Adv and S-P-O. Meanwhile RHB has patterns S-Adv-P-O, S-P-O, O-S-P, Adv-P-O.

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ABSTRAK

Purba, Sarni Ernawaty. Nim: 8126112032. Perolehan Kalimat Deklaratif Bahasa Indonesia oleh Anak Pada Usia Empat Tahun. Tesis. Linguistik Terapan Bahasa Inggris, Programsarjana. Universitas Negeri Medan. 2014

Tesis ini berhubungan dengan Perkolehan Kalimat Deklaratif Bahasa Indonesia oleh Anak Pada Usia Empat Tahun. Tesis ini focus dalam menemukan pola-pola kalimat deklaratif Bahasa Indonesia yang diucapkan oleh anak pada anak usia empat tahun. Penelitian ini berlokasi di Pandan, Tapanuli Tengah dan subjek penelitian ini dua anak pada usia empat tahun. Tujuan dari penelitian ini adalah: (1) menemukan pola-pola kalimat deklaratif yang diperoleh anak oleh anak pada usia empat tahun (2) menemukan pola-pola kalimat deklaratif yang lebih banyak yang diperoleh anak pada usia empat tahun (3) menguraikan bagaimana anak mereka memperoleh bentuk-bentuk kalimat deklaratif tersebut. Dalam mengumpulkan data, penelitian ini menerapkan observasi dan merekam sebagai alat mengumpulkan data. Teknik analisa data yang digunakan dalam penelitian ini deskriptif dan data digambarkan melalui proses menyalin. Temuan menunjukkan bahwa dari total 20 kalimat deklaratif yang masing-masing dipeoleh subjek mempunyai pola-pola tertentu dari setiap kategori. Pada running pattern MW mempeoleh pola, S-P-Adv, P-S, Adv-S-P, P-S-Adv, S-P-Adv, Adv-S-P. Sementara memperoleh, P-S, Adv-Adv-S-P, P-S, P. Pada being pattern, MW memperoleh, S-P dan P-S, sementara, RHB memperoleh S-P, P-S, P, Adv-Adv-S-P and Adv-S-P. Pada doing pattern, MW memperoleh, P-O-Adv-S, S-P-O, P-O-Adv-S, Adv-P-O-Adv dan S-P-O. Sementara RHB memperoleh S-Adv-P-O, S-P-O, O-S-P, Adv-P-O.

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ACKNOWLEDGEMENTS

First of all, the researcher would like to express her thankfulness to God the Almighty who has been blessing her to complete this thesis in order to fulfill one of the requirements in obtaining the degree of Magister Humaniora of the English Applied Linguistics Study Program Graduate School at State University of Medan. The researcher found many difficulties during her study and in completing this study. However, people around her always give her help so difficulties could be solved. Therefore, she wishes to acknowledge her very special thanks to her first and second advisors, Dr. Anni Holila Pulungan, M.Hum. and Dr. I Wayan Dirgayasa Tangkas, M.Hum., for their valuable guidance, encouragement, kindness and advice to broaden her perception and knowledge on this topic.

Her gratitude also goes to the Head of English applied Linguistics Study Program and as her review Prof. Dr. Busmin Gurning, M.Pd, for his support, advice and help during her study and in completing this study. Her great gratitude is also due to her reviewers Dr. Sri Minda Murni, M.S. and Dr. Siti Aisyah Ginting, M. Pd. For their constructive comments and suggestions for this research. Her sincere thankfulness is given to all lecturers for their precious knowledge , experiences, advice and guidance thoughout her academic years at the Post Graduate School of State University of Medan. Aslo deep gratitude to all staff of Graduate Program at the State University of Medan.

She is also indebted to all my classmates Bang Pollung, Kak Trisna, Yulima, Wina, Desi, Nurhalima, Wandira, Irma, Rina, Purnama, Rodiani, Bambang, Zulmi, Zamal, Mas Agung, Rianto, Indra, Ayu, Chitra, Elbi and Deddy for their loving care.

Finally, she would like to express her sincere thankfulness to her mother and her sisters Kak Rosty, Kak Elpi, Kak Polo and Maria for their loving care and supporting in her life,

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very special one, her small family, especially for her Husband, Anggiat Sept Parulian Sihombing and her loving sons, Rema Daud Tua, Rena Patiencius Hiram and Rexa Hotiggo Blessing for their loving care, prayer, support, and encouragement.

Medan, December 2014 The writer

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TABLE OF CONTENTS

Pages

ABSTRACT.………...………...………..i

ABSTRAK………ii

ACKNOWLEDGEMENTS………...………….iii

TABLE OF CONTEN...………...………..v

LISTS OF TABLE………..………...………vii

LIST OF APPENDICES……….………...………..………viii

CHAPTER I. INTRODUCTION………...1

1.1 The Background of the Study ... ...1

1.2 The Research Problem of the Study...11

1.3 The Objectives of the Study...12

1.4 The Scope of the Stduy...13

1.5 The Significance of the Study...14

CHAPTER II. REVIEW OF LITERATURE ………...15

2.1First Language Acquisition...15

2.2 Theory of First Language Acquisition...17

2.3 Stages of Language Development...22

2.4 The Acquisition of Indonesian Sentences by four-year-old children…………...25

2.5 The Types of Sentences...26

2.6 The Type of declarative sentence pattern………..34

2.7 Type of Indonesian Sentence……….………39

2.8 Relevant Studies……….……..……….41

2.9 Conceptual Framework………..…42

CHAPTER III. METHOD OF RESEARCH……….44

3.1 The Research Design...44

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3.3 The Technique of Collecting Data……….………...46

3.4 The Instrument of collecting Data……….47

3.5 The Trustworthiness ……….….………...47

3.6 The Technique of Analyzing the data………49

CHAPTER IV. DATA ANALYSIS AND FINDINGS….………...51

4.1 The Data Analysis………..52

4.2 Findings………66

4.3 Discussion………..………66

CHAPTER V. CONCLUSIONS AND SUGGESTIONS……….71

5.1 Conclusions ………..……….71

5.2 Suggestions………71

References………73

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Lists of Table

Pages

Table 1. The Roles and Function of Sentence Constituents...………….31

Table. 2 The Subjects………...………...…...45

Table 3. The Running Pattern by the Subjects……..………..52

Table 4. The Being Pattern by the Subjects……….………56

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List of Appendices

Appendix 1. The Acquisition of Indonesian Declarative Sentences by MW…...77 Appendix 2. The Acquisition of Indonesian Declarative Sentences by RHB…...78 Appendix 3. The Subjects of The Study………79

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CHAPTER I INTRODUCTION 1.1 The Background of the Study

Human being is born with the capacity to communicate with others. They communicate by using language to express their feelings and opinions. Language is very complex. It has sound system that allow the production of words and sentences. A language has not only a structure what linguistic try to capture with their rules but also a function to which that structure is put. It is the medium through which the manners, moral, and mythology of a society are passed on to the next generation.

Human language is really distinct from other beings, which its capacity to acquire and use language. Human being’s capacity to communicate with others relates to his/her innate capacity language environment from others make people, adults and children are able to communicate. In fact, how children acquire their language is a very amazing process. It is believed that by the time children are 3 or 4 year old, they typically have acquired thousands of vocabulary words, complex grammatical and phonological system, and equally complex rules for how to use their language appropriately in many social settings (Gleason and Ratner: 1998:348). The study of language acqusition can tell us much information of child language development

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psychologically and intellectually. The children’s relationship and surroundings effect on them of using language.

In addition to, Krashen (1989) says that acquisition is a subconscious process that is identical to the process used in the first language acquisition in all important ways.

Moreover, a range of theories of language acqusition have been occured in order to explain the process of acquiring the language. The conflict between the nativism and behaviorism has become the serious debate. The nativism maintain their nature that language is innateness. Goodluck (1991:3) The linguistic system invoves rules too abstract and complex to be learnt without the aid of innate knowldege about the nature of the system children are born with an innate capacity for language acquisition, and that this makes them acquire language easy and discover the grammar of a language automatically. Even since an infant, a baby begins to use a language to communicate his/her happiness, unhappines, hunger and so on. On the other side, the behaviorists believe that language acquisition is a process of experience. Language is a conditioned behavior that the stimulus response process. According to Piaget (1965) as quoted by Piattelli-Palmarini (1980) argued that the action of a stimulus presupposes the presence of a scheme, which is the true source of the response.

Perhaps even more remarkable is the fact that children-before the age 5–learn most of the intricate system we have been caling the

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grammar of a language. Before they can add 2 + 2 children are conjoining sentences, asking the question, selecting appropriate pronouns, negating sentences, using the syntactic, phonological, morphological, and semantic rules of the gramar. Yet, children are not taught language as they are taught artihmetic (Fromkin and Rodman 1983:325).This possible because since the birth, they have been equipped with such a device,called Language Acquisition Device (LAD). The Language Acquisition Device guides them to understand the rules and principles governing the language they expose.

In addition, Clark (2003: 1) added that babies are not born talking. They learn language immediately from birth. They hear sounds and words, meaning and construction. They need to know what to use, where and when, how to integrate language with other modes of communication. How to make them understand and how to understand others. During the infants, children learn to express things by speech sound, as the time goes by they have progress in language development. But their ability and speed in acquring the language differ one another.

The stages of children language development has its own chrasteristics within in the five year period. Goodluck (1996 : 75) argues that that by the end of the third year, the child may be producing a range of complex sentences types (complements verbs and relative clauses) and a four-year-old frequently gives the impression of being a fully fluent of a language comparable to tshe adult language he is learning, if not identical to it. Further, Goodluck (1996: 106) argues that from early age (two or three

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years) children have syntactic system that it turn to the syntax of the language around them and reflects principles adult grammars, such as the pricilples of binding theory. By the end of the third year, the child may be producing a range of complex sentences types (complements verbs and relative clauses) and a four-year-old frequently gives the impression of being a fully fluent of a language comparable to the adult language he is learning, if not identical to it.

In line with that, Radford (2009:1-2) stated that syntax is the study of the way in which phrases and sentences are structured out of the words. Within traditional grammar, the syntax of a language is described in terms of a taxonomy of the range of different types of syntactic structures found in the language. The central assumption underpinning syntactic analysis in traditional grammar is that phrases and sentences are built up of a series of constituents (i.e. syntactic units), each of which belongs to a specific grammatical category and serves a specific grammatical function. For example, in relation to the syntax of a simple sentence like:

(1) Students protested.

It would traditionally be said that the sentence consists of two constituents (the word students and the word protested), that each of these constituents belongs to a specific grammatical category (students being a plural noun and protested a past tense verb) and that each serves a specific grammatical function (students being the subject of the sentence, and protested being the predicate). The overall sentence Students protested has the categorial status

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of a clause which is finite in nature (by virtue of denoting an event taking place at a specific time), and has the semantic function of expressing a proposition which is declarative in force (in that it is used to make a statement rather than e.g. ask a question). Accordingly, a traditional grammar of English would tell us that the simplest type of finite declarative clause found in English is a sentence like (1), in which a nominal subject is followed by a verbal predicate.

Further, Clark (2003 :25) states that language is a central factor in the social life of infants. The user of language they are exposed to provide the context in which children , themselves become proficient at communicating wants an desires, affect and interest, requests and instructions, questions and observation, and commentary on all the other contents of everyday life. It means that children elaborate language function. They extend their repertoire of speech act beyond the representative and directives and expressives. They also add to their repertoire for conveying each speech act and learn how to express them indirectly in more and more ways. As they get older, they also become more sensitive to what their listener knows when deciding what to present as given and a new. Children have to build up structure and and function at the same time. As they learn more devices with which to convey different functions. And as they learn more about function, they extend the uses to which different structures can be put.

There are some explanations about the main points which are acquired by the children of three to four years of age:

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1. Children hear more speech from both familiar and unfamiliar people, they must add to their memory store of words form. (Eve Clark, 2003: 75). 2. Children learn the systems of grammar, phonology, syntax, semantics,

lexicon, and pragmatics breaking each system down into its smallest combinable parts and then developing rules for combining the parts (H.H Clark, 1977: 80).

3. A child of 3; 4 begins to pick out details or actions that are incoherent without the picture as accompaniment in learning to tell stories (Clark, 2003: 358).

4. Children at the age of four are normally full of , power, enthusiasm and curiosty. (Borden, 2001: 224)

5. Grammatical morphemes are morphological forms based on grammatical rules including inflection. Children begin to produce grammatical morphemes properly at the age of about 3;0 years (Clark, 2003).

6. Children acquire all the major, syntactic structures of their language very early by the age of three.

The development of children’s language is influenced by adults. In children’s language development, the role of the input is simply to trigger the innate knowledge that is encoded in the genes and to allow the child to map this innate knowledge onto the language that she/he is hearing (e.g. Hyams, 1986). In others, the input is given a more substantial role. For example, in contructivist theories of syntax development, the child’s task is to learn how different words behave in sentences, and to categorise words in

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similar ways. (Tomasello, 2003). Thus, the amount and type of input that child hears has a crucial role to play in her/his ability to build the syntax of her/his language (Rowland, 2014). While agreeing that human children are endowed with abilities that make possible certain kinds of linguistic knowledge not demonstrable in other species, the focus is less on innate abilities and more on the process of acquisition of the whole of a language. Starting with as few assumptions as possible about innate availability of linguistic categories and knowledge of linguistic structure, one approach to early syntactic development is to see how much of it can be described with a series of frame-and-slot grammars, each successive one of which has a larger number of linguistic categories .

Normal children progress through a predictable sequence of stages and master the basic syntactic relation of simple sentence at a relatively early age. Despite the commonalities, however, there is evidence of individual differences in syntactic growth among children. Most of this work concern the early stages of syntactic development where variation have been found in the rate and course of acquisition (Fenson et al., 1994).

The idea that children can use syntactic information to acquire meanings rests on a number of premises. Children must be able to build some kind of structural representation, parse sentences, categorize words, and figure out the grammatical function of arguments. Only in this way can they map grammatical functions to thematic roles and infer a plausible meaning for each words in sentence. But how can children acquire all this knowledge?

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This question in turn raises another: how do children break into syntax? The answer is important for understanding how they can access the kind of structural representation that linguists attribute to sentences.

In Indonesia, Darjowidjodo (2000) has conducted his distinguised research of children language acquisition. Echa, his own grandaughter, who lives in Java Island is observed for her five years of the Indonesian acquisition. It is found that Echa’s sentences at the age of four has develop, where she has acquired the simple, complex, compound and compound-complex sentences. Echa has acquired simple sentences successfuly at aged four. Her formal language at school had influence on her language acquisition. Her syntax acquisition has two parts, they are phrases and sentences. She has acquired phrases such as: harus sudah pernah nonton dulu (sebelum eyang bisa bercerita)-(Umur 4;3), dengan cepat, dengan hati-hati and dengan senang. And her simple sentences such as –Hanoman sukanya didepan, - Power rangers terbangnya pake pesawat, -Hanoman yang baca, -Echa yang nulis.

Moreover, according to Gustanti (2013) that Declarative sentence patterns in terms of syntactic spoken children at age 4 are Subject (S), The Subject-Predicate (S-P), Predicate-Object (P-O), Predicate-Subject (P-S), Subject-Predicat-Object (S-P-O), Subject-Predicate-Compliment (S-P-Pel), Subject-Adverb (S-Ket) and Subject-Predicate-Adverb (S-P-Ket). It means that the four-year-old children has mastered the syntactic rules governing simple sentence like adult knowledge of grammar. Viewing this

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phenomenon, the writer has curiosity of his own child and her friend’ child whether the two children has the same patterns of their declarative sentences they produce. Based my observation over the children, here are some their utterances.

My own child’s utterances: Aku yang bikin susu, S P O

Cuma kita yang di rumah, S Ket

Mami bisa makan sayur, S P O

Aku pegang perut S P O

Meanwhile, my friend’s child utterances:

Mobil besar itu di kamar Gres S Ket

Nanti aku pulang Ket S P

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Aku bisa terbang kayak pesawat S P Ket

Aku main robot S P O

Therefore, the writer realizes that the acquisition of declarative sentence patterns of the children are really different which inspires her to conduct a research on language acquisition. How do children learn the syntax of their language?

Moreover, Rowland (2014:4) states that it is also important to note that differences across languages are not the only differences between children. There are also individual differences between children acquiring the same language: some children are faster and others are slower, and some children are born with cognitive impairments that prevent them from acquiring language without a lot of specialist help. This phenomenon has led the writer to make a small observation on children at the age of four year old. Despite any possible weakness, this point of view the writers intends to focus on the declarative sentence patterns and to find out the factors which support it. It will give a great deal of knowledge about the psychological and intellectual functioning of the children as they have been born with some form of innate knowledge.

To expand this, Hoff (2003) also says that individual differences in language acquisition could be the result of several factors including (a) biological based different in children ability caused by genes or health; (b)

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global effects of differences in family functioning and home environment; (c) specific effects of differences in language learning experiences.

Moreover, the researcher is curious whether the surroundings support their Bahasa Indonesian as their first languages. In this period of children,

each of them comes from different background which influence to their language. This study will be focused on the acquisition of Indonesian declarative sentences patterns by the four-year-old children and supporting factors on it.

1.2 The Problems of the Study

Based on the previous explanation on the background the research problems are formulated as follows.

1. What Indonesian declarative sentence patterns are acquired by the four-year-old children?

2. Which type of the Indonesian declarative sentence patterns are dominantly acquired by the four-year-old children ?

3. How do the four-year old children develop Indonesian declarative sentence patterns the way they do?

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1.3 The Objectives of the Study

Based on the formulation of problems above, the objectives of this study are:

1. to discover Indonesian declarative sentence patterns are acquired by the children.

2. to find out the Indonesian declaratives sentence patterns are dominantly acquired by the children

3. to elaborate how the four-year-old children develop the declarative sentences patterns the way they do.

1.4 The Scope of the Study.

The process of child’s language acquisition is a large area to be studied because it has many aspects to be discovered such as morphological, phonological, syntactical and pragmatical aspects. To narrow this study the researcher does not include all of them. However, this study is focused on the acquisition of Indonesian declarative sentences patterns by the children of four year old in acquiring their Indonesian language as the first language. The two factors, the health and mental factors are also influential to the development of language acquisition, however she does not include them.

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As long as they do not have any serious disease or mental problems, she considers that they have physical and mental health. In short, the subjects of this study are the only healthy children.

1.5 The Significance of the Study

A study is academically conducted to enrich on the development of knowledge. The findings of this research certainly will have valuable inputs

that can enrich the study on the language acquisition. It is hoped, that the findings would have valuable contributions to the theoretical and practical aspects.

a. Theoretically, these findings can be made as guidelines for adults especially parents who pay serious attention to their children’s language acquisition.These findings will be very useful for references in assisting the children in the process of acquiring the sentence. And other language researchers who has interest in conducting further-depth study on language acqusition by comparing the result of this study they can enrich the knowledge of language acquisition.

b. Practically, the findings will be valuable for parents who pay serious attention to their children’s language acquisition.These findings make them more active and creative in presenting language to their children. And for the babysitters, they will have awareness introducing a new

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language so that children can acquired sentences in nature way whatever they want to speak.

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CHAPTER V

CONCLUSION AND SUGGESTION 5.1 Conclusion

From the data and data analysis in chapter four is concluded that :

1. There are 40 Indonesian Declarative Sentences produced by the two subjects. Michael Wisnu produced 6 running pattern which has sub-patterns S-P-Adv, P-S, Adv-S-P, P-S-Adv, S-P-Adv and Adv-S-P, 9 being pattern which has sub-patterns S-P and S, 5 doing/seeing patterns which has sub-patterns O-Adv-S, S-O, P-O-Adv-S, Adv-S-P-O-Adv and S-P. However, Rexa H. Blessing produced 4 running pattern which has sub-patterns P-S, Adv-Adv-S-P, P-S, and P, 12 being patterns which has sub-patterns S-P, Adv-Adv-P-S, Adv-S-P, P-S and P, 4 doing/seeing patterns which has sub-patterns S-Adv-P-O, S-P-O, O-S-P, O-S-P and Adv-P-O.

2. The subjects produced the being pattern and sub-pattern S-P dominantly.

3. The subjects were basically influenced both ‘nature’ and ‘nurture’ process in producing their sentences. It is also true that differences across the languages are not only differences between children. There are also individual differences between children producing the same language. Each sentence of the two subjects has its own characteristic.

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After the conclusion of the acquisition of Indonesian declarative sentence by four-year children was made, the researcher would suggest to parents and researchers.

1. To the parent

The parents assist the children in the process of language acquisition. Parents allow them to communicate freely to produce sentences in different situation and there should be someone to converse with them in order to acquire many kinds of words they have heard because children produce sentences based on what they hear. The parents should be creative helping the children in the process of acquiring their sentences. Parents encourage the children to communicate and produce the correct sentences and if they make mistakes, give the exact one.

2.To other researchers

This is suggested that there will be some further research about this study, particularly, it will be deal with the acquisition of declarative sentence by children with large number of subject. Perhaps, there will be so many things different. Additional, another research done is to get better understanding of this field and children language development.

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CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion