PSYCHOLINGUISTICS

The Study of First Language Acquisition of FourChildren

Age 2 – 4 Years Old

Lecturer: Dr. Imam Ghozali, M. Sc.

Created by:

Wahyu Dewi Kumalasari

11 002 071

ENGLISH LANGUAGE EDUCATION DEPARTEMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

SARJANAWIYATA TAMANSISWA

2014

CHAPTER 1

INTRODUCTION

A. Background of the study

Language acquisition is just one of

psycholinguistics which is all about how people learn

to speak and the mental processes involved.

Psycholinguistics or psychology of language is the

study of the psychological and neurobiological

factors that enable humans to acquire, use,

comprehend and produce language. Language

acquisition is the process by which humans acquire

the capacity to perceive, produce and use words to

understand and communicate. Language development is a

complex and unique human quality but yet children

seem to acquire language at a very rapid rate with

most children's speech being relatively grammatical

by age three (Crain & Lillo-Martin, 1999). However,

learning a first language is something that every

normal child does successfully without much need for

formal lessons.

Children acquisition of language has long been

considered one of the uniquely defining

characteristics of human behavior. Today, it is still

the commonly held belief that children acquire their

mother tongue through imitation of the parents and

the people around their environment. Many

psychologists feel that the study of the process

whereby children learn to speak and understand

language holds the key to many fundamental problem of

behavior.

B. Focus of the Study

From the background of the study above, the

writer focuses on two subjects. They are; the

relationship between the children and mother in first

language, and the influence of the behavior in first

language acquisition. The subject of this research

are four children from different age, family, and

different background.

C. Significance of the Study

The result of this study will be beneficial and

give contributions to the following:

1. For the English Department students

English department students can enrich their

knowledge and understanding about

psycholinguistics especially first language

acquisition. Besides, the writer hopes that

this research finding will be useful for

language learner as means of improving their

psycholinguistic knowledge of the children

utterances or children language.

2. For the other researcher

The findings of this research can be used as a

reference for further studies dealing with

psycholinguistics study, especially the use of

first language acquisition.

CHAPTER II

THEORETICAL BACKGROUND

A. Psycholinguistics

Psycholinguistics or psychology of language is

the study of the psychological and neurobiological

factors that enable humans to acquire, use,

comprehend and produce language. Psycholinguistics

covers the cognitive processes that make it possible

to generate a grammatical and meaningful sentence out

of vocabulary and grammatical structures, as well as

the processes that make it possible to understand

utterances, words, text, etc.

Developmental psycholinguistics studies infants'

and children's ability to learn language, usually

with experimental or at least quantitative methods

(as opposed to naturalistic observations such as

those made by Jean Piaget in his research on the

development of children). Psycholinguistics is

interdisciplinary in nature and is studied by people

in a variety of fields, such as psychology, cognitive

science, and linguistics.

According to Taylor (1990:3) says that

psycholinguistics is the study of language behavior:

how real (rather than ideal) people learn and use

language to communicate ideas. It means that in

learning language the people should acquire,

comprehend, produce and store language in order to

have a good language.

Psycholinguistics is well-known as language

development. According to Scovel (2009:4) state that

the use of language and speech as a window to the

nature and structure of the human mind is called

psycholinguistics. It also discusses the process of

children language development and theories of firs

language acquisition and second language acquisition.

Development psycholinguistics tries to inject some

objective and system into study of language

acquisition (Taylor, 1990:228). "In general,

psycholinguistic studies have revealed that many of

the concepts employed in the analysis of sound

structure, word structure, and sentence structure

also play a role in language processing. However, an

account of language processing also requires that we

understand how these linguistic concepts interact

with other aspects of human processing to enable

language production and comprehension." (William

O'Grady, et al., Contemporary Linguistics: An Introduction.

Bedford/St. Martin's, 2001)

B. First Language

The term first language acquisition refers to

children's natural acquisition of the language or

languages they hear from birth. It is distinguished

from second language acquisition, which begins later,

and from foreign language learning, which typically

involves formal instruction. There is strong evidence

that children may never acquire a language if they

have not been exposed to a language before they reach

the age of 6 or 7. Children between the ages of 2 and

6 acquire language so rapidly that by 6 they are

competent language users. By the time children are of

school-age, they have an amazing language ability; it

is a seemingly effortless acquisition (Cole & Cole,

1993).

First language acquisition is a rapid process.

In the span of just a few years, newborn infants who

neither speak nor understand any language become

young children who comment, question, and express

their ideas in the language of their community. This

change does not occur all at once. First, newborns'

cries give way to coos and babbles. Then, infants who

coo and babble start to show signs of comprehension

such as turning when they hear their name. Infants

then become toddlers who say “bye-bye” and “all gone”

and start to label the people and objects in their

environment. As their vocabularies continue to grow,

children start to combine words. Children's first

word combinations, such as “all gone juice” and “read

me,” are short and are missing parts found in adults'

sentences. Gradually children's immature sentences

are replaced by longer and more adult like sentences.

As children learn to talk, their comprehension

abilities also develop, typically in advance of their

productive speech. As children master language, they

also become masters at using language to communicate.

One-year-olds who can only point and label become 2-

year-olds who comment, question, and command, and 4-

year-olds who can carry on coherent conversations.

Studies of middle-class, typically developing

children acquiring English have documented that by

four years of age children are nearly adult like in

phonological properties of their speech; they have

vocabularies of several thousand words, and they

produce most of the types of structures observable in

the speech of adults (Hoff, 2008).

C. Language Acquisition

Language acquisition is the process how people

learn languages. It begins from receive and

comprehend language then producing language (using

words) to communicate to others. Language acquisition

is one of the quintessential human traits, because

nonhumans do not communicate by using language.

Language acquisition usually refers to first-language

acquisition, which studies infants' acquisition of

their native language. This is distinguished from

second-language acquisition, which deals with the

acquisition (in both children and adults) of

additional languages. The capacity to successfully

use language requires one to acquire a range of tools

including phonology, morphology, syntax, semantics,

and an extensive vocabulary.

D. First Language Acquisition

First language acquisition is a process of

acquiring or learning first language (mother tongue).

There are many theories about first language

acquisition. They are:

1. Behaviorism

One of the best-known attempts to construct a

behaviorism model of linguistics behavior was

embodied B.F.Skinner’s classic, verbal behavior

(1957) to environmental circumstances and effect

of it. A child come into this world with a

tabularasa, a clean sheet bearing no preconceived

notions about the world or about language. This

child are then shaped by the environment and

slowly conditioned through various schedules of

reinforcement. It explains that a child can

acquire mother tongue because of stimulus or habit

formation factor. It is derived from child

environment such as his/her family. The stages of

behaviorism are:

Imitation

Repetition

Memorization

Controlled drilling

Reinforcement

The children start to imitate (imitation)

their mother tongue. Then they repeat (repetition)

their mother tongue or words for several times.

Next, they memorize (memorization), to improve

their language, their environment provide to drill

words to them (controlled drilling) and the last,

there is the reinforcement to the children. The

child tend to learn whatever responses are

“reinforced” either by some immediate , drive

reducing or by some indirect, secondary cue of an

eventual reward; responses which are not

reinforced tend to drop out of the child’s

repertoire of responses. When consequences are

rewarding, behavior is maintained and increased in

strength and perhaps frequency. When consequences

are punishing, or when there is a total lack of

reinforcement, the behavior is weakened and

eventually extinguished.

2. Empiricism

Empiricism is a theory of knowledge which

states that knowledge comes only or primarily from

sensory experience. One of several views of

epistemology, the study of human knowledge, along

with rationalism, idealism, and historicism,

empiricism emphasizes the role of experience and

evidence, especially sensory experience, in the

formation of ideas, over the notion of innate

ideas or traditions; empiricists may argue however

that traditions (or customs) arise due to

relations of previous sense experiences.

Empiricism in the philosophy of science

emphasizes evidence, especially as discovered in

experiments. It is a fundamental part of the

scientific method that all hypotheses and theories

must be tested against observations of the natural

world rather than resting solely on a priori

reasoning, intuition, or revelation.

Empiricism, often used by natural scientists,

asserts that “knowledge is based on experience”

and that “knowledge is tentative and

probabilistic, subject to continued revision and

falsification.” One of the epistemological tenets

is that sensory experience creates knowledge. The

scientific method, including experiments and

validated measurement tools, guide empirical

research.

3. Environmentalist

Environmentalist theories of language

acquisition hold that an organism’s nurture, or

experience, are of more significance to

development than its nature or inborn

contributions. Yet they do not completely reject

the innate factors. Theorists such as John Watson,

B.F. Skinner, and Albert Bandura contributed

greatly to the environmentalist perspective of

development. Environmentalists believe the child's

environment shapes learning and behavior; in fact,

human behavior, development, and learning are

thought of as reactions to the environment. This

perspective leads many families, schools, and

educators to assume that young children develop

and acquire new knowledge by reacting to their

surroundings.

Kindergarten readiness, according to the

environmentalists, is the age or stage when young

children can respond appropriately to the

environment of the school and the classroom (e.g.,

rules and regulations, curriculum activities,

positive behavior in group settings, and

directions and instructions from teachers and

other adults in the school). The ability to

respond appropriately to this environment is

necessary for young children to participate in

teacher-initiated learning activities. Success is

dependent on the child following instructions from

the teacher or the adult in the classroom. Many

environmentalist-influenced educators and parents

believe that young children learn best by rote

activities, such as reciting the alphabet over and

over, copying letters, and tracing numbers. This

viewpoint is evident in kindergarten classrooms

where young children are expected to sit at desks

arranged in rows and listen attentively to their

teachers. At home, parents may provide their young

children with workbooks containing such activities

as coloring or tracing letters and numbers--

activities that require little interaction between

parent and child. When young children are unable

to respond appropriately to the classroom and

school environment, they often are labeled as

having some form of learning disabilities and are

tracked in classrooms with curriculum designed to

control their behaviors and responses.

4. Naturalism

Methodological naturalism is concerned not

with claims about what exists but with methods of

learning what nature is. It is strictly the idea

that all scientific endeavors—all hypotheses and

events—are to be explained and tested by reference

to natural causes and events. The genesis of

nature, e.g., by an act of God, is not addressed.

This second sense of naturalism seeks only to

provide a framework within which to conduct the

scientific study of the laws of nature.

Methodological naturalism is a way of acquiring

knowledge. It is a distinct system of thought

concerned with a cognitive approach to reality,

and is thus a philosophy of knowledge.

5. Nativism

Noam Chomsky is one of the main theorists who

has contributed a large amount to the field of

language acquisition. He believes that we have

pre-wired structures deep within our brains which

helps us to have advance knowledge about language,

known as nativism.

Noam Chomsky believes that children are born

with an inherited ability to learn any human

language. He claims that certain linguistic

structures which children use so accurately must

be already imprinted on the child’s mind. Chomsky

believes that every child has a ‘language

acquisition device’ or LAD which encodes the major

principles of a language and its grammatical

structures into the child’s brain. Children have

then only to learn new vocabulary and apply the

syntactic structures from the LAD to form

sentences. Chomsky points out that a child could

not possibly learn a language through imitation

alone because the language spoken around them is

highly irregular – adult’s speech is often broken

up and even sometimes ungrammatical. Chomsky’s

theory applies to all languages as they all

contain nouns, verbs, consonants and vowels and

children appear to be ‘hard-wired’ to acquire the

grammar. Every language is extremely complex,

often with subtle distinctions which even native

speakers are unaware of. However, all children,

regardless of their intellectual ability, become

fluent in their native language within five or six

years.

6. Interactionism Theory

Interactionism Theory explains that the ability

of learning and comprehending first language each

child is influenced by the communication people

around him or her who wants to communicate with

him/her.

According to Vygotsky, social interaction

plays an important role in the learning process

and proposed the zone of proximal development (ZPD)

where learners construct the new language through

socially mediated interaction. Vygotsky's social-

development theory was adopted and made prominent

in the Western world though by Jerome Bruner who

laid the foundations of a model of language

development in the context of adult-child

interaction.

Stages in child language acquisition

1. The first few months, Vocalizations.

Crying, cooing, and miscellaneous non-descript

sounds of the first three or four months are

probably most significant in that, in addition to

exercising the maturing speech apparatus they make

it for the infant to learn, through appropriate

reinforcement, the instrumental, the communicative

character of vocal sounds as when crying brings

relief from hunger or pain. The infant early

develops the capacity of reacting differentially

to adult voices.

2. The “Babbling” stage.

The “cooing” of the first several months gradually

develops into a much more phonetically diversified

type of random vocalization usually called

babbling, with both vowels and consonants.

Babbling is probably mainly unlearned, since it

can be observed even in deaf infants, but in the

period from six to ten month of age. It may

provide a context for rudimentary imitative

behavior if there is appropriate reinforcement.

3. The beginning of language comprehension.

In the latter part of the babbling period, usually

from eight to ten months, but sometimes earlier,

there are the first evidences of understanding and

recognition of certain symbolic, gestures,

intonations, words, and phrase structures on the

part of the child. This is an extremely important

period of language development; research should

investigate the extent to which individual

differences in language development depend upon

the amount and variety of the child’s linguistic

experience at this stage.

4. The beginning of symbolic communication.

The first active, meaningful, voluntary use of

vocal language is usually found at about the end

of the first year, although it is difficult to

distinguish such an event from mere babbling or

imitation. Even before this time, this infant has

probably already learned to use verbal behavior

instrumentally; his chief problem is mobilizing

his speech apparatus to action in an appropriate

situation. The utterance learned in the period 12

to 18 months are particularly likely to be learned

as whole unit even when from the adult point of

view composed of several words and their

pronunciation is extremely imprecise. This is also

a period of the “one-word sentence” when a single

word or word-like utterance can stand for a

multiplicity of meanings and be used in many

different situation.

5. The beginning of differentiated speech

communication.

Toward the end of the second “year” of life, when

there is also a rapid growth of vocabulary, the

child starts indulging in what might be called

“linguistic experimentation”. Perceiving that

segments of utterances can be similar while other

segment differ. This behavior lays the foundation

for the development of truly articulated sentence

structure.

6. Later stages.

After the beginning of differentiated speech

communication, when the child first start to

manipulate the syntactical structures of language

freely. It is less useful to distinguish stage in

development. Language development is rapid in all

respects. By the age about six, the average child

has mastered nearly all the phonemic distinction

of his language and practically all its common

grammatical form and construction.

CHAPTER III

RESEARCH METHODOLOGY

A. Type of the Study

In this research, writer uses a descriptive

qualitative research. The descriptive qualitative

research is a research that very closely related to

direct sources of data in form of words, sentences

and utterance and not in numerical data. According to

Best (1970:117), descriptive research must be

emphasized that merely describing what does not

comprise the entire research process. Although the

gathering data and the description of prevailing

conditions are necessary steps, the research process

is not completed until the data are organized and the

conclusions are derived.

The research uses the qualitative method since

all observed data are language used by children and

they are in words or phrase form. This research aims

to describe the psycholinguistics analysis that is

used by the children.

B. Source of Data

The data of this research were the utterance

which taken from the conversation of the children

between the writer and their family members. The

source of this paper is the utterances of the

children from different age, gender, and family

background. The researcher obtains the data by

observing, listening and making the transcription of

the conversation.

C. Subject Selection

This study is conducted in Yogyakarta. The

subject of this research are some children of my

family but they are from different age, gender, and

family background. They are;

1. Name : Alextrada Brainnice

Age : 3 years 5 months

2. Name : Muhammad Zildan Ramadhani

Age : 2 years 1 months

3. Name : Banyu Munandar

Age : 3 years 7 months

4. Name : Erlyka Anindia Agatha

Age : 3 years 7 months

D. Techniques and Instruments of Data Collection

To collect the data, writer used document

method. In this method, first the writer by selecting

the object of the research or the children. Then, the

writer prepared the form that the writer needed to do

this research. Next, the writer write the

conversation of the children and collected the

children utterances. Those utterance then, are

analyzed through Phonology, Morphology and syntax

aspect.

E. Data Analysis Techniques

The research design of this study is descriptive

qualitative method since it provides a systematic,

factual, and accurate description of a situation of

area (Issac and Michael, 1987:42). This research is

also a qualitative one since all the data collection

is in the form of words. The use of this method is

appropriated with the purpose of the study that is

explaining the analysis of children’s utterances. The

form to collect the data is below;

Table 1. the form

Name ALEXTRADA BRAINNICE Age 3 years 5 monthsFather’s nameJobMother’s name

JobSocial backgroundInteractionBehavior .EnvironmentChildren Utterances

Lextra : mah, acak pa?

Mother : masak sayur dek. Adek mau?

Lextra : sayul pa mah?

Table 2. data analysis

Data Rec. Form Analysismah, acak pa? Mamah, masak

apa?

1. Phonology

{mah} VS {mamah} (m,

a)

{acak} VS {masak}

(m)

(s) target ( t ) ∫

realization

{pa} VS {apa} (a)

- unable to produce some

letter at the

beginning, for example;

[a] at the beginning of

{apa}.

- Miss spelling in some

words, for example; in

word {acak} VS {masak}

the child wants to say

[s] but the realization

is [t ]∫

2. Morphology

{mah} VS {mamah}

{acak} VS {masak}

{pa} VS {apa}

3. Syntax

Mah, acak apa?

S P

- The child able use the

structured sentence.

Since it has subject

and predicate.

CHAPTER IV

FINDING AND DISCUSSION

A. Data Description

The data were gathered by collect the children

utterances. The researcher got the data from the

interaction between the children and their parents or

the children with another people. After getting the

data, the researcher transcribed the utterances for

data analysis and started to analyze.

B. Finding

Data of the children background and children

utterance:

1. First Child

Name ALEXTRADA BRAINNICEAge 3 years 5 monthsFather’s name SARYONOJob EmployeeMother’s name AIRIANNA CARENINAJob Front Office at English

CourseSocial background She is from middle-high

social level. She is a

pre-school student.

Because of her both

parents woks, she is

entered to school in the

early age. She has a good

family background. His

mother tongue is Javanese

but she can also speak in

Bahasa. She live in Jogja

from her birth.

Interaction The interaction between

the child and her parents

run well. Although the

parents can’t accompany

her all the time, her

parents always encourage

children to communicate.

They communicate using

Javanese and Bahasa.Behavior She is always curios with

the new things and she

will asked to other about

that things. She also

likes to watch a cartoon

movie and children videos.Environment She lives in a conducive

environment. Her family

always teach her to

communicate and interact

with other people.Children Utterances

Lextra : mah, acak pa?

Mother : masak sayur dek. Adek mau?

Lextra : sayul pa mah?

Mother : sayur sop dek, nanti adek maem ini yaa!

Lextra : iya mah. Mah adek ‘ci angan dulu.

Mother : iya, sini mamah bantu sayang.

2. Second Child

Name MUHAMMAD ZILDAN RAMADHANIAge 2 years 1 monthsFather’s name M. ZAINUDIN YUSUFJob EnterpreneurMother’s name YULISTASYA SRI WIDAWATIJob University StaffSocial background He is from middle-high

social level. He is a

todler who learn to speak.

He has a good family

background. His mother

tongue is Javanese but he

can also speak in Bahasa.

He live in Jogja from her

birth.Interaction the interaction between

the child and his parents

run well. Because his

father runs a business in

their house, he

intensively communicate

with his father. But his

mother also keep in touch

with him by phone. They

communicate using Javanese

and Bahasa.Behavior He is always curios with

the new things and he will

asked to other about that

things. She also likes to

watch a cartoon movie and

children videos. Marsha

and the Bear is his

favorite cartoon program.Environment He lives in a conducive

environment. His family

always teach him to

communicate and interact

with other people

politely.Children Utterances

Zildan : mmmm... (called his ucle), mmm...

Me :om.. itu loh dipanggil zil

Uncle : apa dek?

Zildan : yuk, alan-alan!

Uncle : Zil mau jalan-jalan kemana?

Zildan : tu..... (pointing to the outside house)

Mother : Kui loh om, ngejak metu.

Uncle : Owalah... ayo-ayo...

3. Third Child

Name BANYU MUNANDARAge 3 years 7 monthsFather’s name AKHMAD IMAMJob Fire FighterMother’s name YULIAWATIJob EmployeeSocial background He is from middle-high

social level. He is a pre-

school student. He has a

good family background.

His mother tongue is

Javanese but he can also

speak in Bahasa. He live

in Jogja.Interaction The interaction between

the child and his parents

run well. His both parents

are workers, so he spend

more time in his pre-

school with his teacher

and his friend. They

communicate using Javanese

and Bahasa.Behavior He likes singing. Since in

his school he is taught a

lot of children song.

Sometimes, his mother sing

with him too. Banyu is a

snivel. He often cry if he

doesn’t get what he want

or annoyed with something.Environment He lives in a conducive

environment. His family

always teach him to

communicate and interact

with other people

politely.Children Utterances

Banyu : anyu mau ewat bu..

Mother : jangan nyu, nanti kepleset. Masih basah.

Banyu : udah anyu duk ini adha.

Me : nyu.. Tante punya cokelat nih. Mau enggak?

Banyu : mau..

Mother : Bilang apa nyu!

Banyu : Acih ante..

Me : sama-sama banyu.

4. Fourth Child

Name ERLYKA ANINDIA AGATHAAge 3 years 7 months

Father’s name IMAM SUKOCOJob EmployeeMother’s name IIS ISNAWATIJob EmployeeSocial background she is from middle-high

social level. She has a

good family background.

Her mother tongue is

Javanese but he can also

speak in Bahasa. He live

in Jogja.Interaction the interaction between

the child and her parents

run well. When her mother

and her father are

working, she is taken care

by her grandmother.Behavior She likes watching

television. Since she has

not school yet. So, she

spend more time to watch

TV. Sometimes, she can

imitate what she has just

watched.Environment He lives in a conducive

environment. Her family

always teach her to

communicate and interact

with other people

politely.Children Utterances

Erly : bue, mau temana?

Aunty : mau ke warung sebentar.

Erly : dek ei meu bue..

Aunty : ayo.. dek erly beli apa?

Erly : mau beyi pemen.

Aunty : kok beli permen mulu nanti giginya gigis loh!

Erly : ndak ok, pemen enyak.

C. Discussion

1. First Child (Lextra)

Data Rec. Form Analysismah, acak pa? Mamah, masak

apa?

4. Phonology

{mah} VS {mamah} (m, a)

{acak} VS {masak}

(m)

(s) target ( t ) ∫

realization

{pa} VS {apa} (a)

- unable to produce some

letter at the beginning,

for example; [a] at the

beginning of {apa}.

- Miss spelling in some

words, for example; in word

{acak} VS {masak} the child

wants to say [s] but the

realization is [t ]∫

5. Morphology

{mah} VS {mamah}

{acak} VS {masak}

{pa} VS {apa}

6. Syntax

Mah, acak apa?

S P

- The child able use the

structured sentence. Since

it has subject and

predicate.sayul pa mah? Sayur apa

mah?

1. Phonology

{sayul} VS {sayur}

[r] target [l]

realization

{pa} VS {apa} [a]

2. Morphology

{sayul} VS {sayur}

{pa} VS {apa}

3. Syntax

Sayur pa, mah?

O Siya mah. Mah

adek ‘ci angan

dulu.

Iya mah,

mamah adek

mau cuci

tangan dulu.

1. Phonology

{mah} VS {mamah}

[m, a]

{ci angan} VS {cuci tangan}

[t , u ,t∫ ]

- Unable to produce some

letter at the beginning,

for example; [t , u ,t∫ ] at

the beginning of {cuci

tangan}.

2. Morphology

{mah} VS {mamah}

{ci angan} VS {cuci tangan}

3. Syntax

iya mah. Mah adek ‘ci angan dulu.

S P

- The child able use the

structured sentence. Since it

has subject and predicate.

2. Second Child ( Zildan)

Data Rec. Form Analysismmmm... Om... 1. Phonology

{mmm} VS {om} (o)

- unable to produce some

letter at the beginning,

for example; [o] at the

beginning of {om}.

2. Morphology

{mmm} VS {om}

3. Syntax

mmm....

S

- unable use the structured

sentence. Since it only has

subject, misses the

predicate.yuk, alan-alan! Ayo, jalan-

jalan

1. Phonology

{yuk} VS {ayo}

{alan-alan} VS {d alan- d

alan}

[d ]

- Unable to produce some

letter at the beginning,

for example; [d ] at the

beginning of {jalan-jalan}.

2. Morphology

{yuk} VS {ayo}

{alan-alan} VS {jalan-jalan}

3. Syntax

yuk, alan-alan!

P

- unable use the structured

sentence. Since it misses

the subject.Tu.. itu 1. Phonology

{tu} VS {itu} [i]

2. Morphology

{tu} VS {itu}

3. Syntax

tu....

S

-unable use the structured

sentence. It misses the

predicate.

3. Third Child (Banyu)

Data Rec. Form Analysisanyu mau

ewat bu..

Banyu mau

lewat bu..

1. Phonology

{anyu} VS {banyu} [b]

{ewat} VS {lewat} [l]

- unable to produce some

letter at the beginning,

for example; [b] at the

beginning of {Banyu}.

2. Morphology

{anyu} VS {banyu}

{ewat} VS {lewat}

3. Syntax

anyu mau ewat bu..

S P

- able use the structured

sentence. Since it has

subject and predicate.udah anyu duk

ini adha.

Ya sudah

banyu duduk

disini saja.

1. Phonology

{udah} VS {sudah} [s]

{anyu} VS {banyu} [b]

{duk} VS {duduk} [d, u]

{ini} VS {sini} [s]

{adha} VS {sad a}

[s]

[d ] target [dh]

realization

- Unable to produce some

beginning words, such as

[s] at word {sudah} and [b]

at word {banyu}

2. Morphology

{udah} VS {sudah}

{anyu} VS {banyu}

{duk} VS {duduk}

{ini} {disini} [di]

drop [di]

{adha} VS {sad a}

3. Syntax

udah anyu duk ini adha.

S P O

- Able to use structured

sentence. Since it is

completed with subject,

predicate, and object.Acih ante.. Makasih

tante

1. Phonology

{acih} VS {makasih}

[m,a,k,s]

{ante} VS {tante} [t]

-unable to produce some

beginning words. For example

[t] at word {tante}

2. Morphology

{acih} VS {makasih}

{ante} VS {tante}

3. Syntax

Acih ante..

P O

4. Fourth Child (Erly)

Data Rec. Form Analysisbue, mau

temana?

Bulek, mau

kemana?

1. Phonology

{bue} VS {bulek} [l, k]

{temana} VS {kemana}

[k] target [t]

realization

Miss spelling letter, for

example; [t] at the

beginning of {kemana}.

2. Morphology

{bue} VS {bulek}

{temana} VS {kemana}

3. Syntax

bue, mau temana?

S P O

- Able to use the structured

sentence. Since it has

subject and predicate.dek ei meu

bue..

Adek erly

melu bulek

1. Phonology

{dek} VS {adek} [a]

{ei} VS {erli} [r,l]

{meu} VS {melu} [l]

{bue} VS {bulek} [l, k]

- Unable to produce some

letters in the middle, such

as letter [l] at word

{erli} and {melu}

2. Morphology

{dek} VS {adek}

{ei} VS {erli}

{meu} VS {melu}

{bue} VS {bulek}

3. Syntax

dek ei meu bue..

S P O

- Able to use the structured

sentence. Since it has

subject and predicate.mau beyi

pemen.

Mau beli

permen

1. Phonology

{beyi} VS {beli}

[l] target [j]

realization

{pemen} VS {permen} [r]

- Unable to produce some

letters in the middle, such a

letter [r] at word {permen}.

2. Morphology

{beyi} VS {beli}

{pemen} VS {permen}

3. Syntax

mau beyi pemen.

P O

- In this utterance, she

can’t use structured

sentence because it misses

the subject.ndak ok,

pemen enyak.

ndak kok,

permen itu

enak

1. Phonology

{pemen} VS {permen} [r]

{enyak} VS {enak} omit

[y]

[n] target [ny]

realization

2. Morphology

{pemen} VS {permen}

{enyak} VS {enak}

3. Syntax

ndak ok, pemen enyak.

S

Adj

- unable to use structured

sentence, because it misses

the predicate.

CHAPTER V

CONCLUSION

A. Conclusion

After conducting the research and get the result,

the writer can make some conclusion. The result of

the study above sowed that first language acquisition

is happened in the child from different age, gender

and family background has their own way to acquire

first language. Some children whose age between 2

until 4 years old couldn’t pronounce some words in

the right way. There were some mistake on phonology,

morphology and syntax. But it can develop to the

right way during the growth of the children.

Throughout his language development, the child learns

what verbal or gestural responses will get what he

wants or fend off what he dislike and what responses

on the part others are the cues for what he wants or

doesn’t want.

Besides, the interaction between the child and

the parents has important function of the success of

language acquisition. Each child has. It depends on

how the interaction between the parents and the other

people in their environment run. Children can be

influenced by their environment as well as the

language input children receive from their care-

givers.

REFERENCES

Chaer, Abdul. Psikolinguistik; Kajian Teoretik. Jakarta

: Rhineka Cipta. 2009

Ellis, Rod. Understanding Second Language Acquisition. New

York: Oxford University Press. 1986

Saporta, Sol. Psycholinguistics; a Book of Readings.

New York-Chicago Holt, Rinehart and Winston. 1961

Taylor, Insup. Introduction to Psycholinguistics. New

York-Chicago Holt, Rinehart and Winston. 1976

http://www.education.com/reference/article/first-primary-

language-acquisition/

http://en.wikiversity.org/wiki/Psycholinguistics/Theories_and_Models_of_Language_Acquisition

http://www.sciencedaily.com/articles/p/psycholinguistics.htm