A MORPHOLOGICAL ACQUISITION FOR THE CHILDREN 3-4 YEARS

OLD

A THESIS

BY

JULIYANTI SHAHIH BR PANJAITAN

REG. NO. 130705030

DEPARTMENT OF ENGLISH
FACULTY OF CULTURAL STUDIES
UNIVERSITY OF SUMATERA UTARA
MEDAN 2021
 AUTHOR’S DECLARATION

I, JULIYANTI SHAHIH BR PANJAITAN DECLARE THAT I AM THE

SOLE AUTHOR OF THIS THESIS EXCEPT WHERE REFERENCE IS

MADE IN THE TEXT OF THIS THESIS. THIS THESIS CONTAINS NO

MATERIAL PUBLISHED ELSEWHERE OR EXTRACTED IN WHOLE

OR IN PART FROM A PAPER BY WHICH I HAVE QUALIFIED FOR OR

AWARDED ANOTHER DEGREE. NO OTHER PERSON’S WORK HAS

BEEN USED WITHOUT DUE ACKNOWLEDGEMENTS IN THE MAIN

TEXT OF THIS THESIS. THIS THESIS HAS NOT BEEN SUBMITTED

FOR THE AWARD OF ANOTHER DEGREE IN ANY TERTIARY

EDUCATION.

Signed :

Date : December 30th, 2020

i
 COPYRIGHT DECLARATION

NAME : JULIYANTI SHAHIH BR PANJAITAN

TITLE OF THESIS : MORPHOLOGICAL ACQUISITION FOR THE

CHILDREN 3-4 YEARS OLD

QUALIFICATION : S-1/SARJANA SASTRA

DEPARTMENT : ENGLISH

I AM WILLING THAT MY THESIS SHOULD BE AVAILABLE FOR

REPRODUCTION AT THE DISCRETION OF THE LIBRARIAN OF

DEPARTMENT OF ENGLISH, FACULTY OF CULTURAL STUDIES,

UNIVERSITY OF SUMATERA UTARA ON THE UNDERSTANDING

THAT USERS ARE MADE AWARE OF THEIR OBLIGATION UNDER

THE LAW OF THE REPUBLIC OF INDONESIA.

Signed :

Date : December 30th, 2020

ii
 ACKNOWLEDGEMENTS

First of all, I would like to thank and praise the Almighty God, Allah

(SWT) Who has given mercy, blessings and guidance in my life, especially in

accomplishing this thesis, as one of the requirements for the bachelor degree

(Sarjana Sastra) in Department of English, Faculty of Cultural Studies, University

of Sumatera Utara. Shalawat and Salam is upon the Prophet Muhammad (SAW)

who has brought us from the darkness to the brightness.

I would like to express my sincere gratitude and appreciation to the people

whom have contributed and shared in the forms of guidance, helping hands,

motivation and love. Those people are:

1. Dean of Faculty of Cultural Studies, University of Sumatera Utara, Dr.

Budi Agustono, M.S.

2. Head of Department of English, Prof. Tengku Silvana Sinar, M.A, ph.D,

Not only does she act as the Head of English Department, she also has

guided me in writing my thesis and helped me with the schedules for my

proposal seminar and thesis examination.

3. Secretary of English Department, Rahmadsyah Rangkuti, M.A, P.h.D.

4. All lecturers of Department of English who have given me assistances,

valuable knowledge and facilities during my academic years.

5. My Supervisor, Dr. Matius CA Sembiring, M.A who has spared his time

to guide me in writing my thesis.

iii
6. My Co-Supervisor, Dr. Nurlela, M.Hum. who has guided me and

corrected my mistakes in writing my thesis.

7. I also thank to my examiners, Dr. Martha Pardede, M.S and Drs. Siamir

Maralauf, M.Hum. who has given the best suggestion, comments and

score that I got B+ grades in my thesis seminar.

8. Special thanks and love to both of my parents, who always support me,

motivate me during my academic study at University of Sumatera Utara.

9. Big thanks to all of my friends who have always been there for me when I

needed them and who have always helped me and supported me in my

darkest times, so that I could finish my thesis.

I am sorry for those whom I cannot mention by name because if I did, it

would take so many pages to write. But sincerely I thank you all, I wish you

all blessings from Allah (SWT) and I wish you all happiness.

Medan, December 20th, 2020

Juliyanti Shahih Br Panjaitan

Reg. No. 130705030

iv
 ABSTRACT

This thesis entitled “Morphological Acquisition For the 3-4 Children Years Old”.
This thesis analyzes the word acquired and morphological process by the children
of 3-4 years old. This study applies a qualitative descriptive method. Based on the
research findings, it can be concluded that the words were acquired by the 3-4
years old related to morphological acquisition was noun 40 words, verb 29 words,
adjective 11 words, adverb 12 words. The morphological acquisition produce by
the 3-4 years old were exact reduplication and ablaut reduplication. For exact
reducplication gets 5 words, and ablaut reducplication 1 word, compounding 1
word, prefix 14 words, simulfix 2 word and suffix 5 words.

Keywords: morphological, acquisition, 3-4 years old.

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 ABSTRAK

Skripsi ini berjudul “Akuisisi Morfologi Untuk Anak Usia 3-4 Tahun”. Tesis ini
menganalisis kata yang didapat dan proses morfologi anak usia 3-4 tahun.
Penelitian ini menggunakan metode deskriptif kualitatif. Berdasarkan hasil
penelitian dapat disimpulkan bahwa kata-kata yang diperoleh usia 3-4 tahun
terkait dengan perolehan morfologi adalah kata benda 40 kata, kata kerja 29 kata,
kata sifat 11 kata, kata keterangan 12 kata. Akuisisi morfologi yang dihasilkan
pada umur 3-4 tahun adalah reduplikasi yang tepat dan reduplikasi yang akurat.
Untuk reduksi eksak diperoleh 5 kata, dan reduksi ablaut 1 kata, peracikan 1 kata,
prefiks 14 kata, simulfiks 2 kata dan sufiks 5 kata.

Kata kunci: morfologi, perolehan, umur 3-4 tahun.

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 TABLE OF CONTENTS

AUTHOR’S DECLARATION...................................................................... i

COPYRIGHT DECLARATION .................................................................. iii

ACKNOWLEDGEMENTS........................................................................... iv

ABSTRACT .................................................................................................... v

ABSTRAK ...................................................................................................... vi

TABLE OF CONTENTS............................................................................... vii

LIST OF TABLES ......................................................................................... xi

CHAPTER I: INTRODUCTION

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

1.2 Problems of the Study ........................................................... 5

1.3 Objectives of the Study ......................................................... 6

1.4 Scope of the Study ................................................................ 6

1.5 Significance of the Study ...................................................... 6

CHAPTER II: REVIEW OF RELATED LITERATURE

2.1 Morphological ....................................................................... 8

2.1.1 Morphological Acquisition ................................................. 9

2.1.2 Morphological Process ........................................................ 11

2.1.3 Language Acquisition .......................................................... 17

2.1.4 Theories Underlying First Language Acquisition ............... 21

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 2.1.5 Behavioristic Approach ....................................................... 22

2.1.5.1 The Nativist Approach...................................................... 23

2.1.5.2 Functional Approach ........................................................ 24

2.1.5.3 Language Form Development .......................................... 27

CHAPTER III: RESEARCH METHODS

3.1 Research Design ..................................................................... 30

3.2 Location and Time .................................................................. 30

3.3 Source of Data ......................................................................... 30

3.4 Data Collection Procedures .................................................... 31

3.5 Data Step of the Research ....................................................... 31

3.6 Data Analysis .......................................................................... 31

CHAPTER IV: ANALYSIS AND FINDINGS

4.1Research Findings ......................................................................... 32

4.2 The Word Acquired by the 3-4 Years Old Childre .................. 32

4.3 Discussions ................................................................................... 39

CHAPTER V: CONCLUSION

5.1 Conclusion ..................................................................................... 51

5.2 Suggestions................................................................................... 51

REFERENCES
APPENDICES

viii
 CHAPTER I

INTRODUCTION

1.1 Background of the Study

Language is very important for our life which takes a part as a

communication device among human. People will find it difficult to express their

ideas, opinions, and feelings without language. A language is a system of

conventional vocal signs by means of which human beings communicate. This

definition has several important terms, each of which is examined in some detail.

Those terms are system, signs, vocal, conventional, human, communicate (Algeo,

2009: 2). It means that to emerge a good quality incommunication system, the

agreement between both speaker and hearer is needed to assign the meaning.

In communication system, learning to speak is the most important part in a

child’s intellectual development. This process begins when a child is born through

a chat between mother and baby. In subsequent developments, namely between

zero months to 14 months, the child has begun to be able to articulate certain

vowel sounds. The vocal sound articulation stage starts from the easiest vowel,

vowel /a/, then goes to the middle vowel/e/, and the back vowel is /u/.After that,

the child’s ability to speak also increases. At the age of 14 months to five years

children begin to be able to produce some simple words, then arrange these words

into single sentences, and develop them again into more complex sentences.

Furthermore, at the stage before school children have mastered almost all basic

grammatical rules of the language(Chaer, 2010: 230).

1
 In the process of learning to speak, children learn by imitating the

conversation of people in the surrounding environment. They learn best in a

pleasant social setting, because there they can practice what they already know,

and continue trying little by little. Such a pleasant atmosphere can be obtained by

children from the family environment and in the school environment (PAUD or

kindergarten).

Usually in early childhood schools (kindergartens) will be taught to speak,

count, read and others in a fun way. In the process of speaking carried out by

children both intentional and unintentional often there is a morphological process.

According to Chaer (2010: 25) the morphological process is basically the process

of forming words from a basic form through affixing (in the process of affixation),

repetition (in the process of reduplication), merging (in the process of

composition), shortening (in the process of acronymization) , and status changes

(in the conversion process). But, not infrequently these children often make

mistakes in speaking certain words. Mistakes in saying a word or sentence made

by children can cause errors in interpreting the speech.

Clark (2009:374) stated that children typically begin to say their first

words between twelve and twenty months of age. And they produce systematic

morphological modulations of those words within their first year of talking. As

they move to more complex expression of their meanings, they add grammatical

morphemes: prefixes, suffixes, prepositions, postpositions, and clitics. On nouns,

for example, they start to add morphemes to mark such distinctions as gender,

number, and case; on verbs, they add markers for aspect, tense, gender, number,

2
and person. Within a particular language, children’s mastery of such paradigms

may take several years. There are at least three reasons for this: (a) some meaning

distinctions appear to be more complex conceptually than others, and so take

longer to learn; (b) some paradigms are less regular than others, and they too take

longer to learn; and (c) language typology may affect the process of

morphological acquisition: suffixes, for instance, are acquired more readily, and

earlier, than prefixes.

In order to acquire noun and verb morphology, children must first analyze

the structure of words heard in input, identify stems and affixes, map consistent

meanings onto them, and then begin to use those stems and affixes in new

combinations. This process of analyzing form and assigning meaning is a

prerequisite for the acquisition of inflectional morphology. It is also a prerequisite

in the acquisition of word formation. Children begin to use some word-formation

processes at around the same time as their first inflections. In particular, they

produce novel compounds formed from simple stem combinations (often called

root compounds). Next, during their second year of speech, as some inflectional

paradigms become established, they also begin to produce a few derivational

affixes in novel word forms. These emerge in greater numbers between ages three

and four, in both derived and compound innovations.

The acquisition of morphology in inflection and word formation raises a

number of questions about both morphology and the process of acquisition. In

acquisition, the domain of morphology is the word. Inflectional affixes are added

to words or stems to form words. Each one must be identified and assigned some

3
meaning. But inflections also mark grammatical relations through agreement

within or across phrases, so the domain of an inflection may go beyond the word.

Children acquiring English or Spanish must learn that nouns denoting more than

one instance of an entity are used in a plural form, with the addition of the

relevant inflection. In Spanish, though not in English, any adjective that

accompanies that plural noun must also be marked for plural. In addition, if that

noun happens to be the grammatical subject, its verb must also be marked for

plural. So although children appear to begin with inflections as modulations of the

word meaning, they go on to learn the grammatical functions of each inflection,

and hence the full domain for each one. Learning inflections ultimately demands

attention to both lexical meaning and syntax.

When children learn inflections, they must also learn which words belong

to which paradigms. That is, whether a noun takes the regular plural, or which two

or three distinct regular plurals, versus an irregular form. In English, this typically

amounts to a choice of a regular allomorph (/-s/, /-z/, or /-iz/) versus an irregular

form – for example, -en (as in ox/oxen) or a vowel change (as in tooth/teeth).

Some languages have one highly regular paradigm and a scattering of small

irregular ones, as in English plurals. Others may have several regular paradigms,

with word membership in each dictated by phonological form, plus some smaller,

irregular ones. In each language, children have to learn which paradigm a

particular word belongs to for purposes, say, of plural formation. Where children

have not yet learnt this, they may regularize some forms by assigning them to a

major paradigm. At issue here is the extent to which they learn an inflection like

4
the plural on a word by word basis versus a constructional, rule-like basis Clark

(2009:377)

Some affixes are more complex than others and are typically acquired

later. Both meaning and form appear to contribute to their complexity. The

complexity of the conceptual distinction underlying the meaning should affect

how early and how readily children assign the pertinent conventional meaning to

an inflection. In addition, the mapping of meaning onto an inflection may be

affected by the complexity of the form itself. If the boundary between stem and

affix is obscured by morphological rules, children will have a harder time

identifying both, and so will acquire the inflection later. If they have to map a

particular meaning onto discontinuous elements (e.g. a case ending and a

preposition), that form too should take longer to acquire than one where the

mapping involves a single element. In short, children must analyze the word

forms they encounter, identify stems and potential affixes, and assign meanings to

both. Their ability to do this may be taxed by the complexity of the meaning to be

assigned, or by the complexity of the form for that meaning, or both.

Considering the explanation above, the writer is interested in conducting

an action research entitled: “ A Morphological Acquisition for The Children 3-

4 Years Old”.

1.2 Problem of the Study

The writer formulated the problem of this study as follow:

1. What is the sum of the vocabulary acquired by the children of 3-4 years old?

2. What are the vocabulary deal with the morphological acquisition?

5
1.3 Objective of the Study

Based on the problem of the study above, the objective of this study as

follow:

1. To find out the sum of the vocabulary acquired by the children of 3-4 years

old.

2. To find out the morphological process of the vocabulary acquired.

1.4 Scope of the Study

According to the backgroud of the study above, the writer makes limit of

this study. It be focused on morphological process of language acquisition for the

children 3-4 years old.

1.5 Significance of the Study

The researcher really hopes that this study has some benefits to the

researcher personally and the reader as general. The benefits of the study are:

1. The researcher expects that it can be used as a reference or as a comparative to

know the language acquisition of the other child.

2. The researcher expects that it can give information for the parents about the

developing of their children language acquisition.

3. The researcher expects that it can be contribute in developing of

psycholinguistics of Indonesia especially in English Department of University

of Sumatera Utara.

6
4. As the last, the researcher expects that it can give the information for all the

researcher who likes to watch and do research about the language of child and

also the researcher expects can make a new theory or advice or critical about

the language acquisition.

7
 CHAPTER II

REVIEW OF LITERATURE

2.1 Morphology

Morphology is one of its important branches to study. Morphology is the

science and study of the smallest grammatical units of language (morpheme) and

of their formation into words. According to Dwarfan in Hana (2011: 72),

morphology is the study of the ways and methods of grouping sounds into sound

word complext or words of deinite, distinc and concentional meaning. According

to Apel & Apel (2013), a great linguist, mophology is the study of construction in

which bound forms appear among the constituents. In the morpheme

arrangements which are treated under the morphology of a language include all

combinations that form words or parts of words. Combinaion of words into

phrases and sentence are treated under the syntax. In short, morphology is the

study of word formation, including the way the ways new words are coined in the

language of world, and the way forms of word are varied depending on how the

are used in sentences.

Morphology is the level of linguistics which is concerned with the internal

structure of words, whether these be simple or complex, whether they contain

grammatical information or have a purely lexical status. A word Morphology is

from Greece“ morpheme that has meaning forms” . It means the morphology is a

science of language that focuses on language and how that language special word

formed. Like we see the world drive becomes driver in here morphology focuses

and concentrate.

8
 Another definition comes from Boij (2005: 7) said, in present day

linguistics, theterm morphology‘ refers to the study of the internal structure of

words, and of the systematic form meaning correspondences between words. The

example above is explains about morphology specially in forming word because it

to form new word. Morphologyand syntax study how the word construct but

morphology study about the word.

2.1.1 Morphological Acquisition

At around 2 years of age, children begin to create utterances that have

more thanone word in them. Children‘s ability to combine words into larger units

is often indexedusing a simple measure called the Mean Length of Utterance

(MLU). This measure counts the number of morphemes or words that the child

produces in a single utterance (which is in turn assessed by looking at when the

child pauses). Children at about age 2 have MLUs of just over 1, because they

continue to express ideas using single-word utterances (No!, More!, and so on).

One of the greatest challenges that a child learning morphology faces is

the combination in the target language. But as children mature, the mean length of

utterances teadily increases and children develop more sophisticated ways to

express increasingly complex thoughts. As they acquire skills, children become

much more flexible in the waythey use language. Instead of repeating snippets of

what they hear, children craft utterances that nobody has ever said before. In other

words, children become more productive in their language use. Many young

children‘s utterances are ungrammatical according to adult language standards

(e.g.I want see my bottle getting fix, Mommy Ipoured you), but many of them are

9
not (I‘m going to show you where Mr. Lion is) (Clark,2009:387), and production

performance gets closer and closer to adult forms.

Morphology is language specific and must be acquired on the basis of

particular linguistic data. Let‘s consider three kinds of grammatical knowledge

that children acquire: knowledge of word categories, morphology, and phrase

structure. Different languages have different categories of words (for example,

some languages lack adjectives (Stoll,& Lieven, 2009). So a child learning a

language must learn what categories her language has and where specific words

fit into the system of categories. In addition, children must learn how those

categories of words are expressed within phrases and sentences. In addition to

discovering categories and phrase organization, children mustalso learn aspects of

morphology the different forms that a word can take. Morphological marking

plays a variety of important roles in language, and different languages

havedifferent morphological systems. Some kinds of morphology are used to

express different flavors of meaning, such as the difference between present and

past tense (e.g., walk vs.walked; sing vs sang). Other aspects of morphology show

how words in sentences relateto one another, such as agreement between subjects

and verbs (e.g., The cats were … butnot *The cat were …) orbetween determiners

and nouns in languages like French and Spanish (el burro but not la burro).

Morphological marking is also used in many languagesto identify a word‘s

case, and this helps identify what grammatical and semantic roles aword is

playing in a sentence. (English has very little case marking, but other

languages,such as Russian, Finnish, and Hindi, make extensive use of case

10
marking. In English, wemark most of our pronouns for case as in he vs. him and

she vs. her, i vs me but not otherwords). Thus, to learn a language, a child must

master its morphological system.

The morphological analysis is the observation and description of the

grammatical elements in alanguage by studying their form and function, their

phonological variants andtheir distribution. It may be syncronic or diachronic or

both. Morphological analysis is of great importance in the study of a language.

2.1.2 Morphological Process

Morphological process is the formation process of words from another

units which is the basic form of word. Ramlan (2005:44) said that morphological

process is the arranging of the smallest components into the big components in the

form of complex words.

The languages in the world has its own way in process formation words so

the morphological process is not same in each language. According to Ramlan

(2005) in bahasa there are three of morphological process:

2.1.2.1 Affixation

Affixation is the process of word formation conducted by affixing the

morphemebe affix on basic form. In the process of affixing, the basic form is one

of the elements thatare not affixes. According to Ramlan (2005) stated that affixes

are a bound grammatical unit in a word that is an element of not a word and not

the subject of the word, which has the ability attached to other units toform new

words or principal words. There are fourkinds of afixation , namely (prefixes),

infix (insert), suffix (suffix), and konfiks (combined prefix and suffix).

11
1. Prefix

Prefix is a letter or group of letters attached to the beginning of word that

party indicates its meaning. For example, the word prefix itself begins with a men,

ber, maha ,ter, me, etc.

Examples:

Prefix Original Word Example

Men Cari Mencari

Ber Main Bermain

Maha Siswa Mahasiswa

Ter Tawa Tertawa

Me Letup Meletup

2. Infix

Infix is a letter or a group of letters attached to the middle of a word to

form a new word or to alter the grammatical function of the original word. Infix

itself in a less productive to use, in the Indonesian language infix consists of three

kinds: el, em, and er.

Examples:

Infix Original Word Example

el Getar Geletar

em Guruh Gemuruh

er Gigi Gerigi

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3. Suffix

Suffix is a letter or a group of letters attached to the end of a word to form

a newword or to alter the grammatical function of the original word. Suffix in

Indonesia language get serve from foreign like –wan,-wati,-man, and the real

suffix consist of: an, in,kan, nya, etc.

Examples:

Suffix Original Word Example

an Cuci Cucian

i Warna Warnai

kan Baca Bacakan

nya Hasil Hasilnya

Wan Wisata Wisatawan

Besides these three kinds affix there is another one kind affix here called

separate affixes or simulfix.

4. Simulfix

Simulfix is a affix which some part attached in front of word and the

others part attached in the end of word. While simulfix in Indonesian consist of

pen-an, pe-an, per-an,ber-an, ke-an, and se-nya.

Examples:

Simulfix Original Word Example

pen - an Dingin Pendinginan

pe - an Kerja Pekerjaan

ber - an Pakai Berpakaian

ke - an Hujan Kehujanan

13
2.1.2.2 Reduplication

Reduplication is a process of new word by repetition word to make new

meaning like in Indonesia buku become buku-buku. This is one common way in

Indonesia and in English to make new meaning or purpose like in English zig-zag.

Ramlan (2005) said that “the process of reduplication is a grammatical repetition,

either in whole or in part, eitherwith a variation of phoneme or not. For example,

reduplication of rumah-rumah comesfrom the original word rumah or

reduplication of berjalan-jalan comes from original berjalan and then

reduplication of bolak-balik comes from original word.

Based on the way to repeat its basic form, repetition can be classified into

fourgroups:

1. Exact Reduplication

Exact Reduplication is repeat the all basic word without any changes to

thephonemes and not in combination with the process of affixing. For example:

sepeda become sepeda-sepada, buku become buku-buku, kebaikan become

kebaikan-kebaikan, pertempuran become pertempuran-pertempuran.

2. Reduplication partially

Reduplication partially is the repetition of some of the most basic form.

Here the basic shape of word is not repeated in full. If the basic shape of word in

the complex word, the possibilities of its form as follows:

a. Bentuk meN, example: menjalankan = menjalan – jalankan.

b. Bentuk di , example: ditarik = ditarik – tarik.

c. Bentuk ber , example: berjalan = berjalan – jalan.

14
 d. Bentuk ter , example: tergoncang = tergoncang – goncang.

e. Bentuk ber -an, example; berjauhan = berjauh – jauhan.

f. Bentuk an, example : tumbuhan = timbuh – tumbuhan.

3. Repetition combined with the process of affixing.

In here, the repetition happens together with the process of affixing and

alsosupports the function. For example: - hitam become kehitam-hitaman and -

luas become seluas-luasnya.

2.1.2.3 Compounding Process

According to Ramlan (2005) compound word is a word composed of two

words asthe element. In addition there is also a compound word consisting of one

word and one principal word as a element. A compound word consisting of two or

more words into one which create a new understanding. In Indonesian language is

often found combination of two words which give rise to a new word. for

example: rumah sakit, meja makan, kepalabatu, keras hati, mata pelajaran, daya

tahan, kolam renang, ikat pinggang, simpan pinjam,etc.

2.1.2.4 Modification

Modification is a morphological process, which produces an alternation

within a root or stem. The two kinds of modification are:

1) Subtraction

It is a morphological process of modification that removes one or more

segments from a root or stem.

2) Suppletion

15
 It is a morphological process of modification in which one stem is

replaced with another resulting in an allomorph of a morpheme, which has no

phonological similarity to the other allomorph.

2.1.2.5 Conversion

The formation of words does not change the form of former lexeme in

which functions as base or assigning the base to a different word class with no

change of form, so the head lexeme in this below can function or can be classified

into word class as verb or noun, this process could be called as conversion

(Katamba, 1993: 54).

1. a.The head of the village school has arrived

b. The heads of the village schools have arrived

2. a. She will head the village school.

b. She headed that school.

The form above can be part of morphological structural, dan the part of

syntactical position in which the lexeme functions as noun or verba. From the

syntactical point of view, this form can be known that 1.a the head as noun phrase.

As a head can be followed the and this is a key in a construction that head must be

as noun or verb when the lexeme can stand without following affixes, however in

the lexeme heads, the existing of morphs indicates as plural noun as a hint.

2.1.2.6 Back-Formations

Back-formation (or back formation or back-formation) is a term that

describes the way certain words are formed. It also refers to the words themselves,

so back-formations result from back-formation. If affixation means forming a

16
word by adding an affix (e.g. frosty from frost, refusal from refuse,

instrumentation from instrument), then back-formation is essentially this process

in reverse: it adapts an existing word by removing its affix, usually a suffix (e.g.

sulk from sulky, proliferate from proliferation, back-form from back-formation).

Sometimes a back-formation arises through the assumption that it must already

exist, and that its source word is the derivative term. Such an assumption, while

misguided, is altogether reasonable, being based on a summary analysis of the

source word’s morphology.

2.2 Language Acquisition

Language Acquisition is meant process whereby children achieve a fluent

control of their native language (Varshney, 2003:307). The ability to get and

understand the language is inherited genetically but the particular language that

children speak is culturally and environmentally transmitted to them. Children all

over the world acquire their first language without tutoring. Whereas a child

exposed to speak to an English speaking community begins to speak English

fluently, the other one exposed to a community of Indonesian speakers, begins to

use Indonesia fluently. Language acquisition thus appears to be different in kind

from the acquisition of other skill such us swimming, dancing, or gymnastics.

Native language acquisition is much less likely to be affected by mental

retardation than the acquisition of other intellectual skill activities. Every normal

human child learns one or more language unless he is brought up in linguistic

isolation, and learns the essentials of his language by a fairly little age, say by six.

17
 According to Chomsky (2009:101-102) language acquisition is a matter of

growth and maturation of relatively fixed capacities, under appropriate external

conditions. The form of Acquisition and use of language the language that is

acquired is largely determined by internal factors; it is because of the fundamental

correspondence of all human languages, because of the fact that “human beings

are the same, wherever they may be”, that a child can learn any language. The

functioning of the language capacity is, furthermore, optimal at a certain “critical

period” of intellectual development. In addition to that, the term “language

acquisition” is normally used without qualification for the process which results in

the knowledge of one’s native language (or native languages). It is conceivable

that the acquisition of a foreign language whether it is learned systematically at

school or not, proceeds in a quite different way. Indeed, as we have seen, the

acquisition of ones native language after the alleged “critical age” for language

acquisition may differ, for neurophysiological reasons, from the normal child’s

acquisition of his native language. (Lyons, 1981:252).

Language Acquisition begins very early in the human lifespan, and begins,

logically enough, with the acquisition of a language’s sound patterns. Pinker

(2013: 135) says that language acquisition is one of the central topics in cognitive

science. Every theory of cognition has tried to explain it; probably no other topic

has aroused such controversy. He states that language acquisition would be

learning to think, not just learning to talk.

According to Towell (1994: 3), language acquisition is the process by

which a person learns a language. it is called acquisition because some linguists

18
believed that development of the first language in a child is a special process.

Moreover, Lebeaux (2000: 5-6) says that language acquisition refers to the

process or result of learning a particular aspect of language, and finally the

language as whole. Acquisition is also used in the context of learning a foreign

language. Foreign language and second language acquisition is thus distinguished

from first language acquisition or mother tongue acquisition. In this context,

acquisition is sometimes opposed to learning. The former is viewed a sub-

conscious, natural process, which is the primary force behind foreign language

fluency. The latter is seen as conscious process which monitors the progress of

acquisition and guide the performance of the speaker.

In line with Lebeaux, Krashen (2015: 10) reveals that acquisition is a

subconscious process where the learners acquire language which understandable

and meaningful to them. By concentrating on meaning, they subconsciously

acquire form. Whereas, learning includes the formal study about language rules

and patterns. It is also known as formal knowledge of a language or explicit

learning. Explicit means knowledge which the learner is conscious of but which,

nevertheless, can exist in the mind of the learner in an articulated way (Pachler

and Redondo, 2006: 97). So, the main difference between these two distinctions is

that acquisition and learning refers to the learning process inside the leaner, the

degree of consciousness with which they learns. Jordens (2009: 45) reveal that

language acquisition is a developmental process which occurs in stage

wiseprogression. At the initial stage both in child first- (L1) and adult second

19
language (L2) acquisition learners make use of a relatively simple language

system to communicate.

As Bolinger (2002:3) said that, acquiring a language calls for three things:

1. Predispositions, as well as physical capacities, developed through

countless centuries of natural selection; People have capacities for

communicating in a human way uniquely and capacities for acting such as

breathing, grasping and crying.

2. A preexisting language system, any one of the many produced by the

cultures of the world; Language persists through time and from speaker to

speaker. We are not born with an instinct to learn language such as

English, Indonesian or Chinese but we learn a language as members of the

society, or we want to understand that society, or to be understood by that

speech community. It means that if a language is not used in any society, it

dies out.

3. A competence that comes from applying the predispositions and capacities

to the system through the relatively long period during which the child

learns both to manipulate the physical elements of the system, such as

sounds and words and grammatical rules, and to permeate them with

meaning: A child must learn the rules before use the language creatively.

Language acquisition at age 1-3 years old occurs naturally. It is meant that

a child is insensibly acquiring the language but the fact he/she can produce the

language for communication. The process of acquiring the language at the age

20
before 5 years old is called as golden age. This period show the progress of

language development from one stage to another.

We know that walking is a process of acquisition. All children are able to

walk without any instruction and tutoring or no one teaches them to walk.

Reading is a learning process because he/she is taught to read so that he/she is

able to read. As we know many people all over the world are not able to read

because they are not taught to do so.

Based on the quotation above, the researcher concludes that language

acquisition is the process which a person learns a language. Development process

occurs in stage wise progression is called as language acquisition.

2.2.1 Theories Underlying First Language Acquisition

There are some different theories related to the language acquisition.

Brown (2000:22) states that according to behavioristic approach, children come

into the world with a blank sheet of paper (tabula rasa), a clean state bearing no

preconceived notions about the world or about language, and then children are

shaped by their environment and slowly conditioned through various schedules of

reinforcement. Meanwhile, constructivist makes not only the rationalist or

cognitivist claim that children come into this world with very specific innate

knowledge, predispositions, and biological timetables, but the children learn to

function in a language chiefly through interaction and discourse. The following

diagram shows three different approaches but complement each other:

Behavioristic, Nativist, and Functional approaches.

21
 Behaviorist Nativist Functional

Mediation theory

-Tabula rasa Innate

-Stimuli: Predispositions Constructivist
Linguistic - Social
Mediating (LAD/UG)
Responses Systemic Ruled interaction
- responses Cognition and
governed
Conditionin acquisition language
g Creative Functions of
construction language

22
2.2.2 Behavioristic Approach

Behaviorism is a psychological theory of learning which was very

influential in the 1940s and 1950s, especially in the US. Skinner in Brown (2000:

22-23) states that language learning is a kind of behavior similar to other

behaviors. Language is learnt in much the same way as anything else is learnt. It is

believed that language learning is the result of imitation, practice, feedback on

success, and habit formation. Children imitate the sounds and patterns which they

hear around them and receive positive reinforcement for doing so. Therefore, it is

believed that imitation and practice become the major process in language

development and positive reinforcement and corrections play a major role in

language acquisition. Two important concepts are put forward in supporting this

theory, such as stimulus (S), response (R)

S R

The term stimulus (S) refers to the reinforcement or the environment and

response (R) refers to the activity resulting from behavior changing. It is believed

that stimulus such as reinforcement can produce response. The stimulus can be in

the form of language input. When a child gets a language input from the

environment, he will imitate it and continue to imitate and practice this input

(sounds and patterns) until he forms “habits” of correct language use. Thus,

learning in this case is seen as behavior change through habit formation,

conditioned by the presence of stimuli and strengthened through practices and

selective reinforcement.

23
2.2.3 The Nativist Approach

The Nativist, also known as innatist, believes that language is not a

behavior learned through imitation and conditioning as Chomsky and Miler

(1957) in Chaer (2003: 169-170) states that children’s minds are not blank slates

to be filled merely by imitating language they hear in the environment. Instead, he

claims that children are born with special ability to discover for themselves the

underlying rules of a language system. Goh and Silver (2004: 19) also give

emphasis that language is rule-based and generative in nature, processed and

produced through complicated cognitive processes and mechanism. Children are

equipped with L.A.D (Language Acquisition Devices). L.A.D is a series of

syntactic universal, structural properties universally found in all languages. These

syntactic structures are innate.

Another assumption of this approach is that language development follows

biological and chronological program. Just as normal children go through distinct

and predictable phases of psychomotor development at different times during their

early years, various grammatical features are acquired according to natural order

or program. It is supported by Lenneberg (1967) who is popular with his Critical

Period Hypothesis in which he argues that critical point for language acquisition

occurs around puberty. Beyond this point, people who try to learn a language will

not acquire it fully.

2.2.4 Functional Approach

The primary focus of the functional approach which is also popular as

interactionist model is how language and cognitive development take place within

24
key contexts of interaction. It means that language development goes along or is

dependent on the cognitive development supported by the environment, i.e.

contexts of interaction. These contexts include care giving, play and joint adult-

child book reading where many communication routines occur. Such routines

allow adults to provide a rich source of language input in meaningful

communicative contexts. These inputs, of course contribute to the language

development. Another contribution of adult –child interaction is that it provides

opportunities for young children to use and experiment with language. Just like

adults, children use language for particular communicative function, such as

requests, refusals etc, for example, “Apa ini?” (What’s that), “cucu” asking for

milk etc.

Since the language development is dependent on the child’s cognitive

capacity and attempts and the quality of input, environment the child’s experience

to live, thus, to enhance the acquisition of language attention to the quality of

input is of a very great important. This idea is in line with Vygotskyan view of

cognitive and language in which it is stated that cultural and social environments

and language learning are interrelated. Children learn a language in social

interactions and use it for social purposes. Secondly, cognition is also seen as

closely related to language learning. Children’s cognition is developed through

their interaction with their parents and other people. Adults use language to teach

children about their world by talking to them about everyday routines, naming

objects together and teaching them about appropriate behaviors. However, the

relationship between the cognition and the language learning gradually changes as

25
the child grows older. Through language used by themselves and the people

around them. Children learn to interpret new experiences which further develops

their ability to think.

For example, children who have some control over their language will

initiate questions so as to make sense of things they see or hear; they also enjoy

listening to stories and talking about characters in the stories. Therefore, by

learning to use language, children in turn develop new ways of thinking about

their experiences. The changing relationship between cognitive development and

language can be shown in the following figure.

Interaction with
the world and
with others

Cognitive
development Language
(thought)

Figure 2: Changing Relationship between Cognitive Development and

Language

26
2.2.5 Language Form Development

In this part, the language development of children from an early age to the

ages of four or five is discussed. This period is highlighted because it is in the

early years children experience tremendous cognitive and language development.

This development shows exactly how the language acquisition is being processed.

By the end of their fourth and fifth year, most children will have acquired the

basic grammatical structures, adultlike articulation, morphological construction,

and express a range of pragmatic intentions (syntax and semantic) and understand

adult’s utterances. Through these ages, children will step by step learn and acquire

the four linguistic competencies (phonology, morphology, syntax and discourse).

2.2.5.1 Phonological Development

Carroll (1999:256) states that children come to the task of learning

phonology with some knowledge of how to communicate in nonverbal ways. The

prelinguistic infant knows how to use gestures to make assertions and requests,

and once early speech sounds are mastered, they are quickly used for these same

communicative functions. The child first attempts at producing sounds have more

to do with practicing the sound system than with communicating with others.

Eventually, the abilities to communicate without words and to vocalize without

meaning merge into productive and communicative speech. Phonological system

begins with the child’s perception of speech and then turns to the production of

speech.

27
2.2.5.2 The Development of Speech Production

The most widely accepted theory of speech perception is the innatist

theory, first proposed by Jakobson and much influenced by the work of Chomsky

and other generative linguists. A mechanism called the Language Acquisition

Device (LAD) is assumed to be responsible for the ability humans have to analyze

linguistic inputs and to construct grammars that generate them. This theory also

believes that a newborn can discriminate between pairs of segments (consonants

and vowels) attested in at least one language of the world, even if they are not

distinctive in the language they are exposed to. Speech production starts with

babbling. It begins at the age of 6 to 7 months. Infants, first use reduplicated

babbling, in which they repeat a consonant-vowel sequence, such as babababa. By

11 months to 1 year, infants use variegated babbling, in which syllable strings

consist of varying consonants and vowels, such as bigodabu. These developments,

along with the decline of categorical perception of nonnative contrasts suggest

that infants are beginning to acquire the phonology of their native language by late

in their first year.

The second speech development is transition to speech. By the end of the

first year, two aspects of the infant’s development – the use of gestures to convey

meaning and the mastery of speech sounds in non communicative situations –

begin to merge. Now, the child is capable of using speech sounds to communicate

meaning.

The third is phonological processes in early words. At the age 1 year,

children begin to produce recognizable words. Some simple words may be

28
pronounced correctly from the start. However, children’s version of words differ

from adult versions. There are some inferences about children’s phonological

processes: Reduction occurs when children delete or eliminate sounds, for

example tore for store. Coalescence occurs when phonemes from different

syllabus are combined into a single syllable, such as paf for pacifier.

Reduplication occurs when one syllable of a multisyllabic word is repeated, as in

dada for daddy.

29
 CHAPTER III

METHOD OF THE STUDY

3.1 Research Design

The research design used in this study is descriptive qualitative research.

According to Best and Khan (2006: 12), descriptive research is also

nonexperimental research or correlation research, or theories that have universal

validity; it is concerned with functional relationship. Qualitative research seeks

with qualitative phenomenon, especially in the behavioral sciences where the

purpose is to detect the underlying motives of human behavior (Kothari, 2004:

xv). Furthermore, Mack, et. al (2005: 1) explain that the purpose of qualitative

research is found the research problem or topic from the perspectives of the local

population it involved. This research is more also known as the term of

naturalistic inquiry (is a research which does not make counting with numerals),

that gives images about the condition factually and systematically. This method

used together with the psycholinguistic perspective in looked for the case of

language acquisition process of the children.

3.2 Location and Time

This research conducted in nine days in Medan, to find out the main

information about morphological acquisition.

3.3 Source of Data

The source of data in this research obtain from 3-4 years old. The subject

of this research was 10 children, named was Khanza Almahyra, Azzam

30
Faturrahman, Furhan Lubis, Camella Putri, Cindy Purnama, Aufar Rahman,

Teguh Permana, Anggun Sasmitha, Aisya Putri Lestari and Assyida Raudha as the

participant of the research.

3.4 Data Collection Procedures

In this study, the techniques of collecting data used observation. The

researcher observed the children to collect the data. During the observation the

researcher also record the children when she/he communicate to others, to help the

researcher get the data.

3.5 Step of the Research

This research conducted in one week, to find out the main information

about the morphological process of language acquisition for the 3-4 years old. The

researcher conducted several procedures as follows:

1. The researcher followed every activity of the children and record what the

children activity.

2. The researcher did the conversation with the children, in order to

stimulates his/her language acquisition.

3.6 Data Analysis

After collected the data, the next study of the research is analyzed the data.

The researcher used interactive model analysis involving collecting the data,

reduced the data, and presented the data and also draw conclusion (Miles

31
&Huberman in Sutopo, 2002:95). These steps must take systematically. It is mean

that reducing the data is the starting point to analysis the data. Then, the

researcher present the data be able the process the facts is systematically and

logically so that every event occurring in this research is clear.

1. Reducing the data

Data reduction refers to the process of selecting, simplifying, abstracting,

and transforming the data that appear in written-up field notes or transcriptions.

Not all of the result of research is important. It means that the important

information must be taken and unimportant information must be ignored.

Data from the result of record are classifying and determining the relevant

data and taking notes from the material. The data is relates to language acquisition

of 3-5 years children.

2. Data Display

A display is organized, compressed assembly of information that permits

conclusion drawing and action. In this step, the process of showing data simply in

the form of words, sentence, and narrative table. All of data are design to arrange

the organized result of information so that the researcher could find the result of

study and draw the conclusion or move on to the next step of analysis.

3. Drawing conclusion

The third activity is drawing conclusion. In this study, conclusion is drawn

continuously throughout the course of the study.

32
 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

This research the researcher was described data based on the data that have

been collected. The sources of data were utterances that had taken from 3-4

children years old as the research subject. Data was obtained during observation

of 3-4 children years old and at the same time recorded the words she was

produced with the morphological acquisition were analyzed. So, the data only

contain with the words were acquired of children.

4.1 Research Findings

After collecting the data, the researcher firstly identified and classified

words was obtained by children and then described the words acquired and

morphological acquisition by the children. Based on the collected data from the

research subject during observation, the classifications of sentences based on the

meaning of the communicative function.

4.1.1 The Words Acquired by the 3-4 Children Years Old

Noun

Based on the data that the researchers obtained, it can be concluded that,

The first informant has 34 nouns.

The second informant has 31 nouns.

The third informant has 30 nouns

The fourt informant has 18 nouns

The fifth informant has 31 nouns

33
The sixth informant has 30 nouns

The seventh informant has 30 nouns

The eighth informant has 30 nouns

The ninth informant has 17 nouns

The tenth informan has 30 nouns

Based on the research results, the researcher collected 40 diffrent noun from the

vocabulary of the children, the data as in the table below:

A is the number of words acquired

B is the acquired words

C is the English words

Table one: Nouns

Informants
A B C
01 02 03 04 05 06 07 08 09 10
1 abi father √ √
2 agustus august √ √ √ √ √ √ √ √
3 anak child √ √ √ √ √ √ √ √ √ √
4 ante aunty √
5 april april √ √ √ √ √ √ √ √
6 ayah father √ √
7 bapak man √
8 bola ball √ √ √ √ √ √ √ √ √ √
9 bulan month √ √ √ √ √ √ √ √
10 bunda mother √ √
11 desember december √ √ √ √ √ √ √ √
12 februari february √ √ √ √ √ √ √ √
13 hidung nose √ √ √ √ √ √ √ √ √ √
14 ikan fish √ √ √ √ √ √ √ √ √ √
15 jajan snack √ √ √ √ √ √ √ √ √
16 januari january √ √ √ √ √ √ √ √
17 jaring net √
18 jeruk orange √ √ √ √ √ √ √ √ √ √
19 juli july √ √ √ √ √ √ √ √

34
 Informants
A B C
01 02 03 04 05 06 07 08 09 10
20 juni juny √ √ √ √ √ √ √ √
21 kakek grandfather √
22 kaki legs √ √ √ √ √ √ √ √ √ √
23 koran newspaper √
24 laki-laki boy √ √ √ √ √ √ √ √ √ √
25 mainan toy √ √ √ √ √ √ √ √ √ √
26 mama mother √ √ √ √ √ √
27 maret March √ √ √ √ √ √ √ √
28 matahari Sun √ √ √ √ √ √ √ √ √ √
29 mei may √ √ √ √ √ √ √ √
30 nasi rice √ √ √ √ √ √ √ √ √ √
31 november november √ √ √ √ √ √ √ √
32 oktober october √ √ √ √ √ √ √ √
33 papa father √ √ √ √ √ √
34 pensil pencil √ √ √ √ √ √ √ √ √ √
35 rumah house √ √ √ √ √ √ √ √ √ √
36 sayur vegetable √ √
37 september september √ √ √ √ √ √ √ √
38 telinga ear √ √ √ √ √ √ √ √ √ √
39 telur egg √ √ √ √ √ √ √ √ √ √
40 umi mother √ √

Verbs

Based on the data that the researchers obtained, it can be concluded that,

The first informant has 18 verbs.

The second informant has 16 verbs.

The third informant has 14 verbs.

The fourt informant has 10 verbs.

The fifth informant has 11 verbs.

The sixth informant has 11 verbs.

The seventh informant has 10 verbs.

The eighth informant has 8 verbs.

35
The ninth informant has 12 verbs.

The tenth informan has 12 nouns

Based on the research results, the researcher collected 29 diffrent verbs from the

vocabulary of the children, the data as in the table below:

Table two: Verbs

Informants
A B C
01 02 03 04 05 06 07 08 09 10
1 beli buy √
2 berlari run √ √ √ √
3 dibuat made √
4 dimainkan played √
5 dimarahi angry √ √
6 diputar rotated √
7 ditendang kick √
8 hirup inhale √
9 ikut follow √ √ √ √ √ √ √
10 jalan walk √ √ √ √ √ √ √ √ √ √
11 kerja work √ √ √ √ √
12 lari run √ √ √ √
13 lari-lari run √ √
14 makan eat √ √ √ √ √ √ √ √ √ √
15 main play √ √ √ √
16 masuk enter √ √ √√ √ √ √ √ √ √ √
17 minta ask for √
18 membaca read √ √ √ √ √ √ √ √ √
19 memukul hit √
20 mencium smell √ √ √ √ √ √ √
21 mendengar listen √ √ √ √ √ √ √ √ √ √
22 menulis write √ √ √ √ √ √ √ √
23 menghirup inhale √ √
24 musing-musing spinning √
25 pakai use √ √ √
26 pergi go √
27 tendang kick √ √ √ √
28 terbenam set √
29 terbit rise √ √ √ √ √ √ √ √ √ √

36
Adverb

Based on the data that the researchers obtained, it can be concluded that,

The first informant has 3 adverb

The second informant has 6 adverb

The third informant has 4 adverb

The fourt informant has 5 adverb

The fifth informant has 4 adverb

The sixth informant has 3 adverb

The seventh informant has 3 adverb

The eighth informant has 3 adverb

The ninth informant has 3 adverb

The tenth informan has 5 adverb

Based on the research results, the researcher collected 12 diffrent adverbs from

the vocabulary of the children, the data as in the table below:

Informants
A B C
1 2 3 4 5 6 7 8 9 10
1 barat West √ √ √ √ √ √ √ √ √
2 dibelakang Behind √
3 jumat Friday √ √
4 kamis Thursday √ √ √
5 kedai Shop √
6 minggu Sunday √ √ √ √
7 pajak Market √ √ √ √
8 rabu wednesday √ √
9 sabtu Saturday √ √ √
10 selasa Tuesday √ √ √
11 senin Monday √ √ √
12 timur East √ √ √ √ √ √ √ √ √

37
Adjective

Based on the data that the researchers obtained, it can be concluded that,

The first informant has 9 adjective.

The second informant has 5 adjective.

The third informant has 5 adjective.

The fourt informant has 6 adjective.

The fifth informant has 6 adjective.

The sixth informant has 4 adjective.

The seventh informant has 5 adjective.

The eighth informant has 4 adjective.

The ninth informant has 4 adjective.

The tenth informan has 6 adjective.

Based on the research results, the researcher collected 11 diffrent adjective from

the vocabulary of the children, the data as in the table below:

Table three: Adjective

Informants
No B C
01 02 03 04 05 06 07 08 09 10
1 besar adult √
2 berwarna colored √ √
3 biru biru √ √ √ √ √ √ √ √ √ √
4 bulat rounded √
5 dikit little √
6 kuning yellow √ √ √ √ √ √ √ √ √ √
7 males lazy √
8 merah red √ √ √ √ √ √ √ √ √ √
9 Oranye Orange √ √ √ √ √ √ √ √ √ √
10 suka like √ √ √ √ √
11 warna-warni colorful √ √ √ √

38
 4.2 Discussions

Data obtained showed significant developmental differences of children in

morphological acquisition during the observation findings, indicate that the

children has shown advanced the morphological acquisition.There were some

word acquired by children;

4.2.1 The Words Acquired by the 3-4 Children Years Old

Noun

Nouns refer to persons, animals, places, things, ideas, or events. Nouns

encompass most of the words of a language. There were some nouns of form :

concrete nouns represent a thing that is real and tangible.There were some word

acquired by informants which used nouns;

1) Ayah, Papa, Abi

The word was noun because she/he mention a people. The word used to

called her father.

2) Bunda, Mama, Umi

The word was noun because she/he mentionpeople. The word used to called

her mother.

3) Ante, bapak, kakek, laki-laki,anak

The word she/he mention to called name of people interaction with her.

The original word [ante = tante] used indicate a noun.

4) Bola, koran, jarring, matahari, nasi, telur, jeruk, sayur, bulan, pensil, jajan,

rumah, mainan, hidung, telinga, kaki

The word was noun because she/he mentionthings.

39
5) januari, februari, maret, juni, juli, agustus, September, oktober, November,

desember

The word was noun because she/he mentionname of month.

In colleting the data morpological acquired by the 3-4 years old children, the

writer found 40 nouns. The writer compare noun in percent. The total of each

noun as in the below;

The first informant 34 85%

The second informant 31 77,5%

The third informant 30 75%

The fourt informant 18 45%

The fifth informant 31 77,5%

The sixth informant 30 75%

The seventh informant 30 75%

The eighth informant 30 75%

The ninth informant 17 42,5%

The tenth informant 30 75%

Based on the data, it can be seen that the first informant is more

dominant or has more noun than the other informant. The ninth informant know

less noun than the other informant.

40
Verb

Verbs is doing words. Verbs can express physical actions, mental actions,

or states of being. A physical action for example : to swim, to write, to climb. A

mental action for example : to think, to guess, to consider. A state of being for

example : to be, to exist, to appear.

There were some word acquired by children which used verbs :

Dimainkan, dibuat, diputar, musing-musing, masuk, terbit, mendengar, memukul,

menulis, ikut, pakai, makan, membaca, minta, mencium, berlari, lari, main,

tendang, pergi, kerja, beli, dimarahin, jalan, menghirup, ditendang, hirup, lari-lari,

terbenam.The word mean to action. The children said complete word without

error. The word was noun, to show a physical action.

In colleting the data morpological acquired by the 3-4 years old children, the

writer found 29 verbs. The writer verb in percent. The total of each verb as in the

below;

The first informant 18 62,06%

The second informant 16 55,17%

The third informant 14 48,27%

The fourt informant 10 34,48%

The fifth informant 11 37,93%

The sixth informant 11 37,93%

The seventh informant 10 34,48%

The eighth informant 8 27,58%

The ninth informant 12 41,37%

The tenth informan 12 41,37%

41
 Based on the data, it can be seen that the first informant is more

dominant or has more verb than the other informant. The eighth informant know

less noun than the other informant.

Adjective

Adjectives were words that describe or modify other words, making your

writing and speaking much more specific, and a whole lot more interesting. For

example: small, blue, and sharp are descriptive, and they were all examples of

adjectives. Because adjectives were used to identify or quantify individual people

and unique things, they are usually positioned before the noun or pronoun that

they modify.

There were some word acquired by children which used adjectives :

1) Males, suka, bulat

The word utterance to identify or quantify people. The children was used

original word. The word used adjective.

2) Dikit, besar

The word utterance to size. The children was used original word. The

word used adjective.

3) Blue, red, yellow, orange, berwarna, warna-warni

The word utterance to colors. The children was used original word. The

word used adjective.

42
In colleting the data morpological acquired by the 3-4 years old children, the

writer found 11 adjective. The writer adjective in percent. The total of each

adjective as in the below;

The first informant 9 81,81%

The second informant 5 45,45%

The third informant 5 45,45%

The fourt informant 6 54,54%

The fifth informant 6 54,54%

The sixth informant 4 36,36%

The seventh informant 5 45,45%

The eighth informant 4 36,36%

The ninth informant 4 36,36%

The tenth informan 6 54,54%

Based on the data, it can be seen that the first informant is more dominant or has

more adjective than the other informant. The sixth, eighth and ninth informant

know less adjective than the other informant.

Adverb

An adverb was a part of speech that provides greater description to a verb,

adjective, another adverb, a phrase, a clause, or a sentence. There were some word

acquired by children which used adverb :

1. pajak, kedai, dibelakang, timur, barat

The children was used original word. The word was adverb because to

show adverb of place.

43
2. senin, selasa, rabu, kamis, jumat, sabtu, minggu. The word was adverb because

to show adverb of time.

In colleting the data morpological acquired by the 3-4 years old children, the

writer found 12 adverb. The writer adjective in percent. The total of each adverb

as in the below;

The first informant 3 25%

The second informant 6 50%

The third informant 4 33%

The fourt informant 5 41%

The fifth informant 4 33%

The sixth informant 3 25%

The seventh informant 3 25%

The eighth informant 3 25%

The ninth informant 3 25%

The tenth informan 5 41%

Based on the data, it can be seen that the second informant is more dominant or

has more adverb than the other informant. The first, sixth, seventh, eighth and

ninth informant know less adjective than the other informant

44
4.2.2 The Most Dominant Morphological Acquired by The 3-4 Years Old

Children

In colleting the data morphological acquired by the 3-4 years old children,

the writer found 92 data. The data consist of noun, verb, adjective and adverb. The

total of each morphological acquired as in the table below;

No Morphological Acquired Total

1 Noun 40

2 Verb 29

3 Adjective 11

4 Adverb 12

Then the writer compare the morphological acquired in percent. Nouns

about 43,97%, verbs 31,52%, adjective 11,95%, adverb 13,04%. The order of the

most dominant to the least namely :

1. Noun 40 43,97%

2. Verb 29 31,52%

3. Adverb 12 13,04%

4. Adjective 11 11,95%

45
4.2.3 Morphological Acquisition Produce by the 3-4 Years Old Children

Affixation

Affixation is the process of word formation conducted by affixing

themorpheme be affix on basic form. There are three kind affixation process that

acquired by theautistic children.

1) Prefix

Prefix is a letter or group of letters attached to the beginning of word that

party indicates its meaning. Prefix which the writer found are prefix di, me-, ber.

Prefix di

a. di + buat dibuat

b. di + putar diputar

c. di + tendang ditendang

d. di + belakang dibelakang

Prefix me-

a. me + pukul memukul

b. me + tulis menulis

c. men + dengar mendengar

d. mem + baca membaca

e. men + cium mencium

f. meng + hirup menghirup

46
 Prefix ber

a. ber + lari berlari

b. ber + warna berwarna

2). Suffix

Suffix is a letter or a group of letters attached to the end of a word to form

a newword or to alter the grammatical function of the original word. Suffix which

the writer found are suffix lah.

a. enggak + lah enggaklah

b. suka + lah sukalah

c. ajakin + lah ajakinlah

d. bagi + lah bagilah

3). Simulfix

Simulfix is a affix which some part attached in front of word and the

others partattached in the end of word.Simulfix which the writer found simulfix

di - kan, di – i.

a. di + main + kan dimainkan

b. di + marah + i dimarahi

Reduplication

Reduplication is a process of new word by repetition word to make new

meaning. Theprocess reduplication that acquired the three years old children are

exactreduplication and ablaut reduplication.

47
1) Exact Reduplication

Exact reduplication is repeat the all basic word without any changes to the

phonemesand not in combination with the process of affixing.

a) The word lari-lari

its comes from word larias the original word.

b) The word musing-musing

its comes from word musing as the original word.

c) The word bukan-bukan

its comes from word bukan as the original word.

d) The word laki-laki

Its comes from word laki as the original word

e) The word main-main

Its comes from word main as the original word

2) Ablaut reduplication

Ablaut reduplication is Reduplication with change the phoneme.

1. The word warna-warni

its comes from warna as the original word.

Compounding

Compounding is a process to make word by add two or more independent

word or wecombine two word.

a) The word blue pencil

its comes from blue + pencil.

48
4.2.4 The Most Dominant Morphological Process by The 3-4 Years Old

Children

In collecting the data morphological process by the children 3-4 years old,

the writer find 25 data. The data consist of affixation, reduplication, and

compounding. There are 18 data in the affixation process, 6 data in the

reduplication process, and 1 data in the compounding process. Based on these

data, the writer conclude that children 3-4 years old more used the affixation

process than the other process in morphological processes when they

communicated to others. The total of each morphological process as in the table

below;

No Morphological Process Total

1 Affixation 18

2 Reduplication 6

3 Compounding 1

4 Modifiation 0

5 Conversion 0

6 Back-formation 0

Then the writer compare the morphological process in percent.

Affixation about 72%, reduplication 24%, compounding 4%, modifiation 0%,

conversion 0%, back-formation 0%.

49
The order of the most dominant to the least namely :

1. Affixation 18 72%

2. Reduplication 29 24%

3. compounding 12 4%

4. Modifiation 0 0%

5. conversion 0 0%

6 . Back-formation 0 0%

50
 CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

Based on the research findings and discussions above, it can be concluded

that:

1. The words were acquired by the 3-4 years old related to morphological

acquisition was total 578 vocabulary. The writer classified into the different

word and conclude into 92 data. The data consist noun 40 words, verb 29

words, adjective 11 words, adverb 12 words.

2. The morphological acquisition produce by the 3-4 years old were affixation,

exact reduplication and ablaut reduplication, and compounding.There are 18

data in the affixation process include 14 prefix, 4 suffix, and 2 simulfix. 6 data

in the reduplication process, 1 data in the compounding process, 0 data in the

modification process, 0 data in the conversion process, and 0 data in back-

formation process.

5.2 Suggestions

In relation to the conclusion,suggestions were presented as the following:

1. The researcher suggest for the teacher to enrich variation of the

teachingespecially about psycholinguitics and morphological acquisition.

2. For the students the researcher suggested to do more researches to know

andcomprehend more about morphological acquisition. It is very interesting

toanalyze because we can find it easily in daily life.

51
3. For the writer and the readers, the researcher suggested to continue

theresearches about morphological acquisition.

52
 REFERENCES

Algeo, J. 2005. The Origins andDevelopment of the EnglishLanguage: Sixth

Edition. Wadsworth:Cengage Learning.

Apel, K., Diehm, E., & Apel, L. 2013. Using multiple measures of morphological
awareness toassess its relation to reading.Topics in Language Disorders,33
(1), 42 – 56.

Bolinger, Stephan. 2002. Language Acquisition and Conceptual Development.

UK: Cambridge University Press

Booij, G. 2005. The Grammar of Word: AnIntroduction to LinguisticMorphology.

Oxford New York:Oxford University Press

Brown, Douglas. 2000. Principles of Language Learning and Teaching. New

York: Pearson Education

Carroll, David W. 1999. Psychology of Language (Third Edition). New York:

International Thomson Publishing Inc.

Chaer, Abdul. 2010. Psikolinguistik Kajian Teoritik. Jakarta: Rineka Cipta

Clark, E. 2009. First language acquisition (2nd ed.).

Cambridge,England:Cambridge University Press

Chomsky, N. 2009. On Nature and Language. New York: Cambridge University

Press.

Hana, Jirka. 2011. Intro to Linguistics-Morphology. Czech Republic: Institute

ofFormal and Applied Linguistics

Jordens, R.T. 2009. Second Language Acquisition The Effect of Age and
Motivation.Sigllium: Universitatis Islandiae.

Katamba, Francis. 1993. Morphology. London: MacMillan Publisher Ltd.

Krashen, S.D. 2015. Principles and Practice in Second Language Acquisition.

Oxford: Pergamon Press.

Lebeaux, Foley, 2000. First Language Acquisition: The Essential Readings. MA:
Blackwell Pub.

53
Mack, W, J. 2005. Educational Research “ Planning, Conducting, and Evaluating
Quantitative and Qualitative Research”. Boston: Textech International
Pinker, S. 2013. Language learnability and language development. Cambridge:
Harvard University Press.

Ramlan. 2005. Semantik Pengantar Studi Tentang Makna. Bandung : Sinar Baru

Sutopo. 2002. Metode Penelitian Kuantitatif Kualitatif. Bandung: Alfabeta

Towel, Spada N. 1994. How Languages are Learned. Hong Kong: Oxford
University Press.

54
Appendix 1

The Conversation Acquired by Khanza Almahyra

Name : Khanza Almahyra

Age : 4 years old
Sex : Female
The child gave response when the researcher try to make conversation
with her:
The researcher : Khanza, siapa nama lengkap nya ?
The child : Khanza Almahyra
The researcher : Anaknya siapa ?
The child : Ayah sama bunda
The researcher : gak anaknya kakek?
The child : engga
The researcher : gak anaknya nenek ?
The child : engga lah
The researcher : kalo anak ibu, enggak juga?
The child : engga lo
The Researcher : atau anaknya ante ?
The Child : males sih anak ante

The researcher gave the ball to the child and asked the children some
question:
The researcher : bola apa ini?
The Child : bola apa ya. Bola warna- warni
The researcher : iya pinter, bola untuk apa ?
The Child : dimainkan, dibuat jaring diputar dia musing-musing buk
The Researcher : bahasa inggrisnya bola apa Khanza?
The Child : ball
The Researcher : suka gak sama bolanya ?
The Researcher : suka lah buk

The child said the word when the resercher make a conversation with her:
The Researcher : rumah Khanza banjir ?
The child : banjir buk
The Researcher : masuk rumah lah ya ?
The child : masuk buk tapi dibelakang aja
The Researcher : gak masuk kamar Khanza ?
The child : masuk tapi dikit aja dia buk
The Researcher : matahari terbit di?
The child : matahari terbit di timur
The Researcher : matahari terbenam di ?
The child : di barat
The Researcher : telinga fungsinya untuk apa Khanza?
The child : mendengar

55
The Researcher : kalo tangan ?
The child : memukul, menulis
The Researcher : Khanza tadi pagi kemana ?
The child : Ikut pupung ke sekolah
The Researcher : Gak nangis ?
The child : Engga lah kan udah besar

The child said the words when the reseacrher had the conversation with
her :
The Researcher : Apa ini nak ?
The child : Telur
The Researcher : Ehh, coba lihat ini apa ?
The child : Jeruk
The Researcher : What colour is that ? warnanya apa ?
The child : Orange
The Researcher : Khanza makannya pakai apa ?
The child : Pakai nasi
The Researcher : Kucing makannya apa ?
The child : Makan ikan
The Researcher : Ikan nya Khanza yang kasi ke kucing
The child : Iyalah
The Researcher : Baik kali Khanza yaa

The child said the words when the researcher had conversation:
The Researcher : Bapak sedang apa?
The child : Bapak membaca Koran
The Researcher : Kalau mau mintak bilang apa?
The child : Mintak, bagilah sikit
The Researcher : Hari apa ini?
The child : Hari sabtu
The Researcher : Bulan berapa?
The child : Bulan 6
The Researcher : Tahun?
The child : 2020
The Researcher : Hidung untuk apa?
The child : Hidung untuk mencium
The Researcher : Telinga untuk apa?
The child : Telinga untuk mendengar
The Researcher : Kaki untuk apa?
The child : Kaki, legs untuk berlari
The Researcher : Khanza kesini lari bukan jalan?
The child : Bukan-bukan, lari semua lari
The Researcher : Setelah hari sabtu hari apa?
The child : Sabtu minggu

56
 The child said the word based on the things which showed by the
researcher with the instructions “sebutkan nama-nama hari”. The words were:
senin, selasa, rabu, kamis, jumat, sabtu and minggu. And the last, teacher gives
the instructions “sebutkan nama-nama bulan”. The words were: Januari, Februari,
Maret, April, Mei, Juni, Juli, Agustus, September, Oktober, November and
Desember.
The child said the words when the researcher had the conversation with
her :
The Researcher : pensil biru bahasa inggris nya apa ?
The child : blue pencil
The Researcher : bahasa inggrisnya merah ?
The child : red
The Researcher : kalau kuning bahasa inggrisnya ?
The child : yellow
The Researcher : apa nama nama bulan ?
The child : januari, februari, maret, april, mei, juni, juli, agustus,
september, oktober, november, desember.

Appendix 2

The Conversation Acquired by Azzam Faturrahman

Name : Azzam Faturrahman

Age : 4 years old
Sex : Male

The child gave response when the researcher try to make conversation
with her:
The researcher : Azzam , siapa nama lengkap nya ?
The child : Azzam Faturrahman
The researcher : Anaknya siapa ?
The child : Mama sama papa
The researcher : bukan anaknya kakek?
The chil : bukan
The researcher : gak anaknya nenek?
The child : engga lah
The researcher : kalo anak ibu, enggak juga?
The child : enggak
The Researcher : atau anaknya ante ?
The Child : gak

The researcher gave the ball to the child and asked the children some
question:
The researcher : bola apa ini?
The Child : bola berwarna
The researcher : iyaa pinter, bola untuk apa?

57
The Child : untuk main tendang buk
The Researcher : bahasa inggrisnya bola apa Azzam ?
The Child : ball
The Researcher : suka gak sama bolanya ?
The Child : suka lah buk

The child said the word when the resercher make a conversation with her:
The Researcher : rumah Azzam banjir ?
The Child : engga buk
The Researcher : kalau hujan gak banjir juga?
The Child : gak loh buk
The Researcher : Azzam suka mandi hujan?
The Researcher : suka buk

The child said the word when the researcher asked her some question:
The Researcher : matahari terbit di?
The Child : matahari terbit di timur
The Researcher : matahari terbenam di ?
The Child : di barat
The Researcher : telinga fungsinya untuk apa Azzam ?
The Child : mendengar
The Researcher : kalo tangan ?
The Child : makan, menulis
The Researcher : Azzam tadi pagi kemana ?
The Child : ikut mama ke pajak
The Researcher : gak nangis ?
The Child : enggaklah buk

The child said the words when the reseacrher had the conversation with
her :
The Researcher : apa ini nak ?
The Child : telur
The Researcher : ehh, coba lihat ini apa ?
The Child : jeruk
The Researcher : what colour is that ? warnanya apa ?
The Child : orange
The Researcher : Azzam makannya pakai apa ?
The Child : pakai nasi
The Researcher : kucing makannya apa ?
The Child : makan ikan
The Researcher : ikan nya Azzam yang kasi ke kucing
The Child : iyalah
The Researcher : baik kali Azzam yaa

The child said the words when the researcher had conversation:
The Researcher : papa pergi kemana?

58
The child : pergi kerja
The Researcher : kalau mau mintak jajan sama mama kek mana?
The child : ma, beli jajan
The Researcher : hari apa ini?
The child : Hari minggu
The Researcher : bulan berapa?
The child : bulan 6
The Researcher : tahun?
The child : 2020
The Researcher : hidung untuk apa?
The child : hidung untuk mencium
The Researcher : telinga untuk apa?
The child : telinga untuk mendengar
The Researcher : kaki untuk apa?
The child : kaki, legs untuk berlari
The Researcher : Azzam kesini lari bukan jalan?
The child : bukan-bukan, lari semua lari
The Researcher : setelah hari minggu hari apa?
The child : senin

The child said the word based on the things which showed by the
researcher with the instructions “sebutkan nama-nama hari”. The words were:
senin, selasa, rabu, kamis, jumat, sabtu and minggu. And the last, teacher gives
the instructions “sebutkan nama-nama bulan”. The words were: Januari, Februari,
Maret, April, Mei, Juni, Juli, Agustus, September, Oktober, November and
Desember.

The child said the words when the researcher had the conversation with
her :
The Researcher : pensil biru bahasa inggris nya apa ?
The Child : blue pencil
The Researcher : bahasa inggrisnya merah ?
The Child : red
The Researcher : kalau kuning bahasa inggrisnya ?
The Child : yellow
The Researcher : apa nama nama bulan ?
The Child : januari, februari, maret, april, mei, juni, juli, agustus,
september, oktober, november, desember.

59
Appendix 3

The Conversation Acquired by Furhan Lubis

Name : Furhan Lubis

Age : 4 years old
Sex : Male

The child gave response when the researcher try to make conversation with her:
The researcher : Furhan, siapa nama lengkap nya ?
The child : Furhan Lubis
The researcher : Anaknya siapa ?
The child : ayah bunda
The researcher : bukan anaknya kakek?
The child : bukan
The researcher : gak anaknya nenek?
The child : bukan
The researcher : kalo anak ibu, enggak juga?
The child : enggak
The Researcher : atau anaknya ante ?
The Child : bukan
The Child : bola besar
The researcher : iyaa pinter, bola untuk apa?
The Child : untuk main tendang buk
The Researcher : bahasa inggrisnya bola apa Furhan ?
The Child : ball
The Researcher : suka gak sama bolanya ?
The Child : suka

The child said the word when the resercher make a conversation with her:
The Researcher : rumah Furhan banjir ?
The Child : enggak
The Researcher : kalau hujan gak banjir juga?
The Child : enggak buk
The Researcher : Furhan suka mandi hujan?
The Researcher : enggak, nanti dimarahin mama

The child said the word when the researcher asked her some question:
The Researcher : matahari terbit di?
The Child : matahari terbit ditimur
The Researcher : matahari terbenam di ?
The Child : dibarat
The Researcher : telinga fungsinya untuk apa Furhan ?
The Child : mendengar
The Researcher : kalo tangan ?

60
The Child : makan, menulis
The Researcher : Furhan tadi pagi kemana ?
The Child : dirumah aja
The Researcher : gak nangis?
The Child : enggaklah buk

The child said the words when the reseacrher had the conversation with
him :
The Researcher : apa ini nak ?
The Child : telur
The Researcher : ehh, coba lihat ini apa ?
The Child : jeruk
The Researcher : what colour is that ? warnanya apa ?
The Child : orange
The Researcher : Furhan makannya pakai apa ?
The Child : pakai nasi
The Researcher : kucing makannya apa ?
The Child : ikan
The Researcher : ikan nya Furhan yang kasi ke kucing?
The Child : enggak
The Researcher : oh

The child said the words when the researcher had conversation:
The Researcher : ayah pergi kemana?
The child : kerja
The Researcher : kalau mau mintak jajan sama bunda kek mana?
The child : bunda beli jajan
The Researcher : hari apa ini?
The child : Hari senin
The Researcher : bulan berapa?
The child : bulan 6
The Researcher : tahun?
The child : 2020
The Researcher : hidung untuk apa?
The child : hidung untuk mencium
The Researcher : telinga untuk apa?
The child : telinga untuk mendengar
The Researcher : kaki untuk apa?
The child : jalan, lari
The Researcher : Furhan kesini lari bukan jalan?
The child : enggak, jalan
The Researcher : setelah hari senin hari apa?
The child : selasa

The child said the word based on the things which showed by the
researcher with the instructions “sebutkan nama-nama hari”. The words were:

61
senin, selasa, rabu, kamis, jumat, sabtu and minggu. And the last, teacher gives
the instructions “sebutkan nama-nama bulan”. The words were: Januari, Februari,
Maret, April, Mei, Juni, Juli, Agustus, September, Oktober, November and
Desember.

The child said the words when the researcher had the conversation with
her :
The Researcher : pensil biru bahasa inggris nya apa ?
The Child : blue pencil
The Researcher : bahasa inggrisnya merah ?
The Child : red
The Researcher : kalau kuning bahasa inggrisnya ?
The Child : yellow
The Researcher : apa nama nama bulan ?
The Child : januari, februari, maret, april, mei, juni, juli, agustus,
september, oktober, november, desember.

Appendix 4

The Conversation Acquired by Camella Putri

Name : Camella Putri

Age : 3,7 years old
Sex : Female

The child gave response when the researcher try to make conversation
with her:
The researcher : Camella, siapa nama lengkap nya ?
The child : Camella Putri
The researcher : Anaknya siapa ?
The child : Mama sama papa
The researcher : bukan anaknya kakek?
The child : bukan
The researcher : gak anaknya nenek?
The child : enggaklah
The researcher : kalo anak ibu, enggak juga?
The child : enggak
The Researcher : atau anaknya ante ?
The Child : gak

The researcher gave the ball to the child and asked the children some
question:
The researcher : bola apa ini?
The Child : bola warna-warni
The researcher : iyaa pinter, bola untuk apa?

62
The Child : untuk mainan laki-laki
The Researcher : bahasa inggrisnya bola apa Camella ?
The Child : ball
The Researcher : suka gak sama bolanya ?
The Child : suka

The child said the word when the resercher make a conversation with her:
The Researcher : rumah Camella banjir ?
The Child : enggak buk
The Researcher : kalau hujan gak banjir juga?
The Child : gak loh buk
The Researcher : Camella suka mandi hujan?
The Researcher : suka

The child said the word when the teacher asked her some question:
The Researcher : matahari terbit di?
The Child : matahari terbit di timur
The Researcher : matahari terbenam di ?
The Child : di barat
The Researcher : telinga fungsinya untuk apa Camella ?
The Child : mendengar
The Researcher : kalo tangan ?
The Child : makan, menulis
The Researcher : Camella tadi pagi kemana ?
The Child : ikut mama ke pajak
The Researcher : gak nangis ?
The Child : enggaklah buk

The child said the words when the reseacrher had the conversation with
her :
The Researcher : apa ini nak ?
The Child : telur
The Researcher : ehh, coba lihat ini apa ?
The Child : jeruk
The Researcher : what colour is that ? warnanya apa ?
The Child : orange
The Researcher : Camella makannya pakai apa ?
The Child : nasi, ikan, sayur
The Researcher : kucing makannya apa ?
The Child : ikan
The Researcher : ikan nya Camella yang kasi ke kucing
The Child : enggak
The Researcher : oh

The child said the words when the researcher had conversation:
The Researcher : papa pergi kemana?

63
The child : enggak tau
The Researcher : kalau mau mintak jajan sama mama kek mana?
The child : ma, beli jajan
The Researcher : hari apa ini?
The child : Hari selasa
The Researcher : bulan berapa?
The child : bulan 6
The Researcher : tahun?
The child : 2020
The Researcher : hidung untuk apa?
The child : menghirup
The Researcher : telinga untuk apa?
The child : mendengar
The Researcher : kaki untuk apa?
The child : jalan, lari-lari
The Researcher : Camella kesini lari bukan jalan?
The child : enggak
The Researcher : setelah hari selasa hari apa?
The child : rabu

The child said the word based on the things which showed by the
researcher with the instructions “sebutkan nama-nama hari”. The words were:
senin, selasa, rabu, kamis, jumat, sabtu and minggu.
The child said the words when the researcher had the conversation with
her :
The Researcher : pensil biru bahasa inggris nya apa ?
The Child : blue pencil
The Researcher : bahasa inggrisnya merah ?
The Child : red
The Researcher : kalau kuning bahasa inggrisnya ?
The Child : yellow
The Researcher : apa nama nama bulan ?
The Child : gaktau

Appendix 5

The Conversation Acquired by Cindy Purnama

Name : Cindy Purnama

Age : 4 years old
Sex : Female

The child gave response when the researcher try to make conversation with her:
The researcher : Cindy, siapa nama lengkap nya ?
The child : Cindy Purnama

64
The researcher : Anaknya siapa ?
The child : Mama sama bapak
The researcher : bukan anaknya kakek?
The child : bukan
The researcher : gak anaknya nenek?
The child : enggaklah
The researcher : kalo anak ibu, enggak juga?
The child : enggak
The Researcher : atau anaknya ante ?
The Child : gak

The researcher gave the ball to the child and asked the children some
question:
The researcher : bola apa ini?
The Child : bola warna-warni
The researcher : iyaa pinter, bola untuk apa?
The Child : ditendang
The Researcher : bahasa inggrisnya bola apa Cindy ?
The Child : ball
The Researcher : suka gak sama bolanya ?
The Child : enggak

The child said the word when the resercher make a conversation with her:
The Researcher : rumah Cindy banjir ?
The Child : enggak buk
The Researcher : kalau hujan gak banjir juga?
The Child : enggak buk
The Researcher : Cindy suka mandi hujan?
The Researcher : suka buk

The child said the word when the teacher asked her some question:
The Researcher : matahari terbit di?
The Child : matahari terbit di timur
The Researcher : matahari terbenam di ?
The Child : di barat
The Researcher : telinga fungsinya untuk apa Cindy ?
The Child : mendengar
The Researcher : kalo tangan ?
The Child : makan, menulis
The Researcher : Cindy tadi pagi kemana ?
The Child : ikut mama ke kedai
The Researcher : gak nangis ?
The Child : enggaklah buk

The child said the words when the reseacrher had the conversation with
her :

65
The Researcher : apa ini nak ?
The Child : telur
The Researcher : ehh, coba lihat ini apa ?
The Child : jeruk
The Researcher : what colour is that ? warnanya apa ?
The Child : orange
The Researcher : Cindy makannya pakai apa ?
The Child : nasi, ikan, sayur
The Researcher : kucing makannya apa ?
The Child : ikan
The Researcher : ikan nya Cindy yang kasi ke kucing
The Child : enggak
The Researcher : iya ya

The child said the words when the researcher had conversation:
The Researcher : papa pergi kemana?
The child : kerja
The Researcher : kalau mau mintak jajan sama mama kek mana?
The child : mak, jajan
The Researcher : hari apa ini?
The child : Hari rabu
The Researcher : bulan berapa?
The child : bulan 6
The Researcher : tahun?
The child : 2020
The Researcher : hidung untuk apa?
The child : hirup
The Researcher : telinga untuk apa?
The child : mendengar
The Researcher : kaki untuk apa?
The child : berlari
The Researcher : Cindy ke sini lari bukan jalan?
The child : enggak
The Researcher : setelah hari rabu hari apa?
The child : kamis

The child said the word based on the things which showed by the
researcher with the instructions “sebutkan nama-nama hari”. The words were:
senin, selasa, rabu, kamis, jumat, sabtu and minggu. And the last, teacher gives
the instructions “sebutkan nama-nama bulan”. The words were: Januari, Februari,
Maret, April, Mei, Juni, Juli, Agustus, September, Oktober, November and
Desember.

The child said the words when the researcher had the conversation with
her :
The Researcher : pensil biru bahasa inggris nya apa ?

66
The Child : blue pencil
The Researcher : bahasa inggrisnya merah ?
The Child : red
The Researcher : kalau kuning bahasa inggrisnya ?
The Child : yellow
The Researcher : apa nama nama bulan ?
The Child : januari, februari, maret, april, mei, juni, juli, agustus,
september, oktober, november, desember.

Appendix 6

The Conversation Acquired by Aufar Rahman

Name : Aufar Rahman

Age : 4 years old
Sex : Male

The child gave response when the researcher try to make conversation
with her:
The researcher : Aufar, siapa nama lengkap nya ?
The child : Aufar Rahman
The researcher : Anaknya siapa ?
The child : Abi sama umi
The researcher : bukan anaknya kakek?
The child : bukan
The researcher : gak anaknya nenek?
The child : enggaklah
The researcher : kalo anak ibu, enggak juga?
The child : enggak
The Researcher : atau anaknya ante ?
The Child : gak

The teacher gave the ball to the child and asked the children some
question:
The researcher : bola apa ini?
The Child : bola warna
The researcher : iyaa pinter, bola untuk apa?
The Child : mainan buk
The Researcher : bahasa inggrisnya bola apa Aufar ?
The Child : ball
The Researcher : suka gak sama bolanya ?
The Child : suka lah buk
The Researcher : rumah Aufar banjir ?
The Child : enggak buk
The Researcher : kalau hujan gak banjir juga?

67
The Child : gak buk
The Researcher : Aufar suka mandi hujan?
The child : suka buk

The child said the word when the researcher asked her some question:
The Researcher : matahari terbit di?
The Child : matahari terbit di timur
The Researcher : matahari terbenam di ?
The Child : di barat
The Researcher : telinga fungsinya untuk apa Aufar ?
The Child : mendengar
The Researcher : kalo tangan ?
The Child : makan, menulis
The Researcher : Aufar tadi pagi kemana ?
The Child : ikut umi
The Researcher : gak nangis ?
The Child : enggaklah buk

The child said the words when the reseacrher had the conversation with
her :
The Researcher : apa ini nak ?
The Child : telur
The Researcher : ehh, coba lihat ini apa ?
The Child : jeruk
The Researcher : what colour is that ? warnanya apa ?
The Child : orange
The Researcher : Aufar makannya pakai apa ?
The Child : nasi
The Researcher : kucing makannya apa ?
The Child : ikan
The Researcher : ikan nya Aufar yang kasi ke kucing
The Child : iyalah
The Researcher : baik kali Aufar yaa

The child said the words when the researcher had conversation:
The Researcher : abi pergi kemana?
The child : abi kerja
The Researcher : kalau mau mintak jajan sama mama kek mana?
The child : umi, jajan
The Researcher : hari apa ini?
The child : Hari kamis
The Researcher : bulan berapa?
The child : bulan 6
The Researcher : tahun?
The child : 2020
The Researcher : hidung untuk apa?

68
The child : menghirup
The Researcher : telinga untuk apa?
The child : mendengar
The Researcher : kaki untuk apa?
The child : jalan
The Researcher : Aufar kesini lari bukan jalan?
The child : lari-lari
The Researcher : setelah hari kamis hari apa?
The child : jumat

The child said the word based on the things which showed by the
researcher with the instructions “sebutkan nama-nama hari”. The words were:
senin, selasa, rabu, kamis, jumat, sabtu and minggu. And the last, teacher gives
the instructions “sebutkan nama-nama bulan”. The words were: Januari, Februari,
Maret, April, Mei, Juni, Juli, Agustus, September, Oktober, November and
Desember.

The child said the words when the researcher had the conversation with
her :
The Researcher : pensil biru bahasa inggris nya apa ?
The Child : blue pencil
The Researcher : bahasa inggrisnya merah ?
The Child : red
The Researcher : kalau kuning bahasa inggrisnya ?
The Child : yellow
The Researcher : apa nama nama bulan ?
The Child : januari, februari, maret, april, mei, juni, juli, agustus,
september, oktober, november, desember.

Appendix 7

The Conversation Acquired by Teguh Permana

Name : Teguh Permana

Age : 4 years old
Sex : Male

The child gave response when the researcher try to make conversation
with her:
The researcher : Teguh, siapa nama lengkap nya ?
The child : Teguh Permana
The researcher : Anaknya siapa?
The child : Mama sama papa
The researcher : bukan anaknya kakek?
The child : bukan

69
The researcher : gak anaknya nenek?
The child : enggak
The researcher : kalo anak ibu, enggak juga?
The child : enggak
The Researcher : atau anaknya ante ?
The Child : enggak buk

The researcher gave the ball to the child and asked the children some
question:
The researcher : bola apa ini?
The Child : bola bulat
The researcher : iyaa pinter, bola untuk apa?
The Child : untuk bermain
The Researcher : bahasa inggrisnya bola apa Teguh ?
The Child : ball
The Researcher : suka gak sama bolanya ?
The Child : suka lah buk

The child said the word when the resercher make a conversation with her:
The Researcher : rumah Teguh banjir ?
The Child : enggak buk
The Researcher : kalau hujan gak banjir juga?
The Child : gak buk
The Researcher : Teguh suka mandi hujan?
The Researcher : enggak buk, dimarahin

The child said the word when the teacher asked her some question:
The Researcher : matahari terbit di?
The Child : matahari terbit d itimur
The Researcher : matahari terbenam di ?
The Child : di barat
The Researcher : telinga fungsinya untuk apa Teguh ?
The Child : mendengar
The Researcher : kalo tangan ?
The Child : makan, menulis
The Researcher : Teguh tadi pagi kemana ?
The Child : sama mama
The Researcher : gak nangis ?
The Child : enggaklah buk

The child said the words when the reseacrher had the conversation with
her :
The Researcher : apa ini nak ?
The Child : telur
The Researcher : ehh, coba lihat ini apa ?
The Child : jeruk

70
The Researcher : what colour is that ? warnanya apa ?
The Child : orange
The Researcher : Teguh makannya pakai apa ?
The Child : nasi
The Researcher : kucing makannya apa ?
The Child : ikan
The Researcher : ikan nya Teguh yang kasi ke kucing
The Child : iyalah
The Researcher : baik kali Teguh yaa

The child said the words when the researcher had conversation:
The Researcher : papa pergi kemana?
The child : pergi kerja
The Researcher : kalau mau mintak jajan sama mama kek mana?
The child : ma, beli jajan
The Researcher : hari apa ini?
The child : hari Jumat
The Researcher : bulan berapa?
The child : bulan 6
The Researcher : tahun?
The child : 2020
The Researcher : hidung untuk apa?
The child : mencium
The Researcher : telinga untuk apa?
The child : mendengar
The Researcher : kaki untuk apa?
The child : lari, jalan
The Researcher : Teguh kesini lari bukan jalan?
The child : jalan
The Researcher : setelah hari jumat hari apa?
The child : sabtu

The child said the word based on the things which showed by the
researcher with the instructions “sebutkan nama-nama hari”. The words were:
senin, selasa, rabu, kamis, jumat, sabtu and minggu. And the last, teacher gives
the instructions “sebutkan nama-nama bulan”. The words were: Januari, Februari,
Maret, April, Mei, Juni, Juli, Agustus, September, Oktober, November and
Desember.

The child said the words when the researcher had the conversation with
her :
The Researcher : pensil biru bahasa inggris nya apa ?
The Child : blue pencil
The Researcher : bahasa inggrisnya merah ?
The Child : red
The Researcher : kalau kuning bahasa inggrisnya ?

71
The Child : yellow
The Researcher : apa nama nama bulan ?
The Child : januari, februari, maret, april, mei, juni, juli, agustus,
september, oktober, november, desember.

Appendix 8

The Conversation Acquired by Anggun Sasmitha

Name : Anggun Sasmitha

Age : 4 years old
Sex : Female

The child gave response when the researcher try to make conversation
with her:
The researcher : Anggun, siapa nama lengkap nya ?
The child : Anggun Sasmita
The researcher : Anaknya siapa ?
The child : Mama sama papa
The researcher : bukan anaknya kakek?
The child : bukan
The researcher : gak anaknya nenek?
The child : enggaklah
The researcher : kalo anak ibu, enggak juga?
The child : enggak
The Researcher : atau anaknya ante ?
The Child : gak

The teacher gave the ball to the child and asked the children some
question:
The researcher : bola apa ini?
The Child : bola berwarna
The researcher : iyaa pinter, bola untuk apa?
The Child : untuk mainan laki-laki
The Researcher : bahasa inggrisnya bola apa Anggun ?
The Child : ball
The Researcher : suka gak sama bolanya ?
The Child : suka lah buk
The Researcher : rumah Anggun banjir ?
The Child : enggak buk
The Researcher : kalau hujan gak banjir juga?
The Child : gak loh buk
The Researcher : Anggun suka mandi hujan?
The Researcher : suka buk
The Researcher : matahari terbit di?

72
The Child : matahari terbit di timur
The Researcher : matahari terbenam di ?
The Child : di barat
The Researcher : telinga fungsinya untuk apa Anggun ?
The Child : mendengar
The Researcher : kalo tangan ?
The Child : makan
The Researcher : Anggun tadi pagi kemana ?
The Child : main-main
The Researcher : gak nangis ?
The Child : enggaklah buk
The Researcher : apa ini nak ?
The Child : telur
The Researcher : ehh, coba lihat ini apa ?
The Child : jeruk
The Researcher : what colour is that ? warnanya apa ?
The Child : orange
The Researcher : Anggun makannya pakai apa ?
The Child : nasi
The Researcher : kucing makannya apa ?
The Child : ikan
The Researcher : ikan nya Anggun yang kasi ke kucing
The Child : iyalah
The Researcher : baik kali Anggun yaa
The Researcher : papa pergi kemana?
The child : pergi kerja
The Researcher : kalau mau mintak jajan sama mama kek mana?
The child : ma, beli jajan
The Researcher : hari apa ini?
The child : Hari sabtu
The Researcher : bulan berapa?
The child : bulan 6
The Researcher : tahun?
The child : 2020
The Researcher : hidung untuk apa?
The child : mencium
The Researcher : telinga untuk apa?
The child : mendengar
The Researcher : kaki untuk apa?
The child : jalan
The Researcher : Anggun kesini lari bukan jalan?
The child : lari
The Researcher : setelah hari sabtu hari apa?
The child : minggu

73
 The child said the words when the researcher had the conversation with
her :
The Researcher : pensil biru bahasa inggris nya apa ?
The Child : blue pencil
The Researcher : bahasa inggrisnya merah ?
The Child : red
The Researcher : kalau kuning bahasa inggrisnya ?
The Child : yellow
The Researcher : apa nama nama bulan ?
The Child : januari, februari, maret, april, mei, juni, juli, agustus,
september, oktober, november, desember.

Appendix 9

The Conversation Acquired by Aisya Putri Lestari

Name : Aisya Putri Lestari

Age : 3,8 years old
Sex : Female

The child gave response when the researcher try to make conversation
with her:
The researcher : Aisya, siapa nama lengkap nya ?
The child : Aisya Putri Lestari
The researcher : Anaknya siapa ?
The child : abi sama umi
The researcher : bukan anaknya kakek?
The child : bukan
The researcher : gak anaknya nenek?
The child : enggaklah
The researcher : kalo anak ibu, enggak juga?
The child : enggak
The Researcher : atau anaknya ante ?
The Child : gak
The researcher : bola apa ini?
The Child : bola berwarna
The researcher : iyaa pinter, bola untuk apa?
The Child : untuk main tendang buk
The Researcher : bahasa inggrisnya bola apa Aisya ?
The Child : ball
The Researcher : suka gak sama bolanya ?
The Child : enggak buk
The Researcher : rumah Aisya banjir ?
The Child : enggak buk

74
The Researcher : kalau hujan gak banjir juga?
The Child : gak loh buk
The Researcher : Aisya suka mandi hujan?
The child : suka buk

The child said the word when the teacher asked her some question:
The Researcher : matahari terbit di?
The Child : matahari terbit di timur
The Researcher : matahari terbenam di ?
The Child : di barat
The Researcher : telinga fungsinya untuk apa Aisya ?
The Child : mendengar
The Researcher : kalo tangan ?
The Child : makan
The Researcher : Aisya tadi pagi kemana ?
The Child : ikut mama ke pajak
The Researcher : gak nangis ?
The Child : enggaklah buk

The child said the words when the reseacrher had the conversation with
her :
The Researcher : apa ini nak ?
The Child : telur
The Researcher : ehh, coba lihat ini apa ?
The Child : jeruk
The Researcher : what colour is that ? warnanya apa ?
The Child : orange
The Researcher : Aisya makannya pakai apa ?
The Child : nasi
The Researcher : kucing makannya apa ?
The Child : ikan
The Researcher : ikan nya Aisya yang kasi ke kucing
The Child : iyalah
The Researcher : baik kali Aisya yaa

The child said the words when the researcher had conversation:
The Researcher : papa pergi kemana?
The child : pergi kerja
The Researcher : kalau mau mintak jajan sama mama kek mana?
The child : umi, mau jajan
The Researcher : hari apa ini?
The child : Hari minggu
The Researcher : bulan berapa?
The child : bulan 6
The Researcher : tahun?
The child : 2020

75
The Researcher : hidung untuk apa?
The child : mencium
The Researcher : telinga untuk apa?
The child : mendengar
The Researcher : kaki untuk apa?
The child : jalan, berlari
The Researcher : Aisya kesini lari bukan jalan?
The child : jalan
The Researcher : setelah hari minggu hari apa?
The child : senin

The child said the words when the researcher had the conversation with
her :
The Researcher : pensil biru bahasa inggris nya apa ?
The Child : blue pencil
The Researcher : bahasa inggrisnya merah ?
The Child : red
The Researcher : kalau kuning bahasa inggrisnya ?
The Child : yellow
The Researcher : apa nama nama bulan ?
The Child : gak tau

Appendix 10

The Conversation Acquired by Assyida Raudha

Name : Assyida Raudha

Age : 4 years old
Sex : Female

The child gave response when the researcher try to make conversation
with her:
The researcher : Furhan, siapa nama lengkap nya ?
The child : Furhan Lubis
The researcher : Anaknya siapa ?
The child : Mama sama papa
The researcher : bukan anaknya kakek?
The child : bukan
The researcher : gak anaknya nenek?
The child : enggaklah
The researcher : kalo anak ibu, enggak juga?
The child : enggak
The Researcher : atau anaknya ante ?
The Child : gak
The researcher : bola apa ini?

76
The Child : bola warna-warni
The researcher : iyaa pinter, bola untuk apa?
The Child : untuk main tendang buk
The Researcher : bahasa inggrisnya bola apa Assyida ?
The Child : ball
The Researcher : suka gak sama bolanya ?
The Child : enggak
The Researcher : rumah Assyida banjir ?
The Child : enggak buk
The Researcher : kalau hujan gak banjir juga?
The Child : gak loh buk
The Researcher : Assyida suka mandi hujan?
The child : suka buk
The Researcher : matahari terbit di?
The Child : matahari terbit di timur
The Researcher : matahari terbenam di ?
The Child : di barat
The Researcher : telinga fungsinya untuk apa Assyida ?
The Child : mendengar
The Researcher : kalo tangan ?
The Child : makan, menulis
The Researcher : Assyida tadi pagi kemana ?
The Child : ikut mama ke pajak
The Researcher : gak nangis ?
The Child : enggaklah buk

The child said the words when the reseacrher had the conversation with
her :
The Researcher : apa ini nak ?
The Child : telur
The Researcher : ehh, coba lihat ini apa ?
The Child : jeruk
The Researcher : what colour is that ? warnanya apa ?
The Child : orange
The Researcher : Assyida makannya pakai apa ?
The Child : nasi
The Researcher : kucing makannya apa ?
The Child : ikan
The Researcher : ikan nya Assyida yang kasi ke kucing
The Child : enggak
The Researcher : ohh gitu

The child said the words when the researcher had conversation:
The Researcher : papa pergi kemana?
The child : kerja
The Researcher : kalau mau mintak jajan sama mama kek mana?

77
The child : ma, jajanlah
The Researcher : hari apa ini?
The child : Hari senin
The Researcher : bulan berapa?
The child : bulan 6
The Researcher : tahun?
The child : 2020
The Researcher : hidung untuk apa?
The child : mencium
The Researcher : telinga untuk apa?
The child : mendengar
The Researcher : kaki untuk apa?
The child : jalan
The Researcher : Assyida kesini lari bukan jalan?
The child : lari-lari
The Researcher : setelah hari senin hari apa?
The child : selasa

The child said the word based on the things which showed by the
researcher with the instructions “sebutkan nama-nama hari”. The words were:
senin, selasa, rabu, kamis, jumat, sabtu and minggu. And the last, teacher gives
the instructions “sebutkan nama-nama bulan”. The words were: Januari, Februari,
Maret, April, Mei, Juni, Juli, Agustus, September, Oktober, November and
Desember.

The child said the words when the researcher had the conversation with
her :
The Researcher : pensil biru bahasa inggris nya apa ?
The Child : blue pencil
The Researcher : bahasa inggrisnya merah ?
The Child : red
The Researcher : kalau kuning bahasa inggrisnya ?
The Child : yellow
The Researcher : apa nama nama bulan ?
The Child : gak tau.

78