MAKALAH LANGUAGE ACQUISITION
PREFACE Bismillahirrahmaanirrahim, Praise be given to Almighty Allah SWT for all the favors granted to the author. Greetings and do not forget Shalawat devoted to the Messenger of Allah SWT, the prophets and the men hosen by God Almighty Muhammad S.A.W. for all the struggle and sarifie given for us. Than! God finally the author able to finali"e this a paper whih too! the title #$hildr #$hildren en langua language ge a%uis a%uisiti ition# on# with with all these these short shortom oming ingss in a timely timely manner manner.. The purpose of writing this paper in addition to ompleting the tas! of Mrs. &etno Budiasningrum sub'ets ( #)anguage A%uisition# and also to provide the information and !nowledge about how language is a%uired and how the proess and stages of language development e*periened by eah of the hildren so that in the future time these !nowledge will be benefiial for all of us someday if we beome parents later. And gratefull than! + dediated profusely to the parents, brothers and friends for all their help, support and motivation that flowed to the author in ompleting this paper. The last word, hopefully what is presented in this paper an be useful for all of us, &eaders and Writers generally in partiular, beause deep inside the heart, author reali"es there are very many defiienies in the preparation of this paper, beause its 'ust perfetion belongs to God Almighty alone and with sinerely + would welome any input, ritiism and also helpful suggestions for improving this paper, Best &egards. CHAPTER I INTRODUCTION 1.1. Backgroun.
Whats )anguageave been onfirmed by linguists that the language as a ommuniation tool is genetially only in humans/ not found on other living reatures. )anguage is the main harateristi that distinguishes humans with other reatures and an not be separated from humans. istory proves how language affets various aspets of a persons life. umans interat with eah other through ommuniation in the form of language. $ommuniation ours either verbally or non verbally that is by writing, readings and sign or symbol. )anguage itself is a omple* proess that does not 'ust happen.
umans ommuniate through language re%uires a proess that develops in stages of his age. )anguage has an important role in human life. Aside from being a medium for ation, language also funtions as a ultural refletion of spea!ers. )anguage is the soure of life and strength. )anguage an ontrol behavior, reali"e their ations and hange the situation. )anguage is a symbol of arbitrary sounds used in ommuniation and allows people from different ultural ba!grounds an interat. 01tavian, 2334(25. )inguistis that ma!e the language as a symbol of the arbitrators and onventional. aving ertain model of ognitive linguisti theory of language whih is a phenomenon involving mentalisti! whih here are not aware of languag e a%uisition in hildren 0Tarigan, 6784( 45 9very aspet of language a%uisition in the language is very omple*, sometimes very young hildren already !now the system is onsidered grammar. +n general, people do not reali"e that language is a s!ill that is very omple*. :se ordinary language beause it seemed natural and not taught by anyone, a baby will grow up together with the growth of the language. +nfany or toddler 0under five years5 is the most signifiant period in human life. +n infany, humans first learned or introdued to the atmosphere of a totally #new#, ompared with previous periods in the womb. ;uring the first < days, normal infants are still more sleep. Appro*imately 83= of the time used for sleep, After two wee!s the baby started to be able to perform various ativities without the help of others, ranging from turning, sitting, rawling and so forth, before the age of >?8 months, feeling or emotion baby began to emerge, although the ratio or his thoughts were not funtioning at all, at the age of 62?6@ months, babies begin to reogni"e its environment, whether physial or soial environment, Gradually, babies begin to understand the relationship between #words# with anything or anyone around him. And for that, babies begin to need a tool of e*pression alled #language#. Starting this time that babies begin to learn about language from the surroundings. )anguage a%uisition in infants is very gradually to gather in some parts of whih will be disussed in this paper. Therefore, the author deliberately raised themes relating to language a%uisition in humans espeially in hildren whih is #$hildren irst language a%uisition.# 1.!. Pro"#$%&. Based on the ba!ground above, this problem an be formulated as follows( 6.2.6. What is a language a%uisition and how it goes6.2.2. Glimpse the history of language a%uisition.
6.2.<. )anguage a%uisition proess and stages. 6.2.@. ators that influene hild language developmentCHAPTER II DISCUSSION
!.1. '(a) *& #anguag$ ac+u*&*)*on,
Proess the hild begins to reogni"e verbal ommuniation with its environment is alled language a%uisition of hildren. The term used for the a%uisition of British ounterpart of the term a%uisition, namely the proess of language a%uisition by hildren naturally when he learns his native language 0native language5 0;ard'owid'o'o, 2338(225. Aording to Sofa 023385, there were two notions about language a%uisition. irst, the beginning of language a%uisition has a s%ually, suddenly. Seond, language a%uisition to have a gradual beginning that emerged from the ahievements of motori, soial, and ognitive pralinguisti!. $hild language a%uisition ours when a hild who from the beginning without the language has a%uired language. ;uring the language a%uisition of hildren, more hildren leads to the ommuniation funtion rather than form of the language. $hild language a%uisition an be said to have the harateristis of ontinuity, have a ontinuum, moving from simple one?word utterane into a more ompliated ombination of words. )anguage a%uisition is losely related to ognitive development, namely, first, if the hild is able to produe utteranes whih, based on the grammar whih are neat, does not automatially imply that the hild has mastered the relevant languages well. Seond, the spea!er must obtain the ognitive ategories that underlie the various meanings e*pressive natural languages. ;uring the first language a%uisition, $homs!y mentions that there are two proesses whih our when a hild a%uire his first language. The proess is a proess of ompetene and performane proess. Both proesses are two different proesses. $ompetene is the proess of mastery of grammar 0phonology, morphology, synta*, and semantis5 unonsiously. $ompetene is ta!en by every hild from birth. Although innate, ompetene development re%uires that hildren have performanes in the language. Performane is the ability of hildren to use language to ommuniate. The performane onsists of two proesses, namely the proess of understanding and the proess of issuane of the sentenes. The proess of understanding involves the ability to observe or pereive sentenes heard, while the publishing proess involves the ability to produe their own sentenes 0$haer 233<(64>5. urthermore, $homs!y also assumes that language users understand the struture of language that ma!es him able reated new sentenes ountless and ma!e him understand the sentenes. Thus, ompetene is the intuitive !nowledge that an individual possesses about his mother language 0native )anguange5. This linguisti intuition does not 'ust e*ist, but was developed in line with growth in hildren, while the performane is something that is produed by the ompeteny. !.!. G#*%-&$ o )($ (*&)or/ o #anguag$ ac+u*&*)*on
Beause language a%uisition involves various aspets of development, then the view of many e*perts in various relevant fields suh as general linguistis, psyhology, neurology, biology, and language a%uisition will be utili"ed. The development language
a%uisition by +ngram 0in Cushartanti. 233( 2<5 were divided into three periods, namely( 0a5 the diary period 0b5 a large sample period, 05 longitudinal study period. . Taine in 68>4 in his study using a diary method of parenting. +n this method the parents ma!e a diary as a reord of hild language development whih often alled the #biography of a baby# 0baby biography5. )ater followed by other wor!s suh as wor!s of Preyer in 6887. $lara, and Wilhelm Stern in 673>. +n the <3s emerged the pioneer of behaviorism Dohn B. Watsons whih publishes boo!s that have harateristis 0in Cushartanti( 233( 665. The nativisti! views based on fat said a hild an a%uire any language as long as he had given the opportunity. $hildren have a natural provision that allows him to a%uire any language that were served to him. $homs!ys argument supports the natural sto!. !.0. S)ag$& an D$$#o-%$n) o #anguag$ ac+u*&*)*on !.0.1. S)ag$& o #anguag$ ac+u*&*)*on an be divided into the following stages( I. Pra#*ngu*&)*k P(a&$ 2 1.Ba""#*ng F*r&) S)ag$ 3-ra#*ngu*&)*k4.
+n the first stage of babble, during the early months of life, babies ry, oo, sreamed, and laughed, as if to produe eah type whih may be made. Many observers mar! this as baby steps to produe any speeh sound that an be found in all languages worldwide. owever, voies or sounds are not the speeh sounds, but then the aousti signals derived by the babies if they move the speeh tools in any arrangement or form whih may be made. They play with their sound e%uipment, but it should not be lassified as linguisti performane. !. Ba""#*ng S$con S)ag$ 3-ra#*ngu*&)*k4.
This stage is also alled nonsense word stage, the stage of a word without meaning. 9arly stages of this seond bubble usually at the beginning of the seond half of the first year of life. $hildren do not produe something that words an be un!nown, but they at as if their words set in aordane with the pattern of syllables. At one time the last part of this period 0around the end of the first year of life5 omes the #first word# that will be onsidered as the first word that. II. L*ngu*&)*c& P(a&$.
1.Ho#o-(ra&)*c S)ag$ 3*r&) #*ngu*&)*c &)ag$4. a. 5oca#*6a)*on& Soun.
At the age of about si* wee!s, the baby started to give out the sounds in the form of sreaming, whining, snoring. Sound emitted by the infant is similar to the sound of onsonants or vowels. After the voali"ation stage, babies begin to babble 0babling5. ;ard'owid'o'o 0233( 2@@5 mentions that babbling stage ours around the age of si* months, there are also some e*perts say that hatter ours at the age of eight to 63 months. Basially, the ability of hildren hattering depends on the development of a hild neurology. At this stage, they began to mi* with a voal onsonant. Babbling begins with a onsonant and followed by a vowel. The first e*it is onsonant onsonant bilabial nasal bilabial and inhibition. Eowel is F a F. E6 C6 C6 C6 E6 E6 ... papapa mamama bababa ... 1ne the hild through this period of babbling, they started learning how to say the se%uene of segments, namely silabe?silabe and words. +n the early stages of language a%uisition, hildren usually produes words of adults who simplified as follows( 65 eliminate the final onsonant ( blumen bu boot bu 25 redue onsonant groups into a single segment( batre bate bring bin <5 omit syllables that are not given !ey pressure ( !uni ti semut emut @5 simple syllable redupliation ( pergi gigi na!al !a!al +n this stage hildren begin to imitate the intonation patterns of sentenes spo!en by adults. ". On$78or or Ho#ora&)*& S)ag$ This stage ta!es plae when hildren aged between 62 and 68 months. Speeh?speeh that ontain a single word uttered hildren to refer to ob'ets that were found daily. At this stage also a hild start using a series of repetitive sound to meaning the same. Also at this age, the hild has understood that the noise assoiated with the meaning and said start saying the words first. +n form, the spo!en words onsist of onsonants are pronouned li!e easily m, p, s, ! and vowels li!e a, i, u, e. c. T8o 'or&9 On$ P(ra&$ P(a&$.
This stage ta!es plae when hildren aged 68?23 months. Speeh?speeh whih onsists of two words began to appear li!e mommy and daddy go mam. This two?word stage, the hilds utteranes should be interpreted in aordane with the onte*t.
g.U))$ranc$& T$#$gra*&.
At the age of two and three years, hildren begin to generate double?word utteranes 0multiple?word utteranes5 or also alled telegrafis speeh. $hildren also are able to form sentenes and sort the shapes orretly. $hilds voabulary is growing rapidly to reah the hundreds of word and pronuniation of words more similar to adult language. !.0.!. Un*$r&a# Languag$.
Beause hildren an be any language whih is presented to him, there must be something that are universal in language. Pioneer universal language suh as Greenberg 0674<5 researhed and studied many languages of the language he ore whih features ontained in all languages.Thus, the onept of a universal language is not something absolute but relatively. Based on this grading $omrie 06787F86( 6?2<5 divides the universal language into two ma'or groups, eah of whih have sub?groups as in the following hart(
on +mpliations Absolute :+E9&SA) +mpli!asional on +mpli!asional
Tendensius +mpli!asional
+n the group of absolute non impli!asional universal no e*eption. or e*ample, all languages have the vowel sounds a, i, u. while in the group of absolute impli!asional said that if the language has H then it has I.for e*ample the language, if language has the glottal velar C then the language must have a glottal stop bilabial, B. +n the group of non?universal tendentious impli!asional ontain big trend toward language to have a ertain something. or e*ample, almost all languages have a onsonant nasal, tendentious impliations of universal groups say that a language has H then it is li!ely that
the amount is that language also has a AlbumArtSmall I.for e*ample ( language 0sub'et? Pos?Position5. differ from Above the universal onept that does not use a lot homs!y to the onept of universal language. ;arsar views when he was an intensity ontain ertain elements essential so these elements must e*ist at the entity where else. +n the relation between universal onepts with language a%uisition, partiularly a%uisition of phonologial, Da!obson, and $lar! and $lar! 0in Soen'ono ;ard'owid'o'o( 265, suggests the e*istene of universality in the sounds of the language itself, and the order a%uisition. !.0.0. Un*$r&a# In Languag$ Ac+u*&*)*on. rom a variety of universal and language a%uisition proess as desribed above it appears that a hilds language a%uisition is losely related to the onept of :niversal. Phonologial omponent more related to human neurology, seems the most universal. Meanwhile, the omponent synta* and semantis have a universal level is lower. a. Un*$r&a# In P(ono#og/ Co%-on$n)& The relation between the onept of a universal problem with the a%uisition of Phonology, his views of e*perts, has not been in the temple is a &omane Da!obson. Aording to him, a%uisition of wal!ing in harmony with the natural sound of the sound itself. The first sound that omes out when the first hild to spea! is the ontrast between on sonants and voals. +n terms of voals 'ust sounds a, i, u are going out first among the three sounds are 0a5. This is beause this is the third sound system anywhere in the world of voal minimal.bahasa this must have a minimum of three voal this 0Daobson 67>6( 83?235, while the formal universally assoiated with universal subtansif how it is regulated. Setting these elements differ from one language into another languag e. Aording to $homs!y 06777( <@5 human beings have a!ulties 1f The Mind. That !ind of lot of lot?intelletual in the minds F brains. )ots by $hams!y alled )anguage A%uisition ;evie 0)A;5, whih has translated into a language a%uisition devie 09S;5. 0;ard'owid'o'o, 2333(675, ". Un*$r&a# In Co%-on$n) S*n)a)*k an S$%an)*c& :nli!e the phonologial omponent, omponents and semanti sintati! have more degrees to universalan rendah.pada phonologial omponent, the se%uene of appearane of sound is diretly related with the growth of biology and neurology hild. 1n syntati and semanti omponents of indiret onnetion. owever, the syntheti omponent are the patterns obtained by universal sentenes. Semantis is more labile omponents beause what !ind of mastered and in what amounts depend on the irumstanes of eah hild. +n hildren in rural farm families, said a hoe or si!le?d may have mastered the beginning while the omputer or rayons lately, or even none at all. The number of words that will probably not be ontrolled muh li!e a young eduated ity in the family and be able to buy the boo! and other boo!s for hildren. !.0.:. Na)ur$ an Nur)ur$ Con)ro$r&/
+n disussions about the proess of language a%u isition there is a fiere debate among sholars about the nature of the language a%uisition language that is about the nature nurture language a%uisition and seond language a%uisition that is nature. Aording to language e*perts, nurture language a%uisition means that a person is determined by the environment around where he belongs, whereas the harater of language a%uisition language a%uisition nature means that it is basially a sto! that has been owned by a person when he is born into the world. Proponents of the nature nurture language a%uisition in general is a language e*pert from the flow of behaviorism while proponents language a%uisition that is the nature generally are those that ome from the flow of nativism. ene, the disussion of nurture and nature an not be separated from both the flow. a. Nur)ur$
At its ore is the proess of language a%uisition that is nurture is that the proess of language a%uisition that person is a habit whih an be obtained through a onditioning proess 0Brown, 2333(<@5. The hildren responded by giving linguisti stimuli are enhaned and they learn to understand speeh in a way that responds to speeh and by a strengthening of the response he gives. This is in line with the view of behaviorism whih e*perts believe strongly that hildren are present in the world along with a tabula rasa, a lean slate without any previous understanding of the world nor in the language, and that hildren are then shaped by their environment and slowly through a diverse shedule of onditioned reinforement 0Mr Brown, 2333(225. ". Na)ur$
Basially is a proess of language a%uisition that is nature is that the proess of language a%uisition is determined by innate !nowledge and that the innate properties are universal beause of e*periened or possessed by all humans 0Brown, 2333(<@5. +t seems that both nature and nurture are the two things are e%ually important beause one supports the e*istene of another. +nnate ability to learn the language or nature simply does not muh benefit if there is no influene of nurture or environment. $onversely, without the influene of nurture or environment alone would not matter if humans are not e%uipped with personal ability to memeroleh language. But of ourse the fat that both nature and nurture are two things whih are e%ually important role in human language a%uisition should re%uire more proof either through researh or e*perimentation on humans, espeially to how humans learn language, whih is one harateristi that distinguishes humans with other living reatures. !.0.;. T($ %$an #$ng)( o u))$ranc$ To measure the hildren sinta!sis progress, many using Browns findings 067><5, whih was !nown by the name of the Mean )ength of :tterane, M):, 0;ard'owid'o'o 2333( @35 . ow to alulate the mean length of utteranes hildren are(
a. Ta!e as many as 633 utteranes sempel b. $ount the number morfemnya . ;ivide the number of morphemes with speeh. +f there is a morpheme &P: 2< 2< then( 633 J 2(<. Brown use &P: to determine the %ualifying stages( Stage + J &P: between 6.3 ? 2.3, around the age of 62?24 months, Stage ++ J &P: between 2.3 ? 2. around age 2>?<3 months.
!.0.<. Mo)($r Tongu$ $r&u& Mo)($r Languag$ To avoid misunderstanding, it is neessary to differentiate the term mother tongue of the mother language. Mother tongue is the first language mastering and gaining by the hildren. Mother tongue is 9nglish e%uivalent for the term native language. )anguage is the language that the mother is in use by an adult at the time to tal! with hildren who are in the proess a%uire mother language. )anguage of the mother has a speial harateristi(
0a5 sentenes are generally short, 0b5 his voie is usually high, 05 somewhat e*aggerated intonation, 0d5 somewhat slower rate of speeh, 0e5 a lot of redundany 0repetition5, and 0f5 many use the word greeting 0Mos!owits 6786/ Pine 677@( 6/ Barton and Tomasello 677@( 6375.
!.0.=. Co%-r$($n&*on an Prouc)*on umans, both hildren and adults, has two different levels of ability in spea!ing. As Adults, we reali"e the amount of voabulary that we use atively is lower than the words we an understand. Wherever the hild ability to understand what is in people say is muh faster and muh better than its prodution. Some researhers say that the ability of hildren in omprehension is five?fold in omparison with its prodution 0Benedit 67>7 in lether and Garman 6786( 45. enson et al 0in Barrett 677( <4<5 says that a t the time the hild an produe 63 words, his omprehension is 663 word, so 66 times more than their prodution. !.0.>. D$$#o-%$n) an #anguag$ ac+u*&*)*on -roc$&& 6. a%uisition in the field Phonology $hild uses sounds that have been studied with the sounds that have not been studied, for
e*ample, replae sound F l F that have been studied with the sound F r F that has not been studied. 2. A%uisition in the field of morphology At the age of < years hildren have already formed several morphemes whih show grammatial funtion of nouns and verbs used. Grammatial errors often our at this stage beause hildren are still trying to say what he wants to onvey. $hildren ontinue to improve his language until the age of ten years. <. A%uisition in the field of synta* Alamsyah 0233>(265 mentions that hildren develop a level of grammatial sentenes that are generated through several stages, namely through imitation, through the lassifiation of morphemes, and through the preparation by way of putting words together to form sentenes. @. A%uisition in the field of Semanti $hildren use ertain words based on similarity of motion, si"e, and shape. or e*ample, hildren already !now the meaning of the word lo!. 1riginally referring to a hild 'ust wathes her parents, but then he used the word to all !inds of hours. !.:. Fac)or& A$c)*ng )($ D$$#o-%$n) o Languag$.
Speifially identified a number of fators that influene language development, namely( 6.$ognition. igh or low ognitive abilities of individuals will affet the language development faster than the individual. This is relevant to the earlier disussion that there is a signifiant orrelation between a persons mind with the langu age. 2.$ommuniation Pattern within the family +n a lot of family ommuniation patterns are relatively demorati diretion, or diret interations will aelerate the development of language families than those who apply the ommuniation and interation otherwise. <.Amount of hild or family. A number of families with many hildren or many family members, the language development of the hild is faster, beause the ommuniation ta!es plae varying ompared with having only a single hild and no other members besides the ore family. @. Position of birth order The hild born in the middle position, his language development will be faster than firstborn or youngest hildren. This is due to the middle hild has a ommuniation downward diretion only and youngest hildren have only the diretion of ommuniation upwards.
.Billingualism $hildren raised in families that use more than one language or better, The development of language is more faster than using only one language beause the !ids aostumed to use CHAPTER III CLOSING 1.Su%%ar/.
umans have a biologial legay that has been ta!en sine the birth in form of ability to ommuniate with a partiular human language. Profiieny is losely related to the human anatomy and physiology. )evel of language development of all hildren are e%ual, meaning that all hildren an be said to follow the same pattern of development. Parents 0adults5 generally do not feel that using language is an inredibly omple* s!ill. :se language that feels natural beause it is taught by anyone, a baby will grow along with the growth of the language. rom the age of one year to two years a baby starts out language word forms that have been identified as words. This one?word utteranes grow into two?word utteranes, and eventually beame a omple* sentene before the age of four or five years. After five years of age, a hilds voabulary and phrases to get better and perfet. So the development of hild language a%uisition is gradual and so omple*. )anguage a%uisition is a proess that re%uired by hildren to ad'ust a series of inreasingly omple* hypotheses or theories that are still latent, or hidden that will most li!ely happen with the sayings of his parents until he hooses based on a measure or measures assessment, good grammar and the simplest of language 0in Prastyaningsih Tarigan, 2336(75. More preisely interpreted language a%uisition as a proess that was first done by someone to get a language in aordane with ognitive potential possessed by the reeived speeh is based on naturally. irst language a%uisition is the proess of first language a%uisition by the hild. ;uring this first language a%uisition, there are two proesses involved, namely the proess of ompetene and performane proess. Both proesses are of ourse obtained by the hild unonsiously. There are several stages whih going through by the hild during the first a%uire language. Stage whih is referred are bubbleFpralinguisti! 0first and seond5 stage, and linguisti( holofrasti! stage 0first linguisti stage5 suh as ( voali"ation sounds, stage one? word or holofrastis, two?word stage, two?word stage, speeh telegrafis. The disussion in eah stage of hilds first language a%uisition have in ommon, namely the proess of phonology, morphology, synta*, semantis, pragmatis. +n the relationship between the universal onept of language a%uisition, partiularly a%uisition fonologis, Da!obson, and $lar! and $lar! 0in Soen'ono
;ard'owid'o'o( 265, submit to the universality of the sounds in the language itself and its order of a%uisition as the a%uisition of phonologial, syntati and semanti. There is a differene opinion about the fators that influene hild language development that is still a debate among others, the flow of nativism whih states that the development of language is determined by innate fators 0nature5 while the flow of empiriism or behaviorism preisely the opposite view, namely that the ability of language development a person is not determined by inborn but rather is determined by the proess of learning from the environment. 0nurture5 )anguage a%uisition an not be separated from the proess of language a%uisitionsuh as the mean length of utterane and prodution, maternal language and omprehension and prodution. $hilds language development an be seen also from language a%uisition aording to its omponents namely in the field of language a%uisition phonologial, morphologial, syntati, and semanti Speifially an be identified a number of fators that influene language development, namely( ognition, ommuniation patterns within the family, number of hildren or the number of families, birth order position, and bilingualism.
REFERENCES
? ;ard'owid'o'o Soen'ono, pengantar pemahaman bahasa manusia, boo!s online. ? ttp ( FF Wi!ipedia.om. ? ttp ( FF language a%uisition arti!elFFhtm. ? ttp( FF Blog. Psi!ologi ana!. ? ttp ( FF Gili Meno 9duation Blog. ;ipos!an oleh )a leuf de royaume on Selasa, 36 Maret 2366
