A DESCRIPTION OF PHONOLOGICAL PERFORMANCE OF AROUND FOUR YEAR OLD INDONESIAN CHILDREN: A STUDY AT TK PGRI 08 SEMARANG

Transkripsi

1 A DESCRIPTION OF PHONOLOGICAL PERFORMANCE OF AROUND FOUR YEAR OLD INDONESIAN CHILDREN: A STUDY AT TK PGRI 08 SEMARANG A Thesis presented as Partial Fulfillment of the Requirements To Obtain the Sarjana Sastra Degree in the English Letters Study Programme by : Ika Iswati Student Number: ENGLISH LETTERS STUDY PROGRAMME FACULTY OF LETTERS SOEGIJAPRANATA CATHLOLIC UNIVERSITY SEMARANG 2009

2 A DESCRIPTION OF PHONOLOGICAL PERFORMANCE OF AROUND FOUR YEAR OLD INDONESIAN CHILDREN: A STUDY AT TK PGRI 08 SEMARANG A THESIS by : Ika Iswati Student Number: ENGLISH LETTERS STUDY PROGRAMME FACULTY OF LETTERS SOEGIJAPRANATA CATHLOLIC UNIVERSITY SEMARANG 2009 ii

3 A Thesis On A DESCRIPTION OF PHONOLOGICAL PERFORMANCE OF AROUND FOUR YEAR OLD INDONESIAN CHILDREN: A STUDY AT TK PGRI 08 SEMARANG by : Ika Iswati Student Number: Approved by, Emilia Ninik, Sp. M. Hum July, 13, 2009 Major Sponsor Heny Hartono, SS. M.Pd July, 13, 2009 Co Sponsor iii

4 A Thesis Defended in Front of the Board of Examiners on July, 13, 2009 and Declared Acceptable BOARD OF EXAMINERS Chairperson : Emilia Ninik, Sp. M. Hum. Secretary : Heny Hartono, SS. M.Pd. Member : Dra. Wuryani Hartanto, MA.. Semarang, July, 13, 2009 Faculty of letters Soegijapranata Catholik University Heny hartono, SS., M. Pd iv

5 The Thesis is dedicated to My Lovely Family v

6 ACKNOWLEDGEMENT First and foremost I want to express the greatness and gratitude to Allah SWT for taking care of me and always giving me the blessing and guidance to the completion of my thesis. I would like to express sincerest gratitude for those who have helped me in accomplishing this thesis. 1. Emilia Ninik Aydawati, S.P, M. Hum as my major sponsor, who has sincerely guided me and encouraged me with her patience and advice in finishing this thesis. 2. Henny Hartono, SS., M. Pd. as my co-sponsor who has corrected my thesis carefully, provided great guidance, suggestion and advice. 3. All lecturers of Faculty of Letters Soegijapranata Catholic University who have helped me to become a more educated person. 4. My lovely heart, Johan jojo, my little sweet heart, Yayas, Rudy, Frida cantik, who have raised me and supported me. Shela thanks for assisting me. I thank for your love, patience, attention and support, so I can complete this thesis. 5. My parents, my brothers thanks for your helps, loves, and prayers. 6. All my best friends, thanks for your supports and many other friends that I can not mention one by one. 7. All teachers of PGRI 08 Kindergarten Semarang who have allowed me to take the data for my thesis. The writer vi

7 ABSTRACT The process of phonological competence concerns with the process of how children produce the sound of language (Phoneme). This process is universal. All children in this world have to go through some steps before they can be said that they have acquired a language. They are born with the capability to distinguish sound. In order to know whether the acquisition of phonology is universal, Dardjowidjojo (2002&2003) has conducted a study on Indonesian children language acquisition through longitudinal studies and he found that the phonological acquisition is subject to the order of the universality. This fact makes the writer wanted to see how the phonological performances of four participants who are 3 ½ 4 year old from PGRI 08 Kindergarten Semarang in pronouncing Indonesian phonemes. The writer observed and recorded conversations and asked them to pronounce a list of words. Generally all participants are able to pronounce vowels in all positions. There are only a few mistakes made by them. Mistakes that were made by the participants are dropping the sound like in pronouncing /mas/ instead of /emas/. In pronouncing consonants phonemes, participants can pronounce /b/, /w/, /n/ and / ŋ/ perfectly. They pronounce /p/,/t/, /d/, /s/,/c/,/j/, /y/, /k/, /g/and /h/ imperfectly. They can pronounce them in certain position. They still cannot pronounce /r/, /f/ and /v/, and they do not produce words that contain /x/ and /z/ at all. vii

8 Abstrak Proses pemerolehan kemampuan pengucapan berhubungan dengan proses bagaimana anak memperoleh suara pada bahasa fonem. Proses ini umum untuk semua anak di dunia ini sebelum menyelesaikan langkah selanjutnya mereka dapat berkata bahwa mereka mendapatkan sebuah bahasa. Mereka lahir dengan kemampuan untuk membedakan sebuah suara. Untuk mengetahui bagaimana pendapatan ponologi itu umum Dardjowidojo (2002&2003) dalam tingkah laku pembelajaran pada bahasa anak Indonesia mendapatkan langkah pembelajaran secara berkelanjutan dan dia mendapatkan bahwa pendapatan ponologi adalah permintaan subjek untuk keseluruhan. Ini sebuah kenyataan yang di buat oleh penulis untuk melihat bagaimana pemerolehan kemampuan pengucapan pada empat peserta yang berusia antara 3 ½ 4 tahun dari sekolah taman kanak-kanak PGRI 08 Semarang pada pengucapan ponem bahasa Indonesia. Penulis melakukan penelitian dan merekam percakapan antara mereka dan meminta mereka untuk mengucapkan sebuah kata pada daftar kata-kata. Pada umumnya semua peserta sudah dapat mengucapkan hurup hidup pada semua posisi. Hanya terdapat beberapa kesalahan yang dibuat mereka. Kesalahan-kesalahan itu dibuat oleh peserta yang menambahi suara seperti pada pengucapan /mas/ menjadi /emas/. Pada pengucapan huruf ponem mati, para peserta dapat mengucapkan /b/, /w/, /n/ and / ŋ/ dengan sempurna. Mereka mengucapkan /p/,/t/, /d/, /s/,/c/,/j/, /y/, /k/, /g/ dan /h/ dengan tidak sempurna. Mereka dapat mengatakan semua ini dengan posisi yang pasti. Mereka masih tidak dapat mengucapkan /r/, /f/ dan /v/, dan mereka juga tidak dapat menghasilkan kata-kata yang terdapat pada /x/ dan /z/ pada semua. viii

9 List of Table 4.1 Data on Dropping Consonant Phonemes 4.2 Pronunciation of /a/ in Initial Position 4.3 Pronunciation of /ə/ in Initial Position 4.4 Pronunciation of /i/ in Initial Position 4.5 Pronunciation of /u/ in Initial Position 4.6 Pronunciation of /o/ in Initial Position 4.7 Pronunciation of /a/ in Medial Position 4.8 Pronunciation of /ə/ in Medial Position 4.9 Pronunciation of /i/ in Medial Position 4.10 Pronunciation of /u/ in Medial Position 4.11 Pronunciation of /o/ in Medial Position 4.12 Pronunciation of /a/ in Final Position 4.13 Pronunciation of /e/ in Final Position 4.14 Pronunciation of /i/ in Final Position 4.15 Pronunciation of /u/ in Final Position 4.16 Pronunciation of /o/ in Final Position 4.17 Pronunciation of /p/ in Initial Position 4.18 Pronunciation of /p/ in Medial Position 4.19 Pronunciation of /p/ in Final Position 4.20 Pronunciation of /b/ in Initial Position 4.21 Pronunciation of /b/ in Medial Position 4.22 Pronunciation of /m/ in Initial Position 4.23 Pronunciation of /m/ in Medial Position 4.24 Pronunciation of /m/ in Final Position 4.25 Pronunciation of /w/ in Initial Position 4.26 Pronunciation of /w/ in Medial Position 4.27 Pronunciation of /f/ and /v/ in Initial Position 4.28 Pronunciation of /f/ and /v/ in Medial Position 4.29 Pronunciation of /f/ in Final Position 9

10 4.30 Pronunciation of /t/ in Initial Position 4.31 Pronunciation of /t/ in Medial Position 4.32 Pronunciation of /t/ in Final Position 4.33 Pronunciation of /d/ in Initial Position 4.34 Pronunciation of /d/ in Medial Position 4.35 Pronunciation of /s/ in Initial Position 4.36 Pronunciation of /s/ in Medial Position 4.37 Pronunciation of /s/ in Final Position 4.38 Pronunciation of /n/ in Initial Position 4.39 Pronunciation of /n/ in Medial Position 4.40 Pronunciation of /n/ in Final Position 4.41 Pronunciation of /r/ in Initial Position 4.42 Pronunciation of /r/ in Medial Position 4.43 Pronunciation of /r/ in Final Position 4.44 Pronunciation of /c/ in Initial Position 4.45 Pronunciation of /c/ in Medial Position 4.46 Pronunciation of /j/ in Initial Position 4.47 Pronunciation of /j/ in Medial Position 4.48 Pronunciation of /y/ in Initial Position 4.49 Pronunciation of /y/ in Medial Position 4.50 Pronunciation of /k/ in Initial Position 4.51 Pronunciation of /k/ in Medial Position 4.52 Pronunciation of /g/ in Initial Position 4.53 Pronunciation of /g/ in Medial Position 4.54 Pronunciation of /h/ in Initial Position 4.55 Pronunciation of /h/ in Medial Position 4.56 Pronunciation of /h/ in Final Position 10

11 List of Appendix 1. Conversation between the Researcher and the Participants on PGRI 08 Kindergarten Semarang. 2. Participants Wrong Pronunciation 3. List of the Words with Vowels from the Recorded data 4. List of Words with Consonant from Recorded Data 11

12 Table of Content Page of title... i Page of approval... ii Acknowledgement... v Abstract... vi Abstrak... vii List of Table... viii List of Appendix... x CHAPTER I : INTRODUCTION 1.1. Background of the Study Scope of the Study Problem Formulation Objective of the Study Significance of the Study Definition of Term First Language Acquisition Phonological performance... 4 CHAPTER II : REVIEW OF LITERATURE 2.1. Previous study on Phonological performance of Indonesian children Indonesian Phonemes First Language Acquisition The Universality of Language The Universality on the process of acquiring language The process of Phonological acquisition of Indonesian Child

13 CHAPTER III : RESEARCH METHODOLOGY 3.1. Type of Research Method of data collection Participants Instrument Procedure of collecting Data Data Analysis.. 23 CHAPTER IV : DATA ANALYSIS 4.1. Phonological Performance in the Recorded Conversations Vowel Phonemes Consonant Phonemes Data Taken from Single Words The Phonological Performance in Pronouncing Vowel Phonemes Phonological Performance in Pronouncing Labio Dental Phonemes Phonological Performance in Pronouncing Alveolar Phonemes Phonological Performance in Pronouncing Alveopalatal Phonemes Phonological Performance in Pronouncing Velar Phonemes Phonological Performance in Pronouncing Glotal Phonemes 64 CHAPTER V : CONCLUSION AND SUGGESTION 5.1. Conclucion Suggestion. 70 REFERENCES. 72 APPENDIX APPENDIX APPENDIX APPENDIX