CHILDREND LANGUAGE AND ACQUSITION

LOCATIVE PREPOSITION

Muh. Mahrup Zainuddin Sabri

1708042043

AHMAD DAHLAN UNIVERSITY

YOGYAKARTA

NOVEMBER 18, 2018

LOCATIVE PREPOSITION

Language has an important role in human life. A language is a tool of communication

between humans. Aside from being a communication tool, language also makes it easier for
humans to adjust to other humans in their community. So, language plays an important role in
human life because human language can interact with other humans.

According to Chomsky (in Chaer, 2003: 222), language can only be mastered by
humans. This is evident because only humans have advantages in language and from there
lies the difference between humans and other God's creatures. Humans at birth are equipped
with language acquisition tools, namely LAD (Language Acquisition Device) as well as
children. LAD is considered a physiological part of the brain specifically for processing
language. So with these tools provided since birth, the child is already speaking. It is evident
that children from birth have produced variations in crying. From the sound of crying, parents
understand that children cry because they are hungry, thirsty, sick, or sleepy.

Language in children is obtained through natural processes and is influenced by two

factors, namely biological factors and social (environmental) factors. Biological factors,
namely children born under normal circumstances and equipped with adequate body organs,
while social factors (environment) is the interaction of children with people who are in their
environment in the process of acquiring language.

Maksan (1993: 33) suggests that language acquisition (language acquisition) is the
mastery of language by someone unconsciously, implicitly, and informally. Implicit means
that acquisition of language takes place not consciously everything happens unintentionally,
whereas informal is the acquisition of language naturally without special time, a special
place, to master it all happens when the child communicates with the people around him.

At the beginning of language acquisition, a child will be more silent, listening, and
listening without giving any reaction. That is, the first maturity that is mastered by children is
listening to other people's conversations. However, after his age increases, the growth of his
utensils also increases. After that, the child will try to receive and imitate words that have
been heard by both his parents, his family, and his surroundings.

Language acquisition is different from language learning. Chaer (2003: 167) states
that language acquisition is a process that takes place in a child's brain when he acquires his
first language or his native language. Conversely, language learning involves processes that
occur when a child is learning a new language (second language) after he has acquired his
native language (first language).

Language acquisition in children starts from 0; 0-5; 0 years. In this age range, the
acquisition of language in the form of utterances of the child needs attention, especially
parents and children must also be invited to dialogue so as to facilitate children in the
acquisition or mastery of language, especially the acquisition of syntax. The level of
acquisition of syntax in children is a series of unity that starts from the words one word,
towards a simple sentence with a combination of words that are more complicated namely
syntax (Tarigan, 1988: 5). In other words, the acquisition of syntax in children always goes
through small things first and continues to bigger things, meaning children will master words,
phrases, and then move on to the sentence.

According to Manaf (1999: 16), a sentence is a unit of language formed by combining

words with words, words with phrases or phrases formed on a combination of words with
words, words with phrases or phrases with phrases that at least contain the function of the
subject and predicate. Preceded by the initial silence and ending with the final silence, in the
form of final intonation and if written begins with a capital letter and ends with a period.

Based on observations of researchers on a three-year-old child who was the subject of

this study had little advantage in speaking compared to children his age. The child has been
able to say two to five words when talking to other people and has also been able to use
single sentences to compound sentences, although compound sentences rarely appear
compared to single sentences. In addition, the child is also able to obtain locative sentences in
the form of adult understanding and can also show objects to adults based on what he hears.

In the age range of 3; 0-4; 0 children are also able to master or test several types of
sentences, including news / declarative sentences, question / interrogative sentences,
command / imperative sentences, and sometimes exclamations/exclamations. This is evident
in the study of Dardjowidjojo (2000: 174) on the development of Echa's sentence after
passing age 2; 0 very rapidly. Each can express something not only in single sentences but
also in compound sentences. The single sentence which is has begun to be mastered before
the age of 2; 0 and continues to age 3; 0 is limited to types that universally appear declarative,
imperative, and interrogative.
 Alwi, et al (2003: 336) said that based on its syntactic form, sentences can be divided
into (1) declarative or news sentences, (2) interrogative or question sentences, (3) imperative
sentences or commands, and (4) exclamation sentences or exciting.

Based on the description above, the purpose of this study was to describe what types
of locative preposition children aged 3; 0-4; 0 reviewed in terms of syntactic forms and to
describe sentence patterns obtained by children aged 3; 0-4; 0 in terms of function
appointment.

Understanding language is a process that activates the input system and output
contained in a child's brain. In daily life children often hear and see behaviour that is done or
hears a command that is done by parents in the house. Children often give inappropriate
responses when given direction by parents but do different things and are not a little
complicated to understand.

In this research observation the researchers conducted a study on 1 year and 3 years
old research best friend children in the DIY Bantul district level, the researchers wanted to
find the locative prepositions found in children, that children must find the meaning of the
most difficult sentence to see respond to what they issued from an instruction, in this study
the researcher used a method that is putting the item (TV remote) on the table, then the
researcher told the child to move it. The researcher found that the instruction was not done by
an aged child. In fact, 'one-year-old children are almost always not always following the
instructions given, in this study when the child is given instructions to take the TV remote the
child takes the item but only holds it, besides the tendency of a 1-year-old child and not
responding when instructed/given by the researcher. In a time when the child takes the TV
remote, the child is actually holding and playing it. In this case, the child's behaviour refers to
cursory thinking that does not have an answer when the remote is given, when the child holds
it, the child looks carefully at the object and shows great curiosity.

In this study, researchers found children quickly showed the physical properties of the
reference objects, not an important feature. Children also have a level of sensitivity which
relationship is produced between these objects. by carefully choosing their small objects they
show that there is a response that shows a limited understanding of understanding, if the child
is asked to put down the TV remote, he may mistakenly place the remote. But the child will
hold and play it.
 After conducting the first experiment, the researcher continued the second study,
which was conducting research on children of that age. The fact that was found was, when
the child was asked to take some small items/objects the child showed behaviour by
arranging and tidying up the items and watching them carefully.

In addition, researchers found results in one-year-old children that there were several
constructions that children seemed to avoid. When asked about the position of TV remote
placed on the table, it shows in the picture they get, the child will show the table as a remote,
but the meaning that is obtained by the researcher is that the child cannot understand the
sentence of the researcher structurally but can understand researcher sentences with
pragmatic understanding by remembering a remote word as a keyword.

then shown by a 3-year-old child - the child is asked to point to the picture where the
table is located. they will actually show the position of the object but not too specific in other
words when the position of the table in the child's room will show the location of the table by
pointing to the room where the position of the table is located.

the study also revealed that children invested a lot of meaning in the material used in
experiments and continued to look for ways to build the way they understood the commands
told them. However, most studies report that at 3 years old children can overcome many
expectations what they might have about what they were asked to do, and were able to follow
simple instructions. This research on locative prepositions shows that children who are only
one year old are very difficult to understand the instructions directed by the researcher, while
for children who are three years old enough to be able to follow the instructions given by the
researcher.

even though there is a good understanding of locative prepositions and rarely use the
wrong sequence of words with them, they don't have syntactic rules related to their use. In
other words, instead of coming from the sequence of mentioning the related objects that must
be taken as a reference object, they set the status of the object reference to one item in the
discourse or perceptual, and then use the proposition as a clue to the position relative object
(where the table was placed yesterday on the deck, Adek never saw it). As a result, children
use pragmatic rules for understanding and producing qualitatively.
 In this study the researchers concluded that the understanding gained by early
childhood is very different from what should be used by adults, one-year-old child can
actually understand the commands that are married by the researcher, but understanding it is
still too abstract and very difficult to understand the sentence with structurally but more
mature children can understand the sentence structurally slowly by using Proposition
Locative found in their neurolinguistic so that it can facilitate children in identifying an object
and analyzing a command.
 REFRENCES

Alwi, Hasan, Dkk. 2003.Tata Bahasa Baku Bahasa Indonesia. Jakarta: Balai Pustaka.

Chaer, Abdul. 2003. PsikolinguistikKajianTeoritik. Jakarta: Rineka Cipta.

Dardjowidjojo, Soenjono. 2000. Echa: Kisah Pemerolehan Bahasa Anak Indonesia. Jakarta:
Unika Atma Jaya.

Maksan, Marjusman. 1993. “Psikolinguistik”. Padang: IKIP Padang Pres.

Manaf, Ngusman Abdul. 1999. “Sintaksis Bahasa Indonesia”.Buku Ajar. Padang: FBSS
UNP.

Manaf, Ngusman Abdul. 2010. “Sintaksis: Teori dan Terapannya dalam BahasaIndonesia
”.Padang Sukabina Press.

Tarigan, Hendri Guntur. 1988. Pemerolehan dan Pembelajaran Bahasa.Jakarta:Departemen

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