Language Development Chart

Age of Child 6 Months Typical Language Development 12 Months 18 Months 24 Months

Vocalization with intonation Responds to his name Responds to human voices without visual cues by turning his head and eyes Responds appropriately to friendly and angry tones Uses one or more words with meaning (this may be a fragment of a word) Understands simple instructions, especially if vocal or physical cues are given Practices inflection Is aware of the social value of speech Has vocabulary of approximately 5-20 words Vocabulary made up chiefly of nouns Some echolalia (repeating a word or phrase over and over) Much jargon with emotional content Is able to follow simple commands Can name a number of objects common to his surroundings Is able to use at least two prepositions, usually chosen from the following: in, on, under Combines words into a short sentence-largely noun-verb combinations (mean) length of sentences is given as 1.2 words Approximately 2/3 of what child says should be intelligible Vocabulary of approximately 150-300 words Rhythm and fluency often poor Volume and pitch of voice not yet well-controlled Can use two pronouns correctly: I, me, you, although me and I are often confused My and mine are beginning to emerge Responds to such commands as "show me your eyes (nose, mouth, hair)" Use pronouns I, you, me correctly Is using some plurals and past tenses

36 Months

 48 Months 60 Months

Knows at least three prepositions, usually in, on, under Knows chief parts of body and should be able to indicate these if not name Handles three word sentences easily Has in the neighborhood of 900-1000 words About 90% of what child says should be intelligible Verbs begin to predominate Understands most simple questions dealing with his environment and activities Relates his experiences so that they can be followed with reason Able to reason out such questions as "what must you do when you are sleepy, hungry, cool, or thirsty?" Should be able to give his sex, name, age Should not be expected to answer all questions even though he understands what is expected Knows names of familiar animals Can use at least four prepositions or can demonstrate his understanding of their meaning when given commands Names common objects in picture books or magazines Knows one or more colors Can repeat 4 digits when they are given slowly Can usually repeat words of four syllables Demonstrates understanding of over and under Has most vowels and diphthongs and the consonants p, b, m, w, n well established Often indulges in make-believe Extensive verbalization as he carries out activities Understands such concepts as longer, larger, when a contrast is presented Readily follows simple commands even thought the stimulus objects are not in sight Much repetition of words, phrases, syllables, and even sounds Can use many descriptive words spontaneously-both adjectives and adverbs Knows common opposites: big-little, hard-soft, heave-light,

etc 6 Years 7 Years 8 Years Has number concepts of 4 or more Can count to ten Speech should be completely intelligible, in spite of articulation problems Should have all vowels and the consonants, m,p,b,h,w,k,g,t,d,n,ng,y (yellow) Should be able to repeat sentences as long as nine words Should be able to define common objects in terms of use (hat, shoe, chair) Should be able to follow three commands given without interruptions Should know his age Should have simple time concepts: morning, afternoon, night, day, later, after, while Tomorrow, yesterday, today Should be using fairly long sentences and should use some compound and some complex sentences Speech on the whole should be grammatically correct In addition to the above consonants these should be mastered: f, v, sh, zh, th,1 He should have concepts of 7 Speech should be completely intelligible and socially useful Should be able to tell one a rather connected story about a picture, seeing relationships Between objects and happenings Should have mastered the consonants s-z, r, voiceless th, ch, wh, and the soft g as in George Should handle opposite analogies easily: girl-boy, manwoman, flies-swims, blunt-sharp short-long, sweet-sour, etc Understands such terms as: alike, different, beginning, end, etc Should be able to tell time to quarter hour Should be able to do simple reading and to write or print many words Can relate rather involved accounts of events, many of which occurred at some time in the past

Complex and compound sentences should be used easily Should be few lapses in grammatical constrictions-tense, pronouns, plurals All speech sounds, including consonant blends should be established Should be reading with considerable ease and now writing simple compositions Social amenities should be present in his speech in appropriate situations Control of rate, pitch, and volume are generally well and appropriately established Can carry on conversation at rather adult level Follows fairly complex directions with little repetition Has well developed time and number concepts

language (l ng gw j) n. 1. a. Communication of thoughts and feelings through a system of arbitrary signals, such as voice sounds, gestures, or written symbols. b. Such a system including its rules for combining its components, such as words. c. Such a system as used by a nation, people, or other distinct community; often contrasted with dialect. 2. a. A system of signs, symbols, gestures, or rules used in communicating: the language of algebra. b. Computer Science A system of symbols and rules used for communication with or between computers. 3. Body language; kinesics. 4. The special vocabulary and usages of a scientific, professional, or other group: "his total mastery of screen language camera placement, editing and his handling of actors" (Jack Kroll). 5. A characteristic style of speech or writing: Shakespearean language. 6. A particular manner of expression: profane language; persuasive language. 7. The manner or means of communication between living creatures other than humans: the language of dolphins. 8. Verbal communication as a subject of study. 9. The wording of a legal document or statute as distinct from the spirit. [Middle English, from Old French langage, from langue, tongue, language, from Latin
lingua;

see d gh - in Indo-European roots.]

The American Heritage Dictionary of the English Language, Fourth Edition copyright 2000 by Houghton Mifflin Company. Updated in 2009. Published by Houghton Mifflin Company. All rights reserved. language [lgwd] n 1. (Linguistics) a system for the expression of thoughts, feelings, etc., by the use of spoken sounds or conventional symbols 2. (Linguistics) the faculty for the use of such systems, which is a distinguishing characteristic of man as compared with other animals 3. (Linguistics) the language of a particular nation or people the French language 4. any other systematic or nonsystematic means of communicating, such as gesture or animal sounds the language of love 5. the specialized vocabulary used by a particular group medical language 6. a particular manner or style of verbal expression your language is disgusting 7. (Electronics & Computer Science / Computer Science) Computing See programming language speak the same language to communicate with understanding because of common background, values, etc. language (l ng gw j) 1. A system of objects or symbols, such as sounds or character sequences, that can be combined in various ways following a set of rules, especially to communicate thoughts, feelings, or instructions. See also machine languageprogramming language 2. The set of patterns or structures produced by such a system.

language
[lang-gwij] noun 1. a body of words and the systems for their use common to a people who are of the same community or nation, the same geographical area, or the same cultural tradition: the two languages of Belgium; a Bantu language; the french language; the Yiddish language. 2. communication by voice in the distinctively human manner, using arbitrary sounds in conventional ways with conventional meanings; speech. 3. the system of linguistic signs or symbols considered in the abstract ( opposed to speech). 4. any set or system of such symbols as used in a more or less uniform fashion by a number of people, who are thus enabled to communicate intelligibly with one another. Show IPA

5. any system of formalized symbols, signs, sounds, gestures, or the like used or conceived as a means of communicating thought, emotion, etc.: the language of mathematics; sign language. 6. the means of communication used by animals: the language of birds. 7. communication of meaning in any way; medium that is expressive, significant, etc.: the language of flowers; the language of art. 8. linguistics; the study of language. 9. the speech or phraseology peculiar to a class, profession, etc.; lexis; jargon. 10.a particular manner of verbal expression: flowery language. 11.choice of words or style of writing; diction: the language of poetry. 12.Computers . a set of characters and symbols and syntactic rules for their combination and use, by means of which a computer can be given directions: The language of many commercial application programs is COBOL. 13. a nation or people considered in terms of their speech. 14. Archaic . faculty or power of speech.

Language (lng'gwj)

n. 1. a. Communication of thoughts and feelings through a system of arbitrary signals, such as voice sounds, gestures, or written symbols. b. Such a system including its rules for combining its components, such as words.
c. Such a system as used by a nation, people, or other distinct community; often

contrasted with dialect. 2.

a. A system of signs, symbols, gestures, or rules used in communicating: the

language of algebra.
b. Computer Science. A system of symbols and rules used for communication

with or between computers. 3. Body language; kinesics.

4. The special vocabulary and usages of a scientific, professional, or other group: "his

total mastery of screen language-camera placement, editing-and his handling of actors" (Jack Kroll).
5. A characteristic style of speech or writing: Shakespearean language.

6. A particular manner of expression: profane language; persuasive language. 7. The manner or means of communication between living creatures other than humans:

the language of dolphins. 8. Verbal communication as a subject of study. 9. The wording of a legal document or statute as distinct from the spirit.

Metode Langsung (Direct Method)

25. Metode Langsung (Direct Method) Direct artinya langsung. Direct method atau model langsung yaitu suatu cara mengajikan materi pelajaran bahasa asing di mana guru langsung menggunakan bahasa asing tersebut sebagai bahasa pengantar, dan tanpa menggunakan bahasa anak didik sedikit pun dalam mengajar. Jika ada suatu kata-kata yang sulit dimengerti oleh anak didik, maka guru dapat mengartikan dengan menggunakan alat peraga, mendemontstrasikan, menggambarkan dan lain-lain. Metode ini berpijak dari pemahaman bahwa pengajaran bahasa asing tidak sama halnya dengan mengajar ilmu pasti alam. Jika mengajar ilmu pasti, siswa dituntut agar dapat menghafal rumus-rumus tertentu, berpikir, dan mengingat, maka dalam pengajaran bahasa, siswa/anak didik dilatih praktek langsunng mengucapkan kata-kata atau kalimat-kalimat tertentu. Sekalipun kata-kata atau kalimat tersebut mula-mula masih asing dan tidak dipahami anak didik, namun sedikit demi sedikit kata-kata dan kalimat itu akan dapat diucapkan dan dapat pula mengartikannya. Demikian halnya kalau kita perhatikan seorang ibu mengajarkan basah kepada anak-anaknya langsung dengan mengajarinya, menuntunnya mengucapkan kata per kata, kalimat per kalimat dan anaknya menurutinya meskipun masih terihat lucu. Misalnya ibunya mengajar Ayah maka anak tersebut menyebut Aah dan seterusnya. Namun lama kelamaan si anak mengenali kata-kata itu dan akhirnya ia mengerti pula maksudnya Pada prinsipnya metode langsung (direct method) ini sangat utama dalam mengajar bahasa asing, karena melalui metode ini siswa dapat langsung melatih kemahiran lidah tanpa menggunakan bahasa ibu (bahasa lingkungannya). Meskipun pada mulanya terlihat sulit anak didik untuk menuirukannya, tapi adalah menarik bagi anak didik. Ciri-ciri metode ini adalah :
1. Materi pelajaran pertama-tama diberikan kata demi kata, kemudian struktur kalimat 2. Gramatika diajarkan hanya bersifat sambil lalu, dan siswa tidak dituntut menghafal rumus-rumus gramatika, tapi yang utam adalah siswa mampu mengucapkan bahasa secara baik 3. Dalam proses pengajaran senantiasa menggunakan alat bantu (alat peraga) baik berupa alat peraga langsung, tidak langsung (bnda tiruan) maupun peragaan melalui simbol-simbol atau gerakan-gerakan tertentu 4. Setelah masuk kelas, siswa atau anak didik benar-benar dikondisikan untuk menerima dan bercakap-cakap dalam bahasa asing, dan dilarang menggunakan bahasa lain.

Kebaikan metode langsung (Direct)

Metode langsung (direct) dilihat dari segi efektivitasnya memiliki keunggulan antara lain :
1. Siswa termotivasi untuk dapat menyebutkan dan mengerti kata-kata kalimat dalam bahasa asing yang diajarkan oleh gurunya, apalagi guru menggunakan alat peraga dan macam-macam media yang menyenangkan 2. Karena metode ini biasanya guru mula-mula mengajarkan kata-kata dan kalimat-kalimat sederhana yang dapat dimengerti dan diketahui oleh siswa dalam bahasa sehari-hari misalnya (pena, pensil, bangku, meja, dan lain-lain), maka siswa dapat dengan mudah menangkap simbol-simbol bahasa asing yang diajarkan oleh gurunya. 3. Metode ini relatif banyak menggunakan berbagai macam alat peraga : apakah video, film, radio kaset, tape recorder, dan berbagaimedia/alat peraga yang dibuat sendiri, maka metode ini menarik minat siswa, karena sudah merasa senang/tertarik, maka pelajaran terasa tidak sulit 4. Siswa memperoleh pengalaman langsung danpraktis, sekalipun mula-mula kalimat yang diucapkan itu belum dimengerti dan dipahami sepenuhnya 5. Alat ucap / lidah siswa/anak didik menjadi terlatih dan jika menerima ucapan-ucapan yang semula sering terdengar dan terucapkan

Kekurangan-kekurangan metode langsung (Direct)

1. Pengajaran dapat menjadi pasif, jika guru tidakdapat memotivasi siswa, bahkan mungkin sekali siswa merasa jenuh dan merasa dfongkol karena kata-kata dan kalimat yang dituturkan gurunya itu tidak pernah dapat dimengerti, karena memang guru hanya menggunakan bahasa asing tanpa diterjemahkan ke dalam bahasa anak. 2. Pada tingkat-tingkat permulaan kelihatannya metode ini terasa sulit diterapkan, karena siswa belum memiliki bahan (perbendaharaan kata) yang sudah dimengerti 3. Meskipun pada dasarnya metode ini guru tidak boleh menggunakan bahasa sehari-hari dalam menyampaikan bahan pelajaran bahasa asing tapi pada kenyataannya tidak selalu konsisten demikian, guru terpaksa misalnya menterjemahkan kata-kata sulit bahasa asing itu ke dalam bahasa anak didik.

Metode ini sebenarnya tepat sekali digunakan pada tingkat permulaan maupun atas karena si siswa merasa telah memiliki bahan untuk bercakap/cercicara dan tentu saja agar siswa betulbetul merasa tertantang untuk bercakap/berkomunikasi; maka sanksi-sanksi dapat ditetapkan bagi mereka yang menggunakan bahasa sehari-hari.