Download - CHAPTER IV FINDING AND DATA ANALYSIS

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CHAPTER IV

FINDING AND DATA ANALYSIS

In order to answer the research question as states in Chapter 1, the findings

and data analysis are presented in this chapter. The steps of data analysis procedure

involve reading all the transcripts collected from the ten observations on June 22 until

July 31, 2014 and classifying into the features of Child-directed Speech (CDS). In

this research, the writer found CDS‘ characteristics, i.e. Substitution, accentuation,

intonation and pitch, diminutives, short grammatically structure, and repetition; and

also other findings of those characteristics which are interesting to be discussed.

All the CDS‘ characteristics by Ferguson (1977, in Kayani, 2001) are

appeared in the daily conversation by the subject to her two-year old daughter in va-

rious topics. Their frequency of the emergence of its can be drawn by the chart below.

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By seeing that chart, it is clear enough that intonation and pitch is frequently appeared

in the subject language in almost a half of all characteristics. Then, it is followed by

the emergence of repetition 26.87 % and short grammatically structure 16.67 %.

Besides the six CDS‘ characteristics as mentioned in the previous chapter, there are

also other features of CDS in 2.29 % that have been found such as changing

grammatically structure; developing special context-bound vocabulary; responding to

child‘s question words of who, what, and where; and correcting child word choice.

4.1. The Six CDS’ characteristics by Ferguson

Mothers‘ language when used communicating with their young children

display certain characteristics. These characteristics are appeared in the subject‘s

conversation both in Javanese and Indonesia language with her daughter in their daily

activity. Below are the discussions.

4.1.1 Substitution

Basically, substitution as a part of mother‘s language is done to make

children understand the words easily. It is occurred by changing the difficult

sound of pronounciation with the easier ones or the first and second person-

pronoun by proper names. The data demonstrates that both of the type

substitutions (sound substitution and pronoun substitution) are appeared in the

subject‘s language.

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4.1.1.1 Sound Substitution

As the former studies (Kayani, 2011), the mother usually changes the

sound of /k/ because the child is not be able yet to produce that sound. The

writer also found similarity case in sound substitution that produced by the

subject. The two examples of these substitutions are presented below.

The first case is the /k/ sound subtituted for /t/ sound in word ‘liak’ for

‗liat – see‘ in this conversation.

Extract 1. Sound Substitution

Observation : 4th

Topic : Night Activity

M : Gilo, tak kiteki kene.

(Ini lo, aku warnai kukumu. – This is it. I am painting your nails)

C : dewe..

(sendiri... – by my self ....)

M : Kosek, Mak Is sek. Mak Is dulu. Liak o Mak Is ngene carane ngene lo, liato.

(Tunggu, Mak Is dulu. Lihat Mak Is, begini caranya, lihat ya. – Wait, Mom is

first. See Mom, this is the way, see it)

C : …..

This sound substitution was working well because her daughter then paid

attention on her while she was painting her nails. The second examples of

sound substitution is the /k/ sound substituted for /l/ sound in word ‘ambik’ for

‗ambil - take‘ in this conversation:


Observation : 8th

Topic : Night Chit Chat

M : Eh, bonekahmu kucing da sana lo, deket nganu lo, tivi lo, ambilo. Ambik o

ndak ilang.

(Eh, boneka kucingmu ada di sana lo, dekat televisi, ambil ya. Ambil ya, nanti

hilang – Your cat doll is over there near the television. Take it first or you will

lost it)

C : Nendi? Nendi?

(di mana? Di mana? – where?)

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The substitution worked successfully because her daughter gave good respond

by asking where the doll is. Moreover, the sound substitution is appeared in

word ‘cumur’. The /s/ sound is subtituted for /c/ sound.


Observation : 8th


M : Kono, kono ono banyune. Sumur kuwi.

(Di situ ada airnya. Itu sumur – There are water there. It is a well)

C : (melihat bak mandi – look on the bathing tub)

Endi? Endi tumune? Tumune, endi tumune Mak?

(di mana? Di mana sumurnya? Sumurnya dimana Ibu? – Where? Where is

the well? Where is the well Mom?) …

M : (menggendong anak – carrying the child on the back).

Cumure ndi, cumure? Cumure ndi, cumure?

(Sumurnya mana, sumurnya? – Where is the well?)

In this case, her substitution has other function as a repetition of child word. It

indicates that she might ever use the word ‗cumur‘ before in the past to the

child in addressing the same object, a well.

4.1.1.2 Pronoun Substitution

The second type of substitution is happened in the pronouns of the first

and second by proper names. The data show that she almost substituted the

pronoun I by addressing her name. She preferred to say ―Mak Is” in

addressing her self directly rather than stated ‗I‘.

Extract 4. Pronoun Substitution

Observation : 1th

Topic : Playing as a Cook

C : [ playing a spoon ]

M : Aku bikinke telur dadar ya, Mak Is telur dadar.

(Buatkan telur dadar untukku, Mak Is telur dadar. – Make an omelet for me, I

want an omelet)

C : Iki pak‘e inum.

(Ini Bapak minum. – Father, drink it please)

M : Ya, minum. Aku nok, Mamak buatke nok.

(Ya, minum. Ibu sayang, Ibu buatkan. – Yes, drink. Make it for me dear)

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In addressing family members or other persons around them, she consistently

addressed them by their names. The observation results show that there are

several persons who are involved in their conversations. She substituted their

pronoun by addressing their name clearly. Those pronoun substitution can be

concluded as the table below.

Table 1. Pronoun Subtitution

Pronoun

Is subtituted for

I

Mak Is

He

Pak Toso, Pak Yoto, Pak Gono,

Mas Eko, Mas Anton, Dek Kian.

She

Bu Tini, Bu Eni, Mbak Sila, Mbak Kris,

Tante Kikis, Dek Beva,

Moreover, this addressing also happened when she subtituted the

pronoun ‗he‘ for grandfather and uncles by addressing their names in a topic

conversation. She addressed Om Dadok for the first uncle and then Om Ateng

for the fourth uncle.

Extract 5. Pronoun Substitution

Observation : 9th

Topic : Lebaran Holiday

C : ... Mak, Mak‘e. Mimik iti? [menyodorkan botol susu]

(Mak, minum ini? – Mom, drink it? [offering a bottle of milk)

M : Sana, panggilke Om Ateng sek. Om Ateng, dedek nangis, ngono. Dedek

nangis, dedek nangis, mau minum. ...

(Sana, panggilkan Om Ateng dulu. Bilang Om Ateng, adik menangis, mau

minum – Call him and say that litte brother is crying and want to drink )

...

M : Dek Beva ki neng kene kok.

(Dek Beva di sini kok. – Dek Beva is here.)

C : [ menangis]

(whimper)

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M : Kae lo ndak pulang. Kontake neng kene, kasihke Om Dadok. Kasihke sek.

(Itu dia tidak pulang. Kunci motornya di sini, berikan kepada Om Dadok,

berikan dulu – She is there. The motor key is here, give it to him.)

C : Emoh. Uwang...

(Jangan pulang. – Do not go home..)

...

M : Kek ono pukul. … kasihke Mbah Bin

(Itu ada palu .. kasihke Mbah Bin. – That is a hammer … give it to him, the

grandfather)

C : [ mengambil palu ].

(take the hammer)

M : Ninis, kasihno Mbah Bin.

(Ninis, berikan ke Mbah Bin. – Ninins, give it to him)

She addressed the first uncle‘s, the fourth uncle‘s or the grandfather‘s name

directly because there were three men at that moment of speaking. It is used in

order to make the child understand whose uncle that she meant to call, to give

the motorcycle key, or to give the hammer. Hence, this substitution by

addressing his name directly is done to avoid misunderstanding between them

and to clarify which uncle the mother refers to.

From the discussion above, it can be assumed that these pronoun

substitution is occurred because the influence of cultural factor. The mother is

seen to expose or introduce her daughter to the cultural concept of respecting

others, especially elder person by addressing their names. This is a common

practice of addressing term in Javanese culture setting.

4.1.2 Accentuation

The second characteristic that appeared in the subject‘s conversations

with her daugther is accentuation. The observation results display that the

feature of accentuation was rarely appeared as a part of the subject‘s CDS. It

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nevertheless, still happens in several occasions such as when she was singing,

saying about new words, emphasizing important information, and also

reminding or reviewing about something or objects. The accentuation is

occured not only within words but also between words. The examples are in

bold and italic words.

Extract 6. Accentuation

Observation : 1st Topic : Playing as a Cook

M : (menyanyi-singing) Balonku ada lima, rupa- rupa war—nanya

23:42—23:43

C : =ima= ... =naya=

M : Merah kuning ke—labu, merah hijau dan—biru. Meletus balon—hijau, der.

23:46—23.47 23:50—23:51 23:54—23:55

C : ...

M : Hatiku sangat—

23:57

C : =aco=

M : (menyanyi-singing) Balonku tinggal—em—pat. Kupegang?—erat.

24:02—24:03—23:04 23:06—23:07

C : ...

...

M : (menyanyi-singing) Tik tik tik bunyi hujan di atas genting. Airnya—turun?

28.46—28:47

C : ...


Observation : 1st Topic : Playing Doll

M : (menyanyi-singing) Bapa Abraham—mempunyai …

01:07—01:08

C : Tepon, tepon.. dam, dam.

(telepon, telepon. Drum, drum – telephone, drum. )

M : Ndak usah.

(Tidak perlu – It is not needed)

...

M : Namanya sapa, Ki—Ki—tty.

(Who is the name?)

03:27—03:28—03:29

C : =kiti=


Observation : 2nd

Topic : Taking about Pictures

C : Mas Eto opo?

(Mas Eko apa? – What is Mas Eko?)

25

M : Mas Eko, pas pik—nik. Piknik neng ndi nok? Piknik da mana ek?

03:17—03:18

C : ... =lok titis=

...

M : Terus adek dikasih bapak buat cuci apa? Buat cuci—muka.

03.55—03:56

C : ...

...

M : Trus ini, ini yang tua ini, ini namanya ibu sapa? Mbah Na—Nanik.

06:19—06:20

C : Iti wo opo?

(ini apa? – What is it?)


Observation : 2nd

Topic : Eating

M : Namanya apa nok? Tempu—tempu tempura.

12:32—12:33

C : ...

...

M : Pak Toso ngelesi neng Aga—pe.

16:20—16:21

C : ...


Observation : 2nd

Topic : Take a Bath

M : Nak bapak pulang ndak ma—marah ya?

18:24—18:25

C : Emooh.

(Jangan .. – Don’t...)


Observation : 7th

Topic : Buying an Ice Cream

M : Ananda Salati—ga.

03:29—03:30

C : =da=

The intervals between the part before and after pausing are almost occurred

only in a second. It is assumed as a commonly phenomenon because if the

accentuation happens in more than two seconds, the meaning might be lost.

The purpose of the accentuation as claim by Kayani (2011) is to attrack the

child‘s attention to listen carefully what the mother saying about the words.

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The data display that the mother is seen in a trying to stimulate her daughter

for continuing the next syllabbles or words which are she meant. Unhappily,

her efforts did not persistently run so well because her daughter occasionally

ignores it and change the topic of speaking then she follows it.

4.1.3 Intonation and Pitch

The frequense emergence of exaggerated-sounding intonation and

higher pitch ranging from question, command, and request is quite often

appeared as a part of her CDS to her daughter. A question is commonly

spoken with higher pitch than a statement. From the observation results, it is

assumed that she usually speaks a statement in higher pitch to emphasize the

importance information that her child should understand (first examples). It is

also occurred when she wants to clarify something (second examples), to

command (third examples), and to give warning (fourth examples) to her

daughter. All of her efforts are in attempt to attract her daughter‘s attention

that is in line with Clark & Clark‘s (1977) statement.

First examples Extract 12. Intonation and Pitch

Observation : 3rd


C : Tayo?

(Sama? – with who?)

M : Pak Jono, De Tini, Sila, semua.

(Pak Jono, De Tini, Sila, all)

C : Tayo?


M : Kabeh.

(Semua. – all family members.)

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Extract 13. Intonation and Pitch

Observation : 10th

Topic : Noon Activity

M : Ati-ati, le makek. Ati-ati. Kebalik, kebalik, kebalik.

(Hati-hati memakainya. Terbalik ya.. – Use it carefully, it is flip over)

C : [ memakai helm terbalik ]


M : kebalik, kebalik yo?

(Terbalik, terbalik ya.. – flip over)

Second examples Extract 14. Intonation and Pitch

Observation : 1st Topic : Playing as a Cook

C : Ayami?

(Ayam? – chicken)

M : Ayamnya? Ayamnya mana? La ini, ini, ayamnya.

(The chicken? Where is the chicken? This is the chicken.)


Observation : 5th


C : [ membersihkan motor – cleaning the motorcycle]

Mak‘e ditatih banu..

(Ibu, minta air. – Mom, give me water)

M : Nopo?

(Ada apa? – What‘s wrong?)

C : Banu.

(Air – Water)

M : Nopo? Piye?

(Ada apa? Bagaimana? – What’s wrong? How?)

C : Banu.

(Air – Water)

M : Banyu? Nggo opo? Ndak boleh to yo..

(Air? Untuk apa? Tidak boleh ya. Water? For what? It is not allowed)

Third examples Extract 16. Intonation and Pitch

Observation : 1st Topic : Playing Kuda Lumping

M : Selehke sek, jarane diselehke sek, nyembah sek.

(ditaruh dulu, kudanya ditaruh dulu, menyembah dulu – put it down first,

worship style first)

C : [ menari dengan kuda-kudaan – dancing with the Kuda Lumping]

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Observation : 8th


C : [ menaiki tembok – climbing the wall ]

M : Ndak boleh gitu lo nok, kaki e lo nok.

(kakinya tidak boleh begitu ya sayang. – your feet are not allowed to do that

dear.)

C : Uduk.

(duduk – sit down.)

M : Duduk sini, duduk sini.

(Sit down here please)

Fourth examples Extract 18. Intonation and Pitch

Observation : 2nd

Topic : Playing Notebook

M : Awas lho, ni jatuh lho, dimarahi mas lho.

(Be cafefull please, it can fall down, your brother will be angry)

C : [ menatap laptop dari kejauhan – staring at the laptop in a distance ]


Observation : 9th


C : [ melanjutkan mencabuti rumput ]

M : Udah to Nis, Nis.

C : [ tetap mencabuti ]

M : Jeni nak tibo lo Jen? Jeni. Jeni. Jenis. Nis.

(Jeni, nanti jatuh lho Jen – Jeni, you can fall down.)

C : [ tetap mencabuti ]

4.1.4 Diminutives

The emerging of diminutives in their daily conversation is also quite

often. The observation results show that the mother said the common words

which are usually used. It makes the child can catch what the mother‘s meant

because those words are familiar for them. For instance are the word ‘meyong’

instead of cat and ‘embek’ instead of goat. The words ‘meyong’ and ‘embek’

are derived from the sound which those animals produce.

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Extract 20. Diminutives

Observation : 3rd


M : (suara kucing-cat sound) Ih, meyonge, meyonge.

(Ih, kucingnya, kucingnya. – oh, that is a cat, a cat)

C : Iyong opo?

(Kucing apa? – What kind is cat?)

M : [menyanyi – singing ] Meyongku, telah membuat ....


Observation : 7th


C : Uduk.

(dudu. – sit down.)

M : Duduk?

(sit down?)

C : Duk tene. [melihat kambing di samping rumah – see a goat at the left side of

their house ] Embek‘e Mba Min.

(Duduk sini... Kambingnya Mbah Min – Sit down here. ... Mbah Min’s goat)

M : Endi, embek e Mbah Min mana?

(Mana, kambingnya Mbah Min mana? – Where is Mbah Min’s goat?)

C : [ menunjuk kambing – pointing the goat ]

M : Sana, main ke rumah Mbah Min sana.

(You can go to Mbah Min’s house dear)

Other than that, the other case of diminutives is occurred when the mother

addressed a motorcycle as Honda even though that motorcycle was not

produced by Honda factory. The word ‘honda’ here as one of motorcycle

brand is generally used by people in everywhere to address a motorcycle

although there are also many other motorcycle brands besides Honda that can

be used to address it.


Observation : 6th

Topic : Noon Activity M : Mio.

(Motorcycle’s brand)

C : Honda Tespa.

(Honda Vespa)

M : Mio.

C : Tespa iti ah.

(Ini Vespa. – This is Vespa)

M : Mio. Bapak suruh beli. Hondane yang dipake Bapak punya e sopo to?

(Mio. Bapak diminta beli. Motor yang dipakai Bapak itu milik siapa? – Ask

father to buy. Whose motorcycle is father used)

C : [ asyik mengelap – wiping the motorcycle]

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Observation : 7th


C : Tek, umpak onda tek.

(Sebentar, naik motor dulu. – wait, ride a motorcycle first)

M : O numpak Honda sek? La helm e mana?

(O naik motor dulu? La helmnya mana? – Oh, ride a motorcycle first? Where

is the helmet?)

C : Landu heyem.

(Tidak punya helm. – I don’t have a helmet)


Observation : 9th


C : Iti ndek topo? [ menunjuk motor – pointing a motorcycle ]

(Ini punya sapa? – Who is having this motorcycle)

M : Endi? Kuwi ndek Om Ateng. Ninis no ndak punya Honda. Pinjem Mbah Bin.

Gek, gek nabung yo? Gek beli ya?

(Endi? Itu milik Om Ateng. Ninis tidak mempunyai motor, meminjam motor

Mbah Bin, sedang menabung, lalu bisa membeli – Which one? That is Om

Ateng’s. Ninis does not have a motorcycle. Ninis is borrowing Mbah Bin’s

motorcycle, is saving money for buying a motorcycle)

Furthermore, the emergence of diminutives is occured when the

subject addresses someone that some people surrounding them also know it.

She says Pak Kemis as the name of ice seller and generalizes all of the ice

sellers as Pak Kemis. Pak Kemis here is as familiar word not only for them,

but also for others because he sells ice there. If those words are spoken by

others, they will refer to the same person like who the mother‘s meant.


Observation : 7th


M : Pak kemis, Ninis mau beli es. Kok belum lewat to? Pak Kemis...

(Pak Kemis, Ninis wants to buy an ice cream. Pak Kemis does not pass yet.)

C : Endi Pak Kemis?

(Mana Pak Kemis? – Where is Pak Kemis?)

M : Pak Kemis e belum lewat. Yo belajar nulis lagi yo..

(Pak Kemisnya belum lewat. Ayo belajar menulis lagi. – Mr. Kemis does not

yet come. Let us continue or writing study.)

According to Kayani (2001), diminutives is used to make the child understand

the things or someone easier by delimit adult words from the child words. It

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seems that giving various explanations about something in a detail to the

children is so hard. Therefore, the writer assumes that the mother delimits and

generalizes a motorcycle into Honda (one of the motorcycle brands) and an

ice cream seller into Pak Kemis because those words are familiar with them.

4.1.5 Short Grammatically Structure

The other CDS‘ characteristic that is frequently appeared in the subject

utterance is short grammatically structure. A good sentence commonly

contains at least a subject, a predicate, and an object. From the observation

results, the writer found that one or two elements of sentence is missing, i.e

missing a subject, a predicate, or and an object in her speech. This missing

case in the observation results is categorized as stated by Broen (1972), into

sentences beginning with a verb, declarative sentences, questions, and single

words used as sentences.

Table 2. Short Grammatically Structure

Cases

Short Grammatically

Longer Grammatically

Sentences

Beginning

with a Verb

Makan nasi ya? (want to eat rice?)

Extract 26 – Appendix 2

Adek makan nasi ya?

(do (you) want to eat rice?)

Duduk sek ya.. (Duduk dulu ya. – sit down

please )


Ninis duduk di kursi dulu ya?

(Ninis sit down on the chair

please)

Declarative

Sentences

ayo adek ndak boleh.

(Iya, tidak boleh, ayo adek tidak

boleh. – yes, not allowed, adek

not allowed)


Adek ndak boleh naik kereta

dorong.

(Adek did not allowed ride baby

stroller)

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Declarative

Sentences

Yok berdiri yok, berdiri.

(Stand up please.)

... seger..

(fresh..)


Mandi membuat badan menjadi

segar.

(Take a bath makes our body

fresh)

Question

Opo nok? (Apa sayang? – What’s wrong

dear?)


Apa yang kamu maksud sayang?

(What do you mean dear?)

Mau? (want?)


Adek mau minum susu sapi?

(Do you want to drink cow

milk?)

Single Words

used as

Sentences

Salim..

(berjabat tangan. – shake hand)


Adek bersalaman dengan tamu

(Shake your hand with him (the

guest) please)

Yo. Pulang.

(Yes. Go home.)


Ayo kita pulang.

Let us go home.

Based on those examples above, the studies by Clark & Clark (1977),

Clark (2003) and Phillips (1973) is line with the observation results. It

demonstrates that adults tend to use very short grammatically sentences when

talking to young children and it is syntactically less complex.

4.1.6 Repetition

This characteristic is also so often appeared in the subject speech as a

part of her CDS. She repeats the words or clauses as the main information

several times to her daughter. The first is repeating a predicate as the main

idea of a sentence to emphasize what the mother‘s meant or want to do. The

repetition is showed by the bold text font in each sample and in a shorter

conversation.

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Extract 34. Repetition

Observation : 5th


M : Duduk, duduk. Matane ndak sakit.

(Duduk, matanya nanti sakit. – Sit down here, your eyes can be irritated)

C : Duk nene.

(duduk di sini. – sit down here.)

...

M : Sama nyanyi, adek nyanyi, nyanyi.

(With singing, You are singing.)

C : [ memperhatikan televisi – pay attention to the television ]


Observation : 10th


[ ada tamu – there is a guest ]

C : [ melihat tamu – staring at the guest ]

M : Salim sek, salim nok, salim nok. Salim nok. Salim, salim, salim sama

Budhe, salim, salim. Salim sama Budhe ya.

(berjabatan tangan dulu…. Shake hand please)

C : [ memakai helm – wearing the helmet ]

The second examples of repetition happened when she repeats the

clause (a subject and a predicate). Below are the examples of this kind of

repetition.


Observation : 6th


M : Pinjem, nak ketekak, ketekak, ketekak, ketekak, ih! [ menarik kain ]

(pinjam, nanti terlilit – I want to borrow it. It may choke you.)

C : Emoh. [ merengek – whimper ] wa etok, nde nini, Mak‘e, ndek nini

(Jangan.... Tidak boleh, Itu punya Ninis,Mak .. Don’t ... It is mine Mom)

M : Minta dulu, minta dulu, minta dulu. Mamak minta.

(asking permission first, say to me: Mom, I want it.)

C : [ tetap merengek – still whimper ].

M : Mak Is dioyak, Mak Is dioyak, Mak Is dioyak, Mak e dioyak.

(Mak Is kejar… - chase mom … )


Observation : 10th

Topic : After Take a Bath

[ Mbah Bin is sitting near the mother ]

C : Dodog.

( duduk – sit down.)

M : Mbah Bin nggogok. Mbah Bin ki nggogok ki lo, nggogok. Mbah Bin ki

nggogok. Mbah Bin nggogok.

(Mbah Bin duduk, … - Mbah Bin is sitting)

C : ...

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These are very interesting because occurred in a moment of speaking and she

repeated more than three times. The last attractive repetition is repeating the

words or phrases in a longer conversation. The word ‗kotor‘ and ‗itu lo‘ in the

two conversations below is repeated many times. The mother seems try to

emphasize the main information by repeating the words because her child did

not yet catch what she meant.


Observation : 1st Topic : Cooking

M : Kotor, kotor, ndak boleh, ndak boleh to Nis. Kotor to yo. (Dirty, dirty, forbidden, forbidden to you. It is dirty)

C : Itu kotol?

(Itu Kotor? – is that dirty?)

M : Ho o, kotor. Kotor semua, ndak boleh. (ho o, dirty. Everything is dirty. Don’t do that )

C : Iti?

(ini? – this one?)

M : Kotor. (dirty)

C : Iti ma?

(Ini?- this one?)

M : Kotor, dicuci dulu.

(Dirty, wash it first.)


Observation : 7th


M : Itu lho, aire itu lho nok? (menunjuk ember) (That is the water dear – pointing the water pot)

C : He?

(He?)

M : Itu lho.. (That is..)

C : Endi? Endi ayine? Endi?

(Mana? Mana airnya? Mana? – where? where is the water? Where?)

M : Itu to depanmu. Itu lho, tempat itu lho. (That is in front of you. That is the one)

C : He?

M : Ini lo. Itu to tempat aqua. Botol.

(this one. that is the aqua botol)

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The five of six examples of repetition showed above display that repetition is

appeared more intensive as a part of CDS, especially in asking the children to

do things as claim by Clark (2003). In addition, the writer assumes that

repetition is emerged to remind and emphasize the main idea of the utterance.

Thus, the child will catch it easier because spoken in many times.

4.2. Other Findings of Characteristics

Besides the six characteristics that have discussed above, there are also several

context-bound CDS‘ characteristics finding there.

4.2.1 Sentence Structure Change

A simple grammatical structure of a sentence always comes with the

subject first and then followed by the predicate. The subject changed that ideal

grammatical structure by saying the predicate first before the subject. Here is

the example.

Extract 40. Changing Grammatically Structure

Observation : 10th

Topic : Washing Plate

C : No Mak Is tiyik, adi tabun.

(Ini Mak Is dulu, dikasih sabun – Mak Is is washing the plate with soap first )

M : ... (memberikan sabun) Yo pake ini Mamak kok.

(ya memakai ini Ibu kok – Mom is using this.)

The predicate ‗pake‘ should come after subject ‗Mamak‘ to be a good

grammatically sentence. Thus, the ideal sentence is Mamak pake ini.

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4.2.2 Developing Special Context-bound Vocabulary

In several special contexts, the subject develops the vocabularies to

addressing something. She said ‘cek dung’ for drum (3rd

and 8th

Obsevation),

‘yunyen’ for ‗ayunan‘ (3rd

and 4th

observation), ‘dung drudung’ for drumband

(8th

observation), ‘ndengtek’ for playing kuda lumping (1st, 9

th and 10

th

observation), ‗kasur njut-njut’ for springbed (8th

observation). Those new

vocabularies are almost created from the sound of that original thing. The

writer assumes that the aim of this creation is for making the child easily

remembers the things or activities that related to those words.

Next are the other examples and discussions. First is when she

addresses ‗darah meyong’ for sauce.

Extract 41. Developing Special Context-bound Vocabulary

Observation : 3rd


C : Mau ono aya meyong.

(Tadi ada darah meyong – It was a ‘cat’s blood’ there.)

M : He e, ndak usah jajan darah meyong.

(Yes, don’t buy ‘cat’s blood’)

From the interview results with the mother, the writer got information that a

tempura seller always passes their house. He usually sells his tempura which

is seasoned with sauce. The mother does not like it because commonly sauce

is not good for health. Thus, she changes the word sauce to something that is

more disgusting like ‘darah meyong’ in order to make her daughter becomes

disgusted at tempura and will not ask her mother to buy it for her.

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Moreover, she also develops the word ‘pemeane’ instead for hanger.

Generally, the word ‘pemean’ is associated with the place where clothes are

dried in the sun, clothesline. But then she prefers to say it instead for the word

hanger. The case is drawn into the below conversation.

Extract 42. Developing Special Context-bound Vocabulary

Observation : 5th


M : (memegang gantungan baju - holding a hanger)

C : Pemean Mak..

(Gantungan baju Bu.. – Hanger mom…)

M : Pemean?

(Gantungan baju? – Hanger?)

C : Pemean, tutu pemean Mak…..

(Gantungan baju, beli Gantungan baju Bu..– Hanger, buy it mom…)

It also supports by the third observation when she put away a hanger and then

her daughter looking for it by asking where the hanger is and using that word

(‘pemean’). Finally, the mother directly gave that thing to her.

4.2.3 Responding to Child’s Question Words

The subject‘s daughter is sometimes still confused with question word.

She often mentions it differently between what she says and what she means

of. Luckily, her mother understood it, so that she responded that question

words by answering the child‘s question and giving the right information.

Some examples will be discussed below.

First responding

Extract 43. Responding Child’s Question Word

Observation : 4th

Topic : Before Sleeping

M : Mbak Sila yun-yen ning rumah sakit.

(Mbak Sila bermain ayunan di rumah sakit. – Mbak Sila played ayunan at the

hospital)

38

…

C : Neng opo?

(dimana? – where? )

M : Rumah sakit.

(Hospital)

C : Nopo? Umum?

(Mengapa? Umum? – Why? Umum?)

M : Udu, DKT.

(bukan, DKT. – No, DKT)

In that conversation, the child produced the question word ‗nopo‘

instead for ‗yang mana‘. Word question ‗nopo‘ (mengapa – why) is actually

should be answered by a reason. The mother responded it (Why did Mbak Sila

at the hospital?) by saying an object (DKT as the name of hospital) because

she knew what her daughter meant.

Second responding


Observation : 3rd


M : Ikane Ninis? Mati.

(Ikannya Ninis sudah mati. – Ninis’ fish were dead)

…

C : wek inis endi?

(Punya Ninis dimana? – Where are Ninis’ fish? )

M : Ndek Ninis? Ninis ki mati, la ra dimakani kok.

(Ikannya Ninis sudah mati karena tidak diberi makan)

C : Opo?

(Apa? – What?)

M : Ra mbok pakani kok.

(Ikannya tidak kamu beri makan. – Your fish were not feed.)

From the second responding above, the mother responded the child question

word ‗opo (apa – what)‘ by giving a reason (because your fish were not feed).

Even though her child said ‗what‘, she responded it not by saying an object as

the possible answer for that question word (e.g. a name of fish) because it

produced instead for the question word ‗why‘.

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Third responding


Observation : 3rd


M : Glo Jonatan, Jonatan.

(Ini Jonatan. – This is Jonatan)

C : Endi?

(dimana? – where? )

M : (memperlihatkan handphone, lalu membaca sms)

Di mana mbak? Jenis sudah sembuh belum? Tak bilangke ya..

(Where are you Mbak? Does Jenis already get well? I’ll say it to her.)

C : Opo?

(Apa? – What?)

M : Mbak Tini.

(Sister Tini)

In that conversation, the child produced question word ‗opo (apa –

what)‘ and she responded it by saying person name as the possible answer for

the question word ‗who‘. The child produced the question word ‗what‘ here is

instead for ‗who‘ and the mother caught it. The other case is when the mother

responded the child question word ‗what‘ for ‗where‘ as this conversation.

Fourth responding


Observation : 3rd


M : Neng Jakarta yo nok? Yo nok?.

(Ke Jakarta ya sayang. – At Jakarta dear)

C : Tawan ini opo?

(Taman Mini apa? – What is the Taman Mini? )

M : Neng Ancol.

(Di Ancol. – at Ancol)

The possible answer for that child question is the explanation of Taman Mini.

The mother did not answer like that because she already knew that the child

produced the question word ‗who‘ is instead for ‗where‘. That is why she

responded it by mentioning where the Taman Mini is.

40

Fifth responding


Observation : 8th

Topic : Before Sleeping C : Ti nandi? (menunjuk gambar)

(Ini dimana? – at where is it )

M : Ada Baru.

(Ada Baru)

C : Nopo?

(Mengapa? – Why?)

M : Bapak to sing ngambil.

(Bapak yang mengambil foto. – Father took this picture)

The mother responded the child question not by saying why they were

in Ada Baru, but who did take the picture. The question word ‗why‘ in this

case is produced for instead for ‗who‘ and she already knew it. For other case,

this question word also can stand for ‗where‘.

Sixth responding


Observation : 9th


C : Dompene endi? Ompen?

(Dompetnya dimana? Dompet? – where is the wallet? )

M : Dompet? Di sana, nggone…

(Dompet? Di sana, tempate… - Wallet? Over there, on the … )

C : Nopo Mak?

(Mengapa Ibu? – Why mom?)

M : nganu, nenggon mejo kono dompete ambilen.

(Dompetnya ada di meja, ambil sana – the wallet is on the table, take it by

yours)

The child produced ―why‖ to ask for the location of the wallet. It should be

spoken ―where‖ so that the mother will respond by saying where the wallet is.

Then it did not matter for them although the question word is incorrect.

Based on those findings and explanations, the writer assumes that the

mother‘s language can be more developed because she spends time more with

her child. She knows well what the child meant although her daughter says it

41

differently. At last, she has high sensitive to be responsive and active along

she communicates with. Hence, their conversation runs well and meaningful.

4.2.4 Correcting Word Choice

Other finding of CDS‘ characteristics is correcting child‘s word

choice. The subject directly corrected her daughter‘s word choice when she is

drinking a cup of tea.

Extract 49. Correcting Word Choice

Observation : 7th


M : Ati-ati ya nok?

(Hati-hati ya sayang – Be careful dear)

C : Adem.

(Dingin. – Cold.)

M : Panas, kebalik.

(Panas, terbalik. – it is hot, contrast)

The tea is actually hot, but the child said that it was cold. Therefore, the

mother corrected it and stated clearly that it was wrong by saying kebalik. She

also ever corrected the child question word choice from ‗what‘ to ‗who‘ as the

conversation below.

Extract 50. Correcting Word Choice

Observation : 4th

Topic : Night Activity

M : O, sing nyupir sopo?

(O, yang menyetir siapa? – Oh, who is driving?)

C : Opil pak opo?

(Sopir pak opo? – What is driver? )

M : Pak sopo?

(Pak siapa? – Who is driving?)

C : Pak, pakne adek.

(Bapaknya adek. – Little sister’s father)

From the two examples above, her correcting of the child‘s word choice is as

a direct action to bring her child on the right word choice. Then, her child is

expected to use the correct one later.