The Acquisition of 2.5 Year Indonesian Child Language Vocabulary

Andestend

Universitas Negeri Jakarta, Jl. Rawamangun Muka, RT.11 / RW.14, Rawamangun, Jakarta 13220

Keywords: Psycholinguistics, Acquisition Vocabulary Of Child, Indonesia

Abstract: The purpose of this study is to describe the acquisition of vocabulary for a child 2,5 year ages.The problem

of this research is first, how the acquisition of vocabulary child aged 2.5 year?Second, what is the

classification of the types of vocabulary that is often spoken by children aged 2.5 years?This study applied a

qualitative approach. That was conducted at Muara Beres, Cibinong, the research period is December 2018

to June 2019.The research subject is a 2.5 year old child. Sources of research data for children aged 2.5

years and their parents are.Collectedby observation and interviews. All data were analyzed (1) transcribe the

findings data (2) then classify the findings data, (3) then the data in the analysis is adjusted to the

formulation of the problem, (4) conclusions. The results of the study found 25 vocabulary words consisting

of 16 nouns, 8 verbs, and 1 adjective.

1 INTRODUCTION

In human life we cannot be separated from language,

this language activity is done wherever we are,

because only humans who have privileges can

speak. We do not realize that there are languages

that we get naturally or unintentionally and some are

obtained by deliberate or learning activities. The

study of a language is always interesting, because it

is one of the traits and parts of a language definition

that states that language is dynamic. One area of

language studies is psycholinguistics which is an in-

depth study of psychology and linguistics. One study

in psycholinguistics is the study of how language is

acquired in children aged 2.5 years.

(Arsanti, 2014) the term acquisition means the

process of mastering the language that is done

naturally by the child when he learns his native

language. (Arsanti, 2014) this term is different from

learning, namely the process carried out at a formal

level (studying in class and taught by a teacher).

Thus, the process of children who learn to master

their native language is acquisition, while the

process of people (generally adults) who learn in

class is learning.

Language acquisition is included in linguistic

studies covering the fields of phonology,

morphology, syntax, semantics, and pragmatics.

(Mushaitir, 2016) the language acquisition stage will

not be separated from the participation of parents,

including the role of the environment where a child

lives. The environment has a major influence on the

acquisition of a child's language, where a child

mingles and interacts with his peers. A child's

interaction will lead to the acquisition or transfer of

language between one child and another child. This

phenonema often occurs in children's environments,

especially in playing masses,(Mushaitir, 2016).

Speech and language skills involve the

development of cognitive, sensorimotor,

psychological, emotional and the environment

around the child. Language skills in general can be

distinguished by receptive abilities (listening and

understanding) and expressive abilities (speaking).

Speech ability can be judged more than other

abilities so that discussion of language skills is more

often associated with speaking ability. Proficiency in

language and speech is influenced by intrinsic

factors (from children) and extrinsic factors (from

the environment).

(Prima Gusti Yanti, 2016) researches on

language acquisition, phonological aspects, vocals,

consonants conducted.(Kimppa et al.,

2019)conducted a second language acquisition study

in the field of morphology. (Andini,

2017)Indonesian language acquisition, while

(Mushaitir, 2016)examines the syntactic section.

(Hidayah, 2017) the acquisition of vocabulary

for children 3-6, this study states that the average

vocabulary obtained by 3-year-olds is in the form of

Andestend, .

The Acquisition of 2.5 Year Indonesian Child Language Vocabulary.

DOI: 10.5220/0008993300260031

In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 26-31

ISBN: 978-989-758-405-3

nouns, work, traits, and little adverbs, the results of

this study also confirm that language acquisition in

children varied and and different. Hidayah also said

there were differences between boys and girls in the

process of language acquisition, boys tend to have

less vocabulary mastery than girls.

Research (Özdaş, Şahlı, Özdemir, & Belgin,

2019) discusses the Comparison of anxiety and

child-care education characteristics of mothers who

have children with or without speech delays.

(Platonova, Markus, Vulāne, & Ilynska, 2016)

discusses Aligning terms in the field of child

language acquisition in English and Latvian. (Van

Druten-Frietman, Denessen, Gijsel, & Verhoeven,

2015)discuss Child, home and institutional

predictors of preschool vocabulary growth. (Gobet,

2015) discuss Vocabulary Acquisition. (María Luisa

Carrió-Pastor * & Departamento, 2015) discussed

Motivation in Second Language Acquisition.

From research (Prima Gusti Yanti, 2016),

(Kimppa et al., 2019), (Andini, 2017), (Mushaitir,

2016), (Hidayah, 2017), (Özdaş et al., 2019),

(Platonova et al., 2016), (Van Druten-Frietman et

al., 2015), (Gobet, 2015), (María Luisa Carrió-Pastor

* & Departamento, 2015). (Apriani, 2019). (Yusuf,

2019). (Suparman, 2018). (Parwati, 2015). The

novelty that researchers show in this study is the

acquisition of vocabulary in children aged 2.5 years

with female gender. The main problems formulated

in the study are two things: first, how is the

vocabulary acquisition of children aged 2.5 years?

Second, how is the vocabulary classification spoken

by children aged 2.5 years?

2 THEORY

Nice in 1925 (Ingram, 1989) also has an opinion

about acquisitions like the followings:

1. Single word stage; The child uses the words one

word.

2. Initial sentence stage (1; 5.5 at the start). The

first multi-word utterance appears, although the

utterance of one word is still the most frequent

utterance. Most sentences are incomplete, and

consist of most nouns, verbs, adjectives, and

adverbs.

3. Short sentence stages (generally around the age

of 3; 0). The acquisition of inflections and the

words of grammar began. ALS ranges from 3.5

to 4.5. Incomplete sentences become less

frequent, but complex and complex sentences are

rare. The ALS is the mean number of words used

by the child in its spontaneous language

4. Transitional stage of the period of change in

which the child moves from incomplete to

complete sentence. ALS around 5.0. Little is

known about this stage.

5. Complete sentence phase (around age 4; O).

Most sentences are well formed, and complex

and compound sentences are more common.

(Brown, 1973)extends that the pronunciation of

one and two words clarifies the development of

children's language in terms of pronunciation,

showing mean length of utterance, MLU, a language

development index based on the number of words

per sentence produced by a child in a sample

consisting of about 50 to 100 sentences, as a good

language maturity index. Brown identified five

stages based on mean length of utterance, MLU) as

follows:

Table 1: (Brown, 1973) Language Development Steps

Stage

Average

age of

the

month

Long

average

pronunciati

(average

number

sentence)

Characteristics

Sentences

commonly

spoken

12-26

1,00 –

2,00

The main

vocabulary

consists of

many nouns

and verbs

with little

adjectives and

adverbs;

word order is

considered.

Baby

shower

27-30

2,00 –

2,50

Use of plural

words;

use past

tense,

use be,

preposition,

some

prepositions.

Fast

forward

car

31-34

2,50 –

3,00

Use questions

that aren't,

use (who,

what, where);

use

sentence

refutation and

sentence

news.

Place the

baby

That

35-40

3,00 –

3,75

Attach one

sentence

in another

sentence.

That's the

car you

bought

for me

41-46

3,75 –

4,50

Coordination

between

sentences

simple and

relationships

proportional

Jenny

and

Cindy are

brothers

The Acquisition of 2.5 Year Indonesian Child Language Vocabulary

(Gobet, 2015)With respect to vocabulary, there is

both a quantitative and a qualitative change.

Quantitatively, as seen earlier, indi- viduals learn a

considerable number of words during late primary

and high school years. Many different sources make

it possible to acquire so many words either

incidentally or through instruction: school activities,

reading books, the Internet, cinema, television,

radio, and interaction with peers. Qualitatively, the

vocabulary becomes more marked (Berman dalam

(Gobet, 2015)): it uses longer, more formal, and less

frequent words, which often have a highly

specialized meaning

3 METHODOLOGY

This study uses a qualitative approach. (Gay, Mills,

2012), Qualitative research is a step in collecting

data, then continued with analysis, as well as

interpretation of comprehensive narrative and visual

data (that is, not numbers) to gain insight into certain

interesting phenomena. What is emphasized in

qualitative research is not numbers or not counts.

The subjects in this study were a child from the

husband and wife of Ekwandi and Mega Ayu named

Zaskia with the age of 2.5 years on June 20, 2019.

The place of this study was at the home of Pak

Ekwan and Mrs. Mega Ayu at Muara Beres

Cibinong, Bogor Regency, West Java.

The time of this study starts from November

2018 to June 2019. Data and sources of data in this

study are documentation or results of notes from

observations of Zaskia and the results of interviews

from Zaskia's parents. The technique of collecting

data is by observation and interview. The data

analysis technique is done in the following ways: (1)

making a list of findings, (2) then classifying the

findings data, namely vocabulary (3) then the data in

analysis is adjusted to the formulation of the

problem, (4) the final step concludes the results of

the analysis.

4 RESULT

The following is the biodata of the research subject:

Name : Zaskia

Place of birth : Air Nipis District, South

Bengkulu, Bengkulu, Indonesia

Date of birth : December 20, 2016

Age : 2.5 year

Gender : Female

Address : Muara Beres, Cibinong, Bogor,

West Java Indonesia

Relegion : Islam

Father's name : Ekwandi

Mother's name : Mega Ayu

Zaskia is the first child of Ekwan and Mega Ayu,

a residence in Muara Beres, Cibinong, Bogor

Regency, West Java. After conducting observations

and interviews with both parents of Zaskia

researchers got a specific picture of the speaking

ability of Zaskia. Based on the theory (Brown, 1973)

speaking skills in children aged 2.5 years already

have some vocabulary of nouns and verbs or even

hundreds of vocabulary mastered. But the reality on

the ground is different from what researchers found

in a child named Zaskia. The following are data

from the researchers' findings obtained from

observations and interviews with Zaskia's parents.

Table 1 : List of vocabulary words

Vocabulary

Phonetic

transcription

The meaning of the

word spoken

Yaya

Ya-yah

Ayah

Keke

kәkә

Kia

Ingin

iŋiŋ

Dingin

Pit

pit

Hape/hanphonde

Bok-bok

Bola

Buk

buk

Ibuk

Yokiti

yO kiti

Hello kiti

Yayuk

yayuk

Ayuk

sekoha

sәkoha

Sekolah

Dodo

dodo

Odong-odong

Kiki

kiki

Kaki

Nyenyi

ñeñi

Nyanyi

Get

gәt

Joget

Kiki

kiki

Berdiri

Gigi

gigi

Gigi

Pipi

pipi

Pipi

Abi

abi

Abis

Endong

әndoŋ

Gendong

Ini

ini

Sini

Jojo

jo jo

Kener joy

Aman

aman

Paman

Nda

nda

Bunda

Kerja

Dada/melambaika

n tangan

number of words = 25 words

ICELS 2019 - International Conference on Education, Language, and Society

Based on the linguistic data obtained above,

there are five Indonesian vowels produced by

Zaskia. The vowel consists of [a], [i], [u], [e], and

[o], so it can be concluded that Zaskia has mastered

all the vowels. As for the sound of consistency

consists of [b], [d], [g], [h], [j], [k], [m], [n], [p], [s],

[t], [v], and [y], Zaskia has only composed thirteen

consonant vowels, which have not been found yet

eight vowels, namely, [c], [f], [l], [q], [r], [w], [ x]

and [z].

Table 2 : Classification of vocabulary acquisition

Child

Age

2.5

years

Vocab

ulary

spoken

Noun

Verb

jec

tiv

erb

plu

ral

Pre

pos

itio

Zaskia

word

The data above are a few words that the author

heard from observations and a few words explained

by Zaskia parents. For example he expresses the

word /yaya/ while the meaning is /ayah/.

Furthermore, his parents asked him to mention his

nickname /Kia/ he said /keke/. For longer sentences

for example /ayah pergi kerja/ Zakia says / yaya ja /

next /Yayuk koha/ meaning /ayuk sekolah/. Of the

25 words pronounced by Zaskia the clearest sound is

pronounced /a/ and /i/. From this example can give

the view that the word spoken is the beginning or the

end. In addition, Zaskia is active in speaking but the

meaning of the word is not known or called

babling/babble.

The researcher also observed from the

articulator, the tongue, mouth and palate the results

of the researcher's observations found no symptoms

such as cleft, tongue that is too short or long, normal

neck shape, normal nose shape, only the child often

plays the tongue like a child. children who are

eating, and the sound issued is not nasal. This means

that there is no shortage of tools said Zaskia. To get

more in-depth results about speech tools and

retardation in speaking, the study was continued

with pediatricians and language (speech) therapies

and neorologists.

5 DISCUSSION

Based on the findings of the researchers tried to

discuss and relate to theory and answer the problem

formulation in this study. Obtaining vocabulary in

children aged 2.5 years, the first theory that we refer

to is the theory (Brown, 1973) he said that children

aged 12-30 months have an average of 200-250

words. The vocabulary consists mainly of many

nouns and verbs with few adjectives and adverbs.

Nice in (Ingram, 1989) also gave his views on

language acquisition in early childhood which he

called the initial sentence stage (1; 5.5). The first

multi-word utterance appears, although the one-

word utterance is still the most frequent greeting at

the beginning. Most sentences are incomplete, and

consist mostly of nouns, verbs, adjectives, and

adverbs.

Based on the findings of the researchers tried to

discuss and connect with the theory and answer the

formulation of the problem in this study. Vocabulary

acquisition for children aged 2.5 years, the first

theory we refer to is Brown theory, he said that

children aged 12-30 months have an average of 200-

250 words. The main vocabulary consists of many

nouns and verbs with little adjectives and adverbs.

Nice also gave his views on language acquisition in

early childhood which he called the initial sentence

stage (1; 5.5). The first multi-word utterance

appears, although the utterance of one word is still

the most frequent utterance. Most sentences are

incomplete, and consist of most nouns, verbs,

adjectives, and adverbs.

The theory (Brown, 1973) and Nice in (Ingram,

1989) above is indeed proven in children with the

age of 2.5 years that researchers observe. That the

words issued are more nouns and verbs, while

adjectives, adverbs, plural words and prepositions

have not been found.

The acquisition of the word Zaskia age 2.5 is still

so limited, Zaskia should have been able to produce

words of approximately 200-250 words, according

to his theory (Brown, 1973). The words that are

spoken still need to be re-interpreted by those who

listen to Zaskia's conversation. Zaskia was only able

to say the beginning or end of the word he meant.

Examples of the word / yaya / while the meaning is /

ayah /. Furthermore, his parents asked him to

mention his nickname / zaskia / he said / keke /. In

sentence form / ayah pergi kerja / Zaskia says / yaya

ja /, then / ayuk sekolah / Zaskia says / yayuk koha /.

Based on the results of this study 2.5-year-old

children tend to use more simple forms of

vocabulary, such as using more basic words than

words that have influence. Children aged 2.5 years

also tend to create their own vocabulary that

sometimes can not be understood by adults, or it can

also want to say something but it is difficult to find

the right words, eventually forming vocabulary that

can not be understood by adults. As an example of

the results of research conducted by (Hidayah, 2017)

also conducted research on language acquisition for

The Acquisition of 2.5 Year Indonesian Child Language Vocabulary

children aged 3-6 years, he gave the view that

children aged 3 years tend to use vocabularies that

are simpler in form, such as using more basic words

rather than affixed words . The age of 3 years also

tends to create its own vocabulary which sometimes

cannot be understood by adults, or it can also want

to say something but it is difficult to find the right

words, eventually forming vocabulary that cannot be

understood by adults.

For example, research conducted by (Van

Druten-Frietman et al., 2015) examined vocabulary

growth and stability over time in 385 small children

(aged two to four years) who attended preschool.

Revealed that the initial vocabulary level was mainly

predicted by child and family factors, such as age,

and family background, and subsequent vocabulary

growth was influenced by preschool factors.

Research written by (Hidayah, 2017) with the result

that more than three years old children use words

that have noun elements. The use of verbs ranks

second most. Research (Gobet, 2015) with coverage

of This article covers (1) the skills (speech

perception, speech segmentation, and speech

production) that children must acquire before

producing their first words; (2) the main theories

attempt to explain how the meaning of word is

acquired; (3) the role of working memory in learning

words; and (4) the acquisition of vocabulary beyond

the early years. The tension between nativist and

constructivist theories is discussed, as well as the

challenges faced by future research. Research

(Mushaitir, 2016)The results of the analysis of the

data obtained are the use of a single sentence,

including (1) clause based on the completeness of its

core elements, in which there are complete clauses

and incomplete clauses; (2) clauses based on their

internal structure, in which there are coherent

structured clauses and inversion structured clauses;

and (3) clauses based on the negation element in the

predicate; In addition, there are also the use of

coordinative compound sentences and subordinative

compound sentences. (Rahmawati, 2011)the

quantity of variety of Indonesian vocabulary in each

child differs from one to another, nouns are the word

classes most dominated by children, and the scope of

children's vocabulary is still largely at the level of

objects, activities, conditions, and things other things

that are concrete.

If we connect with the MLU mean length of

utterance proposed by (Brown, 1973)there is a

mismatch between the theory and the results of this

study, because children aged 24-30 months already

have a vocabulary of 200-250 words, while the

subject of this research is only able to produce 25

vocabulary words. This means that the subjects of

this study have difficulty in obtaining vocabulary,

because below the average acquisition of the mean

length of utterance MLU stated by Brown.

This finding is very far from the MLU theory

proposed by Brown, with the existence of a very

large difference in the acquisition of vocabulary,

researchers observed the condition of children,

families and the environment in which the subjects

of this study live.

Zaskia grows like other children, normal weight,

white skin has curly hair, black and white eyeballs,

hears and walks like children her age, physically she

is categorized as a normal child.

Second education his parents graduated from

high school, economically this family was enough

and not a family below the poverty line. Both

parents from Zaskia were married in 2015, with an

age that is categorized as an adult because they both

have 25 years of age. After marriage, Mega's mother

miscarried twice and became pregnant the third child

named Zaskia.

During pregnancy Zaskia Ibu Mega never ate

rice, eating at most one spoonful a day. Nutritional

intake such as drinking milk does not exist as long

as it contains Zaskia just to take vitamins, because it

is afraid of miscarriage for the third time it always

consumes a booster, even though it is not prescribed

by a doctor.

Furthermore, the environment where Zaskia lives

is far from children the same age as her, so she is

less active in talking. Too often playing alone

because the only thing faced by toys is not someone

else, so the acquisition of the language is disrupted

because he hears less new vocabulary and finally

acquires less vocabulary than children his age.

Some of the explanations above are in line with

what was stated by (Özdaş et al., 2019)in his study

the most frequently reported risk factors for

technical delay are family history, male gender,

premature history, and low birth weight. Other risk

factors that are considered to be poorly associated

are low levels of parental education, children's

education levels, illness, late birth, older parents,

low socioeconomic status, and a large number of

family members. Anxiety disorders and depression

are the most common psychological disorders in the

general population. The prevalence of anxiety

disorders in the urban population is 9.1% in men and

18.1% in women.

ICELS 2019 - International Conference on Education, Language, and Society

6 CONCLUSION

The acquisition of language for each child is

different, there are more and a few, even though the

age of the child is relatively the same, this indicates

that the nature of language is dynamic. Phonetic

transcription of children aged 2.5 years has mastered

the vowel sound and has not mastered the overall

sound of consonants. Obtaining vocabulary in

children aged 2.5 years more nouns, verbs, and

adjectives.

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The Acquisition of 2.5 Year Indonesian Child Language Vocabulary