Sabtu, 30 April 2011
Second Languange Acquisition - Baby Talk by Rizki Mitra Amalia
Second Language Acquisition
Baby Talk
Rizki Mitra Amalia
0813042045
ENGLISH EDUCATION STUDY PROGRAM
ARTS AND LANGUAGE EDUCATION DEPARTMENT
SCHOOL OF EDUCATION AND PEDAGOGY
UNIVERSITY OF LAMPUNG
2011
LIST OF CONTENT
Chapter I Introduction ....................................................... 2
1.1 Definition of Baby Talk ……………………… 2
1.2 How Do Children Acquire Language? ………........ 2
Chapter II Data Transcription ……………………...... 3
Chapter III Data Analysis ……………………………..... 6
Chapter IV Conclusion ……………………………………. 9
CHAPTER I
INTRODUCTION
1.1. Definition of Baby Talk
Baby talk also referred to as caretaker speech, infant-directed speech (IDS) or child-directed speech (CDS) and informally as "motherese", "parentese", or "mommy talk", is a nonstandard form of speech used by adults in talking to toddlers and infants. It is usually delivered with a "cooing" pattern of intonation different from that of normal adult speech: high in pitch, with many glissando variations that are more pronounced than those of normal speech. Baby talk is also characterized by the shortening and simplifying of words. Baby talk is similar to what is used by people when talking to their pets (pet-directed speech), and between adults as a form of affection, intimacy, bullying or condescension.
1.2. How Do Children Acquire Language?
Children acquire language quickly, easily, and without effort or formal teaching. It happens automatically, whether their parents try to teach them or not.
Although parents or other caretakers don't teach their children to speak, they do perform an important role by talking to their children. Children who are never spoken to, will not acquire language. And the language must be used for interaction with the child; for example, a child who regularly hears language on the TV or radio but nowhere else will not learn to talk.
Children acquire language through interaction - not only with their parents and other adults, but also with other children. All normal children who grow up in normal households, surrounded by conversation, will acquire the language that is being used around them. And it is just as easy for a child to acquire two or more languages at the same time, as long as they are regularly interacting with speakers of those languages.
The special way in which many adults speak to small children also helps them to acquire language. Studies show that the 'baby talk' that adults naturally use with infants and toddlers tends to always be just a bit ahead of the level of the child's own language development, as though pulling the child along. This 'baby talk' has simpler vocabulary and sentence structure than adult language, exaggerated intonation and sounds, and lots of repetition and questions. All of these features help the child to sort out the meanings, sounds, and sentence patterns of his or her language.
CHAPTER II
DATA TRANSCRIPTION
This chapter provides the example of baby talk that the writer managed to record. The participants in this video are father and his son. The baby’s name is Bagas. He is 3 years old. This video was recorded on Sunday, April 24th 2011 in their house when Bagas was drawing.
This one is a video with duration approximately four minutes.
Ayah : “Bagas, Ayah tanya deh.. Bagas mau sekolah nggak?”
Bagas : “Mau..”
Ayah : “Kalau sekolah, pengen punya temen enggak?”
Bagas : “Pengen..”
Ayah : “Temennya laki apa perempuan?”
Bagas : “Perempuan..”
Ayah : “Perempuan? Kalau temen laki mau juga nggak?”
Bagas : “Mau juga.. buat temen perempuan yang laki..”
Ayah : “Gimana.. gimana??”
Bagas : “Temen perempuan buat temen yang laki..”
Ayah : “Ooh gitu.. kalau Bagas lebih suka temen perempuan apa temen laki-laki?”
Bagas : “Ujan..” (keep drawing)
Ayah : “Hem? .. Bagas lebih suka kayak Mbak Sila gitu atau kayak Mas Odi?”
Bagas : “Kayak Mas Odi..”
Ayah : “Kenapa kok kayak Mas Odi? Mas Odi kan berarti laki-laki.”
Bagas : …
Ayah : “Kenapa kok lebih suka…”
Bagas : “Kayak Mbak Sila..”
Ayah : “Emm.. Kalau laki-laki bias main bola bareng gitu ya?”
Bagas : “Yosss..”
Ayah : “Emm.. terus terus.. terus.. di sekolah Bagas maunya main apa?”
Bagas : …
Ayah : “Hemm?”
Bagas : “Zzzzz…” (keep drawing)
Ayah : “Bagas, Ayah Tanya.. kalau di sekolah, Bagas maunya main.. main apa? Main sepak bola.. atau main bulu tangkis.. atau main basket.. atau apa?”
Bagas : “Bulu tangkis yang tinggiiii sekali..”
Ayah : “Emang gimana bulu tangkis itu?”
Bagas : “Wiiiiii.. gituu..” (jump)
Ayah : “Ooh.. gituu..”
Bagas : “Tinggiiii sekali..”
Ayah : “Lompat-lompat gitu??”
Bagas : …
Ayah : “Terus.. terus..”
Bagas : … (continue drawing)
Ayah : “Itu kakinya Bagas kenapa sih ini?”
Bagas : …
Ayah : “Hemm??”
Bagas : “Ujan…” (keep drawing)
Ayah : “Itu loh.. ni loh.. kakinya Bagas kenapa ini??”
Bagas : …
Ayah : “Jatuh dimana itu??”
Bagas : “Aku main bola…”
Ayah : “Terus??”
Bagas : “Terus.. langsuung jatuh..”
Ayah : “Kok bisa jatuh? Bagas memang.. memang ini.. apa.. nginjek apa Bagas kok jatuh?”
Bagas : “Langsuung jatuh..’
Ayah : “Bagas nginjek apa memang? Kok jatuh?”
Bagas : “Nggak nginjek apa-apa..”
Ayah : “Tapi bisa jatuh?”
Bagas : “Isss..” (keep drawing)
Ayah : “Dimana sih? Di taman apa di jalan depan.. di aspal?”
Bagas : “Di jalan depan..”
Ayah : “Emm.. terus terus.. Bagas nangis nggak?”
Bagas : “Nangis..”
Ayah : “Nangisnya gimana?”
Bagas : “Heee.. hee.. hee.. (act crying) terus keluang air matanya..”
Ayah : “Keluar air matanya? Banyak apa sedikit?”
Bagas : “Banyaaaak sekalii..”
Ayah : “Terus.. setelah itu yang nolong Bagas siapa?”
Bagas : “Emmmm.. mmm.. Mbak Isa..”
Ayah : “Mbak Isa? Terus terus.. terus.. sama Mbak Isa diapain.. sama Mbak Isa diapain? Dibawa.. dibawa kedalem rumah yaa?”
Bagas : “Iyaa..”
Ayah : “Terus?”
Bagas : …
Ayah : “Terus sama Mbak Isa lukanya dibersihkan pake apa?
Bagas : “Emmmm.. mmmm.. pake.. pake minyak tawon..”
Ayah : “Pake minyak tawon? Sakit nggak?”
Bagas : “… saaaa.. sakit…”
Ayah : “Emm.. tapi Bagas.. Bagas setelah itu main bola kapok apa enggak? Pingin main lagi??”
Bagas : “Ayaaah.. Liat ni..””
Ayah : “Hemm? hemm?”
Bagas : “Caccaalaaaaa..” (showing the picture)
Ayah : “Apa itu?? Coba liat ni Ayah rekam ni.. mana? “
“Tunjukkan.. tunjukan ke kamera.. Mana gambarnya Bagas? “
Bagas : (showing the picture)
Ayah : “Wow.. bagus gambarnya Bagas yaa.. Gambar apa itu? ”
“Tolong jelaskan.. tolong jelasin ke Ayah.”
“Yah.. ini gambar ini.. gituu..”
Bagas : “ Ayah.. yang.. yang diatas sini…”
Ayah : “Gambar apa?”
Bagas : “ujaan..”
Ayah : “Hujan.. terus.. terus apalagi?”
“Ada rumah orang?”
Bagas : “Guduknya lupa..”
Ayah : “Hem?”
Bagas : “Gluduknya..”
Ayah : “Apanya??”
Bagas : “Gluduknya..”
Ayah : “Geluduk??”
Bagas : “Iya..”
Ayah : “Ooh.. gimana geluduk itu?”
Bagas : “Yah.. gluduknya gimana? Ajayin..”
CHAPTER III
DATA ANALYSIS
In this chapter, the writer will analyze the video that has been transcript in the previous chapter. According to the video, it is true that when a person talks to a baby, they automatically use different kind of language variation, which is called by baby talk. It is universal. Meaning, every adult in the world will do the same to their own baby. But, the participant in this video does not include the baby’s mother.
In the video, we can see that the adult modify his way of speaking when father is talking to the baby. From the dialog above, we can see there are some characteristics that match with characteristics summarized by Pica:
1. It has shorter, more complete sentence.
It can be seen in as follow:
Ayah : “Dimana sih? Di taman apa di jalan depan.. di aspal?”
Bagas : “Di jalan depan..”
The first sentence is short sentence, then the second is more complete sentence. It is done in order to make the children easier to understand what he was being said.
2. The syntax is simplified through use of fewer subordinate clauses and coordinate construction.
It can be seen from the entire dialog, that father is very often use complex sentence to talk with Bagas.
3. The vocal pitch was higher and its range was wider
It can be clearly seen from dialog above. Father usually uses more intonation in the each vocal than in conversation with adult.
4. The speaking rate was slower, marked by many pauses between utterances
It can bee heard from the record that father’s speaking rate is slower than usual, and he also repeats in order to help Bagas understand what he meant.
5. The articulation was more precise.
It can bee seen from dialog and record, that father’s articulation is very clear in order to be understood easily by Bagas.
6. Attention to the here and now.
It can be seen from the dialog “Itu kakinya Bagas kenapa sih ini?” Father asked Bagas about the injury in his leg that can be seen by Bagas directly. And it can also be seen in the sentence “Wow.. bagus gambarnya Bagas yaa.. Gambar apa itu? ”.
7. The use of self reference
It can be seen from the dialog “Itu loh.. ni loh.. kakinya Bagas kenapa ini??” and “Tunjukkan.. tunjukan ke kamera.. Mana gambarnya Bagas? “ Kakinya Bagas and gambarnya bagas are self reference.
CHAPTER IV
CONCLUSION
From the analysis above, it can be concluded that about 90 % of the characteristics summarized by Pica about language addresses to small children by mother, other adults or older children can be found in the dialogue: it has shorter, more complete sentence; the syntax is simplified through use of fewer subordinate clauses and coordinate construction, the vocal pitch was higher and its range was wider, the speaking rate was slower, marked by many pauses between utterances, the articulation was more precise, attention to the here and now, and the use of self reference. It was done naturally by the adult when speak with a child in order to help the child easier to understand what he mean. So, the characteristic summarized by Pica is definitely true.
Jumat, 29 April 2011
desi fitri 0813042024
TEACHER TALK
(A paper of Second Language Acquisition)
By
Desi fitri
0813042024
ENGLISH EDUCATION STUDY PROGRAM
ARTS AND LANGUAGE EDUCATION DEPARTMENT
SCHOOL OF EDUCATION AND PEDAGOGY
THE UNIVERSITY OF LAMPUNG
2010| |
TABLE OF CONTENTS
Cover………………………………………………………………….. i
Table Of contents………………………………………………...........ii
CHPATER I Introduction
A. Background of the problem………………………. 1
B. Formulation of the problem……………………… 2
C. Objective of the study……………………………... 2
CHAPTER II Theoretical framework
A. Definition of teacher talk…………………………. 3
B. Definition of input modification…………………. 4
CHAPTER III Research and Finding
A. Research of the study……………………………... 5
B. Research finding…………………………………. .6
C. Research analysis…………………………………. 9
CHAPTER IV Conclusion
A. Conclusion ………………………………………. 11
BIBLIOGRAPHY…………………………………………………… 12
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CHAPTER 1
Introduction
A. Background of study
As a critical part of classroom teaching, teacher talk did not arouse attention of academic field as early as those studies on teaching. A close study on teacher talk owes much to the development of the branch of micro-teaching -- classroom research.
Classroom-centered research or classroom-originated research investigates the process of teaching and learning as they occur in classroom setting. “It simply tries to investigate what happens inside the classroom” (Allwright & Baily, 1991:3). Its aim is to identify the phenomena that promote or hamper learning in the classroom.
The growth of interest in the analysis of teacher language has been stimulated by the rejection of language teaching method as the principal determinant of successful learning. At first, the underlying assumption in teaching had been finding the right method. It was believed that the teaching effect was completely determined by the choice of teaching method. Studies such as those by Scherer and Wertheimer (1964) and Smith (1970) investigated the comparative effectiveness of methods such as grammartranslation, audio-lingualism, and cognitive code, but were not able to demonstrate that one was more successful than another (Ellis, 1985: 143). Despite the apparent differences in methodological principles, the various methods led to very similar patterns of classroom communication, with the result that the language learning outcomes were also similar.
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Having retreated from focus on method, researchers began to hypothesize that classroom interaction was the major variable affecting SLA. “An offshoot of the comparative method studies, then, was to direct researchers’ attention to the processes of classroom interaction by collecting language data from the classroom itself” (Ellis, 1985:143).
“Classroom process research, as Gaies (1983) calls the study of communication in the classroom, has taken different forms: interaction analysis; teacher talk; discourse analysis” (Ellis, 1985:143). All dimensions of classroom process, from giving instruction to questioning or disciplining students, providing the feedback, involve teacher talk. Study on teacher talk has become one of the most important parts of classroom research.
B. Formulation of the problem
This activity is done in International center,Missouri State University (MSU). The teacher thought to helping out students at basic level and the writer analyze how the teacher makes interaction to her students. Based on the statement above, the writer formulates the problem: how does the aspect of the teacher talks occur in classroom interaction simulation internship at MSU?
C. Objective of the study
The objective of the study as below:
a. The writer wants to know how the teacher makes interaction to the students in learning activity.
CHAPTER II
Theoretical Framework
A. Teacher Talk
1. Definition of Teacher Talk
For foreign language learners, classroom is the main place where they are frequently exposed to the target language. The kind of language used by the teacher for instruction in the classroom is known as teacher talk (TT). For this term, Longman Dictionary of Language Teaching and Applied Linguistics defines it as “that variety of language sometimes used by teachers when they are in the process of teaching. In trying to communicate with learners, teachers often simplify their speech, giving it many of the characteristics of foreigner talk and other simplified styles of speech addressed to language learners” (Richards, 1992: 471).
Having studied the SLA for many years, Rod Ellis (1985) has formulated his own view about teacher talk: “Teacher talk is the special language that teachers use when addressing L2 learners in the classroom. There is systematic simplification of the formal properties of the teacher’s language… studies of teacher talk can be divided into those hat investigate the type of language that teachers use in language classrooms and those that investigate in the type of language they use in subject lessons.” He also commented “the language that teachers address to L2 learner is treated as a register, with its own specific formal and linguistics properties” (Ellis, 1985: 145).
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Secondly, we can see that teacher talk is a special communicative activity. Its goal is to communicate with students and develops students’ foreign language proficiency. Teacher talk is used in class when teachers are conducting instructions, cultivating their intellectual ability and managing classroom activities (Feng Qican, 1999: 23). Teachers adopt the target language to promote their communication with learners. In this way, learners practice the language by responding to what their teacher says. Besides, teachers use the language to encourage the communication between learners and themselves. Therefore we can say teacher talk is a kind of communication-based or interaction-based talk.
B. Input Modification
Modifications by native speakers occur at the level of linguistic and interaction. Chaudron (1988) has outlined the modification made by the teachers in terms of: speech rate, phonology, intonation, articulation of vocabulary, modification of syntax, and modification of discourse. Wensche (1944), summarizes the modification in term of speech rate, phonology and prosody, vocabulary, and modification in vocabulary. Pica (1994) also summarizes modification in speech rate, intonation, and speech sound articulation; modification in word choice and frequency of use, modification of utterance length and structural complexity, modification in organization and elaboration of information; modification in proportions of questions, statement, and imperatives.
Types of modification:
1. Modification in speech rate, intonation, and speech sound articulation.
2. Modification of morphology and syntax
3. Modifications in vocabulary
4. Modifications in discourse
CHAPTER III
Research and Finding
A. Research
1. The purpose of study
In recent years, studies on the language that teachers use in language classroom has gradually drawn people’s attention, the attention paid to it has become gradually increasing both abroad and in Indonesia.
In the past years, most of the researches on teacher talk have only devoted to the analysis of various phenomena about teacher talk and the objective description on teacher talk such as its characters and structure. However, few researches have explored the effects of TT on second language acquisition (SLA). TT, as a vital aspect of classroom-based language learning, is influenced by many factors. Students, though, count a significant part of teaching and learning in classrooms, have not been considered in the previous studies. It is clear that TT is influenced by many factors. As one of the important factors in language classrooms, the students, to be more exact, the students’ learning needs and language proficiency cannot be neglected. However, so far all the researches on TT have not taken the factor of students into consideration. After a long time classroom observation, the author found that quite a few teachers talk in classrooms according to the teaching contents or examinations, and completely neglect the students’ learning needs.
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2. Place and time of study
This research was conducted in in International center,Missouri State University (MSU).
B. Research Finding
1. The transcription of the video
Teacher (T) : you like chocolate?
Student1 (S) : no.
T : no.. ok I have this (shown one pack of chocolate) M&M, I will give this one of you.
S2 : yah… M&M..
T : you didn’t want this...(see to the student 2 by questioning face)
Ss : (all laughing) hehe…
T ;one way, you have to guess the answer (suddenly something fall on the floor).. , what’s that?
Ss : shock.. hahaeh
T :by what we gonna do today, and I will give it to you if you answer correctly.
S3 : ok .. aa..
T : ya.. it has three word (make a three blank line in the whiteboard) and it begin with simple. (write simple in the first blank line)
S1 : simple present..
T : no
S2 :simple past
T : ya… harris… you win.. yee..(write Past at the second blank line).. oh no simple past what?
S3 : seen this..
S4 : irregular
T : (one student come to the class) hallo adila, how are you?
Adila : good
T : good, I have a chocolate you can guess the word correctly one of …
S5 :simple past form
T :simple past form, no
S6 : perfect
T : no,
S3 :present
T : no
S2 : subject
T : no
S1 : irregular
S2 : regular … hehe..
S5 : tense
T : ya.. tense
S5 : yeye…
T : shujin.. oke.. shujin and harris.. You ‘r win.
One student come to the class again…
T : hi… how are you..rohasem.. good, so you can share with hariss (give the chocolate to shujin) or you can give to others…
S1 : and me.. hehe
T : ya..
T : ehem.. this is very simple and I would.. I … I already prepared many thing for you and I have some surprises in the end.
Ss : ok..
S1 : need something?
T : no book, no humor… hehe (smile) ok.
S2 : good
T : good, so.. since you are already know.. what is simple past tense.. I wanna give you the pretest,.(give task sheet to the student)
S4 : hah…owh.. so what…
S2 : pretest? No..
T : no, you can do that…
S2 : I haven’t test tomorrow
S5 : no humor, no book, no pretest..
S3 : no book but test… ahaha..
T : just ask me question if you… have question..
Ss : (do they pretest)
2. The Analysis of the transcription
a. Modification in speech rate, intonation, and speech sound articulation.
In this modification Pica states two features had been of special interest in search on rate of speech: reduces number of word per minute and increased length of pauses. From the teacher interaction to the students, the teacher give games by asks the students to guess the answer. “One way, you have to guess the answer”. The teacher also uses pauses in every word. She does it more frequently. Her intonation is good. She gives the stress for the important words, so the students understand what she means. Like in this conversation, “good, I have a chocolate you can guess the word correctly one of..”
b. Modification of morphology and syntax
From the complexity of syntax, the following characteristics of modification were indentified:
1. There is a shorter average length of no-unit: in this interaction teacher just use simple word. So, the student can understand it easily. “Simple past form…, no.
2. Modification interaction does not produce the syntactically. In this interaction the writer also does not find it.
3. There is a wide variety of sentences:
Statement: regular … hehe
c. Modifications in vocabulary
The most common measure used investigate vocabulary modifications is the ratio of number different words to number of words produced (type-token, smaller the ratio, the less diverse). In this interaction the teacher uses the simple vocabulary. There is no phrasal idiom:
- You ‘r win
- I wanna give you the pretest
- by what we gonna do today
d. Modification of discourse
This modification is usually called interactional modification. In it means using the consistent and rhetorical pattern in introducing, defining, and illustrating new topics. Like in this interaction, the teacher introducing new topic about simple past tense.
CHAPTER IV
Conclusion
A. Conclusion
Based on the data above, we can see how the teacher makes her interaction to the students. There is some of the input modification that does not occur in that interaction. But, it is enough because the interaction is just occurred courses students. And from that research the writer has know the interaction between the teachers to the students. The teacher has used clear separation of languages, so the students can understand it easily. In this learning activity the teacher also demonstrate simple past tense to the students. Then, teacher gives pretest to know how far her students know about simple past tense. It will become the first information for the students so it belongs to comprehension. The teacher also uses simple structure, and avoiding the complex structure. And the last, the talk is richness of language use. So, it will add student’s knowledge.
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BIBLIOGRAPHY
Yufrizal, Hery, M.A.,Ph.D. 2008. An Introduction to Second Language Acquisition, Bandung: Pustaka Reka Cipta.
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SLA Assigment (Betty Tresya Maylianti Napitu_0743042005)
“Analyze Baby Talk by using Balinese Language”
(Second Language Acquisition Assignment)
By:
Betty Tresya Maylianti Napitu
0743042005
Lecturer: Drs. Heri Yufrizal, M.A., Ph.D
ENGLISH EDUCATION STUDY PROGRAM
ARTS AND LANGUAGE EDUCATION DEPARTMENT
SCHOOL OF EDUCATION AND PEDAGOGY
UNIVERSITY OF LAMPUNG
2011
The Definition of Baby Talk
As we know that baby talk is a community model which serves every family with a child birth to age then providing information, encouragement, children's books and activities. Baby talk comes alongside parents during this critical time to empower and encourage them as parents, by providing direct and innovative services to all families, with more intensive services dedicated to families who may be at-risk because of parents' income, age or education. It means that, Parents profoundly influence their child's language development, including their ability to listen, understand, and communicate. From birth to three years is the crucial window of opportunity during which a child's learning potential is at its fullest and most formative. Now with this amazing book, parents can use the revolutionary Baby Talk program to maximize their baby's language skills- and provide a solid foundation for later learning-in just thirty minutes a day.
We can discover how to best talk to your child-and what to talk about-at each stage of development ,including how to:
• CREATE an environment in your home that most benefits your baby's development
• NURTURE your child to become a confident communicator
• STRENGTHEN his or her ability to concentrate and retain information
• STIMULATE your child with specific toys and books at each stage
• RECOGNIZE problems that may hinder language development
• PRESENT games, play ideas, and words to stimulate the imagination
• CREATE an environment in your home that most benefits your baby's development
• NURTURE your child to become a confident communicator
• STRENGTHEN his or her ability to concentrate and retain information
• STIMULATE your child with specific toys and books at each stage
• RECOGNIZE problems that may hinder language development
• PRESENT games, play ideas, and words to stimulate the imagination
Baby talk helps babies learn language. Research shows that babies prefer to listen to our silly baby talk from birth. Why is that, you might ask? Well, consider what baby talk sounds like. It tends to be high pitched and very sing-song, and we drag out our vowels, as in "hiiiii baaaaaby." So baby talk stands out in the environment compared to the boring way we talk to other adults.
Babies can pick things out about language faster when they hear baby talk than when they hear the kind of speech we use to each other. So there's no need to try to suppress the baby talk that you do naturally to your baby. You share a lot of positive, happy feelings with your baby when you do it, and your baby enjoys it. So have no guilt about using baby talk.
Mothers are not the only individuals who use baby talk. Research shows that dads do it, and even four year olds to two year olds. So if Dad feels like making a fool of himself for the baby and talking like Mickey Mouse that's fine. Babies will love it, just as they love to hear their mothers talk in that high-pitched, singsong way.
When do babies start to talk?
Babies start to talk at around 12 months of age, but starting to talk is different than understanding talk. They understand sometimes as many as 100 words by the time they're 10 months of age. Now that's a lot of words, and not every baby will understand that many, but we know, for example, that babies understand the words "mommy" and "daddy" by six months of age, and know that these words are attached to their own mommy and daddy and not just to any man or woman.
So don't be fooled; just because your baby isn't saying anything yet doesn't mean that your baby doesn't already know a lot about language. Babies are amazing in how they talk. We describe experiments that show that babies are like little statisticians at 8 months of age, figuring out important properties of the language they hear.
Does it matter what baby's first words are?
Babies first words tend to come from a fairly small set. They are usually names of people or pets or sometimes an object that they use a lot, like a ball. We haven't met any babies yet who talked about death and taxes in their first words. They talk about things they can act on an Our Mission is d things or people they love.
The Purpose of Baby Talk
There are two main purpose if we learn about baby talk, these are:
To empower the babies to be able to effectively communicate their needs and wishes through the symbols based on Balinese Sign Language before speech is mastered, thus encouraging holistic care.
To empower parents and educators to better understand the needs and wishes of their children before speech is mastered, whilst encouraging the development of language.
When do babies talk?
It's an important issue, when do babies talk? And it concerns all parents. There are many special unforgettable moments during the growth of babies that are worth waiting for. Such moments are very fun and amazing for parents to watch, this includes the first time he says "mommy" or "dad", or when he learns to walk, talk and learn a few words, etc. Any new thing he can do.
The first sign of vocalization appear at the age of one month with a little humming sound (aah, oh)which is different from crying. The baby then starts babbling and saying monosyllables (da, ma, ba, yaya) and laughing by then end of the fourth month.
WHY BABY TALK?
The same functional motivations that underlie adult speech to other adults also shape adult speech to children.
To understand why baby talk exists, and why it is sometimes structurally indistinguishable from language used for similar purposes in speech to adults, we focus on how language functions in human interactive behavior.
Language-as-interaction can be divided into five main areas: pedagogy, control, affection, social exchange, and information. Our goal in looking at each of these five areas is to establish that baby talk is a coherent language style used both with children and adults, and that it arises for identifiable, logical reasons.
DOES BABY TALK HELP?
Occasionally, use of an isolated baby talk feature may put a temporary damper on the emergence of a specific linguistic construction (e.g., delay in the development of pronouns if parents regularly substitute nouns for pronouns). Overall, though, baby talk as a speech register has never been shown to hamper linguistic growth.
What about positive benefits? When linguists have asked whether baby talk is a beneficial speech style, they have been concerned exclusively with whether the use of baby talk features by parents correlates with a child's subsequent development of conversation, phonology, meaning, or especially syntax.
By now it is recognizable, however, that pedagogy is but one function of baby talk. Baby talk is also an instrument of control, a means of expressing affection, and a device for prompting social interaction. While the pedagogical effects of baby talk are best measured through the child's subsequent language development, the effects of these other three functions must be assessed through the adult speaker: Does the adult gain control? Does the adult's language express his or her emotions? Does baby talk foster social exchange?
Every parents must individually evaluate the efficacy of baby talk, especially when it functions for control or as an expression of affection. One parent may find special language features (such as the use of diminutives) to be a comfortable way of expressing affection, while another parent might supplement normal language with lots of hugs and kisses.
What about baby talk and social interaction? Does this use of baby talk foster language development in the child? Does it benefit the parent? The answer to both questions is "yes." Human language grows out of people's need to interact with one another. The child needs to learn the formal words and constructions that make this interchange possible. The adult needs to feel that the infant in his arms is a real human with whom he can communicate, even though the child, as yet, knows only how to gurgle and cry.
“Analyze Baby Talk by using Balinese Language”
We can analyze how far baby tries to learn first language by the other people except their mother. My friend father’s use Balinese language because my friend father’s Balinese, the majority of my friends use Balinese language as a main language in our environment. That’s why I try to understand what he speaks then I recorded his voice by using audio-visual media.
Conversation by using Balinese Language
Personality data
Parents name : Father : Nyoman Subagio
Children’s name : Wayan Sanjaya, 3 years old
Family background : Balinese
Setting : 1. Time : morning
2. Place : at home
Wayan and his father is talking about wayan’s activity in that day.
Bapak : meme luas ije ? (ibu pergi kemana?)
Wayan : uas ke walung pak. (pergi ke warung pak)
Bapak : ajak nyen?(sama siapa?)
Wayan : mbok.(kakak perempuan)
Bapak :kar meli ape? (mau beli apa?)
Wayan : cucu dancow (mau beli susu dancow)
Bapak : be uli tuni luas ke warung ne? (sudah dari tadi pergi kewarungnya?)
Wayan : ube pak (sudah pak)
Bapak : Wayan be kayeh ape konden? (wayan sudah mandi apa belum?)
Wayan : nden (belum)
Bapak : wayan kar mandus iyeh anget ape iyeh dingin?(wayan mau mandi air anget apa air dingin?)
Wayan : yeh anget (air hangat)
Bapak : nyen ane ngangetang iyehe (siapa yang ngangetin airnya)
Wayan : meme ane nagangetang (tadi ibu yang ngangetin airnya)
Bapak : yan nden yen meme be teke orang ken bapak nah? (nanti kalau ibu sudah datang bilang sama bapak ya?)
Wayan : nah pak (iya pak)
Bapak : wayan nden yen be suud kayeh langsung medaar nah? (wayan nanti kau sudah mandi langsung makan ya?)
Wayan : nah pak, (iya pak)
Bapak : nah wayan liunang medaar nah pang enggal gede? (iya wayan banyakin makan ya biar cepat besar?)
Wayan : nah pak, (iya pak,)
Bapak : wayan yen be gede kar dadi ape? (wayan kalau sudah besar mau jadi apa)
Wayan : dadi doktel pak (jadi dokter pak)
Bapak : nah keto be mare panak bapak ane paling bagus (iya begitu baru anak bapak yang paling cakep)
Wayan : ae pak (iya pak)
Bapak : bapak kar luwas megae malu nah (bapak mau pergi kerja dulu ya)
Wayan : nah pak (iya pak)
From the conversation above I can conclude that the child produce his new language by using simple words. He doesn’t use complete sentence but it has been clear enough to be understood by adult. For example when the researcher asked about his goal, he just answered “doktel”. If we want to complete his answer about his goal so he should answer “ I wanna be a doctor not only “doctor”. Beside that when the researcher asked him about his milk, so the child only says ”Dancow” he just say one of the brand of milk in Indonesia, he doesn’t say My milk is Dancow. It occurs because he only remembered about what the title of milk product, so he doesn’t use complete sentence to answer the questions.
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