THE DEVELOPMENT OF LANGUAGE ACQUISITION

2(TWO) YEARS OLD MILE CHILDREN

PROPOSAL

BY
NOVYTA LUBIS
NPM. 141244120

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS MUSLIM NUSANTARA AL-WASHLIYAH
MEDAN
2018
 FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUSLIM NUSANTARA AL-WASHLIYAH

TANDA PERSETUJUAN

NAMA : Novyta Lubis

NPM : 141244120
JURUSAN : Pendidikan Bahasa dan Seni
PROGRAM STUDI : Pendidikan Bahasa Inggris
JENJANG PENDIDKAN : Strata Satu (S-1)
JUDUL : The development of language acquisition 2(two)
years old mile children

The First Consultant, The Second Consultant,

Dr. M.C. Sembiring, M.Hum Dra. Rosmita Ambarita, M.Hum

Head of English Department,

Drs. H. M. Khalid, M.Hum

 TABLE OF CONTENTS

Pages

TABLE OF CONTENTS ..................................................................................... iii

CHAPTER I : INTRODUCTION ....................................................................... 1

1.1 Background of the Problem ................................................... 1

1.2 Identification of the Problem ................................................. 4

1.3 Limitation of the Problem ...................................................... 4

1.4 Formulation of the Problem ................................................... 5

1.5 Objective of the Research ...................................................... 5

1.6 Significance of the Research .................................................. 5

1.7 Basic Assumption .................................................................. 6

1.8 Action Hypothesis .................................................................. 6

CHAPTER II : REVIEW OF LITERATURE .................................................... 7

2.1 Theoretical Frame ................................................................. 7

2.1.1 Definition of Teaching ................................................ 7

2.1.2 Definition of Speaking ................................................ 8

2.1.3 The Elements of Speaking .......................................... 11

2.1.4 Description of Guessing Games................................. 13

2.1.5 Guessing Games in Teaching Speaking ...................... 23

2.1.6 Step Method of Guessing Games ............................... 26

2.1.7 The interaction of teacher and student in the class by

 using of Guessing Games ......................................... 27

2.1.8 The advantages and disadvantages of Guessing

Games ........................................................................ 29

2.2 Conceptual Frame ................................................................. 30

CHAPTER III : METHODS OF RESEARCH ................................................... 32

3.1 Research Location. ................................................................ 32

3.2 The Subject of Research ........................................................ 32

3.3 The Research Procedure ....................................................... 32

3.4 The Instrument for Collecting Data ....................................... 38

3.5 The Techniques of Analyzing Data ....................................... 39

REFERENCES .................................................................................................... 41
 CHAPTER I

INTRODUCTION

1.1 Background of the Problem

Language is a system of arbitrary symbols or human beings

communication in speech and writing, that is used by the people of the particular

community (Bashir,2011:35). In this definition, arbitrary means not based on a

reason, system or plan. In human life, language has a role and very important

function itself. Without language, there is no communication. Language cannot be

separated with symbol. Symbol is a letter or a word or a sound that suggests an

idea. Symbols also used in communicating. Based on the explanation above there

is another simpler definition may be: Language is system of arbitrary symbols

which help the people of a particular community to communicate and to interact.

Language related to language learning and language teaching. Both

language learning and language teaching unconsciously depend on the mind.

Mind will process the human thought of learning and teaching sides. Therefore,

language learning and teaching have a close relationship with the human being

habit, mental, thinking, emotional, and acquisition.

Mackey (in Hasibuan, 2015) had a sight that language may be regarded as

being composed of unit of behavior. As a unit of behavior, language can be

developed by means of the emphasizing of memorizing, practicing, imitating, and

drilling of the language.

 Process the child begins to recognize verbal communication with its

environment is called language acquisition of children. Maksan (1993:20)

language acquisition is the process of language acquisition by a person (not just

the children) is not conscious, implicit, and informal. This means that the process

does not know a teacher or someone like that who is responsible for the

achievement of learning outcomes.

Child language acquisition occurs when a child from the beginning did not

use good and just use acquired language. Language acquisition cannot be

separated from the process of language acquisition such as the mean length of

utterance, production, maternal language and comprehension. Child’s language

development can be seen also from language acquisition phonological,

morphological, syntactic, and semantic.

Child language acquisition can be said have characteristics of continuity,

have a continuum, moving from simple one-word utterance into a more

complicated combination of words. Language acquisition is closely related to

cognitive development. First, if the child is able to produce utterances which

based on the grammar which are neat does not automatically imply that child has

mastered relevant languages well. Second, the speaker must obtain the cognitive

categories that underlie the various meanings expensive natural languages.

Based on the writer’s experience in daily live, the writer observed that

many children cannot pronounce words or sentence clearly. There are some

factors which make children cannot pronounce it clearly. First, children’s speech
organs are not complete yet, such as teeth. It is important to help children speak

clearly. Second, children’s environment, especially their parents do not teach them

to speak clearly. There are some parents who teach their children to speak with

incorrect pronunciation. So, it becomes habit for their children and they will

continue pronounce word or sentence with incorrect pronunciation.

Environment is important for children growth. Why? Because through

environment, children can imitate everything that they hear from the around

people. It also can affect their language acquisition development. If their

surrounding people teach them to pronounce every single word clearly and good,

thus their language acquisition development is also not good. Based on these

cases, the writer choose this tittle to observe the development of language

acquisition 2(two) years old mile children.

Thus, the writer hopes through this research can observed the development of

language acquisition 2(two) years old mile children’s.

1.2 Identification of Problem

Based on the background, the writer find some problem. They are :

1) The children cannot speak clearly because their speech organs are not

Complete yet.

2) The children cannot speak clearly because their environment, like parents

do not teach them speak clearly.

 1.3 The Limitation of Problem

Based on the problem above, the problem will be limited to observe

the development of language acquisition 2(two) years old mile children.

1.4 Formulation of Problem

In order to make the problems are clear in this research, the writer

formulated them as follows :

1) How the stages of language acquisition in children?

2) What language acquisition development that used in children two

years old mile?

1.5 The Objective of Problem

Based on the formulation of the problem above, the objectives of this

research are :

` 1) To observe the stages of language acquisition in children

2) To observe the language acquisition development in children of two

years old mile.

1.6 The Significance of Problem

The significance of this research are :

1.6.1 Theoretically

This research can be used to understand language acquisition field,

especially language acquisition development in children two years old

mile. This research also can be used as reference for another.

1.6.2 Practically

1) For the readers

The writer hopes that this research can increase readers insight

about the stages of the development of language acquisition 2 (two)

years old mile children.

2) For the researcher

This research can improve the writer’s knowledge about

development language acquisition 2 (two) years old mile children. This

research also can be a new experience for the writer in observing

development language acquisition in children of two years old mile.

 CHAPTER II

REVIEW OF LITERATURE

2.1 Language Acquisition

Language acquisition is a process that applied in the brain of a child when

they acquire their mother tongue (Simanjuntak, 1987:157). It means that since

children was born they are not speaking, they must learn language. The

process of language acquisition did not know a teacher or someone like that

responsible for the achievement of learning outcomes. Child language

acquisition occurs when a child from the beginning without the language has

acquired language. Child language acquisition can be said have the

characteristics of continuity, moving from simple one-word utterance into a

more complicated combination of words. Language acquisition is closely

related to cognitive development. First, if the children is able to produce

utterances which based on the grammar which are neat, does not automatically

imply that the child has mastered the relevant language well. Second, speaker

must obtain cognitive categories which underlie the various meaning

expressive natural languages.

Acquisition is the cognitive process of acquiring skill or knowledge

(Simanjuntak, 1987:106). Whereas language acquisition is the process how

language is acquired or learned. First language acquisition refers to the first

language which is heard by infant. In this case, children try to express their
mother tongue into ungrammatical rules because they still hear from people

say and imitate them. First language acquisition is always collateral with

second language acquisition (Momaday,1968:46). In other word, first

language acquisition study about mother tongue or native language whereas

second language acquisition study about additional language. For example,

people who born in java. First language is Javanese which they heard and

Indonesian as second language.

2.1.1 Some Issues for Acquisition

When children learn a first language, they could build on pre-existing

nations of what to represent with language as well as prior nations of

communication (Simanjuntak, 1987 : 166). They could start from nothing and

discover what is represented in language and since the language differ, their

acquisition might also be affected by the properties of each language. For

example, the type of language could influence the order in which children

acquire each system of the language and could also make some parts of

language harder or easier to acquire. Their acquisition could also be affected

by social interaction and cognitive development. Factors like this could also

determine whether language-learners follow the same path, detect and use the

same patterns and make the same inferences about meanings during

acquisition.
 2.1.2 Tabula Rasa

Since children was born they are not born speaking, they must learn

language. The question then becomes one of they are born with that is

required for this task. Do they come with innate learning mechanisms to get

them started? Are such mechanisms general-purpose aids to learning or

specific to language alone? What empirical findings could help answer these

questions? A related issue is whether children are born with built-in linguistic

categories and structures required for learning. Some have proposed that

children come with syntactic categories like “noun” or “verb” already wired

in, along with certain structural arrays for combining them. The task would

then be one of working out what counts as a noun or verb in the speech

children hear. Other argued that children can discover nouns and verbs by

looking at all the linguistic context each word occurs in.

2.2 Theories of Child Language

We have mind and in our minds we have language. But how could

language get there? How do we learn to produce and understand speech. By the

age of 4 years we will learn the basic vocabulary. Syntax (grammatical rules and

structures) and pronounciation of our language. By the time and age we will have

overcome difficult and obstacles in language learning (Stanberg,1998:1).

Lieven and Tomasello in Piter and Nick (2008 : 168) explain that children

learn language from their language experiences, there is no other way. They argue

that the child learns language from actual usage events, i.e.from particular
utterances in particular contexts, and builds upincreasingly complex and abstract

linguistic representations from these.

Moreover, Streng (1998:202) assumes that most people believe that

children are better than adults when attempting to learn new language.

Psychological and social interactions are two factors which involved in foreign

language acquisition.

In addition, George said that Child is acquiring the language principally

through a process of imitating adult speech. Certainly, children can be heard to

repeat version of what adult say on occasion and they are clearly in the process

adopting vocabulary from the speech they hear, (2010 :175)

In line, Sabilah (2004:2) explains that there are some reasons why children

learn vocabulary of foreign language at the early age is better. They are as

follows:

1) Children’s brain is more adaptable before puberty than after and that

acquisition of language is possible without self-consciousness at an early

age.

2) Children’s have fewer negative attitudes to foreign language and

culture than adults, and that consequently they are batter motivated than

adult.
 3) Children’s language learning is more closely integrated with real

communication because it depends more on the immediate physical

environment that does adults language.

4) Children’s devote vast quantities of time to language learning,

compared with adults, adults, and they are better because they do more of

it.

2.3 Theories of Language Acquisition

Language Acquisition begins very early in the human lifespan, and begins,

logically enough, with the acquisition of a language’s sound pattern. Pinker

(2013:135) says that language acquisition is one of the central topics in

cognitive science. Every theory of cognition has tried to explain it ; probably

no other topic has aroused such controversy. He states that language

acquisition would be learning to think, not just learning to talk.

According to Towell (1994 : 3), language acquisition is the process by

which a person learns a language. It is called acquisition because some

linguists believed that development of the first language in a child is a special

process.

Moreover, Lebeaux (2000,5-6) says that language acquisition refers to

the process or result of learning a particular aspect of language and finally the

language as whole. Acquisition is also used in the context of learning a foreign

language. Foreign language and second language acquisition is thus

distinguished from first language acquisition or mother tongue acquisition. In

this context, acquisition is sometimes opposed to “learning”. The former is

viewed a sub-conscious, natural process, which is the primary force behind

foreign language fluency. The latter is seen as conscious process which

monitors the progress of acquisition and guide the performance of the speaker.

In line with Lebeaux Krashen (2015 : 10) reveals that “acquisition is a

subconscious process where the learns acquire language which understandable

and meaningful to them. By concentrating on meaning, they subconsciously

acquire from whereas “learning” includes the formal study about language

rules and patterns. It is also known as formal knowledge of a language or

explicit learning “ Explicit means knowledge which the learner is conscious

of but which, nevertheless, can exist in the mind of the learner in an-

articulated way “ (Pachler and Redondo, 2006 : 97 ). So, the main difference

between these two distinctions is that acquisition and learning refers to the

learning process inside the learner, the degree of consciousness with which

they learns. Jodens (2009:45) reveal that: “Language acquisition is a

developmental process which occurs in stage wise progression. At the initial

stage both in child first (L1) and adult second language (L2) acquisition

learners make use of relatively simple language system to communicate”

Based on the quotation above, the researcher concludes that language

acquisition is the process which a person learns a language. Development

process occurs in stage wise progression is called as Language Acquisition

2.4 Theories of Child Language Acquisition

There are different ways to acquires second or foreign languages. It

can be in a formal way as in a classroom environment of informal way such as

when the learner picks up the language by being culturally active participants

of the society. In second language acquisition, the language is spoken in the

immediate environment of the learner, who has good opportunities to use the

language by participating in natural communication situations. Second

language acquisition may, or may not, be supplemented by classroom

teaching. And for the foreign language learner, where the situation of the

language is not spoken in the immediate environment or mass media my

provide opportunities for practicing the skill receptive skills, the learner has

little opportunity to use the language in natural communication situations but

it is not impossible acquisition may be passed by the foreign language

learners.

Three basic theories which advanced to describe how language is acquired

are as follows:

1) Behaviorist theory (imitation and reinforcement)

Skinner (2013:1) says that children acquire language by imitating the

speech of others. When a child produces words successfully and they receive

praise and encouragement, they will subsequently be motivated to repeat the

behavior. The child may even see that their caregiver is happy and approving.

This reinforcement assists the child’s use of language and encourages

development. Children develop regional accents, showing that they do imitate

sounds around them. However, all children pass through the same stages of

language development regardless of the amount of adult reinforcement they

receive. But as addition according to skinner on a quotation bellow, He states

that:

“Children cannot acquire grammar by imitation as sentences are rarely

spoken in the same way twice. Children say ‘wanted’ and ‘mans’ for

example they have not heard and adult say these words and they have not been

encouraged to make these virtuous errors. Jean Berko – ‘wug test’ children

discover the principals that underline the constructions and generate new

utterances. In Berko’s experiment, she said to the child, ‘this is a wung. Now

there are two of them. What are they? The child responded ‘wugs’. Then

Berko said to the child ‘what are they doing?’ and the child said ‘wugging’.

Skinner (2013:1)

Based on that quotation above, the researcher concludes that children will

be able in imitate language by the people around him even he couldn’t use a

good grammar yet.

2) Nativism (innateness theory) Naom Chomsky

Proposed that children have an innate ability to extract the rules underling

language from the words they hear around them. He believed that when the

human brain is exposed to speech at birth, it will automatically begin to

receive and make sense of utterance because it is programmed to do so.

Chomsky called this ‘language acquisition device (LAD), Garvain (2013:2).

3) Piaget Geocentricism

Piaget (2002:4) says that children are egocentric, means that they regard

themselves and their own opinions or interest as most important or valid. As a

result, they often use person a pronouns, such as my and mine. Input theories

Brunner – input theories stress the role of interaction between children and

care givers. He calls this ‘child directed speech’.

A child’s language acquisition is said to depend on the contribution or

input made by parents and ‘significant others. How care gives alter their

speech, when speaking to children, giving them specific opportunities to take

part in discourse care gives speak more slowly to children. Children learn

language initially to get when they want, play games, stay connected with

those on whom they are dependent’. It is proposed the existence of LASS

(Language acquisition support system). It also refers to the support for

language provided by parents/care givers, Raffill (2013:3)

By three of the theories above, the researcher concludes that children’s

language acquisition is influenced by his environment such his social

interaction, technology around him like phone or gadget and television and

other. It same as what Danny (1998:211) says in his book an introduction to

psycholinguistics that:
 “… The greater the child, however, the greater the role that language plays

in social interaction and the more the person will experience difficulty in

being accepted. Even children who speak same language but came different

school or town have difficulty in gaining acceptance”.

Based on the quotation above, the researcher concludes that a child

language acquisition is depends on contribution or his friends speak and do

conversation with him.

2.5 The Stages of Language Acquisition

Infants do not produce their first word until one year old but by three or

four, they can talk quite fluently about some topics. Learning to talk is more

complicated that learning to talk is more complicated than learning to walk.

Learning use is an integral part of communication, it goes along with gesture,

gaze, and other mean used to convey attitude and affect as well as speaker

intentions.

As children learn to talk, they go through a series of stages, beginning with

infancy when they are unable to converse and do not understand any language

yet.

There are some stages of language acquisition:

1) Babbling

Prior to the development of language, all children regardless of the

language they will ultimately learn pass through a stage referred to as

babbling. In this stage which begins at around 5 to 6 month, the child utters

sound and phoneme (syllables such as ba, ma, ga) those are meaningless yet

but recognizable as being other language like than earlier infant cries. Indeed,

a number of sounds and syllables of the babbling stage will occur later as the

child the develop language. It also has noted that certain sounds that occur in

babbling appear to be lost when the child begins to use language but appear

again at a later stage. As Clack and Clark (1977:390) noted:

“When children start to use their first words, they no longer seem able to

produce some of the very sounds they used when babbling. One striking

example can be found in their use of l and r: although these very frequent in

babbling, they rarely appear in children’s first words and are among the latest

sounds that children master”.

It seems that in babbling stage children produce language like sounds quite

freely but if they want to develop their native language, they must master a

systematic set rules and patterns and they must learn how to fit given sounds

into those pattern. It has been argued however that babbling is not unrelated to

the development of linguistic abilities.

The fact truly all children (including the congenitally deaf) go through a

babbling stage, regardless of language and culture, and make very similar

kinds of sounds at this time suggests that humans are biologically predisposed

to go through this phase.

2) One-Word Stage

The babbling phase, which lasts for some six to eight months, gradually

gives way to the earliest recognizable stage of language, often called one-word

stage. At some point in the part of the first years of life or the early part of the

second years, the child begin using recognizable word of the native language.

These words are usually the names of familiar people, animal, and object in

the child’s environment (mama, dada, kitty, doggie ball, bottle cup) and words

indicating certain actions and demands (More!, No!). Viewed from the

perspective of adult grammar, the kinds of words that occur at this stage

include simple nouns and verb. There are very few so-called function words

(prepositions, articles, auxiliary verb, interrogative words) in the child’s

language.

In evaluating children’s language at one-word stage, one must be

extremely cautious about comparisons between the child’s language and the

adult language. For example, it is not clear that a given word uttered by a child

at this stage has the same use which it would have in the adult language. It is

not clear exactly what children’s early words mean to them. For example,

“What do mother and baby means to a child who uses these words to refer to

inanimate objects? “For obvious reasons we cannot interview a young child to

find out. The fact that adults (especially parents) claim to understand these

early utterances should not be taken as evidence that children’s utterances

means what adult utterance means. Adults have a strong ability to interpret

utterance in learns of the non-linguistic context of the utterance (the time,

 place, situation and participants involved), and based on this non linguistic

context a child’s utterance can be assigned an appropriate meaning by the

adult.

3) Multiword Stage

At some point during the second year of life, the child’s utterances

gradually become longer and one-word stage gives way to multiword stages.

As noted earlier, the exact age which children pass through a gives stage

varies significantly from child. For example, one child might enter two-word

stage at 20 months of age and another might enter the same stage at 27

months. In general, multiword stages we will describe here begin roughly in

the second half of the child’s second years.

2.6 Language Acquisition Development

In this section we will examine data and analysis indeed linguistic have

mashalled to support the LAD view of language acquisition. Through out of this

discussion we must keep in mind the question of the balance between aspects of a

child’s native language acquisition crucially depend upon modeling adults

behavior and what aspects are attributable to the child’s own inner resources. We

will review studies only in the areas of phonetics/Phonological.

2.6.1 Phonetics and phonology

Whereas syntax is about sentence formation and semantics about sentence

interpretation, phonetics and phonology cover the field of sentence utterance.

 Phonetics is concerned with how sounds are produce, transmitted and

perceived (we will only look at the production of sounds) Forel and Puskas

(2005: 3) . Phonology is concerned with how sounds function in relation to each

other language. Forel and Puskas (2005:3). In other words, phonetics is about

sounds of language, phonology about sound system of language. Phonetics is a

descriptive tool necessary to the study of the phonological aspects of a language.

Phonetics and phonology are worth studying several reasons. One is that as all

study if language, the study of phonology gives us insight into how the human

mind works. Two more reasons are study of the phonetics and foreign language

gives us much better ability both to hear and to correct mistakes that we make and

also teach pronunciation of the foreign language (in this case English) to others.

2.6.2 The Speech Organ

Figure 1: The Speech Organ

 All the organs shown on figure (1) contribute to the production of speech.

All the sounds of English are made by using air on its way out from the lungs.

The lungs pull in and push out air, helped by the diagram. The air goes out via

the trachea, where the first obstruction it meets is the larynx, which it has to

pass through. Inside the larynx the air passes by the vocal folds, if they vibrate

make the sound voiced. Afterwards the air goes up through the pharynx and

escapes via either the oral or the nasal cavity.

2.6.3 Place of Articulation

1) Bilabial

Bilabial sounds are produced when the lips are brought together.

Examples are [p], which is voiceless as in pay or [b] and [m] which are voiced

as in bay, may

Figure 2: Bilabial
 2) Labiodentals

Labiodentals sounds are made when the lower lip is raised towards the

upper front teeth. Examples are [f] safe (voiceless) and [v] save (voiced).

Figure 3: Labiodentals

3) Dental

Dental sounds are produced by touching the upper front teeth with the tip

of the tongue. Example: are [ɵ] bath and [ɠ] clothes (voiced).

Figure 4: Dental
 4) Alveolar

Alveolar sounds are made by raising the tip of the tongue towards the ridge

that is right behind the upper front teeth, called the alveolar ridge. Example are

[t,s] too, sue, both voiceless and [d,z,n,L,r] do, zoo, nook, look, rook,, all voiced

Figure 5: Alveolar

5) Palatoalveolar (Post-Alveolar)

Palatoalveolar sound are made by raising the blade of the tongue towards

the part of the palate just behind the alveolar ridge. Example [ ʃ, tƒ ] pressure,

bath (voiceless) and [ Ӡ, Ӡd ] pleasure, badge (voiced)

Figure 6: Post-Alveolar
6) Palatal

Palatal sounds are very similar to palatoalveolar ones, they are just

produced further back towards the velum. The only palatal sound in

English is [j] as in yes, yellow, new and it is voiced.

Figure 7: Palatal

7) Velar

Velar sounds are made by raising the back tongue towards the soft palate,

called the velum. Examples: [k] back, voiceless and [g, ɳ] both voiced

bag, bang, [w] is a velar which is accompanied with lip rounding.

 Figure 8: Velar

8) Glottal

Glottal sounds are produced when the air passes through the glottis as it is

narrowed: [h] as in high.

Figure 9: Glottal
 2.6.4 Acquisition of Phonetic/Phonological

As exemplified below, small children are unable to produce all the sounds

of their native language with equal facility. We display all children expressions in

square bracket to remain consistent with the conventions of child language

researchers cited here. We also preserve their transcription systems (Smith,

1973:0)

Father : “Say ‘jump’ ‘’

Son : [d˄p]

Father : “No, ‘jump’ ”

Son : [u:li: ɖɛdi: gӕnɖe: ɖ˄p]

(Based on conversation above, son is unable to produce all

the sound “jump” correctly. Only his Daddy can say

“jump” correctly)

A child often substitutes one sound in a word for another. For example,

Ken is pronounced [tɛn ] instead of [kɛn] (fronting; light is pronounced [yait] (a

liquid is replaced by a glide) ; this becomes [dIs] (a fricative is replaced by a stop)

A child may also change a sound in anticipation of another sound. Smith

(1973:20) gives the examples below, in which an initial sound becomes labial in

anticipation of a following labial:

 Knife  [maip]

Nipple  [mibu]

Stop  [bɔp]

Table  [be:bu]

Room  [wum]

Rubber  [b˄bə]

Shopping  [wɔbin]

Zebra  [wi:bə]

Men (1985: 82) notes that her subject (Daniel) replaced initial labial stops

with [g] when the word ended with a velar stop :

Bug  [g˄g] (“gug”)

Big  [gig] (“gig”)

Book  [guk] (“gook”)

Bike  [gajk] (“gike”)

 CHAPTER III

METHODS OF THE RESEARCH

3.1 Design of Research

The research will be conducted by descriptive qualitative research.

Descriptive research is research that is intended to investigate the circumstances,

conditions or other terms that have been mentioned, the results are presented in

the form of research reports (Arikunto, 2010 : 307). The researcher start observe

the children about what they are doing in a day. And the researcher takes some

notes about the words they said. After that, the researcher interview them. Ask

some question about their activity and then the researcher observe and take a note

words that they pronounce.

3.2 Population and Sample

3.2.1 Population

“Population means persons or thing to be observed in a particular country,

city, etc. “(Homby, 1995 : 321). In this study, the population of this research will

be the children in TK Sabariyah in the school Year 2017-2018.

3.2.2. Sample

Sample is a section of your population that you are actually going to

survey. Arikunto (2010 : 1099) say that, “ Sample is part or representative of the
population that will be observed. “Sampling for research according to Arikunto

(2010 : 112), if the subject is less that 100 people should take it all, if the subject

is great or more than 100 people can be taken 10-15% or 20-25% or more.

Sample in this research are children of two years old mile.

3.4 Instruments of Research

The researcher starts this observation by doing a direct method.

Observation include the observation activity of an object by using all the senses

(Arikunto, 2010 : 199). Observation can be done by sight, smell, hearing,

touching, and taste.

The researcher starts observe words that pronounce by children of two

years old mile in a day. And the researcher record about the words they said. After

that, the researcher interview them. Ask some question about their activity and

them the researcher observe and take a note words that they said.

The researcher will be analize the data that researcher get by concerning

the researcher observation about the development of language acquisition two (2)

years old mile children.

3.5 Technique of Analyzing Data

Technique of analyzing data in this research will be the sequence and

process systematically. To realize the use of the methods used, the researchers

take the following steps :

1) Observe words that pronounce by children of two years old mile.

2) Ask some question to the children of two years old about their activity.

3) Write a note about words that the children of two years old mile said.

4) Analyze the data get through observation about development of

language acquisition two years old mile children.

5) Make conclusion based on the data the through observation about

development language acquisition two years old mile children.

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