Preschoolers' construction of locutionary acts: Selection of modes and strategies
Downloads
Preschoolers have been able to construct their utterances according to the function they want to achieve. In constructing them, in addition to the functions to be achieved, the modes and strategies used are also taken into consideration. This article examines the selection of modes and strategies of locutionary acts by preschoolers. This study used qualitative and quantitative data in the form of utterances of preschoolers and their frequency of occurrence. A total of 18 preschoolers in one of the preschools in Yogyakarta became participants in this study. The results show that incomplete declarative and literally direct strategy are the main mode and strategy used by the children in their locutionary acts. This implies that the exchange of information through statements and speech literalness are very important for preschoolers, especially in order to increase their understanding of the world around them.
Keywords: preschoolers, locutionary acts, modes, strategies
Konstruksi tindak lokusi tuturan anak usia prasekolah: Pemilihan modus dan strategi
Abstrak
Anak usia prasekolah telah dapat menyusun tuturannya sesuai dengan fungsi yang mereka kehendaki. Dalam penyusunannya, selain fungsi yang hendak dicapai, modus dan strategi yang digunakan dalam bertutur pun turut menjadi pertimbangan. Artikel ini mengupas tentang pemilihan modus dan strategi tindak lokusi sebagai bagian dari penyusunan tuturan yang dilakukan oleh anak usia prasekolah. Penelitian ini menggunakan data kualitatif dan kuantitatif berupa tuturan anak usia prasekolah dan frekuensi kemunculannya. Sebanyak 18 orang anak usia prasekolah di salah satu kelompok bermain di Yogyakarta menjadi partisipan dalam penelitian ini. Hasilnya menunjukkan bahwa modus berita tidak lengkap dan strategi literal langsung menjadi yang utama digunakan oleh anak-anak tersebut. Hal ini mengindikasikan bahwa pertukaran informasi melalui pernyataan dan keliteralan tuturan merupakan hal yang amat penting bagi anak-anak usia prasekolah, terutama dalam rangka untuk meningkatkan pemahaman mereka terhadap dunia di sekitarnya.
Kata kunci: anak usia prasekolah, tindak tutur, modus, strategi
Aguert, M., Laval, V., Bigot, L. Le, & Bernicot, J. (2010). Understanding expressive speech acts: The role of prosody and situational context in French-speaking 5- to 9-year-olds. Journal of Speech, Language, and Hearing Research, 53, 1629–1642.
Aini, E. N., & Utomo, A. P. Y. (2021). Analisis tindak tutur lokusi dalam video "Jangan Lelah Belajar_B.J. Habibie" pada Saluran Youtube Sang Inspirasi. Prosiding Seminar Nasional Bahasa dan Sastra Indonesia, 1(2), 11–20. https://doi.org/10.32493/sns.v1i2.10809.
Almgren, M., & Barreña, A. (2001). Bilingual acquisition and separation of linguistic codes: Ergativity in Basque versus accusativity in Spanish. In K. E. Nelson, A. Aksu-Koí§, & C. E. Johnson (Eds.), Children's Language (Volume 11:, pp. 27–48). Lawrence Erlbaum Associates, Inc., Publishers.
Alwi, H., Dardjowidjojo, S., Moeliono, A. M., & Lapoliwa, H. (2010). Tata Bahasa Baku Bahasa Indonesia (3rd ed.). Pusat Bahasa dan Balai Pustaka.
Bernicot, J., & Laval, V. (2006). Speech acts in children: The example of promises. In I. A. Noveck & D. Sperber (Eds.), Experimental Pragmatics (pp. 207–227). Palgrave Macmillan.
Black, E. (2006). Pragmatic Stylistics. Edinburgh University Press.
Bryant, J. B. (2009). Pragmatic development. In E. L. Bavin (Ed.), The Cambridge Handbook of Child Language. Cambridge University Press.
Cameron-Faulkner, T. (2014). The development of speech acts. In D. Matthews (Ed.), Pragmatic Development in First Language Acquisition (pp. 37–52). John Benjamins Publishing Company.
Cutting, J. (2002). Pragmatics and Discourse: A Resource Book for Students. Routledge.
Dahl, í–. (2004). The Growth and Maintenance of Linguistic Complexity. John Benjamins Publishing Company.
Dalgren, S. (2017). Questions and answers, a seesaw and embodied action: How a preschool teacher and children accomplish educational practice. In A. Bateman & A. Church (Eds.), Children's Knowledge-in-Interaction: Studies in Conversation Analysis (pp. 37–56). Springer.
Dwijayanti, T. A. (2019). Tindak tutur ilokusi peserta didik dalam pembelajaran Bahasa Indonesia. Seminar Nasional Bahasa dan Sastra (SENASBASA), 3 (2), 1009–1017.
Ehrlich, S., & Freed, A. F. (2010). The functions of questions in institutional discourse: An introduction. In A. F. Freed & S. Ehrlich (Eds.), "Why Do You Ask?": The Function of Questions in Institutional Discourse (pp. 3–19). Oxford University Press.
Fernández, C. (2011). Mindful storytellers: Emerging pragmatics and theory of mind development. First Language, 33(1), 20–46. https://doi.org/10.1177/0142723711422633.
Gardner, H., & Forrester, M. (2010). Analysing Interactions in Childhood: Insights from Conversation Analysis. John Wiley & Sons, Inc.
Gardner, R. (2013). Conversation analysis in the classroom. In J. Sidnell & T. Stivers (Eds.), The Handbook of Conversation Analysis (pp. 593–611). Wiley-Blackwell.
Gillen, J. (2003). The Language of Children. Routledge.
Ginzburg, J., & Kolliakou, D. (2009). Answers without questions: The emergence of fragments in child language. Journal of Linguistics, 45(3), 641–673.
Halliday, M. A. K. (2004). The Language of Early Childhood (J. Webster (ed.)). Continuum.
Harr, A.-K. (2012). Language-Specific Factors in First Language Acquisition: The Expression of Motion Events in French and German. Walter de Gruyter, Inc.
Heine, B. (2009). From nominal to clausal morphosyntax: Complexity via expansion. In T. Givón & M. Shibatani (Eds.), Syntactic Complexity: Diachrony, Acquisition, Neuro-cognition, Evolution (pp. 23–52). John Benjamins Publishing Company.
Hickmann, M. (2004). Children's Discourse: Person, Space and Time across Languages. Cambridge University Press.
Hoyte, F., Torr, J., & Degotardi, S. (2014). The language of friendship: Genre in the conversations of preschool children. Journal of Early Childhood Literacy, 12(1), 20–34. https://doi.org/10.1177/1476718X13492941.
Ifantidou, E. (2011). Genres and pragmatic competence. Journal of Pragmatics, 43(1), 327–346. https://doi.org/10.1016/j.pragma.2010.07.016.
Kissine, M. (2013). From Utterances to Speech Acts. Cambridge University Press.
Laws, J. (2019). Profiling complex word usage in the speech of preschool children: Frequency patterns and transparency characteristics. First Language, 39(6), 593–617. https://doi.org/10.1177/0142723719872669.
Longobardi, E., Lonigro, A., Laghi, F., & O'Neill, D. K. (2017). Pragmatic language development in 18- to 47-month-old Italian children : A study with the Language Use Inventory. First Language, 37(3), 252–266. https://doi.org/10.1177/0142723716689273.
Menyuk, P., & Brisk, M. E. (2005). Language Development and Education: Children with Varying Language Experiences. Palgrave Macmillan.
Ministry of Education, Culture, Research and Technology. (2021). APK/APM Kemdikbud dan Kemenag Indonesia. Sistem Informasi APK-APM. Retrieved July 30, 2022, from https://apkapm.data.kemdikbud.go.id/index.php/cberanda/apkapmsekolahmadrasah?kode_wilayah=000000&tahun=2021
Moeljadi, D., Sugianto, R., Hendrick, J. S., & Hartono, K. (2020). KBBI V 0.4.0 (Aplikasi resmi Kamus Besar Bahasa Indonesia Edisi Kelima). Badan Pengembangan Bahasa dan Perbukuan, Kementerian Pendidikan dan Kebudayaan Republik Indonesia.
Mukaromah. (2008). Tindak-tindak pragmatik anak usia prasekolah dwibahasawan Jawa-Indonesia. LITERA, 7(1), 1–12.
Munandar, A. (2013). Pemakaian bahasa Jawa dalam situasi kontak bahasa di Daerah Istimewa Yogyakarta. Humaniora, 25(1), 92–102.
Nakamura, K. (2001). The acquisition of polite language by Japanese children. In K. E. Nelson, A. Aksu-Koí§, & C. E. Johnson (Eds.), Children's Language (Volume 10). Lawrence Erlbaum Associates, Inc., Publishers.
Ninio, A. (2014). Pragmatic development. In P. J. Brooks & V. Kempe (Eds.), Encyclopedia of Language Development. SAGE Publications, Inc.
Owens, R. E. (2012). Language Development: An Introduction (8th ed.). Pearson Education, Inc.
Pagmar, D. (2016). Frequency, Form, and Distribution of Illocutionary Speech Acts in Swedish Parent-Child Interaction. Stockholms Universitet.
Pandean, M. L. M. (2018). Kalimat tanya dalam bahasa Indonesia. Kajian Linguistik, 5(3), 75–88.
Parker, F., & Riley, K. (2014). Linguistics for Non-Linguists (5th ed.). Pearson Education South Asia Pte Ltd.
Rakoczy, H., & Tomasello, M. (2009). Done wrong or said wrong? Young children understand the normative directions of fit of different speech acts. Cognition, 113(2), 205–212. https://doi.org/10.1016/j.cognition.2009.07.013.
Rett, J. (2011). Exclamatives, degrees and speech acts. Linguistics and Philosophy, 34(5), 411–442. https://doi.org/10.1007/S10988-01.
Salomo, D., Lieven, E., & Tomasello, M. (2013). Children's ability to answer different types of questions. Journal of Child Language, 40(02), 469–491. https://doi.org/10.1017/S0305000912000050.
Setyadi, A. (2018). Pemakaian partikel kah dalam kalimat tanya. NUSA, 13(2), 231–243.
Stewart, T., & Jackie, T. (1996). Working With Dysfluent Children: Practical Approaches to Assessment and Therapy. Winslow Press Limited.
Stiawati, E. (2012). Kompetensi tindak direktif anak usia prasekolah. Bahasa dan Seni, 40(2), 216–235.
Suhardi. (2008). Sintaksis. UNY Press.
Tomasello, M. (2011). Language development. In U. Goswami (Ed.), The Wiley-Blackwell Handbook of Childhood Cognitive Development (2nd ed., pp. 239–257). Wiley-Blackwell.
Traxler, M. J. (2012). Introduction to Psycholinguistics: Understanding Language Science. Wiley-Blackwell.
Uziel-Karl, S. (2008). Acquisition of verb argument structure from a developmental perspective: Evidence from Child Hebrew. In N. Gagarina & I. Gí¼lzow (Eds.), The Acquisition of Verbs and Their Grammar (pp. 15–44). Springer.
Wijana, I. D. P. (1996). Dasar-dasar Pragmatik. Penerbit Andi.
Wijana, I. D. P. (2016). Metode Linguistik: Identifikasi Satuan-Satuan Lingual. A.Com Press.
Wijana, I. D. P. (2021). Dasar-dasar Pragmatik (Edisi Revi). TS Publishers.
Yule, G. (2010). The Study of Language (4th ed.). Cambridge University Press.
