Universality in the Indonesian Word Structure and Syllable Acquisition of Children

Aged 1; 0 - 2; 6

Bambang Yullianto
Fakultas Bahasa dan Seni, Universitas Negeri Surabaya
bambangyulianto@unesa.ac.id

Abstract:

This paper reports the result of phenomenological case study using longitudinal language
sampling design on Indonesian word structure and syllable acquisition of children aged 1;
0-2; 6. Participants consisted of three babies, each of which is taken in longitudinal data for
6 months. First participant was observed in the age range 1; 0-1; 6, second participant in
the age range 1; 6-2; 0 and third participant in the age range 2; 0-2; 6. Based on an analysis
of data from observation and recording of field-based ethnographic research, it shows that
there are 34 types of word structure (19 ekasuku and dwisuku and 15 word stuctures more
than two syllables). After the results were compared to previous research, this paper argued
that universality in word structure and syllable acquisition is definately evidenced.

Keywords: word structure, syllable, language acquisition, universality

A. Introduction
Studies on phonological acquisition focused on children has been carried out by
many experts such as Brown (1973), Smith (1973), Scollon (1976), Ingram (1981),
Spencer and Tomblin (2008), Rasansky (2015), Topbas (1997), Raja (1998a and 1998b)
and Dardjowodjojo (2000) in Indonesian language. In general, those studies conducted
longitudinally and using a single participant. Nonetheless, data collection are not done on a
periodic basis.
Similar studies which focuse on Indonesian speaking children among others have
conducted by Ghozali (1987), Rani (1992), Yulianto (1993), Kuntarto (1993), Mujiono
(1996), Hamidah (1996), Raja (1998a and 1998b), Dardjowidjojo (1996-2000), Hairuddin
(2007), Andriyani (2009), and Kasman et al. (2014). Ghozali (1987) examined the child
speech from the point of structural linguistics with a focus on acquisition sequence
Indonesian basic sentence structure. Rani (1992) analyzed the speech of children is based
on a pragmatic approach. Yulianto (1993) found the influence in acquisition Indonesian
environment for foreigners. Kuntarto (1993) studied the patterns of children aged under
five questions in a conversation between members of the family. Mujiyono (1996)

1
examined the child speech that the emphasis on the study of conversational implicature.
Hamidah (1996) examined the directive acts of child language in classroom interaction in
kindergarten. Raja (1998a), although production in linguistic examine the childs language
on stage holofrastik and telegraphic, his research is more directed to the depiction of the
development of Indonesian vocabulary acquisition. Dardjowidjojo (2000) found some
structural patterns of words and syllables of Indonesian subject of children. Hairuddin
(2007) found that a universal sequence in acquisition Indonesian sentences. Andriyani
(2009) found the influence of environment on the acquisition of Indonesian children.
Kasman et al. (2014) proved the influence of stimulus (the environment) is significant in
the acquisition of vocabulary for Indonesian children. However, those studies have
different case compare to this study. This research focuses on phonological field,
particularly with regard to the structure of words and syllables in Indonesian among
Indonesian children. Raja (1998a and 1998b) and Dardjowidjojo (1996, 1997, 1998a,
1998b, 1999) have similar object but focused on phonological studies in general.
In addition, the model of the data collection in this study is longitudinal language
sampling which combines the data collection method in longitudinal and cross-sectional
way. Among the existing research above, this model has not been developed maximally. By
combining the two models of the data collection, the results of this research will provide
long and coherent picture of the language acquisition Indonesia of words structure and
syllables on Indonesian children aged 1; 0-2; 6. Another peculiarity of data collection is
conducted periodically weekly. Although Raja (1998) and Dardjowidjojo (2000) also
examined the object associated with phonological Indonesian, his collecting data is not
conducted weekly.
By these reasons, this research will contribute in the field of psycholinguistics,
especially illustrates the phonological development in terms of the structure of words and
syllables in Indonesian applying per word updated weekly.

B. Research Methods
1. Design
This phenomenological case study uses data collection methods of longitudinal
language sampling which combines diary study and large sample study. This research uses
three participants, each of which was observed within 6 months. Participants visited in the
span of a regular time every week in the context of the social environment of children.

2
 This research bases phasing in the development of language proposed by Ingram
(1992: 2), namely (1) prelinguistic development stage, which occurs in children aged 0; 0-
1; 0; (2) singleword utterances stage (SUS), which occurs in children aged 1; 0-1; 6; (3)
the first word combinations stage (FCS), which occurs in children aged 1; 62; 0; and (4)
simple and complex sentences stage (SCS), which occurs in children age 2; 0 --.... The
model can be described as follows.

SUS FCS SCS

1;0 1;6 2;0 2;6
S1 S2 S3

. . . . . . . . . . . . . . . . . . . .
(1)(2) (26)(1)(2) (26)(1) (2) (26)

Description: S1:first participants aged 1; 0 (one year)

S2: second participants aged 1; 6 (one year and six months)
S3: third participant aged 2; 0 (two years)
(1), (2) , (26): period of weeks 1, 2, the 26th of each phase

Figure 1. Language Longitudinal Sampling method

2. Context and Participants

Participants of this research is S1 for SUS data retrieval, S2 for FCS, and S3 for
SCS participants. All three participants relatively have the similar backgrounds which is
based on the first exposure to the language, living environment, and the state of socio-
economic status of parents. Their parents use Indonesian language in communicating with
participants. Indonesian usage habits occurred among Indonesian young families today.
They live in a social environment that is relatively same, which is located in the
neighborhood in a housing. Their parents are relatively the same age and educated to
degree level. They are growing as a normal child. Because the their background is
relatively the same, their blend can describe language acquisition in sustainable
development.
Capturing data is conducted on a regular basis once a week for six months for each
participant in the context of natural substitutions, in situations where participants are
playing with toys or with a playmate. This six-month period set by the time span between
SUS and FCS or between FCS and SCS. Thus, the combined third data in the period
describe a period of sustainable development.
Retrieval data in a week is based on the consideration that the pattern units weekly
in the field of medicine is often used to describe the development of the age of the children
physically, even in the womb and in the field of psychology unit is also widely used to
3
describe the development of cognitive maturity, especially in children. In addition, the unit
is a unit once a week period is the shortest way to describe a pattern.

4
5
 Participants and the environment can be seen in the following table.
Particip Gen starting Minimum Minimum period physic mental of Parents
ants der age initial data final data ketelibata al state
Mother Father
when capture collection n state
used as
participa Educa Jobs Education Jobs
nts tion
(involve
d)
S1 Wo 0; 11 1; 0 (7) 1; 5 (30) 29 weeks norma Normal S1 Employees of S1 Empl
men (10) l private so
priv
S2 male 1; 5 (20) 1; 6 1; 11 (27) 28 weeks norma Normal S1 PNS SLTA -
l
S3 Wo 1; 10 (7) 2; 0 2; 5 (30) 33 week norma Normal S1 privateEmplo S1 Empl
man l yees sof pr

3. Data collection access

Researchers act as a data collection instrument as well as direct involvement are familiar
in conversation with participants (participatory observation) through fishing speech or give a
response to the participants speech. Researchers also aided by his wife and kids. The intimate
relationships seen in the greeting used by research participants. S2 and S3 participants called
the researchers as Mr. or sir without being followed by a name (like greeting the child to the
parents themselves). Meanwhile, at the beginning of the retrieval data S1 never use greeting
to the researchers. However, in its development, he uses the greeting Mr.+ name.
Familiarity is also supported by the distance between the homes of researchers and
participants who are not too far away. All participants and investigators are in the
neighborhood dasawisma (groups of ten houses). Distance locations adjacent to each other
causes the frequency of meetings between researchers and participants is very high so the
researchers to participants is not a stranger.
In addition, the state of socio-economic status among researchers with the parents of
participants is relatively the same, looked the same residential location, which is within one
block because in general the location of the block in the housing can often be used as an
indicator measuring the level of social status society. Such circumstances also determine the
relationship between researchers familiarity with the participants.
Because the those supporting familiarity factors, researchers can retrieve data in house
research and in house participants. As data collectors, investigators acted appropriately as
well as others who are interacting in a natural speech. In this case the researchers brought a
recorder that were purposely hidden in cloth pocket. Furthermore, the recording is done after
recording to watch for the element ekstralingual, setting (place, time, and events supporting

6
speech), face expressions, physical movement, and so necessary to understand the meaning
of utterances.

4. Analyzing data
Analyzing data starts by identifying the sounds produced by the participants through
words (the sentence). The sounds are separated into two parts, namely consonant and vowel
sounds. Furthermore, analysis of consonants was conducted first. In this section the
development of the acquisition of consonant sounds determined based on the period of data
collection. Thus, in this section can be specified certain consonants began to be spoken of
participants in the period or age. The reason this is presented in the table. Then, the
classification of the consonants that have resulted participants every stage of language
development. Furthermore, the results of the classification analysis to find the order of
acquisition of distingtive consonant based features, which include features, anterior height,
rear, continuant, del-rail, sound, and lateral.
The next analysis is to find the distribution of consonants in the word base which
includes the initial position, medial, and final. In this case the designation period is also
necessary to state that certain positions have begun a consonant produced participant in a
given period. The results of this analysis are loaded on the table. To see the participants
ability to produce consonants in various positions were compared with the same things in the
speech of Indonesian standards (TSBI). The comparison results are presented in the table yet.
Similar analyzes were conducted on vocals, in order to obtain the development of the
acquisition of vocal, vocal classification by order of acquisition distingtive features, as well
as the distribution of vowels in the basic word.
Analysis of the structure of syllables and words are intended to look at the phonotactic
structure word syllable and at the same time the participants are able to produce up to a
certain period. To see the participants' ability to generate patterns of syllables were compared
with a similar case in TSBI.

C. Results and Discussion

1. The Acquisition of Words Structure and Syllabics on SUS (1; 0-1; 6)
At this stage, carrying a total of 39 words generated S1 which experienced growth of
64 words speech generated. In the period 1 has produced a new word in the period of ekasuku
and produced 21 disyllabic words (see Table 1 appendix). However, in the period after that,
the words ekasuku still produced. There are various structures ekasuku and words in the
7
dissyllabic. However, if we look more closely was not seen gradual acquisition structure that
word from the simplest to the most complex, except from structure to structure ekasuku
words disyllabic words.
From these data revealed their 12 word structure (5 ekasuku word structure and word
structure dissyllabic 7) [see Table 2 attachment]. The structure of the fewest words produced
is KKV for ekasuku word and VKKV and VKKVK for disyllabic words. The structure of the
word most widely produced is KV and KVK for words ekasuku and VKV and VKVK for
disyllabic words. Meanwhile, the syllabic structure produced S1 of six types: (1) V, (2) VK,
(3) KV, (4) KVK, (5) KKV, and (6) KKVK (see Table 3 annex).
When the syllabic structure obtained S1 compared with the syllabic structure
contained in the standard speech Indonesian (TSBI), it appears that at SUS S1 has not
acquired the whole structure of syllables in TSBI. In TSBI found eleven syllable structure,
namely (a) V, (b) VK, (c) KV, (d) KVK, (e) KKV, (f) KKVK, (g) KVKK, (h) KKKV, ( i)
KKKVK, (j) KKVKK, and (k) KVKKK. The sixth structure of the first word, namely (a) - (f)
the newly acquired S1 (see Table 4 appendix).

2. Acquiring of Structural Words and Syllabics in FCS (1; 6-2; 0)

The number of words produced in FCS are 299 words with 170 words that has
developed speech. The rest, 129 words did not change until the end of the FCS. Of the 170
words that are changing, there are three words that experienced three changes, 36 said that
experienced two changes, and the rest of 131 words only experienced once the changes.
In the early days of the period FCS S2, it still produces ekasuku words. However,
along with, it has produced disyllabic words. Disyllabic words that appear in general with
initial vowel consonant loss has occurred since the beginning. Disyllabic consonant word
initials emerged from a period of 9, but words that the initials dissyllabic vocals are still
produced. The words appear on the new trisuku 16 period as when S2 turns 1; 9 (24), while
the words catursuku FCS produced towards the end of S2, as in the period 25 when S2 age of
1; 11 (24).
The structure of the resulting word number 25 (5 ekasuku word structure and word
structure dissyllabic 12, 7 trisuku word structure and word structure catursuku 1) [see Table 5
appendix]. The structure of the fewest words produced is VKVKVKVK for catursuku words,
while the structure of the word most widely produced is the structure of disyllabic words.
In this case there are twelve structures that have obtained the participants words in
SUS, such as those manufactured S1 (see Table 2 attachment). Therefore, it can be stated that
8
the entire structure of words produced on SUS also produced in FCS. From these data
recorded six syllable structure: (1) V, (2) VK, (3) KV, (4) KVK, (5) KKV, and (6) KKVK (see
Table 6 attachment).
When examined, table 6 together with table 3. It shows that the syllabic structure
obtained in the FCS did not develop from the previous stage. As in SUS, the sixth syllable
structure produced S2 also only in accordance with the structure of (a) - (f) in TSBI (see table
7 enclosures).

3. Acquisition of Words Structure and Syllabics at SCS (2; 0-2; 6)

In carrying SCS generated S3 535 words with 78 words that has developed speech.
Among the 78 words are experiencing these changes, there is only one word each of which
had three changes and two changes. The rest, namely 76 words, only experienced once the
changes. It shows that the SCS is the more words spoken perfectly capable as TSBI.
In the SCS ekasuku words still appear, but the speech was perfect. In general, the
process of eliminating the initial rate and the initial consonant is not appearing. Words that
appear at this stage dominated by disyllabic words. Said trisuku and catursuku also there as is
the case in FCS. Even; the SCS appears pancasuku word, which in the previous stages have
not been able to be produced S2 (see table 8 attachments).
At this stage S3 has been able to produce 30 words structure (4 ekasuku said structure,
11 disyllabic word structure, word structure trisuku 8, 6 catursuku word structure and word
structure pancasuku 1). Recorded nine structure of words that are not produced in the FCS: 1
the structure of disyllabic words, 2 trisuku words structure, word structure catursuku 5, and 1
word structure pancasuku. Meanwhile, when compared with that produced S2 on the FCS
(see table 5), there are four structural words that are not manufactured S3 but produced by S2,
the structure KKVK for word ekasuku, structures VV and KKVKV for word dissyllabic, as
well as the structure KVVKVK for words trisuku. The fourth structure of the word, only the
structure that has been produced S1 KKVK on SUS (see table 2).
The entire structure is not produced but produced S2 and S3 are characterized by the
removal of initial consonants or syllables. Both of these phonological processes actually has
not happened in the SCS. Meanwhile, there were six syllable structure at this stage: (1) V, (2)
VK, (3) KV, (4) KVK, (5) KKV, and (6) KKVK (see table 9 attachments).
As only the two previous stages, the syllabic structure obtained in this SCS did not
develop (compare table 9, table 6, and table 3), also when compared with TSBI (see table 10
attachment).

9
D. Discussion
Based on table 2, table 5, and table 8 shows that the entire structure of the words that
exist in the SUS contained in FCS, while the KKV structure not found in SCS. Of the 25
structures generated on the FCS there are 21 structures are manufactured at SCS. Four
structures were not produced at SCS is KKV structure, VV, KKVKV, and KVVKVK. Words
that are structured entirely occurs through a process of elimination of certain elements, which
is productive in the SUS and were still going on FCS. Thus, there are nine structures in the
SCS words not found in the FCS.
The complete structure of the word in three stages totaling 34, which is derived from
the 562 words of the complete structure of the word amounted to 34 (see attached table 11).
The whole structure of the resulting word participant (S1, S2, and S3) can be formulated as
follows.
(1) =
[(K) (K) V (K)]

(2) 1 + 2
[(K) (K) V (K)] 1 [(K) V (K)] 2

(3) 1 + 2 + 3
[(K) V (K)] 1 [KV (K)] 2 [KV (K)] 3

(4) 1 + 2 + 3 + 4
[(K) V (K)] 1 [KV (K)] 2 [(K) V (K)] 3 [KV (K)] 4

(5) 1 + 2 + 3 + 4 + 5
[V] 1 [KV] 2 [KV] 3 [KV] 4 [KVK] 5

Briefly structure above said can be expressed as follows:

1( (((2)3)4)5) which in this case
1 (K1)(K) V (K)
2 = 3 = 4 = 5 (K) V (K)
K1 nasal
K consonant any
V vocal any

Syllables structure obtained at three stages unchanged namely there are six kinds (see
table 3, table 6 and table 9). Sixth syllable structure can be stated briefly as (K) (K) V (K).
Meanwhile, the number of syllables in TSBI structure are eleven kinds. Thus, there are five
syllable structures that have not been able to produce participant until he reached the 2; 5
(26). Fifth syllable structure that is (a) KVKK, (b) KKKV, (c) KKKVK, (d) KKVKK, and (e)
KVKKK.

Table 12 Comparison of Structure Syllabics

10
 utterances Indonesian Child
1; 0-2; 6 with TSBI

No. Structure Syllabics S TSBI

1 V +* +
2 VK +* +
3 KV +* +
4 KVK +* +
5 KKV +* +
6 KKVK +* +
7 KVKK - +
8 KKKV - +
9 KKKVK - +
10 KKVKK - +
11 KVKKK - +
Description: + the existing structure of these traits
- the existing structures do not have these traits
*
This structure is obtained at the three stages of
the developmentof language

Accordingly, it can be concluded as follows. First, the consonant sequence contained

in the structure of the word speech the child, always starts with a nasal consonant or glottal
stop. Secondly, there is a gradual development the number of syllables in a word that is in
harmony with the development of the childs age. In this case the SUS of new participants are
able to produce ekasuku and disyllabic words, while the FCS has been able to be produced
catursuku and trisuku words, as well as the SCS has also been able to be produced pancasuku
word. The development of speech which is in line with the age of the child was also found by
Menyuk (1971: 80), Cole (1981: 102), de Villers & de Villers (1982: 28), and Taylor (1990:
246), especially / s / be / t / in children who speak English.
Does the structure of the word also occurs in Echa or Mara? Echa is a participant of
Dardjowidjojo research (2000) and Mara is participants of Raja research (1998).
Unfortunately, complete data on this are not available for Echa. Nonetheless, Dardjowidjojo
(2000: 100) reveals that up to age 2; 0 Echa generate the most word patterns KV, KVK,
VKVK, KVKV, VKV, while other patterns are also produced, but in a lower percentage,
namely CVCVC, VVK, KVV, VKKVK, VKKV, and VV. Something similar to the Echa data
at age 2; 03; 0 not stated. However, when examined in the Echa speech data, it seems there
is no structure/word patterns beyond the eleven kinds.
In addition, when examined, the eleven kinds of word structures above, all of which
ekasuku word and disyllabic, which is characterized by a number of V on each structure. In
fact, in the example, Echa then it has also resulted in the words of more than two syllables.
Accordingly, in order to obtain comparable information between the structure of the resulting
word Echa with participants, compared the structure of the resulting word on the word
ekasuku participants and dissyllabic with Echa up to age 3; 0.

11
 Based on table 11 obtained information that the 34 structure of the resulting word the
participants, there were 19 structures for word ekasuku and dissyllabic, namely (1) VK, (2)
KV, (3) KKV, (4) KVK, (5) KKVK, (6) VV, (7) KVV, (8) VVK, (9) VKV, (10) VKVK, (11)
VKKV, (12) KVKV, (13) KVVK, (14) KVKKV, (15) VKKVK, (16) CVCVC, (17)
KVKKVK, (18) KKVKV, (19) KKVKVK. When the structure was compared with the
structure of the resulting word Echa, the entire structure of the resulting word Echa above
contained in the resulting word structure of participants. Thus, there are eight structure of
words that are not on Echa, namely the structure of the word (1), (3), (5), (13), (14), (17),
(18), and (19).
Actually, in the data obtained evidence that some structures such words which have
also been produced Echa. The structure of the word (1), namely VK, for example, looks at the
speech [uh]. Word structure (3), the KKV look atg]. Word structure (5), namely KKVK
look at[mb?], [Nd?], Andg?]. Structure (13), namely KVVK seen in[mm].
Structure (14), which is produced Echa KVKKV through word[dLPU] for[gRPU].
Structure (17) KVKKVK seen in the words[tntek] and[tmph] for[ntIk] and[smph]. The
structure of the word (18), which looks at the speech KKVKV[flw]. Thus, there is only
one word structure Echa participants were not obtained, the structure (19) KKVKVK.
Meanwhile, raja (1998) reveals that until the end of the observation of both Mara has
produced 25 structure of the word, ie, (1) V, (2) K, (3) VK, (4) KV, (5) VV, (6) VVK , (7)
VKV, (8) KVV, (9) KVK, (10) KKV, (11) KKKK, (12) VKVK, (13) KVKV, (14) KVVK,
(15) VKKV, (16) KKVK , (17) CVCVC, (18) KKVKV, (19) VKKVK, (20) KVKKV, (21)
VKVKVK, (22) VKVKVKVK, (23) VKVVK, (24) KVKKVK, and (25) VKVVKVK. When
examined further, from 25 the word structure contained four syllable word structure of more
than two parts, namely (21), (22), (23), and (25). Thus, there are 21 structures ekasuku and
disyllabic words. However, among the 21 that structure there are two structures that do not
have a V, ie, (2) and (11) that can not be put into words and one structure in the form of V,
namely (1). This structure is also not a word structure. Thus, the structure of disyllabic words
ekasuku and which can be compared with participants and Echa totaling eighteen kinds.
Eighteenth structure generated Mara word the whole enter into the structure of the
resulting participants. Thus, there is only one word structures that are not produced Mara
among the participants the resulting structure, the structure KKVKVK.
Accordingly, the structure of the resulting word the participants until the age of 2; 6
for word ekasuku and dissyllabic and obtained Echa until age 3; 0 (data supporting the above

12
is generally obtained Echa at ages up to 2; 5), as well as the structure of the word obtained
Mara can be observed in Table 13 below.

Table 13 Structure of Words on Words Ekasuku and

Childhood dissyllabic Learned
about 2; 6 in the Participant, Echa, and Mara
No. Said structure S Echa Mara
VK v v V
KV v v v
KKV v v v
KVK v v v
KKVK v v v
VV v v v
KVV v v v
1. 2. VVK v v v
3. 4. 5. VKV v v v
6. 7. 8. VKVK v v v
VKKV v v v
KVKV v v v
KVVK v v v
KVKKV v v v
VKKVK v v v
CVCVC v v v
KVKKVK v v v
KKVKV v v v
KKVKVK v - -

Description: v This structure is obtained

- this structure is not found in thedata
sourcereferred

The table above shows that only KKVKVK structure that is not produced by Echa
and Mara of the entire structure of words and disyllabic generated ekasuku participants.
However, when examined table 2 and Table 5, and the description that resulted in both tables,
it was revealed that the words generated by this structure to the participants only looks at the
word[Mbitl] for[mblitr]'name of the city in East Java.
Accordingly, there is a suspicion why Echa or Mara can not produce these structures
were not for the inability of the articulation of the two, but rather caused by factors related to
the disclosure of the lexicon of the structure may not be present in the environment Echa and
Mara. It is based on the consideration of several things. First, Echa nor Mara had been able to
produce a series that began with a nasal consonant, such as / mb /. Second, Echa and Mara
has also resulted in a structure similar to the structures, namely (18) KKVKV. Third, the two
children have also been able to produce consonants in the final position. Fourth, the word
that produce these structures for participants is determined more participants language
environment, which is different from Echa and Mara. Participants language environment (BI
Javanese) which determines the input to him in general utter[mblitr] for [blitr]. Both Echa
nor Mara are not currently on the environment as participants. Echa living in Jakarta dialect,

13
while Mara in Lampung dialect. When the input [blitr] based on the phonological rules that
have been described before, the participants allegedly utters [bitl] (with CVCVC structure)
is not [Mbitl], as well as the structure of the word that is intended above. The same thing
allegedly can also occur in Echa and Mara. Environmental influence was also corroborated
by Menyuk et al. (1981), Yulianto (1993), Andriyani (2009), and Kasman et al. (2014).
The above statement is in line with the phrase Macken & Ferguson (1981: 122) that
the acquisition of certain structures is determined more by the decline of the interaction
between the learners with input patterned (patternedinput). Ingram (1981: 141) also looked at
the importance of this input, especially in phonological acquisition in children, saying that the
child speaks what he hears.
Furthermore, Shewan (1978: 8) also emphasized the importance of environmental
factors and cultural influences. In this case the general articulation dialects reflect society.
Along with that, Nababan (in Richards & Sampson, 1974: 16) revealed that the replacement
of a English by speakers of the language Java and Indnesian with the sounds [s], [t], or
replacement [f] with [ p] is motivated by the phonological system of the culture of native
speakers.
On the basis of the evidence above shows the universality in the acquisition structure
of words, especially words and disyllabic ekasuku, Indonesian in children aged around 2; 6.
Accordingly, it also can be formulated grammar ekasuku and dissyllabic, namely (K1)(K) V
(K) ((K) V (K)), which in this case K1 in the form of nasal, while K form consonant anything
and V is any vowel.
When the word is found structure as above, the syllables found six kinds of structures
that occur in participants. Six kinds of syllabic structure was obtained from the SUS to SCS.
Sixth syllable structure is (1) V, (2) VK, (3) KV, (4) KVK, (5) KKV, and (6) KKVK, as
revealed in table 11.
Meanwhile, Dardjowidjojo (2000 : 99) revealed that Echa until age 2; 0 generates
four syllable structure, ie, (1) V, (2) VK, (3) KV, (4) KVK. However, based on the data in
table 13 above revealed that the structure of the KKV and KKVK also obtained. Both of these
structures as well as a structure ekasuku word. KKV structure obtained through the word
[g] at the age of 2; 4 and said KKVK structure obtained through the word[d?] at
age 2; 0 (see Dardjowidjojo, 2000: 133 and 183).
Thus, until the age of about 2; 6 both children using the number and type of structure
the same word. What about Mara? Although Raja (1998) does not elaborate on the syllable

14
structure in detail, based on the structure of words produced by Mara or based on the 18 word
structures it produces on the word ekasuku and dwisuku (see table 13), it can be concluded
that Mara is also capable of producing only six kinds of structures as participants and Echa.
Thus, the number and type of syllable structure produced by the three children are the same.
Based on this, it can be stated that there is a universality in the acquisition of the Indonesian
Bahasa syllable structure in children aged about 2; 6. In this case the six words structures
obtained can also be summarized briefly as (K1) (K) V (K), in which case K1 is nasal, while
K is any consonant and V is any vowel.
In general, the ability to produce the syllabic structure compared with the syllabic
structure in the TSBI is not worth it because the TSBI found eleven kinds of structures. Since
the six syllables obtained by the child above are included in the syllable structure of TSBI,
there are five syllable structures that the child has not been able to produce. In this case the
five syllabic structures are (a) KVKK, (b) KKKV, (c) KKKVK, (d) KKVKK, and (e)
KVKKK.
To see the structure of the syllables that have been mastered by these three children
can be observed the comparison with TSBI as revealed in table 14 below.

Tabel 14 S yllables structure comparision children aged 2;6 at S, Echa, and Mara through
TSBI

No. Syllable structure S Echa Mara TSBI

1 V + + + +
2 VK + + + +
3 KV + + + +
4 KVK + + + +
5 KKV + + + +
6 KKVK + + + +
7 KVKK - - - +
8 KKKV - - - +
9 KKKVK - - - +
10 KKVKK - - - +
11 KVKKK - - - +
Note: + structure has this typical
- structure has not this typical

The five syllabic structures that are not yet controlled by children of age 2, 6 are
indeed Indonesian syllabic structures derived from foreign languages, such as tekstil for
KVKK tribal structures, strtgi for KKKV tribal structures, strom for KKKVK tribal
structures, eks for KKVKK tribal structures, and korps for KVKKK tribal structures.

15
Therefore, it is very reasonable that the mastery, let alone all of them contain consonant or
cluster series, which the child has not yet acquired.
In addition, it is stated that the syllable structure of KV and KVK is the most widely
generated word structure of participants; moreover found in SUS. This fact was also found in
Echa. Dardjowidjojo (2000: 99) even noted that the structure of the syllable KV occurs in
Echa as much as 51%, KVK as much as 29%, V as much as 15%, and VK as much as 5%.
Based on that, the syllable structure that many participant and Echa can be formulated as KV
(K).
Furthermore, Dardjowidjojo (2000: 9899) reveals that the syllable made by Echa
seems to be different from the general pattern in the studied Western child. Most of the
syllables spoken by Echa consist of two sounds beginning with K and followed by a V. Often
there is another K following it, depending on the age of Echa.

E. Conclusion
The evidence of this research findings contributes in strengthening the universality
theory of language acquisition, especially the structure of words and syllables of Indonesian
Bahasa as follows. First, there is a universality in the acquisition of the bahasa word
structure, especially the word ekasuku and dwisuku, in children aged 2; 6 with the formula
(K1) (K) V (K) ((K) V (K)), which in this case K1 is nasal, while K is any consonant, and V
is any vowel. Secondly, until the age of 2; 6 it is also universally capable of producing six
syllabic structures, formulated as (K1) (K) V (K), in which case K1 is nasal, while K is any
consonant and V Is any vowel. Third, there is also evidence of gradual acquisition growth
based on the number of syllables in the word, which is consistent with the development of the
child's age.
In addition, the evidence of this research findings also supports the following
acquisition theory of acquisition. First, the syllable preceded by the consonant is more natural
than the syllable preceded by the vowel. Second, the most natural syllable structure is the KV
that always appears in different languages of the world. Third, variability in language
acquisition is largely determined by input from the child language environment (exposure).
Meanwhile, the study of Indonesian language development of children in the field of
phonology is not comprehensive. Therefore, further in-depth study is needed to express the
universality in terms of obtaining consonants, vowels, consonant distribution, vowel
distribution, word structure, syllable structure, phonological processes, and patterns,
especially in Indonesian children.
16
F. References

Andriany, Liesna. (2009). Pengaruh Stimuli terhadap Pemerolehan Bahasa Anak Prasekolah.
Jurnal Linguistik Indonesia, 27,( 1).1-95. (http://www.e-li.org/Pages/Current-
Issue.aspx?docname=/publish. Diakses 13 Februari 2012)
Brown, R. 1973. A Firts Language: The Early Stages. Massachusetts: Harvard Univ. Press.
Cole, Ronald A. 1981. Perception of Fluent Speech by Children and Adult. Dalam Winitz,
Harris (Ed.) 1981. Native Language and Foreign Language Acquisition. New York:
The New York Academy of Sciences.
Dardjowidjojo, Sunjono. 1996. Echa: Perkembangan Bahasa Anak Indonesia: Dua Belas
Bulan yang Pertama. In PELLBA 9. Yogyakarta: Kanisius.
Dardjowidjojo, Sunjono. 1997. Echa: Perkembangan Bahasa Anak Indonesia: 12 24 Bulan.
In PELLBA 10. Yogyakarta: Kanisius.
Dardjowidjojo, Sunjono. 1998a. Echa: Perkembangan Bahasa Anak Indonesia: 2436 Bulan.
In PELLBA 11. Yogyakarta: Kanisius.
Dardjowidjojo, Sunjono. 1998b. Perkembangan Bahasa Anak Indonesia: Echa, Tahun
Keempat. Jakarta: Pusat Kajian Bahasa dan Budaya Unika Atma Jaya.
Dardjowidjojo, Sunjono. 1999. Echa: Pemerolehan Bahasa Anak Indonesia Tahun Kelima.
Jakarta: Pusat Kajian Bahasa dan Budaya Unika Atma Jaya.
Dardjowidjojo, Sunjono. 2000. Echa: Kisah Pemerolehan Bahasa Anak Indonesia. Jakarta:
Grasindo.
de Villers, Peter A. & de Villers, Jill G. 1982. Early Language. Cambridge: Harvard
University Press.
Ghozali, AS 1987. Pemerolehan Pola Kalimat dasar Bahasa Indonesia Anak Usia
Prasekolah. Tesis Tidak Diterbitkan. Malang: PPS IKIP Malang.
Hairuddin. (2007). Urutan Pemerolehan Kalimat Bahasa Indonesia Murid Sekolah Dasar
Kota Palembang. Forum Pendidikan, 20 (2), 99-112.
Hamidah, Siti Cholisatul. 1996. Tindak Direktif Bahasa Indonesia dalam Interaksi Kelas di
Taman Kanak-Kanak. Tesis Tidak Diterbitkan. Malang: Program Pascasarjana IKIP
Malang.
Ingram, David. 1981. Phonological Patterns in the Speech of Young Children. Dalam
Fletcher, Paul dan Garman, Michael (Eds.).1981. Language Acquisition: Studies in
First Language Development. Cambridge: Cambridge University Press.
Ingram, David. 1992. First language Acquisition: Method, Description, and Explanation.
Cambridge: Cambridge University Press.
Kasman, N.; Kaseng, S.; Hanafie, St. H.; dan Daeng, K. 2014. The Effectiveness of Stimulus
to the Language Acquisition of Early Age Child. Dalam Journal of Language
Teaching and Research. Vol.32. p 13151321. Finland: Iacademy Publisher.
Kuntarto, Eko. 1993. Pola Pertanyaan Anak-Anak Usia Balita dalam Perca-kapan
Antaranggota Keluarga. Tesis Tidak Diterbitkan. Malang: Program Pascasarjana IKIP
Malang.
Macken, Marlys A. & Ferguson, Charles A. 1981. Phonological Universals in Language
Acquisition. Dalam Winitz, Harris (Ed.). 1981. Native Language and Foreign
Language Acquisition. New York: The New York Academy of Sciences.
Menyuk, Paul. 1971. The Acquisition and Development of Language. New York: Prentice-
Hall, Inc.
Mujiyono. 1996. Implikatur Percakapan Anak Usia Sekolah Dasar. Disertasi Tidak
Diterbitkan. Malang: PPS IKIP Malang.
Raja, Patuan. 1998a. The Linguistic Production of a Child Named Mara In the Holophrastic
and Telegraphic Stages. Tesis Tidak Diterbitkan. Malang: PPS IKIP Malang.
Raja, Patuan. 1998b. The Phonological Processes of a Twenty-Month-Old Child. Dalam
Jurnal Pendidikan Humaniora dan Sains No. 4 Vol 1&2 p. 24-49.

17
Rani, A. 1992. Analisis Percakapan Anak-Anak Antarteman Sebaya. Tesis Tidak Diterbitkan.
Malang: PPS IKIP Malang.
Rasansky, Brittany. 2015. Relations Between Phonological Abilities at 30 Months and
Outcomes at Five Years of Young Bilinguals. Ann Arbor: ProQuest LLC.
Richards, Jack C & Gloria P Sampson. 1974. The Study of Learner English. Dalam Richards,
Jack C. 1984. Error Analysis: Perspective on Second language Acquisition. Harlow:
Longman.
Scollon, R. 1976. Conversation with a One Year Old. Honolulu: University Press of Hawaii.
Shewan, Cynthia M. 1978. Articulation Disorders: Introductory Remarks. Dalam Shewan,
Cynthia M. (Ed.). 1978. Speech and Language Disorders: Selected Readings. New
York: Harper & Row, Publisher.
Smith, Neilson V. 1973. The Acquisition of Phonology: A Case Study. Cambridge: Cambridge
University Press.
Spencer, Linda J. dan Tomblin, J. Bruce. 2008. Evaluating Phonological Processing Skills in
Children With Prelingual Deafness Who Use Cochlear Implants. Dalam Journal of
Deaf Studies and Deaf Education. Vo. 14:1. 2009
Taylor, Insup. 1990. Psycholinguistics: Learning and Using Language. Englewood Cliffs:
Prentice-Hall International, Inc.
Topbas, Seyhun. 1997. Phonological Acquisition of Turkish Children: Implications for
Phonological Disorders. Dalam European Journal of Disorders of
Communication.Vol. 32. p 377396. London: Royal College of Speech and Language
Therapist.
Yulianto, B. 1993. Urutan Pemerolehan Struktur Kalimat Bahasa Indonesia sebagai Bahasa
Asing bagi Pembelajar Asing. Tesis Tidak Diterbitkan. Malang: PPS IKIP Malang.

Attachment

Tabel 1 Perkembangan Ucapan Kata pada SUS (1;01;6)

No. Perkembangan Ucapan Acuan

1. ma (1) mama (22) mama 'ibu'

2. am (1) am (23) mam 'makan'
3. pa (1) papa (22) papa 'ayah'
4. mi? (3) imi? (22) mimi? mimi? 'minum'
5. (25) minta? 'minta'
6. ta? (6) ta? (22) putri 'nenek'
7. ti (8) uti (23) rti 'roti'
8. ti (10) ti (22) prmn 'permen'
9. m (11) m (12) m (24) kakU 'kakek'
10. tU (12) tU (16) kU (25)* bubu? 'tidur'
11. bu? (13) bubu? (23) iza nama S1
12. a (13) a (21) ia (22) prgi 'pergi'
13. i (14) i (25) gi (26)* mobIl 'mobil'
14. bI (14) obI (24) boneka 'boneka'
15. ta (14) eta (24) ba?so 'bakso'
16. to (15) ato (23) aco (24) buka? 'buka'
17. ta? (17) uta? (24) air putih 'air minum'
18. tih (17) utih (22) susu
19. u (17) uu (23) mandi
20. i (17) ai (24) bubUr 'bubur'
21. bU (17) bubU (23) terima kasih
22. ih (17) aih (24) gend 'menggendong'
23. (18) e (23) beli
24. yi (18) yi (22) telUr 'telur'
25. yU (18) yU (24) krupU? 'krupuk'
26. pU? (18) upU? (24) spatu 'sepatu'
27. tu (19) atu (23) ia? 'cecak'
28. a? (19) ia? (24) burU 'burung'
29. yU (19) uyU (23) smUt 'semut'

18
 30. mUt (19) mUt (23) bau
31. u (20) au (25) dudU? 'duduk'
32. U? (20) uU? (25) ayam
33. yam (20) ayam (26) nasi? 'nasi'
34. i? (20) ai? (24) satu
35. tu (20) atu (25) duwa 'dua'
36. wa (20) uwa (25) buku
37. tu (21) utu (24) nulis 'menulis'
38. yIt (21) uyIt (24) merah
39. yah (21) eyah (25) lari
ayi (24) yayi (26)
Keterangan: ( ) mengacu kepada periode
berarti berkembang menjadi
*
mengacu kepada ucapan tersebut belum konsisten

Tabel 2 Struktur Kata pada Tahap Kalimat Kata Tunggal (1;01,6)

No. Struktur Kata Kata

1. VK ?, uh, m
2. KV ma, pa, mi, ti, a, a, i
3. KVK m, mi?, tU, tU, bu?, kU,
4. KKV I
5. KKVK mba?, , a?, ta?
6. VVK aI, aI?, aIt, ait, am
7. VKV yi, eta, a, ayi, uti, ti, ia,
8. VKVK aa, aih, obat, ayam, m
9. VKKV ai
10. VKKVK aa
11. KVKV mama, papa, yayi,
12. KVKVK ia?, mimi?, bubu?

Tabel 3 Struktur Suku Kata pada SUS (1;01;6)

No. Struktur Suku Kata Kata

1. V uti, ti, yi, obat
2. VK I, aI?, aIt, am
3. KV mma, pap, mimi?
4. KVK m, mimi?, obt,
5. KKV bubu?
6. KKVK I
mba?, , a?, ta?

Tabel 4 Perbandingan Struktur Suku Kata yang

Diperoleh S1 pada SUS dengan TSBI

No. Struktur Suku Kata S1 TSBI

1 V + +
2 VK + +
3 KV + +
4 KVK + +
5 KKV + +
6 KKVK + +
7 KVKK - +
8 KKKV - +
9 KKKVK - +
10 KKVKK - +
11 KVKKK - +
Keterangan: + struktur yang ada memiliki ciri tersebut
- struktur yang ada tidak memiliki ciri tersebut

Tabel 5 Struktur Kata pada FCS (1;62;0)

No. Struktur Kata Kata

19
 1. VK s
2. KV a, ya
3. KVK pa?, na?, wa
4. KKV mpe, go
5. KKVK t, mbIn
6. VV* e
7. VVK am, aIt
8. VKV ua, o
9. VKVK uyU
10. VKKV aI, empe
11. KVKV uu, pgi
12. KVVK* mam
13. KVKKV* tgo
14. KKVKV* ndeya
15. VKKVK aI, ambIl
16. KVKVK maan, iIt
17. KVKKVK* gutI,
18. VKVKVK* gend
19. KVKVKV* awaban
20. KVVKVK* biyi,
21. KVKVKVK* kpala
22. KVKKVKV* daemn
23. KVKVKKV* pawat,
24. KVKKVKVK* kolah
25. VKVKVKVK* ndeya
kyii
kntin
aamikUm
Keterangan: *struktur ini tidak diperoleh pada SUS

Tabel 6 Struktur Suku Kata pada FCS (1;62;0)

No. Struktur Suku Kata Kata

1. V ibu?, ti, ue,
2. VK nat
3. KV In, maem, es
4. KVK mma, pap,
5. KKV nkan
6. KKVK pmn, emn,
ki
mpe, go
mbI, tn

Tabel 7 Perbandingan Struktur Suku Kata yang

Diperoleh S2 pada FCS dengan TSBI

No. Struktur Suku Kata S2 TSBI

1 V +* +
2 VK +* +
3 KV +* +
4 KVK +* +
5 KKV +* +
6 KKVK +* +
7 KVKK - +
8 KKKV - +
9 KKKVK - +
10 KKVKK - +
11 KVKKK - +
Keterangan: + struktur yang ada memiliki ciri tersebut
- struktur yang ada tidak memiliki ciri tersebut
*
struktur ini diperoleh pada SUS

Tabel 8 Struktur Kata pada SCS (2;02;6)

20
Nomor Struktur Kata Kata
1. VK s
2. KV mi, ya, bu, di
3. KVK th, bIs, tas, am
4. KKVK mba?, mbah
5. VVK aIl
6. VKV itu, ayo, adu, api
7. VKVK atas, ikan, apn
8. VKKV uta
9. KVKV kaki, mata, bli
10. KVVK mam, maIn, naI?
11. KVKKV tgo, maga,
12. VKKVK ganti
13. KVKVK aI, ambU?
14. KVKKVK tomat, pukUl, bawah
15. VKVKVK iIn, dompt
16. KVKVKV apotIk, alisan
17. KVKVKVK blapa, kpala
18. KVKKVKV bkict, skolah
19. KVKVKKV ndela, sndili
20. KVKKVKVK klii, blaa
21. VKVKVKVK lambutan
22. KKVKVK* asamkUm
23. KVKKVKVKKV* mbital
24. KVKVKKVK* lumba lumba
25. KVKVKKVKVK* bamitn,
26. KVKVKVKV* blimbi
27. KVKVVKVK* plmpuwan
28. VKKVKVK* matahali, kula kula
29. VKKVKVKKVK* dolaemn
30. VKVKVKVKVK* ambulan
atI atI
asalamkUm
Keterangan: *struktur ini tidak diperoleh pada FCS

Tabel 9 Struktur Suku Kata pada SCS (2;02;6)

No. Struktur Suku Kata Kata

1. V ibu?, ini, yo, pi
2. VK Il, maem, s
3. KV mIn, blap,
4. KVK nkal
5. KKV pmn, ikn,
6. KKVK apl
mbital
mb?, mbh

Tabel 10 Perbandingan Struktur Suku Kata yang

Diperoleh S3 pada SCS dengan TSBI

No. Struktur Suku Kata S3 TSBI

1 V +* +
2 VK +* +
3 KV +* +
4 KVK +* +
5 KKV +* +
6 KKVK +* +
7 KVKK - +
8 KKKV - +
9 KKKVK - +
10 KKVKK - +
11 KVKKK - +
Keterangan: + struktur yang ada memiliki ciri tersebut
- struktur yang ada tidak memiliki ciri tersebut

21
 *
struktur ini juga diperoleh pada SUS dan FCS

Tabel 11 Struktur Kata Tuturan Bahasa Indonesia Anak (1;02;6)

No. Struktur Kata Kata

1. VK s
2. KV mi, ya, bu, di
3. KKV1 mpe, go
4. KVK th, bIs, tas, am
5. KKVK mba?, mbah
6. VV2 e
7. VVK aIl
8. VKV itu, ayo, adu, api
9. VKVK atas, ikan, apn
10. VKKV uta
11. KVKV kaki, mata, bli
12. KVVK3 mam, maIn, naI?
13. KVKKV3 tgo, maga, ba?
14. VKKVK so
15. KVKVK aI, ambU?
16. KVKKVK3 tomat, pukUl, bawah
17. VKVKVK3 iIn, dompt
18. KVKVKV3 apotIk, alisan
19. KVKVKVK3 blapa, kpala
20. KVKKVKV3 bkict, skolah
21. KVKVKKV3 ndela, sndili
22. KVKKVKVK3 klii, blaa
23. VKVKVKVK3 lambutan
24. KKVKV2 asamkUm
25. KKVKVK4 ndeya
26. KVKKVKVKKV4 mbital
27. KVVKVK2 lumba lumba
28. KVKVKKVK4 daemn
29. KVKVKKVKVK4 bamitn,
30. KVKVKVKV4 blimbi
31. KVKVVKVK4 plmpuwan
32. VKKVKVK4 matahali, kula kula
33. VKKVKVKKVK4 dolaemn
34. VKVKVKVKVK4 ambulan
atI atI
asalamkUm
Keterangan: 1struktur ini hanya diperoleh pada SUS dan FCS
2
struktur ini hanya diperoleh pada FCS
3
struktur ini hanya diperoleh pada FCS dan SCS
4
struktur ini hanya diperoleh pada SCS

22