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1
CHAPTER I
INTRODUCTION
A. BACKGROUND
Children language acquisition has been an interesting topic for the linguist.
Even though, the process of how children get and learn the language itself still
related from the scientist’s study in field of knowledge, such as field of education,
psychology and linguistic.
Learning language basically consists of four aspects, listening, speaking,
reading and writing. Commonly, those four aspects are learned at formal school.
There are two ways how children learn. The first way is obtained unconsciously,
informally, and implicitly. This way is called language acquisition. The second
way is obtained with the lecturing, classroom atmosphere and curriculum. This
conscious way is called language learning since there is teacher and learner.1
Normal children acquire language naturally and are able to participate in
language learning. Nevertheless, some of them get difficulties in acquiring and
learning language. In fact, language is one of some important aspects for human
to express themselves, socialize, get knowledge in education and communicate in
their environment.
Different with normal children, mental retardation children can’t
understand and produce words, phrase and sentence perfectly. Mental retardation
children have such difficulties in processing the information in their brain. The
difficulties are caused by the broken part of the brain that is functioned to save
and process the memory. This damage is signed by cognitive, communicative,
social interaction and behavior disorder.2
Children language development depends on brain maturation,
environment, cognitive and motorist development, structural integrity and
1 http://en.wikipedia.org/wiki/Language_acquisition. browsed on Tuesday 24 May 2011 at 10.00 a.m.2
2
functional of organism.3 When there is a problem in the process of children
development, it will affect on the process of children language learning. The
problems can be speaking disorder, hearing disorder, autism, aphasia, dyslexia
and etc.
To analyze children language disorder, researcher needs to know kind of
the problem first. Then, the researcher can determine that there are two aspects of
science those are collaborated as the way out. The main aspect is linguistics. The
collaboration depends on what aspect that will be learned. Since the study is
related with children psychological, so the researcher chooses psychology as the
collaboration aspect. Even though, it is possible that the researcher encloses
neurology aspect.
This study will collaborate three aspects as base theory; those are
linguistics, psychology and neurology. Those are done since study about mental
retardation children language can’t be separated from those three aspects. The
level in using the theory is based on the fact that the speaking disorder of mental
retardation children causes them difficult in understanding and producing
language (word, phrase and sentence). The second reason is that their difficulties
in understanding and producing language affect their psychology. The last reason,
absolutely the difficulties are happen since there is a broken part in their brain.
Although those three aspects (linguist, psychology and neurology) are related with
mental retardation children in understanding and producing language, this study
will only focused on one aspect which is linguistic aspect. In order to analyze
linguistic aspect, the researchers will take the topic that related with linguistics.
As we know that there are many elements of language which are
phonology, morphology, semantics, syntax, etc. In this case, the researchers will
take syntax as our topic. The syntax is related with the structure of the sentence,
such as word, phrase, and the sentence itself. This language element is also related
with language theory which has been proposed by Chomsky. This theory is about
competence and performance. In order to analyze this theory, the researchers
3 http://www.biausa.org/brain-injury-children.htm. browsed on Sunday 29 May 2011 at 06.00 a.m.
3
could analyze in terms of understanding and production. These kinds of aspects
will be interesting if we analyzed to special students like mental retardations. So,
that’s way the researchers want to know about this.
B. RESEARCH FORMULA
Based on the problem limitation on the background above, the researcher
determine some questions formula below:
1. Could the 5th grade students of SLB Karya Asih understand and
produce a word, phrase, sentence??
2. Could the 10th grade students of SLB Karya Asih understand and
produce a word, phrase, sentence??
C. BENEFIT OF THE RESEARCH
a. For Researcher
Hopefully, this paper can be used as reference for the writer to face the
real world when they start to work, especially in facing and teaching
mental retardation children (as a teacher).
b. For Teacher
It is hoped that the result of the research can be used as a knowledge to
guide when they must teach mental retardation children.
c. For Student
It is hoped that the student (in this case mental retardation children) can
understand and produce language syntactically.
D. PURPOSES
1. To know whether mental retardation children can respond (by
understanding and producing) the language with the appropriate word.
2. To know whether mental retardation children can respond (by
understanding and producing) the language with the appropriate phrase.
3. To know whether mental retardation children can respond (by
understanding and producing) the language with the appropriate sentence.
4
E. RESEARCH METHODOLOGY
1. Library Research
The method to collect the data is through reading the books or literatures
that connect with the problems of the research object.
2. Observation
The researchers also do an observation to get the data. The researchers
come to a special school to observe how the mental retardation students
respond to a word, phrase, and sentence by testing them with such a
simple test.
3. Recording
The researchers also make a record during they give a simple test to the
mental retardation students to check their understanding and their
production of word, phrase, and sentence.
5
CHAPTER II
REVIEW OF RELATED LITERATURE
A. SYNTAXES
There are a lot of syntaxes definition that declared by the linguist.
Tresadimi stated that syntaxes is a study about a norm that organize how to
combine words to form a sentence in a language. It is also stated that syntaxes is a
study about a correlation between component of sentence structure and sentence
arrangement in a word-phrase.4
When a structure appears only in one context, it should be given more
attention. For example, when a child uses wh-question structure correctly on a
sentence, “what is that?” we can’t assume that they understand wh-question well.
It is possible that they may produce, “why we here?” not “why do we here?”.
Another example is the use of possession sign s’. The correct form is “Grandma’s
house”. Perhaps a child will say “I go to Grandma’s”. The possessive s’ is easier
to remember than the correct rule of the word structure in sentence. A word that
used in a single form is remembered and used in whole structure.
B. PHRASE
Phrase is syntaxes unity which consists of two words or more, which is functioned
as a clause in syntaxes function.5
Note:
S P O Ket.(Adv)
Adik saya Suka makan Kacang goreng Di kamar
The clausa’s function above are filled by the phrases:”S” function is adik
saya, “P” function is suka makan, “O” function is kacang goring, “Ket/Adv.”
Function is di kamar.
4 http://diahutamidotcom.wordpress.com/2011/03/02/pemerolehan-sintaksis-anak-autis-yayasan-pelita-hati-palembang/. Browsed on Tuesday 7 June 2011 on 03.00 p.m.5 http://dictionary.reference.com/browse/phrase. browsed on Wednesday 18 May 2011 at 10.00 a.m.
6
B.1 PHRASE DISTRIBUTION
A phrase is seen from the correlation between the two components on it, is
divided into two categories: coordinative and subordinate phrase. Coordinative
phrase is a phrase which has a same degree in it’s component structure, while
subordinate phrase is a phrase which the degree of the component is not the same.
Seen from the position of the components, phrase is divided into two: endocentric
phrase is a phrase which one of the component can substitute the other
components. Then exocentric phrase is a phrase which the components are in a
unity. Additionally, there are six phrases which are seen from their category, those
are:
1. Coordinative Nominal Phrase
2. Coordinative Verbal Phrase
3. Coordinative Adjectival Phrase
4. Subordinate Nominal Phrase
5. Subordinate Verbal Phrase
6. Subordinate Adjectival Phrase6
Basically, subordinate phrase is the same with endocentric phrase. Kind of
endocentric phrase is:
1. Prepositional Phrase
A. Coordinative Nominal Phrase
CNP can be produce from:
1) 2 Relational antonym word of noun. Example:
Ayah >< ibu
Guru >< murid
2) 2 words which is categorized as noun and a part of location-meaning.
Example:
Sawah >< ladang
B. Coordinative Verbal Phrase
CVP can be formed from:
6 http://www.answers.com/topic/phrase. browsed on Saturday 28 May 2011 at 10.00 a.a.
7
1) 2 relational antonym verbs which contain additional grammatical
function. Additionally, conjunction word can be put between the two
words. Example:
Tambah-kurang (tambah dan kurang)
2) 2 verbs which are part of meaningful words. Since they have
grammatical additional function we can put “additional word” between
them. Example:
Dengar – lihat (dengar dan lihat)
C. Coordinative Adjectival Phrase
CAP can be formed from:
1) 2 relational antonym adjectival words. Since they have grammatical
meaning of choice, so we can put the word “atau/or” between them.
Example:
Baik - buruk (baik atau buruk)
2) 2 synonymous adjectival words that have grammatical meaning of
“very”. Example:
Cantik molek (very beautiful)
3) 2 adjectival word that have linear meaning and unity grammatical
function, so we can put the word “and/dan”. Example:
Bulat – panjang (bulat dan panjang)
4) 2 adjectival words that shows antonym relation so we can put the word
“but/tetapi” between them. Example:
Murah – bagus (murah tetapi bagus)
D. Subordinate Nominal Phrase
SNP can be formed from SNP in a structure of Noun + Noun:
a) Possession: rumah paman
b) Part : akhir bulan
c) Origin of material : soto ayam
d) Origin of place : jeruk bali
e) Mixing : kopi susu
f) Production : lukisan Affandi
8
g) Kind : pisau lipat
h) Gender : ayam jago
i) Likeness : jamur kuping
j) Model : topi koboi
k) Equipment that complete it : kereta listrik
l) Special function : tinta computer
m) The place : kapal laut
n) A thing for : botol kecap
o) Position : pintu belakang
p) Completed with : sepeda motor
q) Target : pelestarian alam
r) Origin o behavior: bantuan presiden
s) Tool : balap motor
E. Subordinate Verbal Phrase
SVP can be formed from:
1) Adv + V, has grammatical meaning:
a) Negative : tidak membayar
b) Frequency : jarang tidur
c) Quantity : sedikit bicara
d) Time : sudah makan
e) Wish : ingin pergi
f) Obligation : harus jadi
g) Absoluteness : pasti dating
h) Limitation : hanya makan
2) V + Adv
a) Repetition : tidur lagi
b) Accompanier : minum juga
3) V + N : lempar cakram
4) V + Adj : loncat indah
F. Subordinate Adjectival Phrase
SAP can be formed from:
9
1) Adj + Noun, has grammatical meaning “seperti/like”. Example: kuning
– emas.
2) Adj + Adj, has grammatical meaning “kind of color”. Example: merah
– terang.
3) Adj + V, has grammatical meaning “untuk/for”. Example: takut
(untuk) dating.
4) Adv + Adv, has grammatical meaning “superlative degree”. Example:
paling indah.
G. PREPOSITIONAL PHRASE
PP is a phrase which has a function as an adverb in a clause. PP is
not subordinate or coordinative phrase but it is an exocentric phrase. So,
there is no subordinate or coordinative component in it’s structure. Both of
the components in a prepositional phrase are a unity. PP consist of
preposition and noun. Example: di pasar.
C. WORD
A sound or a combination of sounds, or its representation in writing or
printing, that symbolizes and communicates a meaning and may consist of a
single morpheme or of a combination of morphemes. Word is also defined as
something said; an utterance, remark, or comment. Word is also known as
language that is spoken or written.7
The word itself is part of the language that is used in linguistic
communication. In simple communication we need the word to express what we
want to say. Imagine that people don’t have word memory in their mind. Indeed,
the communication can’t happen at all. 8
7 http://www.indiana.edu/~hlw/Meaning/categories.html. Browsed on Wednesday 7 June 2011 at 16.00 p.m.8 http://www.waylink-english.co.uk/?page=31060. Browsed on Wednesday 7 June 2011 at 16.00 p.m.
10
C.I WORD CLASS IN ENGLISH
A. The verb
A group of words cannot be described as a sentence or a clause unless at least one of the words is a verb. In some ways, we can describe it as the most important part of speech because it is the 'action' word that tells the listener or reader what is happening in the sentence. Verbs can be ‘action’ words like run, initiate, judge, throw, but they can also denote less active notions and have more to do with mental processes and perceptions, like see, know, think and so on.
B. The noun
A noun is a word which is used to denote a person (woman,pianist etc.), a concrete or abstract entity (fork, field, truth, incoherence etc.) or a place (office, garden). These are all common nouns; there are also proper nouns which are the names of a specific person, place, event etc., usually starting with a capital letter, for example, York , John, Christmas, Saturday.
C. The adverb
The traditional approach to adverbs has been to assign mainly those words which are made from adjectives by the addition of the ending –ly (quickly, hopelessly), plus certain other words which are difficult to classify, like not, just and soon. Their main function is to qualify the action of the verb in the clause in some way, but they can also be used to add more information to an adjective or other adverb e.g. awfully good, incredibly slowly. The class of adverbs is very wide-ranging in form and is used to add comments to many of the other word classes.
D. The preposition
Prepositions allow us to talk about the way in which two parts of a sentence are related to each other. They include words like in, on, under, beside, through, inside, before, opposite. More often than not, these relationships are to do with either time or space, but other types of relationship, such as possession, cause and effect and method can be expressed by using prepositions. The words themselves are generally short and simple but some prepositions are multi-word units; for example, out of, by means of, in spite of, instead of, up to etc. Unless they are part of a verb (get in, pick up, switch off), prepositions are always followed by a phrase containing a noun – at school, in the summer, over the moon and so on.
E. The adjective
11
An adjective gives the reader or speaker extra information about a noun or delimits it in some way. It can occur in two positions in a phrase:
before the noun as in clear water, beautiful beaches, a terrible decision. The adjectives in these examples are said to be attributive,
following any form of the verb be (e.g. am, is, was, been) and similar verbs (seem, appear, become) as in the water became clear, the beaches are beautiful. These adjectives are in predicative position.
F. The pronoun
Pronouns are usually treated as a special sub-class of nouns. This is because they stand in for a noun or group of nouns. They are limited in number and belong to what is called a closed set, that is, a group of words to which new members are, for practical purposes, not allowed. Some examples of pronouns are: I, you, he, she, our, its, something, anyone and so on. Thus, instead of saying, Bill’s arrived. Bill’s in the lounge, we prefer Bill’s arrived. He’s in the lounge. Or a person called for you; better would be someone called for you. There are several other words which fall into this class; for example (the) one(s), when used to replace dishes in the example: pass me the dishes - the ones on the top shelf.
G. The conjunction
It would be very unusual for anyone to either speak or write completely in simple sentences; instead we tend to use a mixture of simple, compound and complex sentences. One way to create longer, more complicated sentences is to use conjunctions. As we have already noted in the section on types of clause, conjunctions serve to connect two or more clauses, phrases or words together to make longer constructions. In the following examples, the conjunction is in bold:
The coffee was strong, but sweet. We can go to the match or watch it on TV. She has a dog and two cats. When I arrived home, they had already eaten. I had to stop driving because the rain was so bad. Can I have a word with you, if you’ve got the time? Although he can’t swim, he goes sailing.
There are two types of conjunction. The first is the coordinating conjunction; examples of this can be seen in sentences a to c above. This type is always used to connect elements that share the same grammatical status, that is, main clause to main clause, verb to verb, noun to noun, adjective to adjective and so on. In sentence a two adjectives, strong and sweet, are conjoined, in b two verbs, go and watch and c two nouns, dog and cats.
12
The second type is the subordinating conjunction, which most often joins two or more unequal clauses to one another. Typically a main clause will be connected to a subordinate clause as we saw in the section on clause types. So in sentences d to g above, the subordinate clause (which you will remember cannot stand on its own, but needs another more important clause to complete the meaning) begins with a conjunction, here when, because, if
D. SENTENCE
Sentence is a gramatical arrangement that contain an idea or a message
completely. The word complete here means that a sentence contain minimal a
subject, a predicate and an object.9
1) Declarative Sentence
DS is also known as information sentence in a language. DS is
usually used by a speaker or writer to make a statement which contains
information for the reader and the listener. In written form, DS is ended
with “.”, while in spoken form, the speaker ends his/her sentence with low
voice.
2) Interrogative Sentence
IS is also known as question sentence. Formally, it is identified
with question words such as what(apa), who(siapa), how(bagaimana), etc.
IS is ended with question mark (?) in written and high voice in spoken. IS
is usually used to get “yes” or “no” answer or information about
something that needed by asking question.
3) Imperative Sentence
A sentence that gives advice or instructions or that expresses a
request or command, compare with sentences that make a statement, ask a
question, or express an exclamation. An imperative sentence ends with a
period or an exclamation point.10
4) Exclamative Sentence
ES is also known as interjection sentense that is used to express the
feeling of surprise. This sentence usually is said directly and accidentally
9 Abdul Qohar. 1998. Tata Bahasa Praktis Bahasa Indonesia. PT Rineka Cipta: Jakarta. Pp: 32710 http://grammar.about.com/od/il/g/impersent09.htm. Browsed on Tuesday 7 June 2011 at 04.00 p.m.
13
when someone sees something that make him/her surprised or when
someone is wondering something. It is also stated that a sentence that
expresses strong feelings by making an exclamation, compare with
sentences that make a statement, express a command, or ask a question.
An exclamatory sentence ends with an exclamation point.11
E. MENTAL RETARDATION
Special children who suffer mental retardation are called mental retardation
children. The other names of mental retardation children are:
1. Feeble minded2. Mentally retarded3. Idiot4. Mental abnormal
According to American Association on Mental Deficiency mental retardation
children is a condition that causes children having an IQ under the standard, less
than 84. Commonly, mental retardation children are difficult in doing adaptive
behavior. On the other hand, mental retardation children can’t receive
responsibilities as same as what normal children are received since they are
retarded mentally. Even though, mental retardation children also get barrier in
mastering academic skill and communicating with their peer. 12
Since it is different between autism and mental retardation, so we must treat
them differently. Autism is a child who suffers difficulties in communication and
social interaction as well as sensory function. Autism children can grow smarter
or even more stupid than normal children. Autism children are usually born by a
mother from a rich family. The baby gets unbalance nutrition during pregnancy
11 http://grammar.about.com/od/e/g/exclamsent7term.htm. Browsed on Monday 6 June 2011 at 16.00 p.m.12 http://www.waylink-english.co.uk/?page=31060. Browsed on Wednesday 7 June 2011 at 16.00 p.m.
14
period. Then, mental retardation children are they who get difficulties not only in
communication but also in mastering academic skill. They aren’t as smart as
normal children. Mental retardation children are usually born by a mother from a
poor family. They don’t get enough nutrition during they live in their mother’s
body.
Mental retardation children can’t think about abstract things. They don’t suffer
the retardation in a week, a month, a year but they suffer the retardation forever.
They can’t do everything perfectly.
15
CHAPTER III
RESEARCH METHODOLOGY
This chapter is focused on a description of the research setting and subject,
population and sample, research procedure, data analysis, data conclusion and
data validation. All of those elements are discussed as follows:
A. Research Setting and Subject
The setting of this study will be conducted at SLB Karya Asih at
Margerejo Sawah 59-E Surabaya 60238. The subject of this study is the
fifth grade students of elementary school and first grade of high school.
B. Population and Sample
Population is a set (or collection) of all elements possessing one or
more attributes of interest.13 The Population of this study is the fifth grade
and tenth grade students of SLB Karya Asih Margerejo Surabaya. There
are 12 students at this level while the high school only has two students.
Sample is a part of the researched population.14 In this case, the researchers
will take three students of fifth grade and all students at tenth grade.
C. Research Procedure
The study will be conducted under the following procedures:
preliminary study, planning, implementing the action, observing, and
reflection.
1. Preliminary Study
A preliminary study will carry out to get information about mental
retardation or tuna grahita students at SLB Karya Asih Margerejo
Surabaya, especially the characteristics of those students. In addition, the
researches attempt to get information about the ability of understanding
and producing in terms of syntaxes. In the preliminary study, the
13 Suharsimi Arikunto, Prosedur penelitian: Suatu Pendekatan Praktek, (Jakarta: PT.Bumi Aksara, 2008) Edisi Revisi V, h.10814 Ibid., h.108
16
researchers meet the headmaster of SLB Karya Asih Margerejo Surabaya
to talk about the plan of the research.
2. Planning
In relation to the application of action research, the researchers will
make a prior preparation to the implementation of the action based on
preliminary study. In this case, the researchers will prepare suitable
technique which could measure the ability of syntaxes. In this technique,
the researchers will use some materials and media, such as pictures and
word cards.
3. Implementing the Action
After the planning is finished, the researchers implement the
technique to the research field. In implementing this study, the researchers
carry out the cards that contain a picture. Those cards will be used to
stimulate the students in producing and understanding of syntaxes which
include word, phrase, and sentence.
Firstly, in order to know whether those students of SLB Karya
Asih could understand and produce the ‘words’, the researchers show the
pictures and ask to students to produce the words. In understanding, the
researchers ask to students to take the word card which match with the
pictures.
Secondly, the researchers show pictures which indicate ’phrases’,
such as rambut panjang, kucing hitam, rambut pendek, kucing putih. The
researchers ask to students to guess what phrases that match with the
picture and take the word card. In this way, the researchers know whether
those students are able to understand and produce the phrase well or not.
Thirdly, the researchers give a sentence which is followed with
some questions. Those questions indicate the understanding of sentence. In
producing sentence, the researchers show a picture that stimulates them to
produce a sentence.
17
4. Instrument and Data Collection Technique
There are some instruments prepared in order to be easier in
monitoring the process of this study. All of those instruments are described
as follows:
a) Observation Checklist
The observation checklist contains some indicators that
facilitate the researchers to collect the data. The indicators are
understanding and production of word, phrase, and sentence. These
observation checklist will be used as instrument in order to make
the data clearly and understandable.
b) Field-notes
The field-notes are used to investigate the activities which
are beyond the observation checklist. It contains written
description of what the researches heard, saw, experienced during
this study. These field- notes are intended to anticipate the
possibility of losing the relevant data during the implementation of
action.
c) Set of Test
A test can be defined as a method of measuring an
individual ability, skill, or knowledge in some area.15 This
instrument is used to measure students’ ability in understanding
beyond the sentence. The questions consist of identifying the
subject, predicate, object, and modifier.
D. Data Analysis
There are two kinds of data gathered in this study. The first data is
concerning with result of students ability in understanding of word, phrase,
and sentence. The second data is concerning with result of students ability
15 Renzo Titone and Marcel Danesi, Applied Psycholinguistics: An Introduction The Psychology of Language Learning and Teaching, (Toronto: University of Toronto Press, 1985), p.154
18
in production of word, phrase, and sentence. The result of data analysis
will be reported in next chapter.
The researchers use observation checklist to analyze the result of
this study. The result will explain whether mental retardation students are
able to produce and understand or not. If the result of observation checklist
shows that many of those students could respond correctly, it means that
mental retardation students are able to understand and produce well.
The researchers also analyze data from field-note. The researchers
analyze the condition and characteristics of those students, and everything
that happen during the observation. These field-notes support the data that
might be losing during the observation.
19
CHAPTER IV
RESULT AND DISCUSSION
This chapter dealt with the data presentation and discussion of the
researchers. The researchers would like to consider and review what happen
during the implementation of the technique in this study. Discussion will elaborate
the glance of the research object and the answer of problems study in the chapter
I.
The justification of the research finding is discussion about the result of
the observation checklist and the result of field-notes. The discussions mainly talk
about the analysis of understanding and production of syntactically. The
researchers concerning in the parts of syntax; word, phrase, and sentence.
A. The Glance Description of Research Object
This study was placed on SLB Karya Asih which located at
Margerejo Sawah 59-E Surabaya 60238. This location is quite strategic so
that the students could access easily.
There are three level which is provided in that school; elementary,
junior, and high school.
The teachers in this school are friendly. They share about their
students to the researchers. It helps us to get information more about
mental retardation students.
These are the profile of the students:
1) Name : Mohammad Rozi
Class : 5th grade
Age : 14 years old
2) Name : Aditya
Class : 5th grade
Age : 12 years old
3) Name : Nadia
Class : 5th grade
Age : 13
4) Name : Ana
20
Class : 10th grade
Age : 20 years old
5) Name : Hari
Class : 10th grade
Age : 18
B. The result of the observation checklist
OBSERVATION CHECKLIST
Day/Date : Wednesday/June 8th 2011
No Students Producing UnderstandingName Grade Word phrase sentence word phrase sentence
1 Rozi 5th − − − − − −2 Adit 5th − − − − − −3 Nadia 5th √ − − − − −4 Ana 10th √ √ √ √ √ √5 Harry 10th √ √ √ √ √ √
Note:
√ : The student is able to produce or understand perfectly
− : The student isn’t able to produce or understand perfectly
C. The Result of Field-Notes
The researchers take 5th and 10th grade students’ as the sample. Firstly,
the researchers observe the 5th mental retardation students. The researchers want
to test their understanding and production by testing them using such media
consist of word, phrase and sentence. They can’t respond the test perfectly since
the 5th grade of mental retardation children can’t read well. This condition makes
the researchers suffer such difficulties in getting the data. Nevertheless, the
researchers do not give up with it. Then, the researchers go to the 10 th grade
students’ class to do the next test. The researchers treat and give the mental
21
retardation students of 10th grade the same treatment as like as what they have
been given to the 5th grade mental retardation students. However, the 10 th grade
mental retardation students give the different respond to the test. The respond
also produce the different result. The 10th grade of mental retardation students can
understand and produce the word, phrase and sentence well.
Absolutely, this final test’ result make the researchers proud and happy at
all. Finally, the researcher get the data that 5 th grade of mental retardation
children can’t understand and produce the word, phrase and sentence perfectly
since they haven’t been taught to read yet, while 10 th grade of mental retardation
students can understand and produce the word, phrase and sentence well since
they have been taught to read.
22
CHAPTER V
CONCLUSION
The researchers agree with the theory that mental retardations students are
difficult in understanding and producing word, phrase and sentence. The
difficulties can be caused by their disability or disorder problem. This condition is
proved when the researchers do the observation to special students of SLB Karya
Asih. When we compare between normal students and special students, in 5 th
grade of mental retardation students, they can’t read while the normal students can
read. This problem influences the ability of understanding and production. The
researchers strongly stated that it is normal phenomena since the mental
retardation children are slower than normal students in grasping anything.
23
SOURCES
1. http://en.wikipedia.org/wiki/Language_acquisition . browsed on Tuesday 24 May 2011 at 10.00 a.m.
2. http://www.biausa.org/brain-injury-children.htm . browsed on Sunday 29 May 2011 at 06.00 a.m
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