“Analyze Baby Talk by using Balinese Language”
(Second Language Acquisition Assignment)
By:
Nyoman adi irawan
0743042029
Lecturer: Drs. Heri Yufrizal, M.A., Ph.D
ENGLISH EDUCATION STUDY PROGRAM
ARTS AND LANGUAGE EDUCATION DEPARTMENT
SCHOOL OF EDUCATION AND PEDAGOGY
UNIVERSITY OF LAMPUNG
2009/2010
The Definition of Baby Talk
As we know that baby talk is a community model which serves every family with a child birth to age then providing information, encouragement, children's books and activities.Baby talk comes alongside parents during this critical time to empower and encourage them as parents, by providing direct and innovative services to all families, with more intensive services dedicated to families who may be at-risk because of parents' income, age or education. It means that, Parents profoundly influence their child's language development, including their ability to listen, understand, and communicate. From birth to three years is the crucial window of opportunity during which a child's learning potential is at its fullest and most formative. Now with this amazing book, parents can use the revolutionary BabyTalk program to maximize their baby's language skills- and provide a solid foundation for later learning-in just thirty minutes a day.
We can discover how to best talk to your child-and what to talk about-at each stage of development,including how to
• CREATE an environment in your home that most benefits your baby's development
• NURTURE your child to become a confident communicator
• STRENGTHEN his or her ability to concentrate and retain information
• STIMULATE your child with specific toys and books at each stage
• RECOGNIZE problems that may hinder language development
• PRESENT games, play ideas, and words to stimulate the imagination
Baby talk helps babies learn language. Research shows that babies prefer to listen to our silly baby talk from birth. Why is that, you might ask? Well, consider what baby talk sounds like. It tends to be high pitched and very sing-song, and we drag out our vowels, as in "hiiiii baaaaaby." So baby talk stands out in the environment compared to the boring way we talk to other adults.
Babies can pick things out about language faster when they hear baby talk than when they hear the kind of speech we use to each other. So there's no need to try to suppress the baby talk that you do naturally to your baby. You share a lot of positive, happy feelings with your baby when you do it, and your baby enjoys it. So have no guilt about using baby talk.
Mothers are not the only individuals who use baby talk. Research shows that dads do it, and even four year olds to two year olds. So if Dad feels like making a fool of himself for the baby and talking like Mickey Mouse that's fine. Babies will love it, just as they love to hear their mothers talk in that high-pitched, singsong way.
When do babies start to talk?
Babies start to talk at around 12 months of age, but starting to talk is different than understanding talk. They understand sometimes as many as 100 words by the time they're 10 months of age. Now that's a lot of words, and not every baby will understand that many, but we know, for example, that babies understand the words "mommy" and "daddy" by six months of age, and know that these words are attached to their own mommy and daddy and not just to any man or woman.
So don't be fooled; just because your baby isn't saying anything yet doesn't mean that your baby doesn't already know a lot about language. Babies are amazing in how they talk. We describe experiments that show that babies are like little statisticians at 8 months of age, figuring out important properties of the language they hear.
Does it matter what baby's first words are?
Babies first words tend to come from a fairly small set. They are usually names of people or pets or sometimes an object that they use a lot, like a ball. We haven't met any babies yet who talked about death and taxes in their first words. They talk about things they can act on an Our Mission is d things or people they love.
The Purpose of Baby Talk
There are two main purpose if we learn about baby talk, these are:
To empower the babies to be able to effectively communicate their needs and wishes through the symbols based on Palembang Sign Language before speech is mastered, thus encouraging holistic care.
To empower parents and educators to better understand the needs and wishes of their children before speech is mastered, whilst encouraging the development of language.
When do babies talk ?
It's an important issue, when do babies talk ? And it concerns all parents. There are many special unforgettable moments during the growth of babies that are worth waiting for. Such moments are very fun and amazing for parents to watch, this includes the first time he says "mommy" or "dad", or when he learns to walk, talk and learn a few words, etc. Any new thing he can do.
The first sign of vocalisation appear at the age of one month with a little humming sound (aah, oh)which is different from crying. The baby then starts babbling and saying monosyllables (da, ma, ba, yaya) and laughing by then end of the fourth month.
WHY BABY TALK?
The same functional motivations that underlie adult speech to other adults also shape adult speech to children.
To understand why baby talk exists, and why it is sometimes structurally indistinguishable from language used for similar purposes in speech to adults, we focus on how language functions in human interactive behavior.
Language-as-interaction can be divided into five main areas: pedagogy, control, affection, social exchange, and information. Our goal in looking at each of these five areas is to establish that baby talk is a coherent language style used both with children and adults, and that it arises for identifiable, logical reasons.
DOES BABY TALK HELP?
Occasionally, use of an isolated baby talk feature may put a temporary damper on the emergence of a specific linguistic construction (e.g., delay in the development of pronouns if parents regularly substitute nouns for pronouns). Overall, though, baby talk as a speech register has never been shown to hamper linguistic growth.
What about positive benefits? When linguists have asked whether baby talk is a beneficial speech style, they have been concerned exclusively with whether the use of baby talk features by parents correlates with a child's subsequent development of conversation, phonology, meaning, or especially syntax.
By now it is recognizable, however, that pedagogy is but one function of baby talk. Baby talk is also an instrument of control, a means of expressing affection, and a device for prompting social interaction. While the pedagogical effects of baby talk are best measured through the child's subsequent language development, the effects of these other three functions must be assessed through the adult speaker: Does the adult gain control? Does the adult's language express his or her emotions? Does baby talk foster social exchange?
Every parents must individually evaluate the efficacy of baby talk, especially when it functions for control or as an expression of affection. One parent may find special language features (such as the use of diminutives) to be a comfortable way of expressing affection, while another parent might supplement normal language with lots of hugs and kisses.
What about baby talk and social interaction? Does this use of baby talk foster language development in the child? Does it benefit the parent? The answer to both questions is "yes." Human language grows out of people's need to interact with one another. The child needs to learn the formal words and constructions that make this interchange possible. The adult needs to feel that the infant in his arms is a real human with whom he can communicate, even though the child, as yet, knows only how to gurgle and cry.
“Analyze Baby Talk by using Bali Language”
We can analyze how far baby try to learn first language by the other people except their mother. I use Bali language because I’m Balinese, the majority of my families use Bali language as a main language in our environment. That’s why I try to understand what he speaks then I record his voice by using audio-visual media.
Conversation by using Bali Language
kakak : putu uli dijo busan (putu dari mana tadi).....?
putu : masok (sekolah).....
kakak : emang sekolahan putu dijo (sekolah putu dimana).....?
putu : ditu (disana).....
kakak : putu busan melajah apo di sekolahan (putu tadi belajar aoa di sekolahan)...?
putu : seng nawang (gak tau).......
kakak : trus busan putu ngujangin gen di sekolahan (tadi putu ngapain aja di sekolahan)...?
putu : ngamar gunung (menggambar gunung), putu man biji kutos busan ngamar wik (putu dapet nilai delapan tadi menggambarnya)....?
kaka : masak si ( o.. iya)......?
putu : ah seng percayo wik ne lo( gak percaya kakak ini), ne wik gamaran putu (ini kak gabaran putu), (putu mengambil buku gamarnya dari dalam tasnya dan menunjukan gambarannya pada kakaknya) ....
kakak : ne putu kedidi ani ngamar ( ini putu sendiri yang menggambarnya ya)...?
putu : kedidi, dengel kan wik (sendiri, bagus kan kak)....?
kakak : dengel, dueg ladne putu ngamar ( bagus, pinter ya putu menggambarnay)....
selain ngamar ngujang san ben di sekolahan ( selain menggambar, ngapain lagi tadi di sekolah)....?
putu : ngitong kameng (menghitung domba), ajak bange PR ben bu guru ongkone ngitong kameng-kameng ne wik(sama diberi PR oleh bu guru suruh menghitung kambing-kambing ini kak) ( sambil menunjukan bukunya)....
kakak : nah nyen kerja’en nae nah ( ya dah nanti dikerjakan ya)...
putu : tapi ajahen na’e nah wik ( tapi ajarin ya kak)....
kakak : nah nyen ajahen pe ( ya, nanti kakak ajarin).....
From the conversation above I can conclude that the child produce his new language by using simple words. He doesn’t use complete sentence but it has been clear enough to be understood by adult. For example when the researcher asked about his goal, he just answer “masok (sekolah)”. If we want to complete his answer about his goal so he should answer “ I came from school not only “school”. Beside that when the researcher asked him about what he done at school, child only says”drawing mounth” he just say one of the activities, he doesn’t say all the activities. It occurs because he only remember about what he like to do.
