PSYCHOLINGUISTICS KISI-KISI

Answer the following questions, confirm your text book for the answers.
Meeting 1
SOAL 1
Soal Which of these following topics that
cannot be studied in
Psycholinguistics?
Pilihan 1 Language acquisition
Pilihan 2 The effect of bilingualism towards
children’s intelligence
Pilihan 3 The sentence structure of dyslexia
children
Pilihan 4 Forms of jargon used in education
Pilihan 5 The location of language in the brain

SOAL 2
Soal A person who studies linguistics is
called….
Pilihan 1 Langue
Pilihan 2 Linguistics
Pilihan 3 Langage
Pilihan 4 Linguists
Pilihan 5 Linguistic

SOAL 3
Soal What is the focus in linguistics?
Pilihan 1 Language structure
Pilihan 2 Language processing
Pilihan 3 Mental behaviour
Pilihan 4 Animal language
Pilihan 5 Language problems

SOAL 4
Soal These are the concerns of
psycholinguistics, except …..
Pilihan 1 It studies the mental aspects of
language and speech
Pilihan 2 It studies the ways in which language is
represented in the brain
Pilihan 3 It studies the process of language
production
Pilihan 4 It studies the language variation in
certain communities
Pilihan 5 It studies the speech development and
disorders
 SOAL 5
Soal Psycholinguistics is a part of …
Pilihan 1 Micro linguistics
Pilihan 2 Macro linguistics
Pilihan 3 Theoretical linguistics
Pilihan 4 Diachronic linguistics
Pilihan 5 Educational linguistics

Meeting 2
SOAL 1
Soal Who is the founding father of
Psycholinguistics?
Pilihan 1 Wilhelm Wund
Pilihan 2 Chomsky
Pilihan 3 B.F Skinner
Pilihan 4 Krashen
Pilihan 5 Saussure

SOAL 2
Soal What is the psycholinguistics
focusing on?
Pilihan 1 Psychology
Pilihan 2 Linguistics
Pilihan 3 Language behaviour
Pilihan 4 Characteristics of language
Pilihan 5 Psychology and language

SOAL 3
Soal When was Psycholinguistics firstly
introduced?
Pilihan 1 17th Century
Pilihan 2 18th Century
Pilihan 3 19th Century
Pilihan 4 20th Century
Pilihan 5 21st Century

SOAL 4
Soal These are Lenneberg’s theory of
human-animal differences in
acquiring language, except …
Pilihan 1 Every human baby has similar language
development
Pilihan 2 Animal cannot learn human language
Pilihan 3 Human has more complex language
Pilihan 4 Animal can learn human language
Pilihan 5 Human languages have universal
characteristics.

SOAL 5
Soal Which generation is the behaviourist
psycholinguistics?
Pilihan 1 1st generation
Pilihan 2 2nd generation
Pilihan 3 3rd generation
Pilihan 4 4th generation
Pilihan 5 5th generation
Meeting 3
SOAL 1
Soal What functions are typically handled
by the left hemisphere?
Pilihan 1 Creative writing
Pilihan 2 Analytical thought
Pilihan 3 Emotional thought
Pilihan 4 Non-verbal
Pilihan 5 Imagination

SOAL 2
Soal Where is the location of Broca?
Pilihan 1 In the right hemisphere
Pilihan 2 In the right side of central sulcus
Pilihan 3 Beside wernicke’s area
Pilihan 4 In the left hemisphere
Pilihan 5 In the left side of arcuate fasciculus

SOAL 3
Soal These are the functions of Broca,
except…
Pilihan 1 Language comprehension
Pilihan 2 Language production
Pilihan 3 Language acquisition
Pilihan 4 Producing Speech
Pilihan 5 Producing language signs

SOAL 4
Soal These are the functions of
Wernicke’s area, except…
Pilihan 1 Producing language
Pilihan 2 Controlling speech organs
Pilihan 3 Acquiring language
Pilihan 4 Understanding spoken and written
language
Pilihan 5 Creating meaningful sentences

SOAL 5
Soal Who invented language production
area in the brain?
Pilihan 1 Penfield
Pilihan 2 Paul Broca
Pilihan 3 Carl Wernicke
Pilihan 4 Phineas Gage
Pilihan 5 Wilhelm Wund

Meeting 4
SOAL 1
Soal These are the stages in language
production, except …
Pilihan 1 Conceptualization
Pilihan 2 Formulation
Pilihan 3 Articulation
Pilihan 4 Self-Monitoring
Pilihan 5 Seeking attention

SOAL 2
Soal Which theory stated “language is
found most dominant in the left
hemisphere” ?
Pilihan 1 Localization
Pilihan 2 Lateralization
Pilihan 3 Production
Pilihan 4 Comprehension
Pilihan 5 Dichotic

SOAL 3
Soal These are some experiments
conducted to support lateralization
theory, except …
Pilihan 1 Dichotic Listening
Pilihan 2 Electrical Stimulation of Brain
Pilihan 3 Bisected Brain Technique
Pilihan 4 Direct Physiological Technique
Pilihan 5 Language Convergence

SOAL 4
Soal a psychological test commonly used
to investigate selective attention and
the lateralization of brain function
within the auditory system is called
…
Pilihan 1 Dichotic Listening
Pilihan 2 Electrical Stimulation of Brain
Pilihan 3 Bisected Brain Technique
Pilihan 4 Direct Physiological Technique
Pilihan 5 Language Convergence

SOAL 5
Soal What is language production?
Pilihan 1 Processing utterances
Pilihan 2 Comprehending ideas in language
Pilihan 3 Creating a message in the form of
formal letters and speech
Pilihan 4 Transforming a non-linguistic message
into a spoken, signed, or written
linguistic signal.
Pilihan 5 Producing sounds in communication

Meeting 5
SOAL 1
Soal These are some elements that are
needed to comprehend a language.
Except …
Pilihan 1 Background knowledge
Pilihan 2 Language structures
Pilihan 3 Verbal reasoning
Pilihan 4 Literacy knowledge
Pilihan 5 Pronunciation Fluency

SOAL 2
Soal Sometimes comprehension becomes
difficult and ambiguous because …
Pilihan 1 Expressions are interpreted the same
way
Pilihan 2 There is no different in meaning
Pilihan 3 Some combinations of words give
different meaning
Pilihan 4 Words always have an exact
grammatical structure
Pilihan 5 Similar pronunciation is applied in
certain words and give no difference in
meaning

SOAL 3
Soal These are included in word
 recognition, except …
Pilihan 1 Phonological awareness
Pilihan 2 Decoding
Pilihan 3 Sight recognition
Pilihan 4 Genres knowledge
Pilihan 5 Spelling-sound correspondences

SOAL 4
Soal Having a good comprehension can
affect …
Pilihan 1 Making up meaningless words
Pilihan 2 Producing meaningful utterances
Pilihan 3 Speaking in a normal way but lacks on
meaning
Pilihan 4 Struggling in repeating words or
phrases
Pilihan 5 Perceiving inaccurate understanding

SOAL 5
Soal Which of these processes comes
first in comprehending text?
Pilihan 1 Gaining meaning
Pilihan 2 Text Decoding
Pilihan 3 Comprehending text
Pilihan 4 Understanding spoken language
Pilihan 5 Processing meaning
1. Meeting 6
Choose one correct answer, confirm your text book for the answers
SOAL 1
Soal Damage in Broca area may cause …
Pilihan 1 Sensory Aphasia
Pilihan 2 Amnesia
Pilihan 3 Schizophrenic
Pilihan 4 Cortical Motor Aphasia
Pilihan 5 Kamala Case

SOAL 2
Soal These are language disorders, except
…
Pilihan 1 Aphasia
Pilihan 2 Dyslexia
Pilihan 3 Startle
Pilihan 4 Selective Mutism
Pilihan 5 Aneurysm

SOAL 3
Soal These are some factors that can
causelanguage disorders, except …
Pilihan 1 Gender factors
Pilihan 2 Brain damage factors
Pilihan 3 Biological factors
Pilihan 4 Psychological factors
Pilihan 5 Environmental factors

SOAL 4
Soal Dyslexia is …
Pilihan 1 The inability or having problems in
producing language both spoken and
written
Pilihan 2 Having difficulty in identifying speech
sounds and how they relate to letters
and words
Pilihan 3 Demonstrating fluent speech but
meaningless
Pilihan 4 A syndrome in which there is
deterioration in memory, thinking,
behaviour and the ability to perform
everyday activities
Pilihan 5 An anxiety disorder in which a person
normally cannot speak in specific
situations, specific places, or to specific
people if triggered.

SOAL 5
Soal Which of the following cases is a child
who mothered by a wolf that caused
inability in producing and
understandinghuman language?
Pilihan 1 Genie
Pilihan 2 Gage
Pilihan 3 Kamala
Pilihan 4 Samala
Pilihan 5 Phineas

Meeting 7
SOAL 1
Soal These are experts who contribute
hypothesis on the relation of
language,thought, and culture,
except …
Pilihan 1 Wilhelm Von Humbolt
Pilihan 2 Carl Wernicke
Pilihan 3 Saphir-Whorf
Pilihan 4 Jean Piaget
Pilihan 5 L. S. Vygotsky

SOAL 2
Soal Who claims that language
developmentdepends on the
development of
thought?
Pilihan 1 L.S. Vygotsky
Pilihan 2 Noam Chomsky
Pilihan 3 Sapir-Whorf
Pilihan 4 Jean Piaget
Pilihan 5 Carl Wernicke
 SOAL 3
Soal This hypothesis is proposed by
Sapir-Whorf.
Pilihan 1 The Linguistic Relativity
Pilihan 2 Interchanging Roles
Pilihan 3 Cognitive Determinism
Pilihan 4 Cognitive Development
Pilihan 5 Innateness Hypothesis

SOAL 4
Soal This hypothesis states that
thegrammatical structure of
a mother
language influences the way
weperceive the world.
Pilihan 1 Sapir-Whorf hypothesis
Pilihan 2 Interchanging Roles
Pilihan 3 Cognitive Determinism
Pilihan 4 Cognitive Development
Pilihan 5 Innateness Hypothesis

SOAL 5
Soal These are included in
CognitiveDevelopment
theory, except …
Pilihan 1 Children's minds were not merely
smaller versions of adult minds
Pilihan 2 Intelligence is something that grows and
develops through a series of stages
Pilihan 3 Early cognitive development involves
processes based upon actions and later
progresses to changes in mental
operations
Pilihan 4 Before two years of age, both speech
and thought develop in differing ways
along with differing functions
Pilihan 5 Infants and toddlers acquire knowledge
through sensory experiences and
manipulating objects

Meeting 8
SOAL 1
Soal What is language acquisition?
Pilihan 1 The process of learning the structure of
language
Pilihan 2 The process by which
humans acquire the capacity to
perceive and comprehend language
Pilihan 3 The ability in producing and
comprehending language
Pilihan 4 The knowledge of getting to know
language
Pilihan 5 The ability by which humans
communicate in society using language

SOAL 2
Soal What is the language acquisition
theoryproposed by Noam Chomsky?
Pilihan 1 Nativism theory
Pilihan 2 Behaviourism theory
Pilihan 3 Cognitivism theory
Pilihan 4 Universal theory
Pilihan 5 Multifactorial theory

SOAL 3
Soal Children acquire language
through Stimulus - Response.
This theory is
called …
Pilihan 1 Nativism theory
Pilihan 2 Behaviourism theory
Pilihan 3 Cognitivism theory
Pilihan 4 Universal theory
Pilihan 5 Constructivism theory

SOAL 4
Soal Nativism believes that human has
a language gift which is given by God
sincethey are born. This gift is called
…
Pilihan 1 Language Acquisition Device
Pilihan 2 LED
Pilihan 3 Universal Language
Pilihan 4 Native Language Device
Pilihan 5 Innate Language

SOAL 5
Soal Which of these following
statements ispart of Cognitivism
theory?
Pilihan 1 Children acquire language through
imitating adult language
Pilihan 2 Environments give the most important
role in children language acquisition
Pilihan 3 Children has language since they were
born
Pilihan 4 Language in children developed
gradually depends on stages of
cognitive development
Pilihan 5 Children acquire language through the
exposure of the caregiver

Meeting 9
SOAL 1
Soal These stages are the stages of
Cognitive Development, except
…
Pilihan 1 Sensorimotor stage
Pilihan 2 Pre-operational stage
Pilihan 3 Post-operational stage
Pilihan 4 Concrete operational stage
Pilihan 5 Formal operational stage

SOAL 2
Soal What happens at the
concreteoperational stage?
Pilihan 1 Object permanence is developed
Pilihan 2 Imagination and intuition are strong
Pilihan 3 Able to use proper syntax and grammar
to express concepts
Pilihan 4 Concepts attached to concrete
situations
Pilihan 5 Concepts learned in one context can be
applied to another

SOAL 3
Soal Which of this statement is not
trueaccording to Piaget’s
theory?
Pilihan 1 Human communication is started from
infant
Pilihan 2 Before year 1, baby’s interactions are
not considered as communication
Pilihan 3 Human’s cognitive development
increase drastically from the age of 3
months
Pilihan 4 In the age of 7th month, baby
understand the concept of turn-taking in
communication
Pilihan 5 Baby starts imitating adults sounds or
acts in the age of 5th month

SOAL 4
Soal In what age is human more
interested ininteracting with adults
than things?
Pilihan 1 1st – 3rd months
Pilihan 2 3rd – 4th months
Pilihan 3 4th – 5th months
Pilihan 4 6th - 7th months
Pilihan 5 7th – 12th months

SOAL 5
Soal In the age of two weeks, what
socialcommunication that infant
has?
Pilihan 1 Moving hands
Pilihan 2 Kicking
Pilihan 3 Smiling
Pilihan 4 Babbling
Pilihan 5 Laughing

Meeting 10
SOAL 1
Soal These are articulatory stages, except
…
Pilihan 1 Resonance sound
Pilihan 2 Cooing
Pilihan 3 Babbling
Pilihan 4 Vocal babbling
Pilihan 5 Producing utterances

SOAL 2
Soal In what age can a child start
utter ameaningful word?
Pilihan 1 4 months
Pilihan 2 10 months
Pilihan 3 12 to 18 months
Pilihan 4 18 to 24 months
Pilihan 5 30 + months

SOAL 3
Soal What does it mean my
holophrasticspeech?
Pilihan 1 a variety of sounds
Pilihan 2 One word has a variety of meanings
Pilihan 3 Two-word utterances
Pilihan 4 Producing more complex sentences
Pilihan 5 Rapid language expansion

SOAL 4
Soal What does it mean my
telegraphicspeech?
Pilihan 1 a variety of sounds
Pilihan 2 One word has a variety of meanings
Pilihan 3 Two-word utterances
Pilihan 4 Producing more complex sentences
Pilihan 5 Rapid language expansion

SOAL 5
Soal What is the approximate age for
children producing complex
sentences?
Pilihan 1 4 months
Pilihan 2 10 months
Pilihan 3 12 to 18 months
Pilihan 4 18 to 24 months
Pilihan 5 30 + months
 Group 1
Gilang Putra Nugraha
Raka Alfisyah Ariyanto
Function

Broca's area is also known as

the motor speech area. It is
near the motor cortex and
utilized in speech production.
This area regulates breathing
patterns while speaking and
vocalizations required for
normal speech.
Broca's aphasia is also
known as non-fluent
aphasia. Speech is effortful
and sounds rather stilted,
with most utterances
limited to 4 words or less.
The Objective of the Study

This study aims to analyze and observe

difficulties experienced by Sodderland
as the main character in My Beautiful
Broken Brain movie.
The phenomena and the problems
that arise in the study

People think that stroke or similar

diseases are experienced by the elderly,
in other words, such diseases are
suffered only by the elderly. People who
suffer from a stroke have difficulties on
producing language and interacting with
people. In fact, certain genetic conditions
or damaged brains could be the reason
Broca’s aphasia could happen even to
younger people.
 The Subject and the Object of
the Study
a. The subject
The subject is a character from My Beautiful Broken Brain,
Sodderland, the film’s main character.

b. The object
The object is the errors produced by Sodderland. The errors
are lexical selection error, malapropism, substitution, shift,
and omission.
 The Theories used in the Study
• The research used the Psycholinguistics theory by Reason
(2000) which is about the most detailed speech production
models and speech errors caused by a brain disorder.
• The second theory is the theory by Gall (2010) which is about
the location and capacity of language in the brain.
• An additional theory by Yule (2016) is also used in the
research, it is about people’s difficulties with Broca’s
aphasia in using a language.
 The Methodology
a. What is the approach of the study
The approach that author use is a descriptive qualitative
approach to get depth analysis of the data.
b. How do the researchers collect the data?
The transcription of the utterances said by Sodderland.
c. What kind of data do the researchers collect?
The data that are used in the research are the utterances
said by Sodderland.
d. Does the researcher use an instrument?
The researcher did not use any instruments, instead
collecting the data from the film.
e. How does the researcher interpret (explain) the data
findings?
The researcher explains the data word by word of the
error words said by Sodderland.
The Findings
“The omission is the act of someone excluding
something that should be included” (Reason,
2000, as cited in Syarifah, 2020).

“The omission error happened when Sodderland

produced the word that left one aspect of her
utterances, indicating the difficulties she had”
(Syarifah, 2020, p. 110).

It happened when Sodderland wanted to say

“extraordinary” but instead she said “extror.” We
can see the omission happened to the word, from
extraordinary into extror.
People with Broca’s aphasia have better
comprehension than language production,
this influences their ability to find and
produce the right word and people with
Broca’s aphasia often have errors in their
speech (Syarifah, 2020).

It happened when Sodderland could not say

the word “record” instead she pointed to the
camera to give a sign to the other character
to do so.
It happened when Sodderland wanted to say
“nephew” but she had a lot of long pauses to get
to produce that word. It is because of her
difficulty in producing and articulating the right
word.

“Their speech is known as full of hesitations and

long pauses. Those two problems are not the only
reason people with Broca's aphasia are making it
hard to articulate and deliver messages. It is just
one of the problems that make them feeling hard
to communicate with others” (Syarifah, 2020).
 The Conclusion
The researcher concluded that Sodderland, who had Broca’s
aphasia, had some difficulties in producing words, as the
result, she produced some errors like finding it hard to
produce the right words, bad at word repeating, and she
kept making errors even though she had a good
comprehension.
In addition, people’s thoughts about such aphasia diseases
being only suffered by the elderly are wrong. In the film, the
sufferer is only in her 30s, and it can be said that she is still
young. Moreover, such diseases can be brought from an
early age.
Reference
Syarifah, W. H. (2020, December 11). Broca’s Aphasia Word Production Of
Sodderland In My Beautiful Broken Brain Movie. PARADIGM: Journal of Language
and Literary Studies, 3(II), 105–118. https://doi.org/10.18860/prdg.v3i2.10544
 Tubagus Muhammad Alyudin

Dimas Rizki Aldila

z
Language and
Thought
z

A convenient definition of language, adopted in some of our earlier work is that of a

predominantly conventional

semiotic system for communication and thought (Zlatev, 2007, 2008b). This
comprises the point that languages are essentially

“socially shared symbolic systems” (Nelson and Shaw, 2002), which have evolved
over millennia and develop in children

over years, to serve two main functions: sharing experienceand enhancing cognition.
Indeed, this definition implies that thought is not impossible without language and
that it is

possible to treat the two phenomena as distinct, e.g., “Language invades our
thinking because languages are good to think with” (Bowerman and Levinson, 2001,
p. 584).
z
Journal
z
The objective of the study

1. to describe the language abnormalities experienced by a

schizophrenic in Canvas movie.

2. to show and explain the accompanying behaviours acted by a

schizophrenic in Canvas movie.
z
The Fenomena and The Problem Arise
in This Study

Phenomena, phenomena of schizophrenia suffered by Mary, the

main character in Canvas movie
z
The Object and Subject

The subject :the main character in canvas movie.

The object the schizophrenia that the main character suffered

z
The theory

Theory Plontke’s theory (2003:1)who states that there are two nervous systems in human’s brain. They are central system and peripheral system.

The central system consists of the brain and spinal cord, while the peripheral system works for the body’s regulation, like breathing and keeping a
temperature.

Thompson’s theory (2007:50) there are four categories of schizophrenia. They are:

1) Paranoid Schizophrenia. This illness happens when a sufferer is in his or her psychotic episodes which involve hallucination, delusion, and
paranoia. In

this case, the sufferer feels as if he or she is being watched, pursued, and even extremely scared as if other people will harm him or her.

2) Disorganized Schizophrenia. The sufferer of disorganized schizophrenia has to face the verbal incoherence. It is difficult for the sufferer to express
his or her emotion and mood.

3) Catatonic Schizophrenia. The noticeable symptoms are an extreme withdrawal, negativity, and self-isolation.

4) Undifferentiated Schizophrenia. Usually, the sufferer of this type of schizophrenia has no motivation, initiative, emotional responsiveness, and

social interest.
z
The Methodology

What is the approach of the study

A. the data in the form of utterances produced by the schizophrenic,

Mary, in Canvas movie

How does the researchers collect the data ?

B. This research employed a descriptive qualitative method

What kind of data do the researchers collect ?

C. The findings of the research show that first, among the eight types
of schizophrenic language abnormalities, only five of them occur
z

Does the researcher use an instrument?

D. Does the researcher use an instrument? The researcher did not

use any instruments, instead collecting the data from the film.

How do the researcher interpret (explain) the data findings?

E. The researcher explains the data by using some theory from

scholars.
z
Findings

 Data collection

 perseveration of ideas

 non-logical reasoning (peculiar logic)

 looseness
 z Data Collection
 Thus, there were some procedures done in collecting the data for the analysis :

 1. The researcher chose Canvas movie as the object of analysis and read the script of the

movie as the source of data.

 2. The data were organized and classified into the significant data dealing with the research

problems,

 3. Then, the data were categorized in coding process and they were divided into two categories,

such as language abnormalities and behaviour of a schizophrenic sufferer,

 4. Last, the data were transferred into the data sheet showing the analysis itself. In this case, in

this research, there were two data sheets. The first data sheet was to categorize the kinds of

language abnormalities of schizophrenic sufferer in Canvas. The second sheet was to classify

the accompanying behaviour experienced by the main character in Canvas.

 Data Abnormalities
Explain
Impv Disorg Dys
z
Mary : Are PS WG LS PW PS PL PSv DT
you sure? √ The word
Chris: yeah “come on”
Mary : is repeated
Ok,my by Mary
baby..come continuousl
on..come y, She didi
on… perseverati
on

abnormalities of a schizophrenic in Canvas Movie

Abbreviations:
LV : Living room HL : Hall KN : Kitchen Hos : Hospital Beh : Beach Prt : Party Sch : School
BR : Bedroom Str : Street BS : Bakery Shop Impv : Impoverishment
Dsg : Disorganization Dys : Dysregulation PS : Poverty of speech WG : Weakening of goal
LS : Looseness PW : Peculiar words PS : Peculiar sentences PL : Peculiar logic PSv :
Perserevation DT : Distractibility Expln : Explanation
 Data Behaviours Explain
z
Mary : TB NB MH ML EC OD
“Pumpkin √ The bold words
pie! That's show the
what you aggression
have for behaviour done by
Thaksgiving. Mary. In this
Pumpkin pie! situation, she
Not apple expressed her
pie! Pumpkin feeling of anger to
pie! That's the shop assistant
what we in bakery because
want!” she could not get a
pumpkin pie.

Abbreviations:
LV : Living room HL : Hall KN : Kitchen Hos : Hospital Beh : Beach Part : Party BS
: Bakery shop Sch : School SB : School Bus BDR : Bedroom Str : Street TB :
Thumbsucking NB : Nail biting MH : Meaningless hand motion ML : Meaningless
Laughter EC : Excessive crying OD : Other Deviant Behaviours
No z Language Frequency Percentage (%)

1 Poverty of speech 1 1.85

2 Weakening of goal 3 5.55

3 Looseness 12 22.22

4 Peculiar use of word 0 0

5 Peculiar sentence 0 0

6 Non – logical reasoning 13 24.08

(peculiar logic)

7 Perseveration 25 46.30

8 distractibility 0 0

Total 54 100
z
Persevation

 Perseveration Liddle et al.(2002:329) define perseveration as

the repetition of words, ideas, or themes. This in line with
Pridmore (2013:12) who states that perseveration happens
when a patient uses a particular word, phrase, or course during
the speech repeatedly.
z
Non logical Reasoning

 Non logical Reasoning.

 According to Liddle et al. (2002:329), peculiar logic occurs when

a schizophrenic makes an illogical reference. It happens as the
influence of hallucination and delusion. In line with what
Pridmore (2013:15) states that illogicality happens when
someone makes a wrong or false conclusion.
z
Looseness

 The phenomenon of looseness appears in the third rank as a

schizophrenic language abnormality. Among the 54 places of
occurrence, it occurs as often as 12 times. According to Liddle et
al. (2002:329), looseness happens when a sufferer cannot make
a right statement which loses cohesion between ideas. It means
that the sufferer’s utterance is tenuous or absent having an
irrelevant answer.
z
Conclusion

1. The first objective of this research is to describe the language abnormalities

experienced by a schizophrenic in the Canvas movie. Among the 43 data analyzed,
there are 54 occurrence reflecting the schizophrenic language abnormalities. This
condition happens since one datum in this research may involve only one or more in
the phenomenon of language abnormalities. Besides, as employed in this movie,
there are only five types of language abnormalities. They are perseveration of ideas,
non-logical reasoning (peculiar logic), looseness, weakening of goal, and poverty of
speech. In this research, Mary as a schizophrenic mostly repeats her words in many
times. Thus, perseveration of ideas occurs as the most often appearing
phenomenon with the highest position. Actually, Mary’s utterances tend to be
uncontrolled when she gets hallucination or delusion. In this case, she uses the
same word, phrase, and sentence repeatedly showing her diminished mind. Even,
this phenomenon can be clearly seen when Mary gets worried, anxious, nervous.
z

2. Regarding with the second objective of this research which is to show and
explain the accompanying behaviours acted by a schizophrenic in Canvas
movie, it can be inferred that Mary as a schizophrenic experiences some
deviant behaviours. They are meaningless hand motion, excessive crying,
meaningless laughter, and other deviant behaviours. Because of the influenced
hallucination and delusion, Mary always attempts to make the voices go away
from her life. Therefore, she tries to do several things, such as doing
aggression, affective flattening, painting, and unnecessary use of water. She
does those actions in order to get a better mental in terms of mental heatlh.
Thus, the other deviant behaviours become the highest rank in this
phenomenon. Mary also creates meaningless behaviour without giving any
reasons why she does it. In this case, she only shows and expresses what she
wants and likes. The occurrence of meaningless hand motion proves that she
creates such gestures when she feels worried about something or someone.
z
Refrences

Thompson, Marie L. 2007. Mental Illness. New York : Greenwood

Press.

Liddle, Peter F. et al. 2002. “ Thought and Language Index: an

instrument for assessing thought and language in schizophrenia”.
The British Journal of Psychiatry. Page: 326-330. London: The
Royal College of Psychiatry.
Language and
Thought in The
Invisibles
By Murat Aydede
Group 2 After Mid-Test
A widely acknowledged aspect of Grant Morrison’s The Invisibles is its incredibly
diverse and complex combination of concepts as non-linear plot devices or tropes,
here simply defined as significant themes or concepts in a work of narrative. Morrison
is known for implementing dichotomies such as “chaos” and “order,” “control” and
“freedom,” or “youth” and “adulthood.” Among these dichotomies, one would not
expect to find “language,” if only for the reason that it does not apparently belong to a
clear dichotomy. However, recent works that explore Morrison’s use of language in
The Invisibles discuss language-based tropes, pointing to the existence of an implicit
dichotomy between language and thought. These critics suggest that The Invisibles
uses the strong Sapir-Whorf hypothesis, which can be preliminarily defined as the
hypothesis that language determines thought.
The goal of this paper is to show that Morrison’s
apparent and indirect use of the Sapir-Whorf
hypothesis is but one aspect of his exploration of
a more complex conceptual system that includes
language, thought, and their relation.
 T H E P H E N O M E N A T H AT A R I S E
IN THE STUDY
Based on the analysis, the findings revealed that Morrison indirectly
uses each of these scientific hypotheses as complex, connected tropes
within the narrative, and refrains from taking any sides in the dispute.
This use does not change over the unfolding of the narrative, but it is
elegantly presented under different perspectives and forms, as we
discussed via the discussion of the “drugs,” “explicit commands” and
“subliminal messages” sub-types of this trope.
 THE SUBJECT OF THE STUDY

1. The Subject
The subject is bubble texts (transcript conversation) within
the comic series “The Invisibles” by Grant Morrison

2. The Obejct
The object is the Morrison’s apparent and indirect use of the
Sapir-Whorf hypothesis is but one aspect of his exploration
of a more complex conceptual system.
 THE THEORY USED IN THE
STUDY

The researcher used Linguistic Realitivity; the

Sapir-Whorf Hypothesis (1929) that refers to the
particular language one speaks influences the
way one thinks about reality.
 THE METHODOLOGY

• What is the approach of the study?

The approach that the author use is a descriptive
qualitative approach to get depth analysis of the data.

2. What kind of data do the researchers collect? Does

the researcher use an instrument?
The author collected the data from comic series titled “The
Invisibles. The author collecting data from the comic
bubbles (transcript).
 • The Language and Cognition Trope
The first sub-type of the language and cognition trope that occurs in volume 1 is the “drugs”
sub-type, the mind-altering drug key 17 is introduced indirectly, as part of the narration.
(1) Sir Miles: I thought you said this key 17 drug was foolproof
Frankland: The drug scrambles perceptual information reaching the secondary visual
cortex. It makes him unable to tell the difference between the word describing
the object and the object itself… (#18: 6)
(2) King Mob: The drug they gave me makes words appear to be things. You look at words
and you see the objects they describe. Key 17 it’s called.

As Frankland explains, victims of key 17 become unable to distinguish a written word from
the kind of object it refers to. Thus, although Mob is in precarious conditions and was led to
believe that his fingers were cut off during the torture procedure, his fingers are intact. Issue
18 does not offer more information about key 17 and its function, nor does it explain how this
form of “induced cognitive disorder” actually works, within this fictional setting.
 • Continue…

As Frankland explains, victims of key 17 become unable to distinguish a written word from
the kind of object it refers to. Thus, although Mob is in precarious conditions and was led to
believe that his fingers were cut off during the torture procedure, his fingers are intact. Issue
18 does not offer more information about key 17 and its function, nor does it explain how this
form of “induced cognitive disorder” actually works, within this fictional setting.

It does point out, though, that the drug allows someone to manipulate (“scramble”) one aspect of cognition
and cognitive processes, vision, via language. In (2), King Mob has become aware of this, and explains to
Fanny what the effect of this drug on the visual system is, much like Frankland did in the previous example.
• The Language and Cognition Trope

In Volume 2 and the story arc American Death Camp (#11-13), the uses and functions of the
secret language and its alphabet are presented in more detail. Our third sub-type, the
“subliminal messages” type, takes the centre of the narrative stage.

(6) Coyote: How many letters there are in the alphabet?

Boy: Look…
Coyote: There’s 64. This is the real alphabet we’re talking about.
Coyote: Seeing and remembering letters from the Invisible alphabet often triggers
nausea in agents with multiple cover stories. (#11: 7)
(7) Coyote: And which side are you on? We think that seeing the letter tripleyou on the
wall was what finally cracked out the shell of your exopersonality. (#11: 12)
 • Continue…

One important aspect of this passage is that the precise number of the letters in the secret alphabet,
64, is revealed. Coyote mentions one of the letters of this alphabet, tripleyou (ex.(6)), as the trigger for
the “exopersonality” or fiction suit that Boy was supposedly acting under. In this case, and differently
from the example discussed in (4), the letters from the secret alphabet act as commands that take
control of Boy’s will, much like post-hypnotic commands. Thus, the words from the universal
language can be used to take control of Boy’s cognitive faculties (her memories and will), but only
once Boy is under the effect of unnamed drugs aimed at removing her “fiction suit” programming.
 CONCLUSION

The author concluded that Morrison uses this trope by taking a nuanced approach
to a fairly complex problem: the relation between language and thought. Linguistic
theories on this relation either assume that cognitive categories determine
linguistic ones (Universal hypothesis), or that linguistic categories determine,
perhaps influence cognitive ones (strong and weak Sapir-Whorf hypothesis,
respectively). Only in recent times a complex theory implementing each
hypothesis into a coherent whole has been proposed.

Ursini, F, A (2015). Language and Thought in The Invisibles.

 Language Disorder
of the Main Character in
Dancing in the Rain Movie
DefinitionDefinition :

• Language Disorders are a type of

communication disorder.
• They are involved in understanding
and processing spoken language.
• These disorders usually start in
childhood and last into adulthood.
What Language Disorders?

• They are not trouble with speaking clearly.

• They are not trouble with producing sounds.
• They are also not related to intelligence.
• They are not trouble with hearing.
 JournalReview
Journal Review
 The object of the study
The object of the study

Analysis language disorder that

experienced by the autistic sufferer
which is depicted by the main
character of “Dancing in the Rain”
movie.
The phenomena and the problem arise
Considering the importance of language in
everyday life, it will be very difficult for
people who suffer language disorder to
interact because they have limitation in
communication. In movie conveys
message to the audiences verbally through
the conversation of the characters and the
content of the movie. Meanwhile, it convey
message nonverbally through gestures,
facial expression, body appearances, and
vocal volume.
The subject and
the object of the study
The subject :
The subject is character from the movie
Dancing in the Rain, Banyu Anggoro the main
character.

The object :
The object is the occurrences of symptoms
shown in each type of language disorders
experienced by the main character in Dancing
in the Rain.
The theory used in this study

• The research used the psycholinguistics

theory by Carroll which is about
symptoms receptive language disorder

• The second theory is also theory by

Carroll which is about symptoms
expressive language disorder
 The methodology
a. What is the approach of the study?
The approach that the author use is descriptive
qualitative method
b. How does the researchers collect the data ?
Taken from the transcriptions of the utterances and
behavior of Banyu Anggoro as the main character.
c. What kind of data do the researchers collect ?
The data used in the research are the utterances and
behavior of Banyu Anggoro as the main character.
 The methodology

d. Does the researcher use an instrument?

The researcher did not use any instruments, instead
collecting the data
e. How do the researcher interpret (explain) the data
findings?
The researcher explains the data table are devied into
data 1, data 2 until data 14.
The Findings

Symptoms of language disorders :

- Symptoms of receptive language disorders

- Symptoms of expressive language disorders
Symptoms of receptive language disorders
• Symptoms of receptive language disorders
According to Carroll cited in Suherman (2015: 18-21), symptoms of
receptive language disorder consist of 6 symptoms: not appearing to listen,
difficulty following verbal directions, limited vocabulary, difficulty
understanding complex sentences, difficulty interpreting words or phrases,
and demonstrating lack of interest.

"Banyu could not accept the explanation as well as normal people in

general. He screamed hysterically when he heard the seller mentioned the
word ‘dead’. Banyu’s bad response after hearing the explanation shows that
he misinterpreted the message delivered by the seller." (Arofat and
Ekawati, 2022)

Banyu repeating the word ‘dead’ many times and screming.

The symptom shown is difficulty interpreting words or phrases.

Symptoms of expressive language disorders

• According to Carroll cited in Suherman (2015: 18-21),

symptoms of an expressive language disorder consist of 5
symptoms: word-finding difficulties, limited vocabulary,
overuse of non-specific words, over reliance on stock
phrases , and difficulty “coming to the point” of what they
are trying to say.
Symptoms of receptive language disorders
"Banyu tried to say that his mother was wicked because he thought
that Radin would protect him like before but he has difficulty
expressing it. He could not explain what his mother did to him. He
shows that he has difficulty ‘coming to the point’ what he is trying to
say. Banyu just said a word ‘jahat’ spontaneously without explaining
the spesific meanings." (Arofat and Ekawati, 2022)

Banyu had limited vocabulary and word-finding difficulties to explain

what actually happened clearly.

The symptoms shown are difficulty coming to the point what he is

trying to say, word-finding difficulties and limited vocabulary.
Conclusion
Based on the results and discussion, Banyu
Anggoro, the primary character, had expressive
and receptive language disorders. Among these
two types, expressive language disorder became
the most dominant type of language disorder
portrayed in ‘Dancing in the Rain’ movie. Each
type of language disoder showed some different
symptoms with varying occurances. Two
symptoms that shows high occurrences are word-
finding difficulties and limited
vocabulary. Meanwhile, One symptom which was
not portrayed by the autistic character was
overuse of non-specific words.
THANK YOU
 Memory
Identifying a Related Journal Study
 Group 5

Dimas Fajar Riyaldi (191010600305)

Mukhfahrilen Hidayah (191010600126)
Background Knowledge
The Stages:

Encoding (or registration): the process of receiving, processing, and

combining information. Encoding allows information from the outside
world to reach our senses in the form of chemical and physical stimuli.
In this first stage, we must change the information so that we may put
the memory into the encoding process.
Storage: the creation of a permanent record of the encoded information.
Storage is the second memory stage or process in which we maintain
information over periods of time.

Retrieval (or recall, or recognition): this is the calling back of stored

information in response to some cue for use in a process or activity. This
third process is the retrieval of information that we have stored. We
must locate it and return it to our consciousness. Though, some retrieval
attempts may be effortless due to the type of information.
Background Knowledge
Types of Memory
- Sensory Memory
- Short-Term Memory (STM)
- Working Memory (as part of the fundamental component of STM)
- Long-Term Memory

Types of Memory
- Sensory Memory
- Short-Term Memory (STM)
- Working Memory (as part of the fundamental component of STM)
- Long-Term Memory
Cont...
Explanation :

Sensory Memory
Sensory memory allows individuals to retain impressions of sensory information
after the original stimulus has ceased.

Short-Term Memory
It is described as a finite amount of temporary, limited storage space where sounds
and words are held while sentence processing takes place.
Working Memory
It is often referred to as the ‘search engine’ of the brain. It is characterized by
four crucial components. WM operates over a matter of seconds, it provides
temporary storage for incoming stimuli, it is the holding place for information
that receives the most focus or attention, and it is the component of the brain
where information is manipulated.

Long-Term Memory
Long-Term memories are all the memories we hold for periods
of time longer than a few seconds; long-term memory
encompasses everything from what we learned in first grade to
our old addresses to what we wore to work yesterday.
 Background Knowledge

Collocation Words
It is the words that usually combine together. for example, we can say 'heavy rain'
but not 'strong rain' because it simply does not sound right, likewise, we can say 'do
exercise' but not 'make exercise'. Also, keep in mind, Collocations can be made up
of any kinds of words such as verbs, nouns, adverbs, and adjectives.
Identification: "The impact of colors on human memory in
learning English collocations: evidence from south Asian
tertiary ESL students"

The Objective
It is known that this paper aims to highlight the significance of color that attracts
human attention in learning English collocations in an educational environment.
On the other hand, the study is expected to provide implications to text and
curriculum designers by supplementing ESL learners with colorful texts and images
in order to harness their language efficiencies and performances.
Thus, the paper deals with the trilateral association of color, memory, and English
collocations particularly to examine how effectively human memory retrieves
collocations with the help of color.
 The Phenomenon of the Formulation of the
Problems Related to the Study

It is known that arguably the use of colors in everyday life, especially language
learning can improve or strengthen human memory in the learning process.

Well, it is assumed that if the occurrence of collocation takes place inside the
memory, and color, on the other hand, triggers the arousal and retrieval processes of
memory, then color may affect collocation within the same framework of memory,
yet, this study expedites how warm type of color such as yellow, for example,
stimulates learners’ memory in the recall process of acquiring English collocations.
 Cont...

The fact that human cognitive system involves multifaceted processes

such as memory, perception, and attention, yet it became an enthralling
area for many psycholinguists to investigate the association of color,
attention and memory performance for effective pedagogical
implications. A plethora of studies revealed the paramount importance
of colors that trigger human working memory in the learning process.
Object & Subject of the Study

Object
It is known that the objects related to this are a pre-test and a post-test were
administered to assess the impact of color (especially the yellow color) on the
students' working memory in learning English collocations.

Subject
It is known that this empirical study was conducted, in which 30 South Asian
ESL students of a local university in China were selected as participants,
equally divided into the experimental and the control groups. All the
participants were taught literal and context-based meanings of 30 English
collocations for three consecutive days.
Related Theories Used in the Study
• Dzulkifli and Mustafar (2013)
Emotional arousal is a psychological or physiological alertness which is the
outcome of various colors in our surrounding environment.

• Craik and Lockhart (1972)

They presented the “depth of processing” theory that working memory contains
STM and LTM, the former retains acoustically repeated words and collocation for a
short time, while the latter exhibits images, faces, and semantic mapping for a long
time inside the memory.
• Chang, Xu, and Watt (2018)
They argued that colors play a significant role in reducing cognitive overload in the learning
process. From this theory, it appears that in the learning process, the highest goal in
assisting the learning process is how students can be comfortable, effective, and efficient in
the learning process. Thus, they think so with regard to color, because it seems that what we
see (especially color) can stimulate cognition in our brains. No exception, when associated
with learning English.

• Wichmann et al. (2002)

Also argues that colorful images channelize information to the cognitive system much faster
than colorless images and thus improve memory performance.

• Nattinger (1988, p.64)

Words that are associated with each other in our mental lexicon occur due to the sight and
visionary stimulation which help learners to link them with similar shapes and objects that
have already existed in their minds due to their previous exposures to similar shapes.
 The Methodology of the Study

A. What is the approach of the study? (quantitative or qualitative)

Because the study uses the ESL student approach as the subject or
participants. Thus, this approach uses quantitative as a basis for the
study to collect the data or find the findings.

B. How does the researchers collect the data?

It is known that in order to evaluate an optimal result in the data
collection process, the researcher designed a closed-ended questionnaire
containing 30 collocations with four options
C. What kind of data do the researchers collect?
It is known that a pre-test and a post-test were administered to assess the impact of
color on the students' working memory in learning English collocations.

D. Does the researcher use an instrument?

It is known that the study administers closed-ended questionnaires as a research
instrument in pre- and post-tests categorically.

E. How do the researcher interpret (explain) the data findings?

The researchers explain the data by providing the results of the related ratios in the
table which ultimately depend on the Probability Value.
The Findings :

• Early stage Pre-test (40 participants)

• 30 successful participants for the next stage
• These participants were then divided into two groups, namely the Control Group
and the Experimental Group
• Table 2 indicates that both groups possessed the similar level of knowledge of
English collocations they were exposed to with no significant difference by doing
the relevant Pre-test.
• Table 3 indicates that the mean averages of both the experimental and
controlled groups tend to demonstrate a minute difference (i.e. the mean
average of the experimental group is 25.6 while that of the controlled
group is 23.73). However, there is a minute difference between the
standard deviations of both groups by the ratio of 2.26 and 2.57.
• The probability value that the study achieved is 0.04, which is less
than 0.05. In a sense, the experimental group outperformed to the
controlled group in retrieving English collocations conveniently
in the post-test.
Conclusion

Based on the study, The result of the ESL students from south
Asian Shouthwest students show that color can affect human
memory which causes to captive various words and the images in
the recall process. The data that collected from the participants that
human mind tends to captive comfortably words and images that
are transcribed on colorful pages under a controlled environment.
Thus, ESL learners should be taught effectively how to use colors
in formulating English expression and callocations via related
colorful images.
Reference
- Khan, J., & Liu, C. (2020). The impact of colors on human memory in
learning English collocations: evidence from south Asian tertiary ESL
students. Asian-Pacific Journal of Second and Foreign Language
Education, 5(1), 17. https://doi.org/10.1186/s40862-020-00098-8

- Dzulkifli, M. A., & Mustafar, M. F. (2013). The influence of colour on

memory performance: A review . The Malaysian Journal of Medical
Sciences, 20(2), 3–9.

- Chang, B., Xu, R., & Watt, T. (2018). The impact of colors on learning
A paper presented at Adult Education Research Conference 2018,
University of Victoria, Canada, June 7–10. Available at
https://www.researchgate.net/publication/335840864_The_Impact_of_
Colors_on_Learning.
- Wichmann, F. A., Sharpe, L. T., & Gegenfurtner, K. R. (2002). The
contributions of color to recognition memory for natural
scenes. Journal of Experimental Psychology: Learning, Memory, and
Cognition, 28(3), 509.

- Nattinger, J. (1988). Some current trends in vocabulary teaching.

Vocabulary and Language Teaching, 1, 62–82.

- Perry, L. K., & Saffran, J. R. (2017). Is a pink cow still a cow?

Individual differences in toddlers' vocabulary knowledge and
lexical representations. Cognitive Science, 41(4), 1090–1105.
LANGUAGE
ACQUISITION
GROUP 8 | 07SIGP001
 Members of Group

Prisillia
Anita Fajriyah Nabila Dwi Putri Linggoyakto
191010600401 191010600399 191010600587
 Table of Contents
✔ The Objective of Study
✔ The Phenomena and The Problems Arise in the Study
✔ The Object and Subject of the Study
✔ The Theory Used in the Study (Reviewed the Theory)
✔ The Methodology:
a. What is the approach of the study? (Quantitative or Qualitative)
b. How does the researchers collect the data?
c. What kind of data do the researchers collect?
d. Does the researcher use an instrument?
e. How do the researcher interpret (explain) the data findings?
✔ What are the Findings?
✔ What is the Conclusion?
 Description Child Language Acquisition
Language acquisition is the process by which humans acquire the capacity to perceive, produce, and use words to
understand and communicate. It involves the picking up of diverse capacities including syntax, phonetics, and an extensive
vocabulary. However, learning the first language is something that every normal child does successfully without much need
for formal lessons. Language development is a complex and unique human quality but yet children seem to acquire language
at a very rapid rate with most children's speech being relatively grammatical by age three (Crain and Martin, 1999).

Children's language acquisition that occurs at the linguistic period aged 1-5 years old is physical and psychic
processes. Physically, the child's ability to produce or to say words characterized by the development of the lips, tongue, and
growing teeth. At a certain stage, the children’s language acquisition cannot be separated from the presence of internal
abilities aspects of seeing, listening, and understanding sound symbols with the development of his brain. Meanwhile,
psychologically the ability to produce words and variations of the language spoken is determined by the emotional state of the
child when s/he says the words.
The Objective of the Study

This study aims to analyse the phenomenon of children’s

language acquisition due to the influence of animation film.
The Phenomena and The Problems
Arise in the Study
Television media in the form of watching films is
very influential on children’s language acquisition
(Chaer, 2003)

The development of technology makes television

becomes medium that is very influential on
children language acquisition especially in the
form of variety programs. In this case, the
researcher uses the animation film named Omar
Hana film. Therefore, the children can improve
their vocabulary abilities based on the visual ant
the audio that they’ve seen.
 The Object and Subject of the Study

The Object The Subject

The object of this research is the
The subject of this research was 3
utterances of 3 years old and 5
years old and 5 years old children
years children who imitated from
whose name are TR and KR.
Omar Hana film.
The Theory Used in the Study
Noam Chomsky
Restianti (2009) “Children must have an inborn faculty for a language
acquisition. The child’s natural predisposition to learn
language is triggered by hearing speech and the child’s
“Language acquisition activities are
brain is able to interpret what s/he hears according to the
characterized by the following; 1) it occurs in
underlying principles or structures it already contains. This
informal situations, carefree, and outside of
natural faculty has become known as the Language
school; 2) it is obtained not through formal
Acquisition Device (LAD).”
learning in educational institutions such as
school or courses; 3) it takes place
spontaneously; 4) it is experienced directly by B.F. Skinnier
the child produces a meaningful language
context.” “The theory proposes that language develops as a result
of children trying to imitate their caregivers or those
around them. Children have no innate ability to learn
language and rely on operant conditioning to form and
improve their understanding and use of it. Children are
born ‘tabula rasa’ as a ‘blank stage’ target behaviour.”
 ● What is the approach of the study (quantitative or
qualitative)
Answer: The approach of this study uses descriptive
qualitative.

The Methodology ● How does the researchers collect the data?

Answer: The researcher collect the data by using
observation, diary, and interview techniques. The
researcher had observed the daily language in 3 years old
and 5 years children.

● What kind of data do the researchers collect?

Answer: The data was collected from childrens’ utterances
aged 3 years old and 5 years old in daily conversations.
 ● Does the researcher use an instrument?
Answer: In this study, the researcher uses observation and
The Methodology questionnaire for the interview as a research instrument.

● How do the researcher interpret (explain) the data

findings?
Answer: The researcher explain the data by providing the
examples of utterances in Omar Hana film that were often
used by the children in the table and explanation in word by
word
 THE FINDINGS
TR dan KR often talked each other by using some Malay words from Omar Hana film. TR dan KR also knew the

characters in Omar Hana film. They imitated several languages with the style of the language spoken in the film. The

following are some examples of utterances in Omar Hana film that were often used by the children:

● TR (3 years): “Kak, lihat kucing nya comel ya kan”

● KR (5 years): “Iya, masih kecil comel”

Comel is a Malaysian language which means cute or funny. Omar and Hana usually used the word comel to describe their

cat. Therefore, TR and KR imitated the word comel when they see a cat.

● KR (5 years): “Seronok main di rumah karena ada mainan baru”.

● Seronok is a Malaysian language which means fun. Omar Hana used the word seronok when they played toys at

their home. Therefore, KR imitated the word when she played her toys.
 THE FINDINGS
● TR (3 years): “Kak, jom main”

● KR (5 years): “Tak nak. Kakak mau tidur dulu”

Jom is a Malaysian language which means come on. Omar Hana often used the word Jom when they

invited their friends to play. Therefore, TR also imitated this word when she wanted to invite her sister

to play. Meanwhile, tak nak is a Malaysian language which means she did not want. Omar Hana used

this word when they refused to do something.

● KR (5 years): “Mi, tadi Cek Gu bilang hafalan tahfidz kakak bagus”

● TR (3 years): “Kakak bilang Cek Gu itu kan Omar Hana”

Cek Gu is a teacher’s call in Malaysian language that Omar Hana often used. Therefore, TR imitated the
word Cek Gu to call her teacher. The whole utterances of TR dan KR that they often used in daily
conversation due to the influence of Omar Hana film could be seen in the following table:
 The
Conclusion
The researcher concluded that animation film can
influence children’s acquisition, in this study 3
years old and 5 years old children due to the
influence of Omar Hana film. It can be seen from
how the children imitate some languages in their
daily utterances that they often listened when
they watched Omar Hana film.
RESOURCE
Rezeki, T. I. (2021). Children’s Language
Acquisition due to the Influence of
Animation Film. English Teaching and
Linguistics Journal, 2(1), 122-32.
Thanks!
☺
Is there any
questions?
THE THEORY OF
ACQUISITION
Group 9 - 07SIGP001
Dilla Putri Regina
Nattaya Ahdyanniezzahra
Risa Wardatul Fauziah

PSYCHOLINGUISTICS PRESENTATION
 LANGUAGE
ACQUISITION

Historically, Language Acquisition

has concentrated on the theory of
language, while Child's Language
has concentrated on the theory of
acquisition.
 LANGUAGE ACQUISITION
The theory of acquisition have two distinct
components :

The set of principles that lead to the construction of

1 the grammar, that concern the child’s grammar or
linguistic competence.

The psychological processes the child uses in learning

2
the language or known as performance factors.
LANGUAGE ACQUISITION

The set of principles that lead to the construction of the grammar, that concern the child’s

grammar or linguistic competence. These principles will deal with how the child constructs a

rule of grammar and changes it over time. The focus is on the nature of the child’s rule system;

it is concerned with competence factors. The second component looks at the psychological

processes the child uses in learning the language or known as performance factors.

Performance factors enter into the child’s comprehension and production of language. In

comprehension, performance factors deal with how the child establishes meaning in the

language input.
THE JOURNAL
 The objective of the research was
to analyze the first language
1. THE acquisition on a three years child
based on phonological,
OBJECTIVE OF morphological, and semantic
aspects.
THE STUDY
 Based on presenters' experience
and observation, children aged 3
years are in a very active in
developing their first language
2. THE acquisition, such as imitating the
words of adults. Then, in this stage,
PHENOMENON AND
they have started to be able to
THE PROBLEMS pronounce the words they imitate
ARISE IN THE even though the pronunciation is
not completely clear but can be
STUDY understood by adults. That case is
related to this study which
examines the language acquisition
of Dilara, a 3 years old child.
 Hello,
I'm Dilara
THE OBJECT

3. THE OBJECT The object of this

study is Truly Dilara
AND SUBJECT OF
Tenderly Wellaz. She
THE STUDY is 3 years old.
 THE SUBJECT

The subject of this

study is Dilara's first
CONTINUE ...
language acquisition.
 3 Hypotheses In Language Acquisition
Used by The Researchers :

1. Innateness or Nativism
4. THE Hypothesis

THEORY USED
2. Behaviorism Hypothesis
IN THE STUDY

3. Cognitivist Hypothesis
 INNATENESS OR NATIVISM HYPOTHESIS
Miller and Chomsky in Otto (2015)

Every child has LAD even since he or she

was born. LAD is an intellectual conscience device that is for acquiring mother tongue
easily and quickly. Then the results are linguistics abilities including phonology, syntax,
and semantics.
6 results of the observations from innateness hypothesis:

Every normal child exactly acquires his mother tongue if his or her
mother introduces it.
Language acquisition has no relation to the cognitive aspect of a child.
Sentences uttered by children sometimes are grammatically incorrect,
incomplete, or view in numbers.
Language cannot be taught to other creatures.
The stages of language acquisition are gradually in the same stages
though it depends on the process of the maturity of children.
The structure of language is very complicated but children can acquire
it completely within only a short period (3 to 4 years).
Two kinds of innateness hypothesis

Language Theory

Mechanism Theory
BEHAVIOURISM HYPOTHESIS

THE HUMAN MIND RECEIVES

KNOWLEDGE AND FORMS ITSELF
BASED ON EXPERIENCE ALONE,
WITHOUT ANY PRE-EXISTING INNATE
IDEAS THAT WOULD SERVE AS A
STARTING POINT.
 BEHAVIOURISM HYPOTHESIS

He believed that children were born as passive

“blank slates” (tabula rasa) and were formed
through their experiences in the environment.
Parents were viewed as tutors for their children,
moulding their development by example and
through careful and consistent instruction.
COGNITIVIST HYPOTHESIS

LANGUAGE IS A PART OF
COMMON COGNITIVE
DEVELOPMENT
 COGNITIVIST HYPOTHESIS

According to this hypothesis, language is acquired

based on structure. These structures are acquired
by children by interacting with the environment.
The cognitivist Hypothesis believes that language
is mainly cognitive, mental process and rule-
governed (universal grammar) in deep and surface
structures (Green, 2016).
 ACCORDING TO THE RESEARCHERS :

1. Imitation 2. Conditioning

Imitating or In this mechanism,

copying. Here, children are more
children are more conditioned to the
likely to imitate environment so that
what's there and children initially
witnessed on the know about what is
environment. around them.
CONT...

3. Social Cognition

In this case, the social

cognition is strongly related
to the process of imitation,
because children acquire
language through meaningful
word or directing something. In
this stage, process of
understanding the semantic
cognition already works because
the children have understood
the person of interest in
saying anything.
 Approach

Ways to collecting the data

5. THE Kind of the data

METHODOLOGY
The instrument

Data findings
 THE METHODOLOGY

a. What is the approach of the study

(quantitative or qualitative)
= The methodology of this research was a
descriptive qualitative approach.

b. How does the researchers collect the data?

= The researched gathered the data through
observation and the conversation recording of
Dilara and her parents.
 THE METHODOLOGY

c. What kind of data do the researchers collect?

= Kind of the data which have collected by the
researchers is the conversation recording of Dilara
and her parents. The data were recorded when
Dilara did some activities in her house, such as
singing in the living room with her father, talking
with her mother in her bedroom.
 THE METHODOLOGY
d. Does the researcher use an instrument?
= No, there is no instrument that used by the
researchers.

e. How do the researcher interpret (explain)

the data findings?
= After collecting the data, the researchers
transcribed the recording data and analyzed it
based on phonology, morphology and semantic
acquisition theories.
 3 Data Findings :

1. Form of phonology
6. DATA
FINDINGS 2. Form of morphology

3. Form of semantic
 FINDING 1
In the form of phonology
Based on analysis of phonological aspect, especially in phonemes acquisition,
Dilara had mastered vowels [a], [i], [u], [e], [o] and some consonants such as [b],
[d], [h], [j], [k], [m], [n], [t], [u].

The number of phonemes was still not complete and perfect as it was influenced by
the growing canine teeth. In addition, it was also influenced by concrete experience
the child received for nearly all phonemes obtained directly related ot the experience
that happens every day, especially concerning the primary needs of the child. It is
suitable for the theory from Suwandi (2010) that by the age of three, most children
can utter at least 50 different words and start forming a simple sentence and Dilara
has mastered it.
 FINDING 2
In the form of morphology
In the morphological aspect, Dilara obtained some of the types of
words that could already be mastered. She was able to produce
words although still not clear in articulation, such as the word
“minyum” it has meaning “minum” (verb),”stobeli” means
“strawberry” (noun), “bitsa” means “bisa” (adjective), “main”
means “bermain” (verb), “lenang” means “berenang”(verb).
 FINDING 3
In the form of Semantic
The researchers had found some words with the meaning such as
1. “beli nanti” = “nanti beli” (she wanted to buy something next).
2. “pake tangan” = “menggunakan tangan” (using hands)
3. “main sama Ean” = “bermain dengan Reyhan” (playing together with Reyhan,
Dilara’s brother)
4. “jajan eskim” = “mau membeli es krim” (she wanted to buy ice cream)
5. “nonton Diva seris” = “mau nonton film kartun “Diva the Series” (she wanted to
watch cartoon movie with the title “Diva the Series”).

Based on the data above, the researchers believed that Dilara was also able to
communicate appropriately (connected). She had been able to communicate or got
the meaning or message of the conversation occurred. Her attitude was different from
most children in her age that tended to focus on their own world, without caring the
surrounding.
 CONCLUSION
From the results of this research, the researchers can conclude that child language
acquisition is strongly influenced by physiological and psychological functions.
Articulation functions due to the incomplete articulation of a child aged 3 years so
that the words spoken were not perfect. Then, psychologically, the child experiences
something tangible or concrete, either the nature of objects or actions that are going
to help in the process of language acquisition quickly and spoken words become
meaningless. In addition, because in the family, Dilara has a bilingual language
environment, it makes child aged 3 years master two languages at once, or so-called
simultaneous bilingual because both languages are acquired simultaneously from
time to time.
 REFERENCES
Budd, M.J., Paulmann, S., Barry, C., and Clahsen, H. 2015. Production Morphologically Complex Words; An ERP Study with
Children and Adult. Journal of Developmental Cognitive Neuro Science. Journal home page
https://www.elseiver.com/locate/dcn
Chaer, Abdul. 2015. Psikolinguistik: Kajian Teoretik (Third Edition). Jakarta: Rineka Cipta.
Dardjowidjojo, Soenjono. 2018. Psikolinguistik: Pengantar Pemahaman Bahasa Manusia. Jakarta: Yayasan Obor Indonesia.
Fromkin, V., Rodman, Rodman, R., and Hyams, N. 2010. Introduction to Linguistics. Philippines: Cengage Learning Asia.
Green, M., & Piel, J. 2016. Theories of Human Development: A Comparative Approach (2nd ed.). New York: Routledge.
Hutauruk, B. Sohnata. 2015. Children First Language Acquisition At Age 1-3 Years Old In Balata. IOSR Journal Of Humanities
And Social Science (IOSRJHSS), Volume 20, Issue 8, Ver. V (Aug. 2015), PP 51-57e-ISSN: 2279-0837, p-ISSN: 2279-0845.
Meniado, C. Joel. 2016. First Language Acquisition: A Case Study of Three Year Old Lebanese Child. Journal of Child
Language Acquisition and Development-
Rohimajaya & Hamer / JELS 5 (2)(2020) 117-126 JCLAD.Vol 4 No.3
Otto, B. 2015. Language Development in Early Childhood (Third Edition). United States of America: Pearson
Suwandi, S. 2010. A Thorough Study on a Child Learning Her First Language: A Case Study on a Three-Year Old Child.
Eternal, 1 (2), 1-15. Retrieved from http://ejurnal.ikippgrismg.ac.id/index.php/eternal/article/view/178/169
Traxler, J. Matthew. 2012. Introduction to Psycholinguistics: Understanding Language Science. United Kingdom: Willey
Blackwel.
 Any
Question?
 Psycholinguistics
Stages in Language Acquisition
- MUHAMMAD ALFA RAMADHAN (191010600234)
- MUHAMMAD ARDANI (191010600684)
- MUHAMMAD RIFALDI RAFSANJANI (191010600348)
Language Acquisition
Language Acquisition is meant process whereby children achieve a
fluent control of their native language (Varshney, 2003:307).

The ability to get and understand the language is inherited genetically

but the particular language that children speak is culturally and
environmentally transmitted to them.
Theories/ Approaches Underlying First Language
Acquisition
 Behavioristic Approach
 The Nativist Approach
 Functional Approach
 Cognitive Theory
Behavioristic Approach
Skinner in Brown (2000: 22-23) states that language learning is a
kind of behavior similar to other behaviors. Language is learnt in
much the same way as anything else is learnt. It is believed that
language learning is the result of imitation, practice, feedback on
success, and habit formation. Children imitate the sounds and patterns
which they hear around them and receive positive reinforcement for
doing so. Therefore, it is believed that imitation and practice become
the major process in language development and positive
reinforcement and corrections play a major role in language
acquisition.
Behavioristic Approach
S R

The term stimulus (S) refers to the reinforcement or the environment and response
(R) refers to the activity resulting from behaviour changing. It is believed that
stimulus such as reinforcement can produce response. The stimulus can be in the
form of language input. When a child gets a language input from the environment,
he will imitate it and continue to imitate and practice this input (sounds and
patterns) until he forms “habits” of correct language use.
The Nativist Approach
The Nativist, also known as innatist, believes that language is not a behavior
learned through imitation and conditioning as Chomsky and Miler (1957) in
Chaer (2003: 169-170) states that children’s minds are not blank slates to be
filled merely by imitating language they hear in the environment. Instead, he
claims that children are born with special ability to discover for themselves the
underlying rules of a language system. Goh and Silver (2004: 19) also give
emphasis that language is rule-based and generative in nature, processed and
produced through complicated cognitive processes and mechanism
Functional Approach
The primary focus of the functional approach which is also popular as
interactionist model is how language and cognitive development take place
within key contexts of interaction. It means that language development goes
along or is dependent on the cognitive development supported by the
environment, i.e. contexts of interaction. These contexts include care giving, play
and joint adult-child book reading where many communication routines occur.
Such routines allow adults to provide a rich source of language input in
meaningful communicative contexts. These inputs, of course contribute to the
language development. Another contribution of adult –child interaction is that it
provides opportunities for young children to use and experiment with language
Cognitive Theory
Cognitive theorists believe that language is subordinate part of cognitive
development, dependent on the attainment of various concepts (Gleason
1998:383). cognitive theorists believe that language is just one aspect of human
cognition. According to Piaget in Gleason (1998:384), infants must learn about
world around them, which they do through active experimentation and
construction. For example, the infant crawls around the floor, observes object
from all angels, and slowly develops a sensorimotor (literally, “through the
senses and more activity) understanding of the space in which she lives.
Stages of First Language Acquisition
 Pre-talking stage/ Cooing (0-6 months): According to Bolinger (2002:283) pre-
talking stage or cooing is the vowel-like sound responding to human sounds more
definitely, turns head, eyes seem to search for speaker occasionally some chuckling
sounds.
 Babbling stage (6-8 months): Babbling is the sounds which infants produce as
consonant-vowel combinations, Steinberg (2003:147).
 Holophrastic stage (9-18 months): Fromkin (1983:328) defined holophrastic from
holo “complete” or “undivided” plus phrase “phrase” or “sentence”. So holophrastic
is the children’s first single word which represent to a sentence.
Stages of First Language Acquisition
 The two-word stage (18-24 months): Two-word stage is the mini sentences with
consisting of utterances generally two words; it can be two nouns or a noun and a
verb.
 Telegraphic stage (24-30 months): It is when the child begins to produce
utterances that ere longer than two words.
 Later multiword stage (30+months): According to Bolinger (2002:283) at this
stage is fastest increase in vocabulary with many new additions everyday; no
babbling at all; utterances have communicative intent. There is a great variation
among children, seems to understand everything said within hearing and directed
to them
Journal Review
The Objective of The Study

The purpose of this study is

focused on how the children
acquire the language in the real
life.
The phenomena and the problems arise in the
study
The problem discussed in this study relates to the phenomenon of the stages of
first language acquisition and development in infants or children when they try
to acquire language from the surrounding environment or society and try to
produce the words that obtained from their own mouths. In this study, the speech
produced by Azka (18 months old baby) is studied and also analyzed by the
researcher to find out how far the stages in first language acquisition that Azka
went through in acquiring language.
The object and the subject of the study
The subject:
The subject and object are taken from the children at age 18
months old in Bukittinggi, named Azka.

The Object:
The process deals with some stages namely cooing, babbling,
holophrastic, the two-word stage, telegraphic stage, and
multiword stage.
The theory used in the study
To find out the answer of the problem in this research, the
researcher uses the related theories, they are Lyons (1981),
Varshney (2003), Chomsky (2009), Bolinger (2002), Gleason
(1998), Steinberg (2003), Fromkin (1983), Bolinger (2002)
and Steinberg (2003).
The methodology
a. What is the approach of the study?
This research is conducted with descriptive qualitative research where
the subject and object are taken from the children at age 18 months
old in Bukittinggi.

b. How does the researchers collect the data?

The researcher takes the observed baby named Azka as the subject and
gets the data by observation and video recording
The methodology
c. What kind of data do the researchers collect?
the researcher finds out that Azka was 18 months old baby who was in
holophrastic functions: the one-word utterances stage of language development.
d. Does the researcher use an instrument?
The researcher does not use any instrument in their paper or journal research.
e. How do the researcher interpret the data findings?
The researcher explain the data by explaining the word spoken by the baby and
the meaning of each word in the table.
What are the findings?

Cooing stage (0-6 months)

Babbling stage (6-8 months)
Holophrastic stage (9-18 months)
Pre-talking stage/Cooing stage (0-6 months)
According to Bolinger (2002:283) pre-talking stage or cooing is the vowel-like sound responding
to human sounds more definitely, turns head, eyes seem to search for speaker occasionally some
chuckling sounds.
The result from the research findings of baby Azka (the subject)

Azka’s utterance Mature Speaker Purpose

Utterance
o…o.. (Astaga) Astaga, ya ampun Warning
(My God!)
We (Kue) Kue (Cookie) Request
(I want a cookie)
Babbling stage (6-8 months)
Babbling is the sounds which infants produce as consonant-vowel combinations, Steinberg
(2003:147). The sounds which are produced by infants but not all the speech sounds are same in
language of the world such as [ma-ma-ma] or [da-da-da] and [ba-ba-ba] or [na-na-na].
Continue…
Holophrastic stage (9-18 months)
Fromkin (1983:328) defined holophrastic from holo “complete” or “undivided”
plus phrase “phrase” or “sentence”. So holophrastic is the children's first single
word which represent to a sentence. Children using one word to express
particular emotional state.

For example, Debby‟s mother recorded the words she had pronounced during the
8 months after the appearance of her first word at 9 months (this was [adi], used
both for her "daddy")During the two weeks from 17 months - 17 months and a
half, she more than doubled her vocabulary.
 Azka’s Utterance Mature Speaker Purpose
Utterance
Num (minum) Minum (drink) Request
(I want to drink)
Mam (makan) Makan (eat) Request
(I want to eat)
Puk (kerupuk) Kerupuk (chip) Request
The findings of (I want a chip)
holophrastic stage
Bum (mobil) Mobil (car) Request
(I want to ride in the car)
Pon (handphone) Handphone Naming

Cang (pisang) Pisang (Banana) Naming

Kak (bukak Buka (Help me to open it) Request

 Azka’s Utterance Mature Speaker Purpose
Utterance
Tup (tutup) Tutup (Please close it!) Request

Tak (tidak) Tidak (No) Refusal

Yang (sembahyang) Shalat/sembahyang (pray) Informing

The findings of
Pis (pipis, buang air kecil) Pipis (I want to pee) Informing
holophrastic stage
Tut (ikut) Ikut (I want to go too) Request

Nggu (tunggu) Tunggu (wait for me!) Request

Ngin (dingin) Dingin (it is cool!) Informing

Nenek Nenek (grandma) Naming

Mama Mama (Mother) Naming
Conclusion
In conclusion, children language acquisition is the important process in the children language development.
Parents and environment take an important part in this language development. Azka was 18 month old baby who
was in the one-word utterances stage of language development. His mother exposed him to the language that really
influenced his language acquisition. Azka is an 18-month-old baby, where he has gone through the stages of
cooing and babbling, and Azka is now in the holophrastic stage or one-word utterances stage of first language
acquisition. At this stage, Azka had been able to say 'mama' and 'papa'. Furthermore, he was also familiar with
names of simple things around him for examples: 'cang' for 'pisang (banana)', 'pon' for 'handphone', 'puk' for
'kerupuk (chip)', 'bum' for 'car (car)', etc. After observing Azka's utterances, it can be concluded that at this age,
especially in 18 months, the child is in the one-word utterances (holophrastic stage) where the production of the
utterances is followed by comprehension of the utterances.
 References
Brown, Douglas. 2000. Principles of Language Learning and Teaching. New
York: Pearson Education
Fromkin ,Victoria (1983) An Introduction to Language. Third Edition. New
York. CBS College Publishing.
Safitri, L. (2020). Children Language Acquisition Process. LET: Linguistics,
Literature and English Teaching Journal, 10(2). 157-177.
Steinberg, Danny D. (1993). An Introduction to Psycholinguistics. New York:
Longman
 The Theories on Second
Language Acquisition

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 Table of contents
Theories on SLA Methodology

Objective
Finding & Discussion
Phenomena
Conclusion
Subject/Object

Theory

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 Theories on Second
Language Acquisition

01 (Krashen)

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 Theories on SLA

01 Acquisition-Learning Distinction

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 Theories on SLA

01 Natural Order Hypothesis

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 Theories on SLA

01 Natural Order Hypothesis

ING (progressive) and PLURAL COPULA (to be)

AUXILIARY (progressive as in “he is going”) and

ARTICLE (a, the)

IRREGULAR PAST

REGULAR PAST, THIRD PERSON SINGULAR, AND

POSSESSIVE

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 Theories on SLA

01 Monitor Hypothesis

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 Theories on SLA

01 Input Hypothesis

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 Objective

02

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03

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04

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 Theory

05

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05 Theory

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 Methodology

06

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06 Methodology

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 Findings and
07 Discussion

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07

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07

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07

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07

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07

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 08 Conclusion

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08

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08

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08

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 Thank you
:)
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