Phonosyntactic Acquisition of Children's Bilingualism: A Case Study in Sasak Language – Indonesia

. Language acquisition in bilingual children is a process of transferring two languages simultaneously to children by both parents or the environment. This is what happened to Nadira ( pseudonym -a Sasak child aged three years and four months), who was often taught two languages (Sasak - Indonesian) in the process of her growth and development. As a result, Nadira's speech has a distinctive phonosyntactic effect due to the simultaneous incorporation of the Sasak and Indonesian languages. This effect includes the Sasak language's Indonesianized structure, Sasakized Indonesian phonology, and the process of sound changes in morphs. The aim of this research is to describe various aspects of language acquisition in bilingualism in the Sasak tribe. Meanwhile, the assessment theory used was Chomsky's view. Data collection was carried out using the listening and skill method as well as basic and derivative techniques, observation techniques, and documentation. The collected data was analyzed using a qualitative descriptive method, which aims for systematic description, categorization, and patterning. As a result, a unique and distinctive reality of language acquisition occurs in the speech of children in the Sasak tribe.


Introduction
Early childhood language acquisition is a sort of still-imperfect language acquisition.This is a result of the children's language learning resources still being basic.However, as they grow older, children's language development gradually gets better, enabling them to speak properly in spoken language (speech act).
Children's language still has some grammatical faults and sounds basic.This can be seen in the simple and imperfectly expressed semantic, phonological, syntactic, and morphological aspects of dialogue.These symptoms are a sign that the child's brain and oral organs' Language Acquisition Device (LAD) function isn't functioning properly.Real examples of this imperfection can be seen in the pronunciation of consonants that do not match the pronunciation.For example, [r] is often pronounced [l], [ŋ], or even becomes [y], the addition of the affix [-in] in every verb vocabulary, there are other mispronunciations such as; "steples" is pronounced" stelpes"," berlari" is pronounced" belrari" and many others.
More than that, children's language acquisition cannot be separated from the influence of bilingualism, which positions children to understand and use two different languages at the same time.For this reason, this research attempts to reconstruct the linguistic structure of children who, at their age, are dominated by interrogative, imperative, and descriptive forms, as well as children's bilingual tendencies.These two main components, the internal and external aspects of children's language texts, were used as a further focus in the research with the aim of finding out the level of accuracy of the utterances with the child's context in the speech.This means whether the child's speech to the person he/she is talking to makes sense or not, so it indirectly indicates that the child understands the statement he/she has said previously.
Another interesting phenomenon to be observed is children's habits in speech activities, which tend to make statements that children like in their activities.Even if they don't understand the meaning of the language they use, like the name Angry Bird (a kid-friendly game), children tend to copy, record, and repeat the words they hear.The fact that a young child can genuinely use vocabulary that is inappropriate for his age is, therefore, not shocking.You could sing adult songs or mention movies or video games, for instance, even if you use a foreign language.This condition indicates that language acquisition in children does not necessarily come from the speech behavior of both parents, Based on several issues of language acquisition in children above, this research attempts to describe in detail the issue of first language acquisition in children.The target of the research was the girl 'Nadira,' who was 3.4 years old.Therefore, this study aims to explain all matters related to the acquisition of morphology and syntax in the speech of children aged three years (3.4 years).In this way, we can understand the various forms of affixes, word classes, vocabulary structures, phrases, or clauses found in children's speech.

Literature Review
Language acquisition is a process of environmental transfer and infiltration of a person's language power or ability, in this case, the child's speech.The languages that speakers understand have gone through a long process of acquisition in the environment.This acquisition process is only carried out by humans as creatures who think and have a variety of natural abilities (innate competencies) in realizing environmental phenomena.This is different from animals; it cannot be said that these creatures can speak because of limited competence and genetic factors that do not allow them to be equal to humans.For this reason, it is emphasized that the language acquisition process (LAD: Language Acquisition Device) only occurs in humans, not in animals, and never will, even though a handful of experts have conducted research, In line with this, Chomsky [1] and Paridi et al. [2] stated that efforts to acquire language will place experience as 'input' and provide language as 'output,' which is represented internally/brain.Chomsky also added that language acquisition cannot be separated from an individual's mental processes in language [3,4]; humans are thinking creatures and have the competence to do so (language).Chomsky firmly rejects the view that language is a commodity that can be spoken by all creatures.Only humans have the competence and performance accompanied by the creative process of language.The thoughts offered by Chomsky have the significant impact that language only belongs to humans while animals don't.Besides, the most important human language acquisition ability is biological evidence of language talent in every human being.
Bilingualism is a person's language attitude that combines their first language (B1) with their second language (B1) in conversations with other people.However, more specifically, bilingualism applies to the use of two language codes, B1 and B2.Someone who is said to be bilingual must understand and master two varieties of languages in everyday speech.
The use of two varieties of language or language codes in everyday speech results in the deletion or interpretation of the structure B1 → B2 or vice versa in B2 → B1.This crossintervention shows the interaction of the two languages in a bilingual speaker.Sometimes, the codes B1→B2 and B2 →B1 are used.
Children naturally acquire phonology as a process that is established in conjunction with their language qualities.Children's speech has simple linguistic characteristics with a variety of accompanying forms and structures.Phonological acquisition is well immersed in various interventions in the structure of the word itself.This means that there is a tendency for words to change their sound in certain contexts; for example, at the beginning, middle, and end of a word, or even when they meet certain consonants or vowels, the morpheme experiences a sound decay.However, it is necessary to pay attention to Booij [5] and Setiawan [5], who explain that the intersection between morphology and phonology can influence the construction of the word itself.Instead, it appears that there is a clash between phonological and syntactic features in this instance, where there is a tendency for consonants or vowels to experience melting and reversal of the position of morphemes in clauses or words.
Acquisition of syntax is related to language acquisition in terms of the structural aspects of the language spoken by the child.Spoken language is a form and an entity of children's language acquisition.Syntactic aspects, according to Kridalaksana [6] and Dardjowodjojo [7], are related to the arrangement and relationship between words and words or larger units.This means that the aspects studied are focused on aspects of the child's word structure, vocabulary, or speech clauses in their social interactions.

Research Methods
In this research, the approach used is descriptive qualitative, meaning that the research being studied tries to explain in detail the subject or particulars of the research object.Meanwhile, the qualitative aspect is only presented in the form of words and not in the form of matrix data or numbers.
Research that focuses on language acquisition in children aged 3.4 years does not use location, population, or research samples in general, but this research examines data in the form of written text, which is then used as primary data because the data was obtained directly in the field and not previous research results/data.However, regarding research data, [8] compared with [9]; [10]; Setiawan et al. [11] for research sample data, just one person or one piece of data but representative.However, it is too risky if the sample data is only one person or one data because the data obtained cannot be cross correlated for validity.For this reason, researchers determined study data on a girl named Bq.Nadira Juliatmi (Nadira's nickname) was born on July 2, 2010.Nadira is the second child of Lalu Jayadi and Indra Rahmawati.Nadira grew up in a noble and entrepreneurial family.
Methods and techniques for data analysis were carried out using [9]; Setiawan et al. [12] observation methods (expertly involved listening to techniques and proficient noninvolvement techniques), proficient methods (fishing techniques and advanced proficient techniques), and documentation to clarify the accuracy of the data itself.Meanwhile, the data analysis method was carried out using the description method and analyzed using qualitative techniques to categorize and pattern speech that stereotypes women or men in the informants' conversations.The analysis procedure was carried out using an inductive approach; data obtained in the field was analyzed with thoughts based on specific matters, and then conclusions were drawn on general matters.Thus, the data obtained can represent the entire research object.

Description of Research Objects
This research was conducted on a girl named Nadira (pseudonym), who was three years and four months old (3.4 years).Nadira/Diya/Iya is her nickname; the second child (two siblings) and her older brother are 12 years old.
Nadira's parents have a background as entrepreneurs and housewives.Every day, his father earns income through the basic food business and picking up school children by motorbike.The language used by Nadira's parents is Sasak, but it is a different dialect.The dialect used by his mother still uses the Jurit Village accent (identical to the dialect accents of the Suranadi and Lendang Nangke nobles, such as fon /a/→/e/, /i/→/I/, and /i/→/e/) and her father uses the dialect accent of Ketangga Village (which has a similar accent to Batu Beleq and Tanjung Teros Villages, such as /a/→/a/, /i/→/i/, there is no vowel change in each utterance).
What is unique about the informant, who is the object of this research, Nadira, is that she must be exposed to two different dialects and languages, Sasak (two variations of allied dialect accents) and Indonesian.In her family, Nadira has always been taught Indonesian since childhood, but in certain contexts, her father or mother interacts with Sasak, while the language in the area where she lives is that almost all the residents do not use Indonesian (such as neighbors, playmates, relatives, siblings, etc. in Sasak language).This means the impression of Nadira's use of Indonesian by her parents seems to be emphasized.As a result, the child always uses language code-switching between Indonesian and Sasak when speaking.
In the context of her playground, Nadira also often learns Sasak from those closest to her (except her parents), neighbors, and playmates (peers).As a result, by getting used to listening to two languages from childhood, the domain of language acquisition absorbs both varieties of language, meaning that the child understands and comprehends both languages.Furthermore, in the speech process, Nadira often uses two languages, Indonesian or Sasak only, or even both languages simultaneously (code-switching occurs).

Phonological Acquisition at Three Years Old
The acquisition of phonology in three-year-old children is identical to analyzing the phonological aspects of the child's language.This is supported by data collected in the field.Transcription of the data obtained confirms that the process of sound decay is due to the intervention of accompanying consonants and vowels, either before or after a word, phrase, or clause is uttered, so that the sound uttered by the child sounds inappropriate.Identifying this problem was carried out using two observations: 1) phonological construction on consonants and vowels that are identical and 2) phonological construction on consonants and vowels that are not identical.The description is as follows.

Phonological Construction of Identical Consonants or Vowels
Language acquisition in three-year-old children can be observed at the level of language mastery they acquire.This examination was carried out on Nadira, a 3.4-year-old child.Field phenomenon during data collection revealed several unique features; Nadira was not taught Sasak but was taught Indonesian by her parents.Nadira only learned Sasak through family, relatives, neighbors, and playmates.Apart from that, the variations in dialect accents used by both parents are different.The dialect used by his mother was a soft accent (noble dialect), and his father only had a regular Sasak accent.Therefore, Nadira must understand the reality of this diversity at the age of 3.4 years.The description of the analysis of data obtained in the field is as follows.

Use of the words badaang and baraang 'to tell'.
The use of phonologically different words occurs in the use of the identical morphological accompanying vowel [a] -[a] (a low, unrounded central vowel sound) in the words badaang and baraang.In the consonant aspect, changes occur in the consonants [d]→[r] where both of these sounds are influenced by: a) occurs at the same place of articulation, the laminoalveolar (between the tongue and gums), but the way of articulation is different, [d] in the plosive sound and [r] in the trill sound and b) is influenced by differences the dialect accents of the two regions where his parents come from, Jurit Village (mother's side) using the word badaang, while the dialect accent of Ketangga Village (father's side) uses the word baraang.The form of the data can be seen in Data

Use of the word dalem 'in'
The use of the word dalem 'dalam' is phonologically different from BI because it is influenced by the local dialect (BS) accent on BI pronunciation.Another reason is that there is also the absorption of BS towards BI, especially the word 'dalam,' whereas the process of comparing the words 'dalem' and 'dalam' is mainly because the child (the speaker) understands both language variations, meaning she understands the use of both language variations in communication.Identical changes occur in the vowel sounds

The use of the word Steples becomes Stelpes 'paperclip.'
Using the word steples was quite difficult for Nadira, even though she had repeated it several times.The contours of foreign loanwords that are phonologically adapted to become staples are constructed from identical consonant variations.This identity is like the vowel and consonant morphemes accompanying the same word.Meanwhile, the cause of mispronunciation in the word staples is influenced: a) children aged 3.4 years are still very susceptible to making mistakes when pronouncing complex foreign words such as staples, where the place and way of articulation are very different.The sound [p] has a place of articulation in the bilabial area by means of inhibited articulation, and the sound [l] has a place of articulation in the laminoalveolar area by means of side articulation and b) the factor of not being ready for children aged 3.4 to recognize complex words, Thus, from the perspective of a language disorder it can also be considered that this child has a language disorder with slurred speech (dyslexia).The form of the data can be seen in data 2a.

Use of the word cari→cayi 'search'
The use of the word cari→cayi is evidence that children's language acquisition systems are still developing.The change [r]→[y]is not identical, but the pattern and accompanying vowel morphemes are.This identity can be observed with the morph [a]-[i], which at the beginning and end after the morph [y] is an unrounded vowel sound so that it indirectly influences the process of pronouncing the sound [r]→[y].Apart from that, this changing tendency also often appears when the consonant [r] meets the vowel [i] in the middle of a word, then the phonization changes to [y] (compared with the consonant [r] at the end of a word, which begins with the vowel [a] which is produced in the low-center-unround part of the mouth, as in the word /gamba-ng/ as a trill sound trigger that is difficult to pronounce, meaning that the sound [ŋ] is pronounced) or in other words, the context and construction of words with morphs as elements in them are the causes of the sound change.The example data is as follows.

Use of the word pelcuma 'useless'
The use of the word 'percuma' in Nadira's speech confirms that speakers aged 3.

Use of the word belrari-lari 'running around.'
The use of the word belrari-lari 'running' means the consonant [l] is heard in the utterance, which then makes the consonant [r] sound dimmed.This indicates that Nadira's pronunciation of the word started with the pronunciation [r] but was weak because of the dominance of the consonant [l] at the beginning of the word.The pronunciation of these two consonants is very identical due to the same place of articulation of the consonants [l]-[r], the laminoalveolar, and the occurrence of reduplication as a trigger for the possibility that a child at the age of 3.4 years may make a mistake in pronunciation, whereas for the vowel morph

Phonological Construction of Consonants or Vowels Are Not Identical
The formation of sounds in words that change occurs is not identical at the consonant and vowel levels.These two aspects of change are also the result of other interventions in speech, such as changes in words with identical consonants and vowels, the influence of the BSj accent with BSk and BI intervention on BS, so it is possible that changes will still occur in Nadira's rules.In a more specific aspect, accompanying consonants and vowels are pronounced in different places and ways of articulation as a unique feature of the distinctive changes in consonant and vowel morphs, so it is possible that changes can also be triggered due to the lack of established language acquisition tools in three-year-old children for recognizing various words.

Use of the word begambar →begambang 'drawing'
In the use of the word begambar→begambang 'drawing,' there have been two processes of change; first, changes occurred at the stage of absorption of BI into the BS where language intervention occurred so that the consonant /meng-/ in 'meng+gambar' was changed to /be-/ 'be+gambar ' and secondly, changes occur in the consonants [r]→[ŋ] which are not identical, both of which are vibratory-laminoalveolar and nasal-dorsovelar sounds, so it is a sign that the change is not caused by the proximity of the pronunciation of the consonants, but rather by the child's language acquisition tools, which is not perfect.Example data is as follows.

The use of the word finger becomes jayi 'thus.'
The use of the word jayi for the word 'jadi' as a form of changing the consonant is not identical, but the accompanying vowel is identical.Identical accompanying vowels are marked with the vowel [a]-[i], which is an unrounded sound, so it can affect the sound production in the word.This can be observed in children's speech with the consonant change [r] →[y], which both include vibratory-laminoalveolar and nasal-laminopalatal sounds.
Another factor that could be the cause of the change is the tendency to pronounce the word finger at the end of the clause, while in the middle of the clause (compared with conversation 1), there is no change.An example of the data can be seen in data 2b below.

Use of the word Hungry Bird → [aŋñi bild] 'hungry bird'
The use of the word angyi bild in the word hungry bird is a language that children imitate and acquire due to the influence of game media and cartoons on television.The imitation results are somewhat like the pronunciation in English.The form of change is considered not to be identical because the consonant sounds

Use of the word Indonesya (Indonesia)
The use of the word Indonesia→Indonesya can be heard when Nadira speaks it.Changes in these words are a result of non-identical changes, and this is influenced by the speech apparatus, the pronunciation process, and the language acquisition process, which is not yet perfect at the age of three.The morpheme /i/→/y/, which is shown changing a vowel to a consonant, is considered not identical; the vowel /i/ is pronounced with a high, unrounded front vowel, and the consonant /y/ is pronounced with a nasal/approximant-laminopalatal.The gap in the identification of the two morphemes has been emphasized that the change factors lie in the speech apparatus, the pronunciation process, and the language acquisition process.The data example is below.Data 3b Nadira: A.. Indonesya 'Indonesia'

Use of the word Diya 'Dira' (speaker's name)
The change in pronunciation in pronouncing her name Dira→Diya 'Nadira' occurs in the use of the consonant /r/-/y/.This change is considered not identical because the place and way of articulation of the consonants are not the same, while the accompanying consonants are not identical either, because /i/ and /a/ are high front and low center sounds, even though they are both unrounded sounds.Another factor is more contextual in that utterances with a /r/→/y/ sound more acceptable to the speaker because utterances with a complete /r/ cannot yet be uttered by Nadira; thus, the interlocutor also uses Diya as Nadira's nickname.The example data is as follows.

Use of the word entiq→enten 'hold'
The use of the word "enten" to refer to the word entiq 'hold' is caused by several factors.Firstly, the change in the consonant [?]→[n] in consonant morphs which are not identical; secondly, the pronunciation process factor, which is influenced by the intervention of different BSj and BSk accent variations (the use of the word entiq is used by BSj speakers and enten/tegen is used by BSk speakers), and thirdly due to the context of the speech process in children aged 3 years which is still simple, thus it is possible that these changing factors can occur.The data example is below.

The Acquisition of Syntax at Age Three
The acquisition of syntax in children aged 3 years occurs in the recognition and understanding of phrases and clauses that are still simple.This can be observed in the acquisition of words, phrases, and clauses in Nadira's conversation transcripts, which have been previously recorded and documented.Several aspects studied in the process of acquiring syntax in Nadira's speech are as follows.

Word Construction
The construction of the words spoken by Nadira is based on the results of recordings carried out by researchers, such as nouns, verbs, adjectives, and adverbs.An example of the data can be seen as follows.

Adverb
In obtaining syntax for the construction aspect of adverbs or adverbs based on recording data obtained by researchers as follows.

Phrase Construction
The acquisition of phrases in three-year-old children was obtained from recording the object of research, Nadira (NJ), who was shown to have good speech or utterances.Several utterances obtained in the data transcripts recorded by researchers included noun phrases (FN), verb phrases (FB), adjective phrases (FAdj), and adverbial phrases (FAdv).The description is as follows.

Noun Phrases
Phrases indicating objects or objects, which are also called noun phrases spoken by NJ in the researcher's recorded data, are divided into two categories: coordinating noun phrases (FNK) and subordinate noun phrases (FNS).The description is as follows.Coordinating noun phrases (combining equivalent grammatical units), for example.Subordinating noun phrases (combining two grammatical elements in such a way that one is tied to the other), an example is as follows.

Verb Phrases
Phrases indicating a verb or job are also called verb phrases.The FV uttered by NJ in the conversation transcript data was recorded and collected previously.The data obtained is in the form of subordinate verb phrases (FVS) which are described as follows.

Conclusion
Based on the discussion above, it can be concluded that language acquisition in bilingual children aged three years and four months takes place through various processes.First, the phonological pronunciation process is carried out by expressing identical and non-identical phonological constructions as well as the tendency for changes in Second, the syntactic construction of clauses or sentences uttered at the research object found several syntactic forms, which are KN, KV, Kadj, Kadv, and KNum, and phrase construction which included the forms FNK (coordinating noun phrase) and FNS (subordinating noun phrase) with syntactic forms in the form of FNS: N+V, FNS: N+Adv, FNS: N+N, and FNS: N+Adv, Thus, it is hoped that the results of this research can provide a review of first language acquisition (in the phonosyntactic aspect) in children who are faced with two forms of language constructions, Sasak and Indonesian.For this reason, the variety of phonosyntactic acquisition in children's language is something that is very interesting to observe and study further.
[a] →[e], which are both unrounded low-medium central vowels, while the consonant sounds in the companion morph [l] -[m] are not identical because the fon [l] is a side sound-laminoalveolar and fon [m] including nasal-bilabial sounds.The factor that caused the change [a]→[e] was more due to local dialect intervention in the widespread use of BI in the Sasak environment.The example is in data 1b below.Data 1b Nadira Aku masuk ke dalem [aku masuk ke dalem] 'I'm going inside.' [r]-[ñ] include vibrating and nasal sounds, and [b]-[d] include a blocked sound, while the accompanying vowel sound [u] includes a high back round vowel sound.The aspect change occurs in the fonts [r] →[y] and [y]→[i] = angry→angyi 'hungry,' for example, in data 2c.
[a]→[e], [l] -[m], and frequent changes in consonants [r] →[l] at the end of words, [r] →[y] in the middle of a word, and [r] →[ᴓ] at the beginning or middle of a word.
The use of the word meneng, which in BI and BS is called 'win', has changed.The form of change in the font [a]→[e] occurs sequentially in the words menang→meneng and is included in identical changes.The consonants [m]-[n]-[ñ] include nasal sounds (based on the way of articulation) and bilabial, laminoalveolar, and laminovalatal (based on the place of articulation), while the vowels [a]-[e] include unrounded vowel sounds.The factor causing the sound change [a]→[e] is due to the intervention of the local dialect accent (BS) on BI, so most words with the morph [a] BI→[e]BS, for example, are in data 2b.The use of the word dododol for the word dor (imitation of the sound of a gunshot).In this word, reduplication occurs (as is the case in data 2c above), and the sounds /r/→/Ø/ and [r]→[l] are formed in the word dor→do→dol because of repeating the word at one time.Apart from being a result of reduplication, it is also caused by the influence of the identical place of articulation of the sounds, both laminoalveolar sounds (in the sound [r] → [l]), meaning that this is an influence on sound changes.Example data can be seen below.thatis,bothfront sounds are not round, whereas in the consonant sounds [r]-[q], they are not identical, but the vibration-laminoalveolar accent and glottal inhibition as an influence on sound production in the word coriq→coriq 'cross out.'Theexampledata is as follows.The use of the el sound to pronounce r in the context of spelling words alphabetically.In accordance with conversation data 4, it shows that there is a change in the sound [r]→[l], which indicates that the child is having difficulty pronouncing these consonants.However, in certain contexts, for example, the child's pronunciation of the letters [r]→[r] in the ijaiah letter is very fluent, so this is a sign that the morphological context intervention in pronunciation is a factor influencing the child's difficulty in pronouncing[r].Example data can be seen below.
2d data Nadira: maih… Meneng (Manang) maih [maih meneŋ maih] 'come here to win'4.3.5 Use of the word orang-orang → ora-orang 'people'The use of reduplication in the word people is quite difficult for the child (Nadira), so when pronouncing it, there is an omission or Ø (zero marking in /ng/→/Ø/= orang→ora).If we look at the speaker's age, which is still 3.4 years old, it is quite difficult to reduplicate vocabulary (compared with 7,13].Apart from the reduplication factor, which is difficult for children to pronounce at the age of three, it is also caused by the identical pairs of vowels and consonants involved, the vowels [o]-[a], which are repeated and include low-back and middle-center sounds, as well as repetition of consonants [ñ] which is a nasal-dorsovelar sound, for example in data 2c.Data 2cNadira : Banyak juga terlambat iya ora-orang ke Bumbasari iya.[bañak juga terlambat iña ora-oraŋ ke bUmbasari iña]'many people are also late going to Bumbasari, right.'4.3.6 Word usage4.3.7 Use of the words coreq-coriq 'cross out'The use of the word coriq 'cross out' with variations of the coreq 'cross out' dialect is a form of intervention from the BS Ketangga dialect towards the BS Jurit dialect, because in Jurit Village the word coreq is used and the BS Ketangga dialect uses the word coriq.Another factor that causes this change is because the fonts in the vowel morph [e]→[i] are identical; [13]ars find it very difficult to pronounce the consonant[r].The sound[r]can sometimes be said in the context of certain words, but it is very difficult in complex words, and instead of saying [r], it is often said with the sounds [ñ] and[ŋ].As is the case in the word gratis→peluma, the different utterances of the triil [r] sound are pronounced [l].These two consonant sounds are identical: the [r] sound is trill-laminoalveolar, and the [l] sound is hook-laminoalveolar.This means that these two consonant sounds are both pronounced at the same place of articulation.This consonant sound change factor also has a similar pattern in previous data, the sound [r] → [l] at the beginning of a word (compare with Dardjowidjojo,[13]).The example data is as follows.4ddata Nadira: Naik kreta api..tut tut tut siapa hendak turun ke Bandung -Surabaya naiklah dengan pelcuma ayok kawan ku lekas naik.Keretaku ndaq berhenti lama.' Take the train…sounds of train… who are getting down at Bandung -Surabaya ( name of city)… free to take a train, let's go friends, I am going to take the train, the train will not stop any longer'.
4.3.11Use of the word Ailrnya 'water'The use of the sound[r]in the word water is different from the use of [r] in the word search, even though it coincides with the vowel [i].This change occurs in the middle of the word, with the vowel [i] at the beginning changing to the consonant [l], but the sound [r] is still heard in Nadira's speech (compare the previous vowel[i] after [r] to [y]).The consonants [r]→ [l] (the sound [r]) are identical because they are both in the laminoalveolar place of articulation, and the vowels [a]-[i] are both unrounded sounds, so they are considered identical changes.The example data is as follows.Data 4eNadira : Apa ongkatnya tiq-tiq….tiqtiq bunyi hujan di atas genting….Ailrnya turun tidak telrkira..cobalah tengoq pohon dan naik, pohon dan jagung basah semua.. 'What does it mean?(sound of rains), the sound of rain on the roof..The rain is so heavy, look at the tree and get up, tree and corn are getting wet'.Data 6b Nadira : Mau buat lrumah .. ayo kita buat rumah di sini.' I am going to build a house…let's build a house'.Data 11 Nadira : Pelrmainan bebek ... Ntalr dulu .'Duck game… hold on'.
The use of the word ental'later' is a form of consonant change [r]→[l] which occurs at the end of a word.The consonant[r]does not change to the consonant [y] because it is not followed by the vowel [i] at the end of the word, whereas in this word, the position of [r] is the final morph of the word.This is the reason why consonants can change [r]→[l].These two consonants are both in the same place of Articulation: the laminoalveolar and the accompanying vowels [e]-[a] are unrounded sounds, so this identical factor is possible as a cause of patterned changes.The data is below.Kudung entan bareh sugun bareh [kudUŋ əntan bareh sugUn bareh] 'close it is the way, or it will come out'4.3.16Use of the word tetu→detu 'correct'The use of the word detu → tetu in which there is a change in the consonant [t]→[d] is identical.This identity can be observed in the consonants [t]-[d], which both have the same place of articulation and method of articulation, halo-laminoalveolar, while the vowel morphs [e]-[o] both have middle sounds, meaning the sound produced in the middle of the speaker's mouth.This consonant change is possible because the intervention of pronouncing identical consonants and accompanying vowel sounds are uttered in the same place, meaning that there is an opportunity to pronounce [t]→[d].Examples can be seen below.
[a ]-[e]-[i] are both non-rounded sounds.The examples are as follows.Data 7 Nadira Ntal liatin, ndaq dia kelep no no.[ental liatin, nda?Dia kεlɛp no no 'You'll see, it will not fly.' 4.3.14Use of the word semplort 'spray' The use of the word semplort for the word spray is a form of change that occurs as a result of several factors.Firstly, the change in [r]→[l] is identical because it occurs at the same place of articulation; secondly, the change in these two consonants occurs in the vowel morph [e]-[o], which is identical because both sounds are pronounced in the middle of the mouth., and the third factor is that the tools for language acquisition in children aged three years are not yet perfect, resulting in unstable pronunciation of consonants and vowels in children, while other accompanying factors are due to the intervention of two different dialect accents and two different languages in children's speech so that speech coding often occurs by the child.The example data is as follows.Another factor that causes the change in [n]→[l] is that the two consonant morphs are included in the same place of articulation; the laminoalveolar and the accompanying vowel morph [u]-[u] are included in the high round back vowel sound.The data example is below.
Data 2: phrases obtained; The FNK obtained is metaphorical and idiomatic, such as Angyi Bird 'name of a video game Angry Bird.' Data 4: phrases obtained; FNK which has an appositive structure, such as at Nurul Iman 'name of a preschool'.Data 7: acquired phrases; FNK which has an appositive structure, such as Bajang Putra 'the name of the interlocutor'.Data 10: phrases obtained; FNK which has an appositive structure, such as oky jelly 'a drink product name'