������
Syntax Literate : Jurnal Ilmiah Indonesia p�ISSN:
2541-0849
������ e-ISSN : 2548-1398
������ Vol. 4, No. 3 Maret 2019
Risa Fitriyani
Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP)� Persatuan Islam Bandung
Email: risafitriyani1@gmail.com
Abstrak
In linguistic and acquisition
theory, passive is a complex structure which is not acquired in child language.
This construction is a late acquisition for about fourth age in English, the
age of fifth in German and eighth in Hebrew. In Sundanese language as one of
language in Indonesia, passive structure was acquired and used productively
earlier in an almost perfect construction of the age of three. Data in this
research showed that the child of 3,1 years old; 4,1 years old; 4,7 years old;
and 5,0 years old which are used Sundanese language as their first language,
can produce passive constructions of the simple to the complex ones although
there are still many errors in the order of the constructions. Through analysis
of 75 passive sentence as the data, this research described for three points in
the statement of research. Those are what the semantic roles which are include
in the passive construction are, how the stages of the passive production of
the partisipants are, and what the similarities and differences between boys
and girls in the productivity of passive constructions are. The result of
reasearch showed that children acquired passive construction from the simple
one based on the structure and meaning�
to the more complex one.� The
stages are from the use of first passive�s first class in Sundanese grammar of
Coolsma (1985). For the similarities and differences between boys and girls are
that all children took the same stages of the passive production either in
semantic roles or verb class of passive but the girls tend to be more
verbalistic than boys. This was showed by the number of data and the accuracy
of their constructions. Boys are tend to say by the simple construction and
using the gesture..
Keywords: Passive structure, Sundanese
Language, Semantic Role, the Stages of Language Acquisition
Introduction
Children language acquisition has continuing
characteristic and unity structures which develop from a simple word utterance
into more complex words (Tarigan, 1988: 5). There are many stages that is
involved so that a child able to produce a language. Child's first language
production is very limited and has a narrow context. Gentner (1982) as cited in
Clark (2009: 81) said that children use noun words mostly rather than using
verb in several different languages such as English, Germany, mandarin, Turkey,
etc.
Children continue to enrich their vocabulary as long
as they grow. Human language acquisition is assumed as a perfect achievement
for three years old child (Lust, 2006: 1). 3-5 years old children begin to
produce and understand the language which they have said� eventough in a simple form. According to
Piaget (as cited in tarigan, 1988: 41) the ability in developing grammar starts
in 3-4 years old children, and 4-5 years old children has a prematured grammar
ability. Chaer also mentioned that 3 years old children are able to recognize a
dialogue pattern. They understand their turn to talk or listen to their
speaking partner.
In relation with explanation
above, this research reveals the language
acquisition in 3-5 years old children that use Sundanese language as their
mother tongue particulary. In spesific, the item of language that is studied is
the usage of passive sentences as the way of children in expressing ideas.
Passive sentences has particular construction and
meaning. It�s oftenly hard to be made and hard to be comprehended (Riches:
2013). This type of sentence also able not only to show a positive meaning but
also negative meaning (Fitgerald: 2012). Alcock et al (2011) in his journal
mentioned that in language learning in Europe, passice sentence construction is
not being taught in early age since the pattern and the meaning is more
complicated than regular construction. Kirby (2010) also stated that passive
structure acquisition is a late acquisition in childen language. However, there
are also some languages that passive sentence is acquired in early stage
language production as in Sesotho langauge, south Bantu language, and� Inuktitut language which has been studied by
Alcock and hsi collegues. Similar condition also happen in Zulu language,
tagalog, and Quiche language which has been explained by David Gil in his
research (Gagarina, 2008: 197).
Passive sentence sometime has different meaning with
active sentence eventough most passive sentence is formed from active sentence
(Yuan-Ying, 2010: 76). Children as a good imitator are able to absorb the
meaning of passive sentences as the result of their listening ability from
their mother as the main partner in communication or even from someone else
(Yule, 2006: 154).
Pinker et al (1987:199) mentioned that passive
sentences which produced by children is part of semantic study
and not part of sintax study. The rules are not related with grammatical system
of subject and object. The rules are related with argument of agent and
patient. In addition, Kirby (2010:3) also mentioned that semantic has
significant basic role in langauge acquisition. He said that chiildren
experienced a bias in associating between subject-object role into agent-patient
role.
There are many researches
use passive sentences as their research subject such as a research which is
done Alcock et al (2011), Kirby (2010), Yuan-Ying (2010), Thatcher et al
(2008), Pinker et al (1987), Allen and Crago (1996), etc. Research related
sentences in Sundanese languages also has been done by Mualiawati (2012),
however, there is no research has ever done related passive sentence
acquisition in Sundanese language with the study of stages in mastering the
sentence based on Sundanese passive verb class.
In addition, researcher also
study the influence of gender in passive sentence acquisition in Sundanese
language. This study is based on the assumption that male and female use
language differently (Robson & Stockwell, 2005: 2). Moreover, Farris (1991)
in his research shows that girls tend to act maturely and faster in language
learning, verbally of non-verbally, meanwhile boys tend to act childish and interact
briefly and simply.
Structures of
Passive In Sundanese
Sundanese language is used by West Java society
called Priangan. Based on the number of its user, Sundanese language is the
second largest after Javanese language (Sudaryat et al 2007: 1). The center of
Priangan residence is located in Bandung. Therefore, it makes Bandung become
the center of Sundanese language usage.
All languages have active structure of sentence,
however not all of them have passive structure. This phenomena can be seen in
Chinese and Samoan which doesn�t have passive structure (Finegan, 2008: 266).
Sundanese language has passive structure which has particular rules and meaning
in its usage.
Passive in Sundanese language is part of kalimah
pagawean (sentence that contain action or verb) which consist of Jejer
(Subject) as word or phrase that do the action, and Caritaan (predicate) as
passive verb (pagawean pasif) (Sudaryat, 1991: 88). Therefore, Sundanese
passive sentence is related to the usage of verb in passive form in sentence.
In Sundanese grammar, passive also used as predicate in the sentence.
Coolsma (1985) said that in general, word can be
classified into two main group based on its form: base word (kata dasar) and
derived word (kata jadian). Tamsyah (2001) called kecap asal for base word and
kecap rundayan for derived word. He also classified repetitive words into kecap
rajekan (Reduplication) and kecap kantetan (Composition).
a. Kecap Asal
Kecap
asal or base
word is word which cannot be transformed into more simple form of word. In
other word, base word is not the result of morphology process. Sundanese language
base word is classified into five categories:
1.
Ekangang (one
syllable)������ : ah, ka, blug, jung
2.
Dwiengang (two
syllables)��� : bapa, dahar, atah
3.
Triengang
(three syllables)��� : tiasa, awewe
4.
Caturengang (four
syllables) : atanapi, amburadul
5.
Pancaengang
(five syllables) : elekesekeng, murukusunu (Sudaryat, 1991: 41).
b. Kecap Rundayan (affixation)
Kecap rundayan or
derived word is word which is formed from base word by adding affixes. Tamsyah
(2001: 29) mentioned four affixes (rarangken)
which is used to form derived word as follow:
1.
Rarangken hareup (prefix)
2.
Rarangken tukang (suffix)
3.
Rarangken barung (prefix and suffix combined to form new meaning)
4.
Rarangken gabung (two or more affixes combined but each affix has
its own meaning)
c. Kecap Rajekan
kecap rajekan is base
word that is used repetitively or mentioned twice. It can be said twice as a
full word for the fisrt and second word (such as aki-aki, bapa-bapa, etc); or only the first syllable for the first
word and full word for second word (such as babagi
from bagi-bagi ). However, there is
also an exception called kecap rajekan
semu, in which the repetition is
part of base word. For example, the word papatong,
kukupu and pipiti have repetition
but the first syllable does not have any base word. Kecap rajekan is classified into six categories:
1. kecap rajekan dwipurwa
2.
kecap
rajekan dwi madya
3.
kecap
rajekan dwi murni
4.
kecap
rajekan dwi reksa
5.
kecap
rajekan trilingga
6.
kecap
rajekan binarung rarangken
d.
Kecap
Kantetan (composition).
Kecap
kantetan is combination of two words that make a new meaning
from the original word. For example, the phrase kumis ucing is refer to a kind of plant. It has different meaning
with the word kumis (moustache) and ucing (cat) which form the phrase.
Word classification
above is related to passive words in Sundanese language. In addition, Coolsma
(1985: 77) also mentioned that Sundanese language classified words into verb,
noun, numbers, pronouns, additional words, prepositions, conjunctions,
interjections, and suppressors� word. Verb and noun also classified into
general classification: base word and derived word.
Passive form is part of
verb, verb is classified into two main groups: base verb and derived verb.
Derived verb is also divided into two groups. They are active verb and passive
verb. Sundanese language has two kinds of passive verb. first passive form usually
begin with prefix �di-�. Meanwhile, second passive verb begin with prefix
�ka-�. Both of them is derived from active verb which is formed from base word
by placing a nasal sound (Coolsma, 1985: 114). Active verb in Sundanese grammar
has 17 classes which classified by its affixes (derivation). However, passive
verb is formed only from several classes only.
First passive verb is
formed from class one verbs until class five. This passive verb is derived from
active verb by replacing the first nasal sound. For example, �minuhan� become
�dipinuhan�. The forms of first passive verb is given as follow:
1.
Verb with nasalization (without suffix).
There are four kinds of nasal sound that are used in this type of verb: n, ny, m, and ng (nga) which replaces the first sound of base word. For example, tenjo becomes nenjo, sawah become nyawah, penta becomes menta, and anjang becomes nganjang. In order to make a passive verb, these nasal sounds are
replaced with prefix �di-� which combined with base word and resulting
new form �di+base word (kecap asal)�. As for an example, the verb ngaruksak (break) as active verb become diruksak (is broken) as passive verb.
this type of passive verb is transitive. However, there are several base verb
that still have active meaning even when they use prefix di-. This happen for words such as diajar (learn), digawe (work),
disabuk (wearing belt), dicukur (hair cutting), etc (Sudaryat et al, 2007: 98)
2.
Verb with nasalization and suffix �an. This verb is transitive. Its
passive� form is written �di-+base
verb+an�. For example,the word� tambah (base word) that becomes nambah (active verb) is changed into ditambahan as passive verb.
3.
Verb with nasalization and suffix �keun. This verb is causative. It has passive form �di-+base
verb+keun�. For example, terang (base
word) that becomes nerangkeun (active
verb) is changed into diterangkeun as
passive verb.
4.
Verb with prefix mang- and suffix �keun.
This verb is formed from base word and verb class one, two and three. In class
three, the suffix �keun is not repeated. This verb shows that the subject do
the action by someone else. It has passive form �di-+pang+base word+keun�. For
example, meuli (base word) that becomes mangmeulikeun
(active verb) is changed into dipangmeulikeun
as passive verb.
5.
Verb with prefix nyang-, with or without suffix �an
or �keun. Prefix nyang- is used for verb which doesn�t use nasal sound nga- . For example, hareup (front) doesn�t change into verb ngahareup, but change into nyanghareup.
In addition, this prefix is only formed from base word that begin with
h,n,r,l,j,y,ny,m, g, and ng which has nasal sound nga- at the first syllable.
Passive shows that
someone or something get some experience caused by something else. Object and
subject in a sentence change their position which in Sundanese language, �ku�
is added before subject (English passive sentence usually use �by�). However,
some sentences do not always use ku
word as in the sentence �kelenci dihakan maung� (rabbit is eaten (by) tiger).
There is also passive verb that using
prefix ka-, this verb has three form
:
1.
Verb with nasalization (without suffix).
The form of its passive is �ka-+base word�.
For
example, tenjo � nenjo (active verb)
� katenjo (passive)
2.
Verb with nasalization with suffix �an.
The form of its passive is �ka-+base word+-an�.
For
example, tambah � nambahan (active) �
kata tambahan (passive)
3.
Verb with nasalization with suffix
�keun. The form of its passive is �ka-+base word+-keun�.
For example, paeh� maehkeun (active) � kapaehkeun (passive)
The difference between di- and ka- in passive sentence is in their intention. Passive that using di- usually use for verb that is done
intentionally. Meanwhile, passive that use ka-
is usualy for verb that is done unintentionally or accidently. There is also
passive verb that use suffix �eun
which is used for verb that need to be done. For example, word pikiraneun (pikiran (thought)+ -eun)
means that something is need to be thought. There is also passive verb that use
affix pika-+eun which become an adjective.
�
Semantic Roles
Understanding a sentence means that to understand
its proposition. Proposition is an abstract but meaningful thing. If a sentence
can be described through syntax analysis, then proposition is described through
semantic analysis (Kreidler, 1998: 62:64). Semantic analysis has two main role:
predicator and argument (Hurford et al, 2007: 48). Predicator is the core of a
sentence and provide specific contribution to the meaning. Argument role is
word that has referring expression. Every argument has different semantic
function and different role in a proposition. The role is depend on the meaning
in its predicator.
Kriedler (1998:67) propose the theory called the
valency of predicate. This theory propose the classification of argument and
roles of predicators. According to this theory, there are three kinds of Valency
: Vanlency zero (zero argument predicate), valency one (one argument
predicate), and valency two and three (sentence with two or more argument).
Hurford (2007:50) propose similar theory called the degree of predicate that
classified sentences based on the number of their arguments.
Kriedler (1998:69) explained terms of argument roles
as follow: Actor, Affected, Affecting, Agent, Associate, Effect, Place and
Theme. In its relation to semantic role, Finegan (2008: 198) mentioned that
�Semantic role refers to the way in which the referent of the noun phrase
contributes to the state, action, or situation described by the sentence. The
semantic role of a noun phrase differs from its syntactic role (as subject,
object, and so on)��. These theory of semantic roles will be used as
reference in analyzing participants� sentences in the research.
Gender
Gender is an unavoidable
concept which exist in social life� that
consist of male and female. Eckert and McConnell-Ginet (as cited in Wardhaugh,
2006: 316) said that �The force of gender categories in society makes it
impossible for us to move through our lives in a non-gendered way and
impossible not to behave in a way that brings out gendered behavior in others�.
There are three meanings of
gender which can be comprehended differently. First meaning is gender which
based on biological term that refers to sex. It is differentiate between male
and female. Second, gender meaning in grammatical perspective. This meaning
differentiate between masculine and feminine in noun classification in certain
language. The third meaning of gender is based on the concept of social
perspective. This third meaning refers to the role and function of male and
female in social life in their relation to its culture (Yule, 2006: 222-223).
Gender is human role which is caused by male and female placement in masculine
and feminine concept (Hamdani, 2008: 146).
In language, gender is
associated with concept of culture or behavior that based on male or female in
certain society. The study of gender is study about the diversity between man
and woman especially in language production (Aarts &McMahon, 2006:
276).� Farris (1991), showed that girls
tend to behave more mature and learn language quickly both verbally and
non-verbally. Boys tend to be more childish and interact briefly and simply.
This imply that male and female use language differently. This happen because
male and female has different ways and roles in living. This difference is
natural and not need to be debated (Robson & Stockwel, 2005: 2).
Gender concept in passive
sentence production for children is not to determine which one is better. The
study is intended to see difference and similarity in their production stages
so that language treatment to them both can be adjusted based on their ability
so that their communication and their language can develop well.
Methodology
Qualitative study is used in this research to
explore a particular case (bounded system) through data analysis towards some
children which use passive sentence in Sundanese language as their first
language. Therefore, this research is a case study which is one
of the approaches in qualitative research beside biography, fenomenology,
grounded theory and ethnographic study. (cresswell, 2007:11).
Case study is used as the
method to study a case that involve some individuals that use Sundanese langauge as
their mother tongue and still live in Sundanese neighborhood. Their age also
between 3 unitl 5 years old which consist of two boys and two girls. Researcher uses descriptive analysis to
explain the research based on its natural behavior of the data since
descriptive method is a method which describe things as the way they are
(Sudaryanto, 1993:62). This descriptive method is in line with
the purpose of this research whic to describe and potrays about children's
langauge acquisition of passive sentence in Sundanese language.
Data collection is done through
observation by the researcher. Researcher observes directly the
participants and collect the data in form of passice sentences in Sundanese langauge
(creswell, 2007: 14). Therefore, this research is included into field research
since data corpus used in this research is an oral text which takes form as
some spoken sentensec that contains passive verbs in it.
The participant consists of two boys and
two girls which use Sundanese language as their mother tongue. Participant 1 is
a 4.1 years old boy which use Sundanese as his first language. He was born in
Ciamis and live in Kabupaten Bandung with a Sundanese family that use Sundanese
language. Participant 2 is five years old boy that was born in Bandung and use Sundanese
language as his mother tongue and his first langauge. Participant 3 is a three
years old girl which was born in Purwakarta and live with Sundanese family from
Bandung. She uses Sundanese language as her daily language. Participant 4� is 4.7 years old girl and live with original Sundanese
family and use Sundanese language as her mother tongue and her daily language.
The research has done in six moths randomly in each
participants' home (Bandung and Purwakarta). The sources of data in this research is
conversation or sentences that was spoken by particpants in passive form using
any pattern of Sundanese language. These sentences is natural data which
spoken by oarticipant spontaniously and in natural situation. Seventy-five
passive sentences in Sundanese language is taken to be analysed by the
researcher.
In observing participant, researcher
presents among the participant and listen to them while they speak to anyone,
anywhere and any activity spontaniously. Sentences that is considered as
research data is noted to be analysed later on. This observation technique is
done using recording device and observation notes based on the time, place, and
transcript of passive sentences that is spoken by participants.
Embedded analysis (Creswell, 2007:
75) is used to analyse the mastery process of
passive sentences production based on semantic role, verb classification in Sundanese
grammar, and its similarity based on gender. This analysis is based on the following
three research questions: 1) what kind of semantic role that is involved in
passive sentence which produced by 3-5 yearls old children, 2) how is the
mastery process of passive sentences production in 3-5 yearls old children, and
3) what is the similarity and difference of passive production between boys and
girls. The analysis process consist of three stages:
1. Data classification based on its semantic
role (predictator role and argument role) for every collected data. data which
has predictator role is divided and classified based on passive verb classes in
Sundanese grammar. any data which included as argument role is also being
classified more, based on the number of argument used. After being classified, particular data is
taken and analysed by criteria which has determined before.
2. Determine the stages of passive
acquiremnet in Sundanese langauge based on passive verb classes and semantic
role according to frequency level of data appearance.
3. Describe the similarity and differences
of passive acquirement stages between boys and girls.
Results And Discussions
This research acquired
the data from the utterance of four children as participants. These children
use Sundanese language as their first language. Their utterances are produced
from their interaction with people around them such as mother, grandmother,
brothers, sisters, aunties, etc. The data is acquired as follow:
1.
24 passive sentences in Sundanese
from� 3.1 years old girl in her natural situation
in her home.
2.
7 Sundanese passive sentence s from 4.1
years old boy in his natural situation in his home.
3.
26 Sundanese passive sentences from 4.7
years old girl in various natural situation in her home.
4.
18 Sundanese passive entences from 5
years old boy in various natural conversation I his home.
All children use actional verb in their
passive sentence production. Even tough Thatcher et al (2008) mentioned that 5
years old children are able to use non-actional verbs, however, children tend
to use words that can be comprehended easily, including passive sentences
usage.
The
analysis of passive verb classes in Sundanese Grammar.
Predicator role in the data is in verb
form. Verb that is used is Sundanese passive verb which makes the analysis is
based on passive verb classes in Sundanese grammar. There are two general type
of passive in Sundanese: 1. Passive that use prefix di- and 2. Passive that use
prefix ka-.
Passive that use prefix di- is divided
into five classes:
1.
Passive Verb� with prefix di- as in the following sentence:
�kumpulkeun we da moal diemam ku teteh na ge�
2.
�Passive Verb�
with prefix di- and suffix �an, as follow: �Amih si dudeng dicarekan
ku adel yeuh�
3.
Passive Verb� with prefix di- and suffix �keun, as follow:
�umah rumputna ditempelkeun� kadieu�
4.
Passive Verb� with prefix dipang- and suffix �keun, as
follow: �acukna dipangmeserkeun ku ateu�
5.
Passive Verb� with prefix disang- and suffix �an/-keun,as
in �disanghareupan�. However,
this class of passive is not acquired in the data.
In the other hand, passive that use
prefix ka- is divided as follow:
1.
Passive verb that use prefix ka- , as in
the following sentence: �konstruksi �Umah, dede bayi pernah kagencet
ku eta tapi teu nanaon da�
2.
Passive verb that use prefix ka- and
suffix �an, as follow: �calik abah ih bisi katutungan,
kabrengseng�
3.
Passive verb that use prefix ka-and
suffix �keun. This class of passive is not found in the data.
The
details of passive sentence that have been spoken by children is given in table
1 as follow:
Table 1. Data of participants� passive sentence and
its classification
|
Passive type |
Passive class |
Adel (3.1 y.o.) |
Adit (4.1 y.o.) |
Ani (4.7 y.o.) |
Aris (5 y.o.) |
Example of the sentence |
Total |
|
I |
1 |
11 |
2 |
8 |
8 |
�kumpulkeun we da moal diemam
ku teteh na ge� |
29 |
|
2 |
6 |
2 |
5 |
4 |
�Amih si dudeng dicarekan
ku adel yeuh� |
17 |
|
|
3 |
4 |
2 |
6 |
4 |
�hoyong diendog-endogkeun
rambutan na� |
16 |
|
|
4 |
2 |
- |
3 |
- |
�acukna dipangmeserkeun
ku ateu� |
5 |
|
|
5 |
- |
- |
- |
- |
- |
0 |
|
|
II |
1 |
1 |
1 |
2 |
2 |
�Umah, dede bayi pernah kagencet
ku eta tapi teu nanaon da� |
6 |
|
2 |
- |
- |
2 |
- |
�calik abah ih bisi katutungan,
kabrengseng� |
2 |
|
|
3 |
- |
- |
- |
- |
- |
0 |
|
|
Total |
24 |
7 |
26 |
18 |
75
passive construction |
||
From table 1 above, it can be seen that passive
class 5 of type I and class 3 of type II are not produced by children. This can
be happen caused by several factors such as children�s limit in passive verb
usage and the complication of its meaning especially for children. This class 5
of passive is also hard to use since it�s formed with base word that begin with
voiced sound so that its usage is not flexible. However, the number of other
passive sentences frequency can represent the process or stages in passive
production mastery.
Every passive verb that participant use is predicate
for every sentence and has role as predicator. Semantically, every word has
their own meaning and has influence in determining argument role in this
passive sentence.
Semantic role analysis
Semantic role is related with the role of predicator
and argument role. The data showed that the verbs are actional. Argument role
is very various which its numbers and types is determined by verb usage. Every
class has different meaning and different necessity of argument role.
Since all the verbs are actional or physical, the
argument which exist will be agent or the one who responsible for an act and
his action influence another entity. In other interpretation, it can be assured
that there will be no argument experiencer role as argument used in
non-actional verb. Actor role will not emerge since actor role is argument role
which is not influence other entity even tough is usually appear for actional
verb. In addition, since passive sentence is transitive and causative,
therefore patient argument or effect become semantic role that always appear.
Based on Kriedler (1998), Transitive verb is
included into valency two category or predicate which has two argument in
minimal. Hurford (2007) mentioned this as two-place predicate and three-place
predicate. This shows that semantically, every passive construction has at
least two arguments. However, based on the result of observation, children are
o always perform argument roles in their speeches or in surface structure that
has been seen. Even more, if children are able to convey the meaning through
body language. Children tend to use simple words based on their own
perspective.
According to the entire data acquired by the
researcher, passive sentence which produced by participants can be classified
based on their argument roles as follow:
a.
One argument sentence
1.
Only patient role mentioned as important
role in passive sentence.
a)
Noun as referring expression
b)
Demonstrative word as referring
expression
2.
Non patient role sentence
b.
Sentence with Two argument or more
c.
Sentence with no argument mentioned
Table 2. Data of classified argument role
|
1
argument |
2
or more argument |
0
argument |
||
|
Patient |
Non- patient role sentences |
|||
|
Noun |
Demonstrative word |
|||
|
12 |
7 |
18 |
15 |
23 |
|
�hoyong
diendog-endogkeun rambutanna� |
�tah
ieu ge sok dicelup-celup� |
�engke
dibalikeunna ku Ani nya� |
�Amih
dipangmasakeun ku Adel nya� |
�wios
dicoo oge� |
The table above shows
that the number of sentences which not mentioning the argument in its
construction is bigger than� any other
sentence. There are only 15 Sentences that use two or more arguments in its
sentences. The sentences which use only its patient or other role only consist
of 37 sentences totally. According to this, it can be made a flowchart of
production stages of passive sentence in Sundanese language as follow:
Conclusions
According to the data and analyses done by the
researcher, it can be concluded that passive construction of Sundanese language
as mother toungue is already acquired and produced by children since 3-5 years
old.
The passive sentences spoken by children is part of
semantic study which has significant basic role in language acquisition.
Predictator role in passive construction produced by children as participants
has taken form as passive verbs. These verbs consists of first passive
verbs and second passive verbs. First passive verbs in the first class until
fourth class. Second passive verbs consists of first class and second class
only. These classes are based on verb classes of passive in Sundanese language.
In the other hand, argument role consist of the following roles: patient,
agent, instrument, cause, and benefactive. There is also non-argument passive
construction which was shown when the participant did not mention the role of
his argument at all.
Based on
the frequency level of appearance and sentence usage accuration, the production
stages of passive sentences consist of three stages: 1}non-argument
construction which a sentence contruction withoute any argument role,
2)one-argument construction which mention one argument only, and 3) more than
one argument constructon which a complete passive sentence construction.
There are similarties of passive sentence acquisition
between participant in their passive sentence production. Participants tends to
start their passive sentence from first class of first type of passive in Sundanese
grammar. In addition, most of the participant use simple pattern and speak to
the point. They convey meaning more through gestures and non-verbal langauge.
Therefore, most of passive sentence is spoken without its argument (predictator
only) or used only when it's very necessary.
In the other hand, there are some differences occured
in passive sentence acquisiton. Boys tend to speak limited sentences and mostly
use non-verbal language. Meanwhile, girls tends to speak or use verbal langauge
rather than boys. Therefore, passive sentence production is done more by girls
than boys.
It can be concluded that 3-5 years old children are
able to produce complex sentences including passive sentence. Children with
their natural ablity are able to abrorb many information through their
interraction with adults. With their individual similarity and differences,
children are able to produce complex langauge and convey particular and complex
meaning. This ability also make them survive in bigger social environment
through their language and commucication ability which grow and
develop by age.
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