INDONESIA TEACHER'S LANGUAGE INPUT FOR THREE YEAR-OLD CHILDREN AT MATAHARI PRESCHOOL IN SURABAYA

• Main Author: AULYA PUTRI RAMADHANI, 121012169
• Format: Theses and Dissertations NonPeerReviewed
• Language: English; English
• Published: 2018
• Subjects: HV701-1420.5 Children; P101-410 Language. Linguistic theory. Comparative grammar
• Online Access: http://repository.unair.ac.id/71717/1/ABSTRAK_FS.BE.66%2018%20Ram%20i.pdf; http://repository.unair.ac.id/71717/2/FULLTEXT_FS.BE.66%2018%20Ram%20i.pdf; http://repository.unair.ac.id/71717/; http://lib.unair.ac.id
• Institution: Universitas Airlangga

In preschool teachers’ speech, teacher in preschool has a role in children’s language input. Therefore, this study aimed to describe the how do preschool teachers provide the language input in interact with three-year-old children. This study would also aim to provide the readers with the description about characteristic language input for children’s language input. In this study, the data were collected by video recording interaction between preschool teachers and three-year-old children. Then, the writer analyzed the findings by characteristic preschool teachers’ speech in interaction with three-year-old children into these seven adult’s speech characteristic which described by Gleason et al (1993, in Berko Gleaso, 1993). Then the researcher also analyzed the most frequent category in seven characteristic of adult’s speech that is employed by preschool teacher during the interaction with their three-year-old children. Based on the data analysis, the researcher found that all participant employed all characteristic categories of teacher’s speech; clear a slow enunciation words, uttering sentence element in isolated fashion, speaking about here and now, reduce vocabulary, repeating key words, modifying the topic, and providing feedback. The most frequent category employed by preschool teacher was in the category of feedback.