THE NATURE OF CARETAKER SPEECH IN DISCIPLINING CHILDREN

FOUND IN THE FINCK FAMILY IN NANNY 911 REALITY SHOW

EPISODE 1 AND ITS IMPLICATION IN ENGLISH TEACHING TO YOUNG

LEARNERS

PUBLICATION MANUSCRIPT

Submitted to

Graduate Program of Language Study

of Muhammadiyah University of Surakarta

as a Partial Fulfillment of the Requirements for

Master Degree of Language Study of English

Written by :

ASRI HERU WATI

S 200120067

Graduate Program of Language Study Muhammadiyah University of Surakarta

2015

ABSTRAK

Penelitian ini terutama ditujukan untuk mengetahui bahasa pengasuh ditemukan di Finck Keluarga Ditemukan di Nanny 911 Reality Show Episode 1. Tujuan penelitian ini adalah untuk menganalisis jenis bentuk bahasa, menganalisis jenis fungsi bahasa, dan pesan yang terkandung dalam bahasa pengasuh ditemukan di Nanny 911 Reality Show Episode 1. Penelitian ini merupakan penelitian kualitatif. Tujuan dari penelitian ini adalah untuk menganalisis jenis bentuk bahasa, dan menganalisa jenis fungsi bahasa, dan menganalisa fungsi pesan dalam Finck Keluarga ditemukan di Nanny 911 reality show episode 1. Dalam pengumpulan data, peneliti menggunakan dokumentasi. Data dianalisis menggunakan teori Huberman dan Miles. Penelitian yang bahasa pengasuh lebih menggunakan ekspresi dari kalimat-kalimat seperti "hadiah untuk perilaku yang baik" dan "kata sederhana". Hasil penelitian menunjukkan bahwa ada 7 bentuk ekspresi, 8 bentuk tipe kalimat dibagi 2 klasifikasi yang tertinggi dari ekspresi 32,35% konsekuensi logis dan kalimat tertinggi adalah 11,54% tentang kalimat imperatif. Mengingat hasil di atas, dapat disimpulkan bahwa bahasa pengasuh adalah pilihan yang baik untuk mengendalikan atau mendisiplinkan anak. Kata Kunci: bahasa pengasuh, menertibkan anak, dan penerapan mengajar bahasa inggris untuk anak-anak

ABSTRACT

This study is mainly intended to find out the nature of caretaker speech found in the Finck Family Found in Nanny 911 Reality Show Episode 1. The objectives of this research are to analyze type of language form, analyze type of language function, and message contained in caretaker speech found in Nanny 911 Reality Show Episode 1. This study is qualitative research which involves approach analysis. The objectives of this research are to analyze the type of language form, and to analyze the type of language function, and to analyze the message function in the Finck Family found in Nanny 911 reality show episode 1. In collecting the data, the researcher uses documentation expert. The data are analyzed using Huberman and Miles theory. The study in this research, the caretaker uses expression more than sentence for example “reward for good behavior” and “simple word”. The result showed that there are 7 form of expressions, 8 form of type sentences divided 2 classifications which the highest of expression is 32,35% about logical consequences and the highest of sentence is 11,54% about imperative sentence. Considering the result above, it can be concluded that caretaker speech is good choice to controlling or disciplining children.

Key words: caretaker speech, disciplining children, teaching English to young learners(TEFL)

INTRODUCTION

Language is usually given from adults to children. Parents are usually

charmed by their infant’s development from being stranded to being free (e.g.

swarming, walking, running, drinking and eating by him/her, etc.). However, the

most predictable instant for a mother usually ‘the first words’ uttered by the

child. Like most these children do, language interests the highest attention when

it is wrong. According to Ma. ET. ALL, (2011:209), Infant-directed speech (IDS),

compared with adult-directed speech (ADS), is characterized by a slower rate, a

higher fundamental frequency, greater pitch variations, longer pauses, repetitive

intonational structures, and shorter sentences.

Children usually study to concept language from those around them. Until

about the age three, children incline to study to grow their language by modeling

the speech of their parents, but from that time on, peers have cumulative effect

as models for language development in children. It is easy to detect that, when

adults and older children interrelate with younger children, they incline to

change their language to develop communication with younger children, and this

changed/modified language is called caretaker speech. Moreover Adult across

cultures speak to infants in a specific infant-directed manner. Adena, Hannon,

Erin. E. (2011:19).

Caretaker Speech is a speech style a lot used by adults and big children

when talking to infants or young children and “mother” speech was simpler and

more redundant than their normal speech Snow (in Philip, Juliet. R, 1973:182)

and is branded by shortened sentences, easy grammar, controlled vocabulary,

slow speech with many repetitions, little and reduplicative words, such as doggy,

elevated pitch and exaggerated pitch variation, and many utterances ending in

questions with a rising tone (some more?, go walked?). Also called CDS or child

directed speech, motherless (untruthfully, because it is not limited to mothers)

and BT or baby talk (confusingly, because it is used by adults).

According to Fauziati, (2011: 114), caretaker speech is a sort of speech

that children receive when they are still very young. Caretaker speech is also

often referred to as motherese, caregiver speech, adult to child language (ACL)

and child directed speech (CDS). In this CDS, ‘motherese’ Ferguson (in Adena,

Hannon, E. Erin, 2011:19) or ‘parentese’, the segmental structure is deformed in

favor of the exaggerated prosodic structure, yielding the highly musical

properties of this ‘sing-song’ language form . Fernald, Papousek and Papousek (in

Dominey, 2004:123).

According Fernald ( in Schachner, Adena, Hannon, Erin. E. 2011:19) states

that an adult’s style of interaction upon meeting an infant could serve as an

accurate cue for selection of appropriate social partners.

Yule (2006: 150) argues that caregiver speech (also called caretaker

speech or motherese) is the characteristically simplified speech style adopted by

someone who spends a lot of time interacting with a young child. Salient

features of caregiver speech are frequent use of questions, often using

exaggerated intonation, extra loudness and a slower tempo with longer pauses.

Moreover Whyatt (1994) stated that caretaker speech is simple; redundant;

contains many questions and imperatives; its pitch is higher and has an

exaggerated intonation pattern.

According to Fauziati (2011: 116) caretaker speech tends to use short

sentence and simple structure; the vocabulary used is simple and restricted;

some words are phonologically simplified by the duplication of syllable; and

generally use a slower tempo and repeat or rephrase what the children say.

Mother is characterized by short utterances, repetition, high rates of imperatives

and interrogatives. Herrera, Shepherd and Reissland (2003:30).

Caretaker speech can also find in The Fink Family in Nanny 911 Reality

show Episode 1. Nanny 911 come from the television program Little Angels

Reality Show, in which American families with uncontrollable children are

changed by British Nannies, with one who served for the regal family. Some

plans used by Nanny 911 observes the family subtleties in order to control a

suitable plan of action for changing the kids' behavior, and then discussing what

needs to be done. The residue of the week shows the plan being implemented,

along with the parents' reactions (which can be quite negative, especially when

the Nanny mentions how the parents' actions have caused in the problem). At

the end of the week, the Nanny generally compliments the family for the

changed behavior. The last part shows the family receiving a considerable skill

from the Nanny (such as a new home.

After watching Nanny 911 Reality Show, the writer is inquisitive to

observe the caretaker speech in Nanny 911 Reality Show because the adult’s

speech used by caretaker to children in this video very attract to dig which the

language is simply, use the low intonation, and children’s interaction with adults

gives children a possibility to get information from the adults about the form, the

syntax, the semantics, and the pragmatic functions of particular linguistic items.

Clark, 2003 (in Salehuddin:2012). So the writer interested to observe this video

and writes research entitled The Nature of Caretaker Speech in Disciplining Found

in The Finck Family In Nanny 911 Reality Show Episode 1 and Its Implication

English Teaching to Young Learners. The researcher conducted the present study

to investigate the following research questions:

1. What are the types of language forms of the caretaker speech in the

Finck Family in Nanny 911 Reality Show Episode 1?

2. What are the types of language functions of the caretaker speech in

the Finck Family in Nanny 911 Reality Show Episode 1?

3. What are the messages of the caretaker speech in the Finck Family in

Nanny 911 Reality Show Episode 1?

RESEARCH METHOD

The object is the video of The Finck Family found in Nanny 911 reality

show episode 1. This study is qualitative research which involves approach

analysis. The objectives of this research are to analyze the type of language

forms, and to analyze the type of language functions, and to analyze the message

function in The Finck Family Found in Nanny 911 Reality Show Episode 1. In

collecting the data, the researcher uses documentation excerpt. The data are

analyzed using Huberman and miles theory. In collecting data, the researcher

uses documentation excerpt. The writer uses note taking technique in collecting

the data which involves the following steps : (1) Searching the video of in Finck

Family in Nanny 911 Reality Show Episodes 1 from youtube. (2) Watching the

video to understand its story. (3) Writing the transcripts taken by the video Finck

Family in Nanny 911 Reality Show Episodes 1. (4) Documentation in excerpt.

After collecting the data, the next step is analyzing the data with data

excerpt. Data excerpt is a form of analysis that sharpens, short, focuses, discards,

and organizes data in such a way that ‘final’ conclusion can be documenting and

verified (Huberman and miles, 1994:11).

RESEARCH FINDING AND DISCUSSION

The researcher reveals the research findings and its discussions to solve the

problem statements as mentioned in introduction. The findings of the research

to describe about type of language form, type of language function, and the

message contained within each type of language function.

1. The type of language form

In this research shows the expressions and sentences from the caretakers. The type

of language forms are reward for good behavior, logical consequences, positive

discipline method, natural consequences, be consistent, establishing ground rules,

model for good behavior and he form of sentences consists 2 they are classification

sentence by type and classification sentence by number of full prediction. The writer

found 5 forms of expression, 8 form of type sentences divided 2 classifications, and

The type of sentences divided into 2 classifications the first it from its type and

second one is from the number of full prediction. The writer finds 35 sentences from

the first classification, they are 5 declarative sentences with 44,11%, 12 interrogative

sentences with 35,29%, 5 imperative sentences with 14,70%, 2 exclamatory

sentences 5,88%. The sentence from second classification, the writer finds 13, they

are 24 simple sentence with 80%, 3 compound sentence with 10%, 2 complex

sentence with 6,67 %, 1 compound-complex sentence with 3,33%.

2. The Types of Language Function

In the currents research, the writer analyzes the type of language function. The

writer finds several types of language functions based on theory of speech act in

pragmatic approach. The writer finds 10 types of language function, they are,

commanding, asking, promising, thinking, informing, asserting, wonderment,

amazement, and proudness. From the several type above, the writer finds 10

questioning with 30,30 %, 3 informing with 9,09%, 5 commanding with 15,15%, 4

wonderment with 12,12%, 4 asserting with 12,12 %, 1 thanking with 3,03 %, 2

proudness with 6,06%, 1 Amazement with 3,03%, and the last 2 promising with

6,06%.

3. The messages contained within each caretaker to children

In this research, the writer analyzes the messages contained within each

caretaker to children. Message contained here means that in each type of

language function that the writer found from the data explicitly has a moral

message or implied meaning. For example, giving discipline to children, giving

rules to children, giving advice to children, giving a better example, using

indoor voice, giving positive reinforcement works to children, teaching to

share thing to others.

The writer classified each message such as 1. Teaching to disciplining children

consists a) teaching with use consequences; b) giving praise for positive

behavior. 2) Teaching the rules to children, such as: a) no whine; b) hands are

not for hitting; c) be consistent. 3) giving advice to children such in

commanding type consist of giving advice to children and teaching to children

PEDAGOGICAL IMPLICATION

The ability in pedagogical implication, teacher must have certain ability when

they do teaching learning process, such as:

1. The suitable materials in classroom

In teaching English an teacher must prepare the suitable materials for

young learners where the materials must be fun and interest to teaching

English such as storybooks, games, song because the materials are useful for

children in develop their language and vocabulary.

In teaching English a teacher uses the suitable material such as:

a. Song

Song can be used as a useful aid in the learning of vocabulary and

pronunciation. Fauziati (2010:28).

b. Games

Games can be useful medium for teaching foreign language to children

which can be modificated by lyrics of the song while learning a language.

Fauziati (2010:97)

2. Teacher Talk.

Teacher responsibility is not only starting to teach the student about

English but also to make the children can understand what the teacher says.

In teaching English to young learner, teacher must be smart in using language

such as more naturally and slowly in order children can understand easily

especially in kindergarten. For example “this is a table” when pointing to the

table.

According to Fauziati (2010: 198), Teacher Talk in teaching English to

young learners should show the following modifications such as 1) teacher’s

language a teacher must be slower, more frequent and longer; 2) teacher

must use more declarative statement than questions; 3) teacher may self-

repeat more frequently.

The other example is teacher use a name by touching him/her. Teacher

must choose the right words and sentences to make the children easily

understand the teacher. It will be more effective for the teacher to talk about

children is daily activity at home or at school or playing their favorite game at

particular moment. So that, using simple language, and natural words is good

choice for teaching the children.

3. The suitable activities in teaching learning process

In the classroom activities in learning English, teacher must give high

motivation to make the English classes become enjoyable. An activity in

learning English is very helpful for children in developing their language skill.

There are some activities for developing children language such as:

a. Activities by toys, animals, or dolls.

The teacher can give activity to children by using toys and ask the children

to “tell and show” about it. With “show and tell” presentation children can

introduce their toys in English. (Kang Sun, 2006:5)

b. Activities by using a story

The teacher can give activity to children by a story which children tell

about children family, holiday, and etc. (Bachelor, 2006:21)

"The activities should be simple enough for the children to understand what is

expected of them. The task should be inside their abilities: it needs to be

achievable but at the same time sufficiently stimulating for them to feel

satisfied with their work". (Philips, 1997, p.7)

4. The media used by teacher in teaching English to young learners

In teacher in teaching English is very difficult especially in kindergarten.

Therefore, teacher needs some media to teach English in order to be more

effective and easier in teaching English. There are some media to teach

English especially in kindergarten such as:

a. Games

Games can be used to play and media in teaching English to young learner in

development in language children. Games are effective ways for teaching

language. (Fauziati, 2010:97).

b. Pictures

As stated by Fauziati, 2010:97. Pictures can be used to produce positive

attitude toward English, and motivation in teaching foreign language to

children. It can be used to improve language the children.

c. Cartoon movie

Based on Herrera (2010:3). Cartoon movie is one of the media to support

teaching in learning process. It can improve language skill and vocabulary.

The media above can be used by teachers in teaching the children, because the

media is very important in helping teacher to develop children especially

children’s language children who difficulty in speaking English. The media is

teacher’s professional equipment.

Having children involved in creating the visuals that are related to the lesson

helps engage student in teaching learning process by introducing the to context

as well as to relevant vocabulary item. Students are more likely to feel interested

and invested in the lesson and will probably take better care of the materials

(Moon, 2000)

CONCLUSION

From data Analysis of video Nanny 911, so the writer can be concluded

that caretaker speech is very important for parents because caretaker is very

useful for parents in controlling children in order to disciplining children to be

better where caretaker always use easy word, using gesture or body language,

and use expressions make children can easy to understand. The writer is also find

the other conclusion based on research finding, they are:

Firstly in language forms, based on research finding use the language

forms are very important because it consists of expressions and sentences,

where the expressions here such as giving rewards, which children will be happy

when caretaker gives the rewards. In the expressions can be showed by “logical

consequences” with 32,35% is higher than the other expression because this

expression more effective in control children to be discipline. Besides of

expressions, there are also sentences. Sentence here is part of language form

which caretaker always use when children are difficult to control. The sentence is

Imperative with 29,11% is higher than the other sentences.

Secondly in Language functions here uses theory of speech act. It is model

which utterance produced by caretaker such as commanding, asking, promising,

thanking, informing, confirming, surprising, asserting, wonderment,

disagreement, amazement. Commanding is higher 17, 14% than the other

utterances.

Thirdly messages functions is most important which each message has a

moral message implied meaning when caretaker speak to children such as 1)

disciplining children as follow: a) teaching with use consequences; b) giving

praise for positive behavior. 2) Teaching the rules to children as follow: a) no

whining; b) hands are not for hitting; c) be consistent. 3) Giving advice to children

based on type of language function as follow: a) Giving advice to children; b)

Teaching to children. These messages are good choice in order to children to be

discipline.

From the summary above, it can be concluded that using easy word, simple

sentence, using body language or gesture, give good reward to children are

good choice used by the caretaker to children in disciplining children and in order

to student to understand.

REFERENCES

Dominey. P.F and Dodane. C. “Indeterminacy in Language Acquisition: the Role of Child Directed Speech Joint Attention”. www.elsevier.com/locate/jneuroling. Accessed on September 3rd 2014.

Fauziati, Endang. 2010. “Teaching English As A Foreign Language (TEFL)”.

Surakarta: PT Era PustakaPertama.

Fauziati, Endang. 2011. “Psycho Linguistics”. Surakarta: PT Era PustakaPertama.

Herrera, Shepherd and Reissland. 2003 “Maternal Touch and Maternal Child-directed Speech: Effects of Depressed Mood in the Postnatal Period”. Vol. 81, No. 1, March 2003. Pp 29-39.Bachelor. 2006. “Teaching

English as a Foreign Language to Students with Learning Difficulties”. www. is.muni.cz/th/.../Holesinska-Teaching_English.pdf. Accessed on September 3rd 2014.

Huberman and Miles. 1994. “Qualitative Data Analysis: An Expanded

Sourcebook, 2nd Edition”. www.nsf.gov/pubs/1997/nsf97153/chap_4.htm. Accessed on September 3rd 2014.

Kang Sun. 2005. “Teaching English to Young Learners”.

www.nstru.ac.th/.../1232942687_087864500.pdf. Accessed on September 3rd 2014.

Ma. ET. ALL. “Word Learning in Infant- and Adult-Directed Speech”. http://www.tandfonline.com/doi/pdf/10.1080. Accessed on September 3rd 2014.

Phillips. 1997. “Teaching English to Young Learners”.

http://www.york.ac.uk/media/educationalstu. Accessed: 23/10/2009

16:32

Phillips, Juliet. R. 1973. “Syntax and Vocabulary of Mothers' Speech to Young

Children: Age and Sex Comparisons”. Vol. 44, No. 1, March, 1973. pp.

182-185. http://www.jstor.org/stable/1127699. Accessed:

23/10/2009 16:32.

Salehudin, Khazriyati. 2012. “Malay Numeral Classifier Usage in Caretaker-child Talk”. ePublication@scu. University Kebangsaan Malaysia.epubs.scu.edu.au/cgi/viewcontent.cgi?article. Accessed on September 3rd 2014

Schachner, Adena, Hannon, Erin. E. 2011. “Infant-Directed Speech Drives Social

Preferences in 5-Month-Old Infants”. Vol. 47, No. 1, September 2011.

pp 19–25.

Yule. 2006. “English Education Study

Program”.http://.upy.ac.id/ojs/index.php/pbi/article/...

/66/51.Accessed on September 3rd 2014.