Syntactic awareness of early childhood aged 5-6: a case of sentence structure.  

Oleh:

Zhafirni, Maghfira ; Kurniawan, Eri ; Gunawan, Wawan

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 16: Konferensi Linguistik Tahunan Atma Jaya Keenam Belas Tingkat Internasional, page 298-302.
Topik: Syntactic Awareness; Active Sentence; Passive Sentence; Kindergarten Students; Flash Cards
Fulltext: 298-302 Maghfira Zhafirni, Eri Kurniawan, and Wawan Gunawan.pdf (264.56KB)

Isi artikel

This study seeks to examine syntactic awareness in early childhood aged 5-6 by using word-order correction test. The tests consisted of two separate kinds of sentences; active sentences and passive sentences. Then, the students were tested through two media; picture and flash card. The data used in the present study were gathered from forty-two students in two kindergartens in Bandung. This study employs descriptive qualitative approach and was collected in two ways: 1) visual test and 2) observation during the execution by using recorders. This study reveals that syntactic awareness has emerged among kindergarten students. However, since the test consists of active and passive sentence tests, the finding shows different results. In active sentence test, 85.91% students can identify wrong sentences, and 67.47% students can correct the jumbled sentence. Meanwhile, in passive sentence test, 88.10% students can identify wrong sentences, and 46.23% students can correct the jumbled sentence. Some of the students can identify which sentence is wrong, but they confuse how to put the words in the right order. Then, the students who are not taught to read and write by the teacher (Second Kindergarten) acquired higher score, and the percentage shows that 73.61% of the students could answer the tasks correctly. Meanwhile, the students who are taught to read and write by the teacher (First kindergarten) acquired lower score and 70, 24% of the students could answer the tasks correctly. The finding reveals that: 1) Correction test is more difficult than identification test, 2) Passive sentences are more difficult than active sentences, and 3) There is no significant difference between students who are taught to read and write by the teacher with the students who are not taught at all.

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