Reading Poem and its Effects on the Readers

Reading Poem and its Effects on the Readers

By: M. Shabir

When I first read a poem, my focus was to look for meaning.  What was the poem about?  Was it about something? Or did it simply evoke a mood, or an emotion, or a vivid atmosphere? The questions might seem so strange for many whose have been able to flash out a poem. But for me, it is not simple to find what a poem is about. To find a meaning in a poem is still puzzling since this literary work has not been familiar to my mind; I have just started to enjoy and learn to find meaning what a poem says.

Having attended last week class, the questions I have mentioned earlier have now found their answers. There are some important points which I have formulized in terms of finding meaning when reading a poem. These points were concluded from what had been elaborated by Bachrudin Mustafa while he was trying to teach class members how to find meaning or message contained in a poem.

The first point is that when we read a poem, we are just simply to gain a feeling for atmosphere or emotion. In other words, we don’t need to try hard to make to ‘make sense’ of the poem. Just let our mind flow to follow what the poem text says. To me, this is kind of exercising how to familiarize our selves to the reading of poem before we become familiar with catching the meaning behind the poem text. The second point is that when we read a poem, try to analyse if there is something happening in the poem.

In Perjamuan discussed last week for example, we can just simply think that the poet is telling us something; he is trying tells us a story of someone’s family life. By analysing such characters, it will make us able to understand and catch the meaning or messages contained in the poem.

The third or last is, on our reading of the poem, we start to look the poem deeper.  Does the poet create a metaphor?  Is the poem really about something else? Sometimes, a poem is not always metaphoric; it oftentimes tells a story of the poem owner using simple language which is easy, but oftentimes difficult digest for beginner.

However, being considered as part of art, a good poem is oftentimes metaphoric; it uses vivid images and descriptive language to ‘paint’ a picture in the reader’s mind; it cuts out all the excess words that we might find in prose and creates its magic with a limited amount of text.

 In order to catch its meaning, looking deeper into a poem is required since only this way we can know the power of the poem or its effect to us the readers of which will be discussed to conclude this discussion.

One big question ton answer: what the effect might be resulted from reading poem to its readers? I posed this question because of being inspired by last week discussion where a poem was read by Bachrudin Mustafa. Applying the three steps mentioned earlier in connection with reading a poem, I easily can mention here that a poem has a huge and extraordinary effect which is as huge as this world. How come?

A friend of mine has proved how a poem Perjamuan has been able to open his ‘blind eyes’ and turn him conscious of what he has done to his wife for many years. Perjamuan has made him think contemplatively. He said the poem was so touching and he felt so sorry for being not good husband to his beloved wife. What I can say from this friend’s confession is that a poem sometimes also functions as one of sources of divine guidance or hidayah ilahi for those who still have heart. Whatever the effect is, it will depend on how deep the readers’ can get into the poem.

Based on my searching on internet, I found a few approaches which may prove useful or in order for us be able to go deep into a poem to find its meaning. These approaches seem to have much similarity with the steps which I have mentioned earlier: the first is after a first reading, we try to find out the overall emotional effect we feel when we read the poem. Second, try to find out what particular images or phrases in the poem stand out for us. Third, ask ourselves what ideas and emotions the poets suggest in the poem.  And than we try to fit these into any kind of overall sense of what the poem might mean.

However, going deeper into a poem is not simple work since it involves sensitivity of its readers. It doest not mean that reading poetry is exclusively for certain group of people; what I am telling is that a poem is not usual reading, and therefore, to read it meaningfully will need an exercise to sharpen  our sensitivity. Only those who have high sensitivity who will be able to grasp what a poem means even the meaning is deep as the sea or as high as the sky.

acquisition of affixes

Investigating the Acquisition of Affixes by a Four-Year-Old Girl

By: M. Shabir, M.Pd

Abstract

This paper tries to investigate the acquisition of Indonesian language affixes by a four-year-old girl. Using an exploratory design, this research, which spent two months period of observation, reveals that object of the study has not only acquired the simple affixes (combination of prefix and suffix) but also started showing her potency of producing the complex ones (the combination of prefix, infix, and suffix). However, the production of such complex affixes (the combination of prefix, infix, and suffix) can not be automatically categorized as the acquired ones due to their rare occurrences. It is suggested that the next similar research to be applied to other four years old girls for generalization purpose.

(Key words: affixes, acquisition, four-year-old girl)

1.         Introduction

The study on second language acquisition (henceforth SLA) has been widely carried out by many researchers in which their emphases differ from one another. The large study on SLA might result from the complexity of study area of the SLA itself which has then led to the appearance of numerous theoretical foundations of how a language is acquired.

This paper tries to investigate the acquisition of Indonesia language as a second language, focusing on the acquisition of affixes by a four-year-old girl. Although there have been a number of similar studies but mostly were not specific to four-year-old girl. In other words, the study on the acquisition of Indonesian language affixes carried out specific to a four-year-old girl is still rarely conducted.

One of the studies that could be best shown here is by Raja (2003). However, his focus was to investigate early morphological development of Indonesian children of various ages. In his study, the acquisition of affixes by those children was highlighted.

For this reason, the writer wanted to conduct similar study, but with different object that was a four-year-old girl. Two-month-intensive observation was conducted in order to support the data needed for this study.

2.         Aims of the Study

This study aims to:

1.              To investigate types of affixes produced by a four-year-old girl.

2.              To investigate whether such production of affixes can be categorized as the acquired ones.

3.         Research Questions

In line with the objectives stated above, two questions will be addressed:

1.              What types of affixes are produced by a four-year-old girl?

2.              Can the production of such affixes automatically be categorized as the acquired ones?

4.         Literature Review

4.I. Syntactic development

            The syntactic development of children grows in line with their age. According to Yule (1986), there are several stages of a child’s syntax development:

1. Pre-language stage. This stage takes place from three to ten months. During this period, there are a lot of ‘sound play’ and attempted imitations.
2. The one-word or holophrastic stage. Holophrastic is a single form functioning as phrase or sentence. This stage happens between twelve and eighteen moths. Single terms uttered are usually related to everyday objects such as ‘milk’, ‘cookie’, ‘cat’, and ‘cup’.
3. The two-word stage. Around eighteen to twenty months, as the child’s vocabulary moves beyond fifty distinct words, they can produce two separate words.
4. Telegraphic speech. It occurs from two years and up. A child at this stage starts producing a large number of utterances, which could be classified as multiple world utterances. While this type is being produced, a number of grammatical inflections begin to appear in some of words.

In addition, Crystal (1976) added that by the time the child is three years old and up, he or she is going further than telegraphic speech forms and integrate some of inflectional morphemes, which signify the grammatical function and the nouns and verbs used. This acquisition of this form is often accompanied by a process of generalization. Therefore, imitation is not the primary force in child language acquisition

4.2. Morphemes

There are two basic types of morphemes: unbound and bound. Unbound or free-standing morphemes are individual elements that can stand alone within a sentence, such as <cat>, <laugh>, <look>, and <box>. They are essentially what most of us call words. Bound morphemes are meaning-bearing units of language or called affix, including prefixes and suffixes that are attached to unbound morphemes. These cannot stand alone (Yule, 1986).

The meaningful combination of morphology is called a morphological construction of which can be built by several means like affixation and reduplication.

4.2.1. Morphological acquisition

In learning a language, children generally focus on the simple aspects of language instead of the complex ones. Miller (in Raja, 2003) in his theory of Derivational Complexity said that the extent of derivation which has to be passed on by a child determines the sequence of the child’s sentence production.

There are two learning that determine the sequence of a child’s sentence production: system learning and item learning (Ellis, 1997). System learning refers to learning separate and discrete items of language. When a learner has learnt the underlying rules of linguistic item but fails to use them, it can be said the learner makes a mistake. On the contrary, deviation in usage due to lack of knowledge of the underlying rules of linguistic item, the learner cannot be said of making mistake but error. Usually, to distinguish whether it is a mistake or an error can be done by asking the learner to correct his or her deviant utterances (Ellis, 1997).

4.2.2. Affixation

Affixation is the morphological process whereby grammatical or lexical information is added to a stem (Crystal, 1980). There are three types of affixation: prefix, suffix, and infix. According to Tata Bahasa Baku Bahasa Indonesia (2000), the rules of affixation in Indonesian language are given below:

Prefix	Rules	Examples
{meng-} {ber-} {ter-} {di-}	1.            If it is attached to the root word which has the first phoneme /a/, /i/, /u/, /e/, /o/,/ə/, /k/, /g/,/h/. (meng- does not change). 2.            If it is attached to the root word which has the first phoneme /l/, /m/, /n/, /ŋ, /ň/, /r/, /y/, /w/. (meng- changes into me-) 3.            If it is attached to the root word that begins with phoneme /d/, /t/. (meng- changes into men-). 4.            If it is attached to the root word that begins with phoneme /b/, /p/, /f/. (meng- changes into mem-) 5.            If it is attached to the root word that begins with /c/, /j/, /s/, /š/. (meng- changes into meny-) 6.            If it is attached to the root word that has one syllable. (meng- changes into menge-) 7.            Prefix meng- in the beginning of foreign words that begins with /s/ changes into meny- 8.            If there is reduplication of a verb that has single root, that word is reduplicated by maintaining the breaking of its first consonant. The root word that has one syllable, maintains nge- in front of the reduplicated root word. If there is a suffix, it is not reduplicated . 1.            Prefix ber- changes into be- if it is attached into the root word that begins with phoneme /r/. 2.            Prefix ber- changes into be- if it is attached into the root word’s first syllable ended with /ər/. 3.            Prefix ber- changes into bel- if it is attached into certain root words.  4.            Prefix ber- does not change if it attached into another roots beside rule above. 1.            Prefix ter- changes into te- if it is attached into the root word that begins with phoneme /r/. 2.            If the first syllable of the root word ended with /ər/, phoneme /r/ is prefix ter- sometimes will emerge and sometimes will not. 3.            Besides the rule above, ter- does not change. If it is attached into any root words, it does not change its form.	mengambil, mengikat, mengukur, mengelak, mengolah. melatih, memakan, menamakan, menganga.  mendatangkan, menuduh, menduga. membabat, mematuhi, membuat. menyatukan , menyadari.  mengebom, mengebor menyukseskan, menulis-nulis, mengarang-ngarang, mengecek-ngecek. beranting, berunding, berantai. bekerja, beserta. belajar. berlayar, bermain. terasa. terpercaya, tercermin, terjernih, tepercik, tepergok. terluka, terpilih dibeli, diambil

Suffixes	Rules	Examples
{-i} {-an}	Suffix -i does not experience any changes if it is added to any root words. However, it is necessary to remember that any root words that end with phoneme /i/ cannot be followed by suffix -i   Suffix -an does not experience any changes if it is combined with any root words. If a root word’s phoneme is /a/, it will be equated with suffix -an in writing.	kicauan, harapan. bersamaan, lapangan.

5.         Methodology  

The study took place at the writer’s home. The writer made his own daughter named Wiya as the object for his research. Wiya was four-years old when this research was carried out. In order to gain and collect the data needed for his research, the writer investigated all affixes produced by the object when she was communicating with her little brother, her mother, and her father (the writer himself). This process took place about two months long before then all the data were interpreted qualitatively.

6.         Findings and Discussion

Based on the research that spent about two months long, the writer has found variety of affixes produced by Wiya. Each type of the affixes is presented in several tables as follow:

Table 1

Affix	Utterances
{di-} {ter-}	Dijilat, in “Rotinya dijilat dulu ya de”. Dipencet in “Dede, semutnya jangan dipencet dong!” Diusir in “Masa temen-temennya diusir”. Dibuang in “mainannya jangan dibuang dong de!” Dibeli in “Bonekanya dibeli dong, ma!” Ditutup in “Pintunya ditutup dong”. Dilihat in “Malu dilihat orang”. Diinjak in “diinjak mainannya ntar”. Terasa, in “Terasa banget pedasnya, ma”

The table above shows that Wiya has been able to produce affixes. However, type of affixes produced was simple and so limited in number. There were only prefix di and prefix ter that were found.

The first prefix produced was di which was the most frequently produced by Wiya. This type of suffix was uttered as many as eight times. She seemed to have the ability to combine such prefix with other words. This means that Wiya has acquired that type of affix. Larsen-Freeman and Long (1991) said that that a bound morpheme, which in this case is the prefix di, is regarded ‘acquired’ when a child has produced it with three different free forms. The table shows that prefix di appeared many times or more than three times. So, it can be concluded that the production of prefix di is categorized or regarded ‘acquired’.

In the meantime, the prefix ter appeared one time only. Its occurrence was never heard again. Therefore, this type of affix could not be categorized as the acquired as required by Laesen-Freeman and Long.

Table 2

Affix	Utterances
{di-} plus {-in}	Dirasain, in “Dirasain dulu ya minumannya”. Dilemparin in “Dilemparin aja pensilnya”. Disorakin  in “Masa temen-temennya disorakin gitu”. Dibuangin in “Mainannya jangan dibuangin dong de”. Dimainin in ‘Bonekanya jangan dimainin!” Diciumin in “Diciumin mulu Wiyanya”. Dikabarin in “Kalau dah nyampe dikabarin Wiyanya ya, nek”. Dibasahin in “Dede nakal, baju kakak dibasahin”.

The affixes shown in the second table above are another type of suffix combination produced. The table shows that Wiya has shown her capability in producing complex affixes i.e. the combination of prefix di- and suffix -in. This time, such complex affixes were all stated in informal utterances. However, it can be said that she has acquired those types of affixes. The reason is, in line with Larsen-Freeman and Long (1991), she was able to combine the prefix di- and suffix –in three or more different free forms.

It seemed that Wiya’s acquisition of bound morphemes at his age starts to develop and increase. This finding is in line with a research by Patuan Raja (2003) saying that number of child’s vocalizations containing bound morphemes generally increase from three up to four years, while vocabulary acquisition experiences remarkable decrease.

Table 3

Affix	Utterances
{meng-} plus {-kan}	menyalakan in ‘Soalnya mama menyalakan lampu dulu’. memandikan in  ‘Mama mau memandikan kamu dede’. menggambarkan in ‘Kakak mau menggambarkan ayam’. Memasukkan in ‘Papa memasukkan motor ma’.

Similarly, the utterances listed in Table 3 also contain two affixes. However, in the table, the combination of prefix meng- and suffix –kan were produced or uttered in formal language.

The table shows that Wiya has shown her linguistic potential development as indicated by her successful combination of such prefixes and suffixes. What can be described about Wiya is that at her age, the capability in lexicalizing words has developed. Mostly, the lexicalization capability happened in the words which are categorized as having high intensity or the words which are frequently used in daily communication.

However, word lexicalization produced is not always correct. The table above shows Wiya’s incorrect use of “menggambarkan”. “Menggambarkan” in that utterance should be “menggabar”. However, Wiya was successful in combining the prefix and suffix although not constructed correctly. This phenomenon seems to be much in line with Patuan Raja (2003) saying that children in developing their morphology might create their own bound forms only before a period of successful utilization. It also can be said that she has acquired those types of affixes since Wiya has been able to produce it more than three different free forms.

Table 4

Affix	Utterances
{meng-} plus {-per-} plus {-i}	Memperbaiki in “Wiya mau memperbaiki sepeda dulu”.

Table 5

Affix	Utterances
{meng-} plus {-per-} plus {-kan}	Memperkenalkan in “Wiya memperkenalkan teman dulu ya”.

The utterances described in tables 4 and 5 above might be the most important finding in this research. Types of affixes produced by Wiya were different as compared to affixes presented in the previous tables.

The two tables above show that there are three types of affixes combined by Wiya. The first is the combination of prefix meng plus infix per plus suffix i. The second is the combination of prefix meng plus infix per plus suffix kan. However, the appearance of such complex combination of affixes was quite rare to happen. There were no any similar combinations of such affixes found during this observation. Therefore, the utterances of memperkenalkan and memperbaiki can not be regarded ‘the acquired’.

They are not acquired because Wiya did not produce such affixes in other forms. Larsen-Freeman and Long (1991) said that that a bound morpheme, which in this case is combination of prefix meng- plus infix -per- plus suffix -i and the combination of prefix meng- plus infix -per- plus suffix –kan, is regarded ‘acquired’ when it is produced in three different free forms.

6.         Conclusion and Suggestion

Based on the findings presented above, it could be concluded that the obvious acquisition of affixes has already taken place by age of four years. At this age, type of affixes produced was not only limited to the simple form but also the production of complex combination of affixes.

However, the production of complex combination of affixes by the object in this study can not be automatically said as the acquired ones. This is because that the production of such complex affixes only happened one time when this study was carried out. As Larsen-Freeman and Long (1991) said that that a bound morpheme, which in this case is combination of prefix plus infix plus suffix, is regarded ‘acquired’ when it is produced in three different free forms. It is assumed that there must be a factor that has led the object to produce such non-acquired complex combination of affixes. Despite not ‘acquired’, what it may be taken into account is that this study at least shows that a four year old child already has the potency to acquire complex affixes.

To conclude this paper, the writer suggests that similar studies involving more objects are necessary to be carried out because any child’s language development inevitably reflects universal, language-specific, and idiosyncratic characteristics. Secondly, it should be investigated further whether other children do have a tendency and potential to create complex combination of affixes.

7.         References

Crystal, D. (1993). Introduction to Language Pathology. London: Whurr Publishers. Third edition.

Departemen Pendidikan dan Kebudaan RI. (1992). Tata Bahasa Baku Bahasa Indonesia. Thid ed. Jakarta: Perum Balai Pustaka, 1992.

Ellis, R. (1997). Second Language Acquisition. London: Oxford University Press.

Larsen-Freeman, D., and Long, M. H. 1991. An Introduction to Second Language Acquisition Research. London: Longman.

Macaulay, Ronald. (1980). Generally speaking: How children learn language. Rowley, MA: Newbury House.

Raja, P. (2003). Early Morphological Development of Indonesian Children, retrieved from http://sastra.um.ac.id, as current as December 27, 2014.

Yule, G. (1986). The Study of Language. Cambridge: Cambridge University Press.