ABSTRACT

Skripsi, Medan: Department of Enflish Education, Faculty of Tarbiyah Science and Teachers Training,
State Islamic University of North Sumatera, Medan 2018.

This research is a case study on child’s language acquisition. The main focus of this study is on the
analysis of phonological process of the words produced by a two-year-old Indonesian child. Realizing that there
are a number of different theories of child’s language acquisition, it is interesting to know how the theory of
phonologica process proposed by David Ingram in general helps the Indonesian child to understand the
language; and which phonological process mostly occur in his speech. This thesis presents further evidence
and example of phonological process whichinvolves substitution, and syllable structure process.

Keywords: Psycholinguistics, language, acquisition, linguistics, child, phonological.

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 CHAPTER I

INTRODUCTION

1.1 The Background of the Study

Mother language is the first language we mastery after we gave birth so it is often called by the first
language. First language acquisition surely occurs in childhood. Another language after first language that we
mastery called the second language, third language and next after. The second language acquisition and more
than it occur in several ranks of ages and generally undergone when we had mastered the first language
fluently. Therefore, some scientist state that the second language acquisition process is different from the first
language acquisition, thus there is second language acquisition focus knowledge. But in the bilingual society or
multilingual there is an acquisition of two languages or more than it in the same time, so mother language or
first language can be more than one languages.

SLA (second language acquisition focus knowledge) understands about second language acquisition
process not only as a process in a linguistics knowledge but also psychology, sociology, anthropology and
culture. In the real live there are a lot of chase about difficult people in learning second language or there is one
who could not acquired language without his first language or the language which is acquired from his family
(mother language).

Based on the simple information about language acquisition above, the writer could mind taking title
“Language Acquisition Based on Phonological Structure in 2-3 YearsOld Children in Lubuk Kertang”

1.2 The Problem of the Study

Based on the background of the study above, it can be identified some problem:
1. How language acquisition based on phonological structure in 2-3 years old children?
2. How to know word utterances obtained by children age 2-3 years old?
3. How to language development by children age 2-3 years old?

1.3 The Objectives of the Study

Based on the problem above, the objectives of this research are:
1. To know language acquisition based on phonological structure in 2-3 years old children.
2. To find word utterances obtained by children age 2-3 years old.
3. To discover language development in children age 2-3 years old.

1.4 The Scope of the Study

Psycholinguistics is an interdisciplinary field. Hence, it is studied by researchers from a variety of different
backgrounds, such as psychology, cognitive science, linguistics, and speech and language pathology.
Psycholinguists study many different topics, but these topics can generally be divided into answering the
following questions:
(1) how do children acquire language (language acquisition)?;

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(2) how do people process and comprehend language (language comprehension)?;
(3) how do people produce language (language production)?; and
(4) how do people acquire a new language (second language acquisition)?

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 CHAPTER II

REVIEW OF LITERATURE

2.1 Psycholinguistics

Psycholinguistics is a combination of psychology and linguistics. Both are the branches of science.
Psychology is defined as the systematic study of human experience and behavior or as the science that studies
the behavior of men and other animals (Knight and Hilgert in Abu Ahmadi, 1992). Psycholinguistics is the study
of human language – language comprehension, language production, and language acquisition (E.M. Hatch).

Psycholinguistics is a field of study that combines psychology and linguistics. (Lim Kiat Boey)
Psycholinguistics is the study of human language – language comprehension, language production, and
language acquisition (E.M. Hatch).

According to Field (2003),1 Psycholinguistics explores the relationship between the human mind and
language. Psycholinguistics itself has six major areas which sometimes overlap to one another; language processing,
language storage and acces, Comprehension theory, Language and the braib, Language acquisition (pp. 2-3).
however there is a thick line to differentiate between language and psychology, the expert in language (linguists) has
the tendencies to describe or analyze the competence of the knowledge of language in the human mind meanwhile,
the expert in psychology (psychologists) have the interest more in the perfomance of the language use.
Psycholinguistics is the study of the mental mechanisms that make it possible for people to use language. It
is a scientific discipline whose goal is a coherent theory of the way in which language is produced and understood.2
Psycholinguistic studies have revealed that many of the concepts employed in the analysis of sound
structure, word structure, and sentence structure also play a role in language processing. However, an account of
language processing also requires that we understand how these linguistic concepts interact with other aspects of
human processing to enable language production and comprehension." (William O'Grady, et al., Contemporary
Linguistics: An Introduction. Bedford/St. Martin's, 2001)
Besides looking at the concept of the experts, psycolinguistics also look upon the different modalities in
both spoken and written from of a language. Speech is more spontaneous, connected and takes place in real time
meanwhile; writing is deliberate, use discrete units and can be reviewed after the production. The last concept to
distrinct in psycholinguistics is the process of the human minds, is it either productive or receptive and it is on the
lower or higher level (Field 2003. pp.92-3).

The history of psycholinguisitics is dated from the 1950s (Griffin and Ferreira in Traxler and
Gernsbacher, 2006:2). the beginning of Wundt’s lab in Leipzig became very important for traditional
psycholinguistics world because it is the beginning of prsycholinguistics as an independent discipline. Experts of
this subject examined the relationship between language and psychology. Meanwhile, the particular important
work of psycholinguistics, at that time, was Broca’s (1861) and Wernicke’s (1874) aphasias. This growth was
along with the spectacular growth of medicine. On the other hand, the modern establishment of
psycholinguistics began from two seminars supported by the Social Science 9Research Council in the US and
the subsequent publication of the original version of Osgood and Sebeok‟s (1965) Psycholinguistics: A survey
1
Field, J. (2003). Psycholinguistics. RRoutledge, USA.
2
Alan Garnham. (1985). Psycholinguistics: Central Topics. Psychology Press..

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of theory andresearch problems which attemptedto establish the Sapir –Whorf hypothesis by using
psychological techniquesand reunited linguistics and psychology (Griffin and Ferreira in Traxler and
Gernsbacher, 2006: 5-7)

According to Clark and Clark (1977), psycholinguistics includes the study of children’s acquisition of
language. Many linguists would agree that both first and other language learning and also linguistic disabilities
are the province of psycholinguistics (though see Garnham, 1985, Preface, according to whom they are
specialist areas, rather than central topics for psycholinguistics).3

There are many definitions of psycholinguistics. Scovel (1998: 4) defines psycholinguistics as the use
of language and speech as a window to the nature and structure of the human mind. Talking about language
and human mind will not be separated from the study of psychological and neurobiological factors that enable
humans to acquire, use, and understand language. Aitchison (2011: XV) adds that this subject links psychology
and linguistics which enables learners find out structures and processes which underlie a human‟s ability to
speak and understand language. In other words, learning this study will help learners to understand the
psychology of how humans learn and understand language whether it is first or second language. Moreover,
learning this subject enables learners to know the nature and structure of mind which is related to language and
speech.

Psycholinguistics also explores the relationship between human mind and language or thought and
language (Field,2003:2)

2.1.1 Speech Comprehension and Production

Psycholinguistics is concerned with describing how human’s brain compute and process thoughts to
comprehend and priduce language.

According to Harley (2001: 334),4 comprehension is the stage of processing that follows word
recognition and parsing. Word recofnition can be either in spoken or printed form. In spoken word, phonems of
a spoken word activate a set of word candidate which are consistent with the input. Thus, people will
comprehend spoken words. On the other hand, when people read, they use visual representations that are
provided by print to recover the phonological and linguisticstructure of the message.Moreover, readers must
quickly decide whether a printed sentence makes senseor not. Readers with normal hearing and without any
brain damage will be able to comprehend speech uttered or written. Moreover, they will be able to detect any
errors made.

Griffin and Ferreira in Traxler and Gernsbacher (2006:22) explain that the simplest meaningful
utterance that people produce consists of a single word which expresses a single idea. Generally, a speaker
begins to specify semantic and pragmatic properties to produce a word which expresses the situation. This
process is called conceptualization or message planning. He/she, then, selects a word which involves selecting
a word in his/her vocabulary memory based on its correspondence to semantic and pragmatic specifications.

3
Clark, H Herbert and Clark V Eve. (1977). Psychology and Language. New York : Harcourt Brave Jovanovich, INC.
4
Harley, T. (2002). The Psychology of Language. From Data to Theory, New York, Psychology Press Translation.

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 After selecting the word that will express the thought, the speaker comes to sound processing stage.
This stage involves constructing the phonological form of a selected word. Then the speaker tries to retrieve
individual sounds of the word and manage them into stressed and unstressed syllables. The two stages are
called formulation because the speaker determines how to express his/her thought. The final process is 12
articulation in which motor programs are used to pronounce the sounds of a word.

2.2 Psycholinguistics Approaches Language Acquisition

Language acquisition is process the child begins to recognize verbal communication with its
environment is called language acquisition of children. The term used for acquisition of British counterpart of the
term acquisition, namely the process of language acquisition by children naturally when he learns his native
language (native language) (Dardjowidjojo, 2008: 225).5

According to Sofa (2008), there were two notions about language acquisition. First, the beginning of
language acquisition has a squally, suddenly. Second, language acquisition to have a gradual beginning that
emerged from the achievements of motoric, social, and cognitive pralinguistik.

Child language acquisition occurs when a child who from the beginning without the language has
acquired language. During the language acquisition of children, more children leads to the communication
function rather than form of the language. Child language acquisitioncan be said to have the characteristic of
continuity, have a continuum, moving from simple one-word utterance into a more compicated combination of
words. Language acquisition is closely related to cognitive depelopment, namely, first, if the child is able to
produce utterance which, based on the grammar which are neat, does not automatically imply that the child has
mastered the relevant languages well. Second, the speaker must obtain the cognitive categories that underlie
the various meanings expressive natural languages.

During the first language acquisition, Chomsky mentions that there are two process which occur when
a child acquire his first language. The process is a process of competence and perfomance process. Both
process are two different process. Competence is the process of mastery of grammar (phonology, morphology,
syntax, and semantics) unconsciously. Competence is taken by every child from birth. Although innate,
competence development requires that children have perfomances in the language. Perfomance is the ability of
children to use language to communicate. The perfomances consist of two process, namely the process of
understanding involves the ability to observe or perceive sentences heard, while the publishing process
involves the ability to produce their own sentences (Chaer 2003:167). futhermore, Chomsky also assumes that
language users understand the structure of language that makes him able created new sentences countless
and make him understand the sentences. Thus, competence is the intuitive knowledge that an individual
possesses anout his mother language (native language). This linguistic intuition does not just exist, but was
developed in line with growth in children, while the perfomance is something that is produced by the
competency.

2.2.1 Development and Language Acquisition Process

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Dardjowidjojo Soenjono. 2008. Pengantar Pemahaman Bahasa Manusia. Books online

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1. Acquisition in the field phonology6

Child use sounds that have been studied with the sounds that have not been studied, for example,
replace / l / that have been studied with the sound / r / that has not been studied.

2. Acquisition in the field of morphology

At the age of 3 years children have already formed several morphems which show grammatical function of
nouns and verbs used. Grammatical errors often occur at this stage because children are still trying to say what
he wants to convey. Children continue to improve his language until the age of ten years.

3. Acquisition in the field of syntax

Alamsyah (2007:21) mentions that children develop a level of grammatical sentence that are generated
through several stages, namely through imitation, through the classification of morphemes, and through the
preparation by way of putting words together to form sentences.

4. Acquisition in the field of semantic

Children use certain word based on similarity of motion, size, and shape. For example, children
already know the meaning of the word clock. Orginally referring to a child just watches her parents, but then he
used the word to all kinds of hours.

2.3 Phonological Theory

Phonology is the branch of linguistics concerned with the study of speech sounds with reference to their
distribution and patterning. Adjective: phonological. A linguist who specializes in phonology is known as a
phonologist. Etymologically, phonlogy from the Greek, means “sound, voice”.

The aim of phonology is to discover the principles that govern the way sounds are organized in languages
and to explain the variations that occur. We begin by analyzing an individual language to determine which
sound units are used and which patterns they form--the language’s sound system. We d]then compare the
properties of different sound systems, and work out hypotheses about the rules underlying the use of sounds in
particular groups of languages. Ultimately, phonologists want to make statements that apply to all languages.7

Whereas phonetics is the study of all possible speech sounds, phonology studies the way in which a
language’s speakers systematically use a selection of these sounds in order to express meaning. There is a
further way of drawing the distinction. No two speakers have automatically identical vocal tracts, and thus no
one produces sounds in exactly the same way as anyone else. Yet when using our language we are able to
discount much of this variation, and focus on only those sounds, or properties of sounds, that are important for
the communication of meaning. We think of our fellow speakers as using the ‘same’ sounds, even though
acoustically they are not. Phonology is the study of how we find order within the apparent chaos of speech
sounds. When we talk about the ‘sound system’ of English, we are referring to the number of phonemes which
are used in a language and to how they are organized.
6
Krashen, Stephen D. 1981. Principles and Practice in Second Language Acquisition. London: Prentice-Hall International (UK)
7
D. Robert Ladd. 2008. International Phonology Second Edition. (United States of America: Cambridge University Press).

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2.4 Language Acquisition of 2-3 years old

a. Babbling

All of the sounds found in all languages are encompassed in children's first babbling. 8Gradually, babbling
becomes more specific with native language syllables being consistently practiced. Before the end of their first year,
children engage in pseudo-language, babbling that mimics the native language in its intonation and form.

b. Holophrases

The first word evolves to many single words or syllables that stand for a variety of meaningful sentences or
phrases in different situations. Car said while looking out the window may mean, "Look at the car outside"; car said
while standing next to the toy shelf may mean, "I want my toy car." A vocabulary of holophrases enables children to
communicate with familiar caregivers. Children use successive holophrases to increase their communicative power:
Car (pause) go to indicate "I want to go for a ride."

c. Two-Word Sentences

Two-word sentences appear between eighteen and twenty months of age and express ideas concerning
relationships: "Mommy sock" (possessor-possession), "Cat sleeping" (actor-action), "Drink milk" (action-object), and
so on. A vocabulary of about 300 words is typical.

d. Telegraphic Sentences

The next stage of language are sentences that are short and simple. Similar to a telegram, they omit
function words and endings that contribute little to meaning: "Where Daddy go?""Me push truck."

e. Joined Sentences

As language development proceeds, children join related sentences logically and express ideas concerning
time and spatial relationships. They come to understand social expectations for language use and begin to use adult
forms of language. Vocabularies expand rapidly, the ability to use words increases, and children intuitively acquire
many of the rules of language. By age three children have vocabularies of nearly 1,000 words.

f. Overgeneralizations

As children become more sophisticated in their language, they overgeneralize rules in ways that are
inconsistent with common usage; for example, "I comed home" for "I came home" (sometimes called creative
grammar). Correct forms are temporarily replaced as rules are internalized.

There are also many different ways to characterize the developmental sequence. On the production side,
one way to name the stages is as follows, focusing primarily on the unfolding of lexical and syntactic knowledge:
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Http : // language acquisition artikel//htm

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 Typical
Stage Description
age

6-8
Babbling Repetitive CV patterns
months

One-word stage
(better one-morpheme or 9-18
Single open-class words or word stems
one-unit) months
or holophrastic stage

18-24
Two-word stage "mini-sentences" with simple semantic relations
months

Telegraphic stage
24-30 "Telegraphic" sentence structures of lexical rather
or early multiword stage
months than functional or grammatical morphemes
(better multi-morpheme)

30+
Later multiword stage Grammatical or functional structures emerge
months

g. Vocabulary and language development in children at 2-3 years

At this age, your toddler’s vocabulary expands quickly – he might even learn new words each day. In
general, your toddler understands more words than he can use.

Your child will use lots of nouns – for example, ‘baby’, ‘friend’, ‘car’ and ‘boat’. You’ll also hear more and
more word types too, including:

 verbs – for example, ‘play’, ‘go’, ‘walk’

 adjectives – for example, ‘wet’, ‘sore’, ‘cloudy’
 pronouns – for example, ‘he’, ‘she’, ‘I’, ‘you’
 location words – for example, ‘in’, ‘on’.

Your child will start using words like ‘more’ and ‘most’, as well as words to make questions like ‘who’, ‘what’
and ‘where’.

And your child will start to say ‘me’, ‘mine’ and ‘you’. By three, she’ll understand the difference between
‘mine’ and ‘yours’.

h. Sentences and grammar in language development

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 As part of language development, your child will begin to use two-word sentences at around two years.
By age three, he’ll be able to use sentences with three or more words – for example, ‘Mummy get in car’, ‘Me go too’
or ‘Put sock on foot’.

You’ll start to hear grammar and more structured sentences. For example, instead of ‘I go’, your child might
say ‘I’m going’. You’ll also hear her use the past tense – for example, ‘walked’, ‘jumped’. And she’ll start using plurals
like ‘cats’ or ‘horses’.

Your child might not always get it right when he uses plurals and past tense. For example, he might say
‘foots’ for ‘feet’, or ‘goed’ instead of ‘went’. This is because he’s still trying to figure out how language works.

i. Understanding and language development

Language development includes your child understanding more and more of what’s said to her and how it’s
said.

Your child will understand one-step and two-step instructions, as long as they’re about things he already
knows – for example, ‘Pick up your toys and put them in the box’ or ‘Come over here and have some apple’. He might
still find it hard to follow instructions about unfamiliar objects or tasks.

Your child will begin to answer questions from adults about ‘who’, ‘what’ and ‘where’, but she might not yet
understand how to answer ‘why’ and ‘how’ questions. Your child can tell from the tone of your voice if you’re happy,
affectionate or angry.If your child is struggling to do something, he knows how to ask for your help.

And your child will understand household routines and guess what’s going to happen next in a routine. For
example, if you tell her to put her boots on, she knows she’s going to the park.

j. Pronunciation in language development

By three, your child will use most of the speech sounds in his words, but he might still pronounce words
differently from adults. For example, even though he can say the sounds ‘b’ and ‘l’, he might have trouble combining
them together in ‘blue’. Some difficult sounds like ‘z’, ‘sh’, ‘f’, ‘v’, ‘r’, and ‘th’ might still be hard for your child to say.By
the time your child is three years old, unfamiliar people will be able to understand about three-quarters of what she’s
saying.

k. Developing conversation skills

Your child will start to get the hang of speaking in turn, and he might be able to have a short conversation
with you.

Your child will talk about things that have happened during the day. With your help, she might be able to put
together a simple story – for example, your toddler might say ‘I go shop’.  You might respond, ‘And what did you do at

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the shop?’ She’ll reply ‘Buy lollies’. By age three, she might be able to tell a simple ‘made-up’ story based on
experiences she’s had, but she’ll probably leave out lots of detail.

Your child will talk about people and objects not present – for example, ‘Grandma at the shops’, ‘My ball in
tree’.And your child will start talking the same way you or other close adults talk. You might even hear your child say
certain words the way you do. He might begin to ‘boss’ other people around, particularly younger children!

l. Play and language development

Your child will be able to play and talk by age three – for example, giving voices to the toys she’s playing
with. She’ll also begin to play in groups with other children, sharing toys and taking turns.

You might hear your child playing with language through rhyming, singing and listening to stories. He
might use an overly loud or soft voice when speaking.

CHAPTER III

RESEARCH METHOD

3.1 The research design

In this research, the data were collected by qualitative method, the qualitative data were
gathered, diary note, observation sheet, and interview sheet which were given by the writer during the
research. This research there are five children at 4-5 years old in lubuk kertang,

3.2 The subject of study

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 The subject of this research was children of 2-3 years old that on Lubuk Kertang village,
which consist of five children:

IDENTITY TIARA ZAUHARA NAURA RIZA APRILIA

Age 2 Y.O Y.O 2 Y.O 2 Y.O 2 Y.O
Date of birth 07-08-2015 01-01-2015 05-04-2015 17-05-2015 27-12-2014
Father’s Aldi Eko M.Ridwan Saiful Ahmad
Job Farmer teacher teacher Farmer Farmer
Education Elementary S S1 S1 Senior H.S Senior H.S
Mother’s Asnah Lina Eliya Salbaniah Sulis
Job Housewife teacher housewife Teacher Housewife
Education Elementary S S1 S1 S1 Senior H.S

3.3 The source of data

The source of data is word’s children, and also their environment which they do daily
communication with their friends and parents.

3.4 The instrument of data

In this study, there are some tools that we used to identity some of variable of study such us,
pen, book, and camera.

3.5 The technique of collection

The data in this study were collected by Interview, than observe the child, and the last
documentation, take a picture with the children.

3.6 The procedure of data

The data in this study were collected by interview the child, the procedure is first to
communicate with the child, then observe the pronunciation, then take a picture with the child

CHAPTER IV
DATA ANALYSIS AND RESERCH FINDING

4.1 Data Analysis

After doing the research, we analyze the data from observation, interview, and
documentation. From the results found there are some children who are still not fluent in pronunciation
of words, they are not able to say the word well and correctly.

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 NAME FLUENT IN SPEECH SPEECH DELAY
Tiara Aulia √
Zauhara √
Naura √
Riza √
aprilia √

4.2 Research Finding

Based on the results we have examined from the five children, there are some child who is
not fluent in pronunciation. Example.
His name is Muhammad Riza, he is 2,5 years old. He live in Lubuk Kertang. His mother is
Salbaniah, S.Pd and his father is Saiful Azhar. Her mother as a teacher in elementary school and his
father is a farmer and neighborhood association. He is the second child from 2 children.
Conversation 1:
W : What’s your name?
R : adek
W : what?.. Adek?
R : iyah, adek ija (adek riza)
W : have you breakfast?
R : iyom (belum)
W :have you take a bath?
R : (just smile and busy and ask me to take a photo with my handphone)
W : do you want to take a photo?
R : ya..ya..ya.. (smile)

Result of observation:

Riza can receive some question from observer although the result of pronouncement so
simple. On the first observation, Riza can’t say consonant ‘r’, that can saw when he say his name,
‘Riza’. the consonant that he say is ‘Ija’. consonant ‘r’ he say to be lost.

Conversation 2:

Aprilia Rizky is her name, her nick name is April. She is 3 years old, she is the second
children from 2 children. Her mother is a housewife and her father is a farmer. April is a cute and
beautiful children. She live in Lubuk Kertang village.

O : what’s your name?

A : just silent and bow

O : Hello, may I know what’s your name?

A : still silent

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 O : Hi, you’re so cute and beautiful, why you just silent?

A : stay silent and no say anything and stay bow

O : emh… ok, maybe you’re shy meet me right? (hehehe)

A : look at me and stay silent

Result of observation:

From the conversation, April can’t to say anything, can’t to anwer observer’s questions.
According to her mother, she is talkactive, but maybe because just see observer and don’t know with
observer, so April to be shy person suddenly. From the result of observation can see in order that she
actually want to say or answe but little afraid and she just smile every observer ask.

After we interviewed his parents, one of the factors is lack of practice in speaking, because it
is not familiarized and not imposed by his parents, so the child can not mention still can not say well
and true
And there is also one child who is very fluent in speaking, the pronunciation of the letters, his
words are very good.
Q: What’s your name?
A: Tiara
Q: Have you eaten?
A: dah
Q: What kind of side dishes?
A: Ikan
After being examined, the child is often invited to talk, often invited to study, often invited to
sing, and when there is a wrong word, his parents immediately justify the word, so that the child is able
to pronounce the words correctly, so because often in talking with his family , the child is used to
talking well.
phonology is the branch of linguistics concerned with the study of speech sounds with
reference to their distribution and patterning. adjective: phonological. a linguist who specializes in
phonology is known as a phonologist. etymologically, phonlogy from the greek, means “sound, voice”.
based on the theor and result of the research, highlighty 2-3 year olds are easier to understand by
using sounds and voice.

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 CHAPTER V

5.1 Conclusion

The conclusion of the results of our research, bahwasannya children aged 2-3 years still can
not say the words well and correctly, because there are several factors that is because kuranganya
attention of parents to invite their children more often talk, so the child is difficult and not accustomed
in speaking.

From the results of our research, there are also children who are already able in
pronunciation. Why this child is able to speak well, the main factor is parents, parents who teach, who
educate, who often communicate with the child, so that in the age of 2-3 years he was able to
pronounce well.

5.2 Suggestion

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 Parents should pay more attention to their children, more often talk to them and let them
speak with the correct pronunciation.

REFERENCES

Clark, H Herbert and Clark V Eve. (1977). Psychology and Language. New York : Harcourt Brave
Jovanovich, INC.

D. Robert Ladd. 2008. International Phonology Second Edition. (United States of America: Cambridge University Press).

Field, J. (2003). Psycholinguistics. RRoutledge, USA.

Garnham Alan. (1985). Psycholinguistics: Central Topics. Psychology Press..

Harley, T. (2002). The Psychology of Language. From Data to Theory, New York, Psychology Press Translation.

Http : // language acquisition artikel//htm

16
Krashen, Stephen D. 1981. Principles and Practice in Second Language Acquisition. London:
Prentice-Hall International (UK)

Soenjono Dardjowidjojo. 2008. Pengantar Pemahaman Bahasa Manusia. Books online

ATTACHMENTS

17
Name: Riza

Old: 2 Years Old

Address: Lubuk Kertang

Father: Saiful

Mother: Salbaniah

18
Name: Aprilia

Old: 2 Years Old

Address: Lubuk Kertang

Father: Ahmad

Mother: Sulis

19
Name: Tiara

Old: 2 Years Old

Address: Lubuk Kertang

Father: Aldi

Mother: Asnah

20
Name: Zauhara

Old: 2 Years Old

Address: Lubuk Kertang

Father: Eko

Mother: Lina

21
Name: Zauhara

Old: 2 Years Old

Address: Lubuk Kertang

Father: M. Ridwan

Mother: Eliya

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