Numerous syntacticians have extensively discussed the relationship between wh-questions and

focus structure (Rochemont 1978, 1986; Culicover & Rochemont 1983; Horvath 1981, 1986;

Kiss 1987 cited in Suranyi 2004). The concept that Wh-phrases in single questions constitute a

sub-case of emphasis is supported by a number of prosodic and semantic parallelisms as well as

syntactic resemblances. In terms of structural descriptions, it is frequently argued that relocated

wh-phrases are the object of the same syntactic projection of syntactic focusing, which is

represented by FocP (Brody 1990; Rizzi 1997 cited in Suranyi 2004). According to a broad

hypothesis assumed by Horvath (1986, referenced in Stoyanova 2008), focus is a syntactic

characteristic that is given to a non-echo wh-phrase. It is thus presumed that wh-movement

happens for concentrating purposes.

A wh-phrase should be able to check off an uninterpretable strong emphasis feature, according to

Stoyanova's (2008) theory for whphrases in languages that do not permit multiple wh-questions.

Multiple wh-questions cannot be licensed, assuming that in such languages attention is realized

in a singular structural focus location.

a. (00: 1) What are you doing?

In Example A, the word "what" remains in the base position, but the word "who," for instance, is

taken from the specifier of TP and placed in the specifier of CP. In other words, one wh-phrase

in clause-initial SpecCP position is required for each interrogative in English. It will be

continued in example B that provides a condensed version of example A. Pesetsky (1987) asserts

that a successful response to Example A contains a sequence of organized individuals and

actions, such as "I am buying the groceries" or "I am cooking lunch." This pair-list response

demonstrates that "what" and "who" are paired at the syntax-semantic interface known as
Logical Form (LF). This is essentially a suggestion made by Chomsky in 1976 and advanced by

Kayne in 1979. This idea involves a concealed movement at LF for wh-in-situ, or 'what' in

example 1.

b. (00: 1) What do you mean?

In example B, the subject of the verb "do" is formed from the specifier of vP as "what." A strong

uninterpretable property of the Extended Projection Principle (EPP) on T' that demands that

something nominal be connected to is then satisfied by moving up to the specifier of TP. To

check off a strong uninterpretable feature on other examples, "What" appears on the CP

specifier.

There are many different methods when asking a question in Indonesian. According to Saddy

(1991) and Cole & Hermon (1998), there are three different sorts of wh-questions: wh moved to

its scopal position, wh partially moved, and wh-in-situ. This is shown from some of the examples

below.

c. (06: 4) You have brother and sister?

d. (08: 4) Where do you going long long time ago?

e. (09: 4) Dad, are you like Iqbal?

f. (10: 3) Are you school to Debbie school?

g. (10: 4) Mum, are you can swim?

Within the wh-questions, the complementizer seems to be distributed inconsistently. It is

prohibited in nominal sentences like example G but required in verbal statements like example E.

As claimed by Cole, Hermon, and Tjung (2005), this is actually not a contradiction at all. The

answer to this seemingly conflicting restriction, according to Cole, Hermon, and Tjung (2005),
should be based on three key assertions. First, Standard Indonesian mandates parallelism

between information structure and syntactic structure. Second, although initially appearing to be

a vocal sentence, the "are you" statement, like example E, is actually a nominal sentence. Third,

neither whmovement nor wh-in-situ subject position apply to the phrases in example E, which

are grammatically correct due to a general rule that optionally transfers focused predicates to

beginning position.
One way that people can control and use a language that they learn or adapt to the target

language development is through language acquisition. According to the order of language

learning, the mother tongue (BI) is the first language learned, followed by a second language

(B2). As stated by Ali (1995:77), the mother tongue is the first language that is controlled by

humans since the beginning of his life through interaction with other members of the language

community, such as family and community environment. Language acquisition first (L1 or B1)

occurs when the child who from the beginning was without language then has gained one

language or commonly called the mother language or the first language of the child. While

learning a second language can happen in a variety of ways and at different ages as well as

according to distinct linguistic needs. In keeping with Edmondson's (1999:35) assertion that

acquiring a second language is a unique process that calls for particular care, which in the mean

specific worry in this case is that the study of a second language was done on purpose and

requires a teacher or a tool to help the process of mastering a second language being studied.

One of the most significant morphological features of the Indonesian language is affixation. It is

believed to be significant because learning the process of morpheme affixation, which can be

challenging for foreign speakers trying to learn Indonesian as a second language because of its

changing word meanings, can be perplexing.

Affix or suffix is inserted at the beginning, end, middle, or a combination of the three sounds in a

word to create a new term that refers to handling the original word. According to Ramlan

(2001;55), affixes are grammatical units that are tied to vocabulary words but are neither the

words themselves or the words' subjects. These units can be attached to other units to create new

words or main words.

 DIBANDINGKAN PERTUMBUHAN BALI DENGAN PERTUMBUHAN INDONESIA DI

ANTARA 1965-1990

Ekonomi kekenalkan sebagai "di belajar oleh bagaimana orang-orang mempergunakan mereka

terbatas sumber penghasilan mencoba dan memuaskan tidak terbatas ingin" (Mc Taggart, et all,

1999). Kalau kasus ini, negara Indonesia adalah paling baik negara belajar ini. Selama 1960's,

tiap orang tidak percaya tentang Indonesia pertumbuhan yang tinggi, tapi dasa warsa selama

60's, pertumbuhan membuktikan tiap orang kesalahan....

The use of affixation, including prefixes, suffixes, and konfiks, is discovered based on the data.

Reduplication and the use of the words interference were also discovered.

To create a new word with a distinct meaning, prefix is the prefix form of additive that is added

to a fundamental shape (basic words). According to Kridalaksana's (2008: 198) interpretation of

what is said, the prefix is an affix appended to the front of the base.

1. Acquisition of prefixes di- :

di belajar
Prefix 'di-' and prefix'me-' share a strong affinity. Prefix "me-" indicates an active activity, while

prefix "di-" indicates a passive action, where the action or object of the action, and not the

perpetrator, is the major focus in that sentence.

2. Acquisition of prefixes mem- dan men- :

Mempergunakan; mencoba; memuaskan; membuktikan
If the prefix'me-' associated with fundamental words with the first phoneme or particular,
occuring variations, for example'me-','mem-', 'Men-','meng-' and'meny-'.

3. Acquisition of prefixes peNG- :

Penghasilan

The prefix "peNG-" came in six variations: pe, pem, pen, peny, and penge. If the prefix "Pen-" is
followed by a fundamental form that started with the phoneme by phoneme /d /, / t /, / c /, / j /, /
sy/, it becomes a "pen-."

Suffixes are affixes that are placed at the back of or at the end of a word. With the basic term, the
meaning of the word appended will also differ. The formation process is known as suffixation. A
few examples of suffixes are -kan, -an, -i, -nya, -man, -wati, -wan, and -asi. isme, in, and wi

1. Acquisition of Suffixe –kan:

Kekenalkan; mempergunakan; memuaskan; membuktikan

2. Acquisition of Suffixe –an:

Pertumbuhan; kesalahan
References

Ali, M. (1995). Psikolinguistik: konsep & isu umum. Malang: UIN Malang Press

Cole, P., Hermon, G., & Tjung, Y. N. (2005). How irregular is WH in situ in
Indonesian?. Studies in Language. International Journal sponsored by the Foundation
“Foundations of Language”, 29(3), 553-581.

Edmondson, W. (1999). Twelve lectures on second language acquisition: Foreign language

teaching and learning perspectives (Vol. 19). Gunter Narr Verlag.

Kridalaksana, H. (1996). Pembentukan Kata dalam Bahasa Indonesia.(edisi kedua). Jakarta: PT

Gramedia Pustaka Utama.

Pesetsky, D. (1987). Wh-in-situ: Movement and unselective binding. The representation of (in)

definiteness, 98, 98-129.

Ramlan, M. (2001). Morfologi : Suatu Tinjauan Deskriptif. Yogyakarta: C.V. Karyono.

Saddy, D. (1991). Wh scope mechanisms in Bahasa Indonesia. More papers on wh-movement,

ed. by Lisa Cheng and Hamida Demirdash. MIT Working Paper in Linguistics 15:
pp.183–218.

Stoyanova, M. (2008). Unique focus. Unique Focus, 1-200.

Surányi, B. (2007). Focus structure and the interpretation of multiple questions. On information
structure, meaning and form, 229-253.