'FROG, WHERE ARE YOU?': A STUDY ON BAHASA INDONESIA INTERFERENCE IN JAVANESE CHILDREN’S SPEECH

The coexistence of Bahasa Indonesia and Javanese has become an issue in the Javanese language preservation. Such strong contact is finally resulting in bilingual individuals in which language interference often occur. In this study, however, is aiming at describing how and why Bahasa Indonesia is interfering Javanese in Javanese children speech. By using task-based approach by Grosjean, this study manipulated language production in Javanese children using wordless narrative book Frog, Where Are You? created by Mercer Mayer. The results show that Bahasa Indonesia is interfering Javanese in phonic, morphological, syntactic, lexical, and even semantic aspects. Nevertheless, lexical level interference is the most noticeable interference since both language share quite similar structure. It is believed that, in sociolinguistics perspective, Bahasa Indonesia has gradually shift Javanese gradually. It is also seen that Javanese children with strong exposure of Bahasa Indonesia are eventually perceive more Bahasa Indonesia structure than Javanese.

Developing Speech In Schoolchildren Innovative Methods

Through speech, a person expresses his thoughts, feelings, and desires, and understands the thoughts, feelings, and desires of others. Speech will be oral and written. Spoken speech is a typical colloquial speech, which is more about tone and different gestures. It uses almost no complex grammatical devices or conjunctions. So it is important to teach students ways to express themselves from early school years. The following article looks into innovative methods of teaching school children speech.

Evaluation of Italian Simplified Matrix Test for Speech-Recognition Measurements in Noise

This study aimed at the evaluation of a simplified Italian matrix test (SiIMax) for speech-recognition measurements in noise for adults and children. Speech-recognition measurements with adults and children were conducted to examine the training effect and to establish reference speech-recognition thresholds of 50% (SRT50) and 80% (SRT80) correct responses. Test-list equivalency was evaluated only with adults. Twenty adults and 96 children—aged between 5 and 10 years—participated. Evaluation measurements with the adults confirmed the equivalence of the test lists, with a mean SRT50 of −8.0 dB and a standard deviation of 0.2 dB across the test lists. The test-specific slope (the average of the list-specific slopes) was 11.3%/dB, with a standard deviation of 0.6%/dB. For both adults and children, only one test list of 14 phrases needs to be presented to account for the training effect. For the adults, adaptive measurements of the SRT50 and SRT80 showed mean values of −7.0 ± 0.6 and −4.5 ± 1.1 dB, respectively. For children, a slight influence of age on the SRT was observed. The mean SRT50s were −5.6 ± 1.2, −5.8 ± 1.2 and −6.6 ± 1.3 dB for the children aged 5–6, 7–8 and 9–10 years, respectively. The corresponding SRT80s were −1.5 ± 2.7, −3.0 ± 1.7 and −3.7 ± 1.4 dB. High test–retest reliabilities of 1.0 and 1.1 dB for the SRT80 were obtained for the adults and children, respectively. This makes the test suitable for accurate and reliable speech-recognition measurements.

Development and Functionality of an Internet-Based, Self-Managed Parent Training Program

Purpose This research note evaluated a self-managed, Internet intervention (i.e., Success With Stories) designed to facilitate parental reading practices and beliefs. Method Twelve reviewers were composed of parents of young children, speech-language pathologists, and experts in self-managed, Internet intervention. Satisfaction of usability, content, presentation, suitability, and exercises of Success With Stories was examined using an intervention satisfaction rating. Value and usefulness of content was evaluated via a survey. Results Reviewers found content to be valuable and useful for facilitating parental reading practices and beliefs. Results indicated high satisfaction across all reviewers. Conclusion Results point toward strengths and limitations of the protocol and future directions.