| dc.description.abstract | The purpose of this thesis research is to describe the results of the analysis of the read aloud method on sound changes and vowel and consonant acquisition in early childhood. This study used Blumstein's theory of sound change, namely articulatory phonetics and Chomsky's cognitive genetic theory in language acquisition. The data collection method uses the listen method, with basic tapping techniques, listening to engage spech (LES) techniques, recording techniques, and recording techniques. The data analysis method is a method with basic techniques of determining element sorting techniques (EST), articulatory phonetic sorting power with advanced techniques, differential linking techniques (DLT). Sound changes that occur in early childhood after following the read aloud learning method are substitution, omission, addition and metathesis. The exchange of consonant sounds that often occur is the sound [r]→[l], [d]→[b], [j]→[c], [r]→[l], [s]→[c], [t]→[d], while the frequent exchange of vowel sounds is [i]→[e], [e]→[i], [u]→[o]. Frequent additions are sounds [h], [k], [p], [d], [t], [g]. Frequent omissions include vowels [a], [i], [e] and consonants [h], [m], [n], [d], [t], [l]. The sound of metathesis is found in the word "byur" became [yurb], "kata" became [taka], "kemana" became [kenama], and "vocabulary" became [kokasata]. Phonological acquisition in early childhood is related to the cognitive development of children who find it difficult to express the sounds of speech conveyed to them. Of the ten children in this study data have obtained vowel sounds [a], [o], [i], while vowel sounds [e] and [u] still often change sound. The consonant sounds that have been obtained are consonant sounds [b], [c], [d], [g], [h], [m] [n], [p], [t], [w], and [y], while the consonant sounds that have not been obtained are consonant sounds [j], [k], [l], [r], [s]. Based on Chomsky's cognitive genetic theory in this study between compatibility and performance does not go hand in hand | en_US |
