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ENGLISH ONOMATOPOEIA IN CHILDREN’S BOOKS:
TYPES AND READERS’ UNDERSTANDING
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements
for the Degree of Sarjana Sastra
in English Letters
By
MARIETTA DEA KARINA
Student Number: 134214060
ENGLISH LETTERS STUDY PROGRAM
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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ENGLISH ONOMATOPOEIA IN CHILDREN’S BOOKS:
TYPES AND READERS’ UNDERSTANDING
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements
for the Degree of Sarjana Sastra
in English Letters
By
MARIETTA DEA KARINA
Student Number: 13421406
ENGLISH LETTERS STUDY PROGRAM
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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I Do Believe in Luck, Fate, and Chances
I Do Believe More in Hard Work, Passion, and Positive Vibes
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FOR MY PARENTS,
TEACHERS,
FRIENDS,
AND LANGUAGE ENTHUSIASTS.
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ACKNOWLEDGEMENTS
First, I would like to express my gratitude to Jesus Christ and Mother
Mary for always being on my side, guiding me to the completion of my study.
I address my sincere gratitude to my thesis advisor, Anna Fitriati, S.Pd.,
M.Hum. for her caring support and guidance. I also deliver my gratitude to my co-
advisor Dr. Fr. B. Alip, M.Pd., M.A. for his corrections and suggestions for the
betterment of my study.
This study would not be viable without the help of Kinderstation Junior
High School and Budi Utama Junior High School Yogyakarta students and staffs
in the process of data collection. My appreciation is also dedicated for the
lecturers and staffs of English Letters Department Sanata Dharma University who
guide and help me during my study.
My grateful expressions also go to my parents Andreas Wargunanto and
Maria Sugiharyani, and my family. Additionally, I address my sincere love to
close friends of mine for walking by my side through ups and downs, giving me a
lot of advice, experiences, laughter, and lessons.
Last but not least, thank you for everyone who always gives their caring
support. Thank you for always understanding and believing in me.
Marietta Dea Karina
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TABLE OF CONTENTS
TITLE PAGE ...................................................................................................... ii
APPROVAL PAGE ........................................................................................... iii
ACCEPTANCE PAGE ...................................................................................... iv
STATEMENT OF ORIGINALITY ................................................................... v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH vi
MOTTO PAGE ................................................................................................. vii
DEDICATION PAGE ...................................................................................... viii
ACKNOWLEDGEMENTS ............................................................................... ix
TABLE OF CONTENTS ..................................................................................... x
APPENDICES ................................................................................................... xii
LIST OF TABLES ........................................................................................... xiii
ABSTRACT ...................................................................................................... xiv
ABSTRAK ............................................................................................................ xv
CHAPTER I: INTRODUCTION ....................................................................... 1
A. Background of the Study ............................................................................ 1
B. Problem Formulation .................................................................................. 3
C. Objectives of the Study .............................................................................. 3
D. Definition of Terms .................................................................................... 4
CHAPTER II: THEORETICAL REVIEW ...................................................... 6
A. Review of Related Studies ......................................................................... 6
B. Review of Related Theories ....................................................................... 9
1. Onomatopoeia ........................................................................................ 9
a. Direct Onomatopoeia .................................................................... 10
b. Associative Onomatopoeia ............................................................ 10
c. Exemplary Onomatopoeia ............................................................. 11
2. Children‘s Literature ............................................................................ 11
3. Semantics ............................................................................................. 13
a. Lexical Meaning ............................................................................ 13
b. Homonym ...................................................................................... 14
c. Polysemy ....................................................................................... 14
4. Pragmatics ............................................................................................ 14
a. Contextual Meaning ...................................................................... 14
C. Theoretical Framework ............................................................................ 14
CHAPTER III: METHODOLOGY ................................................................. 17
A. Object of the Study ................................................................................... 17
B. Approach of the Study .............................................................................. 18
C. Method of the Study ................................................................................. 18
1. Data Collection .................................................................................... 18
2. Data Analysis ...................................................................................... 21
CHAPTER IV: ANALYSIS RESULTS AND DISCUSSIONS ...................... 22
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A. Onomatopoeia Types in Children‘s Books ............................................. 22
1. Direct Onomatopoeia .......................................................................... 24
2. Associative Onomatopoeia.................................................................. 27
3. Exemplary Onomatopoeia ................................................................... 28
B. Reader‘s Understanding on the Meanings of Onomatopoeic Words ........ 29
1. Data Presentation ................................................................................ 29
2. Test Result ........................................................................................... 30
CHAPTER V: CONCLUSION ......................................................................... 46
BIBLIOGRAPHY .............................................................................................. 48
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APPENDICES
Appendix 1. Onomatopoeic Words in Children‘s Books ..................................... 50
Appendix 2. The Onomatopoeic Words‘ Types and Frequency of Appearance .. 64
Appendix 3. The Blueprint of The Test‘s Question Sheet .................................... 66
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LIST OF TABLES
Table 4.1. The Data Presentation of Onomatopoeia Types in Children‘s Books . 23
Table 4.2. The Data Presentation of Readers‘ Understanding .............................. 31
Table 4.3. The Result of Question no.3 PART B.................................................. 40
Table 4.4. The Result of Question no.4 PART B.................................................. 41
Table 4.5. The Result of Question no.1 PART C.................................................. 42
Table 4.6. The Result of Question no.2 PART C.................................................. 43
Table 4.7. The Result of Question no.3 PART C.................................................. 44
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ABSTRACT
KARINA, MARIETTA DEA. English Onomatopoeia in Children’s Books:
Types and Readers’ Understanding. Yogyakarta: English Letters Department,
Faculty of Letters, Universitas Sanata Dharma, 2017.
Literary works employ onomatopoeia to represent an imitative sound of
the object it associates to. Gaining recognition to the meaning of these words has
an essential role in reading comprehension on the literary works.
There are two problems that this study wants to answer. The first problem
is the types of onomatopoeia in children books. It was discussed based on Hugh
Bredin‘s theory which classifying them into three types: direct, associative, and
exemplary onomatopoeia. The second problem concerns with finding out how the
readers of children‘s books understand the meaning of the onomatopoeia.
This research is a text analysis which collects the data by purposive
sampling. It analyzes onomatopoeia in children‘s books with the purpose to
classify them into three types of onomatopoeia. It is also a survey research which
applies a test in order to check the research participants‘ understanding on the
meaning of some onomatopoeic words in the excerpts of the selected children‘s
books.
The research leads to the findings that from the data of onomatopoeic
words in children‘s books, there are twenty eight words classified as direct
onomatopoeia, eight words as associative onomatopoeia, and there are six words
as exemplary onomatopoeia. These classifications are based on the characteristics
of the onomatopoeic words.
Discussing readers‘ understanding on the meanings of onomatopoeic
words in children‘s books, the test results found that the research participants‘
understanding was categorized into the category of very good, shown by high
numbers of correct answer that the research participants assessed. The researcher
found that there some difficulties that the research participants were facing in
determining the meaning of the words in the test. Most of difficulties are being
unfamiliar to the onomatopoeia mentioned, having difficulties in suiting the
context of the story, and having confusion in recognizing the meaning of the
words due to the word‘s possibility of having multiple meaning.
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ABSTRAK
KARINA, MARIETTA DEA. English Onomatopoeia in Children’s Books:
Types and Readers’ Understanding. Yogyakarta: Program Studi Sastra Inggris,
Fakultas Sastra, Universitas Sanata Dharma, 2017.
Karya-karya sastra kerap menggunakan onomatope untuk menirukan
bunyi dari objek yang digambarkan. Dalam kemampuan membaca, sangatlah
penting memahami arti dari kata-kata tersebut agar dapat mendapat pemahaman
tentang karya sastra tersebut,
Dalam penelitian ini terdapat dua rumusan masalah yang akan dibahas.
Permasalahan yang pertama berkaitan dengan tipe-tipe onomatope dalam buku
cerita anak, berdasarkan teori Hugh Bredin tentang tiga tipe onomatope yaitu
direct, associative, dan exemplary. Permasalahan yang kedua berkaitan dengan
bagaimana pembaca memahami arti dari onomatope yang ada di buku cerita anak.
Penelitian ini menggunakan pengambilan data menurut tujuan guna
menganalisis onomatope yang terdapat di dalam buku cerita anak dan
menggolongkannya dalam tiga tipe onomatope. Penelitian ini juga menggunakan
instrumen tes untuk mengecek pemahaman pembaca pada arti kata-kata
onomatope di buku cerita anak.
Berdasarkan hasil penelitian, dari data onomatope di buku cerita anak
terdapat dua puluh delapan kata yang digolongkan dalam tipe direct, delapan kata
dalam tipe associative, dan enam kata dalam exemplary. Klasifikasi ini didasarkan
karakteristik onomatope tersebut.
Dalam hal pemahaman pembaca terhadap onomatope di buku cerita anak,
hasil penelitian menunjukkan bahwa sebagian besar partisipan paham dalam
menentukan arti kata-kata yang dimaksudkan. Hal ini ditunjukkan oleh banyaknya
perolehan jumlah jawaban benar. Peneliti menemukan bahwa terdapat berbagai
masalah yang menyebabkan partisipan kesulitan dalam menentukan arti kata-kata
dalam tes, permasalahan tersebut sebagian besar adalah tidak pernah mendengar
atau menemukan kata tersebut sebelumnya, permasalahan dalam menyesuaikan
dengan konteks cerita, dan kebingungan dalam menentukan arti karena adanya
kemungkinan makna ganda.
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CHAPTER I
INTRODUCTION
A. Background of the Study
Onomatopoeia is a term to label the creation of words which resemble
natural sounds, physical efforts, and human expressions. Onomatopoeic words are
classified into some types based on the objects they denote and the process of
word‘s association in imitating the sounds. Based on the theory proposed by
Bredin (1996), he differentiates onomatopoeic words into three types of
onomatopoeia. The types are direct, associative, and exemplary.
Onomatopoeia generally appears in literary works, including children‘s
books. Compared to any books intended for adults, children‘s books are written in
their own characteristics for their intended readers, children. As stated by Lukens,
Since their experiences are more limited, children may not understand the
same complexity of ideas. Since their understanding is more limited, the
expression of ideas must be simpler-both in language and in form
(Lukens, 2003:8)
Many differences then can be seen in their literary devices, for instances
illustrated pictures, easy-to-understand stories, comprehensible moral values, and
stories that evoke imagination and fantasy. Another thing that children‘s books‘
readers look at is the characteristic that children‘s literature typically requires
some attracting expressions and dictions to evoke personal enthusiasm for reading
books and support the ideas of the story.
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In children‘s literature, especially in children‘s books, onomatopoeia
commonly appear in the character‘s expressions, as seen in the word ding dong
which resembles the sound of clock‘s bell in Carol Dickens‘ A Christmas Carol:
“Ding, dong!”
“A quarter past,” said Scrooge, counting.
“Ding, dong!”
“Half past,” said Scrooge (Dickens, 1939:61)
In comparison with oral communication, written texts such as children‘s
books employ broader variety of lexical items including onomatopoeic word.
Thus there will be more unknown words which the readers need to predict and
recognize based on its context and lexical meaning in dictionary.
For the readers, it is significant to comprehend the ideas that the author
wants to communicate through his/ her written words. Singer also adds,
to comprehend these sequences (sequences of words), it is necessary to
retrieve the meaning of each word, analyze the syntax of the sequences,
and extract the propositions conveyed by the message (Singer, 1990:18)
In the process of reading, the reader is expected to have the ability of
recognizing and interpreting the words or expressions employed in the story based
on his/her range of word vocabulary. In other words, reading skill requires a
comprehension to the meaning of the author‘s lexical item choices. This quality
further can be gained by contextual guessing that involves the ability to utilize any
cues in the preceding or following words/sentences in the purpose of
understanding its intended meaning.
This study aims to observe onomatopoeia types which commonly found in
children‘s books by looking at their lexical meaning in the dictionary and their
contextual meaning. This study also aims to analyze the readers‘ understanding
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towards onomatopoeia. The study is conducted by listing onomatopoeic words in
children‘s book, classifying them into three types of onomatopoeia, observing the
types of onomatopoeia to find out any types that authors generally use or pattern
in children‘s literature, and checking the readers‘ (children) understanding on the
definitions of the onomatopoeic words in children‘s books.
B. Problem Formulation
There are two problems formulated in this study. Those problems are:
1. What are the types of onomatopoeia in children‘s books?
2. How accurate are the readers of children‘s books (children) in
understanding the meanings of the onomatopoeic words?
C. Objectives of the Study
Regarding the problem formulation stated above, the writer would like to
achieve two objectives of the study. Firstly, it aims to discover what types of
onomatopoeia are found in children‘s books. Onomatopoeia in the realm of
linguistics is divided into some types based on Hugh Bredin‘s theory. Thus, this
study would like to observe the types of onomatopoeia in children‘s books.
It is essential for children‘s book readers (children) to understand the
meaning of every words and expressions used by the author. In children‘s books,
onomatopoeia is commonly employed. This matter leads to a curiosity about the
readers‘ of children‘s books understanding towards the meanings of onomatopoeic
words used in the story. Therefore, the study also aims to find out how accurate
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the onomatopoeic words are understood by the readers, and if there does a
correlation between the types of the onomatopoeia found and the readers‘
understanding.
D. Definitions of Terms
In order to gain understanding about this study and to avoid
misunderstanding on several terms used, the definitions of some terminologies are
presented in this part.
This study focuses on onomatopoeia. In defining onomatopoeia, Bredin
(1996:555) states that ―There is less unanimity, however, and more difficulty,
when attempts are made to define onomatopoeia‖. Furthermore, he asserts
onomatopoeia‘s definition by looking at the theory of Quintilian's Institutio
Oratoria, that ―onomatopoeia refers here to what its etymology implies: namely,
the creation of a word ex novo‖ (p.556). It suggests a definition that onomatopoeia
is the naming of a subject (creating a word) throughout the process of imitating
sounds of nature.
There are various ways of a speaker perceives sounds. For calling the
sound of dogs, English speaker perceives it as ―woof woof‖ while Indonesians
think of ―guk guk‖, and any other terms to call in other languages. This matter
causes any differences in onomatopoeia among English and other languages, since
language opens to perception and interpretation to the sounds and the concept it
denote.
Any attempt to show a constant relationship between language, words,
object noises to nature and across cultures and language is
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unprecedented…Whether our perceptions of object noises can be
translated over different situations, time frames and other parameters
remains to be seen (Nash, 2001:185).
Nodelman suggests the definition of children‘s literature as follows: ―As
its name implies, children‘s literature is a body of texts defined by its intended
audience‖ (Nodelman, 2003:79). It implies that children‘s literature is
intentionally created for its audience, children. Therefore, the words and
expressions used in children‘s literature including children‘s book is designed for
the concern of knowledge and ideas which children‘s mind can perceive.
In defining child or children in its plural form, the lexical meaning refers
to person in young age or in the age younger than the majority. Kail (2011)
classifies children based on their stages of development into newborn (ages 0–4
weeks), infant (ages four weeks until one year), toddler (age one years until three
years), preschooler (ages four until six years), school-aged child (ages six until
twelve years), and adolescent (ages thirteen until eighteen years). This study puts
concern on the children ages range eleven until twelve years (school-aged
children) as the readers‘ of children‘s books.
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CHAPTER II
REVIEW OF LITERATURE
A. Review of Related Studies
In conducting this study, the writer uses some related studies in order to
gain better understanding about the topic discussed.
The first study used is an undergraduate thesis written by Kusuma (2013).
The aims of this study were to find onomatopoeia types found in the comic The
Life and Time of Scrooge McDuck and its bahasa Indonesia translation Kisah
Hidup Paman Gober, and to find out the strategies used in translating the
onomatopoeia (Kusuma, 2013: xii).
The writer listed every onomatopoeic words found in the comic balloon.
For instance, English onomatopoeia Yipes, which is translated into Huaaa,
conveys meaning an exclamation of surprise or shock. In the conclusion, she came
to findings that some onomatopoeic words were not listed in dictionary, and the
translation strategy used was communicative translation with technique of
equivalence from oblique translation. Kusuma‘s study is quite similar to the
writer‘s study in discussing onomatopoeia types, but different in the objects
focused since Kusuma analyzed the translation of the comic Scrooge McDuck and
its translation strategy.
In discussing children literature, the second study, an undergraduate thesis
from Assa (2013) gives details on analyzing the characterization of children and
adults in order to gain the concept of children desire and adults
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knowledge in Wilder‘s Little House in the Big Woods novel (2013: xi). The writer
focused on one of story‘s intrinsic aspects, characterization, applied binary
opposition concept using structuralism approach, and applied Nodelman‘s theory
about children desire and adults knowledge. She classified the characterization
into two main groups to draw the similarities and differences between children
and adults. At the end of the study, she found out that the children character
became disobey, and the adults‘ knowledge possessed roles in transferring the
knowledge to children. The adult characters came as the source of information for
the children using their knowledge as adults.
Both of Assa‘s and this study focus on the same object, children‘s
literature. Despite that matter, the researcher finds some differences between this
study and Assa‘s. Firstly, Assa‘s focuses to analyze the concept of children desire
and adults knowledge in children‘s literature, beside this study tries to observe the
onomatopoeia types and reader‘s understanding towards the onomatopoeic words
in children‘s books. Secondly, Assa uses literary methods in her study; on the
other hand the researcher employs linguistic approaches to analyze the data.
The journal from Nash (2001), discusses onomatopoeia and language
perception. He collects onomatopoeia data set (animals‘ sounds) from some
languages to look for the universality, similarity, arbitrariness, and humour of
animal/ object noises. He observes animal sounds which people perceive in
various languages/countries, and finds out that onomatopoeia is not a strong
argument for the notion that language is based in non-arbitrary foundations (p.2).
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Nash‘s research is related to this study in terms of the topic onomatopoeia.
It provides further information about onomatopoeia which is very useful to this
study, yet there is a difference in the objectives that Nash‘s and this study want to
achieve. Nash in his journal wants to figures out the characteristic of the
arbitrariness of onomatopoeia while this study focuses on finding the types of
onomatopoeia.
Discussing onomatopoeia, Bredin (1996) provides details about
onomatopoeia and its types. Bredin suggests the definition of onomatopoeia as the
name of relationship between the sound of a word and something else. He asserts
that ―the relation generates names: imitates, echoes, reflects, resembles,
corresponds to, sounds like, expresses, reinforces, and has a natural or direct
relation with‖ (p.555).
Defining onomatopoeia, Bredin also suggested its etymology in Greek that
implies onomatopoeia as the making of word, and asserts two terms in a
onomatopoeic relation. The first is verbal sound and the second is meaning, as
reference and sense (p.557). Furthermore, he also introduces the classification of
onomatopoeia into direct, associative, and exemplary onomatopoeia.
His study is similar to this study in that it talks about onomatopoeia and its
relation to meaning. It also provides a resource theory about the types of
onomatopoeia that become guidance for a better understanding about
onomatopoeia and its types. However, Bredin talks about the types of
onomatopoeia in general explanation. Besides, this study aims to explain and
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observe it in children‘s books, and also to find out the readers‘ understanding on
the meanings of the onomatopoeic words used in the story.
B. Review of Related Theories
1. Onomatopoeia
In communicating ideas through stories, authors might use onomatopoeia
to make the expressions vary. Dofs (2008:4) defines onomatopoeia as ―a form of
auditory icon sign, a name for an object which is made from an imitation of the
sound it produces‖. In other words, onomatopoeia gives name to the resemblances
to sounds of the object it denotes.
Another point to be underlined is that not all acoustical resemblances to
the denoted objects considered as onomatopoeia. Bredin states,
The moral to be drawn here is that onomatopoeic words of this first type
are heavily determined by convention, and just by a ―natural‖ resemblance
between sounds. (Bredin, 1996:559)
The preceding lines emphasize the conventionality of onomatopoeia which
makes it different with focusing only on imitating the sound in mimicry. Due to
the conventionality of onomatopoeic words, language speaker is provided the
agreed meaning of the concept expressed by the words.
In giving further details about onomatopoeia, he asserts that ―the
knowledge of how to speak a language seems to naturally involve knowledge of
whatever principle it is that underlies onomatopoeic idioms, coinings, and usages‖
(1996:555). In the relation with literature, it is important for readers to gain
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understanding of onomatopoeia in literary works to understand ―the language‖
that author wants to deliver.
Bredin finds out that there are three kinds of onomatopoeia. They are
direct, associative, and exemplary onomatopoeia. The categorization according to
Bredin was conducted based on the relation between verbal sound and meaning
differentiated into referent, denotation, and connotation (Bredin, 1996:558).
a. Direct Onomatopoeia
The first type is direct onomatopoeia. This is a word that similarly
resembles the sound of the object. Bredin states the required criterion for this
type: 1) the denotation of a word is a class of sound, 2) the sound of the word
resembles a member of the class (p.558). The examples direct type words are
bang, cluck, and hiss.
The members of this type have acoustical resemblance to the objects they
are associated with. This resemblance in some onomatopoeic words differs in
degrees of acoustical resemblance. Some words might have either a high or low
degree of resemblance.
b. Associative Onomatopoeia
The second type is associative onomatopoeia, which concerns with the
sounds associated with the objects that the word denotes. As Bredin says,
association is just as much a matter of degree as is acoustic resemblance, and also
a matter of convention (1996:560).The words such as cuckoo and whip are
classified into this kind.
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This type of onomatopoeia involves two levels of conventionality: 1) A
conventional association between something and a sound. The word bubble for
example does not resemble the object it denotes but has similarity to a sound of a
bubbling liquid (p.560). The next level, 2) A conventional relationship of naming
between a word and the thing named by it (p.561), such as cuckoo which refers to
the name of the bird not the sound itself.
c. Exemplary Onomatopoeia
The third is exemplary onomatopoeia which is related with words uttered
in physical work. The words are categorized based on the amount and character of
the efforts of the speaker in uttering the words. For instance nimble and dart
convey less effort compared to the words sluggish and slothful. All these words
are adjectives which define ability to move but they differ in the amount of effort
conveyed by their meaning. In further analysis, the words nimble and dart are
synonyms, having the property of (+quick). On the other hands, the words
sluggish and slothful have the quality of (+slow) in its meaning. It creates sense in
the meaning of sluggish and slothful that the muscular and pulmonary effort to
utter the words is needed much more than the other two words.
2. Children Literature
Nodelman gives the definition of children‘s literature as follows: ―As its
name implies, children‘s literature is a body of texts defined by its intended
audience‖ (2003:79). They emphasize that the contents of children‘s books are
customized based on children‘s needs and characteristics.
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There is a gap between children‘s literature and any other kind of literary
works. It especially concerns with characteristics to suit its intended audience,
children.
Children‘s books are generally shorter; they tend to favor an active rather
than passive treatment, with dialogue and incident rather than description
and introspection; child protagonist are the rule; convention are much
used; the story develops within a clear-cut moral schematization with
much adult fiction ignores; children‘s books tend to be optimistic rather
than depressive; language is child-oriented; plots are of a distinctive order
(MacDowell (1973) cited in Hunt, 1992:45)
In addition Nikolajeva adds that children‘s literature appears as an
educational media for children.
It (children literature) has gone hand in hand with pedagogical views;
literature was means, and a very powerful one, for educating children.
Therefore, children‘s literature has also been studied with this view in
mind- that is, the suitability of books for children‘s reading. (Nikolajeva,
1995:xi)
According to the previous statements, children‘s literature is shorter
compared to other story, rich in dialogue, and positive in values. In further details,
these characteristics are designed to suit children‘s knowledge in using language.
As stated by Lindfors,
Their (children) understanding of what they hear and what they read, and
their ability to express what they know in speech and writing, depend on
their knowledge of the relationships between the sounds and the meanings
of their language. (Lindfors, 1980: 8)
It means that authors of children‘s literature need to consider printed
symbols which engage with children‘s range of uses of language, or there will be
a confusion that the readers might accomplish.
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3. Semantics
In this field of study, the concern focuses on how words acquire meaning.
Semantics analyzes the relationships which words have with each other within the
language, based on the key idea that words are sign (Finch, 2000:146). In further
details, learning a language includes ―learning the agreed- upon meanings of
certain strings of sounds and learning how to combine these meaningful units into
larger units that also convey meaning‖ (Fromkin, et al, 2003:174). It means there
is convention that language users have to obey in defining the meaning of words.
a. Lexical Meaning
Macaulay states that ―the most important fact about language is that it is a
way of communicating meaning‖ (2011:1). It is a language characteristic used by
human to conduct everyday business or social functions. Additionally, ―knowing a
word means knowing both its sounds and meaning‖ (Fromkin, et al, 2000:156).
Those both statements imply the importance of having understanding about
word‘s meaning. In semantics, lexical meaning covers of knowing a word as a
symbol which carries meaning.
Macaulay points out to the notion by Ferdinand de Saussure in Course in
General Linguistics about the sound image called the signifier and the concept
labeled as the signified in the mind of language user. Saussure‘s notion presents
understandings of the ability of word to represents the abstract concept or idea
about an object.
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b. Homonym
In English language, homonym is a term to call words that are either
pronounced the same, or spelled the same or both (Fromkin, et al, 2000:156). The
examples are to, two, and too which have the same way in pronunciation. In its
relation with onomatopoeia, some onomatopoeic words can be found homonyms
for instance bump the noun which have exactly the same pronunciation and
spelling but carry two different unrelated meanings. The first meaning of bump is
the sound of a light blow and the second meaning is a protuberance on a level
surface.
c. Polysemy
Related to meaning, some words having multiple meanings are related
conceptually or historically, it is called as polysemy (Fromkin, et al, 2000: 157).
The onomatopoeic word crash is polysemy in the way it can mean a loud sound
caused by breaking or collision, a breaking to pieces by or as if by collision, or a
sudden failure. These meanings are related in term showing an act of breaking
either literally or metaphorically.
Since one word might have more than single meaning in order to define
meaning of word, information about polysemy can be helpful to check how one
meaning of the word is related to another hence the addressee can gain
understanding to the intended meaning.
4. Pragmatics
According to Yule (1996:3), pragmatics involves definition as ―the study
of meaning as communicated by a speaker (or writer) and interpreted by a listener
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(or reader), it is also called as ―the study of contextual meaning‖, and ―the study
of the relationship between linguistics forms and the users of those forms‖
(1996:4). It means that pragmatics covers understanding on interpretation of the
speaker‘s utterances in particular context and involves knowledge of the use of
linguistics meaning to convey intended meaning and purposes.
a. Contextual Meaning
Besides having understanding about lexical meaning, a reader needs to
understand the utterances by looking at the contextual information found. Yule
explains the necessary of analyzing what people means by their utterances in
particular context. ―It requires a consideration of how speakers organize what they
want to say in accordance with who they are talking to, where, when, and under
what circumstances‖ (1996:3).
Those perspectives lead us to the discussion about onomatopoeia, and the
meaning. Since the words might convey a wide variety of meaning, gaining
understanding on the agreed meaning of onomatopoeic words in particular context
will be essential hence the utterances that what is said or written will not be
misinterpreted.
C. Theoretical Framework
There are some theories used in this study to analyze onomatopoeia in
children‘s books and answer the problems formulated in the previous chapter. The
theories are onomatopoeia, children‘s literature, semantics, and pragmatics.
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The first theory, onomatopoeia, will provide guidance for the writer to find
out the characteristics, types and any theories related to onomatopoeia. This
information is needed to solve the first problem formulation in finding the types
of onomatopoeia that commonly appear in children‘s books.
The theory of semantics gives help in providing methods to find out the
meaning of lexicons to identify the meanings of the onomatopoeic words found.
The third theory, pragmatics, is employed to understand the intended meaning
uttered by the speaker (in this case, children‘s books writer) based on its context.
Pragmatics also gives further information about the objects that the writer wants
to point out through the word, by using the theory of reference. Therefore, the
theory helps this study in analyzing what the onomatopoeia refer to. Besides, in
order to assist understanding about children‘s books, its characteristics, and
essential aspects, the theory of children‘s literature takes important role to give the
information about details related to children‘s literature. The theory is also
important to be employed because there are many differences in styles and
contents conveyed by children‘s literature.
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CHAPTER III
METHODOLOGY
A. Object of the Study
The object of the study is onomatopoeic words in children‘s books. The
children‘s books used are Dickens‘ A Christmas Carol, Dahl‘s Charlie and The
Chocolate Factory, introduction chapters of Milne‘s The World of Pooh: The
Complete Tales of Winnie-The Pooh and The House at Pooh Corner, Andersen‘s
Selected Fairy Tales: The Ice Maiden, and Exupery‘s The Little Prince.
The books are chosen for a consideration that they are popular children‘s
books and best sellers in years. This reason is expected to widen the possibility for
the research participants to be familiar with the stories and characters. Based on
the oral interview preceding the test about the participants‘ familiarity on the
children‘s books used, they knew the books before and ever read at least one from
the selected books.
B. Approach of the Study
This study is comprised of some linguistics approaches. The first approach
applied in this study is semantics; it is applied in the aim of identifying the
meaning of the onomatopoeia. Semantics as one of linguistics approaches
concerns with the meaning of words. In order to discover the meaning of the
onomatopoeia, lexical semantics will be conducted. This concept deals with the
relation among words, its sounds, and the meaning.
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The next approach employed is pragmatics. As stated before, pragmatics is
the study that deals with the utterances communicated by the speaker, and how it
is interpreted by the addressee. Pragmatics also concerns with the context of
utterances and the speaker‘s intended meaning which is delivered. In this study,
the concept of contextual meaning is used to examine the meaning of the
onomatopoeia based on the context in the story. The excerpts of the children‘s
books used in the multiple choice questions may have little of context but serve as
onomatopoeia vocabulary check for the research participants. It is used in the test
as a media to know their ability in recognizing the meaning of the onomatopoeia
provided, and matching up the meaning to the context of the story.
C. Method of The Study
This study is conducted under two procedures. They are data collection
and data analysis.
1. Data Collection
A purposive sampling study was applied to gather onomatopoeic words
found in children‘s books in order to examine the types of the onomatopoeia. This
kind of sampling strategy is chosen to avoid time and energy consuming process
in data collection.
In collecting the data, the researcher employed some procedures. First, the
researcher, by scanning-reading strategy, acquired certain sentences containing
onomatopoeic words in several children‘s books. Second, the words found were
listed and classified based on the type of onomatopoeia according to the theory of
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Hugh Bredin (1996). The researcher then checked the meanings of the
onomatopoeic words in the dictionary and examined these words to find the
contextual meaning based on the context of the story. The next procedure was
eliminating the onomatopoeic words which later would be used in the test
questions. The words used should fulfill the characteristics: 1) The lexical
meanings of the words are listed in the dictionary; 2) A narrow scope of context
(about two or three sentences) is needed enough to recognize the meanings; 3)
Repetitive words are avoided. Thus, the following step was putting the data in the
table including the meaning, for further examination. These procedures were used
on purpose to find out the types of onomatopoeia in children books.
Meanwhile, in order to provide data for readers‘ understanding on the
meanings of onomatopoeic words in children‘s books, the researcher prepared a
test to the research participants. The data expected here was a set of scores that is
gathered from thirty respondents. The test had the purpose to measure the
language proficiency of the research participants in understanding the
onomatopoeic words that appear in children‘s books by checking the research
participants‘ basic knowledge about onomatopoeia and diagnosing their ability in
defining the meaning of the selected words in context. Furthermore, the test was
an assessment of receptive understanding (reading comprehension) in the format
of multiple choices. In this test, the researcher utilized the data of onomatopoeia
in children‘s books as the items for measuring the understanding of the research
participants in matching the onomatopoeia and definitions.
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The research-participants are students with Junior High School English
proficiency level. They become the objects of the test for the reason that they
match the qualities: 1) in term of age, they are still considered as children
according to Kail (2011) (considering the matter that children‘s books are written
for its intended readers, children); 2) they have learnt reading skill involves
reading comprehension which covers the recognition to the words on the written
text they read; 3) they have ability to speak feedback to their difficulties and
experience in the test, also follow the instructions of the test (which is predicted
better compared to other subjects under their ages, since they have acquired more
knowledge from their longer learning period).
The question sheet was divided into three parts: Part A, B, and C. In part
A, the researcher provided ten parts of children‘s books consisting onomatopoeic
words. Respondents were directed to analyze and select the appropriate meaning
for the underlined words by giving a circle mark on the best answer they chose.
For each questions, researcher provided four answer choices (a, b, c, and d).
The part B of the test questioned about the research participants‘
understanding about onomatopoeia and the background conditions of the research
participants (their basic knowledge of onomatopoeia, and reading habits that
might be factors influencing their understanding). Otherwise, part C examined
more on the discussion about Part 1. This was a medium for the research
participants to spot any particular problem or difficulty in the test.
The time allocation for the test was twenty minutes in one meeting, it is
estimated enough to fulfill each sessions of PART A ten minutes (one minute for
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each items), PART B five minutes and PART C five minutes. The answers of the
test would be data for examining the accuracy of their understanding towards
onomatopoeia.
2. Data Analysis
In order to analyze the data, this study applied several steps. The first step
was categorizing the onomatopoeia on a table, with some information provided
about its meaning according to dictionary, the meaning based on the context of the
story, and the type of the onomatopoeia. The theory of onomatopoeia type by
Hugh Bredin took essential role in differentiating the onomatopoeia as direct,
exemplary, or associative onomatopoeia. The next step was managing some
analysis on the number of correct answer and on the errors from the research
participants‘ test result about their understanding on the meanings of
onomatopoeic words in the selected children‘s books in Part A of the test and also
analysis on the feedbacks that the participants gave in Part B and reviews on Part
C. Next, the last step was summing up the discussions and analysis to make
conclusions on the types of onomatopoeia in children‘s books and the readers‘
understanding towards the meanings of onomatopoeic words in children‘s books.
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CHAPTER IV
ANALYSIS RESULTS AND DISCUSSIONS
In this section, there will be provided analysis on the topic discussed in the
previous chapters. The first part of the analysis focuses on the type of
onomatopoeia in children‘s books. Some theories about onomatopoeia are
employed to deliver understanding on the differentiation of the types of
onomatopoeia (direct, exemplary, and associative), and its further descriptions.
The next part of the chapter will discuss the results of the test which is
conducted to check readers‘ understanding on onomatopoeic words‘ meanings.
A. Onomatopoeia Types in Children’s Books
This part examines children books: A Christmas Carol, Introduction
Chapters of The World of Pooh: The Complete Tales of Winnie-The Pooh and The
House at Pooh Corner, Hans Christian Andersen’s Selected Fairy Tales: The Ice
Maiden, The Little Prince, and Charlie and the Chocolate Factory. The researcher
employed a scanning reading strategy to find onomatopoeic words on these books.
Therefore, these selected words next are classified into three types of
onomatopoeia
Based on the research findings, from the five children‘s books observed,
there are forty two onomatopoeic words compiled, and some words appear
repeatedly in the stories.
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Table 4.1 The Data Presentation of Onomatopoeia Types in Children’s Books
Types of Onomatopoeia Words Classified into The Type
Direct Onomatopoeia Bang, Bump, Buzz, Clash, Crack, Crash, Ding
dong, Hum, Knock, Squawk, Boom, Buzz,
Clank, Clap, Click, Cluck, Crack, Crash,
Crunch, Flap, Growl, Hiss, Hum, Mew, Pop,
Whirr, Whizz, Yawn
(28 words)
Associative Onomatopoeia Flash, Roar, Smash, Splash, Squeak, Twinkle,
Wink, Bubble
(8 words)
Exemplary Onomatopoeia Bah, Whoop, Whoopee, Yippee, Hooray,
Humbug
(6 words)
In the table above, the onomatopoeic words in children books examined
are classified into three types: direct, associative, and exemplary onomatopoeia.
Many of them having the same root yet functioning in different part of speech in
the sentences. For example the root crack that can be modified into different
words either without any addition of affixes (crack the noun and crack the verb
are polysemous), or with affixes such as –er, (cracker), -ing (cracking), and –ly
(crackly) that changes it lexical category.
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1. Direct Onomatopoeia
The words that are classified in this type have acoustical similarities
(Bredin, 1996:558) to their denoted objects. From the selected parts of the
children‘s books, there are forty words categorized as direct onomatopoeia. This
number is the highest compared to the other types of onomatopoeia found in the
children‘s books. These words are grouped in the type of direct onomatopoeia for
similarly and directly imitating the sounds of the objects.
All of them meet the requirements to be in direct type since they all are
considered in the class of sounds that resembles the objects it denotes, and the
sounds of the words resembles a member of the class. Not just imitating the
sounds like mimicry, they are a result of convention that defines their lexical
meanings.
For instances, onomatopoeia ding dong that resembles the sound of the
clock‘s bell, the word knock that directly resembles the sound of caused by a blow
on the door, and buzz as the sound made by bees. In defining the meaning of these
words, English language users need to think of the agreed concept of the object
that symbolized by the sounds they heard.
Otherwise, some words in this type are not in the class of sounds but
considered as resembling the member of that class such as clank, clap, crunch,
flap, mew, pop, and yawn. The words are verbs that carry meanings as actions of
making sounds like clank, clap, crunch, flap, mew, pop, and yawn. It confirms a
relation between these verbs with the sounds they denotes. Therefore, based on
the classification of onomatopoeia, they are considered as direct onomatopoeia.
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Based on research finding, some onomatopoeic words classified in direct
onomatopoeia become roots for the making of other words which also appears
frequently in the children‘s books for instances knock, crack, and whizz. These
roots are attached to some affixes which cause changes to mark either new
meaning or grammatical contrast. Some of the words as the result of the roots‘
modification are in the class of adjectives, derived from its roots with additional
suffixes of –ing, and –ly functioned to modify the following noun. The others are
words knocker, whizzer, and cracker in the class of noun with suffix –er that
describes somebody or tool as the doer of the action they denote, or the object
used in the action. In further details of lexical meaning, knocker is defined as
metal object on the door for knocking, whizzer as the tools made continuous
sound of whizz, and cracker as a tool functioned to do the act of cracking. All of
these mentioned words undergo a derivational change (the changing of words‘
lexical category due to the addition of affix (es)). Considering the changes, it
definitely affects the meaning of the words.
Some words in English are possible to have wide variants of meanings.
Some of the meanings might relate one and another while others might have
different and unrelated definitions. However, a first recognition to the definition
of the words cannot be stretched far from its roots and other possible meanings.
Hence, in other words, there is still a common connection the language user can
relate to define these words to the words‘ class of sounds when it comes into use.
Therefore, the meanings of the words trace back reader‘s recognition to its direct
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resemblance to the sounds of the objects which it denotes. This can be observed
from the use of onomatopoeia knock in sentences in the children‘s books below.
a) At that moment there was a knock at the door.
b) So he reached up and knocked at the door.
c) And Pooh looked at the knocker and the notice below it.
From the context (a), knock as a noun is merely used to describe a loud
sudden sound made when someone is striking the door. While, functioning it as a
verb as in (b),the language user is driven to have the meaning of knock as the act
of striking the door in the purpose to gain entry. The meaning of knock also
appears differently in (c), with additional suffix –er, it describes a tool used in the
act of striking the door (knocking).
Another example is direct onomatopoeia crack which having different
meanings in some cases. Again there are some additional suffixes either
representing changes to its lexical category, or just having relation to grammatical
matters.
d) He was nearly there now, and if he just stood on that
branch…Crack!
e) Scrooge was not much in the habit of cracking jokes, nor did he
feel, in his heart, by any means waggish then.
f) The panels shrunk, the windows cracked…
g) And the shiny paper wrapper made little sharp crackly noises in
the quiet room.
h) And in the old man’s room stood a large press, full of all sorts of
carved things nut-crackers, knives and forks, boxes with beautifully
carved foliage, leaping chamois.
Looking at the uses above, the readers of the children‘s books are expected
to cope with various meanings from the root crack. In sentence (d), crack as a
noun has the definition of sound created when an object is splitting or breaking.
Therefore, there is a connection that can be made to define the meaning of crack
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when it functions as adjective, verb, and even as same lexical category of noun
but different meaning as in (e), (f), (g) and (h).
Functioning as adjectives, cracking in context (e) and crackly in (g)
modify the nouns followed (jokes and noises) which made the sound. While the
verb cracked tend to define the action that causes the sound crack. And in other
hand, cracker which functions as a noun presents meaning, not as the sound, but
as the tool used in the action of cracking that also creates the sound crack.
As with the noun crack as a sound, the adjectives, verb and the noun
cracker bring the link to concept of sudden sound of the object breaking to its
lexical meaning.
2. Associative Onomatopoeia
This kind of onomatopoeia classifies onomatopoeic words according to the
principle of association. As stated by Bredin, it happens when the sound of a word
resembles a sound associated with whatever it is that the word denotes
(1996:560). It depends to convention to affirm what object that the onomatopoeia
associated with. Based on the researcher‘s findings, from the data of
onomatopoeic words found, there are twelve words that are included in the type of
associative.
One example of this type is roar. It suggests the association to a loud
prolonged sound which commonly related to the sound that is made by animal
especially lion. However, in the context of the story in Andersen‘s The Ice
Maiden the word suits the meaning of a very long deep prolonged sound made by
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thunder. It shows that the word adopts the acoustic resemblance of a lion‘s sound
and associates it into a loud prolonged sound of something inanimate.
The next examples are smash, bubble and splash. None of these words
resembles the sounds that it names. These words are the results of association
process that relates them with the sounds they associated with. Splash has
similarity to the sound when something (an object) is falling or striking into water
even in, while bubble denotes similarity to the sound of bubbling liquid. In other
hand, the word smash has a slight resemblance to a sound that may accompany
the act of breaking or destroying (Bredin, 1996: 560).
3. Exemplary Onomatopoeia
Exemplary onomatopoeia contains words which imitate sounds related to
the amount and character of physical works in uttering the words. Based on the
data of children‘s books that the researcher gathered, there are six words
belonging to exemplary types such as bah, whoop, whoopee, yippee, hooray,
humbug. These words function as interjections that express the emotion of the
speakers such as happiness, delight, or dislikes. When a speaker utters all these
words, it carries qualities, affecting the meanings. For instances the words bah
and humbug which suggest a low and slow sounds since it imitates the expression
of dislikes, compared to whoop, whoopee, yippee, hooray which are uttered with
louder and more powerful voices to express the happiness of the speaker. As the
result, to utter the words will expend more amounts of efforts.
Children‘s books are especially intended for readers considered in children
ages, so the content and its characteristics are designed to adapt their language
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skills. Based on theories about children‘s literature, the researcher concludes that
children‘s books commonly present simpler language which comprehensible for
its intended reader, children. This issue triggers reason for the frequent appearance
of direct onomatopoeia type that found in children‘s book. Considering the
findings on onomatopoeia types in children‘s books, the researcher found that the
characteristics of direct onomatopoeia fits as simpler language required by
children‘s books.
As discussed in the previous discussion, direct onomatopoeia directly
resembles the sound of objects it denotes; therefore the reader will be able to
identify it easier, compared to the other two types of onomatopoeia. In direct type,
there is no number of associations to the concepts of onomatopoeia that the
readers need to recognize in understanding the meaning of the word.
B. Readers’ Understanding on the Meanings of the Onomatopoeic Words
1. Data Presentation
To support this study, the researcher took data using a test to thirty
respondents who practice English as a primary/second language in their daily life,
proficient English in both written and verbal. Considering that English is their
second language, the research participants easily recognized the meaning of
English onomatopoeia (compared to students who take English as a foreign
language), as the result some aspects that only need to be concerned are their
understanding on vocabulary, and reading comprehension particularly in term of
defining the words‘ meaning by its context.
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In assessing the test, to answer the questions the test-takers are expected to
recognize the meaning of the onomatopoeic words analyzed in the previous part.
From the onomatopoeic words found in the children‘s books, not all the words are
employed in the test, due to the limitation of time there will be only ten
onomatopoeia chosen. Therefore, the words also should fulfill the characteristics:
1) The lexical meanings of the words are listed in the dictionary; 2) A narrow
scope of context (about two or three sentences) is needed enough to recognize the
meanings; 3) Repetitive words are avoided.
In addition, they are supposed to suit the meaning based on the context of
the story since there is a possibility for each word to have more than one single
meaning. The context here engages to other words in the excerpts that are able to
be used as clues to find the meaning. Those words can appear preceding the
onomatopoeia or/and following the word. Avoiding the context makes the readers
would be risky to guess the meaning of the word. This matter is possible to lead
the test-taker to wrong association since context helps the readers to accelerate the
recognition to words in the story through the process of guessing.
In the next session, there will be a presentation of the result of the test
conducted previously and the researcher‘s analysis on the result and the research
participants‘ feedback on the test.
2. TEST RESULT
a. PART A
In this part, onomatopoeic words analyzed in the previous session are
utilized in the test. The onomatopoeia is presented in the short part of paragraph it
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belongs to, thus there are four options of the definitions that the research
participants required to choose. It tests the research participants‘ recognition
knowledge to the onomatopoeia in the purpose of measuring their understanding
on onomatopoeia in children‘s books. Hence the result is presented as follows:
Table 4.2 The Data Presentation of Readers’ Understanding on the Meanings
of Onomatopoeic Words in Children’s Books
According to the data of reader‘s understanding on the meanings of
onomatopoeic words in children‘s books, it can be summed up that the research
participants‘ error in recognizing the meaning of the onomatopoeic words in the
test is quite low, except for question number 2 questioning about onomatopoeia
bump. Further information about the test results in Part A will be discussed in the
next section.
i. Question no.1 Part A
The quarter was so long, that he was more than once convinced he must have
sunk into a doze unconsciously, and missed the clock. At length it broke upon his
listening ear.
“Ding, dong!”
“A quarter past,” said Scrooge, counting.
“Ding, dong!”
Onomatopoeic Words
Din
gdong
Bum
p
Buzz
Cra
ck
Hum
min
g
Squea
k
Roar
Spla
sh
Cla
p
Knock
Total Number of
Correct Answer
27 1 29 30 27 25 23 24 25 26
Total Number of
Incorrect Answer
3 29 1 0 3 5 7 6 5 4
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“Half past,” said Scrooge.
“Ding, dong!”
“A quarter to it,” said Scrooge.
“Ding, dong!”
“The hour itself,” said Scrooge triumphantly, “and nothing else!
(Dickens p.61)
A word might have more than one possible meaning in dictionary, yet
there will be only one best meaning that suit the context. Thus, the next step
performed by the researcher is examining the meanings based on the context of
the stories.
The word ding dong in A Christmas Carol directly represents the sound of
Scrooge‘s (the character in the story) clock bell. The readers are given the context
in which Scrooge waiting impatiently while counting the time. The reader could
gain some clues about the meaning of the word using the word ‗clock‘, and the
context when Scrooge‘s counting on time.
In the number questioning about ding dong sound, there were 27
respondents answered it correctly, whereas, there are some respondents took it
wrong, one of them considered the answer as Scrooge‘s (the character in the
story) sound and the other as a door‘s bell. For the answer of Scrooge‘s sound,
this kind of error might be caused by the mistake in understanding the context, the
respondent misunderstood ding dong as the part of Scrooge‘s utterances since it
comes in the preceding and following line of his speaking, as can be seen below:
In the second problem, the incorrect answer the research participants chose
is a door’s bell that can be related to their confusion with bahasa Indonesia term
in which using ding dong to refer a door‘s bell instead of the correct answer, a
clock‘s bell. This cause can be assumed by considering the background of the
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research participants who also use bahasa Indonesia. It proves that there is a
connection of cultural understanding in their language learning.
ii. Question no.2 Part A
Here is Edward Bear, coming downstairs now, bump, bump, bump, on the back of
his head, behind Christopher Robin. It is, as far as he knows, the only way of
coming downstairs, but sometimes he feels that there really is another way, if only
he could stop bumping for a moment and think of it…
He nodded and went out, and in a moment I heard Winnie-the- Pooh- bump,
bump, bump- going up the stairs behind him.
(Milne p.15)
The onomatopoeia bump is found in Milne‘s in which we are introduced to
Winnie-the-Pooh and some Bees, and the Stories Begin. In the story, Milne
describes Edwards Bear (Robin‘s bear doll) behind Christopher Robin‘s coming
downstairs sounded ―Bump, Bump, Bump‖. It indicates that there is a sound of
blow on Robin‘s back caused by the doll.
In this item, twenty nine respondents (99% in percentage) failed to define
the meaning of the word bump. Most of the research participants chose ―the sound
of footsteps‖ as their final answer despite it is not even a possible meaning for that
word. It is because they failed to get the contextual meaning that bump is a sound
created by Edward Bear which crashing to the back of Robin‘s head.
Therefore, this low number of assessments initiates further examination to
any possible elements that perhaps the causes of it. The researcher in Part C
surveyed a review about the research participants‘ difficulty in Part A, there are
some options of responses provided to choose:
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(a) I never heard/seen the words before,
(b) I do not know the context,
(c) There is no correct answer provided, the words should mean something else,
(d) the research participants are given a spot to mention another answer outside
the options).
The findings show that the most answers in quantity are (a.) I never
heard/seen the words before (nine respondents) and (c.) There is no correct
answer provided, the words should mean something else (nine respondents).
These answers remark the problem in the research participants‘ familiarity on the
word bump and misconception on the meaning of that word.
iii. Question no.3 Part A
First of all he said to himself: “That buzzing- noise means something. You don’t
get a buzzing-noise like that, just buzzing and buzzing, without its meaning
something. If there’s buzzing-noise, somebody’s making a buzzing-noise…
”Isn’t it funny How a bear likes honey?
Buzz! Buzz! Buzz!
I wonder why he does? (Milne p.18- 19)
In the contrary to the result in no.2, in this item the research participants
performed a good assessment by achieving 99% in percentage for answering the
correct meaning of buzz. This accomplishment is possibly caused by their
familiarity to that word since it frequently spoken. In Part C item no.1 about
which words (onomatopoeic words mentioned in Part A) the research participants
familiar with, buzz was commonly stated. Another possibility is the story‘s
recognizable contexts that lead the readers to catch the meaning by employing
explicit clues in the paragraph hence the word bees.
iv. Question no.4 Part A
He was getting rather tired by this time, so that is why he sang a Complaining
Song. He was nearly there now, and if he just stood on that branch…
Crack!
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“Oh, help!” said Pooh, as he dropped ten feet on the branch below him.
(Milne p.20)
In this part which questioning the meaning of the word crack, the
researcher found that the research participants gaining the understanding. This
finding is based on their perfect assessment in answering this question.
Crack in the story means the sound that came from the branch where Pooh
stood on, had split. The readers easily recognize the meaning by relating it to the
word branch that mentioned previously.
v. Question no.5 Part A
Edward Bear, known to his friend as Winnie- the- Pooh, or Pooh for short, was
walking through the forest one day, humming proudly to himself. He had made up
a little hum that very morning, as he was doing his Stoutness Exercises in front of
the glass: Tra-la-la, tra-la-la as he stretched up as high as he could go, and then
Tra-la-la, tra-la-oh, help! – la, as he tried to reach his toes.
(Milne p.33)
In the discussion about the onomatopoeic word hum, the research
participants mostly answered correctly (twenty seven respondents). The word
hum appears as a verb with additional suffix –ing, and presents the action of Pooh,
singing with closed lips.
The options for the answer in this question are framed to the action of
sing. This word is repeated in all four options, in order to lead the research
participants clearer to the intended correct answer. However, some of participants
still confused to define the word hum. Two of them chose sing loudly as the
answers, and one chose sing with opened lips.
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vi. Question no.6 Part A
“Paw-marks.” He gave a little squeak of excitement.
“Oh, Pooh! Do you think it’s a – a – a Woozle?”
(Milne p.33)
From the data collected, the participants‘ recognition to the word squeak is
classified as good. Twenty five test-takers answered it correctly, and the rest of
them responded in wrong answers. Based on this finding, it can be concluded that
they understand the meaning of the word which means a high pitched sound,
uttered by the character Piglet in the story.
However, still there are some research participants making mistakes in
defining squeak in the test. They misinterpreted this word as a loud noisy sound
(two participants), whisper (two participants), and expression (one participant).
vii. Question no.7 Part A
They are digging passages beneath the earth, and the noise is like the reports of
cannons. I shall throw down my palaces, for the clamour is louder than the roar
of thunder.
(Andersen p.68)
The researcher in this question challenge the research participants to look
at the context of the story by providing other possible meaning of the word roar in
the options, such as a prolonged cry uttered by lion. This definition is commonly
attached when we talk about this word since it actually resembles the sound of
lion. Nevertheless, this meaning does not suit the context since it is a sound made
by thunder, not a lion. Consequently, the correct answer should be a very loud,
deep, prolonged sound made by something inanimate. In the result of the test,
twenty three out of thirty participants are proven being able to notice that matter.
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The others answered it as a burst of laughter (three participants), a prolonged cry
uttered by lion (three participants), and a soft tone sound (one participant).
viii. Question no.8 Part A
The he put the paper in the bottle, and he corked the bottle up as tightly as he
could, and he leant out of his window as far as he could lean without falling in,
and he threw the bottle as far as he could throw- splash!- and in a little while it
bobbed up again on the water…
(Milne p. 130)
Answering this number, twenty four participants show good understanding
on the meaning of onomatopoeic word splash. The word without context actually
has performed property liquid, moreover the word water also stated in the
paragraph. This condition allows respondents to eliminate the option b which has
no word water. The next task is deciding the appropriate situation that make the
water sounds splash, and the best answer is the bottle (which the character threw)
striking into water. Unfortunately, in the test six participants failed to define the
intended meaning of the word, two of them chose the sound made by something
striking or falling into ground as their answer, one other defined it as the sound of
water in the bottle, and the three others thought that the word means the sound of
water flowing.
ix. Question no.9 Part A
"This is more entertaining than the visit to the king," the little prince said to
himself. And he began again to clap his hands, one against the other. The
conceited man again raised his hat in salute.
(Exupery p.28)
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The onomatopoeia clap is questioned in this item, and twenty five test-
takers respond it correctly. The meaning can be quite clear recognized by noticing
the word salute that implies an action to applaud on something. The research
participants who answered this part incorrectly defined clap as rub softly on
something (one participant), and the rest of them defined it as hands gesture to
give signal (four participants).
x. Question no.10 Part A
At that point, there came a loud knock on the front door. Mr Bucket went to open
it, and the next moment, swarms of newspapermen and photographers were
pouring into the house.
( Dahl p.32)
In this item, twenty six participants prove their good understanding on the
meaning of word knock which is often used literary works and basic
communication. They are able to relate the word door and phrase pouring into the
house to help them to recognize the meaning. Those who cannot answer the
question correctly thought that knock has the meaning of the sound of someone
opening the door (one participant), a sound of greetings (one participant), a noisy
sound (two participants).
The result shows that most of the research participants are classified into
category of very good for their assessment in choosing meaning for the provided
onomatopoeic words. It is concluded from the data which shows that 76% (twenty
three students) achieves high scores range 80-100. According to test results, the
research participants are competent in recognizing and understanding the meaning
of the underlined words in PART A. Despite their achievement is high, still there
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are some errors in answering the questions. It can be seen from the data that
several students failed to recognize some words especially items number 2, bump.
It might be caused by the mistake of determining the meaning without considering
the context.
b. PART B
PART B of the test covers a written interview with the research
participants in order to gain additional information about respondents‘ knowledge
about onomatopoeia, reading routine on fiction books, and experience in
recognizing the meanings of onomatopoeic words in books.
i. Question no.1 PART B
In this item, respondents were asked about their previous experience with
onomatopoeia whether they had ever heard/seen about onomatopoeia before the
test or not. Seventeen out of thirty respondents stated that they did know about
onomatopoeia.
ii. Question no.2 PART B
The question required respondents to present knowledge about
onomatopoeia by stating some onomatopoeic words (excluding the words
mentioned in PART A). The answers involve: the onomatopoeic words bang,
bash, boom, kaboom, boing, tick tock, bam. These are expected correct responses
which support the test result of the research participants‘ understanding on
onomatopoeia.
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Other answers in this part are non- English words such as duar, kring,
gubrak, zzz, ehm, shh, bruk, aaah, plak., and some English words not classified as
onomatopoeia such as dash, set, brak, since none of them having the characteristic
of resembling the sounds of natural sounds, expressions of human expressions or
physical efforts. These errors in this part imply interference of another language
that influences the research participants‘ performance in mentioning
onomatopoeic words, and also incorrect recognition to the onomatopoeic words‘
vocabulary.
iii. Question no.3 PART B
Besides, discussing about how often they read fiction books to check if the
reading routine supports their understanding. The responses mainly portray quite
varied responses, but the results show they have a good reading habit. Moreover,
they are able to state other examples of onomatopoeia, excluding the words which
mentioned in the previous part.
Table 4.3 The Result of Question no.3 PART B
Options Number of Respondents
Choosing the Options
a. At least once a week 7
b. Sometimes/quite often 10
c. Only in my spare time 11
d. On my class only 2
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This result implies that the research participants‘ good assessments in
defining the meaning of the onomatopoeic words is influenced by their reading
habit which help them to comprehend the context of the story and use words in
the paragraphs as hints to recognize the meaning of the onomatopoeic words.
iv. Question no.4 PART B
It connects with the next question if they understand the meanings of
onomatopoeic words when they read children books, the answer with biggest
percentage is that sometimes they cannot find the meaning of some words.
Table 4.4 The Result of Question no.4 PART B
Options Number of Respondents Choosing
the Options
a. I always understand it. 8
b. Sometimes I can‘t find the meaning
of some words.
13
c. Mostly, I fail to find the words‘
meaning.
3
d. I never consider the words‘ meaning.
I prefer to focus on the story.
6
According to the result, the researcher can sum up that the research
participants usually face some difficulties in recognizing the meaning of some
words in the books that they read.
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c. PART C
In order to ensure analysis on the readers‘ understanding, PART C
functions as a medium for the research participants‘ feedback of PART A to spot
any difficulties and familiarity on the words experienced by the test-takers.
i. Question no.1 PART C
The question in this part concerns with the onomatopoeic words employed
in PART A which the research participants think have difficult meaning to find. In
this item some respondents gave answers of having no difficulty, some others did
mistakes in giving the responses by stating other words exclude the
onomatopoeia. However, mostly the research participants gave their responses
properly as instructed. Therefore the result will be as follows:
Table 4.5 The Result of Question no.1 PART C
Onomatopoeia Number of Respondents
Considering The
Onomatopoeic Words
Difficult
Ding dong -
Bump 5
Buzz 2
Crack 1
Humming 3
Squeak 5
Roar -
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Splash -
Clap 1
Knock 7
From the table above, it can be concluded that the research participants
had difficulty mostly in defining the words knock, bump, and squeak. These
responses matched the result in PART A that the word bump having the biggest
total number of wrong answers compared to the other nine onomatopoeic words.
The researcher in this section concerns in leading the research participants‘
awareness to their problem in choosing the best meanings for the words, and how
they account which words are unfamiliar in their vocabulary.
ii. Question no.2 PART C
Table 4.6 The Result of Question no.2 PART C
Options Number of Respondents
Choosing the Options
a. I never heard or seen the words before. 9
b. I do not know the context. 5
c. There is no correct answer provided, the
words should mean something else.
9
d. (another answer) 4
No Answer 3
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Based on the responses gathered, the research participants never heard the
words before, so recognizing its meaning would be unachievable. Other responses
stated they believe that there is no correct answer provided and the words should
mean something else. This statement confirms that several students faced
confusion to choose suitable meaning for the underlined words because the
correct meaning should have mentioned in the options.
iii. Question no.3 PART C
Moreover, PART C also provides data of some familiar onomatopoeic
words (in PART A) which recognized by the research participants. The answers
are varied but mostly the research participants suggested splash and ding dong.
Table 4.7 The Result of Question no.3 PART C
Onomatopoeia Number of Respondents
Considering The
Onomatopoeic Word
Familiar
Ding dong 10
Bump 5
Buzz 8
Crack 9
Humming 6
Squeak 3
Roar 5
Splash 20
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Clap 7
Knock 9
This result shows that, in comparison to question no.1 Part C, The number
of responses from the research participants increased. The research participants
provided more responses which implied that they had more familiar onomatopoeic
words in the test than unknown words. Therefore, this result strengthens the
finding that the research participants have a good understanding on onomatopoeia
in children‘s books.
According to the preceding findings in the test PART A, B, and C, the
researcher notices the ability of the research participants in recognizing the
meanings of onomatopoeic words in the test which cover comprehension in
matching the meanings to the context of the stories, also notices the research
participants‘ ability in communicating or stating their difficulties, familiarity, and
knowledge about onomatopoeia.
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CHAPTER V
CONCLUSION
From the onomatopoeia in children books that the researcher gathered,
there are forty words in types of direct onomatopoeia, twelve in associative type,
and six words of exemplary onomatopoeia. The words such as ding dong, bump,
buzz, crack, hum, knock, etc. are classified as direct onomatopoeia since those
words directly imitates the sound of the referring object. On other side there are
flash, roar, smash (N), smash (V), splash, squeak (N), squeak (V), squeaky,
twinkle , wink which are classified in the associative type since in defining its
meanings, a process of association is employed to the resemblance of the sound of
object it denotes. The other words Bah, Whoop, Whoopee, Yippee, Hooray,
Humbug are classified in the exemplary type since they suggest the amount of
physical work in uttering the words that affects their meaning. To summarize, the
most frequent type of onomatopoeia appeared in children‘s books is direct
onomatopoeia. This finding is in line to the principle that children‘s books require
simple form in language.
Furthermore, based on the research findings the research participants‘
assessment in determining the meanings of onomatopoeic words in children‘s
books is classified as very good, shown by the high rate of correct answers. To
wrap up the discussion, the test results emphasize the test-takers‘ good
understanding of onomatopoeia in children‘s books.
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Referring to previous analysis, the research participants are capable to
choose the appropriate meaning for the words by referring to the context of the
story and mention some examples of onomatopoeia. It is supported by their good
reading habit, based on their statements that seven respondents read for at least
once a week and the ten other quite often do that habit.
Despite the very good assessments results, still there are many errors and
difficulties conveyed by the research participants. The errors that may lead by
unfamiliarity to the intended words, failure in attaining the context, confusion to
determine meaning since there are possibility for having more than one single
meaning and confusion with onomatopoeia in other language. Discussing
difficulties, the research participants states that it is because they never heard/
seen the words before and they claim that there is no correct answer provided, and
the words should mean something else.
A fluent reader should be able to use utilize word-recognition in their
reading. However, most children prefers to focus their reading on the story only
and ignore to decode unfamiliar words, this study guides children to develop their
reading ability to recognize words, specifically onomatopoeic words in English
learning. This study also suggests other researchers and language enthusiasts to
create more research and findings about onomatopoeia as a part of linguistic
features, also educators to provide materials that support the students‘
understanding on word-meaning recognition and reading comprehension on
literary works.
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BIBLIOGRAPHY
Andersen, Hans Christian. Hans Christian Andersen Selected Fairy Tales.
London: Harper Collins, 2014.
Assa, Anna Elfira Prabandari. Children Desire and Adults Knowledge in
Children's Literature As Seen Through The Characterization of Children
and Adults in Wilder's Little House in The Big Woods. Undergraduate
Thesis, Yogyakarta: Sanata Dharma University, 2013.
Bolinger, Dwight. Aspects of Language. Second Edition. New York: Harcourt
Brace Jovanovich, 1968.
Bredin, Hugh. "Onomatopoeia as a Figure and a Linguistic Principle." n.d.
http://www.jstor.org/stable/20057371 (accessed September 22, 2016).
Dahl, Roald. Charlie and The Chocolate Factory. New York: Puffin Books, 2004.
Dickens, Charles. A Christmas Carol . New York: Pocket Books Inc, 1958.
Dofs, Elin. "Onomatopoeia and Iconicity." 2008. www.diva-portal.org (accessed
November 27, 2016).
Exupery, Antoine de Saint. The Little Prince. Orlando: Harcourt,Inc, 2000.
Finch, Geoffrey. Linguistics Terms and Concepts. New York: St.Martin‘s Press,
2000.
Fromkin, Victoria, David Blair , and Peter Collins. An Introduction to Language.
Fourth Edition. Sydney: Harcourt Australia Pty Limited, 2000.
Fromkin, Victoria, Robert Rodman, and Nina Hyams. An Introduction to
Language. Seventh Edition. Massachusetts: Heinle, 2003.
Hunt, Peter. Literature for Children: Contemporary Criticism. London:
Routledge, 1992.
Kusuma, Silvia Mega. The Study of Onomatopoeia Types and Translation
Strategies In Don Rosa's The Life and Times of Scrooge McDuck.
Undergraduate Thesis, Yogyakarta: Sanata Dharma University, 2013.
Lindfors, Judith Wells. Children's Language and Learning. Englewood Cliffs:
Prentice-Hall, Inc., 1980.
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Lukens, Rebecca J. A. Critical Handbook of Children’s Literature. Boston : Allyn
& Bacon, 2003.
Macaulay, Ronald K.S. Seven Ways of Looking at Language. New York: Palgrave
Macmillan, 2011.
Milne, A.A. The World of Pooh :The Complete Winnie-The Pooh and The House
at Pooh Corner. London: Butler & Tanner, 1973.
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ption (accessed September 26, 2016).
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Literature, 1995.
Nodelman, Perry. "The Othe: Orientalism, Colonialism, and Children‘s
Literature." Children’s Literature Association Quarterly 17 (1992): 29-35.
Singer, Murray. Psychology of Language: An Introduction to Sentence and
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1990.
V, Kail Robert. Children and Their Development. Englewood Cliffs N.J: Prentice
Hall, 2011.
Yule, George. The Study of Language. Third Edition. Cambridge: Cambridge
University Press, 2006.
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APPENDIX 1
Onomatopoeic Words in Children’s Books
Books Page Onomatopoeia
Paragraphs
Charles
Dickens‘
A
Christmas
Carol
18 Bah It was the voice of Scrooge‘s nephew,
who came upon him so quickly that this
was the first intimation he had of his
approach.
―Bah!‖ said Scrooge. ―Humbug!‖
18 Scrooge, having no better answer ready
on the spur of the moment, said ―Bah!‖
again; and followed it up with
―Humbug!‖
18 Humbug
It was the voice of Scrooge‘s nephew,
who came upon him so quickly that this
was the first intimation he had of his
approach.
―Bah!‖ said Scrooge. ―Humbug!‖
18 ―Christmas a humbug, uncle!‖ said
Scrooge‘s nephew. ―You don‘t mean
that, I am sure?‖
18 Scrooge, having no better answer ready
on the spur of the moment, said ―Bah!‖
again; and followed it up with
―Humbug!‖
38
―Humbug!‖ said Scrooge; and walked
across the room.
39 ―It‘s humbug still!‖ said Scrooge.
45
Humbug, I tell you; humbug!‖
28
Wink Some laborers were repairing the gas-
pipes, and had lighted a great fire in a
brazier, round which a party of ragged
men and boys were gathered, warming
their hands and winking their eyes
before the blaze, in rapture.
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29
Roar
If the good Saint Dunstan had but
nipped the Evil Spirit‘s nose with a
touch of such weather as that, instead of
using his familiar weapons, then,
indeed, he would have roared to lusty
purpose.
32
Knock
Now it is a fact that there was nothing at
all particular about the knocker on the
door, except that it was very large
34
As Scrooge looked fixedly at this
phenomenon it was a knocker again.
35
But there was nothing on the back of the
door, except the screws and nuts that
held the knocker on, so he said, ―Pooh,
pooh!‖ and closed it with a bang.
207
What an honest expression it has in its
face! It‘s a wonderful knocker.
79
…he must have knocked his head
against the ceiling, Scrooge cried in
great excitement.
95
But now a knocking at the door was
heard…
35 Bang But there was nothing on the back of the
door, except the screws and nuts that
held the knocker on, so he said, ―Pooh,
pooh!‖ and closed it with a bang.
39 Boom
The cellar door flew open with a
booming sound…
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43
Crack Scrooge was not much in the habit of
cracking jokes, nor did he feel, in his
heart, by any means waggish then.
75
The panels shrunk, the windows
cracked…
51
Clank
The Ghost, on hearing this, set up
another cry, and clanked his chain so
hideously…
61
Ding dong The quarter was so long, that he was
more than once convinced he must have
sunk into a doze unconsciously, and
missed the clock. At length it broke
upon his listening ear.
―Ding, dong!‖
―A quarter past,‖ said Scrooge,
counting.
―Ding, dong!‖
―Half past,‖ said Scrooge.
―Ding, dong!‖
―A quarter to it,‖ said Scrooge.
―Ding, dong!‖
―The hour itself,‖ said Scrooge
triumphantly, ―and nothing else!
202 Clash, clash, hammer; ding, dong, bell!
Bell, dong, ding; hammer, clang, clash!
Oh, glorious, glorious!
70
Cluck
Fowls clucked and strutted in the
stables, and the coach-houses and sheds
were overrun with grass.
72 Click
…no, not a clicking in the fire, but fell
upon the heart of Scrooge with softening
influence…
76
Clap
She clapped her hands and laughed, and
tried to touch his head…
126 Hiss
Mrs. Cratchit made the gravy (ready
beforehand in a little saucepan) hissing
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hot…
202
Clash Clash, clash, hammer; ding, dong, bell!
Bell, dong, ding; hammer, clang, clash!
Oh, glorious, glorious!
Milne‘s
The World
of Pooh
15
Bump Here is Edward Bear, coming
downstairs now, bump, bump, bump, on
the back of his head, behind Christopher
Robin. It is, as far as he knows, the only
way of coming downstairs, but
sometimes he feels that there really is
another way, if only he could stop
bumping for a moment and think of it.
29 Winnie- the- Pooh hadn‘t thought about
this. If he let go of the string, he would
fall- bump- and he didn‘t like the idea of
that.
32 He nodded and went out, and in a
moment I heard Winnie-the- Pooh-
bump, bump, bump- going up the stairs
behind him.
18
Buzz
One day when he was out walking, he
came to an open place in the middle of
the forest, and in the middle of this
place was a large oak- tree, and, from
the top of the tree, there came a loud
buzzing-noise…
First of all he said to himself: ―That
buzzing- noise means something. You
don‘t get a buzzing-noise like that, just
buzzing and buzzing, without its
meaning something. If there‘s buzzing-
noise, somebody‘s making a buzzing-
noise, and the only reason for making a
buzzing-noise that I know of is because
you‘re a bee.‖
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28 The bees were still buzzing as
suspiciously as ever.
19
Isn‘t it funny
How a bear likes honey?
Buzz! Buzz! Buzz!
I wonder why he does?
20 Crack He was getting rather tired by this time,
so that is why he sang a Complaining
Song. He was nearly there now , and if
he just stood on that branch…
Crack!
―Oh, help!‖ said Pooh, as he dropped
ten feet on the branch below him.
33
Hum Edward Bear, known to his friend as
Winnie- the- Pooh, or Pooh for short,
was walking through the forest one day,
humming proudly to himself. He had
made up a little hum that very morning,
as he was doing his Stoutness Exercises
in front of the glass: Tra-la-la, tra-la-la
as he stretched up as high as he could
go, and then Tra-la-la, tra-la-oh, help! –
la, as he tried to reach his toes.
33 After breakfast he had said it over and
over to himself until he had learnt it off
by heart, and now he was humming it
right through, properly.
34 Well, he was humming this hum to
himself, and walking gaily along…
39 ―Hallo, are you stuck?‖ he asked. ―N-
no,‖ said Pooh carelessly.
―Just resting and thinking and humming
to myself.‖
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55
43 So, with a nod of thanks to his friends,
he went on with his walk through the
forest, humming proudly to himself.
64 Pooh rubbed his nose with his paw, and
said that the Heffalump might be
walking along, humming a little song
and looking up at the sky…
33 He had made up a little hum that very
morning, as he was doing his Stoutness
Exercises in front of the glass: Tra-la-la,
tra-la-la as he stretched up as high as he
could go, and then Tra-la-la, tra-la-oh,
help! – la, as he tried to reach his toes.
34 Well, he was humming this hum to
himself, and walking gaily along…
42 And then, all of a sudden, he said
―Pop!‖ just as if a cork were coming out
of a bottle.
46 Squeak ―Paw-marks.‖ He gave a little squeak of
excitement. ―Oh, Pooh! Do you think
it‘s a – a – a Woozle?‖
55 Knock Owl lived at the Chestnuts, an old-world
residence of great charm, which was
grander than anybody else‘s, or seemed
so to Bear, because it had both a
knocker and a bell-pull.
56
Then, to make quite sure, he knocked
and pulled the knocker, and he pulled
and knocked the bell- rope…
59
So they went outside. And Pooh looked
at the knocker and the notice below it,
and he looked at the bell-rope and the
notice below it…
56
Then, to make quite sure, he knocked
and pulled the knocker, and he pulled
and knocked the bell- rope…
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73 Bump And he tried bumping it against things,
but as he couldn‘t see what he was
bumping it against, it didn‘t help him…
75
―I can hear something,‖ said Christopher
Robin. It was Pooh bumping his head
against a tree-root he had found.
75 Crash
And while he was still laughing- Crash
went the Heffalump‘s head against the
tree root, Smash went the jar, and out
came Pooh‘s head again.
75
Smash And while he was still laughing- Crash
went the Heffalump‘s head against the
tree root, Smash went the jar, and out
came Pooh‘s head again.
81 Knock ―What are you trying to do?‖
―I was trying to reach the knocker said
Piglet. ―I just came around—―
81 ―Let me do it for you,‖ said Pooh
kindly. So he reached up and knocked at
the door.
81 ―and poor Eeyore is in a Very Sad
Condition, because it‘s his birthday, and
nobody has taken any notice of it, and
he‘s very Gloomy- you know what
Eeyore is- and there he was, and- What
a long time whoever lives here is
answering this door.‖ And he knocked
again.
84 ―There‘s a notice about knocking and
ringing outside my door, which
Christopher Robin wrote. Could you
read it?‖
86
Bang Eeyore would be, he didn‘t look where
he was going… and suddenly he put his
foot in a rabbit hole, and fell down flat
on his face. BANG!!!???***!!!
99 Squeak ―Good afternoon, Kanga.‖
―Good afternoon, Pooh.‖
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57
―Look at me jumping,‖ squeaked Roo,
and fell into another mouse-hole.
122 ―Did you see me swimming?‖ squeaked
Roo excitedly, while Kanga scolded him
and rubbed him down.
148 ―Hallo, Pooh!‖ he squeaked.
―Hallo, Roo!‖ said Pooh.
102
Piglet made a squeaky Roo-noise from
the bottom of Kanga‘s pocket.
106
Knock At that moment there was a knock at the
door.
―Come in,‖ said Kanga, and in come in
Christopher Robin.
121 Squeak But we shall never know what Pooh
thought, for there came a sudden squeak
from Roo, a splash, and a loud cry of
alarm from Kanga.
121
Splash But we shall never know what Pooh
thought, for there came a sudden squeak
from Roo, a splash, and a loud cry of
alarm from Kanga.
130 The he put the paper in the bottle, and
he corked the bottle up as tightly as he
could, and he leant out of his window as
far as he could lean without falling in,
and he threw the bottle as far as he
could throw- splash!- and in a little
while it bobbed up again on the water…
141
Squawk Luckily, a sudden loud squawk from
Owl, which was really part of the story,
being what his aunt said, woke the
Piglet up …
155 Bump He nodded and went out… and in a
moment I heard Winnie-the-Pooh-
bump, bump, bump – going up the stairs
behind him.
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58
Exupery‘s
The Little
Prince
6 Crash Remember, I had crashed in the desert a
thousand miles from any inhabited
region.
19
Yawn
And, after working with all this
painstaking precision, she yawned and
said…
23
So he remained standing upright, and,
since he was tired, he yawned.
23
24
―It is contrary to etiquette to yawn in the
presence of a king.
―Ah, then,‖ the king said. ―I order you
to yawn. It is years since I have seen
anyone yawning. Yawns to me, are
objects of curiosity. Come, now! Yawn
again! It is an order.‖
25 The little prince yawned. He was
regretting his lost sunset.
25
Hum ―Hum! Hum!‖ replied the king; and
before saying anything else he consulted
a bulky almanac. ―Hum! Hum!‖
26
―Hum! Hum!‖ said the king.
Exupery‘s
The Little
Prince
27
Clap
―Clap your hands, one against the
other,‖ the conceited man now directed
him
27
The Little Prince clapped his hands. The
conceited man raised his hat in a modest
salute.
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59
28 "This is more entertaining than the visit
to the king," the little prince said to
himself. And he began again to clap his
hands, one against the other. The
conceited man again raised his hat in
salute.
39 Flash When the little prince arrived on the
Earth, he was very much surprised not
to see any people. He was beginning to
be afraid he had come to the wrong
planet, when a coil of gold, the color of
the moonlight, flashed across the sand.
Roald
Dahl‘s
Charlie
and the
Chocolate
Factory
4 Whizz It had huge iron gates leading into it,
and a high wall surrounding it, and
smoke belching from its chimneys, and
strange whizzing sounds coming from
deep inside it.
55
And when the tub was nearly full,
Mr.Wonka pressed another button, and
immediately the runny stuff
disappeared, and a whizzing whirring
noise took its place; and then a giant
whizzer started whizzing round inside
the enormous tub…
55
'Watch!' said Mr Wonka.
Click went the machine, and the whizzer
stopped whizzing.
75
In the sky, they go whizzing around all
over the place until suddenly they hit the
antenna on the roof of somebody's
house.
55 And when the tub was nearly full,
Mr.Wonka pressed another button, and
immediately the runny stuff
disappeared, and a whizzing whirring
noise took its place; and then a giant
whizzer started whizzing round inside
the enormous tub..
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60
55
'Watch!' said Mr Wonka.
Click went the machine, and the whizzer
stopped whizzing.
7
Pop
He can make chewing- gum that never
loses its taste, and sugar balloons that
you can blow up to enormous sizes
before you pop them with a pin and
gobble them up.
11 And then Mr.Slugworth‘s factory began
making sugar balloons that you can
blow up to huge sizes before you
popped them with a pin and gobbled
them up.
17 Smash
There was an ugly scene, and the
machine was smashed by the crowd.
19
Crack
He ran his fingers slowly back and forth
along the length of it, stroking it
lovingly, and the shiny paper wrapper
made little sharp crackly noises in the
quiet room.
22
Whoopee And I understand that afterwards he's
going to give me enough gum to last me
for the rest of my whole life. Whoopee!
Hooray!"'
22
Hooray And I understand that afterwards he's
going to give me enough gum to last me
for the rest of my whole life. Whoopee!
Hooray!"'
23
Crunch
Charlie nodded and held out the bar of
chocolate. WONKA'S NUTTY
CRUNCH SURPRISE, it said on the
wrapper.
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61
26 Several people went hurrying past him
on the pavement, their chins sunk deep
in the collars of their coats, their feet
crunching in the snow.
30 Yippee Then the old man took a deep breath,
and suddenly, with no warning
whatsoever, an explosion seemed to take
place inside him. He threw up his
arms and yelled 'Yippeeeeeeee!
72 Then suddenly, as though it had come to
the top of the hill and gone over a
precipice, it dropped like a stone and
Charlie felt his tummy coming right up
intohis throat, and Grandpa Joe shouted,
'Yippee! Here we go!'
79
'I'll tell you where he is,' said Mr
Teavee, 'he's whizzing around above our
heads in a million tiny pieces!'
32 Knock At that point, there came a loud knock
on the front door. Mr Bucket went to
open it, and the next moment, swarms of
newspapermen and photographers were
pouring into the house.
46 Click
Mr Wonka turned around and clicked
his fingers sharply, click, click, click,
three times.
55
'Watch!' said Mr Wonka.
Click went the machine, and the whizzer
stopped whizzing.
54
Knock 'It's such a waste of precious time! Now,
over here, if you will all step this way, I
will show you
something that I am terrifically proud
of. Oh, do be careful! Don't knock
anything over! Stand back!
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62
53 Bubble The place was like a witch's kitchen! All
about him black metal pots were boiling
and bubbling on huge stoves, and kettles
were hissing and pans were sizzling, and
strange iron machines were clanking
and spluttering…
53 Hiss The place was like a witch's kitchen! All
about him black metal pots were boiling
and bubbling on huge stoves, and kettles
were hissing and pans were sizzling, and
strange iron machines were clanking
and spluttering…
53 Clank The place was like a witch's kitchen! All
about him black metal pots were boiling
and bubbling on huge stoves, and kettles
were hissing and pans were sizzling, and
strange iron machines were clanking
and spluttering…
55 Whirr
And when the tub was nearly full,
Mr.Wonka pressed another button, and
immediately the runny stuff
disappeared, and a whizzing whirring
noise took its place; and then a giant
whizzer started whizzing round inside
the enormous tub..
64
Whoope 'Glorious stuff!' said Mr Wonka. 'The
Oompa-Loompas all adore it. It makes
them tiddly. Listen! You can hear them
in there now, whooping it up
68 Flap 'But where?' shrieked Mrs Salt, flapping
her arms. 'What happens to the bad
nuts? Where does the chute go to?
80 Squeak
'I want to watch television!' he
squeaked. 'I want to watch television! I
want to watch television! I want to
watch television!
85 Twinkle
Mr Wonka's bright twinkling blue eyes
rested for a moment on Charlie's face
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63
89 Mr Wonka cocked his head to one side
and all at once the tiny twinkling
wrinkles of a smile appeared around the
corners of his eyes, and he said
Andersen‘
s
The Ice
Maiden
32 Crack And in the old man‘s room stood a large
press, full of all sorts of carved things-
nut-crackers, knives and forks, boxes
with beautifully carved foliage, leaping
chamois.
38
Growl I could not tell; yet I knew I could not
alter my own condition, either by
barking or growling.‖
45
Crack Smooth as polished marble slabs, the
waves of snow cracked and loosened
themselves…
55
―Nuts are given to us, but they are not
cracked for us.‖
60
Mew ―Well, I should have mewed,‖ said the
kitchen-cat.
68 Roar They are digging passages beneath the
earth, and the noise is like the reports of
cannons. I shall throw down my palaces,
for the clamour is louder than the roar of
thunder.
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64
APPENDIX 2
The Onomatopoeic Words’ Types and Frequency of Appearance in the
Children’s Books
Onomatopoeia Type The Frequency of the
Onomatopoeia‘s
Appearance in the
Children‘s Books
Bah Exemplary 2
Bang Direct 2
Boom Direct 1
Bubble Associative 1
Bump Direct 5
Buzz Direct 4
Clank Direct 2
Clap Direct 4
Clash Direct 1
Click Direct 6
Cluck Direct 1
Crack Direct 7
Crash Direct 2
Crunch Direct 2
Ding dong Direct 2
Flap Direct 1
Flash Direct 1
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65
Growl Direct 1
Hiss Direct 2
Hum Direct 15
Humbug Direct 6
Hooray Exemplary 1
Knock Direct 17
Mew Direct 1
Pop Direct 2
Roar Associative 2
Smash Associative 2
Splash Associative 2
Squawk Direct 1
Squeak Associative 7
Twinkle Associative 2
Whirr Direct 1
Whizz Direct 12
Whoop Exemplary 1
Wink Associative 1
Whoopee Exemplary 1
Yawn Direct 8
Yippee Exemplary 2
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66
APPENDIX 3
The Blueprint of The Test’s Question Sheet
PART A
Read the following paragraphs
What do the underlined words mean? Circle a, b, c, or d for the best answers
1. The quarter was so long, that he was more than once convinced he must
have sunk into a doze unconsciously, and missed the clock. At length it
broke upon his listening ear.
―Ding, dong!‖
―A quarter past,‖ said Scrooge, counting.
―Ding, dong!‖
―Half past,‖ said Scrooge.
―Ding, dong!‖
―A quarter to it,‖ said Scrooge.
―Ding, dong!‖
―The hour itself,‖ said Scrooge triumphantly, ―and nothing else!
Charles Dickens‘ A Christmas Carol p.61
a. A door‘s bell
b. A clock‘s bell
c. Scrooge‘s sound
d. A drum‘s sound
e. A noisy sound, made by Scrooge
2. Here is Edward Bear, coming downstairs now, bump, bump, bump, on the
back of his head, behind Christopher Robin. It is, as far as he knows, the
only way of coming downstairs, but sometimes he feels that there really is
another way, if only he could stop bumping for a moment and think of it…
He nodded and went out, and in a moment I heard Winnie-the- Pooh-
bump, bump, bump- going up the stairs behind him.
AA.Milne‘s The World of Pooh: The Complete Winnie-The Pooh and The
House at Pooh Corner p.15, 32
a. The sound of a crash to something
b. Something is falling
c. The sound of a drum
d. The sound of footsteps
3. First of all he said to himself: ―That buzzing- noise means something. You
don‘t get a buzzing-noise like that, just buzzing and buzzing, without its
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67
meaning something. If there‘s buzzing-noise, somebody‘s making a
buzzing-noise…
‖Isn‘t it funny How a bear likes honey?
Buzz! Buzz! Buzz!
I wonder why he does?
AA.Milne‘s The World of Pooh: The Complete Winnie-The Pooh and The
House at Pooh Corner p.18- 19
a. A continuous sound caused by wind
b. The sound caused by something falling
c. The sound of someone whispering
d. A continuous humming or murmuring sound, made by bees
4. He was getting rather tired by this time, so that is why he sang a
Complaining Song. He was nearly there now , and if he just stood on that
branch…
Crack!
―Oh, help!‖ said Pooh, as he dropped ten feet on the branch below him.
AA.Milne‘s The World of Pooh: The Complete Winnie-The Pooh and The
House at Pooh Corner p.20
a. The sound of a branch which has split without breaking into separate
parts
b. The sound of someone falling to the ground
c. A part of the Pooh‘s song
d. The sound of footsteps of someone who is coming
5. Edward Bear, known to his friend as Winnie- the- Pooh, or Pooh for short,
was walking through the forest one day, humming proudly to himself. He
had made up a little hum that very morning, as he was doing his Stoutness
Exercises in front of the glass: Tra-la-la, tra-la-la as he stretched up as high
as he could go, and then Tra-la-la, tra-la-oh, help! – la, as he tried to reach
his toes.
AA.Milne‘s The World of Pooh: The Complete Winnie-The Pooh and The
House at Pooh Corner p.33
a. Sing with opened lips
b. Sing loudly
c. Sing slowly
d. Sing with closed lips
6. ―Paw-marks.‖ He gave a little squeak of excitement.
―Oh, Pooh! Do you think it‘s a – a – a Woozle?‖
AA.Milne‘s The World of Pooh: The Complete Winnie-The Pooh and The
House at Pooh Corner p.33
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68
a. A loud noisy sound
b. A short, high-pitched sound
c. Whisper
d. Expression
7. They are digging passages beneath the earth, and the noise is like the
reports of cannons. I shall throw down my palaces, for the clamour is
louder than the roar of thunder.
Hans Christian Andersen‘s Selected Fairy Tales The Ice Maiden
a. A soft tone sound
b. A very loud, deep, prolonged sound made by something inanimate
c. A prolonged cry uttered by lion
d. A burst of laughter
8. The he put the paper in the bottle, and he corked the bottle up as tightly as
he could, and he leant out of his window as far as he could lean without
falling in, and he threw the bottle as far as he could throw- splash!- and in
a little while it bobbed up again on the water…
AA.Milne‘s The World of Pooh The Complete Winnie-The Pooh and The House
at Pooh Corner p. 130
a. The sound made by something striking or falling into water
b. The sound made by something striking or falling into ground
c. The sound of water flowing
d. The sound of water in the bottle
9. "This is more entertaining than the visit to the king," the little prince said
to himself. And he began again to clap his hands, one against the other.
The conceited man again raised his hat in salute.
Antonie de Exupery‘s The Little Prince p.28
a. Rub softly on something
b. Strike the palms of (one's hands) together repeatedly, typically in order
to applaud someone or something.
c. Flap wings audibly
d. Hands gesture (to give a signal)
10. At that point, there came a loud knock on the front door. Mr Bucket went
to open it, and the next moment, swarms of newspapermen and
photographers were pouring into the house.
Roald Dahl‘s Charlie and the Chocolate Factory p.32
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
69
a. a noisy sound
b. the sound of someone opening the door
c. a sudden short sound caused by a blow on a door to attract attention or
gain entry
d. a sound of greetings
PART B
1. Have you ever heard/ seen about onomatopoeia before?
a) YES
b) NO
2. Mention min. 3 examples of onomatopoeia (excluding the onomatopoeia
mentioned in part A) ?
3. How often do you read fiction books?
a) At least once a week
b) Sometimes/ quite often
c) Only in my spare time
d) On my class only
4. In reading the books, do you understand the meanings of onomatopoeic
words that found in the story?
a) I always understand it.
b) Sometimes I can‘t find the meaning of some words.
c) Mostly, I fail to find the words‘ meaning.
d) I never consider the words‘ meaning. I prefer to focus on the story.
PART C
1. In PART A, which words have difficult meaning to find?
2. Related to question no.1, what is the difficulty in identifying those words‘
meaning?
(Choose the answer(s) which you think really represent your condition)
a. I never heard/seen the words before.
b. I do not know the context.
c. There is no correct answer provided, the words should mean
something else.
d. (another answer)
3. In PART A, which words you familiar with?
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70
APPENDIX 4
Respondents’ Assessments on Onomatopoeia in Children’s Books
Respondents Onomatopoeia
Din
g d
ong
B
um
p
Buzz
Cra
ck
Hum
min
g
Squea
k
Roar
Spla
sh
Cla
p
Knock
Assessments
R1 F F F T T F F T F T 4/10
R2 T T T T T T F F T T 8/10
R3 T F T T T T T F T T 8/10
R4 T F T T F F T F T F 5/10
R5 F F T T T F F T T T 6/10
R6 T F T T F T T T T T 8/10
R7 T F T T T T F T T T 8/10
R8 T F T T T T T T T T 9/10
R9 T F T T T T T T T T 9/10
R10 T F T T T T T T T T 9/10
R11 T F T T T T T T T T 9/10
R12 T F T T T T F T T T 8/10
R13 T F T T T T T T T T 9/10
R14 T F T T T T T F T T 8/10
R15 T F T T F T F T T T 7/10
R16 T F T T T T T T T T 9/10
R17 T F T T T T T T T T 9/10
R18 T F T T T T T T T T 9/10
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71
R19 T F T T T T T T T T 9/10
R20 T F T T T T T T T T 9/10
R21 T F T T T T T T T T 9/10
R22 T F T T T F T T F F 6/10
R23 T F T T T T T T F F 7/10
R24 T F T T T F T T F F 6/10
R25 T F T T T T T T F T 8/10
R26 F F T T T T T T T T 8/10
R27 T F T T T T T F T T 8/10
R28 T F T T T T F F T T 7/10
R29 T F T T T T T T T T 9/10
R30 T F T T T T T T T T 9/10
TRUE 2
7
1 2
9
3
0
2
7
2
5
2
3
2
4
2
5
2
6
FALSE 3 2
9
1 0 3 5 7 6 5 4
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