Produksi maupun resepsi bahasa tulis merupakan bagian dari kajian psikolinguistik yang relatif jarang dilakukan, termasuk produksi dan resepsi bahasa Indonesia yang menganut sistem alfabetis. Disertasi ini bertujuan memperoleh jawaban tentang pemerolehan bahasa tulis bahasa Indonesia, yang mencakup tiga pertanyaan utama, yaitu: (1) proses pemerolehan bahasa tulis produktif (BTP) anak KB dan TK, (2) proses pemerolehan bahasa tulis reseptif (BTR) mereka, dan (3) faktor-faktor yang diindikasikan terkait dengan proses pemerolehan bahasa tulis. Pertanyaan tersebut dirinci ke dalam karakteristik pemerolehan bahasa tulis, prinsipprinsip, tahapan-tahapan, pola perkembangan, dan fase pemerolehan, serta beberapa faktor yang terkait. Untuk menjawab pertanyaan penelitian di atas dilakukan beberapa langkah studi kualitatif, yaitu (1) observasi perilaku berbahasa tulis anak KB dan TK di dalam dan di luar kelas, lengkap dengan wawancara dan elisitasi lalu diikuti teknik catat dan rekam, (2) pengorganisasian dan transkripsi data rekam, (3) pengkodean dan rumusan temuan, (4) kategorisasi dan penyempurnaan rumusan temuan, serta (5) interpretasi psikolinguistik dan rumusan generalisasi. Subjek penelitian berjumlah 103 subjek utama dan 76 subjek banding, dengan subjek fokus amatan berjumlah 12 anak. Penelitian dilaksanakan di TKU, TKS, KBN, dan TKAB. Penentuan tempat didasarkan pada lokasi dan fasilitas yang dimiliki. Temuan disertasi ini adalah sebagai berikut. Pertama, kategorisasi ciri-ciri pencapaian kecakapan berbahasa tulis anak menunjukkan ciri-ciri pemerolehan bahasa walaupun tidak terlalu kuat, yakni kehadiran unsur fungsi, orientasi, pusat kegiatan, alamiah, dan bertahap. Hal ini sejalan dengan ciri emergent literacy yang dikemukakan Cox (1999) dan ciri pemerolehan dari Krashen (2002). Kedua, pemerolehan BTR didasarkan pada prinsip diferensiasi, imitasi, petunjuk konteks, sintaktik, GPC, skematik, inventarisasi dan koleksi, keberulangan, dan membangkitkan. Kategorisasi dan interpretasi ini melengkapi temuan Brian Cambourne (1988), teori Curtis (1998), dan May (1994), dengan satu prinsip, yakni prinsip GPC. Ketiga, BTR dikategorikan ke dalam 6 tahap dan 11 subtahap, yaitu tahap diferensiasi, membaca pura-pura, membaca gambar, membaca acak, lepas landas, dan konvensional. Temuan ini melengkapi temuan May (1994) dan temuan Cochrane, et al. (1984) yakni tahap diferensiasi dan sub-sub dalam setiap tahap. Keempat, pemerolehan BTR pada anak didasarkan pada komponen kesadaran linguistik, yaitu kesadaran fonemis, grafemis, grafofonemis, leksikal, dan gramatik. Temuan ini merupakan hasil kategorisasi yang ditrianggulasi secara teoretik. Hal ini melengkapi temuan May (1994) tentang resepsi teks dan pendapat Brewer (1995) tentang strategi membaca pada anak, memerinci pendapat Cunningham (1988) tentang phonemic awareness dan pendapat Strickland et al. (2007) tentang phonological awareness, sehingga sesuai dengan pandangan linguistik. Kelima, perkembangan BTR dapat dikategorikan ke dalam enam pola yaitu, perkembangan dari diferensiasi ke membaca gambar, dari diskursif ke simbol standar, dari imitasi mekanik ke mengeja, dari nama huruf ke reduplikasi suku ultima, dari reduplikasi suku ultima ke membaca lambat, dari pengejaan silabel ke independen awal. Kategorisasi merupakan temuan penelitian yang didasarkan pada data subjek. Hal ini mungkin sesuai dengan pola perkembangan anak lain di beberapa KB dan TK, mungkin pula tidak. Keenam, kategorisasi dan interpretasi tentang pemerolehan BTP menghasilkan beberapa prinsip pemerolehan, yaitu prinsip diferensiasi, simbolisasi, integrasi, imitasi, variasi, inventarisasi dan koleksi, demonstrasi, keberulangan, dan membangkitkan. Prinsip ini melengkapi temuan Marry Clay (1975) tentang prinsip perkembangan menulis pada anak-anak, sekaligus memadukannya dengan teori Curtis (1988), serta menambahkan satu prinsip, yakni prinsip diferensiasi. Ketujuh, pemerolehan BTP dikategorikan ke dalam 8 tahap dan 15 subtahap, yaitu cakar ayam, pengulangan linear, mirip huruf, huruf acak, ejaan awal, fonetik, transisi, dan konvensional. Temuan ini sedikit berbeda dengan temuan Sulzby (1989), Marie Clay (1975), dan Henderson serta memperkaya temuan ketiganya, terutama temuan “Tahap Mirip Huruf” Kedelapan, ditemukan bentuk tidak sempurna dan terbalik meliputi bentuk condong, bentuk tak lengkap, bentuk interpolasi, bentuk mirip huruf, terbalik cermin, dan terbalik bayangan yang terdapat pada sebagian besar subjek. Temuan ini relatif baru dalam studi pemerolehan bahasa tulis di Indonesia dan menunjukkan perbedaan fakta dengan disgrafia dan disleksia. Kesembilan, perkembangan BTP dikategorikan ke dalam 7 pola, yaitu dari peniruan mekanik ke huruf acak, dari coretan huruf ke simbol standar, dari huruf sebagai nama ke huruf sebagai grafem, dari kesadaran fonemik ke kesadaran grafofonemik, dari coretan spontan hingga tahap huruf acak, dari jajaran huruf ke munculnya spasi, dari coretan mirip huruf ke simbol standar. Kesepuluh, faktor yang terkait dengan pemerolehan bahasa tulis adalah (1) keterlibatan anak, meliputi keterlibatan dalam instruksi kelas, pengembangan kegiatan mandiri, dan pengembangan fungsi bahasa; (2) interaksi sosial meliputi kerjasama, persaingan, dan pertentangan; (3) pajanan fisik dan pajanan sosial. Faktor-faktor ini merupakan temuan yang sejalan dengan pendekatan konstruktivistik sosial dan menguatkan temuan Mason & Sinha (1993) tentang keterlibatan anak dalam aktivitas bahasa tulis, pendapat Catron & Allen (1999) tentang pengaruh pajanan terhadap perkembangan bahasa tulis anak, serta mendukung pendapat Morrow & Rand (1991) tentang realitas kehidupan sebagai model aktivitas literasi.

Both productive and receptive written language is a part of psycholinguistics study which is relatively rare to carry out, included Indonesian productive and receptive which follows alphabetic system. The goal of this dissertation is to find out the answers about Indonesian written language acquisition which consists of three main questions: (1) the process of productive written language (PWL) acquisition for play group and kindergarten children, (2) the process of their receptive written language (RWL) acquisition, and (3) factors indicated have relationship with written language acquisition process. Those questions can be specified into characteristics of language acquisition, principles, levels, development, and phases of acquisition, as well as some related factors. We carry out some steps of qualitative study to answer those above research questions, they are (1) observations of play group and kindergarten children in their written language attitude, either inside or outside their classroom, complete with interviews and elicitations which, then, followed by written and record techniques, (2) organizing and transcripting the recording data, (3) encoding and formulating the invention, (4) categorizing and completing the inventing formula, and (5) psycholinguistic interpretation and generalization formula. The subjects of this research are as many as 103 main subjects and 76 comparison subjects, with focallearners are as many as 12 children. This research is carried out in TKU, TKS, KBN, and TKAB. The determining places are based on the location and facilities they have. The findings of this dissertation are as follows. First, the categorization of children’s written language ability attainment shows the characteristics of language acquisition although they are not so strong, that is the presence of function, orientation, activity centre, phase, natural, and staging elements. They are in accordance with the characteristics of emergent literacy suggested by Cox (1999) and the acquisition characteristics suggested by Krashen (2002). Second, RWL acquisition is based on the principles of differentiation, imitation, contextual cues, syntactics, GPC, schematics, inventarization and collection, repetition and generating. These categorizations and interpretations support Brian Cambourne’s findings (1988), combine them with Curtis’s theory (1998) and May’s (1994)R, and also add one principle, that is GPC principle. Third, RWL is categorized into 6 levels and 11 sublevels, they are The level of differentiation, pseudo reading, reading pictures, jumbled reading, taking off, and conventional. These findings support May’s finding (1994) and Cochrane, et al (1984) and enrich them especially differentiation level and subs in any levels. Fourth, RWL acquisition on children is based on the linguistic awareness components, those are phonemic awareness, graphemic, graphophonemic, lexical, and grammatical awareness. These findings are categorization results which are triangulated theoretically. These support May’s findings (1994) about receptacle texts and Brewer’s opinion (1995) about reading strategy on children, support Cunningham’s opinion (1988) about phonemic awareness and Strickland et al’ opinion (2007) about phonological awareness, and also specify both opinions so that they are in accordance with linguistics view. Fifth, RWL development can be categorized into six patterns, they are development from differentiation into picture reading, from discursive into standard symbols, from mechanical imitation into spelling, from letter names into reduplication of ultimate syllables, from reduplication of ultimate syllables into slow reading, from spelling syllable into preliminary independent. Categorization is a research finding which is based on subject data. It is possible in accordance with other children development patterns in some play groups and kindergartens, may be not. Sixth, The categorization and interpretation about PWL produces some acquisition principles, they are differentiation principles, symbolization, integration, imitation, variation, inventarization and collection, demonstration, repetition, and generating principles. These principles support Marry Clay’s finding (1975) about writing development principle on children, and combining them at once with Curtis’ theory (1988), and also adding one principle, that is differentiation principle. Seventh, PWL acquisition is categorized into 8 levels and 15 sub levels, those are scrabbling, linear repetition, like letters, jumbled letters, preliminary spelling, phonetics, transition, and conventional. They support Sulzby’s finding (1989), Marie Clay (1975) and Henderson and they also develop mainly the finding of “ Level of like-letter” in any levels. Eight, It is found an imperfect form and upside-down consisting slanting form, incomplete form, interpolation, like-letter form, upside down-mirror form and shadow upside down which happen on most of the subjects. These findings are new ones in written language acquisition study and emergent literacy and show different facts from dysgraphia and dyslexia. Ninth, PWL development is categorized into 7 patterns, they are from mechanical imitation into jumbled letters, from a scratching letter into a standard symbol, from a letter as a name into a letter as a grapheme, from phonemic awareness into graphophonemic awareness, from spontaneous scratching to jumbled letter level, from letters ranging into the arising space, from scratching like-letter into standard symbol. These findings support May’s findings (1994) and Cochrane’s findings, et al (1984) and enrich them especially in differentiation level and subs in any levels. Tenth, factors connected with Written Language Acquisition are (1) children’s involvement in classical instruction, developing independent activities, and developing language functions, (2) social interactions consist of cooperation, competition, and contradiction; (3) physical description and social description. These factors are findings based on social constructive theory and support Mason and Sinha (1993) about children’s involvement in written language activities, Catron & Allen’s opinion (1999) about the influence of description towards the development of children’s written language, and they support Morrow & Rand’s opinion (1991) about life reality as a literacy activity model.

Kata Kunci : Pemerolehan bahasa tulis,Bahasa tulis produktif (BTP),Bahasa tulis reseptif (BTR),Anak kelompok bermain,Taman kanak-kanak