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Library's collection Library's IT development CancelThis study is a sociolinguistics study of language function focused on a
teacher?s instruction in "getting things done" language function used by an IVY
teacher in teaching two-year-old children in the classroom situation in three
meetings. "Getting things done" language function is essentially one of language
functions that is used to manipulate and control the environment, to cause certain
events to happen as well as to satisfy material needs. There are twenty-eight
patterns of "getting things done" language function. The writer chose IVY school
because IVY uses English language as the medium of interaction and its students
are the children from two to six years old. Two-year-old child is in the sensitive
period to learn language and has been able to produce two- and three- word
utterances. Thus, the writer was interested in analyzing the teacher conducts with
two-year-old children. The aim of this thesis was to find out the patterns that were
used by the IVY teacher in getting the children to do something in the classroom
situation. Moreover, she also intended to observe the pattern that was mostly used
by the IVY school teacher in getting the children to do something in a class. The
writer referred to the theory of "getting things done" language function by Van Ek
and Alexander, the theory of caretaker speech by Yule, Littlewood, Dale, Clark
and Clark, also the stages in language acquisition theory. In this research the
writer used descriptive approach. The writer found that among twenty-eight
patterns that have been stated by Van Ek and Alexander (1976), there were only
six patterns used by the IVY teacher in getting two-year-old children to do
something in a class situation. They are "let?s + VP!" pattern, "Please + VP!"
pattern, "Be careful!" pattern, "Don?t + VP" pattern, "S + VP!" pattern, "VP!"
pattern. In addition, the IVY teacher also used the other patterns twice; "Can you
+ VP" and "You may + VP". The most pattern that was used by the IVY teacher
is "VP!" pattern. In conclusion, the patterns that were used by the IVY teacher in
getting two-year-old children to do something were the patterns with simple
structure, limited vocabulary, a lot of using of repetitions, and they were in the
form of direct command.