Abstract
Speech acts are utterances or something that is said by the speaker while taking a certain meaningful action to get the expected response from the speech partner. The speech act chosen depends on several factors related to the function of language as a means of conveying messages. The speech acts used by early childhood speakers, especially for children with special needs (ASD) in this study, are interesting because especially how children with ASD choose speech strategies that are based on the context. This study aims to describe the speech strategies found in the speech acts of children with special needs. The research method used in this research is descriptive qualitative. Data collection through (1) interviews, (2) observation, (3) documentation. The result of this study is a form of strategy in language speech acts used by children with special needs.
Highlights
Language is a very important means of communication in human life. Wiranty (2015: 13) argues that language is a means of communication, because human language can be a tools of communication with each other, share experiences, learn from others, and improve intellectual abilities
Guidance Strategy The strategy of providing clues is assumed that if a speaker's utterance that says something is not explicitly related, it means that the speaker invites the speech partner to find an interpretation that may be of relevance
The strategy of providing guidance is assumed that if the speaker's speech which says something is not explicitly related, it means that the speaker invites the speech partner to look for interpretations that may be of relevance
Summary
Language is a very important means of communication in human life. Wiranty (2015: 13) argues that language is a means of communication, because human language can be a tools of communication with each other (communicate), share experiences, learn from others, and improve intellectual abilities. In line with that, Basuki (2013: 3-4) suggests that context is used to refer to the understanding between speakers and speech partners about knowledge, experiences, problems, presuppositions, situations, time, place, and events. Bariyyah (2019) argues that autistic people understand language easier through the teaching process (learning theory) by giving examples of sounds from people around them, rather than through acquiring natural language without deliberately learning it. This raises different speech strategies from autistic children so that this study will describe the speech strategies used by early childhood autistic children when communicating. The data collection technique is done by means of observation and documentation
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