ANALYSIS OF LANGUAGE SKILLS IN PRIMARY SCHOOL CHILDREN (STUDY DEVELOPMENT OF CHILD PSYCHOLOGY OF LANGUAGE)

The skills and development of children's language are unique to observe, the researchers found several cases of varying language abilities in the age range of 6-12 years old who are still in primary school. From the perspective of child development psychology, the findings are influenced by several factors that are directly or indirectly related to the child's life. On the basis of this background, the researchers made an analysis of the results of observation of primary school children in the age range of 6-12 years with the object of research made randomly. The result of the data obtained by the researcher is that the elementary school age children have significant differences in the ability to speak in the school environment and outside the school environment.

Human character has been attached to a person's personality and shown in the behavior of his daily life. Since birth, humans have had the potential of character that is shown by their cognitive abilities and innate traits. Innate characters will develop if you get a touch of learning experience from the environment. The family is the first learning environment that children get and will be a strong foundation to shape character after adulthood. The results showed that around 50% of the variability of adult intelligence had occurred when a child was four years old. The next 30% increase occurs at the age of eight years, and the remaining 20% in the middle or end of the second decade (Suyanto, 2010). The development of intelligence is accompanied by mental development of other personalities until adolescence.
After adulthood, intelligence and personality behavior has been relatively stable, therefore if you want to form intelligence and character, the most appropriate time is at the age of children to adolescents.
Children's language skills in their development can be seen and assessed directly from the child's speaking ability in various social situations, because it is very possible that there are different ways and styles of speaking for different situations and interlocutors. The speaking skills referred to by the researcher are a language skill that develops in a child's life, which is only preceded by listening skills, and at that time the ability to speak or speak is learned (Tarigan, 1987). Many things are related to language development in children, especially with regard to language development in elementary school-age children which includes (1) the nature of language development; (2)

METHOD
The process of analyzing this research is carried out using the descript method, namely the use of research methods to collect observations from data obtained in the field by presenting findings and explaining the analysis carried out by researchers (Sukmadinata, 2007). The object of the research used was elementary school students aged 6 -12 years who were deliberately stimulated to talk about personal experiences directly without scenarios by researchers. Analysis of the initial characteristics of students is one of the efforts made to gain understanding about; demands, talents, interests, needs, and interests of students, related to a particular learning program. This stage is deemed so necessary to remember many considerations such as; students, social development, culture, economy, science and technology, and the interests of certain educational / learning programs that students will follow.

RESULTS AND DISCUSSION
In this study, researchers obtained results regarding data on children aged 6 -12 years in the elementary school environment with random or unspecified sex selection. The researcher analyzed 5 elementary school students by communicating directly in the school environment and 5 elementary school students by communicating outside the school environment. So overall researchers use 10 elementary school students as the object of research. The researcher obtained data on the communication skills of elementary school children from various aspects, first the emotional aspects of the interlocutor, the types of games performed by the child and the pattern of education in school for a child.
Character education has been integrated into Indonesian language subjects through media illustrated stories and role-playing methods. Character education has also been integrated into elementary school learning through character-based learning models and methods carried out by a teacher. The results showed that the use of models and methods of effective character education to improve the practice of politeness, honesty, patience, and adherence to community norms, as well as Indonesian language skills (listening, reading and speaking).
Analysis of the 10 research objects is that elementary school students who are stimulated to communicate with researchers in two different environments will prove differences in