(a study of english alumni of education department teacher...
TRANSCRIPT
THE ANALYSIS
OF DERIVATIONAL AFFIXES OF
RESEARCH PROPOSAL
(A Study of English Alumni of Education Department
Teacher Training and Education Faculty
in the Academic Year of 2012 / 2013)
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan (S.Pd) English
Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
AHMAD CHUDHORI
113-12-017
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2017
ii
DECLARATION
“In the name of Allah the Most Gracious and the Most Merciful”
In the name of Allah,
Hereby, the writer declares that this graduating paper is written by the writer
himself. This paper does not contain any materials which have been published by
other people; and it does not cite any other people’s ideas except the information
from the references.
The writer is capable to account his graduating paper if in the future it can
be proved of containing others’ idea or in fact that the writer imitates the others’
graduating paper. Likewise, this declaration is written by the writer, and he hopes
that this declaration can be understood.
Salatiga, 1st March 2017
The writer,
Ahmad Chudhori
NIM. 113-12-017
iii
Salatiga, 1st March 2017
Faizal Risdianto, S.S., M.Hum
The lecturer of English Education Department
State Institute for Islamic Studies (IAIN) Salatiga
ATTENTIVE COUNSELOR’S NOTE
Case: Ahmad Chudhori’s Graduating Paper
Dear,
Dean of Teacher Training and
Educational Faculty
Assalamu’alaikum Wr. Wb.
After reading and correcting Ahmad Chudhori’s graduating paper entitled “THE
ANALYSIS OF DERIVATIONAL AFFIXES OF RESEARCH PROPOSAL
(A Study of English Alumni of Education Department Teacher Training and
Education Faculty in the Academic Year of 2012 / 2013)”, I have decided and
would like to propose that this paper can be accepted by Teacher Training and
Education Faculty. I hope this paper will be examined as soon as possible.
Wassalamu’alaikum Wr. Wb.
Counselor
Faizal Risdianto, S.S., M.Hum
NIP. 19750917 200801 1 010
iv
LEMBAR PENGUJI
v
MOTTO
ال حول وال قوة إال بالله
“There is no power and no strength except with Allah”
Narrated by Imam Ahmad in his musnad (V/159)
vi
DEDICATION
This graduating paper is dedicated to:
1. My God, Allah SWT who always beside me, listens to me, takes care of
me and gives me the best thing ever.
2. My beloved parents, my mother (Rubini) and my father (Isroil) who
always pray, guide, motivate me to become a better person.
3. Special thanks to my candidate wife who always stands beside me and takes
the big part in supporting until finishing this study.
4. My big brother of Unbreakable (Surya agung Wijaya, Faisal Abi Yusuf,
Ahmad Zamroni and Anas Sofyan), thanks for your help, motivation, and
support.
5. Everybody who has helped me in finishing this research. Thanks for all
supports, advices, and other helps that you all give.
vii
ACKNOWLEDGEMENT
Bismillaahirrahmaanirrahiim,
In the name of Allah, The Most Gracious and The Most Merciful, The Lord
of Universe. Because of Him, the researcher could finish this graduating paper as
one of the requirement for Sarjana Pendidikan in English Education Department of
Teacher Training and Education Faculty of State Institute for Islamic Studies
(IAIN) Salatiga.
Secondly, peace and salutation always be given to our prophet Muhammad
SAW who has guided us from the darkness to the lightness. However, this success
would not be achieved without supports, guidances, advices, helps, and
encouragements from individual and institution, and the researcher somehow
realize that an appropriate moment for me to deepest gratitude for:
1. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic Studies
(IAIN) Salatiga
2. Suwardi, M. Pd. as the Dean of Teacher Training and Education Faculty
3. Noor Malihah, Ph. D. as the Head of English Education Department
4. Faizal Risdianto, M. Hum as a counselor who has educated, supported, directed
and given the researcher advices, suggestions, and recommendations for this
thesis from beginning until the end
5. All of the lecturers in English Education Department. Thanks for your
education
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6. All of the staffs who have helped the researcher in processing of graduating paper
administration
7. All of my close friends who I could not mention one by one
8. All of my friends from A class of TBI 2013
Finally, this graduating paper is expected to be able to provide useful
knowledge and information to the readers. Moreover, the researcher is pleased to
accept more suggestions and contributions from the readers for the improvement of
the graduating paper.
Salatiga, 1st March 2017
Ahmad Chudhori
NIM. 113-12-017
ix
ABSTRACT
Chudhori. Ahmad. 2017. THE ANALYSIS OF DERIVATIONAL AFFIXES OF
RESEARCH PROPOSAL (A Study of English Alumni of Education
Department Teacher Training and Education Faculty in the Academic Year
of 2012 / 2013) Counselor: Faizal Risdianto, S.S., M.Hum.
Keywords: Morphology, Affixes, Derivational
This study mainly describes the morphology roles in the alumni
research proposals. The objectives of the study are (1) To know the
morphological process on derivational affixes found in research proposals
made by English alumni of Education Department of Teacher Training and
Education Faculty in the academic year of 2012 / 2013. (2) To know the
most dominant use of morphological process on derivational affixes found
in research proposals made by English alumni of Education Department
Teacher Training and Education Faculty in the academic year of 2012 /
2013. The object of this study was 28 alumni research proposals. The
findings of this research are following: There were 7 derivational prefix “In-
“, “Un-“, “En-“, “Im-“, “mis-“, “inter-“, and “Re-“; and 22 derivational
suffixes “-ive”, “-er”, “-ion”, “-ed”, “-s”, “-ing”, “-ly”, “-al”, “-ence”, “-ty”,
“-an”, “-ent”, “-logy”, “-able”, “-ic”, “-ment”, “-es”, “-ship”, “-en”, “-
ation”, “-ness”, and “-tion”. There were three types if affixes; prefix, suffix,
and infix; but the writer just found prefix and suffix. There were many
derivational affixes. Moreover, suffix “-ing” became the most dominant
affixes.
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TABLE OF CONTENTS
TITLE PAGE ................................................................................................ i
DECLARATION .......................................................................................... ii
ATTENTIVE COUNSELOR’S NOTES ...................................................... iii
STATEMENT OF CERTIFICATION .......................................................... iv
MOTTO…………………………………………………………. ................ v
DEDICATION………………………………………………………… ....... vi
ACKNOWLEDGEMENT………………………………………………….. vii
ABSTRACT………………………………………………………………… ix
TABLE OF CONTENTS…………………………………………………… x
LIST OF TABLES…………………………………………………………. xiv
CHAPTER I: INTRODUCTION
A. Background of the Study ................................................. 1
B. Statements of Problem ..................................................... 3
C. Objectives of the Study ................................................... 3
D. Benefits of the Study ....................................................... 4
1. Theoretical Benefit……………………………..... ... 4
2. Practical Benefit…………………………………… 4
E. Scope of The Study ......................................................... 5
F. Definition of the Key Terms ........................................... 5
1. Affixes…………………………………………… ... 5
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2. Research………………………………………….. .. 5
3. Research Proposal…………………………………. 5
G. Graduating Paper Outline ................................................ 6
CHAPTER II: THEORETICAL FRAMEWORK
A. Morpheme ....................................................................... 7
1. Definition of Morpheme…………………………… 7
2. Types of Morpheme……………………………… .. 8
B. Affixes ............................................................................. 8
1. Definition of Affixes……………………………… . 8
2. Types of Affixes…………………………………… 8
C. Inflectional Affixes ………………………………....... .. 10
1. Definition of Inflectional Affixes…………………. . 10
2. Types of Inflectional Affixes………………………. 10
D. Derivational Affixes…………………………………… 12
1. Definition of Derivational Affixes…………………. 12
2. Characteristic of Derivational Affixes……………... 12
E. Previous Study ................................................................. 13
CHAPTER III: METHOD OF RESEARCH
A. Location of The Study ..................................................... 16
1. Profile of IAIN Salatiga……………….. .................. 16
2. Profile of TBI 2012……………………….. ............. 17
B. Time Schedule of Study .................................................. 17
C. Research Approach .......................................................... 17
xii
D. Research Design……………………………………… .. 18
E. Data Sources………………………………………… .... 19
1. Primary ...................................................................... 20
2. Secondary .................................................................. 20
F. Data Collection Method .................................................. 20
G. Population and sample ..................................................... 21
1. Population .................................................................. 21
2. Sample ....................................................................... 21
H. Technique of Data Analysis ............................................ 22
1. Identification ............................................................. 22
2. Classification ............................................................. 22
3. Tabulation .................................................................. 22
4. Description ................................................................ 23
I. Data Analysis ................................................................... 23
CHAPTER IV: DATA PRESENTATION AND DISCUSSION
A. Morphological Process on Derivational Affixes Found in
Research Proposals Made by English Alumni of Education
Department Teacher Training and Education Faculty in the
Academic Year of 20012 / 2013 .....................................
......................................................................................... 24
B. Most Dominant use of Morphological Process on Derivational
Affixes Found in Research Proposals Made by English Alumni
of Education Department of Teacher Training and Education
xiii
Faculty In The Academic Year Of 2012 / 2013 .............
........................................................................................ 61
1. Types of Derivational Affixes .................................. 61
2. Description................................................................ 62
CHAPTER V: CLOSURE
A. Conclusion ....................................................................... 63
1. Morphological Process on Derivational Affixes Found in
Research Proposals Made by English Alumni of Education
Department Teacher Training and Education Faculty in the
Academic Year of 20012 / 2013 ................................ 63
2. Most Dominant use of Morphological Process on
Derivational Affixes Found in Research Proposals Made by
English Alumni of Education Department of Teacher
Training and Education Faculty In The Academic Year Of
2012 / 2013 ................................................................ 63
B. Suggestion ....................................................................... 64
REFERENCES
APPENDICES
xiv
LIST OF TABLES
Table 2.1 Prefixes………………………………………………………... 9
Table 2.2 Suffixes………………………………………………………... 9
Table 2.3 Englisg Infixes...………………………………………………. 10
Table 2.4 Kinds of Inflectional Affixes………………………………….. 12
Table 3.1 Time Schedule of the Research……………………………….. 17
Table 4.1 Distribution of Alumni’s Research Proposals……………….... 24
Table 4.2 Process of Words Building………………………………...….. 50
Table 4.3 Grouping Words Into Class of Words………………………… 57
Table 4.4 Types of Derivational Affixes………………………………… 61
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Language is an important communication tool for people. According to
Kreidler (2002: 19) says that language is a system of symbol through which
people communicate. According to Parker (1986: 12) says that people have to
communicate in how they use language structured internally. According to
Brown (1980: 4) says that language is a system of communication by sound
operating the organ or speech or hearing, among members or given community,
using vocal symbols processing arbitrary conventional meaning. Moreover, the
people are able to know the information using language. In other hand, the people
also can convey some ideas of using language. Therefore, the people need to
know more about language and its elements. The teacher teaches vocabularies,
structures, speaking, writing, reading, and listening. Language can be developed
because there are an individual and group interaction in society. The important
role of language for people is as a medium to express their selves, feelings,
thoughs, needs and requirements as an individual creature or society. Language
is also as an integration and social adaptation tools with other people.
This globalization era pushes developing language quickly, especially
language comes from Arabic, Chinese and English. English is one of language
which is spoken by most people as a medium of international communication.
Considering the importance of English, the government includes it as one of the
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compulsory subject to be taught to the students. In the curriculum 2013, English
is taught at school starting from the junior high school up to senior high school.
The purpose of teaching foreign language, in this case, is to master the four
language skills by which the learner uses of holding communication with the
speaking English people. The four skills are listening, speaking, reading, and
writing. To gain four skills above, the people should fulfill the language
components such as the knowledge of structure, pronounciation, and vocabulary.
However, it is not easy. Some students even have some problems in the language
components.
It is important to learn about vocabulary when the people learn a foreign
language. The people find the difficulties in understanding the meaning of the
language itself. According to Sary (2011: 8) says that the people who are studying
a foreign language are just understanding the part of sentences without
understand the relation between these part, including vocabulary. Therefore, the
people do not get much of information. However, if the people have enough
vocabulary, it will make them easier to learn a new language and to understand
the meaning of the language itself.
According Lieber (2009: 2), morphology is the study of word formation,
including the ways new words are coined in the languages of the world, and the
way forms of words are varied depending on how they are used in sentences.
According to Rachmadie (1990: 31) says that affixes that change the part of
speech of the roots or bases are derivational affixes. Based on above
3
understanding, the writer conclude that the affixes are the part of morphology.
The writer conclude that morphology is the study of how words are structured
and affixes can be categorized as the structure of word. Therefore, there is
relationship between morphology and affixes in building a new word.
Considering above statement, the writer makes a study entitled “THE
ANALYSIS OF DERIVATIONAL AFFIXES OF RESEARCH PROPOSAL (A
Study of English Alumni of Education Department Teacher Training and
Education Faculty in the Academic Year of 2012 / 2013)”
B. Statements of the Problem
Based on the problems above, the problems can be stated as follow:
1. How is the morphological process on derivational affixes found in research
proposals made by English alumni of Education Department of Teacher
Training and Education Faculty in the academic year of 2012 / 2013?
2. What is the most dominant use of morphological process on derivational
affixes found in research proposals made by English alumni of Education
Department of Teacher Training and Education Faculty in the academic year
of 2012 / 2013?
C. Objectives of the Study
Based on the statement of the problem, the writer determines the
objective of the study is follow:
4
1. To know the morphological process on derivational affixes found in research
proposals made by English alumni of Education Department of Teacher
Training and Education Faculty in the academic year of 2012 / 2013.
2. To know the most dominant use of morphological process on derivational
affixes found in research proposals made by English alumni of Education
Department Teacher Training and Education Faculty in the academic year of
2012 / 2013.
D. Benefits of the Study
The writer hopes that this research gives the useful information for the
reader. The significance of the study can be seen as follows:
1. Theoretical Benefit
This study helps in learning affixes, especially the derivational affixes
that change the class of root or base in the part of speech.
2. Practical Benefit
The result of the study is to give precious contribution to lectures,
university students and future researchers. For the lectures, this study might
become a miningful contribution in teaching vocabulary. For university
students, this study hopefully can be used to study both the affixes; derivational
and inflectional, the result of this study is expected to be a previous study for
those who are interested in doing similar field of study.
5
E. Scope of The Study
The writer has a limited the problem of the study, so the problem which is
investigated not too wide and the study are effective to be studied. In this study,
the writer analyzed the morphological process on derivational affixes found in
research proposals made by English alumni of Education Department of Teacher
Training and Education Faculty in the academic year of 2012 / 2013.
F. Definition of Key Terms
Based on the title, some key terms will be explained bellow:
1. Affixes
According Lieber (2009: 181), affixes are just like free morphemes in
that they have lexical entries that include various types of information. The
only difference between the entry for an affix and for a base is that the affix is
a bound morpheme, and therefore as part of its structural information requires
another category to attach to.
2. Research
According to Punch (2000: 10), research is a document which deals
basically with what the proposed research is about; what it is trying to find out
or achieve; how it will go about doing it is that.
3. Research proposal
Based on the explanation from Punch (2000: 1), says that research
proposal is a central feature of the research world. According to Onwuegbuzie
as quoted by Heath (2010: 148), a research proposal is a formal written plan
6
which communicates ideas about a proposed study in order to obtain approval
to conduct the study or to seek funding. Generally, a research proposal should
contain all the key elements involved in the research process and include
sufficient information for the readers to evaluate the proposed study.
G. Graduating Paper Outline
This study is divided into five chapters. Each chapter explains different
matters in line, which the topic is discussed.
Chapter I is introduction and consists of the background of the study,
statements of problem, objectives of the study, benefits of the study, scope of the
study, definition of key terms and graduating paper outline.
Chapter II is theoretical framework and consists of morpheme, affixes,
inflectional affixes, derivational affixes and previous studies.
Chapter III presents the method of research. It consists of location of the
study, time schedule of study, research approach, research design, data sources,
data collection method, technique of data collection and data analysis.
Chapter IV is data analyses and discussion. It consists of morphological
process on derivational affixes found in research proposals made by English
alumni of Education Department of Teacher Training and Education Faculty in the
academic year of 2012 / 2013 and most dominant use of morphological process on
derivational affixes found in research proposals made by English alumni of
Education Department of Teacher Training and Education Faculty in the academic
year of 2012 / 2013.
Chapter V is closure. It consists the conclusions and suggestions.
7
CHAPTER II
THEORETICAL FRAMEWORK
A. Morpheme
1. Definition of Morpheme
Before discussing derivational affixes, it is appropriate to explain
morpheme first. According to Rachmadie (1990: 9) says that it is clear that
words do not always constitute the smallest meaningful units in a language.
These smaller parts are called morphemes.
According to Katamba (1994: 20), says that morpheme is used to refer
to the smallest, indivisible units of semantic content or grammatical function
which words are made up of. He also said that a morpheme could not be
decomposed into smaller units, which were the meaningful by themselves or
mark a grammatical function, like singular or plural number in the noun.
The concept of morpheme differ form the concept word, as may
morphemes cannot stand as words on their own. A morpheme is free if it can
stand alone, or bound if it is used exclusively alongside a free morpheme. Such
as /-s/, /-ly/, /im- /, /un-/ are called bound morpheme (Katamba, 1994: 41).
For example: the word “unbreakable” has three morphemes “un-
(meaning not X) a bound morpheme, “-break-“ a free morpheme and “-able”.
“un-“ is also a prefix, “-able” is a suffix. Both are affixes. Based on the
8
statement above, the writer concludes that morpheme is the smallest part of
construct words.
2. Types of Morpheme
According to Lieber (2009: 33), there are two types of morpheme. They
are free morpheme and bound morpheme. The morpheme can stand alone as
words: wipe, head, bracelet, and McDonald, these are called free morphemes.
The morphemes that cannot stand alone are called bound
morphemes. For example: un-, -ize, and -ation.
B. Affixes
Affixes includes morpheme. It can be added to other morpheme (root/base)
which is constructing a word formation and new meaning, the following are the
further explanation.
1. Definition of Affixes
According to Rachmadie (1990: 13) says that morpheme as the basic for
words are sometimes called roots or base. Thus, morphemes such as happy,
quick, tidy, print are roots. On the other hand, morpheme such as –ly, -ness,
un-, ir- is non roots. They are usually called affixes. Based on the statement
above, the writer concludes that affixes are morphemes which are not clearly
lexical meaning and it is attached in root morpheme.
2. Types of Affixes
According to Katamba (1994: 44), an affix is a morpheme, which only
occurs when attached to some other morpheme or morphemes such as a root
9
or stem or base. Obviously, by definition affixes are bound morphemes. No
word may contain only an affix standing on its own. For example: –s or –ed
or –al or even a number of affixes strung together like al-s.
According to Katamba (1994: 44), there are three types of affixes –
prefixes, suffixes, and infixes – and it is explained below:
a. Prefixes
According to Katamba (1994: 44), a prefix is an affix attached
before a root (or stem or base) like re-, un-, and in-.
Table 2.1 Prefixes
Re-write
Re-read
Re-act
Un-kind
Un-tidy
Un-holy
In-decent
In-accurate
In-sincere
b. Suffixes
According to Katamba (1994: 44), a suffix is an affix attached after
a root (or stem or base) like –ly, -er, -ist, -s, -ing, and –ed.
Table 2.2 Suffixes
Kind-ly
Quick-ly
Wait-er
Play-er
Chair-s
Leg-s
Work-ed
Jump-ed
10
c. Infixes
According to Katamba (1994: 44), an infix is an affix inserted into
the root or stems itself
Table 2.3 English Infixes
bumili comes from root ‘buy’ (Tagalog, Philippines)
Kalamzoo (name of place) Kalama-goddam-zoo
Son-in-low
C. Inflectional Affixes
1. Definition of Inflectional Affixes
Rachmadie (1990: 31) says that some affixes when attached to the root
or base do not change the part of speech of the root and they do not create a
new word. They only have certain grammatical function. These affixes are
usually called inflection affixes.
2. Types of Inflectional Affixes
According to Rachmadie (1990: 31), in English, we have inflectional affixes to
indicate the following:
a. Plural form, such as:
-s book books
11
Glass glasses
-en ox oxen
Child children
b. Possession, such as:
John’s house
Students’ shoes
A dog’s tail
c. Third singular verb marker, for example:
My sister always eats an apple every morning.
Ann goes to school early.
Bill never reads newspapers.
d. Tense marker, such as:
Andre’s uncle worked hard yesterday. (Past tense)
I have studied the lesson. (Past participle)
We are walking around the field. (Present progressive)
According to ______ (2001: 4), inflectional affixes are all suffixes; that
have a wide range of application. For example: most English nouns can be made
plural, with (PLU). According to ______ (2001: 4), there are eight inflectional
affixes are listed in the following table, along with the type of root that each
one attaches to, and a representative example.
12
Table 2.4 Kinds of Inflectional Affixes
INFLECTIONAL AFFIXES ROOT EXAMPE
Plural (PLU) Noun Cars
Possessive (POSS) Noun Mothers
Comparative (COMP) Adjective Older
Superlative (SUP) Adjective Highest
Present (PRES) Verb Eats
Past (PAST) Verb Walked
Past participle (PAST PART) Verb Driven
Present participle (PRES PART) Verb Listening
D. Derivational Affixes
As the people know that a word sometimes is built by joining of affixes
and root together, sometimes it can form a new word with the new meaning and it
can change the part of speech of root, which is called derivational affixes. The
following are the more explanation of derivational affixes.
1. Definition of Derivational Affixes
According to Rahmadie (1990: 23) says that derivational affixes is the
affixes that change the class of root or base. Based on the statement above, the
writer concludes that derivational affixes are affixes that change part of speech
of root.
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2. Characteristic of Derivational Affixes
Derivational affixes have a special characteristic. The following are
the specific characteristic of derivational affixes. According to Rachmadie
(1990: 23), derivational affixes have any characteristics, just below:
a. The words with which derivational suffixes combine are an arbitrary
matter. To make a noun from the verb adorn we must add the suffix “-
ment” and no other suffix will do, whereas the verb fail combines only
with “-ure” to make a noun failure. Yet the employ may use the different
suffixes “-ment”, “-er”, “-ee” to make three nouns with different meaning
(employment, employer, employee).
b. In many case, but not all, derivational suffixes changes the part of speech
of the word to which it is added. The noun act becomes an adjective by
addition of “–ive”, and to the adjective active we could add “-ate”, making
it verb activate.
c. Derivational suffixes usually do not close off a word, that is after a
derivational suffix you can sometimes add another derivational suffix and
next, if required. For example, to the word fertilizer.
E. Previous Studies
The writer knows that this study is not the first study in linguistics field.
There are some people who ever write about linguistics analysis. In this study, the
writer takes previous studies from other studies. As comparison from Sa’adah
(2015), The Use of Affixation in English Translation of the Holy Qur’an in Surah
14
As-Sajda, the writer tried to describe derivational affixes and inflectional affixes
contain in the translation of surah as sajda by Abdullah Yousuf Ali. The writer
used descriptive qualitative research to find out the derivational affixes, inflectional
affixes and the root from the words in the translation of surah As Sajda by Abdullah
Yousuf Ali. The writer found that a lot of derivational affixes in surah as sajda by
Abdullah Yousuf Ali, they are re- , un- ,–in, -ion, -ment, -er, -ty, -ance, -ence, -
ous, -y, -ed, and inflectional affixes that found in the words of translation of Surah
As Sajda by Abdullah Yusuf Ali are –s, -s, -s, -ed, -en, -ed, -ing.
Second previous study came from Widiastuti (2010), in her study “The
Students’ Ability and Problems in Writing A Research Proposal of Universitas
Pendidikan Indonesia”. The writer used a case study method. Nine students and
two lecturers of an undergraduate English study program in one university in
Banten are the participants of her study. In her study, first, she found most students
still have problem in achieving the communicative purpose of each major element
in a research proposal. Then the second, she found the problems that the students’
unfamiliarity and lack of knowledge in terms of element and linguistic feature
required in research proposal. Finally, she found the solution than could be
proposed to solve the students’ problems. They were guidance, assistance, and
explicit teaching for the students in writing the elements and linguistic features of
a research proposal.
From two previous studies, there were some differences. First from
sa’adah’s graduating paper, she used a Holy Qur’an as a subject, but the writer used
15
the English alumni’s research proposals. Sa’adah described the derivational,
inflectional affixes and root, but the writer was more specific in derivational affixes
(suffix and prefix). The second differences were from the Widiastuti’s thesis. She
used case study as the method, but the writer used descriptive qualitative. She
focused on students in writing the elements and linguistic features of a research
proposal, but the writer focused on the morphological affixes found on derivational
in alumni’s research proposals. Therefore, the writer can conclude that his study is
difference from previous study.
16
CHAPTER III
METHOD OF RESEARCH
A. Location of The Study
1. Profile of IAIN Salatiga
State Institute for Islamic Studies or IAIN Salatiga is the only one State
Islamic University in Salatiga, Central Java province, Indonesia, based on the
Regulation of the President of Republic Indonesia of State Islamic Institute
transform into State Institute for Islamic Studies (IAIN) Salatiga.
Since its establishment until now, IAIN Salatiga has gone through a
long history, and has undergone several institutional changes. The
establishment was pioneered by the ideals of Salatiga Islamic community to
have Islamic Universities. Hence, there was established the Faculty of
Education Institute of Teacher Training and Education (Teachers’ Training
College) “NU” in Salatiga. It was located at Diponegoro Street No. 64 Salatiga.
Recently, IAIN Salatiga owns three college buildings. They are located
at Tentara Pelajar Street No. 2 Salatiga, Nakula Sadewa V Street No. 2 Salatiga,
and the last is located in Pulutan, Sidorejo, Salatiga. IAIN Salatiga opens five
faculties such as Teacher Training and Education Faculty, Economic and
Business of Islamic Faculty, Syariah Faculty, Ushuludin and Humanities
Faculty, and Dakwah Faculty.
17
2. Profile of TBI 2012
TBI is English Education Department in IAIN Salatiga. It is a part of
Teacher Training and Education Faculty. It had five classes in academic year
of 2012 / 2013. It has 141 students. They are educated to be English teacher.
They learn English itself and how to teach students in the class. Before lecturing
process in campus one, but right now English Education Department lecturing
process is in campus three.
B. Time Schedule of Study
The writer planned the time schedule in hope for the study was conducted
smoothly. The study was done on December 2016. The table is shown below:
Table 3.1 Time Schedule of the Study
Step Date Activity
1 September 1st - October
30th, 2016
Collecting the research proposals
2 November 5th - December
31st 2016
Analyzing the research proposals
C. Research Approach
Research is a result of finding, developing, and testing the knowledge
correction using method of research (Hadi, 1881: 4). This statement means that
research appears when there is a problem about something that has not been clear.
18
Therefore, the research is done to make it clear or find something behind it that is
never found before.
The writer used descriptive qualitative method in this research. According
to Fulkner (1983: 32), says that qualitative research deal with the meaning of things
and one view of meaning. Descriptive research is used to provide a systematic,
factual, accurate description of situation or area of interest. Meanwhile, Morse
(1994: 1), states that process of doing qualitative research presents a challenge
because procedures for organizing image are ill-defined and rely on processes of
inference, insight, logic, and luck. The writer also says that variable are not
controlled, and until qualitative research get closed to the end of study. The aim of
this study was to find out the morphological process derivational affixes found in
research proposals made by English alumni of Education Department of Teacher
Training and Education Faculty in the Academic Year of 2012 / 2013)
D. Research Design
This chapter deals with the research design used in this study. As stated by
Hopkins (1985: 8), research may be defined as the systematic self-critical enquiry.
Thus, study is required to look for the answer relate with problem which want to
be solved. In this study, the writer must have design to make easy in analyzing the
data. A research design is a plan or strategy for conducting the study. It is required
to get dependable and useful information. To know what design which should be
taken by the writer, first, the writer has to look at the problem of study.
19
As stated in problems of the study, this study was conducted to find out the
morphological process on derivational affixes found in research proposals made by
English alumni of Education Department of Teacher Training and Education
Faculty in the academic year of 2012 / 2013. Thus, in this study, the writer uses
descriptive research. Descriptive research refers to research studies that have as
their main objective the accurate portrayal of the characteristics of persons,
situations or groups (Polit and Hungler 2004: 716). This approach is used to
describe variables rather than to test a predicted relationship between variables.
According to Hott (1999: 32) says that descriptive research explores and describes
what is the analyses the findings in relation to their significance. This approach,
which relief on both qualitative & quantitative methods is appropriate when little
is known about a phenomenon.
E. Data Sources
Data source in subject where the data acquired (Arikunto, 2010: 172).
According to Moleong as quoted by Arikunto (2010: 22) states that data source of
the qualitative research is presented in the spoken or written that accurate by the
researcher, and the things detail monitored in order to be able to catch the implicit
meaning on the document or the thing. Data source should original, however if the
original source is difficult to get, photocopy or imitation is not be a problem, as
long as the evidence can be acquired.
20
In order to analyze morphological roles found in the alumni’s research
proposals, the writer used the data sources both from primary and secondary data
describe as follows:
1. Primary
Regarding Kurniadi (2011: 10), primary data source is the result of
something found in the field. It is the result of an interview with respondent and
the result of field observation. In this study the primary data source took from
the research proposal which taken from English alumni of Education
Department of IAIN Salatiga.
2. Secondary
According to Kurniadi (2011: 11), the secondary data source is added
data as an elaboration of primary data and as a reference seeing the setting of
the problem. The writer used several references to support the data. The writer
took from several books related to morphology and messenger texts to support
the primary data.
F. Data Collection Method
The writer starting from 1st September 2016 to 30th October 2016 collected
the alumni’s research proposals. The writer texted the alumni one by one, and he
said to the alumni to send the research proposals to him. Then, the alumni used
Email, Messenger, BBM, and some of them using WhatsApp to send their research
proposals.
21
G. Population and Sample
1. Population
According to Kothari (2004: 55) says that population is all pieces in any
field of research. The writer used the English Education Department (TBI)
alumni as the object of the study. It consisted of 141 alumni.
2. Sample
According to Arikunto (2002: 120) says that sample is partially or
representative of the population studied. Based on above understanding, it can
be conclude that the sample is section of the population who want to study and
represent the characteristics of population.
According to Arikunto (2002: 120) says that if population is less than
100, the researcher freely take the sample from the population. However, if the
population is more than 100, the sample can be taken between 10-15% or 20-
25%. The writer took 20% of population as the object of this study.
As illustrated by Arikunto (2002: 120) the formula is:
n = 20% x N
Note:
n = Sum of sample
N = Sum of population
n = 20% x N
n = 20% x N
n = 20% x 141
22
n = 28.2
After the writer calculated using the formula, the writer took 28 alumni’s
research proposals as the object of this study.
H. Technique of Data Analysis
The writer concerned on the morphological process on derivational affixes
found in research proposals made by English alumni of Education Department of
Teacher Training and Education Faculty in the academic year of 2012 / 2013)”.
Therefore, in analyzing the data, the writer used the theory from Krippendorff
(2004: 192) below:
1. Identification
Identification was conducted to determine the sentences would to
identify. From this step, the writer determined the roots, bases, and stems from
the words founded in those sentences.
2. Classification
Classifying performed to classify the process of building words. The
writer showed the building words and determined the affixes of the words.
3. Tabulation
When the data was grouped, the writer created a table where it includes
the grouping words into class of words.
23
4. Description
After the third step, the writer conducted the last step, which is the
description of the result of the data analysis. Here, the writer described the data
presented.
Considering the steps above, the writer drew the conclusion of the data
analysis and the finally the writer reported the result of the study.
I. Data Analysis
Analysis of derivational affixes was got by action of analyzing the words
attached by derivational affix in the alumni’s research proposals. This study is
descriptive; therefore, it just describes the morphological process on derivational
affixes found in research proposals made by English alumni of Education
Department of Teacher Training and Education Faculty of IAIN Salatiga in the
academic year of 2012 / 2013). It requires some data, which are qualitative data.
24
CHAPTER IV
DATA PRESENTATION AND DISCUSSION
A. Morphological Process on Derivational Affixes Found in Research Proposals
Made by English Alumni of Education Department Teacher Training and
Education Faculty in the Academic Year of 2012 / 2013
This chapter was the main part of the whole graduating paper. The writer
wanted to analyze and discuss the morphological process on derivational affixes in
alumni’s research proposals. The complete discussions would describe below:
Best on the 28 data of the alumni’s research proposals as the object of the
study, the writer presented and analyzed those data to answer the problems of the
statement in chapter I. Those are presented in table 4.1.
Table 4.1 Distribution of Alumni’s Research Proposals
NO RESPONDENTS SENTENCE
MORPHOLOGICAL
ROLES
1. UN
Material is something, such as
an idea or information, that is to
be refined and made of
incorporated into a finish effort.
(p.8)
Root : inform
Base : information
Stem : -
Root : corporate
Base : incorporate
Stem : incorporated
25
2. MM
By reading actively the readers
will get the individual problem
solving who coordinates a
number skills and strategies to
gain comprehension.... (p.2)
Root : read
Base : reading
Stem : -
Root : act
Base : active
Stem : actively
Root : read
Base : reader
Stem : readers
Root : solve
Base : solving
Stem : -
Root : comprehend
Base : comprehension
Stem : -
3. D
Second, reading is selective
because we are normally only
Root : read
Base : reading
Stem : -
26
attend to what is relevant to our
purpose. (p.1)
Root : select
Base : selective
Stem : -
Root : normal
Base : normally
Stem : -
Theoretical advantages are :
(p.4)
Root : theory
Base : theoritic
Stem : theoretical
Pictures used almost for all
levels of learning or
intelligence. (p.5)
Root : learn
Base : learning
Stem :
Root : intelligent
Base : intelligence
Stem : -
4. B As a foreign language, make
students feel difficulty to learn,
because this language seldom
to use Indonesian people. (p.1)
Root : difficult
Base : difficulty
Stem : -
27
Root : Indonesia
Base : Indonesian
Stem : -
This researcher focus on
students’ mastery in
inflectional process of English
verb. (p.7)
Root : research
Base : researcher
Stem : -
Chapter V is closure as the end
of graduating paper by giving
conclusion and suggestion.
(p.8)
Root : graduate
Base : graduating
Stem : -
Root : conclude
Base : conclusion
Stem : -
Root : suggest
Base : suggestion
Stem : -
28
5. TT
The important of Lectora
Inspire and PPT presentation
help in learning process
because in the nature learning is
the process of communication.
(p.2)
Root : present
Base : presentation
Stem : -
Root : learn
Base : learning
Stem : -
Root : learn
Base : learning
Stem : -
Root : communicate
Base : communication
Stem : -
How far the use of Lectora
Inspire and PPT presentation
can improve reading
comprehension of eleventh
grade student of SMK
Muhammadiyah Salatiga? (p.3)
Root : present
Base : presentation
Stem : -
Root : read
Base : reading
Stem : -
29
Root : comprehend
Base : comprehension
Stem : -
The result can be and input to
establish the method of
teaching feed-back to improve
the process of teaching learning
English particularly in reading.
(p.4)
Root : teach
Base : teaching
Stem : -
Root : teach
Base : teaching
Stem : -
Root : learn
Base : learning
Stem : -
Root : particular
Base : particularly
Stem : -
Root : read
Base : reading
Stem :
30
The student will be better to
comprehension. (p.5)
Root : study
Base : student
Stem : -
Root : comprehend
Base : comprehension
Stem : -
…component that be mastered.
Comprehension is an active
process in arrange of meaning.
(p.6)
Root : comprehend
Base : comprehension
Stem : -
Root : act
Base : active
Stem : -
Root : mean
Base : meaning
Stem : -
It is explained the definition of
Lectora Inspire, the definition
of PPT presentation, … (p.7)
Root : define
Base : definite
Stem : definition
31
Root : define
Base : definite
Stem : definition
Root : present
Base : presentation
Stem : -
…definition of reading and
reading comprehension. (p.9)
Root : define
Base : definite
Stem : definition
Root : read
Base : reading
Stem : -
Root : read
Base : reading
Stem : -
Root : comprehend
Base : comprehension
Stem : -
6. IMH Research methodology is a
means to get some knowledge
and to overcome the problem
Root : method
Base : methodology
Stem : -
32
faced by the researcher in their
investigation. (p.7)
Root : research
Base : researcher
Stem : -
Root : investigate
Base : investigation
Stem : -
This research conducted to
reveal the use of retell the story
as the teaching strategies to
improve students’ speaking
ability of the first graders of
MAN Tengaran. (p.7)
Root : teach
Base : teaching
Stem : -
Root : study
Base : student
Stem : students
Root : speak
Base : speaking
Stem : -
7. A When students are provided
with comprehensible linguistic
inputs, some of the language
Root : study
Base : student
Stem : students
33
will stick in their minds as part
of the language acquisition
process. (p.2)
Root : comprehend
Base : comprehensible
Stem : -
Root : linguist
Base : linguistic
Stem : -
Root : acquire
Base : acquisition
Stem : -
In addition, learning systems
also do not involve students to
read more books in order to get
information and knowledge to
be more than what has been
taught. (p.2)
Root : add
Base : addition
Stem : -
Root : learn
Base : learning
Stem : -
Root : study
Base : student
Stem : students
Root : inform
Base : information
Stem : -
34
There are several text which is
thought to be learned by high
school students in Indonesia,
some of those texts are
procedure, descriptive, recount,
and narrative text. (p.2)
Root : study
Base : student
Stem : students
Root : describe
Base : descriptive
Stem : -
Root : narrate
Base : narrative
Stem : -
To describe the extent/ how far
the improvement of the
students’ reading
comprehension in recount text
of the tenth grade in MA Al-
Manar in the academic year
2016/2017. (p.3)
Root : improve
Base : improvement
Stem : -
Root : study
Base : students
Stem : -
Root : read
Base : reading
Stem : -
Root : comprehend
Base : comprehension
Stem : -
35
The last research by Nur
Hikmah laila conduct a
research about reading
comprehension. (p.6)
Root : read
Base : reading
Stem : -
Root : comprehend
Base : comprehension
Stem : -
8. AIF
And the students to know
environment in around them,
master their vocabularies, and
which involves group work to
interaction with other friends.
(p.3)
Root : study
Base : student
Stem : students
Root : interact
Base : interaction
Stem : -
…a wall magazine in learning
teaching process to improve the
student creativities in writing
skill and there is significant
difference between use a wall
magazine… (p.3)
Root : learn
Base : learning
Stem : -
Root : teach
Base : teaching
Stem : -
36
Root : create
Base : creative
Stem : creativities
Root : differ
Base : difference
Stem : -
9.
SN
The learning process will feel
comfortable in a good personal
relationship are created in the
classroom. (p.2)
Root : learn
Base : learning
Stem : -
Root : comfort
Base : comfortable
Stem : -
Root : person
Base : personal
Stem : -
Root : relate
Base : relation
Stem : relationship
Root : accurate
Base : accurately
37
Accurately read and
comprehend emotional states in
other. (p.2)
Stem : -
Root : emotion
Base : emotional
Stem : -
So observation does not
definite of human but can uses
nature object. (p.6)
Root : observe
Base : observation
Stem : -
10.
ASZ ...and someone cannot
understand information it
recieved. (p.1)
Root : inform
Base : information
Stem : -
11.
KA
In this thesis, the writer takes
review of related literature
review from other thesis as
principle or comparative in this
research. (p.7)
Root : write
Base : writer
Stem : -
Root : compare
Base : comparative
Stem : -
...give explanation and example
about narrative text, answering
students’ question when
Root : explain
Base : explanation
Stem : -
38
students are asking about
narrative, an so on. (p.8)
Root : narrate
Base : narrative
Stem : -
Root : answer
Base : answering
Stem : -
Root : study
Base : student
Stem : students
Root : study
Base : student
Stem : students
Root : narrate
Base : narrative
Stem : -
12.
FNF
...so it can be said that
interaction and communication
Root : act
Base : action
Stem : interaction
39
is not happened without
language as a medium. (p.1)
Root : communicate
Base : communication
Stem : -
A language is a systematic
instrument of communicating
adeas or feelings by using
sound, gesture, or sign agreed.
(p.1)
Root : system
Base : systematic
Stem : -
Root : communicate
Base : communicating
Stem : -
Root : feel
Base : feeling
Stem : feelings
Root : use
Base : using
Stem : -
Theoretical benefit (p.5)
Root : theory
Base : theoretic
Stem : theoretical
Chapter II describe the
theoretical framework. (p.5)
Root : theory
Base : theoretic
40
Stem : theoretical
13. L
The object of this study is
descriptive text written by SMP
Ngeri 3 Teras. (p.5)
Root : describe
Base : descriptive
Stem : -
Root : write
Base : written
Stem : -
The writer explain abouts about
general background of the
problem, statement of the
problem, limitationof the study,
.... (p.9)
Root : state
Base : statement
Stem : -
Root : limitation
Base : limitation
Stem : -
14. LL
One of the marks of the
efficient reader is the extent to
which he can adjust the degree
of his comprehension to his
objective. (p.2)
Root : read
Base : reader
Stem : -
Root : comprehend
Base : comprehension
Stem : -
41
... . Teaching English in Junior
High School is not yet task.
(p.9)
Root : teach
Base : teaching
Stem : -
The third research observed
student’s reading
comprehension ability through
experimental research, while
fourth research observed
students’ reading
comprehension skill by
classroom action research. (p.9)
Root : read
Base : reading
Stem : -
Root : comprehend
Base : comprehension
Stem : -
Root : experiment
Base : experimental
Stem : -
Root : read
Base : reading
Stem : -
Root : comprehend
Base : comprehension
Stem : -
Chapter III, in this chapter the
writer present the methodology
of research which deals about
Root : method
Base : methodology
Stem : -
42
research report and research
methodology. (p.14)
Root : method
Base : methodology
Stem : -
Root : method
Base : methodology
Stem : -
15. AAM
R ( recall ) after studying a
chapter or assignment, put what
being learn in to own word.
(p.4)
Root : study
Base : studying
Stem : -
Root : assign
Base : assignment
Stem : -
It’s make a new idea from each
student and get new knowledge
of each student. (p.7)
Root : study
Base : student
Stem : students
Root : study
Base : student
Stem : students
16. KA
Language is a means of social
communication. People use
Root : communicate
Base : communication
Stem : -
43
communication to have a
relation with the other (p.1)
Root : communicate
Base : communication
Stem :-
Root : relate
Base : relation
Stem : -
The specific features in
semantics beginning with
observation about non-
linguistics signs and how to get
meanings from them. (p.2)
Root : begin
Base : begining
Stem : -
Root : observe
Base : observation
Stem : -
Root : linguist
Base : linguistic
Stem : linguistics
Root : mean
Base : meaning
Stem : meanings
44
17.
HS
The writer believe that every
student have own uniqueness,
style and character.(p.2)
Root : write
Base : writer
Stem : -
Root : study
Base : student
Stem : -
Root : unique
Base : uniqueness
Stem : -
18. D
This research can be used as a
study and enrich research are
presented in education
especially English education at
the level of the children. (p.5)
Root : rich
Base : enrich
Stem : -
Root : educate
Base : education
Stem : -
45
Root : educate
Base : education
Stem : -
19. D
In this study interaction
between them must be
influencing the student
achievement in learning. (p.5)
Root : interact
Base : interaction
Stem : -
Root : influence
Base : influencing
Stem : -
Root : study
Base : student
Stem : -
Root : achieve
Base : achievement
Stem : -
Root : learn
Base : learning
46
Stem : -
20. E
As we know that word
formation is part of
morphology which is the writer
will analyze the word formation
in morphological process from
the recount text that is written
by second semester's student of
State Institute for Islamic
Studies Salatiga. (p.3)
Root : format
Base : formation
Stem : -
Root : write
Base : writer
Stem : -
Root : format
Base : formation
Stem : -
Root : morphology
Base : morphological
Stem : -
47
Root : write
Base : written
Stem : -
Root : study
Base : student
Stem : -
21. FAY
Explaines that one way of
defining grammar is by
excluding all the
ungrammatical sequence and
explaining all the grammatical
sequence in language in case of
describing the structure of
phrases and sentences process.
(p.8)
Root : define
Base : defining
Stem : -
Root : exclude
Base : excluding
Stem : -
Root : grammar
Base : grammatical
Stem : ungrammatical
Root : explain
Base : explaining
Stem : -
48
Root : grammar
Base : grammatical
Stem : -
Root : describe
Base : describing
Stem : -
22. SAW
The researcher will try to know
the effect of using technology
in a class for students and
teacher. (p.3)
Root : research
Base : researcher
Stem : -
Root : tech
Base : technology
Stem : -
Root : study
Base : student
Stem : students
Root : teach
Base : teacher
Stem : -
23. AH This study might be useful for a
material or additional
information in teaching
Root : add
Base : addition
Stem : additional
49
semantic roles in their writing
skills. (p.5)
Root : inform
Base : information
Stem : -
Root : teach
Base : teaching
Stem : -
Root : write
Base : writing
Stem : -
24. DL
Politeness is one of important
aspect in human
communication. (p.1)
Root : polite
Base : politeness
Stem : -
Root : communicate
Base : communication
Stem : -
Negative face is the need to be
independent and free from
imposition (p.2)
Root : negate
Base : negative
Stem : -
Root : position
Base : imposition
Stem : -
50
25. EK
Then, in addition to issues
related to the achievement of
the learning strategy, there is
one more thing that also
determines the success of the
learning process is the
classroom management
problems. (p.3)
Root : add
Base : addition
Stem : -
Root : achieve
Base : achievement
Stem : -
Root : learn
Base : learning
Stem : -
Root : learn
Base : learning
Stem : -
Root : manage
Base : management
Stem : -
26 I
To avoid misunderstanding, the
writer gives explanations or
definitions of some key terms
used in the study. (p.7)
Root : understand
Base : understanding
Stem : misunderstanding
Root : explain
Base : explanation
Stem : explanations
51
Root : define
Base : definite
Stem : definitions
27 Y
International class is one of the
education program at Salatiga
Institute of Islamic Studies which
it has international basic in
learning of knowledge. (p.8)
Root : nation
Base : national
Stem : international
Root : educate
Base : education
Stem : -
Root : nation
Base : national
Stem : international
Root : learn
Base : learning
Stem :-
28 SRP
Picture is an illustration of
picture that can be used as two
dimensional representation of
person, place or thing. (p.6)
Root : illustrate
Base : illustration
Stem : -
Root : dimension
Base : dimensional
Stem : -
52
Root : present
Base : presentation
Stem : representation
From the table 4.1, the writer conclude that not all words had completed
morphology role (root, base or stem). Moreover, several words only had root and
base.
After identification, the next process was the process of building words.
The writer would like to show the table follow:
Table 4.2 Process of Words Building
NO RESPONDENTS PROCESS OF WORDS
AFFIX
PREFIX SUFFIX
1. N Inform + ion -ion
In + corporate + ed In- -ed
Write + er -er
2. MM Active + ly -ly
Read + er + s -s
Solve + ing -ing
Comprehend + ion -ion
3. D Read + ing -ing
Select + ive -ive
53
Normal + ly -ly
Theory + ic +al -al
Learn + ing -ing
Intelligent + ence -ence
4. B Difficult + ty -ty
Indonesia + an -an
Research + er -er
Graduate + ing -ing
Conclude + ion -ion
Suggest + ion -ion
5. TT Present + ion -ion
Learn + ing -ing
Communicate + ion -ion
Read + ing -ing
Comprehend + ion -ion
Teach + ing -ing
Particular + ly -ly
Study + ent -ent
Comprehend + ion -ion
Act + ive -ive
Mean + ing -ing
54
Define + ion -ion
6. IMH Method + logy -logy
Research + er -er
Investigate + ion -ion
Teach + ing -ing
Study + ent + s -s
Speak + ing -ing
7. A Study + ent + s -s
Comprehend + able -able
Linguist + ic -ic
Acquire + ion -ion
Add + ion -ion
Learn + ing -ing
Study + ent + s -s
Inform + ation -ation
Describe + ive -ive
Narrate + ive -ive
Improve + ment -ment
Read + ing -ing
Comprehend + ion -ion
8. AIF Study + ent + s -s
55
Interact + ion -ion
Learn + ing -ing
Teach + ing -ing
Creative + ive + es -es
Differ + ence -ence
9. SN Learn + ing -ing
Comfort + able -able
Person + al -al
Relate + ion + ship -ship
Accurate + ly -ly
Emotion + al -al
Observe + ation -ation
10. ASZ Inform + ation -ation
11. KA Write + er -er
Compare + ive -ive
Explain + ion -ion
Narrate + ive -ive
Answer + ing -ing
Study + ent + s -s
12. FNF Interact + ion -ion
Communicate + ion -ion
56
System + ic -ic
Communicate + ing -ing
Feel + ing -ing
Use + ing -ing
Theory + ic + al -al
13. LO Describe + ive -ive
Write + en -en
Limit + ion -ion
14. LL Read + er -er
Comprehend + ion -ion
Teach + ing -ing
Read + ing -ing
Comprehend + ion -ion
Method + logy -logy
15. AAM Study + ing -ing
Assign + ment -ment
Study + ent + s -s
16. KA Communicate + ion -ion
Relate + ion -ion
Begin + ing -ing
Observe + ation -ation
57
Linguist + ic +s -s
Mean + ing -ing
17. HS Write + er -er
Study + ent -ent
Un + unique + ness Un- -ness
18. D En + rich En-
Educate + ion -ion
19. Interact + ion -ion
Influence + ing -ing
Study + ent -ent
Achieve + ment -ment
Learn + ing -ing
20. E Format + ion -ion
Write + er -er
Morphology + al -al
Write + en -en
Study + ent -ent
21. FAY Define + ing -ing
Exclude + ing -ing
Un + grammar + ic + al Un- -al
Describe + ing -ing
58
22. SAW Research + er -er
Tech + logy -logy
Study + en + s -s
Teach + er -er
23. AH Add + ion + al -al
Inform + ation -ation
Teach + ing -ing
Write + ing -ing
24. DL Polite + ness -ness
Communicate + ion -ion
Negate + ive -ive
Im + position Im-
25. EK Add + ion -ion
Achieve + ment -ment
Learn + ing -ing
Manage + ment -ment
26. I Mis + understand + ing Mis- -ing
Explain + ation -ation
Define + tion -tion
27. Y Inter + nation + al -al
Educate + ion -ion
59
Learn + ing -ing
28. SRP Illustrate + ion -ion
Dimension + al -al
Re + present + ation -ation
From the table 4.2 above, the writer found the morphological process on
derivational affixes of 28 research proposals made by English alumni of Education
Department IAIN Salatiga in the academic year of 2012 / 2013. From the
explanation, the writer made a table follow to classify the words based on the class
of words (CoW).
Table 4.3 Grouping Words Into Class of Words
No Root CoW Base CoW Stem CoW
1. Inform V Information N - -
2. Corporate Adj Incorporate V Incorporated Adj
3. Write V Writer N - -
4. Relate V Related Adj - -
5. Compare V Comparative Adj - -
6. Teach V Teacher N - -
7. Give V Giving N - -
60
8. Motivate V Motivation N - -
9. Study V Student N Students N
10. Write V Writing N
11. Explain V Explanation N - -
12. Narrate V Narrative N - -
13. Answer V Answering N - -
14. Read V Reading N - -
15. Select V Selective Adj - -
16. Normal Adj Normally Adv - -
17. Theory N Theoretic Adj Theoretical Adj
18. Intelligent Adj Intelligence N - -
19. Learn V Learning N - -
20. Difficult Adj Difficulty N - -
21. Indonesia N Indonesian Adj - -
22. Research V Researcher N - -
23. Graduate V Graduating N - -
24. Conclude V Conclusion N - -
25. Suggest V Suggestion N - -
26. Present V Presentation N - -
27. Learn V Learning N - -
28. Communicate V Communication N - -
61
29. Comprehend V Comprehension N - -
30. Teach V Teaching N - -
31. Particular
N /
Adj
Particularly Adv - -
32. Act V Active Adj - -
33. Mean V Meaning N - -
34. Define V Definite Adj Definition N
35. Method N Methodology N - -
36. Research V Researcher N - -
37. Investigate V Investigation N - -
38. Speak V Speaking N - -
39. Comprehend V Comprehensible Adj - -
40. Linguist N Linguistic Adj - -
41. Acquire V Acquisition N - -
42. Add V Addition N - -
43. Improve V improvement N - -
44. Environ V Environment N - -
45. Interact V Interaction N - -
46. Create V Creative Adj Creativities N
47. Differ V Difference N - -
48. Comfort N Comfortable Adj - -
62
49. Person N Personal Adj - -
50. Accurate Adj Accurately V - -
51. Emotion N Emotional Adj - -
52. Observe V Observation N - -
53. Compare V/N Comparative Adj - -
54. System N Systematic Adj - -
55. Communicate V Communicating N - -
56. Feel V feeling N Feelings N
57. Use V Using N - -
58. Theory N Theoretic N Theoretical Adj
59. State V/N Statement N - -
60. Limit V Limitation N - -
61. Experiment N Experimental Adj - -
62. Assign V Assignment N - -
63. Act V Active Adj Actively V
64. Solve V Solving N - -
65. Begin V Beginning N - -
66. Linguist N Linguistic Adj Linguistics N
67. Unique Adj Uniqueness N - -
68. Rich N Enrich V - -
69. Influence N Influencing N/V - -
63
70. Format N Formation N - -
71. Morphology N Morphological N - -
72. Define V Defining N - -
73. Exclude V Excluding Adj - -
74. Grammar N Grammatical Adj Ungrammatical Adj
75. Explain V Explaining N/V - -
76. Grammar N Grammatical Adj - -
77. Polite Adj Politeness N - -
78. Position N Imposition N/V - -
79. Understand V Misunderstand V Misunderstanding N
80. Illustrate V Illustration N - -
81. Dimension N Dimensional Adj - -
82. Present V Presentation N Representation N
Based on the table 4.3, the writer found 82 words which got changed in
class of word. Not only changed once to become bases, but also some of them
changed two times until they were changed as stems.
B. Most Dominant Use of Morphological Process on Derivational Affixes Found
in Research Proposals Made by English Alumni of Education Department of
Teacher Training and Education Faculty In The Academic Year Of 2012 /
2013
64
1. Types of Derivational Affixes
Based on the theory, there were three types of derivational affixes.
There were prefixes, affixes and infixes. However, the writer found two types
of derivational affixes. There were prefixes and suffixes.
Table 4.4 Types of Derivational Affixes
No Prefix Suffix Number
1. In- 1
2. Un- 1
3. En- 1
4. Im- 1
5. Inter- 1
6. Mis- 1
7. Re- 1
8. -er 8
9. -ive 8
10. -ed 1
11. -ion 24
12. -s 9
13. -ing 28
14. -ly 3
15. -al 8
65
16. -ence 1
17. -ty 1
18. -an 1
19. -ent 4
20. -logy 3
21. -able 2
22. -ic 2
23. -ment 5
24. -es 1
25. -ship 1
26. -en 2
27. -ation 7
28. -ness 2
29. -tion 1
2. Description
Based on the table above, the writer found some affixes in the research
proposal. There were 22 types of suffix and 7 types of prefix. There were many
suffixes found, but 28 suffixes from different research proposal used “-ing” in
this study. Therefore, the writer can conclude that the suffix “-ing” was the most
dominant suffix in this study.
66
CHAPTER V
CLOSURE
A. Conclusion
After the analyzing of the alumni’s research proposals in the previous
chapter, the writer made conclusion as follow :
1. Morphological Process on Derivational Affixes Found in Research
Proposals Made by English Alumni of Education Department Teacher
Training and Education Faculty in the Academic Year of 2012 / 2013
From the data of the alumni’s research proposals, the writer concluded
that there was interesting morphological process dealing with roots, bases and
stems. For example: explain + -ation = explanation. “Explain” was a root, then
its base was “explanation”; describe + -ive = descriptive. Its root was
“describe”, then “descriptive” was a base; answer + -ing = answering.
Answering was a base, than its root was an answer.
2. Most dominant use of morphological process on derivational affixes found
in research proposals made by English alumni of Education Department
Teacher Training and Education Faculty in the academic year of 2012 /
2013
The writer found types of derivational affixes. There were 7 derivational
prefix “In-“, “Un-“, “En-“, “Im-“, “mis-“, “inter-“, and “Re-“; and 22
derivational suffixes “-ive”, “-er”, “-ion”, “-ed”, “-s”, “-ing”, “-ly”, “-al”, “-
ence”, “-ty”, “-an”, “-ent”, “-logy”, “-able”, “-ic”, “-ment”, “-es”, “-ship”, “-
67
en”, “-ation”, “-ness”, and “-tion”. There were three types if affixes; prefix,
suffix, and infix; but the writer just found prefix and suffix. There were many
derivational affixes. Moreover, suffix “-ing” became the most dominant affixes.
B. Suggestions
Based on the conclusion above, the writer proposes the suggestion to those
might be benefit to the result of this study.
1. For the reader
The writer hopes that this study can be improving the reader’s
knowledge of the morphology roles especially about derivational affixes. This
also can be one the readers’ reference when they make a study about
derivational affixes. After reading this study, the readers can understand about
derivational affixes. If the reader writes their proposal, they will be carefully to
use derivational affixes. Therefore, the readers can apply it in thier proposal.
2. For other researcher
The writer hopes that this study can help other researchers to know
about derivational affixes itself. Therefore, they have background knowledge
about derivational affixes before they conduct the study relating with
derivational affixes. The researchers also can use derivational affixes in
different research method. The other researchers who will conduct the same
topic to complete this study can use this study as previous study.
68
3. For the learning process
The writer hopes that by studying morphology roles may help the
students to find the morphological process on derrivational affixes. The
students can make a paragraph or intention using derivational affixes that may
appear in the learning process. For teacher, it can be used as authentic material
to teach morphological subject especially about derivational affixes.
69
REFERENCES
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Brown. H. D. (1980). Principles of Language and Teaching. London: Prentice Hall.
Faulkner. R. R., John. V. M., and James. M. D. (1982). Varieties of Qualitative
Research. Baverly Hills: SAGE PUBLICATION.
Hadi. S. (1981). Metodologi Research. Yogyakarta: Penerbitan Fakultas Psikologi
UGM.
Heath. M. T. P. & Tynan. C. (2010). The Marketing Review. Crafting A Research
Proposal. 147 – 168. DOI: 1362/146934710x505753.
Hopkins. D. & Jean.R. (ed). (1985). Research as a Basis For Teaching. Partsmout: Cas
Hefield Press.
Hott. J. R. & Budin. W. C. (1999). Notte’s Essentials of Nursing Research. USA:
Springer Publishing Company.
Katamba. F. (1993). Morphology. Great Britain: The Macmillan Limited LTD.
Kothari, C.R. (2004). Research methodology: Methods and techniques (2nd ed.).
New Delhi: New Age International.
Kreidler. C. (2002). Introducing English Semantic. London: Routledge 11 New Fetter
lane.
Kurniadi. B. D. (2011). Praktek Penelitian Kualitatif. Yogyakarta: Polgov.
Lieber. R. (2009). Introducing Morphology. USA: Cambridge University Press.
Morse. J. M. (2000). Determining Sample Size. Qualitative Health Research. 1 – 5.
DOI: 10.1177/104973200129118183.
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Morse. J. M. (ed). (1994). Critical Issues in Qualitative Research Method. USA: SAGE
PUBLICATION.
Mullany. L. & Peter.S. (2010). Introducing English Language (A Resource Book for
Students). New York: Routledge.
Parker. (1986). Principle of Language Learning. New Jersey: Prentice Hall.
Rachmadi. S. (1986). Buku Materi Pokok Vocabulary. Jakarta: Penerbit Karunika
Jakarta Universitas Terbuka.
Sa’ada. N. (2015). The Use of Affixation in English Translation of The Holy Qur’an
in Surah As Sajda. Skripsi. IAIN Salatiga.
Sary. F. P. (2011) Jurnal Creative Communication. Bandung: IM Telkom.
Voegtle. K. H., Dean. T. S., Marguerite. G. L. (2006). Methods in Education Research
From Theory to Practice. USA: Jossey-Bass.
______. (2000). Handout for psy 598-02. Summer.
71
APPENDIXES
72
CURRICULUM VITAE
Name : Ahmad Chudhori
Place/Date of Birth : Kab. Semarang, 8th August 1993
Address : Dsn. Jurug, RT. 007 RW. 01, Ds. Wates,
Kecamatan Getasan, Kabupaten Semarang.
Email Address : [email protected]
Phone Number : +6285 741 559 558
Educational Background :
1. SD N Wates II (1999-2005)
2. MTs Sudirman Getasan (2005-2008)
3. MAI Assorkaty Salatiga (2008-2011)
Experiences :
1. Member of Discourse Division at DEMA IAIN Salatiga (2015 - 2016)
2. Member of Social Relation Division at BP3M NU (2015 - Now)
3. Chief of IPNU (2014 - 2016)
4. English Teacher in SD N Kopeng 01 (2015 – Now)
73
74
DAFTAR SATUAN KREDIT KEGIATAN (SKK)
Nama : Ahmad Chudhori Fakultas : Tarbiyah dan Ilmu Keguruan
NIM : 11312017 Jurusan : Tadris Bahasa Inggris
No Nama Kegiatan Pelaksanaan Keterangan Nilai
1
Orientasi Pengenalan
Akademik dan
Kemahasiswaan (OPAK)
5-7 September
2012 Peserta 3
2
Orientasi Pengenalan
Akademik dan
Kemahasiswaan (OPAK)
Jurusan
8-9 September
2012 Peserta 3
3 Orientasi Dasar Keislaman
(ODK)
10 September
2012 Peserta 2
4 Seminar Entrepreneurship
dan Perkoperasian
11 September
2012 Peserta 2
5 Achievment Motivation
Training
12 September
2012 Peserta 2
6 Library User Education 13 september
2012 Peserta 2
7 Pra Youth Leadership
Training 6 Oktober 2012 Peserta 2
8 English Friendship Camp 19 oktober
2012 Peserta 2
9 Pelatihan Mendongeng 28 Maret 2013 Peserta 2
10
Seminar Nasional “How to
Develope the Best
Generation”
1 Juni 2013 Peserta 8
11
Sosialisasi Pancasila, UUD
1945, NKRI, dan Bhinneka
Tunggal Ika
20 Oktober
2013 Peserta 8
12 DIKLAT Keprofesian 14 Mei 2014 Peserta 2
75
13 Masa Penerimaan Anggota
Baru (MAPABA) 1
4-6 Oktober
2013 Peserta 2
14 ELFAST-Grammar 30 November
2013 Peserta 2
15 ELFAST-Speaking 30 November
2013 Peserta 2
16 Dialog Energi 12 Desember
2013 Peserta 2
17 English Public Speaking
Training (EPST) 31 Mei 2014 Peserta 2
18
Resik-resik Kutho Solotigo
“Penanaman Pohon dan
Bersih-bersih Lingkungan
TPA Ngronggo”
22 Januari 2016 Peserta 2
19
Ngabuburit dan Dialog
Lintas Agama Salatiga
Bhinneka Tunggal Ika
28 Juni 2015 Peserta 2
20 Seminar Lalu Lintas di
pendopo POLRES Salatiga 20 April 2015 Peserta 2
21 Public Hearing 13 Juni 2015 Peserta 2
22 Pesantren Kilat IPNU-
IPPNU GETASAN 9-11 Juli 2015 Panitia 3
23
Seminar “EPST, It’s Your
Chance to Express and Show
Up Your Skill”
11 Mei 2013 Panitia 3
24 English Friendship Camp
2013
28-29
September
2013
Panitia 3
25
CEC Festival “Youngster
Today Is The Leader Of
Tomorrow”
18-20
November 2013 Panitia 3
26 Scholarship Forum 15 November
2014 Panitia 3
27
EFC “CEC IS THE BEST
WAY FOR GREAT
GENERATION”
27-28
September
2014
Panitia 3
76
28 Achievement Motivation
Training (AMT)
23 Agustus
2014 Panitia 3
29
Seminar Nasional
“Penguatan Rekonsiliasi
Elemen Masyarakat dalam
rangka Peningkatan
Wawasan Kebangsaan”
27-28 Agustus
2013 Peserta 8
30
Seminar Nasional “Urgensi
Media Dalam Pergulatan
Politik”
29 September
2012 Peserta 8
31
Seminar Nasional
“Menggagas
Menasionalismekan Ber-
Agama: Upaya Membingkai
Perbedaan Keberagamaan
dalam Ke-Indonesiaan”
27 Desember
2012 Peserta 8
32
Sosialisasi 4 Pilar
Kebangsaan dan Seminar
Nasional
24 Oktober
2013 Peserta 8
33
Seminar Nasional
“Ahlussunnah Waljamaah
dalam Perspektif Islam
Indonesia”
26 Maret 2013 Peserta 8
34
Seminar Nasional “Peran
Mahasiswa Dalam
Mengawal Masa Depan
Indonesia Pasca Pilpres
2014”
29 September
2014 Peserta 8
35
Seminar Nasional “Norma
Hukum Serta Kebijakan
Pemerintah Dalam
Mengendalikan Harga BBM
Bersubsidi”
27 Mei 2013 Panitia 8
36
Workshop Internasional
“Learning Strategies in using
Authentic Matherials for
SMP and SMA Students”
27 Mei 2015 Peserta 2
77
37
Seminar Internasional
“ASEAN Economic
Community 2015; Prospect
and Challenges for Islamic
Higher Education”
28 Februari
2015 Peserta 8
38 Surat Keterangan Tugas
Mengajar
1 Oktober 2015
Sd. Sekarang Guru 4
39
Surat Pengesahan PC IPNU
15 November
2015 Pengurus 4
40
Surat Keputusan Rektor
IAIN Salatiga Tentang
Pengankatan Pengurus
DEMA (Dewan Mahasiswa)
Periode 2015 / 2016
17 Maret 2015 Pengurus 4
78
CODINGS
1. UN : Ulin Niam
2. MM : Muhamad Mustofa
3. D : Dini
4. B : Secret Name
5. TT : Tri Tugiarti
6. IMH : Itsna Milatul Himayati
7. A : Secret Name
8. AIF : Artanti Isnaeni Farida
9. SN : Sri Nuryati
10. AFZ : Afuza Sarah Zulfa
11. KA : Kun Aminah
12. FNF : Fika Nurina Farahsari
13. LO : Lisna Oktavia
14. LL : Latifah Listianti
15. AAM : Adri Ahmad Muzaka
16. KA : Khafidlatul Arifah
17. HS : Hidayatus Syarifah
18. D : Diana
19. D : Secret Name
20. E : Secret Name
21. FAY : Faisal Abi Yusuf
22. SAW : Surya Agung Wijaya
23. AH : Aang Hunaify
24. DL : Dian Larasati
25. EK : Erya Karina
26. I : Ismi
27. Y : Yunita
28. SRP : Sinta Risdi Putriani
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