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LIST OF TABLESTable 2.1 The Components of Knowing a Word

Table 2.2 The Phonological Properties of Some Suffixes.

Table 3.1 The Students’ Correct Answers for Eight Suffixes

Table 3.2 The Students’ Incorrect Answers

Table 3.3 The Result of Tests of Normality

Table 4.3 The Students’ Correct Answers for Eight Suffixes

Table 4.4 The Students’ Incorrect Answers

Table 4.5 The Result of Kruskal-Wallis Test One-way ANOVA by Ranks

Table 4.6 The Result of the Mann-Whitney U Test for Level 2 and 4

Table 4.7 The Result of the Mann-Whitney U Test for Level 2 and 6

Table 4.8 The Result of the Mann-Whitney U Test for Level 4 and 6

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LIST OF FIGURES

Figure 2.1 The Morpheme of un- (Plag, 2003: 21)

Figure 2.2 Schema of Derived Word unhappy (Plag, 2003: 21)

Figure 2.3 Theoretical framework of this research

Figure 4.1 Developmental Pattern of English Adjectival Suffixes Knowledge

by ELESP Students

Figure 4.1 The Students’ Knowledge of Suffix -al

Figure 4.2 The Students’ Knowledge of Suffix -ing

Figure 4.3 The Students’ Knowledge of Suffix -ive

Figure 4.4 The Students’ Knowledge of Suffix -ic

Figure 4.5 The Students’ Knowledge of Suffix -able

Figure 4.6 The Students’ Knowledge of Suffix -ed

Figure 4.7 The Students’ Knowledge of Suffix -ant

Figure 4.8 The Students’ Knowledge of Suffix -ary

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LIST OF ILLUSTRATIONS

Illustration 2.1 The Example of a Test Item Based on Nagy, et al. (1993)

Illustration 2.2 The Examples of Suffix -able

Illustration 2.3 The Examples of Suffix -al

Illustration 2.4 The Examples of Suffix -ant

Illustration 2.5 The Examples of Suffix -ive

Illustration 2.6 The Examples of Suffix -ary

Illustration 3.1 The Examples of Test Items

Illustration 4.1 The Types of Graphs for All Suffixes

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LIST OF APPENDICES

APPENDIX A STUDENTS’ SCORES ................................................................

APPENDIX B WORD LIST ................................................................................

APPENDIX C A TEST OF ENGLISH ADJECTIVAL SUFFIXES ....................

APPENDIX D STUDENTS’ ANSWER EXAMPLES ........................................

APPENDIX E STUDENTS’ ANSWERS ...........................................................

APPENDIX F THE PERCENTAGE OF STUDENTS’ ANSWERS FOR

EACH SUFFIX ...................................................................................................

APPENDIX GTHE RESULT OF STATISTICAL TESTS

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ABSTRACTMaria Evita Sari. 2017. The ELESP Students’ Knowledge of English Adjectival Suffixes in the Academic Domain. Yogyakarta: Graduate Program in English Language Studies, Sanata Dharma University.

Vocabulary is an essential segment to achieve English mastery. Therefore, students are expected to have deep knowledge on vocabulary. The knowledge of vocabulary consists of implicit and explicit knowledge. However, students might face difficulty to have the knowledge due to the variation of vocabulary components. The components are like morphemes, compounds, idioms, and other components.

One of the components which become the focus in this research is morphemes because previous research found that students are difficult in derivational process in word formation. Derivational process includes prefixation, infixation, and suffixation. This research focuses more of suffixation since suffixes may change the words stress patterns and syntactic categories. This might make the students experience more difficulties in learning the derivational process. Suffix consists of four types; nominal, adjectival, verbal, and adverbial suffixes. This research focuses on adjectival suffixes since it helps the students to describing things in their daily life, journals, or other English products. In describing them, students need to master vocabulary in several types including high-frequency, low-frequency, academic and technical words. This research focuses on academic words since it is often used by the students in producing spoken and written texts.

The samples of this research were English Language Education Study Program (ELESP) students of Sanata Dharma University from semester 2, 4, and 6. ELESP students were chosen because they are trained to be English teachers who are supposed to have explicit and implicit knowledge in English adjectival suffixes so they later can explain it to the students. Moreover, they usually use the academic words in their English products. Thus, this research aimed to address two research questions: (1) what the ELESP students’ knowledge of English adjectival suffixes in the academic words is like, and (2) whether or not there a significant difference in the knowledge of the English adjectival suffixes in the academic words among the three levels of ELESP.

In order to answer the research questions, the researcher conducted a developmental research with a cross sectional study as the technique. The study was conducted to 90 ELESP students in which 30 students for each semester. The instrument of this study is an English adjectival suffixes test composed by the researcher. The students’ scores of the test were further analyzed using Kruskal- Wallis One Way ANOVA Test since the scores failed to accomplish normality test requirement. This test aimed to answer the first research question in which it indicated that there was significant difference among the semesters since the p-value is .004 which is lower than 0.05. To investigate where the difference existed, the Mann- Whitney U Test was conducted. The test proved that there was a significant difference between semester 2 and semester 4 students with the p-value of .003, and semester 2 and semester 6 students with the p-value .007.

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Therefore, there was no significant difference between semester 4 and 6 students since the p-value is .342.

The result showed that the adjectival suffixes mastered by the students orderly by percentage are (1) –al, (2) –ing, (3) –ive, (4) –ic, (5) –able, (6) –ed, (7) –ant, (8) –ary. The mistake students mostly made is non-existent words. The students also used inappropriate adjectival suffixes, non-adjectival suffixes, base words, prefix, and other words’ base words to answer the questions in the test. Moreover, some of them left the sentences blank and also made wrong spellings. This research gives implications for English lecturers, ELESP students, and further researchers. Since this research has limitation, it is suggested to future researchers and English lecturers to conduct similar research on all word classes to complete the result of this research. The ELESP students are also suggested to continue learning English adjectival suffixes to enhance their vocabulary mastery.

Keywords: English adjectival suffixes, knowledge, ELESP students, derivation process

ABSTRAKMaria Evita Sari. 2017. The ELESP Students’ Knowledge of English Adjectival Suffixes in the Academic Domain. Yogyakarta: Program Pasca Sarjana Kajian Bahasa inggris, Universitas Sanata Dharma.

Perbendaharaan kata merupakan bagian yang penting dalam menguasai Bahasa Inggris. Oleh sebab itu, mahasiswa harus memiliki pengetahuan perbendaharaan kata yang mendalam untuk menguasai Bahasa Inggris. Pengetahuan tersebut terdiri dari pengetahuan explisit and implisit. Namun, mahasiswa mengalami kesulitan untuk memiliki pengetahuan tersebut karena banyaknya variasi dalam komponen perbendaharaan kata. Komponen tersebut seperti morfem, kata majemuk, idiom, dan komponen lainnya. Salah satu komponen yang menjadi focus dalam penelitian ini adalah morfem karena riset-riset sebelumnya menunjukkan bahwa para siswa sulit dalam proses derivatif dalam pembentukan kata. Proses derivatif terdiri dari awalan, sisipan, dan akhiran. Penelitian ini focus kepada akhiran karena akhiran bisa mengubah pola penekanan kata dan kategori sintaktis. Hal ini membuat mahasiswa kesulitan dalam belajar process derivatif. Akhiran terdiri dari empat jenis; akhiran nominal, adjektival, verbal, dan adverbial. Penelitian ini fokus kepada akhiran adjektival karena akhiran ini membantu mahasiswa dalam mendeskripsikan benda- benda dalam kehidupan sehari-hari, jurnal atau produk Bahasa Inggris mereka lainnya. Dalam mendeskripsikan hal- hal tersebut, mahasiswa harus menguasai beberapa jenis perbendaharaan kata seperti kosakata frekuensi tinggi, frekuensi rendah, akademik, and teknis. Penelitian ini fokus kepada kosakata akademik karena kosakata tersebut sering dipakai mahasiswa dalam berbicara dan menulis dalam Bahasa Inggris.

Peserta dalam penelitian ini adalah mahasiswa semester 2, 4, dan 6 Program Studi Pendidikan Bahasa Inggris (PBI) Universitas Sanata Dharma. Mahasiswa PBI dipilih karena mereka dilatih untuk menjadi guru Bahasa Inggris yang memiliki pengetahuan ekplisit dan implisit agar nantinya mereka dapat menjelaskannya kepada siswa- siswa mereka. Apalagi, mereka terbiasa menggunakan kata- kata akademik dalam produk Bahasa Inggrisnya. Oleh karena itu, penelitian ini bertujuan menjawab dua pertanyaan;, dan (2) seperti apakah pengetahuan akhiran adjektival Bahasa Inggris dalam kata-kata akademik oleh mahasiswa- mahasiswa PBI, dan (1) ada tidaknya perbedaan yang signifikan dalam pengetahuan akhiran adjektival Bahasa Inggris dalam kata-kata akademik pada mahasiswa PBI dari 3 semester.

Dalam menjawab pertanyaan-pertanyaan tersebut, peneliti mengadakan penelitian perkembangan pengetahuan siswa dengan metode penelitian cross-sectional. Penelitian ini dilaksanakan pada 90 mahasiswa PBI dimana 30 mahasiswa untuk tiap semesternya. Instrumen dalam penelitian ini adalah test akhiran adjektival Bahasa Inggris yang dibuat oleh peneliti. Nilai-nilai mahasiswa dianalisa menggunakan Tes Kruskal-Wallis One-way ANOVA karena nilai-nilai tersebut gagal untuk memenuhi syarat tes normalitas. Test ini bertujuan untuk menjawab pertanyaan penelitian yang pertama yang mengindikasi bahwa adanya perbedaan yang signifikan di antara 3 semester karena nilai p .004 dimana nilai

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tersebut lebih rendah dari .05. Untuk mengetahui di mana letak perbedaannya, Tes Mann- Whitney U dilakukan. Tes ini menunjukkan bahwa adanya perbedaan signifikan antara semester 2 and semester 4 students nilai p .003, dan semester 2 dan semester 6 dengan nilai p .007. Oleh karena itu, tidak ada perbedaan yang signifikan antara semester 4 dan 6 karena nilai p nya .342.

Hasil penelitian ini menunjukkan bahwa akhiran adjektival Bahasa Inggris yang dikuasai mahasiswa- mahasiswa PBI berurutan secara persentase adalah (1) –al, (2) –ing, (3) –ive, (4) –ic, (5) –able, (6) –ed, (7) –ant, (8) –ary. Kesalahan- kesalahan yang dibuat mahasiswa kebanyakan masuk ke dalam grup kata yang tidak ada dalam Bahasa Inggris. Para mahasiswa juga menggunakan akhiran adjektival yang tidak tepat, akhiran bukan adjektival, kata dasar, awalan, dan kata dasar dari kata lain untuk menjawab pertanyaan dalam tes. Terlebih, beberapa dari mereka tidak mengisi jawaban apapun dan juga membuat kesalahan ejaan kata. Penelitian ini memberikan implikasi untuk dosen- dosen Bahasa Inggris, mahasiswa- mahasiswa PBI, dan peneliti- peneliti selanjutnya. Karena penelitian ini memiliki keterbatasan, disarankan untuk peneliti- peneliti selanjutnya dan dosen- dosen PBI untuk melakukan penelitian yang sama pada semua kelas kata untuk melengkapi penelitian ini. Mahasiswa- mahasiswa PBI juga disarankan untuk terus belajar akhiran adjektival Bahasa Inggris untuk meningkatkan penguasaan kosakatanya.

Kata kunci: akhiran adjektival Bahasa Inggris, pengetahuan, mahasiswa PBI, proses derivatif

CHAPTER 1: INTRODUCTION

This chapter consists of four parts. The first part is the background of this

research which discusses the importance of ELESP students’ knowledge of

English adjectival suffixes, the short framework and the current studies on English

adjectival suffixes. The research questions are presented in the next part. The third

part is research objectives which consist of research goals. The last part is

research benefits which clarify the theoretical and practical contribution of this

research.

1.1 Research BackgroundVocabulary is one of the fundamental parts in mastering English. Pignot

and Shahov (2012) state that vocabulary is a major focus of linguistic research in

the last three decades. Meara (1995: 11) as cited in Pignot and Shahov (2012: 1)

states that it “has mushroomed enormously”. Furthermore, Hudson (2007) as cited

in Kim (2013) says that vocabulary is the key in language and its learning process

since language is constructed from words.

In relation to vocabulary research, the studies conducted by Laufer and

Goldstein (2004), Nassaji (2006), Lervåg and Aukrust (2010), Mokhtar et al

(2010), and Tanabe (2016) focus more on vocabulary knowledge which show that

vocabulary knowledge appears to be prominent topic since it is associated with

English skills; reading, listening, writing, and speaking. Therefore, research in

vocabulary knowledge is needed in relation to the students’ mastery of English

skills.

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Several experts define vocabulary knowledge to many types as what

Nation (2001, as cited by Schmitt and Zimmerman, 2002) states that vocabulary

knowledge has several components; knowledge of a word’s spelling and meaning,

collocations, register traits, and grammatical and morphological knowledge.

Those components are related to each other, thus more general terms are used in

newer study by Laufer and Goldstein (2004). They note that vocabulary

knowledge covers passive (receptive) and active (productive) knowledge.

However, the terms are frequently interchangeably so vocabulary knowledge is

divided into four degrees of knowledge; active recall, passive recall, active

recognition, and pasive recognition. Moreover, according to Rebuschat and

Williams (2009), vocabulary knowledge employs explicit and implicit learning

which means that the knowledge includes explicit and implicit knowledge. They

explain that implicit knowledge takes role in spoken and written texts

comprehension and production. On the other hand, explicit knowledge monitors

utterances for mistakes. Furthermore, Bialystok (1981), Hulstijn (2007), and

Paradis (1994) as cited in Sonbul and Schmitt (2013) say that the central

difference of explicit and implicit knowledge are in the presence or absence and

awareness. Ellis (2006) as cited in Sonbul and Schmitt (2013) states that explicit

knowledge is a knowledge which the learners learn more consciously whereas

implicit knowledge is learned unconsciously. It is supported by Reber (1967) as

cited in Rebuschat and Williams (2011) who says that the learners learn the

knowledge intentionally in explicit learning but they are not aware of the

knowledge learned in implicit learning.

Vocabulary itself is composed by many kinds of forms, for instance

morphemes (e.g. free morpheme love, bound morpheme s in loves, and free and

bound morpheme combinations like derivation beauty becomes beautiful and

inflection s in ‘She likes him’), compounds (e.g. crossroad, passport, and

basketball), idioms (e.g. kick the bucket, and get ducks in a row), and other

components (Takač, 2008). These compositions make English rich of vocabulary

which might cause non-native English learners sometimes difficult to learn

English vocabulary. Based on Laufer (1997) as cited in Kim (2013), factors that

make vocabulary learning difficult are pronunciation, suprasegmental features,

orthography, length, morphology, grammar, and semantic features. The

difficulties then influence the students’ explicit and implicit knowledge of

vocabulary

In relation to the factors of vocabulary learning, this research focuses in

morphology field since the newest research of Kim (2013) finds that the learners

have difficulties in learning roots and standard rules for prefixes and suffixes in

English words system which belong to morphology study. In morphology study,

derivation forms become one of the problems found (McCarthy, O’Keefe, &

Walsh, 2010). Therefore, in this research, morphology study focuses in derivation

forms. Derivation is one of word-formation products. Plag (2003) explains

numerous characteristics of derivation; (a) encoding lexical meaning, (b) is not

syntactically relevant, and (c) often changing the part of speech. He also clarifies

two classifications of derivation; affixation (prefixation, suffixation, infixation),

and non-affixation (conversation, truncation, blending).

McCarthy, et al. (2010) mention further about a study of more than 100

non-native university-level users of English. It is found that knowing one word-

form in a word family did not guarantee that learners would also know other

word-forms. They also mention that knowing the word forget did not guarantee

that learners would also know forgetful, and unforgettably. McCarthy, et al.

(2010) then underline that adjective and adverb derivatives are more difficult to

learn than other word class.

Recognizing the difficulties faced by non- native English learners in

learning derivation, several researches on derivation knowledge were conducted.

The first research is Derivative word forms: What do learners know? by Schmitt

and Zimmerman (2002). Their study examines the participants’ ability to produce

appropriate derivatives in the four major word classes (i.e., noun, verb, adjective,

and adverb) for 16 academic words. The participants of this study are 106

graduate and undergraduate nonnative-English-speaking students. The second

research is Knowledge of derivational morphology in a second language idiolect

by Lardiere (2006). This journal focuses on the derivation of the primary lexical

categories of nouns, verbs and modifiers of Patty, a native speaker of Mandarin

and Hokkien Chinese who immigrated to the United States at the age of 22 and

acquired L2 English as an adult. The third research is What constrains possible

suffix combinations? On the interaction of grammatical and processing

restrictions in derivational morphology by Hay and Plag (2004). It focuses on the

combination of suffixes in derivation process. The last research is written by Plag

and Baayen (2009) entitled Suffix ordering and morphological processing. The

research is trying to find out the order of suffix from all word classes and its

relation to productivity in morphological processing. Hence, most of the

researches focus on explicit and implicit knowledge of all word class suffixes

(verbs, nouns, adjectives, adverbs, and modifiers) and the words measured are not

specific from academic word list. Moreover, based on the studies mentioned, the

participants are not non-native learners from Indonesia even though English is

widely learned in Indonesia.

Embarking from the previous research discussed above, this research takes

the focus on explicit and implicit knowledge of English suffixes. Suffixes are the

main focus because it might change the words stress patterns and syntactic

categories which might make the students face more difficulties in learning the

derivational process.

There are four types of suffixes; nominal, adjectival, verbal, and adverbial.

However, this research focuses on adjectival suffixes since it is beneficial the

students in describing things in their daily life, journals, or other English products.

English adjectival suffixes consist of fourteen suffixes; -able, -–ing, -ed, –able, -

ant, -ive, -ful, -less, -al, –ish, -ary -ic, -ly,–ous, and –esque (Carstairs and

McCarthy, 2002; Plag, 2003). However, the researcher only takes eight of them

since only eight suffixes exist in Academic Word List.

The implicit and explicit knowledge of the suffixes is measured through a

test designed by the researcher to answer the research questions. The participants

of this research are 90 English Language Education Study Program (ELESP) of

Sanata Dharma University who have passed Vocabulary 1 subject. The students

are non-native English majoring English and coming from Indonesia who are

trained to be translators or other particular fields deal with English. Moreover,

they are trained to be English teachers so they need to have explicit and implicit

knowledge of English adjectival suffixes in order to explain them to their

students. They get English exposure since they learn English and all the subjects

in their study program are delivered in English. They also have to produce English

in written and spoken texts based on the study program requirement. Thus, the

researcher chooses the words from the Academic Word List (AWL). Based on

Schmitt and Zimmerman (2002), the words in AWL occur in various academic

contexts which can support vocabulary for reading texts on academic topics.

Thus, having knowledge of English adjectival suffixes in the academic words is

very essential.

1.2 Research QuestionsThe research aims at answering two research questions as follow:

1. What is ELESP students’ knowledge of English adjectival suffixes in the

academic words?

2. Is there a significant difference in the knowledge of the English adjectival

suffixes in the academic words among the three levels of ELESP?

1.3 Research ObjectivesThis research purposes to achieve two objectives. The first objective is to

know what the students’ knowledge of the English adjectival suffixes in the

academic words is like. The data is presented in form of descriptive of the

students’ answers of the test with theories of the answers inserted.

The second objective is to investigate whether or not there is a significant

difference in the knowledge of the English adjectival suffixes in the academic

words among the three levels of ELESP. This data would be presented in statistic

data using Kruskal-Wallis one way ANOVA.

1.4 Research BenefitsThis research benefits both theoretically and practically for English

Language Studies. Theoretically, this research gives English learners insight that

learning English adjectival suffixes is not only learning the forms but also

learning the meanings and the changing of the new words spellings. This research

also gives theoretical benefit in enriching the implicit and explicit knowledge in

English language learning which can be a reference for further research.

Practically, this research can provide guidelines for English lecturers to

teach English adjectival suffixes and ELESP students to help them in learning

English adjectival suffixes. This research will also help the students to be more

aware in selecting the appropriate adjectival suffixes so they can perform better in

listening, reading, speaking and writing comprehension. Moreover, this research

will influence English lecturers to improve their technique in teaching English

adjectival suffixes in the academic words in order to help the students improve

their adjectival suffixes knowledge.

CHAPTER 2: LITERATURE REVIEW

There are two major sections in this part. The first section is theoretical

review which clarifies the concepts of this study by presenting the theories related

to this study. Another one is theoretical framework which elaborates the theories

with this study.

2.1 Theoretical ReviewThis part is about the theories used in conducting this research. They

consist of foreign language acqusition, vocabulary, morphemes, adjectival suffix.

2.1.1VocabularyIn this part, the theories discussed consist of vocabulary concept,

knowledge and types. Vocabulary concept is about the composition of vocabulary,

the meaning of having vocabulary knowledge, and explicit and implicit

knowledge. Implicit knowledge is learned unconsciously. On the contrary, explicit

knowledge is learned consciously. In vocabulary types, two main types of

vocabulary proposed by Nation (2001) are presented.

2.1.1.1 Vocabulary ConceptAs previously explained that there are several forms of vocabulary

composition which might make students face difficulties in learning vocabulary.

Moreover, vocabulary produces complex and multiple meanings frequently

(Hiebert and Kamil, 2005). They add that these complex and multiple meanings

have to be understood based on the text or paragraph context. Therefore, the

English learners need to be able to understand the context in order to use the

words correctly. Then, the learners could expand and master the vocabulary.

Furthermore, vocabulary expansion and elaboration extend across a lifetime

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(Hiebert and Kamil, 2005). Thus, learners could have deep knowledge on

vocabulary.

Nation (2001) states that learners who master vocabulary are those who

know the words, recognize the spelling, know the meaning, and be able to use the

words. He also adds that knowing a word means knowing the composition of the

words including knowing affixes and a stem that may occur in other words.

Regarding to vocabulary knowledge, tests are needed to measure the

knowledge. One of the ways to measure the learners’ vocabulary is by testing

them. “A vocabulary test is used to measure whether the high-frequency words

have been learned and the progress of the learners in learning low-frequency

words” (Nation, 2001, p. 21). Nation (2001, p. 340) proposes four aspects to test

words building knowledge as follows.

First, the learners need to be able to recognize word parts in words. This

aspect can measure explicit knowledge. The learners are given words that they

break up. The example is unhappiness un/happi/ness. The learners can also be

tested by labelling the affixes in order to test the knowledge of the part meanings

like not 6 un/happi/ness 6 noun. The learners can also classify words based on

their parts. According to Carroll (1940) as cited in Nation (2001), this test can

measure learners’ skill in recognizing parts and identifying the meaning of words.

Second, the learners need to be able to recognize what the affixes mean

and do. There are two approaches in testing this aspect. First, the learners are

given a list of word parts and have to write their meaning or function. The

examples are as follows.

-ness ______________-less ______________re- ______________

The test could be in presented in words as follows.

hapinness ______________careless ______________reconsider ______________

Nation (2001) also mentions that to make the test easier, choices could be

provided. Second, Tyler and Nagy (1989) as cited in Nation (2001) propose the

following item type in order to avoid the need for explicit knowledge. Thus, the

following item type measures implicit knowledge.

You can ______________ the effect by turning off the lights.

Choices: intensify, intensification, intensity, intensive

Nagy, Diakidoy and Anderson (1993) as cited in Nation (2001) developed another

item type to avoid the weaknesses in the previous item which is presented as

follows.

Illustration 2.1 The Example of a Test Item Based on Nagy, et al. (1993)

Third, the learners need to be aware of the changes of written and spoken form

that occur when an affix is added to a word. The first way is that the learners are

given a list of stems + affixes which the learners must combine. Hence, the

explicit knowledge is measured. The example is as follow.

Which sentences uses the word powderize correctly?

a. First they had to find a powderize rock.

b. First they had to powderize the rock.

c. First they had to find a powderize for the rock.

d. First they had to find a way to powderize the rock.

happy + ness = ______________

Another example is the question about the explicit testing of a spelling rule.

What happens when you add a suffix beginning with a vowel to a word

ending in y?

Answer: change the y to I and add the suffix.

Forth, the learners need to know which classes of stems can take certain

affixes. Tyler and Nagy (1989) as cited in Nation (2001) proposes a test of

productive word building knowledge by giving the learners a list of items

consisting of well-formed and ill formed items which the learners have to respond

to by indicating Yes or No.

Tameness ______________Repeatize ______________Harshful ______________Flattish ______________Centerless ______________

In concern to vocabulary knowledge, the researcher refers to the vocabulary

knowledge proposed by Ellis (2006). Based on her explanation as cited in Sonbul

and Schmitt (2013:122) there are two kinds of knowledge; explicit and implicit as

the explanation follows.

Explicit knowledge consists of the facts that speakers of a language have learned. These facts are often not clearly understood and may be in conflict with each other . . . . Explicit knowledge is held consciously, is learnable and verbalisable, and is typically accessed through controlled processing when learners experience some kind of linguistic difficulty in using the L2 . . . In contrast, implicit knowledge is procedural, is held unconsciously, and can only be verbalized if it is made explicit. It is accessed rapidly and easily and thus is available for use in rapid, fluent communication. (R. Ellis, 2006: 95, emphasis in original)

Based on the definition, explicit knowledge is learned intentionally and implicit

knowledge is learned more unintentionally.

According to Nation (2000), the categories of words’ knowledge are form

(spoken, written and word parts), meaning (form and meaning, concept and

referents, and associations), and use (grammatical functions, collocations, and

constraints on use like register, frequency and the like). The components are

presented as follows.

Table 2.1 The Components of Knowing a Word

Form

spoken RP

What does the word sound like?How is the word pronounced?

written RP

What does the word look like?How is the word written and spelled?

word partsRP

What parts are recognizable in this word?What word parts are needed to express the meaning?

Meaning

form and meaning

RP

What meaning does this word form signal?What word form can be used to express this meaning?

Concept and referents

RP

What is included in the concept?What items can the concepts refer to?

associationsRP

What other words does this make us think of?What other words could we use instead of this one?

Use

grammatical function

RP

In what patterns does the word occur?In what patterns must we use this word?

collocations

R

P

What words or types of words occur with this one?What words or types of words must we use with this one?

constraints on use (register, frequency,...)

R

P

Where, when, and how often would we expect to meet this word?Where, when, and how often can we use this word?

Additionally, Tyler and Nagy (1989) as cited in Lardiere (2006: 73) state that there are three kinds of derivational morphology knowledge, namely relational, syntactic, and selectional knowledge. Relational knowledge is the knowledge (or perception) that two words are morphologically related to each other; that is, they share a common lexical base (e.g., argue~argumentas opposed to off~offer or depart~department). Syntactic knowledge is the knowledge that derivational suffixes mark words for syntactic category in English (e.g., X-izeV; X-ationN). Selectional knowledge is knowledge of the selectional restrictions on the

concatenation of stems and affixes—for example, that the English nominalizing suffix -ness attaches to adjectives but not verbs (e.g., quietness vs. *playness).2.1.1.2 Vocabulary Types

There are several experts who propose types of vocabulary. In this

research, there are two experts explain the types. The first expert is Nation (2011).

He explains that there are two kinds of vocabulary; the types by frequency and

domain. The vocabulary types by frequency are high-frequency words, low-

frequency words. The domain of the vocabulary classifies vocabulary in to

academic words, and technical words. The second experts are Hiebert and Kamil

(2005(). They explain that there are two more types of vocabulary; productive and

receptive vocabulary. The following is the explanation of each type.

The first type is the type by frequency. The high-frequency words are the

words that have the most frequent occurrance based on British National Corpus

(BNC). Leech, Rayson, and Wilson (2001) propose the list of words starting from

the highest to the lowest one based on BNC. Daller, Milton, and Treffers-Daller

(2007) mention that the list provides a recent, relevant, well-constructed and

accessible list. Web and Chang (2012) mention that English teachers and learners

have to draw attention to high-frequency words because they are important to

master. They add that lacking knowledge of the high frequency words will limit

the users to communicate effectively. The high- frequency words include function

words such as a, some, two, because, and to, and content words like nouns, verbs,

adjectives, and adverbs.

The next type of the frequency type is low-frequency words. Nation

(2001) says that the boundary between high-frequency words and low-frequency

words are arbitrary. The words in the boundary of high-frequency words list could

fall in to low-frequency one based on the nature of the list corpus and vice versa.

He also states that proper names are usually in low-frequency words. However,

some low-frequency words are the words that are rarely used by the users, even

the native speakers, for instance eponymous, gibbous, plummet, and ploy. Web

and Chang (2012) add the examples of low-frequency words such as afflatus,

cantabile, dongle, fascicle, gravid, iguanodon, and nemegtomaia. The words may

be marked as very formal, vulgar, old-fashioned, belonging in particular dialect or

field, or maybe they are foreign words. Teachers and learners should also learn

the low-frequency words. They can learn from words context, dictionaries, and

vocabulary cards.

The domain of the vocabulary has two types vocabulary. Academic words

is the first type of vocabulary based on the domain. According to Nation (2001),

academic words occur widely in academic texts. The typical words occur are

policy, phase, adjusted, and sustained. He adds that The Academic Word List

(AWL) by Coxhead 1998 is the best list of academic words. However, Coxhead

(2000) proposes a new academic word list which is the revised version of the

previous academic word list. Schmitt and Zimmerman (2002) state that the AWL

contains words which usually occur in academic contexts and support learners in

learning vocabulary for reading on academic topics.

Another type is technical words. Nation (2001: 12) states that technical

words are the words that “are very closely related to the topic and subject area”,

for instances indigenous, regeneration, podocarp, beech, rimu (a New Zealand

tree), and timber. From subject to subject area, technical words vary and different.

For each dictionary of economics, geography or electronics, there are about 1.000

entries (Nation, 2001).

Hiebert and Kamil (2005) add that there are two more vocabulary types.

The first type is productive vocabulary. This vocabulary is a set of words which is

frequently used by learners. The words in this type are familiar and well-known to

the learners. Conversely, receptive or recognition vocabulary is a set of words

which becomes the second type of vocabulary. The words are assigned by the

learners when they listen of read. Thus, the words are less well known and less

frequently in use.

2.1.2 MorphemesMorphemes can be defined as the smallest meaningful unit of words (Plag,

2003). He gives example of morpheme un- in unhappy. The morpheme un-

expresses meaning on the other hand. The morpheme also shows the form

(morph) and meaning which are represented in the following figure.

Figure 2.1 The Morpheme of un- (Plag, 2003: 21)

Plag (2003) also mentions that there will be at least one morpheme is

combined with another morpheme which creates a derived word. A derived word

is “a new complex sign” which represent the meaning of two morphemes

combined. The following figure displays the derived word unhappy.

Figure 2.2 Schema of Derived Word unhappy (Plag, 2003: 21)

Based on Plag (2003), there are two kinds of morphemes namely bound

and free morpheme. Plag (2003) states that a bound morpheme is a morpheme

which has to attach to some other morpheme. The words that have bound

morphemes are employee, inventor, inability, meaningless, suddenness, unhappy,

and decolonialization (Plag, 2003: 10). The morphemes in- and un- have to be

attached before the root, base or stem of the words. On the other hand, the

morphemes -or, -ity, -less, and -ness have to be attached after the root, base or

stem of the words. The root, base or stem of the words are the central meaningful

element of the word. Because of the influences of Latin terminology, the un- is

called as a prefix, and -ity is called as a suffix. The prefix and suffix are covered

by the term affix which is going to be explained in Affixation part.

The second type of morpheme is a free morpheme. A free morpheme is

defined as a morpheme which can occur in isolation because it can function as a

dependent word (Szymanek, 1989). The examples of free morphemes are in

greenhouse, apartment building, team manager, truck driver, blackboard,

pickpocket. Based on the examples, greenhouse consists of two free morphemes;

green and house. Each free morpheme can be a dependent word.

Akmajian, et al (2010: 591) say that morphophonemic transcription is “a

writing system in which words are uniformly written, regardless of their actual

pronunciation”. It means that the words formation is rule governed based on the

morphology and phonology. Kiparsky as cited in Spencer and Swicky (2001: 2)

state that “morphophonemic alternations are actually triggered by morphological

operations of affixation. As an affix is added (or a cycle of affixation with a level

is completed), the battery of lexical phonological rules applies”. Matthews

(2006:146) supports the idea by stating that morphophonemic processes are

“transitional between morphology and phonology”. Therefore, morphophonemic

suffix is the writing system of a word based on morphological and phonological

operation of suffix that attached.

2.1.3 Adjectival SuffixesBased on Plag (2003), an affix is a bound morpheme which attaches to a

root, base or stem. However, Plag (2003) explains that it is sometimes difficult to

indicate whether something is a bound or a free morpheme and consider whether

something is an affix or a base. Therefore, only a linguistic analysis will reveal

those problems.

There are two general properties of English affixation namely prefix and

suffix (Plag, 2003). First, a prefix is a morpheme that attaches before the base.

The following words are given by Plag (2003).

contextualize decontextualizeorganize reorganizemodern postmodernmodify premodifyargument counterargument

Based on the examples, prefixes de-, re-, post-, pre-, and counter- does not

change the pronunciation or the shapes of base words. Most of the prefixes also

do not change syntactic category and do not influence the stress pattern of the

words (Plag, 2003).

Second, a suffix is a morpheme that attaches after the base (Plag, 2003).

He also mentions that suffixes can sometimes change the pronunciation or the

base of the words. Suffixes may change the words stress patterns and syntactic

categories of the words. Therefore, the suffix can trigger alternations. The suffixes

which trigger alternations are -(at)ion, -y, -al, -ic, -ize, -ous, -ive, -ese. On the

other hand, the suffixes which do not trigger alternations are -ness, -less, -ful, -

hood, -ship, -ly, -ish, -dom. The following table explains the suffixes.

Table 2.2 The Phonological Properties of Some Suffixes.

Suffixes which trigger

alternations

Examples Suffixes which do not trigger

alternations

Examples

-(at)ion alternation -ness religiousness-y candidacy -less televisionless-al environmental -ful eventful-ic parasitic -hood companionhood-ize hypothesize -ship editorship-ous monstrous -ly headmasterly-ive productive -ish inrovertish-ese Japanese -dom chritiandom

Plag (2003) says that there are four kinds of suffixes nominal, verbal,

adverbial, and adjectival suffixes. This research focuses on adjectival suffixes

only. Plag (2003) classifies two major groups of derivational adjectival suffixes

namely relational and qualitative adjective. First, relational adjective relates the

noun of the adjective qualifies to the base word of the derived adjective. For

example, algebraic mind means ‘a mind having to do with algebra, referring to

algebra, characterized by algebra,’ colonial officer means ‘officer having to do

with the colonies,’ and so on. Second, qualitative adjectives whose role is to

express more specific concepts. According to Plag (2003), relational adjectives

sometimes can adopt qualitative meanings for instance the word grammatical

which have two meanings; a relational meaning ‘having to do with grammar’ in

she is a grammatical genius, and a qualitative meaning ‘conforming to the rules of

grammar as in This is a grammatical sentence. We find the relational adjectives in

attributive position but the qualitative adjectives in predicative position.

Further, Carstairs and McCharty (2002) classifies adjectival suffix into

nine types namely suffix –ing, -ed, –able, -ant, -ive, -ful, -less, -al, and –ish. Plag

(2003) adds four types -ary -ic, -ly,–ous, and –esque,. Thus, there are fourteen

types of adjectival suffixes in total which is described in detail in the following

explanation.

2.1.3.1 Suffix –ingPlag (2003) give examples of this suffix; boring and changing. He

mentions that the grammatical status of suffix –ing is sometimes unclear. The

suffix –ing can be analyzed as an adjective in the changing weather. However, it

is classified as a verb in the weather is changing. Whereas in the film was boring,

the suffix –ing is classified as an adjective because boring describes the film.

Carstairs and McCarthy (2002) add an example a not very interesting book in

which the word interesting belongs to adjective. In these two cases, the suffix –

ing is classified as participial adjectives. Gao (1997) and Folse (2012) in Reilly

(2013) construe that English participial adjectives belong to derivatives verbs and

the adjectival word class at the same time. Gao (1997:3) in Reilly (2013:9) then

describes English participial adjectives as “non-finite verb forms that function as

adjectives”. The English participial adjectives are classified in to two types; the

present adjectives participles which is labeled as the –ing form, and the –en or –ed

form as the past adjectives participles (Scovel, 1974; Borer, 1990; Gao,1997;

Kitzhader, 1998; Folse, 2012; as cited in Reilly, 2013, and Nofal, 2012). Reilly

(2013) justifies the –ing and –ed participial adjectives can be derived from

transitive verbs of psychological states which showing emotions like in

interesting-interested, and boring-bored, and from transitive verbs of action with

their intransitive equivalent like increasing-increased. Downing and Locke

(1995), and Nunnan (1994) as cited in Nofal (2012) add that most of the English

participial adjectives are derived from verbs and few are derived from nouns such

as appetite in appetizing food and neighbour in neighbouring village.

2.1.3.2 Suffix –edPlag (2003) says that the meaning of suffix –ed is ‘having X, being

provided with X’ as seen in broad-minded, pig-headed, wooded, empty-headed,

pig-headed, air-minded, headed, air-minded, fair-minded. Suffix –ed is mostly

attaches to compound or phrases.

In this research, the suffix –ed is as the participial adjectives like –ing.

Thus, it can be can be derived from transitive verbs which show emotions

(interesting-interested), and from transitive verbs of action with their intransitive

equivalent (increasing-increased). The –ed form is also common to be derived

from nouns which is called as denominal; a cleft in a clefted sentence, and a talent

in a talented girl (Nofal, 2012).

2.1.3.3 Suffix –able

Plag (2003) says that suffix –able posseses some meanings. He adds that

for the verb base, the meanings are ‘is capable of being Xed’ like in breakable,

deterrable, readable, changeable and ‘liable or disposed to X’ like in agreeable,

perishable, variable; changeable. According to Carstairs and McCharty (2002),

the adjectival suffix –able is only derived from verbs yet Plag (2003) states that

suffix –able can attach to nouns to form adjectives which can produce meaning

‘characterized by X’ as in fashionable, knowledgeable, reasonable and ‘capable

of being Xed’ like in marriageable, jeepable, kitchenable, roadable. For the loan

words, suffix –able changes in to –ible like in comprehensible, discernible,

flexible, reversible. Suffix –able and its allomorph –ible mostly does not change

the base word writing system in the new words as presented as follow.

Illustration 2.2 The Examples of Suffix -able

2.1.3.4 Suffix –alAccording to Carstairs and McCharty (2002) the examples of the words

with this suffix are original, normal, personal, and national which have nouns as

the base words. The meaning of the words with suffix –al is ‘having the form of

X’ or ‘having the character of X’ as in accidental and universal. Plag (2003)

states that most of the base for suffix –al is Latinate like in colonial, cultural,

federal, institutional, modal. He adds that there are two variants of this suffix; -ial

and -ual. The variation can be seen in the following examples.

a. confidential = confident + ialb. racial = race + ialc. substantial = substance + iald. contextual = context + uale. spiritual = spirit + ual

a. breakable = break + ableb. readable = readable + ablec. fashionable = fashionable + abled. comprehensible = comprehensive + ible

Illustration 2.3 The Examples of Suffix -al

Based on the examples, with the bases ending with [s] or [t], suffix –ial triggers

the changing of the ending in to [ʃ] like in a, b, and c. Whereas, suffix –ual does

not trigger any changing in forming new words like in d and e.

2.1.3.5 Suffix –antCarstairs and McCharty (2002) state that the base words of this suffix are

usually verbs. They also give some examples of the suffix like repellent,

expectant, and conversant which carry meaning ‘tending to be X’. They are

presented as follows.

Illustration 2.4 The Examples of Suffix -ant

Based on the examples, the allomorph of –ant is –ent. Both of them may change

the writing system in the new words. The words repel becomes repell, and

converse becomes convers in the new words yet there is no change in expectant.

2.1.3.6 Suffix –iveAccording to Carstairs and McCarthy (2002), suffix –ive means ‘tending

to X’ as in repulsive, explosive, and speculative. Suffix –ive is formed mostly

from Latinate verbs and bound roots with ending [t] or [s] like in connective,

explosive, fricative, offensive, passive, preventive, primitive, receptive, speculative

(Plag, 2003). Sometimes, suffix –ive changes the writing system of the bases. The

a. repellent = repel + entb. expectant = expect + antc. conversant = converse + ant

alternations include the ending sound [d] or [t] becomes [s] like in a and b, the

ending sound [ive] becomes [εpt] like in c, and the ending sound [djus] becomes

[dΛkt] like in d. Suffix –ive has a variant –ative like in argumentative,

quantitative, and representative. The explanation is concluded in the following

illustration.

Illustration 2.5 The Examples of Suffix -ive2.1.3.7 Suffix -ary

Szymanek (1989) states that adjectives with suffix –ary are characterized

by irregular and unpredictable semantics which are found mostly in lexicalized

nouns with suffix –ion and –ment like in expansionary, revolutionary, reactionary

and the like. He mentions the meaning of suffix –ary connotes ‘the idea of

tendency or purpose’. According to Plag (2003), this suffix usually attaches to

noun like complementary, evolutionary, fragmentary, legendary, precautionary

whose meaning is ‘relating to X’. Suffix –ary does not change the writing system

of the bases as follow.

Illustration 2.6 The Examples of Suffix -ary

The variation of suffix –ary is –ory. Marchand (1969:338) in Szymanek

(1989:237) says that “the usual semantic implication of adjectives in –ory is

‘destined to, serving for, tending to ___’ what is denoted by the (Latin or English)

a. complementary = complement + aryb. legendary = legend + ary

a. conclusive = conclude + iveb. explosive = exploit + ivec. receiptive = receive + ived. productive = produce + ive

verb”. Suffix –ory is also related to certain types of nouns in –(at)ion. The

following words are the examples.

articulate articulation articulatorycompensate compensation compensatoryconfirm confirmation confirmatoryadmit admission admissory

Thus, based on the examples, suffix –ory triggers the changes in base words

writing system.

2.1.3.8 Suffix -icThis suffix also attaches to foreign bases including noun and bound base

(Plag, 2003) and carries ‘having the nature of X’ and ‘caused by X’. The

examples are electric, economic, and historic. This suffix has a variant –ical based

on the meaning possessed ‘having the nature of’. The suffix –ical is often added

to a word whose ending is –ic as in electrical, economical, and historical.

However, the meaning of suffix –ic and –ical are sometimes different as in the

word economic means ‘profitable’ but the meaning of economical is ‘money-

saving’ (Plag, 2003).

2.1.3.9 Suffix –fulCarstairs and McCarthy (2002) mention that suffix –ful usually attaches to

nouns as in joyful, hopeful, helpful, and meaningful. However, based on Plag

(2003), this suffix attaches to abstract nouns whose meaning ‘having X, being

characterized by X’ like in beautiful, insightful, purposeful, tactful and verbs like

in forgetful, mournful, resentful. Based on the examples, suffix –ful does not

change the new words writing system.

2.1.3.10 Suffix –less

This suffix carries meaning ‘without X’ like in expressionless, hopeless,

speechless, thankless (Plag 2003). Therefore, it seems that this suffix in

antonymic to –ful. However, not all of the words with suffix –ful would become

the antonym of the words with suffix -less. Carstairs and McCarthy (2002) point

out that English has slothful but not slothless and penniless but not penniful.

Therefore, it shows that “even when the meaning of potential word may be easily

guessable, the existence of the word is not guaranteed” (Carstairs & McCarthy,

2002: 54). They also add more examples like joyless, helpless, and meaningless

which have nouns as the based and whose antonyms are joyful, helpful, and

meaningful.

2.1.3.1.11 Suffix –ishThis suffix attaches on adjective like clearish, freeish, sharpish (Plag,

2003), and greenish, smallish (Carstairs and McCarthy, 2002), numeral like

fourteenish, threehundredfortyish, adverbs like soonish, uppish, and noun like in

James-Deanish, monsterish, summerish, townish, vampirish, childish and carries

meaning ‘of the character of X, like X’. It also attaches on syntactic phrases like

stick-in-the-muddish, out-of-the-wayish, silly-little-me-lateagain-ish which means

‘some what X, vaguely X’.

2.1.3.12 Suffix –lyPlag (2003) mention that suffix –ly can be attached on nouns like

brotherly, daughterly, fatherly, womanly which means ‘in the manner of X or like

an X’. It also denotes temporal concepts like in half-hourly, daily, monthly or

directions easterly, southwesterly.

2.1.3.13 Suffix –ous

This suffix usually attaches on Latinate origin base like curious,

barbarous, famous, synonymous, tremendous which is derived from nouns or

bounds base. The variants of this suffix are –eous like in erroneous,

homogeneous, -ious like gracious, prestigious, and -uous like ambiguous,

continuous.

2.1.3.14 Suffix –esqueThe suffix carries meaning ‘in the manner or style of X’ like

Chaplinesque, Hemingwayesque, picturesque, Kafkaesque (Plag, 2003).

Sometimes, a hyphen is used to between the base word of the new word and the

suffix -esque. Kaunisto (2013) says that this aims to present each element of the

words. He mentions the example of Satriani-esque which consists of the last name

of a talented guitarist Satriani and suffix –esque. He adds that this new word

means “a style of playing guitar very fast”.

2.2 Review of Previous StudiesSeveral studies in cross sectional study have been conducted by English

Language Studies students. However, this research focuses on reviewing two

cross sectional studies. The first study was a research by Widirahmaya (2015). He

investigated the ELESP students’ pragmatic competence of implicature in spoken

English. The samples were semester 2, 4 and 6 students. Another study was

conducted by Heidy (2016) which concern on English words stress acquisition by

Indonesian EFL learners. The semester 2, 4, and 6 students of English Letters

Department of Sanata Dharma University became her samples. Both studies find

that the developmental pattern of the pragmatic competence and word stress

acquisition are increasing from semester 2 to semester 4 and then decreasing from

semester 4 to semester 6. Thus, the higher the semester is does not guarantee the

higher their pragmatic competence and word stress acquisition are.

Regarding to English derivation knowledge, there are four studies

conducted by experts. First, Schmitt and Zimmerman (2002) conduct a research

entitled Derivative word forms: What do learners know whose participants are

106 graduate and undergraduate nonnative-English-speaking students. Their

research focuses on examining the participants’ ability to produce appropriate

derivatives in the four major word classes (i.e., noun, verb, adjective, and adverb)

for 16 prompt words. The second research focuses on the derivation of the

primary lexical categories of nouns, verbs and modifiers of Patty, a native speaker

of Mandarin and Hokkien Chinese who immigrated to the United States at the age

of 22 and acquired L2 English as an adult. This research is conducted by Lardiere

(2006) entitled Knowledge of derivational morphology in a second language

idiolect by. Third, Hay and Plag (2004) focus their research on the combination of

suffixes in derivation process entitled What constrains possible suffix

combinations? On the interaction of grammatical and processing restrictions in

derivational morphology. They gather the data from British National Corpus, the

CELEX lexical database, the OED and the internet. The last research is entitled

Suffix ordering and morphological processing by Plag and Baayen (2009). It

focuses on the order of suffix from all word classes and its relation to productivity

in morphological processing.

Those four research are different one to another. The first and second

research focus on derivation knowledge and measure the participants’ derivation

knowledge. However, the first research’s participants are non-native-English

students but the second research’s participant is a native-English student. The first

research investigates participants’ derivation knowledge on nouns, verbs,

adjectives, and adverbs but the second research focus on participants’ derivation

knowledge on nouns, verbs and modifiers. Thus both research investigates

participants’ derivation knowledge on nouns and verbs. Based on the research,

there is no research focus on derivation knowledge on adjectives only and there is

no research’s participants whose participants are non-native-English from

Indonesia in which English is widely used and learned as a foreign language.

The third and fourth research investigate suffix ordering in all word

classes; nouns, verbs, adjectives, and adverbs. It does not focus only in a word

class like adjectives. Thus, they do not analyze much on adjectival suffix.

However, those four studies give different benefits and point of view to enrich

English research field. It also gives ideas to conduct further research on the topics.

Relating to those four studies, a study in English suffix knowledge of

certain word class is needed. Thus, the discussion will focus on the knowledge of

the word class suffix which makes the study have deep explanation on it.

Moreover, this study will be more beneficial if it is participated by Indonesians in

which English is widely used and learned. For these reason, a study of

Indonesians knowledge of English adjectival suffixes is necessary.

2.3 Theoretical FrameworkVocabulary consists of a list of words. The words are formed of

morphemes. There are two kinds of morphemes; inflectional and derivational. In

derivational morpheme, affixation is used to cover the terms prefix, infix, and

suffix. Since this research focuses on suffix, there are four suffixes; nominal,

adjectival, verbal, and adverbial. However, adjectival suffixes are the center of

this research. There are fourteen adjectival suffixes proposed by Carstairs and

McCarthy (2002) and Plag (2003) as presented in the first part of this chapter.

This research only focuses on eight suffixes (-ing, -ed, -able, -al, -ant, -ive, -ary,

and –ic). In relating to these suffixes, two research questions are proposed. The

first research question aims to find whether there is a significant difference in the

knowledge of the English adjectival suffixes in the academic words among the

three level of ELESP. The second research question is to find the ELESP

students’ knowledge of English adjectival suffixes in the academic words. The

answer of these research questions also will prove whether the suffixes knowledge

of semester 6 is better than semester 4 students, and semester 4 is better than

semester 2 students. Thus, a test is needed to measure students’ explicit and

implicit knowledge based on Ellis (2006) as cited in Sonbul and Schmitt (2013).

The following figure displays the theoretical framework of this research.

Affix

Inflectional Derivational

Morpheme

Morphology

Infix SuffixPrefix

Figure 2.3 Theoretical framework of this research

CHAPTER 3: RESEARCH METHODOLOGY

This chapter presents research methodology of the study to answer the

research questions. There are four parts included namely type of study, data

collection, and data analysis.

2

3.1 Type of Study This research aims to investigate what the ELESP students’ knowledge of

English adjectival suffixes in academic words is like, and whether or not there is a

significant difference in the knowledge of English adjectival suffixes in academic

words among the three levels of ELESP students. Therefore, this research is a

developmental research. The developmental research is results developmental

pattern which answer the research questions. Developmental pattern has relation

to a continued improvement of language acquisition (Ellis, 2008).

There are two types of methods in developmental research; longitudinal

and cross sectional studies (Neuman, 2006). He says that longitudinal studies are

more powerful than cross sectional one. However, he adds that it consumes more

time, more costly, and more complicated.

On the other hand, the cross sectional studies is less time consuming than

the longitudinal ones. It also compares different levels of learners (Creswell,

2012). He also explains that cross-sectional studies are used to examine current

attitudes, beliefs, opinions, and practices. Thus, it can measure the community

needs related to courses and program in their schools. In consequence, the

improvement in certain courses or program can be conducted to fulfill the

31

community needs. However, cross sectional studies cannot analyze the causal

relationship and chart each learner differences (Ellis, 2008 as cited in

Widirahmaya, 2015). Considering the time consuming, this research was

conducted as a cross sectional study. In this research, there were three different

levels of students compared; semester 2, 4, and 6.

3.2 Data CollectionThis part involves type, source, instruments, and number of data which are

explained as follows.

3.2.1 Type of DataIn this study, the data to analyze covered the samples’ answers on English

Adjectival Suffixes Test, and the scores on English Adjectival Suffixes Test. The

samples’ answers on the test covered linguistics analysis of the academic words

suffixes which deal with morphology and phonology.

3.2.2 Source of DataIn order to collect the data, source of data was needed. The sources of data

were English Language Education Study Program students of Sanata Dharma

University Yogyakarta. Since the method of this study was a cross-sectional, there

were 90 samples from three levels; semester 2, semester 4, and semester 6. Thus,

for each level, there were 30 samples. The ELESP students were chosen because

they are trained to be English teachers so they are expected to have explicit and

implicit knowledge of English adjectival suffixes to explain them to their students.

The second reason was that the students are expected to produce better English

products in both spoken and written than other students since they are lead to

work in English fields like teachers, journalists, presenters, writers, and so on so

forth. Thus, they are exposed to the academic words and its family in which the

derivatives words occur in the form of suffixation as a part of affixation. One of

the suffixes is adjectival suffixes. Therefore, it is essential for the students to have

knowledge of English adjectival suffixes in the academic words. This study was

conducted in March to April 2017 in English Language Education Study Program

Department of Sanata Dharma University Yogyakarta.

3.2.3 Research InstrumentIn order to answer the research questions, the researcher collected the data

through conducting an English adjectival suffixes test in the academic words. The

test was designed by the researcher since there was no English adjectival suffix

test validated and existed. This test aimed at measuring students’ knowledge of

English adjectival suffixes in the academic words. Therefore, the test covered

implicit and explicit knowledge which had been explained in the previous

chapters.

This study used the New Academic Word List by Coxhead (2000). In the

test, there were 24 words to be the representative of eight adjectival suffixes (-ing,

-ed, -ant, -able, -ive,–al, -ic, and -ary) in which three words for each suffix. The

frequency of the words were high (Sublist 1 and 2), medium (Sublist 5 and 6), and

low (Sublist 9 and 10). There were several steps taken in designing the test.

First, selecting the words from the Coxhead’s New Academic Word List

(2000) in which the adjectival suffixes probably attached based on the frequency

of the word list. The Sublist 1 displayed the most frequent words which occur in

the list and the least frequent words was shown by Sublist 10. Thus, the medium

one was Sublist 5 and 6. In checking whether or not the words can be attached to

certain suffix, the researcher also used Oxford Learner’s Dictionary and

Webster’s New Explorer Encyclopedic Dictionary. Then, six words form high

(two words), medium (two words), and low (two words) were chosen for each

suffix. Thus, there were 48 words in the test since there are eight suffixes tested; -

ing, -ed, -ant, -able, -ive,–al, -ic, and -ary. The suffixes were chosen since the

words with the suffixes have two high, medium and low frequency words.

The next step was making a test which measures students’ English

adjectival suffixes explicit and implicit knowledge. The samples were given

sentences and stem words for each number of the test. They had to write down the

appropriate adjectives for each number.

Next, the researcher developed the test twice to get feedback of the test.

The first samples were five English Language Studies students because the

students were English major students who were considered as advance English

learners. Then the research revised the result of the first developmental stage.

After that, the researcher distributed the test which contained 48 numbers to 30

ELESP students with ten students for each level. The students were chosen

randomly in order to get their answer. The researcher also asked two English

Language Studies lecturer, Dr. FX. Mukarto, Ph.D and Dr. Emanuel Sunarto, M.

Hum. to help the researcher in revising the test in the second developmental stage.

Then, the researcher revised the test to be distributed to 90 ELESP students as the

samples. The test distributed contained 24 numbers considering the time

limitation which have given to the students’ lecturers. The 24 numbers consisted

of three words from each suffix. The three words were from high, medium, and

low frequency based on Academic Word List. The following was the test

illustration. For the complete version, see Appendix C.

Illustration 3.1 The Examples of Test Items

3.3 Data AnalysisIn analyzing the data, the researcher took three following steps.

3.3.1 Scoring the Samples’ TestThe first step of data analysis was scoring the samples’ test. In scoring the

test, the correct answer of each number was scored 1 and the wrong one was

scored 0. Thus, the total number of the test was 24 so the highest score was 24 and

the lowest one would be 0.

3.3.4 Classifying the Students’ AnswersFurther, to answer the first research question, the researcher classified the

answers that the students make for each suffix. There were two classifications;

students’ correct answers and students’ incorrect answers. Students’ correct

answers included all students’ correct answers for all suffixes in the test. Besides,

1. Don’t miss tonight’s ___________________________ episode. (conclude)___________________ + ____________

2. As the plants become ___________________________, they will need frequent water. (establish)___________________ + ____________

3. John is always very ___________________________. Why don’t you talk the problem over with him? (approach)___________________ + ____________

4. It’s impossible to understand the nuances of an isolated word without some ___________________________ clues. (context)___________________ + ____________

5. She is not very ___________________________ in the way she treats her children. (consist)___________________ + ____________... 24. We watched scenes of the ___________________________rescue on the news. (drama)

___________________ + ____________

students’ incorrect answers consisted of 8 groups named wrong spellings

(mistakes in letters in the adjectives), inappropriate adjectival suffixes (other

adjectival suffixes which are not appropriate to the context), non-adjectival

suffixes (nominal, adverbial, and verbal suffixes), prefixes (morphemes attached

preceding the base words), non-existent words (the words which do not exist in

English), base words (roots of the words), other base word (the base words of

other words), and no answer (the students do not answer the numbers).

Additionally, the researcher classifies the answers based on the semesters

where the students belong to. Thus, there are three semester to compare for each

big groups (students’ correct answers and students’ incorrect answers). The result

for these groups are further discusses in different part in Chapter 4. The following

tables represent the table in discussion part in Chapter 4.

Table 3.1 The Students’ Correct Answers for Eight Suffixes

Suffixes Sem 2 Sem 4 Sem 6 Totalstud. % stud. % stud. % stud. %

-al-ing...Total

Table 3.2 The Students’ Incorrect Answers

AnswersSem 2 Sem 4 Sem 6 Total

stud. % stud. % stud. % stud. %Non-existent WordsInappropriate Adj. Suf.Non-adj. Suffixes

No answerBase WordsPrefixWrong SpellingsOther Base WordsTotal

3.3.2 Investigating Whether or Not There was a Significant Difference among the Knowledge of English Adjectival Suffixes

The next step was investigating whether or not there was a significant

difference in the knowledge of English adjectival suffixes in the academic words

among the three levels of ELESP. This step was answering the first research

question. In this step, the researcher used statistical tests. However, according to

Pallant (2016), before choosing the appropriate statistical technique, the

researcher has to check the data for any violations of the assumption of normality

and homogeneity. Thus, the researcher needed to check whether or not the data

was normally distributed and the population was equal in variances. Razali and

Wah (2011) say that there are around 40 tests to measure the normality. The most

common are Saphiro-Wilk, Anderson-Darling, and Liliefors test. In this research,

the researcher used The Saphiro-Wilk since it is the most powerful compared to

others normality tests (Razali and Wah, 2011).

In normality test, Pallant (2016:74) says that

“Normal is used to describe a symmetrical, bell-shaped curve, which has the greatest frequency of scores in the middle with smaller frequencies towards the extremes. ... Normality can be assessed to some extent by obtaining skewness and kurtosis value”.

She (2016) also adds that an indication of the symmetry of the distribution can be

provided by skewness. On the other hand, the information about the ‘peakedness’

is provided by kurtosis. Razali and Wah (2011) mentions that the p-value of the

Saphiro-Wilk test is above 0.05 so the data are normally distributed. The folloring

table presents the result of normality test.

Table 3.3 The Result of Tests of Normality

Tests of Normality

LevelsKolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.Scores 2 .158 30 .053 .941 30 .099

4 .132 30 .192 .961 30 .3206 .194 30 .006 .914 30 .019

a. Lilliefors Significance Correction

The data is normally distributed if the Sig. value for testing normality is .05

(Kraska-Miller, 2014; & Pallant, 2016). From Table 3.2, it is presented that Sig.

values for level 2 and 4 are .099 and .320. It means that the Sig. values are greater

than .05. This conveys that level 2 and 4 data are normally distributed. However,

the Sig. value of level 6 is .019 which clearly denotes that the data violates the

normality requirement. For this reason, the data of level 6 are not normally

distributed. In consequence, the test for nonparametric data is conducted.

After knowing that the data in this research failed to meet normality

requirements, the homogeneity of variances does not need to be checked. Thus,

the researcher continues to conduct the next statistical test to answer the second

research question.

In statistical procedures, there are two main groups of test; Parametric

Tests and Nonparametric Tests (Larson-Hall, 2010; Pallant, 2016). Kraska-Miller

(2014) explains that parametric requires the several important assumptions. In

parametric test, the data have to be normally distributed and the population is

equal in variances (Kraska-Miller, 2014; Pallant, 2016). Thus, if there is violation

of the assumption, the researcher has to use nonparametric test. Kraska-Miller

(2014) mentions that in nonparametric test, the data do not need to be normally

distributed.

In this research, it was found that the data were not normally distributed.

Therefore, the researcher used nonparametric test to answer the research

questions. Because the researcher aimed to investigate the knowledge of English

adjectival suffixes in the academic words among three levels of ELESP, the

researcher used One-Way ANOVA of Kruskal-Wallis Test. This test is usually to

test differences in three of more groups for nonparametric test (Kraska-Miller,

2014; Pallant, 2016). The hypotheses applied in Kruskal-Wallis test in

Nonparametric Tests are

The null hypothesis is stated as:H0: The populations mean are equal.The alternative hypothesis is stated as:HA: At least one of the group means is different from the other groups.(Kraska-Miller, 2014:124)

3.3.3 Investigating Where the Differences ExistedThis step aimed to answer further the first research question since the

previous step only showed whether or not there is significant difference This step

requires statistical test. In this research, the test used was the Mann-Whitney U

test which aimed to find where the differences existed. This test compared the

scores of semester 2 and semester 4, semester 2 and semester 6, and semester 4

and 6. Then, the factor of the differences can be found by analyzing the courses

offered by ELESP Department to the students.

CHAPTER 4: FINDINGS AND DISCUSSIONThis chapter remarks two necessary parts namely research findings and

discussion. In research findings part, the developmental pattern and the statistical

test results are presented to answer the research questions. The explanation about

the findings in relation to theories is presented in discussion part.

4.1 Research FindingsThere are two main findings in this research. First, the development

pattern of the students and the students’ answers is found in answering the first

research question. Second, the differences in the English adjectival suffixes

among three levels of ELESP are found in answering the second research

question. The explanation of each finding is presented in the following

paragraphs.

4.1.1 The Findings to Answer the First Research QuestionSeveral different answers are shown by the students in answering the test.

The students’ answers are provided in Appendix C. According to the answers

found, the students’ answers are classified in to two main groups, namely the

correct answers and incorrect answers.

The students’ correct answers are presented orderly by percentage based

on the suffix mastered by the students as follows.

Table 4.3 The Students’ Correct Answers for Eight Suffixes

Suffixes Sem 2 Sem 4 Sem 6 Totalstud. % stud. % stud. % stud. %

-al 50 55.6 75 83.3 69 76.7 194 71.9-ing 53 58.9 59 65.6 51 56.7 163 60.4-ive 40 44.4 61 67.8 60 66.7 161 59.6

40

-ic 32 35.6 50 55.6 56 62.2 138 51.1-able 35 38.9 50 55.6 45 50.0 130 48.1-ed 42 46.7 35 38.9 31 34.4 108 40.0-ant 18 20.0 27 30.0 27 30.0 72 26.7-ary 3 3.3 8 8.9 5 5.6 16 5.9

Based on Table 4.3, suffix –al is the suffix which is most-mastered by the

students with percentage 71.9%. The second suffix is suffix –ing which

contributes 163 students (60.4%). The next one is suffix –ive with 161 students

(59.6%). The fourth and the fifth are suffix –ic and –able with the distribution 138

students (51.1%) and 130 students (48.1%). Suffix –ed is the sixth suffix with 108

students (40.0%). The next suffix is –ant which contributes 72 students (26.7%).

The last one is suffix –ary with the distribution 16 students (5.9%).

For the students’ incorrect answers, there are 9 groups made; correct

answers (right answers), wrong spellings (mistakes in letters in the adjectives),

inappropriate adjectival suffixes (other adjectival suffixes which are not

appropriate to the context), non-adjectival suffixes (nominal, adverbial, and verbal

suffixes), prefixes (morphemes attached preceding the base words), non-existent

words (the words which do not exist in English), base words (roots of the words),

other base word (the base words of other words), and no answer (the students do

not answer the numbers). Table 4.4 presents the result of students’ incorrect

answers by percentage.

Table 4.4 The Students’ Incorrect Answers

AnswersSem 2 Sem 4 Sem 6 Total

stud. % stud. % stud. % stud. %Non-existent Words 193.0 26.8 142.0 19.7 108.0 15.0 443.0 20.5

Inappropriate Adj. 130.0 18.1 105.0 14.6 108.0 15.0 343.0 15.9

Suf.Non-adj. Suffixes 81.0 11.3 83.0 11.5 97.0 13.5 261.0 12.1No answer 26.0 3.6 16.0 2.2 47.0 6.5 89.0 4.1Base Words 14.0 1.9 7.0 1.0 13.0 1.8 34.0 1.6Prefix 0.0 0.0 1.0 0.1 3.0 0.4 4.0 0.2Wrong Spellings 3.0 0.4 1.0 0.1 1.0 0.1 5.0 0.2Other Base Words 0.0 0.0 1.0 0.1 1.0 0.1 2.0 0.1Total 720.0 100.0 720.0 100.0 720.0 100.0 2160.0 100.0

Based on Table 4.4, it is found that most of the students are wrong because

the use non-existent words, inappropriate adjectives suffixes, and non-adjectival

suffixes. The rest of the students make wrong answers because their answers are

considered as no answer, base words, wrong spelling, and other base words

groups.

Regarding to the students’ mean scores, a surprising finding is found; the

semester 4 students have the highest mean score. Respectively, semester 6 has the

second and semester 2 has lowest mean score. The following figure presents the

development pattern of the English adjectival suffixes knowledge by ELESP

students in this research.

Semester 2 Semester 4 Semester 610

10.5

11

11.5

12

12.5

13

13.5

14

14.5

15

10.6

14.4

13.5

Mean Scores

Figure 4.1 Developmental Pattern of English Adjectival Suffixes Knowledge by ELESP Students

Based on Figure 4.1, the developmental pattern of the ELESP students’

knowledge on English adjectival suffixes is like an inverted V (Ʌ). From semester

2 to semester 4, the pattern increases but it decreases from semester 4 to semester

6. Thus, the developmental pattern of ELESP students is an increasing then

decreasing pattern.

4.1.2 The Findings to Answer the Second Research QuestionSince the data violated the assumption of normality, nonparametric test is

used to analyze the scores. This research uses Kruskal Wallis One-way ANOVA

because this is one of nonparametric test used to measure means differences in

three or more groups (Kraska-Miller, 2014). The following table presents the

result of the test.

Table 4.5 The Result of Kruskal-Wallis Test One-way ANOVA by RanksRanks Test Statisticsa,b

Levels N Mean Rank ScoresScores 2 30 32.80 Chi-Square 11.224

4 30 54.30 df 26 30 49.40 Asymp. Sig. .004Total 90

a. Kruskal Wallis Testb. Grouping Variable: Levels

The table for Test Statistic displays the p-value is.004 which is lower

than .05. It indicates that the null hypothesis is rejected and the alternative

hypothesis is accepted (Kraska-Miller, 2014; & Pallant, 2016). It means that there

is a statistically significant difference in the mean of three groups. However, the

difference will be shown briefly by using the Mann-Whitney U Test which is

presented in Discussion part.

The means for the three groups are presented in table Ranks. It shows the

mean of group 2 is 32.80, the mean of group 4 is 54.30, and the mean of group 6

is 49.40 respectively. Therefore, the highest mean is semester 4 groups. It

indicates that semester 4 students have the highest knowledge in answering the

English adjectival suffixes test.

4.2 DiscussionThis session is an explanation to answer the research questions. The first

part of this session is answering the first research question. The second part is

further answering the second research question.

4.2.1 The ELESP Students’ Knowledge of English Adjectival Suffixes in the Academic Words

The knowledge of each suffix is elaborated in this part. There are 8

adjectival suffixes in this research namely suffix –ing, -ed, -able, -al, -ant, -ive, -

ary, and -ic, tested. The words are taken from Academic Word List which are

arranged as high, medium, and low frequency. Therefore, the test for each suffix

consists of high, medium, and low frequency words in order. In order to have

clear discussion, this part is divided in to two parts; The ELESP students’

knowledge of English adjectival suffixes in the academic words based on their

correct answers and incorrect answers.

4.2.1.1 The ELESP Students’ Knowledge of English Adjectival Suffixes in the Academic Words Based on Their Correct Answers

As it has been presented in the Result part, the students make correct

answers in the test (see Table 4.3). The correct answers in this part are discussed

from the most-mastered suffix to the least-mastered suffix.

The first best-mastered suffix is suffix –al. The following Figure 4.1

shows the percentage of the students who answer the suffix correctly. The figure

presents the suffix –al as the mostly mastered suffix in three semesters with total

students who answer it correctly 196 (71.9%). However, semester 4 students

master the suffix –al more than semester 6 and 2 since there are 75 semester 4

students (83.3%) have correct answers. Though, the number of semester 6

students is higher than semester 2 with 69 students (76.7%). Thus, the number of

the semester 2 students who have correct answer for suffix –al is the lowest one

(50 students or 55.6%).

Semester 2 Semester 4 Semester 60.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

Suffix -al

The Mastery of Suffix -al

Figure 4.1 The Students’ Knowledge of Suffix -al

The correct answers for the sentences are contextual, logical, and

controversial. It can be seen in the following sentences which are taken from the

test.

(4) It’s impossible to understand the nuances of an isolated word without some contextual clues. (context)

(12) It is a logical conclusion from the child’s point of view. (logic)(20) Religion is a very controversial topic nowadays. (controversy)

The correct answers for the three sentences are in line with Etherton

(2005) explanation. He explains that whenever the ending sound is stops [t] like

in context, the suffix –al changes into –ual. Thus the adjective form from context

(4) is contextual. The suffix does not trigger the changing of the base word

writing system. For number (13), the last sound of logic is stop [k] so the

allomorph of suffix –al does not occur. This suffix does not cause the changing of

the writing system. Moreover, Szymanek (1989) states that suffix –al occurs to

[+Latinate] nouns with ending –ic and denote various branches of knowledge. In

controversy (22), the ending sound of controversy is [i] thus the suffix –al

becomes –ial. Moreover, the allomorph –ial triggers the changing of the base

word writing system.

Besides focuses on the writing system of the new words after the suffix is

added, the students also have to focus on the meaning which the suffix carries.

Carstairs and McCharty (2002) states that the meaning of suffix –al is ‘having the

characteristics of X’. Therefore, the meaning of the suffix has to be understood by

the students.

The second best-mastered suffix is suffix –ing because there are 163

students (71.9%) students who make correct answers for this suffx.. This suffix is

tested with the base words conclude, challenge, and convince which are displayed

in the following sentences. The sentences also show the correct answer for each

number.

(1) Don’t miss tonight’s concluding episode. (conclude)(9) This has been a challenging time for us all. (challenge)(17) You produced convincing enough performance as a Tarzan. (convince)

From Figure 4.2, the number of semester 4 students again is in the highest

position (59 students of 65.5%). Nevertheless, the second and the third position

are semester 2 and 6 students with the distribution 53 students or 58.9% and 51

students or 56.7%. In consequence, semester 6 students contribute the least-

number of the students.

Semester 2 Semester 4 Semester 652.0%

54.0%

56.0%

58.0%

60.0%

62.0%

64.0%

66.0%

68.0%

Suffix -ing

Suffix Mastery of Suffix -ing

Figure 4.2 The Students’ Knowledge of Suffix -ing

In dealing with the changes of writing system, suffix –ing sometimes

changes the writing system of the new words. For all numbers in this suffix, there

are changing in the new words. For number (1), (10), and (19) the words

conclude, challenge, and convince is ended with the alphabet ‘e’. This alphabet

has to be omitted when the suffix –ing is added. Therefore, the answers are

concluding, challenging, and convincing.

Regarding to the meaning carried, suffix –ing is the present adjectives

participles. It belongs to the participial adjectives since it is derived verbs and the

adjectival word class at the same time (Gao,1997; Folse, 2012 as cited in Reilly,

2013). In this research, number (19) shows the rule of the transitive verb which

shows emotion in convincing which describes the cause of the action convince.

Thus, the correct answer is convincing. For number (1) and (10), the transitive

verbs of action with their intransitive equivalent are concluding and challenging.

Therefore, the correct answer for number (1) is concluding, and number (10) is

challenging.

The third best-mastered suffix is suffix –ive with the distribution 161

students (59.6%) . The knowledge is presented in the following figure.

Semester 2 Semester 4 Semester 60.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

Suffix -ive

The Mastery of Suffix -ive

Figure 4.3 The Students’ Knowledge of Suffix -ive

The figure above shows that semester 4 students contribute the highest

number of the students’ correct answer for the third time after their knowledge in

suffix –al and –ing (61 students or 67.8%). With the difference of 1, semester 6

students have 60 students (66.7%) who get correct answers. Therefore, semester 2

students contribute 40 students (44.4%) to the correct answer group.

The words tested in this suffix are create, cooperate, and prospect. All of

them are verbs and show the correct answers.

(6) Let me introduce you to the most creative and clever student in this university. (create)

(14) Employees will generally be more cooperative if their views are taken seriously. (cooperate)

(22) Three prospective buyers had looked at the house and at least one seemed interested. (prospect)

The answers above agrees with Fabb (1988) as cited in Plag (1999) which

mention that suffix –ive could occur to already suffixed verbs since it is attached

to Latinate bases. Moreover, this suffix occur mostly with the base words ending

with –ate like create and cooperate in this research. There is a changing in the

base word writing system in create and cooperate. The ending ‘e’ in the words are

omitted and merged with suffix –ive to form creative and cooperative. Different

from the two words, there is no writing system changing in prospect to form

prospective.

In completing the sentences in the test, students have to aware to suffix’s

meaning as well. According to Carstairs and McCarthy (2002), suffix –ive means

‘tending to X’. Therefore, the students have to recognize and understand the

meaning of the suffix to make correct answers.

The forth best-mastered suffix by ELESP students is suffix –ic since there

are 138 students (51.1%) who complete the sentences in this suffix correctly. The

knowledge of the suffix is displayed in the following figure.

Semester 2 Semester 4 Semester 60.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

Suffix -ic

The Mastery of Suffix -ic

Figure 4.4 The Students’ Knowledge of Suffix -ic

Figure 4.4 shows that semester 6 has 56 students (62.2%) as the highest

number of the students who master the suffix. As many as 50 semester 4 students

(55.6%) contribute the correct answers of this suffix. The last group is semester 2

students with 32 students (35.6%).

The sentences tested for this suffix are as follows.

(8) He makes periodic / periodical visits to all the shops which stock his products. (period)

(16) He shook his fist in a symbolic / symbolical gesture of defiance. (symbol)(24) We watched scenes of the dramatic rescue on the news. (drama)

Since all the base words in the brackets for each sentences are noun, it is in

line with Plag (2003) who says that suffix –ic attaches to foreign bases including

noun bases. The words tested in this suffix for this research are period, symbol,

and drama. According to the correct answers for each sentence above, there is no

changing in the writing system of the new words. After suffix –ic and its

allomorph –ical are added, the base words in sentence (8), (16), and (24) become

periodic / periodical, symbolic / symbolical, and dramatic.

However, the students also have to focus on the meaning of the suffix. In

sentence (8), it is correct to answer either periodic or periodical because the

meaning of these two suffixes in this context are the same (‘having the character

of period’). Neither sentence (16) does the same since the suffix –ic and –ical in

this sentence carry the same meaning; ‘characterized by symbol’. However, for

sentence (24), suffix –ic extends in to –(a)t-ic if the base is “[+ Latinate] nouns

(ultimately ancient Greek in origin) ending in –m or –ma (Marchand, 1969:296 as

cited in Szymanek, 1989:231). Thus, the answer is dramatic with meaning

‘exciting and impressive’. However, dramatical is not considered as correct

answer since the meaning is different. In this sentence, suffix –ical ‘having the

characteristic of drama’.

The fifth best-mastered suffix is suffix –able since there are 130 ELESP

students (48.1%) who answer the questions in this suffix correctly. The following

figure presents the students’ knowledge of suffix –able.

Semester 2 Semester 4 Semester 60.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

Suffix -able

The Mastery of Suffix -able

Figure 4.5 The Students’ Knowledge of Suffix -able

For the fourth time, semester 4 students are in the highest place with the

distribution 50 (55.6%). Consequently, the second and third positions are semester

2 and 6 students (35 students or 38.9% and 45 students or 50.0%).

The correct answers for each number in this suffix are presented in the

following sentences.

(3) John is always very approachable. Why don’t you talk the problem over with him? (approach)

(11) The company is still developing sustainable forest management. (sustain)(19) The noise is barely detectable by the human ear because it has very low

volume. (detect)

There are three verb base words tested; approach, sustain, and detect. In

these words, there is no changing in morphophonemic processes because the

ending of the words are not vocals letter. Thus, the suffix –able is directly

attached to the base words without changing the base word writing system.

Therefore, the correct answers are approachable, sustainable, and detectable.

In relation to the influence of the suffix’s meaning, the students still need

to be aware of the meaning of suffix –able. Plag (2003) argues that suffix –able is

added to verb bases to expose meaning ‘is capable of being Xed’ and ‘disposed to

X’. In sentences (3), (12), and (21), the meaning required for the answers has

relation to the meaning of suffix –able carries. Therefore, suffix –able is

appropriate to be attached to the words in those numbers.

The sixth suffix mastered by ELESP students is suffix –ed becomes the

with 108 students who have correct answers (40.0%). Figure 4.6 shows the

students knowledge of this suffix.

Semester 2 Semester 4 Semester 60.00%5.00%

10.00%15.00%20.00%25.00%30.00%35.00%40.00%45.00%50.00%

Suffix -ed

The Mastery of Suffix -ed

Figure 4.6 The Students’ Knowledge of Suffix -ed

Peculiarly, semester 2 students contribute most in correct answer group

(42 students or 46.7%). Semester 4 and 6 are in the second and third position

respectively with the distribution 35 students (38.9%) and 31 students (34.4%).

The words tested are written in the following sentences.

(2) As the plants become established they will need frequent water. (establish)

(10) They have built several licensed restaurant so they have permission to sell the food. (license)

(18) Bryan nodded but he did not look convinced. (convince)

Based on the correct answers above, suffix –ed could trigger the changing

of the new words. As it is seen that in number (11) and (20), the base words

license and convince are ended with vocal letter e. Consequently, the vocal letter e

is omitted and replaced by suffix –ed. Therefore, the answer for number (11) and

(20) are licensed and convinced. On the other hand, the base word establish in

number (2) is not ended by vocal letters. Thus, there is no changing in the new

words writing system. It means that the answer for number (2) is established.

Regarding to the meaning of suffix –ed, Gao (1997) and Folse (2012) as

cited in Reilly (2013) says that suffix –ed is a participial adjectives because it is

derived verbs and the adjectival word class at the same time. Moreover, Nofal

(2012) conveys that suffix –ed can be derived from transitive verbs to show

emotions, and from transitive verbs of action with their intransitive equivalent.

The words which shows emotion in the test for this suffix is in sentence (20)

convinced. Besides, for sentences (11) established and (2) licensed are the

transitive verbs of action with their intransitive equivalent.

The seventh suffix mastered is –ant. The knowledge of the suffix is

presented in the following figure.

Semester 2 Semester 4 Semester 60.00%5.00%

10.00%15.00%20.00%25.00%30.00%35.00%40.00%45.00%50.00%

Suffix -ant

The Mastery of Suffix -ant

Figure 4.7 The Students’ Knowledge of Suffix -ant

Figure 4.7 shows that the numbers of semester 4 students who have correct

answers of this suffix are equal to the numbers of semester 6 students with 27

students (30.0%). As the result, semester 2 students are again in the lowest

position like what happened in suffix –al, -ive, and –ic. The following are the

sentences in the test for suffix –ant with the correct answers.

(5) She is not very consistent in the way she treats her children. (consist)(13) The firm has achieved a dominant position in the world market.

(dominate)(21) I was having such a good time so I was reluctant to leave. (reluctance)

The correct answers for the sentences above are consistent , dominant ,

and reluctant. For sentence (5), the allomorph of suffix –ant takes place; suffix –

ent. This allomorph does not change the writing system of the new words. Thus,

the answer for sentence (5) is consistent. For numbers (14) and (23), suffix –ant is

attached directly. However, it changes the writing system of the new words.

Therefore, the base words in sentences (14) and (23) become dominant and

reluctant.

In respect to the meaning carried by suffix –ant, Carstairs and McCharty

(2002) say that the base words of this suffix are usually verbs which carry

meaning ‘tending to be X’ like in the word consistent for sentence (5). However,

the meaning of the words with this suffix is sometimes not suffix driven. It can be

proved by knowing the meaning of dominant and reluctant. Based on Webster’s

New Explorer Encyclopedic Dictionary, the word dominant carries meaning

‘commanding or controlling’ and the meaning of reluctant is feeling or showing

aversion, hesitation, or unwillingness’. This might cause the students incorrect in

completing the answers for this suffix.

The last suffix mastered is suffix –ary is since it contributes only 16 out of

270 students (5.9%) who are able to answer question for suffix –ary correctly.

The following table presents the knowledge of this suffix.

Semester 2 Semester 4 Semester 60.00%1.00%2.00%3.00%4.00%5.00%6.00%7.00%8.00%9.00%

10.00%

Suffix -ary

The Mastery of Suffix -ary

Figure 4.8 The Students’ Knowledge of Suffix -ary

Figure 4.8 proves that there are only 16 out of 270 ELESP students (5.9%)

who answer the suffix correctly. Semester 4 students contribute the highest

percentage of this group with 8 students (8.9%). Thus, semester 2 and 6 are in the

second and third place for the contribution. Based on Szymanek (1989:238), the

suffix –ary and –ory “are not sufficiently productive and semantically coherent to

be viewed as instances of rule-governed adjectivization”.. Adams (1973: 197) as

cited in Fleta (2011: 6), “the term ‘productive’ is used to describe a pattern,

meaning that when occasion demands, the pattern may be used as a model for new

items”. Considering the statements from Szymanek (1989:238) and Adams (1973:

197) as cited in Fleta (2011: 6) above, suffix –ary is not as productive as other

suffixes. Therefore, students have low knowledge in this suffix.

The academic words for this suffix in this research are in the following

sentences.

(7) She has joined a regulatory agency, so now her job is to control my company and make sure that it is operating fairly. (regulate)

(15) The transitory nature of happiness only is only continuing for only a short time. (transit)

(23) Moses Gatotkaca was one of the revolutionary leaders in 1998. (revolution)

According to the correct answers for this suffix, suffix –ary might trigger

the changing of the new words. It can be seen in numbers (7) that the base word

regulate changes into regulatory. In this case, the allomorph of suffix –ary also

takes place; suffix –ory. Contradictory, there is no changing in the new words

writing system for numbers (15) and (23). However, the allomorph of suffix –ary

again takes place ; suffix –ory in number (15). Thus, the answers for numbers (15)

and (23) are transitory and revolutionary.

In relation to the meaning of suffix –ary, Szymanek (1989) states that the

meaning of suffix –ary connotes ‘the idea of tendency or purpose’. However, Plag

(2003) mentions that suffix –ary means ‘relating to X’. Therefore, the meaning of

revolutionary might be ‘tending to or promoting a revolution’ or ‘relating to a

revolution’. Meanwhile, suffix –ory carries meaning ‘destined to, serving for,

tending to ___’ what is denoted by the (Latin or English) verb (Marchand,

1969:338 as cited in Szymanek, 1989:237). For this reason, the meaning of

regulatory and transitory is ‘tending to regulate and transit’. Plag (1999) explains

that suffix –ory could not be attached to base words ending with –ify and –ize.

This suffix occurs with verbs ending with –ate, nouns ending with –ment, (Plag,

1999). Thus, suffix –ory attaches to the base words with ending [t].

In conclusion, the suffixes mastered by the students are (1) –al, (2) –ing,

(3) –ive, (4) –ic, (5) –able, (6) –ed, (7) –ant, (8) –ary. Specifically, semester 2

students master suffix –ed more than the other two semesters. However, there are

five suffixes (suffix –ing, -able, -al, -ive, and –ary) mastered more by semester 4

students than semester 2 and 4. For this reason, semester 6 only masters a suffix;

suffix –ic. It can also be concluded that semester 4 and 6 knowledge in suffix –ant

is equal.

In completing the sentences correctly, there are three things that the

students have to understand. The first thing is the changing of the new words

writing system. The second one is the allomorphs of the suffix. These two things

influence the spelling of the new words. The last but not the least is the meaning

which is carried by the suffixes which influenced the choice of the adjectival

suffixes used by the students.

In respect with the graphs make by each level of the students for each

suffix, three types of the graphs are found, namely up and up, up and down, and

down and down graphs. The graphs types are presented in the following

illustration.

Illustration 4.1 The Types of Graphs for All Suffixes

According to Illustration 4.1, the first type of the graph is an increasing

graph. This graph means that its line goes up in semester 4 from semester 2 and in

semester 6 from semester 4. The suffixes in which this graph is found in suffix –ic

only. This shows that the higher the semester is, the deeper their knowledge of

suffix –ic is.

The next graph type is an increasing and decreasing graph. It means that in

semester 4, the line of the graph goes up but in semester 6, it goes down. This type

of graph is in suffixes –al, -ing, -ive, -able, and –ary. It shows that the students’

knowledge in semester 6 is decreasing. This represents that the semester 6

students’ awareness of the suffixes implementation is also decreasing. This might

be caused by the subjects they take. In semester 5 and 6, the students have to take

subjects in which linguistics knowledge is implemented and the linguistics

theories including word formation processes are not focused.

The decreasing graph is the last type of the graph. The line of the graph

goes down from semester 2 to semester 4 and from semester 4 to 6. The graph is

found in suffixes –ed and –ant. This implies that this suffixes knowledge of the

students is decreasing from semester 2 to semester 6.

4.2.1.2 The ELESP Students’ Knowledge of English Adjectival Suffixes in the Academic Words Based on Their Incorrect Answers

This part figures out the students’ knowledge based on their incorrect

answers. There are 8 incorrect answers made; non-existent words, inappropriate

adjectival suffixes, non-adjectival suffixes, no answer, base words, prefix, wrong

spellings, other base words. These answers are presented in Result part (see Table

4.4). The following discussion explains each incorrect answer based on the

frequency.

The first most incorrect answer found is non-existent words group. This

group consists of the words which do not exist in English. Based on Table 4.8,

this group is at the highest frequency because 443 out of 810 students (20.6%)

make mistakes which belong to this group. Most of the students are from semester

2 (193 students or 26.8%). There are 142 students (19.7%) and 108 students

(15.0%) are from semester 4 and 6. It is clearly seen that the higher the semester

is, the less the students made non-existent words answers which means that

semester 6 students have deeper knowledge on vocabulary than semester 2 and 4.

Most of the non-existent words are contributed in suffix –ant. It is found

that 106 students (39.3%) make mistakes in this suffix. They use the words like

consistant, consistive, consistable, dominatial, dominatable, dominative,

reluctanced, reluctancable, reluctantive, and other answers. The answers show

that students try to use adjectival suffixes they have known like –ant, -ive, -able, -

al, and –ed but they do not really understand the meaning of the suffix. Thus, they

might randomly use the suffixes but it fails to form the existent words. Semester 2

students make this mistakes more than semester 4 and 6 (43 students or 47.8%).

Suffix –ary is the second suffix in which the non-existent words are

mostly found (74 students or 27.4%). Most of the students answer regulateing,

regulational, regulatest, transitable, transiter, transitor, revolutional,

revolutionable, revolutioning, and other non-existent words for this suffix. Based

on the answers, the students use adjectival suffix –ing, -al, and –able. They also

use the suffix -est for comparative degree meaning ‘the most’. Moreover, they

attach nominal suffix –er and –or. However, the suffixes form the words which do

not exist in English. Peculiarly, semester 4 students are the ones who mostly use

non-existent words in this suffix (8 students or 8.9%).

The third suffix in which the non-existent words mostly occur is suffix –ic

with the distribution 67 students (24.8%). They form perioding, perioded,

periodable, symbolish, symbolict, symbolable, dramatical, dramative, dramable,

and other non-existent words. These words do not occur in dictionaries. Most of

semester 2 students contribute the non-existent words in suffix –ic (37 students or

41.1%).

To sum up, the suffix which mostly contribute in non-existent words is

suffix -ant. The second suffix which contributes is suffix –ary. The last third

suffix is suffix –ic. The students who contribute to make non-existent words in

these suffixes are from semester 2. It means that, semester 4 and 6 students do not

give high contribution in using the non-existent words. This refers to the extensive

knowledge of semester 4 and 6 students on existent words.

The second most incorrect answer found is inappropriate adjectival

suffixes group. The adjectival suffixes which are inappropriate to be attached to

the words in the test belong to this group. The inappropriateness in this research

means that the meanings of the adjectival suffixes do not appropriate to the

context required. However, the words with inappropriate adjectival suffixes do

exist in English so they do not belong to non-existent words group. This group

contributes 343 students (15.9%) which mostly consist of semester 2 students

(130 students or 18.1%). In this group, the higher the semester is, the less the

students use inappropriate adjectival suffixes since semester 4 and 6 are in the

second and third place in using the suffixes.

As many as 99 students (36.7%) use inappropriate adjectival suffixes in

suffix –able. They use approaching, approached, sustained, sustaining, detected,

detecting, and other answers. It presents that the students frequently use adjectival

suffixes –ing and –ed. However, the meaning of the suffixes is not ‘is capable of

being Xed’ and ‘disposed to X’. Thus, these suffixes are inappropriate to use in

sentences (3), (12), and (21). Most of the students are from semester 2 (37

students or 41.1%), the next are semester 6 and 4 (32 and 30 students).

Suffix –ary is the next suffix with answers which belong to inappropriate

adjectival suffixes. There are 78 students (28.9%) who make mistakes in this

group. Most of the students are from semester 2 with the distribution 31 student

(34.4%). Semester 4 and 6 are in the second and last position (27 and 20 students).

The students usually use regulating, regulated, regulative, transitive, transited,

transiting, and other answers. The answers show that the adjectival suffixes used

are –ing, -ed, and –ive. This means that the words regulate and transit trigger the

students to attach the suffixes. However, there is no students attach the suffixes to

revolution.

The last highest suffix is suffix –ive with the distribution 78 students

(28.9%). The words used are created, creating, cooperated, cooperating,

prospected, and prospecting. It is clearly seen that the students use suffix –ed, and

–ing to form adjectives in sentences (6), (15), and (24). Semester 2 contributes the

highest percentage in this group with 31 students or 34.4%.

In conclusion, suffixes –ed and –ing are mostly used in forming adjectives.

However, these suffixes are not appropriate to be attached to several words. Thus

it is considered as wrong answers. It can also be concluded that the suffix which

contributes more in inappropriate adjectival suffixes group is suffix –able. The

second suffix contributes is suffix –ary. The last but not the least is suffix –ive.

Moreover, the students who mostly contribute in making mistakes in

inappropriate adjectival suffixes group are from semester 2. It means that semester

4 and 6 have more immense knowledge in these suffixes.

The next most incorrect answer found is non-adjectival suffixes. This

group involves the English words which are attached by nominal, verbal, and

adverbial suffixes. As many as 258 students (11.9%) contribute in this group.

However, the rule in non-existent words and inappropriate groups is not applied in

this group since the higher the semester is, the higher the students use non-

adjectival suffixes. It is seen that there are 95 semester 6 students (13.2%) use the

suffixes more often than semester 4 and 2.

Most of the answers are in suffix –ary with the distribution 86 students

(31.9%). The words with nominal suffixes –ion, and –or like regulation,

regulator, and transition are used by the students. They also use transits and

revolutions as the verbs which are attached by suffix –s. However, this suffix does

not belong to derivational suffix since it does not change the class and meaning of

the words. Since all the words are not adjectives, they are considered as incorrect

answers. Most of semester 6 students use the words so the students are in the

highest place in this group (37 students or 41.1%).

Suffix –ic is in the second position of this group since there are 44 students

(16.3%) use non-adjectival suffixes to answer the sentences with suffix –ic.

Peculiarly, semester 4 students contribute the highest percentage for this group

with the distribution of 16 students (17.8%). Semester 2 and 6 are in the second

and third position then. The students choose to use periods, periodically,

symbolized, symbolism, symbolling, dramatically, dramatist, dramatized, and

other answers. They use verbal suffixes –s, and –ized, nominal suffixes –ism, and

–ist, and adverbial suffixes –ly.

The last suffix which is in the third position is suffix –ed with 30 students

(11.1%) who make mistakes in this suffix. The words mentioned by the students

are establishment, establishing, establisher, establishes, convinces, and

convincingly. Markedly, the students do not use any non-adjectival suffixes to

attach to license. Thus, based on the students’ answers, they use verbal suffix –es

and –ing, nominal suffixes –ment and –er, and adverbial suffix –ly. Most of

semester 6 students again contribute the highest percentage to the mistakes (14

students or 15.6%). Semester 2 and 4 are then followed.

To conclude, the first suffix contributes in this group is suffix -able. The

next suffix is suffix–ary. The last suffix is suffix –ive. From the three suffixes

with high non-adjectival suffixes percentage, semester 6 contributes more than

semester 2 and 4. It means that semester 2 and 4 have deeper knowledge in using

non-adjectival suffixes so they are more aware in this group.

The last incorrect answer found is other incorrect answers. This group is

composed by several classifications; no answer, base words, prefix, wrong

spelling, and other words’ base words. The highest from all is no answer. Since

the students have 24 numbers of the test, the lecturers only give them 30 minutes

in maximal to do the test. This time limitation is due to the consideration that the

lecturers in the class can continue their materials after the test have done.

However, the time is not enough for 89 students (4.1%). Most of the students are

from semester 2 (14 students or 1.9%). The students mostly leave the sentences

blanks in suffix –ed (19 students or 7.0%). There are no suffixes which are

completely answered by the students.

The second classification is base words with the distribution 34 students

(1.6%). Semester 2 again contribute the highest percentage for this mistakes. The

students answer conclude, convince, license, sustain, context, controversy, consist,

dominate, reluctance, cooperate, regulate, transit, revolution, period, symbol, and

drama. Therefore, there are 16 out of 24 base words are mentioned as the

answers. Most of the students use the base words to fill the blanks in suffix –ic.

Prefix is the third classification since it contributes 4 students (0.2%) for

the group. Even though the instruction in the test requires the students to attach

adjectival suffixes, the students use the prefix dis- and un- which mean ‘not’. The

words with the prefixes are disestablish, unlicensed and unreluctance.

Remarkably, there are 3 students from semester 6 and a student from semester 4

who use the prefixes. It means that semester 2 students are more aware in using

suffixes since there are no semester 2 students who use prefixes.

The next classification is wrong spelling. All semester make mistakes in

spelling the words. However, the highest one is semester 2 students (3 students or

0.4%). There is only a student from semester 4 and a student from semester 6 who

belong to this group. Most of the students spell the words incorrectly in suffix –

ing which is show by the words challengeing and convinceing. These words do

not exist in English. However, the students are wrong in changing the base word

writing system. Thus, the students have less knowledge in morphophonemic

process.

The last one is other words’ base words (2 students or 0.1%). The students

use convenient to answer in sentence (20), and regular for sentence (7). The

students who use it are from semester 4 and 6. It shows that semester 2 students

are more aware in answering the sentences so they prevent to use other words’

base words.

To sum up, there are five classifications in other incorrect answers group.

The first classification which contributes more than others is no answer group.

The second one is base words group. The third one is prefix group. The fourth

classification is wrong spelling. The last one is other words’ base words. The

students who contribute more in other incorrect answers group is from semester 2.

Therefore, the students have low knowledge in forming the adjectives by

attaching correct adjectival suffixes to the base words provided.

4.2.2 The Differences in the Knowledge of the English Adjectival Suffixes in the Academic Words among the Three Level of ELESP

It has been mentioned in Research Findings that there is difference among

the knowledge of the students. However, the Kruskal-Wallis Test does not

actually show where the differences exist. Thus, the test of the Mann-Whitney U

test is needed. The test is used “to conduct pairwise comparisons among the

groups” (Kraska-Miller, 2014:126). Moreover, Pallant (2016) adds that the Mann-

Whitney U test is the follow-up test between pairs is groups to find the differences

between the groups. The following parts discuss the comparisons between levels.

The first comparison is for level 2 and level 4. The following table

displays the comparison based on the result of the Mann- Whitney U Test.

Table 4.6 The Result of the Mann-Whitney U Test for Level 2 and 4

Ranks Test Statisticsa

Levels NMean Rank

Sum of Ranks

Scores

Scores 2 30 23.83 715.00 Mann-Whitney U 250.0004 30 37.17 1115.00 Wilcoxon W 715.000Total 60 Z -2.964

Asymp. Sig. (2-tailed) .003a. Grouping Variable: Levels

Table 4.6 indicates that as the knowledge level increased, the students

know more the tested adjectival suffixes which are shown by the Mean Rank in

the table. Thus, significant difference is found between semester 2 and semester 4

(z = -2.964, p = .003)

After comparing level 2 and 4, the researcher needs to compare level 2 and

6’s means to find the difference between the semesters. The table below exposes

the comparison.

Table 4.7 The Result of the Mann-Whitney U Test for Level 2 and 6Ranks Test Statisticsa

Levels NMean Rank

Sum of Ranks Scores

Scores 2 30 24.47 734.00 Mann-Whitney U 269.0006 30 36.53 1096.00 Wilcoxon W 734.000Total 60 Z -2.688

Asymp. Sig. (2-tailed) .007a. Grouping Variable: Levels

Based on Table 4.7, the significant difference is found again between

semester 2 and semester 6 (z = -2.688, p = 0.007). It means that the deeper the

knowledge is, the more the students know the tested adjectival suffixes.

The last groups compared are level 4 and 6. The result is presented in

Table 4.8. From the table, it can be concluded that there is no significant

difference between level 4 and 6’s means (z = -.949, p = .342). It also indicates

that the Mean Rank of semester 4 is higher than semester 6 which means that it is

not guaranteed that the higher the semester, the deeper the students’ knowledge of

English adjectival suffixes.

Table 4.8 The Result of the Mann-Whitney U Test for Level 4 and 6

Ranks

Levels NMean Rank

Sum of Ranks

Test Statisticsa

Scores 4 30 32.63 979.00 Mann-Whitney U 386.0006 30 28.37 851.00 Wilcoxon W 851.000Total 60 Z -.949

Asymp. Sig. (2-tailed) .342a. Grouping Variable: Levels

To sum up, there are differences among the knowledge of semester 2, 4

and 6 on eight suffixes. Moreover, the significant differences lay between the

scores of semester 2 and 4, and 2 and 6. However, there is no significant

difference between semester 4 and 6 students’ score.

This finding more or less strengthens what Widirahmaya (2015) and Heidy

(2016) found. Widirahmaya (2015) found that the ELESP students’ pragmatic

competence of implicature in spoken English was increasing from semester 2 to

semester 4 and then it is decreasing from semester 4 to semester 6. From his

analysis, the factors influenced the increasing and decreasing pattern were time

spent by the students in answering the task and the understanding of any cultural

differences between L1 and the target language exposure.

Heidy (2016) found an inverted V (Ʌ) for the developmental pattern of

semester 2 to semester 6 English Letters Department students. It means that the

pattern was increasing and decreasing as well. Based on her interview to her

samples, the factors influenced the pattern were English exposure, curriculum,

feedback (lecturers’, peer’s and students’ own feedback), proficiency, belief,

interest, crosslinguistic influences, perceived language distance (Psychotypology),

and word stress rules.

In this present research the differences may arise because of ELESP

curriculum. Based on the ELESP courses for each semester, the students in

semester 1 learn Vocabulary, Grammar I, Pronunciation Practice I, Basic Reading

I, Speaking I, Basic Listening I, Basic Writing I. These courses are the

combination of theory and practice. Therefore, students learn the subjects

theoretically and practice to produce English products. In relation to knowledge of

word formation process, students obtain it in more in Vocabulary 1 course. In this

course, they learn all word class formation, meanings, and uses. Therefore, they

learn the word formation rule as well. This influences semester 2 students’

understanding in word formation process.

In semester 2, students do not learn the courses in which words formation

is learned like in Morphology class. The students are offered Book Report,

Intermediate Listening, Speaking II, Basic Reading II, Paragraph Writing,

Pronunciation Practice 2, and Grammar II. Therefore, they practice more in using

the vocabulary they have including new words which are formed though

derivation process.

In semester 3, students learn Introduction to Linguistics. This course

covers almost all linguistics fields like Morphology, Syntax, Semantics, and

Sociolinguistics. Morphology, especially, helps the students to get more

knowledge in word formation process. This also makes the knowledge significant

different between semester 2 and 4, and semester 2 and 6 students. Besides,

students also learn Prose, Structure III, Critical Reading Writing I, Critical

Listening Speaking I, Cross Cultural Understanding, and Textual Pronunciation.

Therefore, in semester 2 and 3, the students learn new words systematically. They

are also reinforced to memorize and practice to use it.

In semester 4, students learn Phonetics and Phonology which deal with

sounds and words transcription. Further, the students also learn Critical Reading

Writing II, Critical Listening Speaking II, Structure IV, Drama and Movie

Interpretation. Consequently, students practice more in producing speech and

written texts which make their vocabulary wider and knowledge in word

formation deeper. Moreover, the courses offered in semester 3 and 4 influence

semester 4 students to have deeper knowledge in adjectival suffixes. This also

influences them to get the highest score in English adjectival suffixes test in this

research.

In semester 5, the courses they learn are mostly related to teachers training

program. The courses are Language Teaching Media, Language Learning

Assessment, Learning Program Design and Academic Essay Writing. Thus, the

students are focused more to make media and program to teach and to make

rubrics to assess their future students. The course which is related to linguistics in

semester 4 is only Morpho-Syntax which focuses on Morphology and Syntax.

Therefore, the students learn how the words or phrases are put together to form

sentences.

In semester 6, students are offered several courses like Micro Teaching,

Play Performance, Research Methods, Statistics for Research, Translation, Poetry,

and Sociolinguistics. Regarding to the courses in semester 5 and 6, the courses do

not require the students to practice English adjectival suffixes deliberately. Thus,

they are less exposed to use the suffixes which make their retention span shorter.

In consequence, the do not fully transfer their knowledge in English adjectival

suffixes during semester 6.

Therefore, the factor influenced the differences among the semesters is the

courses taken by the students. Based on the courses offered by the ELESP

Department, the higher the semester is, the less deliberate the practice is. Thus,

the students’ knowledge based on the test given is decreasing from semester 4 to

semester 6.

CHAPTER V: CONCLUSION AND SUGGESTION

This last chapter consists of conclusion and suggestion. The conclusion

summarizes the findings and the discussion. The suggestion for future researchers

who are interested in conducting the similar research is further explained.

5.1 ConclusionThis research investigates the ELESP students’ adjectival suffixes

knowledge on academic domain. Adjectival suffixes belong to derivation process

in word formation field. In previous research, students find difficulties in the

process because the variation of derivation process like in prefixation, infixation,

and suffixation. This research focuses more of suffixation since suffixes seem to

change the words stress patterns and syntactic categories.

Correspondingly, this research comes to answer two research questions (1)

whether or not there is a significant difference among the knowledge of the

English adjectival suffixes in the academic words of the different level of ELESP

and (2) The ELESP students’ knowledge of English adjectival suffixes in the

academic words. The ELESP students are chosen as the samples since they are

trained to be English teachers who have to be able to explain adjectival suffixes

implicitly and explicitly to their future students. They also use the academic

words in their English products like speaking and writing. Therefore, the

academic words are as the words which are tested through a developmental

research.

In order to answer the first research question, the Morphology analysis is

implemented which means that the theories in word formation are used to analyze

73

the students’ answers. The result points out that the adjectival suffixes mastered

by the students orderly are (1) –al, (2) –ing, (3) –ive, (4) –ic, (5) –able, (6) –ed,

(7) –ant, (8) –ary. To make it more detail, semester 2 students master suffix –ed

more than the other two semesters. Specifically, there are five suffixes (suffix –

ing, -able, -al, -ive, and –ary) mastered more by semester 4 students than semester

2 and 4. Thus, semester 6 only masters a suffix; suffix –ic. It can also be

concluded that semester 4 and 6 knowledge in suffix –ant is equal. Moreover, in

mastering the suffixes, the students not only have to understand the writing

system of the new words and allomorph of the suffixes but also the meanings

which are carried by the suffixes. Thus, the students will complete the sentences

correctly.

Further, there are several mistakes made by the students. The incorrect

answers are classified into four groups; non-existent words, inappropriate

adjectival suffixes, non-adjectival suffixes, and other incorrect answer. The most-

frequent mistake made by the students belongs to non-existent words. The second

group is incorrect answer. The next is inappropriate adjectival suffixes group. The

fourth incorrect answer group is non-adjectival suffixes. The last group named

other incorrect answers. This group consists of no answer, base words, prefix,

wrong spelling, and other words’ base words.

The result for the second research questions shows that semester 2

students have the lowest knowledge of adjectival suffixes with the average score

9, and semester 4 has the highest one with average 12.8. It means that semester 6

students are in the second place with average 12.1. By using Kruskal- Wallis One

Way ANOVA Test, the significant differences among the semester are proved

with the p value .04 which is lower than .05. However, the test does not show

where the difference lay.

Further, the Mann- Whitney U Test is conducted. There are significant

differences between semester 2 and semester 4 with the p value .003, and

semester 2 and semester 6 students with the p-value .007. It shows that as the

deeper the knowledge of the students, the more knowledge of the students to

answer the test. However, the Mann- Whitney U Test also proves that there is no

significant difference between semester 4 and 6 since the p-value is .342.

The differences are due to the courses taken by the students in each

semester. These courses enrich the students’ knowledge in adjectival suffixes.

Therefore, the higher the semester is, the more knowledge they obtain. However,

if the knowledge is used rarely, the knowledge of the students might decrease like

what happen in semester 6.

5.2 ImplicationsThis research gives implications for several people. The first implication is

for English lecturers. By knowing the result of this research, the English lecturers

can make better curriculum so that the ELESP students will be able to learn

English adjectival suffixes explicitly until they are graduated from the university.

Therefore, the students will perform better knowledge in the test.

The second implication is for ELESP students. The students can learn

mistakes they make in the test so they will not make the same mistakes. They also

need to learn the suffixes explicitly so they will be able to explain it to their

students later.

The last implication is for future researcher. The future researcher may use

this research as their references in conducting the similar research. Therefore, they

will be ease in finding other references cited in this research.

5.3 Suggestions This research has several limitations in the small numbers of samples,

levels, adjectival suffixes, and academic words. Thus, it is recommended for

future researcher to conduct similar research with greater number of samples in

more complete levels so the research will discover more findings. The suffixes

tested may also be added to obtain more complete data in students’ knowledge.

For this reason, the time for the students to do the test should be longer than

before since the time allocated by the lecturer is only 30 minutes in maximal.

Several sentences in the test need to be revised to make them in more academic

context.

This research also suggests the English lecturers to conduct the similar

research in their classes to know their students’ knowledge of English adjectival

suffixes. Therefore, they can make the curriculum, syllabus, or materials based on

the students’ needs in respond with their knowledge in English adjectival suffixes.

The next suggestion is for ELESP students. The researcher hopes that the

students will continue learning English adjectival suffixes even though they have

passed courses dealing with grammar and word formation. Thus, their knowledge

of English adjectival suffixes will improve along with other knowledge they get.

Further, it is also suggested for future researchers to conduct research on

all suffixes in all word class like verbal, nominal and adverbial suffixes. For this

reason, the findings will give more contribution to research in Morphology field.

Moreover, the finding will complete the contribution of this research.

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Carstairs, A., & McCarthy. (2002). An introduction to English Morphology. Edinburgh: Edinburgh University Press.

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APPENDICES

81

APPENDIX A: STUDENTS’ SCORES

Semester 2 Students’ Scores

82

Semester 4 Students’ Scores

Semester 6 Students’ Scores

APPENDIX B: WORD LIST

The frequency indicates the sublist of the Academic Word List (e.g. defining and

its family members are in Sublist 1). Sublist 1 contains the most frequent words in

the list, and Sublist 10 contains the last frequent (Coxhead, 2000:232)

ing ed able ent ivedefine 1 assume 1 assess 1 coincide 9 create 1correspond 3 establish 1 approach 1 coherent 9 distribute 1impose 4 involve 1 interpret 1 persistent 10 indicate 1retain 4 culture 2 research 1 interpret 1discriminate 6 restrict 2 achieve 2 legislate 1reveal 6 constrain 3 consume 2 administrate 2accommodate 9 locate 3 credit 2 affect 2convince 10 commit 4 obtain 2 conclude 2relax 9 concentrate 4 transfer 2 conduct 2depress 10 resolve 4 considerable 3 construct 2

challenge 5 deduce 3 distinct 2expose 5 publish 3 evaluate 2abstract 6 rely 3 participate 2enhance 6 remove 3 restrict 2incorporate 6 specify 3 select 2assure 9 access 4 contribute 3 confine 9 debate 4 demonstrate 3relax 9 predict 4 illustrate 3restrain 9 adjust 5 negate 3convince 10 contact 5 interact 3depress 10 enforce 5 react 3incline 10 expand 5 communicate 4

edit 6 attribute 4transport 6 contrast 4adapt 7 investigate 4convert 7 consult 5quote 7 cooperate 6 automate 8 discriminate 6detect 8 incentive 6attain 9 initiate 6conceive 10 instruct 6

adapt 7comprehensive

85

7definite 7extract 7accumulate 8appreciate 8exploit 8manipulate 8 prospect 8format 9

ful less al ish ary ic/icalresource 2 feature 2 environment 1 - complement 8 analyse 1

cease 9 evident 1 economy 1 concept 1 period 1context 1 strategy 2finance 1 academy 5function 1 automate 8individual 1structure 1section 1consequent 2culture2tradition 2text 2component 3circumstance 3physic 3sequence 3sex 3technic 3ethnic 3profession 4option 4statistic 4fundament 5logic 5monitor 5notion 5margin 5 classic 7

topic 7event 8controversy 9

ly ous esque -  -  -

APPENDIX C: A TEST OF ENGLISH ADJECTIVAL SUFFIXES

Directions: Certain suffixes can be attached to certain English words to form

adjectives. These suffixes are called English adjectival suffixes. Participants are required to write the appropriate adjectives for the words

provided, and then write the base words and their suffixes. Mind the spelling. An example is given below.

Example:The book is ____accessible___ via the internet. (access) access + ableO The test:1. Don’t miss tonight’s ___________________________ episode. (conclude)

___________________ + ____________

2. As the plants become ___________________________, they will need

frequent water. (establish)

___________________ + ____________

3. John is always very ___________________________. Why don’t you talk the

problem over with him? (approach)

___________________ + ____________

4. It’s impossible to understand the nuances of an isolated word without some

___________________________ clues. (context)

___________________ + ____________

5. She is not very ___________________________ in the way she treats her

children. (consist)

___________________ + ____________

88

Name : ____________________________________

NIM : ____________________________________

Semester : ____________________________________

WhatsAppNo. : ____________________________________

Participant No.: ____________________________________

Score : ____________________________________

6. Let me introduce you to the most ___________________________ and clever

student in this university. (create)

___________________ + ____________

7. She has joined a ___________________________ agency, so now her job is

to control my company and make sure that it is operating fairly. (regulate)

___________________ + ____________

8. He makes ___________________________ visits to all the shops which stock

his products. (period)

___________________ + ____________

9. This has been a ___________________________ time for us all. (challenge)

___________________ + ____________

10. They have built several ___________________________ restaurant so they

have permission to sell the food. (license)

___________________ + ____________

11. The company is still developing ___________________________ forest

management. (sustain)

___________________ + ____________

12. It is a ___________________________ conclusion from the child’s point of

view. (logic)

___________________ + ____________

13. The firm has achieved a ___________________________ position in the

world market. (dominate)

___________________ + ____________

14. Employees will generally be more ___________________________ if their

views are taken seriously. (cooperate)

___________________ + ____________

15. The ___________________________ nature of happiness only is only

continuing for only a short time. (transit)

___________________ + ____________

16. He shook his fist in a ___________________________ gesture of defiance.

(symbol)

___________________ + ____________

17. You produced ___________________________ enough performance as a

Tarzan. (convince)

___________________ + ____________

18. Bryan nodded but he did not look ___________________________.

(convince)

___________________ + __________

19. The noise is barely ___________________________ by the human ear

because it has very low volume. (detect)

___________________ + ____________

20. Religion is a very ___________________________ topic nowadays.

(controversy)

___________________ + ____________

21. I was having such a good time so I was ___________________________ to

leave. (reluctance)

___________________ + ____________

22. Three ___________________________ buyers had looked at the house and at

least one seemed interested. (prospect)

___________________ + ____________

23. Moses Gatotkaca was one of the ___________________________ leaders in

1998. (revolution)

___________________ + ____________

24. We watched scenes of the ___________________________ rescue on the

news. (drama)

___________________ + ____________

-the end of the test-

THANK YOU

APPENDIX D: STUDENTS’ ANSWER EXAMPLES

91

APPENDIX E: STUDENTS’ ANSWERS

The Answers of Suffix –ing in Number 1 (conclude)Answers Sem 2 % Sem 4 % Sem 6 %

concluding 21 70 17 57 9 30conclude 1 3 1 3 0 0

conclusion 2 7 6 0 14 47concluder 1 3 0 0 0 0concludive 1 3 0 0 0 0concludly 1 3 0 0 0 0concluded 3 10 2 7 2 7concludion 0 0 1 3 0 0

concludable 0 0 2 7 1 3concludement 0 0 1 3 0 0

no answer 0 0 0 0 1 3concludeable 0 0 0 0 2 7conclusive 0 0 0 0 1 3

Total Students 30 100 30 100 30 100

The Answers of Suffix –ing in Number 9 (challenge)Answers Sem 2 % Sem 4 % Sem 6 %

challenging 24 80 26 87 29 97challengeing 1 3 0 0 0 0challengable 2 7 0 0 0 0challenges 1 3 0 0 0 0

challengeful 0 0 1 3 0 0challenged 0 0 2 7 0 0

challengeable 0 0 0 0 1 3no answer 2 7 1 3 0 0

Total Students 30 100 30 100 30 100

The Answers of Suffix –ing in Number 17 (convince)Answers Sem 2 % Sem 4 % Sem 6 %

convincing 8 27 16 53 13 43convinceing 1 3 0 0 0 0convining 0 0 0 0 1 3convincial 0 0 0 0 1 3convincion 0 0 0 0 1 3

convincional 0 0 1 3 0 0convinsion 0 0 0 0 1 3convicing 0 0 0 0 1 3

convincement 2 7 0 0 0 0

100

convincional 0 0 0 0 0 0convinced 6 20 2 7 4 13

convincable 1 3 1 3 2 7convinceable 0 0 1 3 2 7convineable 0 0 0 0 1 3

unconvinceable 0 0 1 3 0 0convincely 2 7 2 7 1 3convinly 0 0 1 3 0 0convinces 2 7 1 3 0 0convincare 1 3 0 0 0 0convincest 1 3 0 0 0 0

convincious 0 0 1 3 0 0convenious 1 3 0 0 0 0convinceful 0 0 2 7 0 0convincive 1 3 0 0 0 0

convencetion 1 3 0 0 0 0no answer 3 10 1 3 2 7

Total Students 30 100 30 100 30 100

The Answers of Suffix -ed in Number 2 (establish)Answers Sem 2 % Sem 4 % Sem 6 %

established 19 63 16 53 13 43estabilished 1 3 0 0 0 0

establishment 4 13 0 0 5 17establishing 3 10 2 7 5 17establisher 1 3 1 3 1 3disestablish 0 0 0 0 2 7estabishable 0 0 5 17 2 7establishion 0 0 2 7 0 0establishful 0 0 1 3 0 0establishes 1 3 3 10 0 0estabilishity 1 3 0 0 0 0no answer 0 0 0 0 2 7

Total Students 30 100 30 100 30 100

The Answers of Suffix -ed in Number 10 (license)Answers Sem 2 % Sem 4 % Sem 6 %licensed 9 30 10 33 9 30licenced 1 3 0 0 0 0licensing 3 10 1 3 0 0

licenseing 1 3 0 0 0 0licensy 4 13 4 13 3 10licenses 3 10 3 10 1 3licensis 1 3 0 0 0 0

licension 1 3 1 3 2 7license 1 3 1 3 2 7licensd 0 0 0 0 1 3

licensable 0 0 0 0 1 3licensible 0 0 1 3 0 0unlicense 0 0 0 0 1 3licencial 0 0 0 0 1 3licensial 0 0 0 0 1 3

licentious 0 0 0 0 1 3licensive 0 0 0 0 1 3licensest 1 3 0 0 0 0licentic 0 0 1 3 0 0

licention 0 0 2 7 0 0licenment 0 0 1 3 0 0licensly 0 0 1 3 0 0licenlive 0 0 1 3 0 0licensive 1 3 0 0 0 0

licensence 1 3 0 0 0 0licensent 1 3 0 0 0 0

no answer 2 7 3 10 6 20Total Students 30 100 30 100 30 100

The Answers of Suffix -ed in Number 18 (convince)

Answers Sem 2 % Sem 4 % Sem 6 %convinced 14 47 9 30 9 30conviced 2 7 0 0 0 0convince 1 3 1 3 1 3convinces 1 3 0 0 0 0convincial 0 0 0 0 1 3

convincable 0 0 1 3 1 3convincing 7 23 11 37 9 30convicing 0 0 1 3 0 0

convincingly 0 0 0 0 3 10convincely 0 0 3 10 0 0

convinceable 1 3 2 7 1 3convincion 0 0 0 0 1 3convinient 0 0 0 0 1 3

convincive 0 0 1 3 0 0convincement 1 3 0 0 0 0

convincity 1 3 0 0 0 0no answer 2 7 1 3 3 10

Total Students 30 100 30 100 30 100

The Answers of Suffix -able in Number 3 (approach)Answers Sem 2 % Sem 4 % Sem 6 %

approachable 12 40 19 63 18 0.60approable 0 0 0 0 1 0.03

approaching 5 17 7 23 8 0.27approached 2 7 1 3 2 0.07approaced 1 3 0 0 0 0.00

approachful 0 0 1 3 0 0.00approaches 6 20 2 7 0 0.00approacher 1 3 0 0 0 0.00approchief 1 3 0 0 0 0.00

approachiev 1 3 0 0 0 0.00no answer 1 3 0 0 1 0.03

Total Students 30 100 30 100 30 100

The Answers of Suffix -able in Number 11 (sustain)Answers Sem 2 % Sem 4 % Sem 6 %

sustainable 16 53 24 80 22 73sustained 7 23 3 10 1 3sustaining 3 10 0 0 1 3

sustainability 0 0 0 0 1 3sustain 0 0 0 0 1 3

sustaintion 2 7 0 0 0 0sustainly 1 3 1 3 0 0sustaiable 0 0 1 3 0 0sustaince 1 3 0 0 0 0no answer 0 00 1 3 4 13

Total Students 30 100 30 100 30 100

The Answers of Suffix -able in Number 19 (detect)Answers Sem 2 % Sem 4 % Sem 6 %

detectable 7 23 7 23 5 17detectiable 1 3 0 0 0 0detected 17 57 18 60 19 63detecting 0 0 1 3 0 0

detection 2 7 2 7 3 10detiction 0 0 1 3 0 0detecting 1 3 0 0 1 3detective 1 3 0 0 0 0no answer 1 3 1 3 2 7

Total Students 30 100 30 100 30 100

The Answers of Suffix –al Number 4(context)Answers Sem 2 % Sem 4 % Sem 6 %

contextual 16 53 26 87 26 87contexting 2 7 0 0 1 3contexted 2 7 1 3 1 3

contextable 6 20 1 3 0 0contextualy 0 0 1 3 0 0contextional 1 3 0 0 0 0

context 1 3 0 0 1 3contexts 1 3 1 3 0 0

no answer 1 3 0 0 1 3Total Students 30 100 30 100 30 100

The Answer of Suffix –al Number 12 (logic) Answers Sem 2 % Sem 4 % Sem 6 %logical 23 77 27 90 28 93

logically 1 3 1 3 1 3logicaly 1 3 0 0 0 0logicly 1 3 1 3 0 0logicive 1 3 0 0 0 0logicable 2 7 0 0 0 0logiced 1 3 0 0 0 0unlogic 0 0 1 3 0 0

no answer 0 0 0 0 1 3Total Students 30 100 30 100 30 100

The Answer of Suffix –al Number 20 (controversy) Answers Sem 2 % Sem 4 % Sem 6 %

controversial 11 37 22 73 15 50contriversal 1 3 0 0 0 0

controversional 3 10 5 17 6 20controvertional 0 0 1 3 3 10controvertion 4 13 1 3 0 0controversion 2 7 0 0 1 3

controversible 0 0 1 3 0 0controversyal 0 0 0 0 1 3controversal 0 0 0 0 1 3

controversical 0 0 0 0 1 3controversyst 1 3 0 0 0 0controversylly 1 3 0 0 0 0controversing 2 7 0 0 0 0controversed 1 3 0 0 0 0controversy 2 7 0 0 0 0no answer 2 7 0 0 2 7

Total Students 30 100 30 100 30 100

The Answer of Suffix –ent Number 5 (consist)Answers Sem 2 % Sem 4 % Sem 6 %consistent 10 33 13 43 17 57consisted 4 13 1 3 3 10consisten 1 3 3 10 4 13consisting 1 3 3 10 2 7

consist 0 0 0 0 1 3consistant 0 0 7 23 2 7consitand 1 3 0 0 0 0

consistance 2 7 1 3 0 0consitence 1 3 1 3 0 0consistive 0 0 0 0 1 3consistest 1 3 0 0 0 0

consistable 8 27 1 3 0 0consistan 1 3 0 0 0 0no answer 0 0 0 0 0 0

Total Students 30 100 30 100 30 100

The Answer of Suffix –ant Number 13 (dominate)Answers Sem 2 % Sem 4 % Sem 6 %dominant 5 17 3 10 3 10dominate 1 3 0 0 0 0dominated 8 27 5 17 3 10dominating 3 10 4 13 8 27dominates 1 3 0 0 0 0

dominatable 0 0 0 0 1 3dominateable 0 0 1 3 0 0

dominative 3 10 4 13 1 3dominatial 1 3 0 0 0 0domination 7 23 11 37 10 33diminator 0 0 0 0 1 3

dominately 0 0 1 3 0 0no answer 1 3 1 3 3 10

Total Students 30 100 30 100 30 100

The Answer of Suffix –ent Number 21 (reluctance)Answers Sem 2 % Sem 4 % Sem 6 %reluctant 3 10 11 37 7 23reluctanct 0 0 0 0 1 3

reluctanced 9 30 5 17 7 23reluctancy 3 10 1 3 1 3reluctance 2 7 0 0 1 3

reluctancing 6 20 2 7 3 10reluctancable 2 7 2 7 1 3reluctanceable 1 3 1 3 0 0reluctanable 0 0 2 7 1 3reluctanble 0 0 1 3 0 0reluctantive 0 0 0 0 2 7

reluctive 0 0 0 0 1 3reluctility 0 0 0 0 0 0

reluctancetion 1 3 0 0 0 0reluctantion 0 0 1 3 0 0reluctancest 1 3 0 0 0 0unreluctance 0 0 1 3 0 0

reluctanly 0 0 1 3 0 0reluctantic 0 0 1 3 0 0relucting 1 3 0 0 0 0

no answer 1 3 1 3 5 17Total Students 30 100 30 100 30 100

The Answer of Suffix –ive Number 6 (create)Answers Sem 2 % Sem 4 % Sem 6 %creative 15 50 24 80 25 83creativ 1 3 0 0 0 0created 4 13 1 3 2 7

creatable 2 7 1 3 1 3creater 1 3 0 0 1 3creator 1 3 1 3 0 0

creation 1 3 0 0 1 3creativity 0 0 1 3 0 0createst 1 3 2 7 0 0creates 1 3 0 0 0 0creating 2 7 0 0 0 0

no answer 1 3 0 0 0 0Total Students 30 100 30 100 30 100

The Answer of Suffix –ive Number 14 (coorporate)Answers Sem 2 % Sem 4 % Sem 6 %

cooperative 14 47 24 80 22 73cooperating 4 13 1 3 2 7cooperatable 0 0 0 0 2 7

cooperate 0 0 0 0 1 3cooperation 6 20 3 10 2 7cooperated 3 10 1 3 1 3cooperatest 1 3 0 0 0 0cooperately 0 0 1 3 0 0cooperataly 1 3 0 0 0 0

cooperatation 1 3 0 0 0 0no answer 0 0 0 0 0 0

Total Students 30 100 30 100 30 100

The Answer of Suffix –ive Number 22 (prospect)Answers Sem 2 % Sem 4 % Sem 6 %

prospective 11 37 13 43 13 43prospected 5 17 5 17 7 23prospecting 2 7 3 10 4 13prospectable 5 17 1 3 1 3prospectible 0 0 1 3 0 0prospectful 0 0 2 7 0 0prospector 1 3 0 0 1 3

prospectical 0 0 0 0 1 3prospectly 1 3 1 3 0 0prospects 1 3 0 0 0 0

propspection 2 7 2 7 0 0prospectional 0 0 1 3 0 0

no answer 2 7 1 3 3 10Total Students 30 100 30 100 30 100

The Answer of Suffix –ary Number 7 (regulate)

Answers Sem 2 % Sem 4 % Sem 6 %regulatory 0 0 0 0 0 0regulating 6 20 4 13 4 13regulateing 1 3 0 0 0 0regulation 7 23 11 37 20 67regulateion 1 3 0 0 0 0regulative 4 13 6 20 3 10regulatery 0 0 0 0 1 3

regulational 0 0 0 0 1 3regulated 8 27 6 20 0 0regulator 0 0 0 0 1 3regular 0 0 1 3 0 0

regulatest 1 3 0 0 0 0regulately 0 0 1 3 0 0regulate 1 3 0 0 0 0

no answer 1 3 1 3 0 0Total Students 30 100 30 100 30 100

The Answer of Suffix –ary Number 15 (transit)Answers Sem 2 % Sem 4 % Sem 6 %transitory 0 0 0 0 0 0transitive 7 23 8 27 5 17transitable 1 3 0 0 0 0

transits 1 3 1 3 0 0transitist 1 3 0 0 0 0transition 10 33 16 53 14 47transtion 0 0 1 3 0 0transitor 1 3 0 0 1 3transiter 1 3 0 0 0 0transited 4 13 1 3 2 7transiting 2 7 0 0 0 0transitting 1 3 0 0 0 0

transit 1 3 0 0 1 3transitional 0 0 1 3 3 10no answer 0 0 2 7 4 13

Total Students 30 100 30 100 30 100

The Answer of Suffix –ary Number 23 (revolution)Answers Sem 2 % Sem 4 % Sem 6 %

revolutionary 3 10 8 27 5 17revilutionery 0 0 1 3 0 0

revolutional 0 0 6 20 3 10revolution 2 7 0 0 1 3revolutions 1 3 1 3 0 0

revolutionish 3 10 0 0 0 0revolusionist 0 0 1 3 2 7revolutional 3 10 1 3 2 7

revolutionment 0 0 0 0 1 3revolutioner 8 27 8 27 10 33

revolutionaire 0 0 0 0 1 3revolutionaric 0 0 0 0 1 3revolutioning 2 7 0 0 1 3revolutionable 5 17 0 0 0 0

revolutable 0 0 1 3 0 0revilutionly 0 0 2 7 0 0revilutioned 2 7 0 0 0 0revolutive 0 0 1 3 0 0no answer 1 3 0 0 3 10

Total Students 30 100 30 100 30 100

The Answer of Suffix –ic Number 8 (period)Answers Sem 2 % Sem 4 % Sem 6 %periodic 8 27 15 50 18 60periods 1 3 1 3 1 3

periodict 1 3 0 0 2 7periodical 0 0 5 17 8 27periodicaly 1 3 0 0 0 0perioding 2 7 0 0 1 3perioded 4 13 0 0 0 0periode 1 3 1 3 0 0

periodable 5 17 1 3 0 0periodictic 1 3 0 0 0 0periodly 2 7 4 13 0 0periodest 0 0 1 3 0 0

periodative 1 3 0 0 0 0no answer 3 10 2 7 0 0

Total Students 30 100 30 100 30 100

The Answer of Suffix –ic Number 16 (symbol)Answers Sem 2 % Sem 4 % Sem 6 %symbolic 14 47 15 50 15 50symbollic 0 0 1 3 0 0

symbolied 0 0 0 0 1 3symbol 0 0 0 0 1 3

symbolie 0 0 1 3 0 0symbolized 2 7 4 13 3 10symbolize 1 3 5 17 3 10symbolise 0 0 1 3 0 0symbolyse 0 0 1 3 0 0symbolist 0 0 0 0 1 3symbolism 1 3 0 0 2 7

symbolization 1 3 1 3 3 10symbolical 0 0 0 0 1 3symbolyis 1 3 0 0 0 0symboly 0 0 1 3 0 0

symbolish 6 20 0 0 0 0symbolict 1 3 0 0 0 0symboling 2 7 0 0 0 0symbolable 1 3 0 0 0 0no answer 0 0 0 0 0 0

Total Students 30 100 30 100 30 100

The Answer of Suffix –ic Number 24 (drama)Answers Sem 2 % Sem 4 % Sem 6 %dramatic 10 33 15 50 14 47

dramatical 5 17 7 23 8 27dramaticaly 0 0 1 3 0 0

drama 0 0 3 10 2 7dramative 0 0 0 0 1 3

dramatative 1 3 0 0 0 0dramas 6 20 1 3 1 3

dramastes 1 3 0 0 0 0dramatist 0 0 1 3 0 0

dramatized 0 0 1 3 0 0dramational 0 0 1 3 0 0dramation 1 3 0 0 0 0dramable 3 10 0 0 0 0dramed 1 3 0 0 0 0

no answer 2 7 0 0 4 13Total Students 30 100 30 100 30 100

APPENDIX F: THE PERCENTAGE OF STUDENTS’ ANSWERS FOR EACH SUFFIX

The ELESP Students’ Knowledge of Suffix -ing

Answers Sem 2 Sem 4 Sem 6 Totalstud. % stud. % stud. % stud. %

Correct Answers 53 58.9 59 65.6 51 56.7 163 60.4Wrong Spellings 2 2.2 0 0.0 0 0.0 2 0.7Inappropriate Adj. Suf. 9 10.0 6 6.7 8 8.9 23 8.5Non-adj. Suffixes 5 5.6 7 7.8 14 15.6 26 9.6Non-existent Words 15 16.7 15 16.7 14 15.6 44 16.3Base Words 1 1.1 1 1.1 0 0.0 2 0.7No answer 5 5.6 2 2.2 3 3.3 10 3.7

Total 90 100 90 100 90 100 270 100

The ELESP Students’ Knowledge of Suffix -ed

Answers Sem 2 Sem 4 Sem 6 Totalstud. % stud. % stud. % stud. %

Correct Answers 42 46.7 35 38.9 31 34.4 108 40.0Wrong Spellings 0 0.0 0 0.0 0 0.0 0 0.0Inappropriate Adj. Suf. 10 11.1 17 18.9 13 14.4 40 14.8Non-adj. Suffixes 10 11.1 6 6.7 14 15.6 30 11.1Prefixes 0 0.0 0 0.0 3 3.3 3 1.1Non-existent Words 22 24.4 26 28.9 14 15.6 62 23.0Base Words 2 2.2 2 2.2 3 3.3 7 2.6Other Base Words 0 0.0 0 0.0 1 1.1 1 0.4No answer 4 4.4 4 4.4 11 12.2 19 7.0

Total 90 100 90 100 90 100 270 100

The ELESP Students’ Knowledge of Suffix -able

Answers Sem 2 Sem 4 Sem 6 Totalstud. % stud. % stud. % stud. %

Correct Answers 35 38.9 50 55.6 45 50.0 130 48.1Wrong Spellings 0 0.0 0 0.0 0 0.0 0 0.0Inappropriate Adj. Suf. 37 41.1 30 33.3 32 35.6 99 36.7Non-adj. Suffixes 9 10.0 4 4.4 4 4.4 17 6.3Non-existent Words 7 7.8 4 4.4 1 1.1 12 4.4Base Words 0 0.0 0 0.0 1 1.1 1 0.4

112

No answer 2 2.2 2 2.2 7 7.8 11 4.1Total 90 100 90 100 90 100 270 100

The ELESP Students’ Knowledge of Suffix -al

Answers Sem 2 Sem 4 Sem 6 Totalstud. % stud. % stud. % stud. %

Correct Answers 50 55.6 75 83.3 69 76.7 194 71.9Wrong Spellings 0 0.0 0 0.0 1 1.1 1 0.4Inappropriate Adj. Suf. 7 7.8 1 1.1 2 2.2 10 3.7Non-adj. Suffixes 2 2.2 2 2.2 1 1.1 5 1.9Non-existent Words 25 27.8 12 13.3 12 13.3 49 18.1Base Words 3 3.3 0 0.0 1 1.1 4 1.5No answer 3 3.3 0 0.0 4 4.4 7 2.6

Total 90 100 90 100 90 100 270 100

The ELESP Students’ Knowledge of Suffix -ant

Answers Sem 2 Sem 4 Sem 6 Totalstud. % stud. % stud. % stud. %

Correct Answers 18 20.0 27 30.0 27 30.0 72 26.7Wrong Spellings 0 0.0 0 0.0 0 0.0 0 0.0Inappropriate Adj. Suf. 16 17.8 13 14.4 16 17.8 45 16.7Non-adj. Suffixes 8 8.9 11 12.2 10 11.1 29 10.7Prefixes 0 0.0 1 1.1 0 0.0 1 0.4Non-existent Words 43 47.8 36 40.0 27 30.0 106 39.3Base Words 3 3.3 0 0.0 2 2.2 5 1.9No answer 2 2.2 2 2.2 8 8.9 12 4.4

Total 90 100 90 100 90 100 270 100

The ELESP Students’ Knowledge of Suffix -ive

Answers Sem 2 Sem 4 Sem 6 Totalstud. % stud. % stud. % stud. %

Correct Answers 40 44.4 61 67.8 60 66.7 161 59.6Wrong Spelling 1 1.1 0 0.0 0 0.0 1 0.4Inappropriate Adj. Suf. 20 22.2 11 12.2 16 17.8 47 17.4Non-adj. Suffixes 12 13.3 7 7.8 4 4.4 23 8.5Non-existent Words 14 15.6 10 11.1 6 6.7 30 11.1Base Words 0 0.0 0 0.0 1 1.1 1 0.4No answer 3 3.3 1 1.1 3 3.3 7 2.6

Total 90 100 90 100 90 100 270 100

The ELESP Students’ Knowledge of Suffix -ary

Answers Sem 2 Sem 4 Sem 6 Totalstud. % stud. % stud. % stud. %

Correct Answers 3 3.3 8 8.9 5 5.6 16 5.9Wrong Spellings 0 0.0 0 0.0 0 0.0 0 0.0Inappropriate Adj. Suf. 31 34.4 27 30.0 20 22.2 78 28.9Non-adj. Suffixes 19 21.1 29 32.2 35 38.9 83 30.7Non-existent Words 31 34.4 22.0 24.4 21.0 23.3 74.0 27.4Base Words 4 4.4 0 0.0 2 2.2 6 2.2Other Base Words 0 0.0 1 1.1 0 0.0 1 0.4No answer 2 2.2 3 3.3 7 7.8 12 4.4

Total 90 100 90 100 90 100 270 100

The ELESP Students’ Knowledge of Suffix –ic

Answers Sem 2 Sem 4 Sem 6 Totalstud. % stud. % stud. % stud. %

Correct Answers 32 35.6 50 55.6 55 61.1 137 50.7Wrong Spellings 0 0.0 1 1.1 0 0.0 1 0.4Inappropriate Adj. Suf. 0 0.0 0 0.0 1 1.1 1 0.4Non-adj. Suffixes 15 16.7 16 17.8 13 14.4 44 16.3Non-existent Words 37 41.1 17 18.9 14 15.6 68 25.2Base Words 1 1.1 4 4.4 3 3.3 8 3.0No answer 5 5.6 2 2.2 4 4.4 11 4.1

Total 90 100 90 100 90 100 270 100

APPENDIX GTHE RESULT OF STATISTICAL TESTS G.1. Test of Normality

115

G.2. Test of Homogeneity

G.3. Kruskal Wallis One-way ANOVA

G.4. The Mann-Whitney U Test for Level 2 and 4