(a study of english alumni of education department teacher...

THE ANALYSIS

OF DERIVATIONAL AFFIXES OF

RESEARCH PROPOSAL

(A Study of English Alumni of Education Department

Teacher Training and Education Faculty

in the Academic Year of 2012 / 2013)

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the

requirements for the degree of Sarjana Pendidikan (S.Pd) English

Education Department of Teacher Training and Education Faculty

State Institute for Islamic Studies (IAIN) Salatiga

By:

AHMAD CHUDHORI

113-12-017

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2017

ii

DECLARATION

“In the name of Allah the Most Gracious and the Most Merciful”

In the name of Allah,

Hereby, the writer declares that this graduating paper is written by the writer

himself. This paper does not contain any materials which have been published by

other people; and it does not cite any other people’s ideas except the information

from the references.

The writer is capable to account his graduating paper if in the future it can

be proved of containing others’ idea or in fact that the writer imitates the others’

graduating paper. Likewise, this declaration is written by the writer, and he hopes

that this declaration can be understood.

Salatiga, 1st March 2017

The writer,

Ahmad Chudhori

NIM. 113-12-017

iii


Faizal Risdianto, S.S., M.Hum

The lecturer of English Education Department

State Institute for Islamic Studies (IAIN) Salatiga

ATTENTIVE COUNSELOR’S NOTE

Case: Ahmad Chudhori’s Graduating Paper

Dear,

Dean of Teacher Training and

Educational Faculty

Assalamu’alaikum Wr. Wb.

After reading and correcting Ahmad Chudhori’s graduating paper entitled “THE

ANALYSIS OF DERIVATIONAL AFFIXES OF RESEARCH PROPOSAL

(A Study of English Alumni of Education Department Teacher Training and

Education Faculty in the Academic Year of 2012 / 2013)”, I have decided and

would like to propose that this paper can be accepted by Teacher Training and

Education Faculty. I hope this paper will be examined as soon as possible.

Wassalamu’alaikum Wr. Wb.

Counselor

Faizal Risdianto, S.S., M.Hum

NIP. 19750917 200801 1 010

iv

LEMBAR PENGUJI

v

MOTTO

ال حول وال قوة إال بالله

“There is no power and no strength except with Allah”

Narrated by Imam Ahmad in his musnad (V/159)

vi

DEDICATION

This graduating paper is dedicated to:

1. My God, Allah SWT who always beside me, listens to me, takes care of

me and gives me the best thing ever.

2. My beloved parents, my mother (Rubini) and my father (Isroil) who

always pray, guide, motivate me to become a better person.

3. Special thanks to my candidate wife who always stands beside me and takes

the big part in supporting until finishing this study.

4. My big brother of Unbreakable (Surya agung Wijaya, Faisal Abi Yusuf,

Ahmad Zamroni and Anas Sofyan), thanks for your help, motivation, and

support.

5. Everybody who has helped me in finishing this research. Thanks for all

supports, advices, and other helps that you all give.

vii

ACKNOWLEDGEMENT

Bismillaahirrahmaanirrahiim,

In the name of Allah, The Most Gracious and The Most Merciful, The Lord

of Universe. Because of Him, the researcher could finish this graduating paper as

one of the requirement for Sarjana Pendidikan in English Education Department of

Teacher Training and Education Faculty of State Institute for Islamic Studies

(IAIN) Salatiga.

Secondly, peace and salutation always be given to our prophet Muhammad

SAW who has guided us from the darkness to the lightness. However, this success

would not be achieved without supports, guidances, advices, helps, and

encouragements from individual and institution, and the researcher somehow

realize that an appropriate moment for me to deepest gratitude for:

1. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic Studies

(IAIN) Salatiga

2. Suwardi, M. Pd. as the Dean of Teacher Training and Education Faculty

3. Noor Malihah, Ph. D. as the Head of English Education Department

4. Faizal Risdianto, M. Hum as a counselor who has educated, supported, directed

and given the researcher advices, suggestions, and recommendations for this

thesis from beginning until the end

5. All of the lecturers in English Education Department. Thanks for your

education

viii

6. All of the staffs who have helped the researcher in processing of graduating paper

administration

7. All of my close friends who I could not mention one by one

8. All of my friends from A class of TBI 2013

Finally, this graduating paper is expected to be able to provide useful

knowledge and information to the readers. Moreover, the researcher is pleased to

accept more suggestions and contributions from the readers for the improvement of

the graduating paper.


Ahmad Chudhori

NIM. 113-12-017

ix

ABSTRACT

Chudhori. Ahmad. 2017. THE ANALYSIS OF DERIVATIONAL AFFIXES OF

RESEARCH PROPOSAL (A Study of English Alumni of Education

Department Teacher Training and Education Faculty in the Academic Year

of 2012 / 2013) Counselor: Faizal Risdianto, S.S., M.Hum.

Keywords: Morphology, Affixes, Derivational

This study mainly describes the morphology roles in the alumni

research proposals. The objectives of the study are (1) To know the

morphological process on derivational affixes found in research proposals

made by English alumni of Education Department of Teacher Training and

Education Faculty in the academic year of 2012 / 2013. (2) To know the

most dominant use of morphological process on derivational affixes found

in research proposals made by English alumni of Education Department

Teacher Training and Education Faculty in the academic year of 2012 /

2013. The object of this study was 28 alumni research proposals. The

findings of this research are following: There were 7 derivational prefix “In-

“, “Un-“, “En-“, “Im-“, “mis-“, “inter-“, and “Re-“; and 22 derivational

suffixes “-ive”, “-er”, “-ion”, “-ed”, “-s”, “-ing”, “-ly”, “-al”, “-ence”, “-ty”,

“-an”, “-ent”, “-logy”, “-able”, “-ic”, “-ment”, “-es”, “-ship”, “-en”, “-

ation”, “-ness”, and “-tion”. There were three types if affixes; prefix, suffix,

and infix; but the writer just found prefix and suffix. There were many

derivational affixes. Moreover, suffix “-ing” became the most dominant

affixes.

x

TABLE OF CONTENTS

TITLE PAGE ................................................................................................ i

DECLARATION .......................................................................................... ii

ATTENTIVE COUNSELOR’S NOTES ...................................................... iii

STATEMENT OF CERTIFICATION .......................................................... iv

MOTTO…………………………………………………………. ................ v

DEDICATION………………………………………………………… ....... vi

ACKNOWLEDGEMENT………………………………………………….. vii

ABSTRACT………………………………………………………………… ix

TABLE OF CONTENTS…………………………………………………… x

LIST OF TABLES…………………………………………………………. xiv

CHAPTER I: INTRODUCTION

A. Background of the Study ................................................. 1

B. Statements of Problem ..................................................... 3

C. Objectives of the Study ................................................... 3

D. Benefits of the Study ....................................................... 4

1. Theoretical Benefit……………………………..... ... 4

2. Practical Benefit…………………………………… 4

E. Scope of The Study ......................................................... 5

F. Definition of the Key Terms ........................................... 5

1. Affixes…………………………………………… ... 5

xi

2. Research………………………………………….. .. 5

3. Research Proposal…………………………………. 5

G. Graduating Paper Outline ................................................ 6

CHAPTER II: THEORETICAL FRAMEWORK

A. Morpheme ....................................................................... 7

1. Definition of Morpheme…………………………… 7

2. Types of Morpheme……………………………… .. 8

B. Affixes ............................................................................. 8

1. Definition of Affixes……………………………… . 8

2. Types of Affixes…………………………………… 8

C. Inflectional Affixes ………………………………....... .. 10

1. Definition of Inflectional Affixes…………………. . 10

2. Types of Inflectional Affixes………………………. 10

D. Derivational Affixes…………………………………… 12

1. Definition of Derivational Affixes…………………. 12

2. Characteristic of Derivational Affixes……………... 12

E. Previous Study ................................................................. 13

CHAPTER III: METHOD OF RESEARCH

A. Location of The Study ..................................................... 16

1. Profile of IAIN Salatiga……………….. .................. 16

2. Profile of TBI 2012……………………….. ............. 17

B. Time Schedule of Study .................................................. 17

C. Research Approach .......................................................... 17

xii

D. Research Design……………………………………… .. 18

E. Data Sources………………………………………… .... 19

1. Primary ...................................................................... 20

2. Secondary .................................................................. 20

F. Data Collection Method .................................................. 20

G. Population and sample ..................................................... 21

1. Population .................................................................. 21

2. Sample ....................................................................... 21

H. Technique of Data Analysis ............................................ 22

1. Identification ............................................................. 22

2. Classification ............................................................. 22

3. Tabulation .................................................................. 22

4. Description ................................................................ 23

I. Data Analysis ................................................................... 23

CHAPTER IV: DATA PRESENTATION AND DISCUSSION

A. Morphological Process on Derivational Affixes Found in

Research Proposals Made by English Alumni of Education

Department Teacher Training and Education Faculty in the

Academic Year of 20012 / 2013 .....................................

......................................................................................... 24

B. Most Dominant use of Morphological Process on Derivational

Affixes Found in Research Proposals Made by English Alumni

of Education Department of Teacher Training and Education

xiii

Faculty In The Academic Year Of 2012 / 2013 .............

........................................................................................ 61

1. Types of Derivational Affixes .................................. 61

2. Description................................................................ 62

CHAPTER V: CLOSURE

A. Conclusion ....................................................................... 63

1. Morphological Process on Derivational Affixes Found in

Research Proposals Made by English Alumni of Education

Department Teacher Training and Education Faculty in the

Academic Year of 20012 / 2013 ................................ 63

2. Most Dominant use of Morphological Process on

Derivational Affixes Found in Research Proposals Made by

English Alumni of Education Department of Teacher

Training and Education Faculty In The Academic Year Of

2012 / 2013 ................................................................ 63

B. Suggestion ....................................................................... 64

REFERENCES

APPENDICES

xiv

LIST OF TABLES

Table 2.1 Prefixes………………………………………………………... 9

Table 2.2 Suffixes………………………………………………………... 9

Table 2.3 Englisg Infixes...………………………………………………. 10

Table 2.4 Kinds of Inflectional Affixes………………………………….. 12

Table 3.1 Time Schedule of the Research……………………………….. 17

Table 4.1 Distribution of Alumni’s Research Proposals……………….... 24

Table 4.2 Process of Words Building………………………………...….. 50

Table 4.3 Grouping Words Into Class of Words………………………… 57

Table 4.4 Types of Derivational Affixes………………………………… 61

1

CHAPTER I

INTRODUCTION

A. Background of the Study

Language is an important communication tool for people. According to

Kreidler (2002: 19) says that language is a system of symbol through which

people communicate. According to Parker (1986: 12) says that people have to

communicate in how they use language structured internally. According to

Brown (1980: 4) says that language is a system of communication by sound

operating the organ or speech or hearing, among members or given community,

using vocal symbols processing arbitrary conventional meaning. Moreover, the

people are able to know the information using language. In other hand, the people

also can convey some ideas of using language. Therefore, the people need to

know more about language and its elements. The teacher teaches vocabularies,

structures, speaking, writing, reading, and listening. Language can be developed

because there are an individual and group interaction in society. The important

role of language for people is as a medium to express their selves, feelings,

thoughs, needs and requirements as an individual creature or society. Language

is also as an integration and social adaptation tools with other people.

This globalization era pushes developing language quickly, especially

language comes from Arabic, Chinese and English. English is one of language

which is spoken by most people as a medium of international communication.

Considering the importance of English, the government includes it as one of the

2

compulsory subject to be taught to the students. In the curriculum 2013, English

is taught at school starting from the junior high school up to senior high school.

The purpose of teaching foreign language, in this case, is to master the four

language skills by which the learner uses of holding communication with the

speaking English people. The four skills are listening, speaking, reading, and

writing. To gain four skills above, the people should fulfill the language

components such as the knowledge of structure, pronounciation, and vocabulary.

However, it is not easy. Some students even have some problems in the language

components.

It is important to learn about vocabulary when the people learn a foreign

language. The people find the difficulties in understanding the meaning of the

language itself. According to Sary (2011: 8) says that the people who are studying

a foreign language are just understanding the part of sentences without

understand the relation between these part, including vocabulary. Therefore, the

people do not get much of information. However, if the people have enough

vocabulary, it will make them easier to learn a new language and to understand

the meaning of the language itself.

According Lieber (2009: 2), morphology is the study of word formation,

including the ways new words are coined in the languages of the world, and the

way forms of words are varied depending on how they are used in sentences.

According to Rachmadie (1990: 31) says that affixes that change the part of

speech of the roots or bases are derivational affixes. Based on above

3

understanding, the writer conclude that the affixes are the part of morphology.

The writer conclude that morphology is the study of how words are structured

and affixes can be categorized as the structure of word. Therefore, there is

relationship between morphology and affixes in building a new word.

Considering above statement, the writer makes a study entitled “THE

ANALYSIS OF DERIVATIONAL AFFIXES OF RESEARCH PROPOSAL (A

Study of English Alumni of Education Department Teacher Training and

Education Faculty in the Academic Year of 2012 / 2013)”

B. Statements of the Problem

Based on the problems above, the problems can be stated as follow:

1. How is the morphological process on derivational affixes found in research

proposals made by English alumni of Education Department of Teacher

Training and Education Faculty in the academic year of 2012 / 2013?

2. What is the most dominant use of morphological process on derivational

affixes found in research proposals made by English alumni of Education

Department of Teacher Training and Education Faculty in the academic year

of 2012 / 2013?

C. Objectives of the Study

Based on the statement of the problem, the writer determines the

objective of the study is follow:

4

1. To know the morphological process on derivational affixes found in research

proposals made by English alumni of Education Department of Teacher

Training and Education Faculty in the academic year of 2012 / 2013.

2. To know the most dominant use of morphological process on derivational


Department Teacher Training and Education Faculty in the academic year of

2012 / 2013.

D. Benefits of the Study

The writer hopes that this research gives the useful information for the

reader. The significance of the study can be seen as follows:

1. Theoretical Benefit

This study helps in learning affixes, especially the derivational affixes

that change the class of root or base in the part of speech.

2. Practical Benefit

The result of the study is to give precious contribution to lectures,

university students and future researchers. For the lectures, this study might

become a miningful contribution in teaching vocabulary. For university

students, this study hopefully can be used to study both the affixes; derivational

and inflectional, the result of this study is expected to be a previous study for

those who are interested in doing similar field of study.

5

E. Scope of The Study

The writer has a limited the problem of the study, so the problem which is

investigated not too wide and the study are effective to be studied. In this study,

the writer analyzed the morphological process on derivational affixes found in

research proposals made by English alumni of Education Department of Teacher

Training and Education Faculty in the academic year of 2012 / 2013.

F. Definition of Key Terms

Based on the title, some key terms will be explained bellow:

1. Affixes

According Lieber (2009: 181), affixes are just like free morphemes in

that they have lexical entries that include various types of information. The

only difference between the entry for an affix and for a base is that the affix is

a bound morpheme, and therefore as part of its structural information requires

another category to attach to.

2. Research

According to Punch (2000: 10), research is a document which deals

basically with what the proposed research is about; what it is trying to find out

or achieve; how it will go about doing it is that.

3. Research proposal

Based on the explanation from Punch (2000: 1), says that research

proposal is a central feature of the research world. According to Onwuegbuzie

as quoted by Heath (2010: 148), a research proposal is a formal written plan

6

which communicates ideas about a proposed study in order to obtain approval

to conduct the study or to seek funding. Generally, a research proposal should

contain all the key elements involved in the research process and include

sufficient information for the readers to evaluate the proposed study.

G. Graduating Paper Outline

This study is divided into five chapters. Each chapter explains different

matters in line, which the topic is discussed.

Chapter I is introduction and consists of the background of the study,

statements of problem, objectives of the study, benefits of the study, scope of the

study, definition of key terms and graduating paper outline.

Chapter II is theoretical framework and consists of morpheme, affixes,

inflectional affixes, derivational affixes and previous studies.

Chapter III presents the method of research. It consists of location of the

study, time schedule of study, research approach, research design, data sources,

data collection method, technique of data collection and data analysis.

Chapter IV is data analyses and discussion. It consists of morphological

process on derivational affixes found in research proposals made by English

alumni of Education Department of Teacher Training and Education Faculty in the

academic year of 2012 / 2013 and most dominant use of morphological process on

derivational affixes found in research proposals made by English alumni of

Education Department of Teacher Training and Education Faculty in the academic

year of 2012 / 2013.

Chapter V is closure. It consists the conclusions and suggestions.

7

CHAPTER II

THEORETICAL FRAMEWORK

A. Morpheme

1. Definition of Morpheme

Before discussing derivational affixes, it is appropriate to explain

morpheme first. According to Rachmadie (1990: 9) says that it is clear that

words do not always constitute the smallest meaningful units in a language.

These smaller parts are called morphemes.

According to Katamba (1994: 20), says that morpheme is used to refer

to the smallest, indivisible units of semantic content or grammatical function

which words are made up of. He also said that a morpheme could not be

decomposed into smaller units, which were the meaningful by themselves or

mark a grammatical function, like singular or plural number in the noun.

The concept of morpheme differ form the concept word, as may

morphemes cannot stand as words on their own. A morpheme is free if it can

stand alone, or bound if it is used exclusively alongside a free morpheme. Such

as /-s/, /-ly/, /im- /, /un-/ are called bound morpheme (Katamba, 1994: 41).

For example: the word “unbreakable” has three morphemes “un-

(meaning not X) a bound morpheme, “-break-“ a free morpheme and “-able”.

“un-“ is also a prefix, “-able” is a suffix. Both are affixes. Based on the

8

statement above, the writer concludes that morpheme is the smallest part of

construct words.

2. Types of Morpheme

According to Lieber (2009: 33), there are two types of morpheme. They

are free morpheme and bound morpheme. The morpheme can stand alone as

words: wipe, head, bracelet, and McDonald, these are called free morphemes.

The morphemes that cannot stand alone are called bound

morphemes. For example: un-, -ize, and -ation.

B. Affixes

Affixes includes morpheme. It can be added to other morpheme (root/base)

which is constructing a word formation and new meaning, the following are the

further explanation.

1. Definition of Affixes

According to Rachmadie (1990: 13) says that morpheme as the basic for

words are sometimes called roots or base. Thus, morphemes such as happy,

quick, tidy, print are roots. On the other hand, morpheme such as –ly, -ness,

un-, ir- is non roots. They are usually called affixes. Based on the statement

above, the writer concludes that affixes are morphemes which are not clearly

lexical meaning and it is attached in root morpheme.

2. Types of Affixes

According to Katamba (1994: 44), an affix is a morpheme, which only

occurs when attached to some other morpheme or morphemes such as a root

9

or stem or base. Obviously, by definition affixes are bound morphemes. No

word may contain only an affix standing on its own. For example: –s or –ed

or –al or even a number of affixes strung together like al-s.

According to Katamba (1994: 44), there are three types of affixes –

prefixes, suffixes, and infixes – and it is explained below:

a. Prefixes

According to Katamba (1994: 44), a prefix is an affix attached

before a root (or stem or base) like re-, un-, and in-.

Table 2.1 Prefixes

Re-write

Re-read

Re-act

Un-kind

Un-tidy

Un-holy

In-decent

In-accurate

In-sincere

b. Suffixes

According to Katamba (1994: 44), a suffix is an affix attached after

a root (or stem or base) like –ly, -er, -ist, -s, -ing, and –ed.

Table 2.2 Suffixes

Kind-ly

Quick-ly

Wait-er

Play-er

Chair-s

Leg-s

Work-ed

Jump-ed

10

c. Infixes

According to Katamba (1994: 44), an infix is an affix inserted into

the root or stems itself

Table 2.3 English Infixes

bumili comes from root ‘buy’ (Tagalog, Philippines)

Kalamzoo (name of place) Kalama-goddam-zoo

Son-in-low

C. Inflectional Affixes

1. Definition of Inflectional Affixes

Rachmadie (1990: 31) says that some affixes when attached to the root

or base do not change the part of speech of the root and they do not create a

new word. They only have certain grammatical function. These affixes are

usually called inflection affixes.

2. Types of Inflectional Affixes

According to Rachmadie (1990: 31), in English, we have inflectional affixes to

indicate the following:

a. Plural form, such as:

-s book books

11

Glass glasses

-en ox oxen

Child children

b. Possession, such as:

John’s house

Students’ shoes

A dog’s tail

c. Third singular verb marker, for example:

My sister always eats an apple every morning.

Ann goes to school early.

Bill never reads newspapers.

d. Tense marker, such as:

Andre’s uncle worked hard yesterday. (Past tense)

I have studied the lesson. (Past participle)

We are walking around the field. (Present progressive)

According to ______ (2001: 4), inflectional affixes are all suffixes; that

have a wide range of application. For example: most English nouns can be made

plural, with (PLU). According to ______ (2001: 4), there are eight inflectional

affixes are listed in the following table, along with the type of root that each

one attaches to, and a representative example.

12

Table 2.4 Kinds of Inflectional Affixes

INFLECTIONAL AFFIXES ROOT EXAMPE

Plural (PLU) Noun Cars

Possessive (POSS) Noun Mothers

Comparative (COMP) Adjective Older

Superlative (SUP) Adjective Highest

Present (PRES) Verb Eats

Past (PAST) Verb Walked

Past participle (PAST PART) Verb Driven

Present participle (PRES PART) Verb Listening

D. Derivational Affixes

As the people know that a word sometimes is built by joining of affixes

and root together, sometimes it can form a new word with the new meaning and it

can change the part of speech of root, which is called derivational affixes. The

following are the more explanation of derivational affixes.

1. Definition of Derivational Affixes

According to Rahmadie (1990: 23) says that derivational affixes is the

affixes that change the class of root or base. Based on the statement above, the

writer concludes that derivational affixes are affixes that change part of speech

of root.

13

2. Characteristic of Derivational Affixes

Derivational affixes have a special characteristic. The following are

the specific characteristic of derivational affixes. According to Rachmadie

(1990: 23), derivational affixes have any characteristics, just below:

a. The words with which derivational suffixes combine are an arbitrary

matter. To make a noun from the verb adorn we must add the suffix “-

ment” and no other suffix will do, whereas the verb fail combines only

with “-ure” to make a noun failure. Yet the employ may use the different

suffixes “-ment”, “-er”, “-ee” to make three nouns with different meaning

(employment, employer, employee).

b. In many case, but not all, derivational suffixes changes the part of speech

of the word to which it is added. The noun act becomes an adjective by

addition of “–ive”, and to the adjective active we could add “-ate”, making

it verb activate.

c. Derivational suffixes usually do not close off a word, that is after a

derivational suffix you can sometimes add another derivational suffix and

next, if required. For example, to the word fertilizer.

E. Previous Studies

The writer knows that this study is not the first study in linguistics field.

There are some people who ever write about linguistics analysis. In this study, the

writer takes previous studies from other studies. As comparison from Sa’adah

(2015), The Use of Affixation in English Translation of the Holy Qur’an in Surah

14

As-Sajda, the writer tried to describe derivational affixes and inflectional affixes

contain in the translation of surah as sajda by Abdullah Yousuf Ali. The writer

used descriptive qualitative research to find out the derivational affixes, inflectional

affixes and the root from the words in the translation of surah As Sajda by Abdullah

Yousuf Ali. The writer found that a lot of derivational affixes in surah as sajda by

Abdullah Yousuf Ali, they are re- , un- ,–in, -ion, -ment, -er, -ty, -ance, -ence, -

ous, -y, -ed, and inflectional affixes that found in the words of translation of Surah

As Sajda by Abdullah Yusuf Ali are –s, -s, -s, -ed, -en, -ed, -ing.

Second previous study came from Widiastuti (2010), in her study “The

Students’ Ability and Problems in Writing A Research Proposal of Universitas

Pendidikan Indonesia”. The writer used a case study method. Nine students and

two lecturers of an undergraduate English study program in one university in

Banten are the participants of her study. In her study, first, she found most students

still have problem in achieving the communicative purpose of each major element

in a research proposal. Then the second, she found the problems that the students’

unfamiliarity and lack of knowledge in terms of element and linguistic feature

required in research proposal. Finally, she found the solution than could be

proposed to solve the students’ problems. They were guidance, assistance, and

explicit teaching for the students in writing the elements and linguistic features of

a research proposal.

From two previous studies, there were some differences. First from

sa’adah’s graduating paper, she used a Holy Qur’an as a subject, but the writer used

15

the English alumni’s research proposals. Sa’adah described the derivational,

inflectional affixes and root, but the writer was more specific in derivational affixes

(suffix and prefix). The second differences were from the Widiastuti’s thesis. She

used case study as the method, but the writer used descriptive qualitative. She

focused on students in writing the elements and linguistic features of a research

proposal, but the writer focused on the morphological affixes found on derivational

in alumni’s research proposals. Therefore, the writer can conclude that his study is

difference from previous study.

16

CHAPTER III

METHOD OF RESEARCH

A. Location of The Study

1. Profile of IAIN Salatiga

State Institute for Islamic Studies or IAIN Salatiga is the only one State

Islamic University in Salatiga, Central Java province, Indonesia, based on the

Regulation of the President of Republic Indonesia of State Islamic Institute

transform into State Institute for Islamic Studies (IAIN) Salatiga.

Since its establishment until now, IAIN Salatiga has gone through a

long history, and has undergone several institutional changes. The

establishment was pioneered by the ideals of Salatiga Islamic community to

have Islamic Universities. Hence, there was established the Faculty of

Education Institute of Teacher Training and Education (Teachers’ Training

College) “NU” in Salatiga. It was located at Diponegoro Street No. 64 Salatiga.

Recently, IAIN Salatiga owns three college buildings. They are located

at Tentara Pelajar Street No. 2 Salatiga, Nakula Sadewa V Street No. 2 Salatiga,

and the last is located in Pulutan, Sidorejo, Salatiga. IAIN Salatiga opens five

faculties such as Teacher Training and Education Faculty, Economic and

Business of Islamic Faculty, Syariah Faculty, Ushuludin and Humanities

Faculty, and Dakwah Faculty.

17

2. Profile of TBI 2012

TBI is English Education Department in IAIN Salatiga. It is a part of

Teacher Training and Education Faculty. It had five classes in academic year

of 2012 / 2013. It has 141 students. They are educated to be English teacher.

They learn English itself and how to teach students in the class. Before lecturing

process in campus one, but right now English Education Department lecturing

process is in campus three.

B. Time Schedule of Study

The writer planned the time schedule in hope for the study was conducted

smoothly. The study was done on December 2016. The table is shown below:

Table 3.1 Time Schedule of the Study

Step Date Activity

1 September 1st - October

30th, 2016

Collecting the research proposals

2 November 5th - December

31st 2016

Analyzing the research proposals

C. Research Approach

Research is a result of finding, developing, and testing the knowledge

correction using method of research (Hadi, 1881: 4). This statement means that

research appears when there is a problem about something that has not been clear.

18

Therefore, the research is done to make it clear or find something behind it that is

never found before.

The writer used descriptive qualitative method in this research. According

to Fulkner (1983: 32), says that qualitative research deal with the meaning of things

and one view of meaning. Descriptive research is used to provide a systematic,

factual, accurate description of situation or area of interest. Meanwhile, Morse

(1994: 1), states that process of doing qualitative research presents a challenge

because procedures for organizing image are ill-defined and rely on processes of

inference, insight, logic, and luck. The writer also says that variable are not

controlled, and until qualitative research get closed to the end of study. The aim of

this study was to find out the morphological process derivational affixes found in

research proposals made by English alumni of Education Department of Teacher

Training and Education Faculty in the Academic Year of 2012 / 2013)

D. Research Design

This chapter deals with the research design used in this study. As stated by

Hopkins (1985: 8), research may be defined as the systematic self-critical enquiry.

Thus, study is required to look for the answer relate with problem which want to

be solved. In this study, the writer must have design to make easy in analyzing the

data. A research design is a plan or strategy for conducting the study. It is required

to get dependable and useful information. To know what design which should be

taken by the writer, first, the writer has to look at the problem of study.

19

As stated in problems of the study, this study was conducted to find out the

morphological process on derivational affixes found in research proposals made by

English alumni of Education Department of Teacher Training and Education

Faculty in the academic year of 2012 / 2013. Thus, in this study, the writer uses

descriptive research. Descriptive research refers to research studies that have as

their main objective the accurate portrayal of the characteristics of persons,

situations or groups (Polit and Hungler 2004: 716). This approach is used to

describe variables rather than to test a predicted relationship between variables.

According to Hott (1999: 32) says that descriptive research explores and describes

what is the analyses the findings in relation to their significance. This approach,

which relief on both qualitative & quantitative methods is appropriate when little

is known about a phenomenon.

E. Data Sources

Data source in subject where the data acquired (Arikunto, 2010: 172).

According to Moleong as quoted by Arikunto (2010: 22) states that data source of

the qualitative research is presented in the spoken or written that accurate by the

researcher, and the things detail monitored in order to be able to catch the implicit

meaning on the document or the thing. Data source should original, however if the

original source is difficult to get, photocopy or imitation is not be a problem, as

long as the evidence can be acquired.

20

In order to analyze morphological roles found in the alumni’s research

proposals, the writer used the data sources both from primary and secondary data

describe as follows:

1. Primary

Regarding Kurniadi (2011: 10), primary data source is the result of

something found in the field. It is the result of an interview with respondent and

the result of field observation. In this study the primary data source took from

the research proposal which taken from English alumni of Education

Department of IAIN Salatiga.

2. Secondary

According to Kurniadi (2011: 11), the secondary data source is added

data as an elaboration of primary data and as a reference seeing the setting of

the problem. The writer used several references to support the data. The writer

took from several books related to morphology and messenger texts to support

the primary data.

F. Data Collection Method

The writer starting from 1st September 2016 to 30th October 2016 collected

the alumni’s research proposals. The writer texted the alumni one by one, and he

said to the alumni to send the research proposals to him. Then, the alumni used

Email, Messenger, BBM, and some of them using WhatsApp to send their research

proposals.

21

G. Population and Sample

1. Population

According to Kothari (2004: 55) says that population is all pieces in any

field of research. The writer used the English Education Department (TBI)

alumni as the object of the study. It consisted of 141 alumni.

2. Sample

According to Arikunto (2002: 120) says that sample is partially or

representative of the population studied. Based on above understanding, it can

be conclude that the sample is section of the population who want to study and

represent the characteristics of population.

According to Arikunto (2002: 120) says that if population is less than

100, the researcher freely take the sample from the population. However, if the

population is more than 100, the sample can be taken between 10-15% or 20-

25%. The writer took 20% of population as the object of this study.

As illustrated by Arikunto (2002: 120) the formula is:

n = 20% x N

Note:

n = Sum of sample

N = Sum of population

n = 20% x N

n = 20% x N

n = 20% x 141

22

n = 28.2

After the writer calculated using the formula, the writer took 28 alumni’s

research proposals as the object of this study.

H. Technique of Data Analysis

The writer concerned on the morphological process on derivational affixes

found in research proposals made by English alumni of Education Department of

Teacher Training and Education Faculty in the academic year of 2012 / 2013)”.

Therefore, in analyzing the data, the writer used the theory from Krippendorff

(2004: 192) below:

1. Identification

Identification was conducted to determine the sentences would to

identify. From this step, the writer determined the roots, bases, and stems from

the words founded in those sentences.

2. Classification

Classifying performed to classify the process of building words. The

writer showed the building words and determined the affixes of the words.

3. Tabulation

When the data was grouped, the writer created a table where it includes

the grouping words into class of words.

23

4. Description

After the third step, the writer conducted the last step, which is the

description of the result of the data analysis. Here, the writer described the data

presented.

Considering the steps above, the writer drew the conclusion of the data

analysis and the finally the writer reported the result of the study.

I. Data Analysis

Analysis of derivational affixes was got by action of analyzing the words

attached by derivational affix in the alumni’s research proposals. This study is

descriptive; therefore, it just describes the morphological process on derivational


Department of Teacher Training and Education Faculty of IAIN Salatiga in the

academic year of 2012 / 2013). It requires some data, which are qualitative data.

24

CHAPTER IV

DATA PRESENTATION AND DISCUSSION

A. Morphological Process on Derivational Affixes Found in Research Proposals

Made by English Alumni of Education Department Teacher Training and

Education Faculty in the Academic Year of 2012 / 2013

This chapter was the main part of the whole graduating paper. The writer

wanted to analyze and discuss the morphological process on derivational affixes in

alumni’s research proposals. The complete discussions would describe below:

Best on the 28 data of the alumni’s research proposals as the object of the

study, the writer presented and analyzed those data to answer the problems of the

statement in chapter I. Those are presented in table 4.1.

Table 4.1 Distribution of Alumni’s Research Proposals

NO RESPONDENTS SENTENCE

MORPHOLOGICAL

ROLES

1. UN

Material is something, such as

an idea or information, that is to

be refined and made of

incorporated into a finish effort.

(p.8)

Root : inform

Base : information

Stem : -

Root : corporate

Base : incorporate

Stem : incorporated

25

2. MM

By reading actively the readers

will get the individual problem

solving who coordinates a

number skills and strategies to

gain comprehension.... (p.2)

Root : read

Base : reading

Stem : -

Root : act

Base : active

Stem : actively

Root : read

Base : reader

Stem : readers

Root : solve

Base : solving

Stem : -

Root : comprehend

Base : comprehension

Stem : -

3. D

Second, reading is selective

because we are normally only

Root : read

Base : reading

Stem : -

26

attend to what is relevant to our

purpose. (p.1)

Root : select

Base : selective

Stem : -

Root : normal

Base : normally

Stem : -

Theoretical advantages are :

(p.4)

Root : theory

Base : theoritic

Stem : theoretical

Pictures used almost for all

levels of learning or

intelligence. (p.5)

Root : learn

Base : learning

Stem :

Root : intelligent

Base : intelligence

Stem : -

4. B As a foreign language, make

students feel difficulty to learn,

because this language seldom

to use Indonesian people. (p.1)

Root : difficult

Base : difficulty

Stem : -

27

Root : Indonesia

Base : Indonesian

Stem : -

This researcher focus on

students’ mastery in

inflectional process of English

verb. (p.7)

Root : research

Base : researcher

Stem : -

Chapter V is closure as the end

of graduating paper by giving

conclusion and suggestion.

(p.8)

Root : graduate

Base : graduating

Stem : -

Root : conclude

Base : conclusion

Stem : -

Root : suggest

Base : suggestion

Stem : -

28

5. TT

The important of Lectora

Inspire and PPT presentation

help in learning process

because in the nature learning is

the process of communication.

(p.2)

Root : present

Base : presentation

Stem : -

Root : learn

Base : learning

Stem : -

Root : learn

Base : learning

Stem : -

Root : communicate

Base : communication

Stem : -

How far the use of Lectora

Inspire and PPT presentation

can improve reading

comprehension of eleventh

grade student of SMK

Muhammadiyah Salatiga? (p.3)

Root : present

Base : presentation

Stem : -

Root : read

Base : reading

Stem : -

29

Root : comprehend


Stem : -

The result can be and input to

establish the method of

teaching feed-back to improve

the process of teaching learning

English particularly in reading.

(p.4)

Root : teach

Base : teaching

Stem : -

Root : teach

Base : teaching

Stem : -

Root : learn

Base : learning

Stem : -

Root : particular

Base : particularly

Stem : -

Root : read

Base : reading

Stem :

30

The student will be better to

comprehension. (p.5)

Root : study

Base : student

Stem : -

Root : comprehend


Stem : -

…component that be mastered.

Comprehension is an active

process in arrange of meaning.

(p.6)

Root : comprehend


Stem : -

Root : act

Base : active

Stem : -

Root : mean

Base : meaning

Stem : -

It is explained the definition of

Lectora Inspire, the definition

of PPT presentation, … (p.7)

Root : define

Base : definite

Stem : definition

31

Root : define

Base : definite

Stem : definition

Root : present

Base : presentation

Stem : -

…definition of reading and

reading comprehension. (p.9)

Root : define

Base : definite

Stem : definition

Root : read

Base : reading

Stem : -

Root : read

Base : reading

Stem : -

Root : comprehend


Stem : -

6. IMH Research methodology is a

means to get some knowledge

and to overcome the problem

Root : method

Base : methodology

Stem : -

32

faced by the researcher in their

investigation. (p.7)

Root : research

Base : researcher

Stem : -

Root : investigate

Base : investigation

Stem : -

This research conducted to

reveal the use of retell the story

as the teaching strategies to

improve students’ speaking

ability of the first graders of

MAN Tengaran. (p.7)

Root : teach

Base : teaching

Stem : -

Root : study

Base : student

Stem : students

Root : speak

Base : speaking

Stem : -

7. A When students are provided

with comprehensible linguistic

inputs, some of the language

Root : study

Base : student

Stem : students

33

will stick in their minds as part

of the language acquisition

process. (p.2)

Root : comprehend

Base : comprehensible

Stem : -

Root : linguist

Base : linguistic

Stem : -

Root : acquire

Base : acquisition

Stem : -

In addition, learning systems

also do not involve students to

read more books in order to get

information and knowledge to

be more than what has been

taught. (p.2)

Root : add

Base : addition

Stem : -

Root : learn

Base : learning

Stem : -

Root : study

Base : student

Stem : students

Root : inform

Base : information

Stem : -

34

There are several text which is

thought to be learned by high

school students in Indonesia,

some of those texts are

procedure, descriptive, recount,

and narrative text. (p.2)

Root : study

Base : student

Stem : students

Root : describe

Base : descriptive

Stem : -

Root : narrate

Base : narrative

Stem : -

To describe the extent/ how far

the improvement of the

students’ reading

comprehension in recount text

of the tenth grade in MA Al-

Manar in the academic year

2016/2017. (p.3)

Root : improve

Base : improvement

Stem : -

Root : study

Base : students

Stem : -

Root : read

Base : reading

Stem : -

Root : comprehend


Stem : -

35

The last research by Nur

Hikmah laila conduct a

research about reading

comprehension. (p.6)

Root : read

Base : reading

Stem : -

Root : comprehend


Stem : -

8. AIF

And the students to know

environment in around them,

master their vocabularies, and

which involves group work to

interaction with other friends.

(p.3)

Root : study

Base : student

Stem : students

Root : interact

Base : interaction

Stem : -

…a wall magazine in learning

teaching process to improve the

student creativities in writing

skill and there is significant

difference between use a wall

magazine… (p.3)

Root : learn

Base : learning

Stem : -

Root : teach

Base : teaching

Stem : -

36

Root : create

Base : creative

Stem : creativities

Root : differ

Base : difference

Stem : -

9.

SN

The learning process will feel

comfortable in a good personal

relationship are created in the

classroom. (p.2)

Root : learn

Base : learning

Stem : -

Root : comfort

Base : comfortable

Stem : -

Root : person

Base : personal

Stem : -

Root : relate

Base : relation

Stem : relationship

Root : accurate

Base : accurately

37

Accurately read and

comprehend emotional states in

other. (p.2)

Stem : -

Root : emotion

Base : emotional

Stem : -

So observation does not

definite of human but can uses

nature object. (p.6)

Root : observe

Base : observation

Stem : -

10.

ASZ ...and someone cannot

understand information it

recieved. (p.1)

Root : inform

Base : information

Stem : -

11.

KA

In this thesis, the writer takes

review of related literature

review from other thesis as

principle or comparative in this

research. (p.7)

Root : write

Base : writer

Stem : -

Root : compare

Base : comparative

Stem : -

...give explanation and example

about narrative text, answering

students’ question when

Root : explain

Base : explanation

Stem : -

38

students are asking about

narrative, an so on. (p.8)

Root : narrate

Base : narrative

Stem : -

Root : answer

Base : answering

Stem : -

Root : study

Base : student

Stem : students

Root : study

Base : student

Stem : students

Root : narrate

Base : narrative

Stem : -

12.

FNF

...so it can be said that

interaction and communication

Root : act

Base : action

Stem : interaction

39

is not happened without

language as a medium. (p.1)

Root : communicate


Stem : -

A language is a systematic

instrument of communicating

adeas or feelings by using

sound, gesture, or sign agreed.

(p.1)

Root : system

Base : systematic

Stem : -

Root : communicate

Base : communicating

Stem : -

Root : feel

Base : feeling

Stem : feelings

Root : use

Base : using

Stem : -

Theoretical benefit (p.5)

Root : theory

Base : theoretic

Stem : theoretical

Chapter II describe the

theoretical framework. (p.5)

Root : theory

Base : theoretic

40

Stem : theoretical

13. L

The object of this study is

descriptive text written by SMP

Ngeri 3 Teras. (p.5)

Root : describe

Base : descriptive

Stem : -

Root : write

Base : written

Stem : -

The writer explain abouts about

general background of the

problem, statement of the

problem, limitationof the study,

.... (p.9)

Root : state

Base : statement

Stem : -

Root : limitation

Base : limitation

Stem : -

14. LL

One of the marks of the

efficient reader is the extent to

which he can adjust the degree

of his comprehension to his

objective. (p.2)

Root : read

Base : reader

Stem : -

Root : comprehend


Stem : -

41

... . Teaching English in Junior

High School is not yet task.

(p.9)

Root : teach

Base : teaching

Stem : -

The third research observed

student’s reading

comprehension ability through

experimental research, while

fourth research observed

students’ reading

comprehension skill by

classroom action research. (p.9)

Root : read

Base : reading

Stem : -

Root : comprehend


Stem : -

Root : experiment

Base : experimental

Stem : -

Root : read

Base : reading

Stem : -

Root : comprehend


Stem : -

Chapter III, in this chapter the

writer present the methodology

of research which deals about

Root : method

Base : methodology

Stem : -

42

research report and research

methodology. (p.14)

Root : method

Base : methodology

Stem : -

Root : method

Base : methodology

Stem : -

15. AAM

R ( recall ) after studying a

chapter or assignment, put what

being learn in to own word.

(p.4)

Root : study

Base : studying

Stem : -

Root : assign

Base : assignment

Stem : -

It’s make a new idea from each

student and get new knowledge

of each student. (p.7)

Root : study

Base : student

Stem : students

Root : study

Base : student

Stem : students

16. KA

Language is a means of social

communication. People use

Root : communicate


Stem : -

43

communication to have a

relation with the other (p.1)

Root : communicate


Stem :-

Root : relate

Base : relation

Stem : -

The specific features in

semantics beginning with

observation about non-

linguistics signs and how to get

meanings from them. (p.2)

Root : begin

Base : begining

Stem : -

Root : observe

Base : observation

Stem : -

Root : linguist

Base : linguistic

Stem : linguistics

Root : mean

Base : meaning

Stem : meanings

44

17.

HS

The writer believe that every

student have own uniqueness,

style and character.(p.2)

Root : write

Base : writer

Stem : -

Root : study

Base : student

Stem : -

Root : unique

Base : uniqueness

Stem : -

18. D

This research can be used as a

study and enrich research are

presented in education

especially English education at

the level of the children. (p.5)

Root : rich

Base : enrich

Stem : -

Root : educate

Base : education

Stem : -

45

Root : educate

Base : education

Stem : -

19. D

In this study interaction

between them must be

influencing the student

achievement in learning. (p.5)

Root : interact

Base : interaction

Stem : -

Root : influence

Base : influencing

Stem : -

Root : study

Base : student

Stem : -

Root : achieve

Base : achievement

Stem : -

Root : learn

Base : learning

46

Stem : -

20. E

As we know that word

formation is part of

morphology which is the writer

will analyze the word formation

in morphological process from

the recount text that is written

by second semester's student of

State Institute for Islamic

Studies Salatiga. (p.3)

Root : format

Base : formation

Stem : -

Root : write

Base : writer

Stem : -

Root : format

Base : formation

Stem : -

Root : morphology

Base : morphological

Stem : -

47

Root : write

Base : written

Stem : -

Root : study

Base : student

Stem : -

21. FAY

Explaines that one way of

defining grammar is by

excluding all the

ungrammatical sequence and

explaining all the grammatical

sequence in language in case of

describing the structure of

phrases and sentences process.

(p.8)

Root : define

Base : defining

Stem : -

Root : exclude

Base : excluding

Stem : -

Root : grammar

Base : grammatical

Stem : ungrammatical

Root : explain

Base : explaining

Stem : -

48

Root : grammar

Base : grammatical

Stem : -

Root : describe

Base : describing

Stem : -

22. SAW

The researcher will try to know

the effect of using technology

in a class for students and

teacher. (p.3)

Root : research

Base : researcher

Stem : -

Root : tech

Base : technology

Stem : -

Root : study

Base : student

Stem : students

Root : teach

Base : teacher

Stem : -

23. AH This study might be useful for a

material or additional

information in teaching

Root : add

Base : addition

Stem : additional

49

semantic roles in their writing

skills. (p.5)

Root : inform

Base : information

Stem : -

Root : teach

Base : teaching

Stem : -

Root : write

Base : writing

Stem : -

24. DL

Politeness is one of important

aspect in human

communication. (p.1)

Root : polite

Base : politeness

Stem : -

Root : communicate


Stem : -

Negative face is the need to be

independent and free from

imposition (p.2)

Root : negate

Base : negative

Stem : -

Root : position

Base : imposition

Stem : -

50

25. EK

Then, in addition to issues

related to the achievement of

the learning strategy, there is

one more thing that also

determines the success of the

learning process is the

classroom management

problems. (p.3)

Root : add

Base : addition

Stem : -

Root : achieve

Base : achievement

Stem : -

Root : learn

Base : learning

Stem : -

Root : learn

Base : learning

Stem : -

Root : manage

Base : management

Stem : -

26 I

To avoid misunderstanding, the

writer gives explanations or

definitions of some key terms

used in the study. (p.7)

Root : understand

Base : understanding

Stem : misunderstanding

Root : explain

Base : explanation

Stem : explanations

51

Root : define

Base : definite

Stem : definitions

27 Y

International class is one of the

education program at Salatiga

Institute of Islamic Studies which

it has international basic in

learning of knowledge. (p.8)

Root : nation

Base : national

Stem : international

Root : educate

Base : education

Stem : -

Root : nation

Base : national

Stem : international

Root : learn

Base : learning

Stem :-

28 SRP

Picture is an illustration of

picture that can be used as two

dimensional representation of

person, place or thing. (p.6)

Root : illustrate

Base : illustration

Stem : -

Root : dimension

Base : dimensional

Stem : -

52

Root : present

Base : presentation

Stem : representation

From the table 4.1, the writer conclude that not all words had completed

morphology role (root, base or stem). Moreover, several words only had root and

base.

After identification, the next process was the process of building words.

The writer would like to show the table follow:

Table 4.2 Process of Words Building

NO RESPONDENTS PROCESS OF WORDS

AFFIX

PREFIX SUFFIX

1. N Inform + ion -ion

In + corporate + ed In- -ed

Write + er -er

2. MM Active + ly -ly

Read + er + s -s

Solve + ing -ing

Comprehend + ion -ion

3. D Read + ing -ing

Select + ive -ive

53

Normal + ly -ly

Theory + ic +al -al

Learn + ing -ing

Intelligent + ence -ence

4. B Difficult + ty -ty

Indonesia + an -an

Research + er -er

Graduate + ing -ing

Conclude + ion -ion

Suggest + ion -ion

5. TT Present + ion -ion

Learn + ing -ing

Communicate + ion -ion

Read + ing -ing


Teach + ing -ing

Particular + ly -ly

Study + ent -ent


Act + ive -ive

Mean + ing -ing

54

Define + ion -ion

6. IMH Method + logy -logy

Research + er -er

Investigate + ion -ion

Teach + ing -ing

Study + ent + s -s

Speak + ing -ing

7. A Study + ent + s -s

Comprehend + able -able

Linguist + ic -ic

Acquire + ion -ion

Add + ion -ion

Learn + ing -ing

Study + ent + s -s

Inform + ation -ation

Describe + ive -ive

Narrate + ive -ive

Improve + ment -ment

Read + ing -ing


8. AIF Study + ent + s -s

55

Interact + ion -ion

Learn + ing -ing

Teach + ing -ing

Creative + ive + es -es

Differ + ence -ence

9. SN Learn + ing -ing

Comfort + able -able

Person + al -al

Relate + ion + ship -ship

Accurate + ly -ly

Emotion + al -al

Observe + ation -ation

10. ASZ Inform + ation -ation

11. KA Write + er -er

Compare + ive -ive

Explain + ion -ion

Narrate + ive -ive

Answer + ing -ing

Study + ent + s -s

12. FNF Interact + ion -ion


56

System + ic -ic

Communicate + ing -ing

Feel + ing -ing

Use + ing -ing

Theory + ic + al -al

13. LO Describe + ive -ive

Write + en -en

Limit + ion -ion

14. LL Read + er -er


Teach + ing -ing

Read + ing -ing


Method + logy -logy

15. AAM Study + ing -ing

Assign + ment -ment

Study + ent + s -s

16. KA Communicate + ion -ion

Relate + ion -ion

Begin + ing -ing

Observe + ation -ation

57

Linguist + ic +s -s

Mean + ing -ing

17. HS Write + er -er

Study + ent -ent

Un + unique + ness Un- -ness

18. D En + rich En-

Educate + ion -ion

19. Interact + ion -ion

Influence + ing -ing

Study + ent -ent

Achieve + ment -ment

Learn + ing -ing

20. E Format + ion -ion

Write + er -er

Morphology + al -al

Write + en -en

Study + ent -ent

21. FAY Define + ing -ing

Exclude + ing -ing

Un + grammar + ic + al Un- -al

Describe + ing -ing

58

22. SAW Research + er -er

Tech + logy -logy

Study + en + s -s

Teach + er -er

23. AH Add + ion + al -al

Inform + ation -ation

Teach + ing -ing

Write + ing -ing

24. DL Polite + ness -ness


Negate + ive -ive

Im + position Im-

25. EK Add + ion -ion

Achieve + ment -ment

Learn + ing -ing

Manage + ment -ment

26. I Mis + understand + ing Mis- -ing

Explain + ation -ation

Define + tion -tion

27. Y Inter + nation + al -al

Educate + ion -ion

59

Learn + ing -ing

28. SRP Illustrate + ion -ion

Dimension + al -al

Re + present + ation -ation

From the table 4.2 above, the writer found the morphological process on

derivational affixes of 28 research proposals made by English alumni of Education

Department IAIN Salatiga in the academic year of 2012 / 2013. From the

explanation, the writer made a table follow to classify the words based on the class

of words (CoW).

Table 4.3 Grouping Words Into Class of Words

No Root CoW Base CoW Stem CoW

1. Inform V Information N - -

2. Corporate Adj Incorporate V Incorporated Adj

3. Write V Writer N - -

4. Relate V Related Adj - -

5. Compare V Comparative Adj - -

6. Teach V Teacher N - -

7. Give V Giving N - -

60

8. Motivate V Motivation N - -

9. Study V Student N Students N

10. Write V Writing N

11. Explain V Explanation N - -

12. Narrate V Narrative N - -

13. Answer V Answering N - -

14. Read V Reading N - -

15. Select V Selective Adj - -

16. Normal Adj Normally Adv - -

17. Theory N Theoretic Adj Theoretical Adj

18. Intelligent Adj Intelligence N - -

19. Learn V Learning N - -

20. Difficult Adj Difficulty N - -

21. Indonesia N Indonesian Adj - -

22. Research V Researcher N - -

23. Graduate V Graduating N - -

24. Conclude V Conclusion N - -

25. Suggest V Suggestion N - -

26. Present V Presentation N - -

27. Learn V Learning N - -

28. Communicate V Communication N - -

61

29. Comprehend V Comprehension N - -

30. Teach V Teaching N - -

31. Particular

N /

Adj

Particularly Adv - -

32. Act V Active Adj - -

33. Mean V Meaning N - -

34. Define V Definite Adj Definition N

35. Method N Methodology N - -

36. Research V Researcher N - -

37. Investigate V Investigation N - -

38. Speak V Speaking N - -

39. Comprehend V Comprehensible Adj - -

40. Linguist N Linguistic Adj - -

41. Acquire V Acquisition N - -

42. Add V Addition N - -

43. Improve V improvement N - -

44. Environ V Environment N - -

45. Interact V Interaction N - -

46. Create V Creative Adj Creativities N

47. Differ V Difference N - -

48. Comfort N Comfortable Adj - -

62

49. Person N Personal Adj - -

50. Accurate Adj Accurately V - -

51. Emotion N Emotional Adj - -

52. Observe V Observation N - -

53. Compare V/N Comparative Adj - -

54. System N Systematic Adj - -

55. Communicate V Communicating N - -

56. Feel V feeling N Feelings N

57. Use V Using N - -

58. Theory N Theoretic N Theoretical Adj

59. State V/N Statement N - -

60. Limit V Limitation N - -

61. Experiment N Experimental Adj - -

62. Assign V Assignment N - -

63. Act V Active Adj Actively V

64. Solve V Solving N - -

65. Begin V Beginning N - -

66. Linguist N Linguistic Adj Linguistics N

67. Unique Adj Uniqueness N - -

68. Rich N Enrich V - -

69. Influence N Influencing N/V - -

63

70. Format N Formation N - -

71. Morphology N Morphological N - -

72. Define V Defining N - -

73. Exclude V Excluding Adj - -

74. Grammar N Grammatical Adj Ungrammatical Adj

75. Explain V Explaining N/V - -

76. Grammar N Grammatical Adj - -

77. Polite Adj Politeness N - -

78. Position N Imposition N/V - -

79. Understand V Misunderstand V Misunderstanding N

80. Illustrate V Illustration N - -

81. Dimension N Dimensional Adj - -

82. Present V Presentation N Representation N

Based on the table 4.3, the writer found 82 words which got changed in

class of word. Not only changed once to become bases, but also some of them

changed two times until they were changed as stems.

B. Most Dominant Use of Morphological Process on Derivational Affixes Found

in Research Proposals Made by English Alumni of Education Department of

Teacher Training and Education Faculty In The Academic Year Of 2012 /

2013

64

1. Types of Derivational Affixes

Based on the theory, there were three types of derivational affixes.

There were prefixes, affixes and infixes. However, the writer found two types

of derivational affixes. There were prefixes and suffixes.

Table 4.4 Types of Derivational Affixes

No Prefix Suffix Number

1. In- 1

2. Un- 1

3. En- 1

4. Im- 1

5. Inter- 1

6. Mis- 1

7. Re- 1

8. -er 8

9. -ive 8

10. -ed 1

11. -ion 24

12. -s 9

13. -ing 28

14. -ly 3

15. -al 8

65

16. -ence 1

17. -ty 1

18. -an 1

19. -ent 4

20. -logy 3

21. -able 2

22. -ic 2

23. -ment 5

24. -es 1

25. -ship 1

26. -en 2

27. -ation 7

28. -ness 2

29. -tion 1

2. Description

Based on the table above, the writer found some affixes in the research

proposal. There were 22 types of suffix and 7 types of prefix. There were many

suffixes found, but 28 suffixes from different research proposal used “-ing” in

this study. Therefore, the writer can conclude that the suffix “-ing” was the most

dominant suffix in this study.

66

CHAPTER V

CLOSURE

A. Conclusion

After the analyzing of the alumni’s research proposals in the previous

chapter, the writer made conclusion as follow :

1. Morphological Process on Derivational Affixes Found in Research

Proposals Made by English Alumni of Education Department Teacher

Training and Education Faculty in the Academic Year of 2012 / 2013

From the data of the alumni’s research proposals, the writer concluded

that there was interesting morphological process dealing with roots, bases and

stems. For example: explain + -ation = explanation. “Explain” was a root, then

its base was “explanation”; describe + -ive = descriptive. Its root was

“describe”, then “descriptive” was a base; answer + -ing = answering.

Answering was a base, than its root was an answer.

2. Most dominant use of morphological process on derivational affixes found

in research proposals made by English alumni of Education Department

Teacher Training and Education Faculty in the academic year of 2012 /

2013

The writer found types of derivational affixes. There were 7 derivational

prefix “In-“, “Un-“, “En-“, “Im-“, “mis-“, “inter-“, and “Re-“; and 22

derivational suffixes “-ive”, “-er”, “-ion”, “-ed”, “-s”, “-ing”, “-ly”, “-al”, “-

ence”, “-ty”, “-an”, “-ent”, “-logy”, “-able”, “-ic”, “-ment”, “-es”, “-ship”, “-

67

en”, “-ation”, “-ness”, and “-tion”. There were three types if affixes; prefix,

suffix, and infix; but the writer just found prefix and suffix. There were many

derivational affixes. Moreover, suffix “-ing” became the most dominant affixes.

B. Suggestions

Based on the conclusion above, the writer proposes the suggestion to those

might be benefit to the result of this study.

1. For the reader

The writer hopes that this study can be improving the reader’s

knowledge of the morphology roles especially about derivational affixes. This

also can be one the readers’ reference when they make a study about

derivational affixes. After reading this study, the readers can understand about

derivational affixes. If the reader writes their proposal, they will be carefully to

use derivational affixes. Therefore, the readers can apply it in thier proposal.

2. For other researcher

The writer hopes that this study can help other researchers to know

about derivational affixes itself. Therefore, they have background knowledge

about derivational affixes before they conduct the study relating with

derivational affixes. The researchers also can use derivational affixes in

different research method. The other researchers who will conduct the same

topic to complete this study can use this study as previous study.

68

3. For the learning process

The writer hopes that by studying morphology roles may help the

students to find the morphological process on derrivational affixes. The

students can make a paragraph or intention using derivational affixes that may

appear in the learning process. For teacher, it can be used as authentic material

to teach morphological subject especially about derivational affixes.

69

REFERENCES

Arikunto. S. (1998). Prosedur Penelitian Suatu Praktek. Jakarta: PT. Asdi Mahasatya.

Brown. H. D. (1980). Principles of Language and Teaching. London: Prentice Hall.

Faulkner. R. R., John. V. M., and James. M. D. (1982). Varieties of Qualitative

Research. Baverly Hills: SAGE PUBLICATION.

Hadi. S. (1981). Metodologi Research. Yogyakarta: Penerbitan Fakultas Psikologi

UGM.

Heath. M. T. P. & Tynan. C. (2010). The Marketing Review. Crafting A Research

Proposal. 147 – 168. DOI: 1362/146934710x505753.

Hopkins. D. & Jean.R. (ed). (1985). Research as a Basis For Teaching. Partsmout: Cas

Hefield Press.

Hott. J. R. & Budin. W. C. (1999). Notte’s Essentials of Nursing Research. USA:

Springer Publishing Company.

Katamba. F. (1993). Morphology. Great Britain: The Macmillan Limited LTD.

Kothari, C.R. (2004). Research methodology: Methods and techniques (2nd ed.).

New Delhi: New Age International.

Kreidler. C. (2002). Introducing English Semantic. London: Routledge 11 New Fetter

lane.

Kurniadi. B. D. (2011). Praktek Penelitian Kualitatif. Yogyakarta: Polgov.

Lieber. R. (2009). Introducing Morphology. USA: Cambridge University Press.

Morse. J. M. (2000). Determining Sample Size. Qualitative Health Research. 1 – 5.

DOI: 10.1177/104973200129118183.

70

Morse. J. M. (ed). (1994). Critical Issues in Qualitative Research Method. USA: SAGE

PUBLICATION.

Mullany. L. & Peter.S. (2010). Introducing English Language (A Resource Book for

Students). New York: Routledge.

Parker. (1986). Principle of Language Learning. New Jersey: Prentice Hall.

Rachmadi. S. (1986). Buku Materi Pokok Vocabulary. Jakarta: Penerbit Karunika

Jakarta Universitas Terbuka.

Sa’ada. N. (2015). The Use of Affixation in English Translation of The Holy Qur’an

in Surah As Sajda. Skripsi. IAIN Salatiga.

Sary. F. P. (2011) Jurnal Creative Communication. Bandung: IM Telkom.

Voegtle. K. H., Dean. T. S., Marguerite. G. L. (2006). Methods in Education Research

From Theory to Practice. USA: Jossey-Bass.

______. (2000). Handout for psy 598-02. Summer.

71

APPENDIXES

72

CURRICULUM VITAE

Name : Ahmad Chudhori

Place/Date of Birth : Kab. Semarang, 8th August 1993

Address : Dsn. Jurug, RT. 007 RW. 01, Ds. Wates,

Kecamatan Getasan, Kabupaten Semarang.

Email Address : [email protected]

[email protected]

Phone Number : +6285 741 559 558

Educational Background :

1. SD N Wates II (1999-2005)

2. MTs Sudirman Getasan (2005-2008)

3. MAI Assorkaty Salatiga (2008-2011)

Experiences :

1. Member of Discourse Division at DEMA IAIN Salatiga (2015 - 2016)

2. Member of Social Relation Division at BP3M NU (2015 - Now)

3. Chief of IPNU (2014 - 2016)

4. English Teacher in SD N Kopeng 01 (2015 – Now)

mailto:[email protected]

mailto:[email protected]

74

DAFTAR SATUAN KREDIT KEGIATAN (SKK)

Nama : Ahmad Chudhori Fakultas : Tarbiyah dan Ilmu Keguruan

NIM : 11312017 Jurusan : Tadris Bahasa Inggris

No Nama Kegiatan Pelaksanaan Keterangan Nilai

1

Orientasi Pengenalan

Akademik dan

Kemahasiswaan (OPAK)

5-7 September

2012 Peserta 3

2

Orientasi Pengenalan

Akademik dan

Kemahasiswaan (OPAK)

Jurusan

8-9 September

2012 Peserta 3

3 Orientasi Dasar Keislaman

(ODK)

10 September

2012 Peserta 2

4 Seminar Entrepreneurship

dan Perkoperasian

11 September

2012 Peserta 2

5 Achievment Motivation

Training

12 September

2012 Peserta 2

6 Library User Education 13 september

2012 Peserta 2

7 Pra Youth Leadership

Training 6 Oktober 2012 Peserta 2

8 English Friendship Camp 19 oktober

2012 Peserta 2

9 Pelatihan Mendongeng 28 Maret 2013 Peserta 2

10

Seminar Nasional “How to

Develope the Best

Generation”

1 Juni 2013 Peserta 8

11

Sosialisasi Pancasila, UUD

1945, NKRI, dan Bhinneka

Tunggal Ika

20 Oktober

2013 Peserta 8

12 DIKLAT Keprofesian 14 Mei 2014 Peserta 2

75

13 Masa Penerimaan Anggota

Baru (MAPABA) 1

4-6 Oktober

2013 Peserta 2

14 ELFAST-Grammar 30 November

2013 Peserta 2

15 ELFAST-Speaking 30 November

2013 Peserta 2

16 Dialog Energi 12 Desember

2013 Peserta 2

17 English Public Speaking

Training (EPST) 31 Mei 2014 Peserta 2

18

Resik-resik Kutho Solotigo

“Penanaman Pohon dan

Bersih-bersih Lingkungan

TPA Ngronggo”

22 Januari 2016 Peserta 2

19

Ngabuburit dan Dialog

Lintas Agama Salatiga

Bhinneka Tunggal Ika

28 Juni 2015 Peserta 2

20 Seminar Lalu Lintas di

pendopo POLRES Salatiga 20 April 2015 Peserta 2

21 Public Hearing 13 Juni 2015 Peserta 2

22 Pesantren Kilat IPNU-

IPPNU GETASAN 9-11 Juli 2015 Panitia 3

23

Seminar “EPST, It’s Your

Chance to Express and Show

Up Your Skill”

11 Mei 2013 Panitia 3

24 English Friendship Camp

2013

28-29

September

2013

Panitia 3

25

CEC Festival “Youngster

Today Is The Leader Of

Tomorrow”

18-20

November 2013 Panitia 3

26 Scholarship Forum 15 November

2014 Panitia 3

27

EFC “CEC IS THE BEST

WAY FOR GREAT

GENERATION”

27-28

September

2014

Panitia 3

76

28 Achievement Motivation

Training (AMT)

23 Agustus

2014 Panitia 3

29

Seminar Nasional

“Penguatan Rekonsiliasi

Elemen Masyarakat dalam

rangka Peningkatan

Wawasan Kebangsaan”

27-28 Agustus

2013 Peserta 8

30

Seminar Nasional “Urgensi

Media Dalam Pergulatan

Politik”

29 September

2012 Peserta 8

31

Seminar Nasional

“Menggagas

Menasionalismekan Ber-

Agama: Upaya Membingkai

Perbedaan Keberagamaan

dalam Ke-Indonesiaan”

27 Desember

2012 Peserta 8

32

Sosialisasi 4 Pilar

Kebangsaan dan Seminar

Nasional

24 Oktober

2013 Peserta 8

33

Seminar Nasional

“Ahlussunnah Waljamaah

dalam Perspektif Islam

Indonesia”

26 Maret 2013 Peserta 8

34

Seminar Nasional “Peran

Mahasiswa Dalam

Mengawal Masa Depan

Indonesia Pasca Pilpres

2014”

29 September

2014 Peserta 8

35

Seminar Nasional “Norma

Hukum Serta Kebijakan

Pemerintah Dalam

Mengendalikan Harga BBM

Bersubsidi”

27 Mei 2013 Panitia 8

36

Workshop Internasional

“Learning Strategies in using

Authentic Matherials for

SMP and SMA Students”

27 Mei 2015 Peserta 2

77

37

Seminar Internasional

“ASEAN Economic

Community 2015; Prospect

and Challenges for Islamic

Higher Education”

28 Februari

2015 Peserta 8

38 Surat Keterangan Tugas

Mengajar

1 Oktober 2015

Sd. Sekarang Guru 4

39

Surat Pengesahan PC IPNU

15 November

2015 Pengurus 4

40

Surat Keputusan Rektor

IAIN Salatiga Tentang

Pengankatan Pengurus

DEMA (Dewan Mahasiswa)

Periode 2015 / 2016

17 Maret 2015 Pengurus 4

78

CODINGS

1. UN : Ulin Niam

2. MM : Muhamad Mustofa

3. D : Dini

4. B : Secret Name

5. TT : Tri Tugiarti

6. IMH : Itsna Milatul Himayati

7. A : Secret Name

8. AIF : Artanti Isnaeni Farida

9. SN : Sri Nuryati

10. AFZ : Afuza Sarah Zulfa

11. KA : Kun Aminah

12. FNF : Fika Nurina Farahsari

13. LO : Lisna Oktavia

14. LL : Latifah Listianti

15. AAM : Adri Ahmad Muzaka

16. KA : Khafidlatul Arifah

17. HS : Hidayatus Syarifah

18. D : Diana

19. D : Secret Name

20. E : Secret Name

21. FAY : Faisal Abi Yusuf

22. SAW : Surya Agung Wijaya

23. AH : Aang Hunaify

24. DL : Dian Larasati

25. EK : Erya Karina

26. I : Ismi

27. Y : Yunita

28. SRP : Sinta Risdi Putriani

(a study of english alumni of education department teacher...

Documents