i A Skripsi
Submitted to the Faculty of Language Education in a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan
Written By: Farah Salsabila
20120540086
ENGLISH EDUCATION DEPARTMENT LANGUAGE AND EDUCATION FACULTY UNIVERSITAS MUHAMMADIYAH YOGYAKARTA
ii
English Education Department We hereby approve the Skripsi of
Farah Salsabila 20120540086
Candidate for the degree of Sarjana Pendidikan
August, 23th 2016 Puthut Ardianto, S. Pd., M. Pd. The Skripsi Supervisor
August, 23th 2016 Evi Puspitasari, S. Pd., M. Hum The Examiner I
August, 23th 2016 Gendroyono, S. Pd., M. Pd.
The Examiner II
Accepted Yogyakarta, August, 23th 2016
Gendroyono, S. Pd., M. Pd
iii Student Number : 20120540086
Major : English Education Department Faculty : Faculty of Language Education
University : Universitas Muhammadiyah Yogyakarta
Certify that this research entitled “An Error Analysis on the Use of Derivation at English Education Department of Universitas Muhammadiyah Yogyakarta Batch 2012” is definitely my own work. I am absolutely responsible for the content of this research. Others’ opinion or findings included in this research are quoted in accordance with ethical standards.
Yogyakarta, June 23rd 2016
iv Hereafter.”
(Q.S. Ash-Shura: 25)
“And indeed We have created man, and We know what his ownself whispers to him. And We are nearer to him than his jugular vein (by Our Knowledge).”
(Q.S. Qaaf: 16)
“Hidup kita kosong bukan karena manusia tiada di tepi. Tetapi hidup kita menjadi kosong bila Allah tiada di hati.”–Anonim
“If you do good, you do good for your own selves, if you do evil (you do it) against yourselves ...”
v
during doing this research. Firstly, I would like to express my greatest gratitude to Allah Subhanahu Wa Ta‟ala who always eases my way and accompanies me everywhere I am. Secondly, I am very grateful to the Prophet Muhammad
Sallallahu „alaihi wasallam who always to be the greatest person and my model. I also would like to thank to my precious people, my mother and father who always love me, support me financially, spiritually, and morally, pray for me, advise me, remind me, and many thing that I could not list them well. Besides, my sister, brothers, and my big family who always support and motivate me to make this skripsi. My aunts who have prepared me presents after finishing this research. Thank you my beloved family.
The next, I would like to thank to my incredible supervisor, Mr. Puthut Ardianto who always inspires me, motivates me, guided me in this research, being patient, being kind, being awesome, and much words that I cannot express them. In addition, I would like to thank to Ms. Maryam Sorohiti who has been the expert judgment and corrected the test instrument. Thank you for helping me so much.
I also would like to thank to keluarga besar PBI UMY who have teach me many thing in my life especially for great lectures like Mr. Puthut, Ms. Maryam, Ms. Arifah, Ms. Jakie, Ms. Fitri, Ms. Darsi, Ms. Ari, Ms. Evi, Ms. Indah, Mr. Suryanto, Mr. Jati, Mr. Roy, and others. Besides, I would like to thank to my friends from batch 2012 especially my classmate who always walk together and share knowledge. And all people that I cannot mentioned them one by one.
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morphology under the topic of derivation. The researcher proposed a question in this research namely, what errors are commonly made by the students in using derivation. This research aims to reveal what kinds of derivation errors that students committed and which one most frequently happened. Moreover, this research employed the quantitative survey design by involving 30 students of English Education Department of Universitas Muhammadiyah Yogyakarta batch 2012. The researcher used convenience sampling in choosing the respondents and used test as a data collection method which consisted of 50 questions about ten kinds of derivation.
The result showed that most of the respondents committed error in using all ten kinds of derivation. In addition, the result also revealed the most and the least frequent error committed by the respondents orderly, namely adjective to noun derivation (76 times or 15.5%), adjective to verb derivation (67 times or 13.7%), verb to verb derivation (63 times or 12.9), noun to noun derivation (59 times or 12.1%), adjective to adjective derivation (53 times or 10.8%), adjective to adverb derivation (50 times or 10.2), verb to adjective derivation (44 times or 9%), noun to verb derivation (28 times or 5.73%), verb to noun derivation (27 times or 5.52%), and noun to adjective derivation (22 times or 4.5%).
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students more exercises, quizzes, workbook, and check them regularly. Besides, the students also should have more practices and read more book on morphology especially derivation topic. The researcher also recommended the other
researchers who are interested in this topic to use another research design such as qualitative, experimental study, and mix-method.
viii
Statement of the Authenticity ... iii
Motto ... iv
Acknowledgement ... v
Abstract ... vi
Table of Contents ... viii
The List of Tables ... x
The List of Figure ... xi
Introduction ... 1
Research Background ... 1
Problem Identification ... 2
Problem Limitation ... 3
Research Question ... 3
Research Objectives ... 4
Research Significance ... 4
Research Outline ... 5
Literature Review... 7
Errors ... 7
Error Analysis ... 10
Procedure of Error Analysis ... 11
The Significance of Error Analysis ... 15
Morphology ... 16
ix
Research Design ... 31
Population and Sample ... 31
Instruments ... 33
Validity and Reliability ... 33
Data Analysis ... 36
Research Result and Discussion ... 37
Result ... 37
Data Discussion ... 40
Conclusion, Implications, and Recommendations ... 47
Conclusion ... 47
Implications ... 47
Recommendations ... 48
References ... 50
Appendices ... 53
Appendix 1: Test Instrument ... 53
Appendix 2: Test Items Distribution ... 59
Appendix 3: The Data Tabulation ... 66
Appendix 4: Frequency Table ... 68
Appendix 5: Students’ Score ... 78
x
Table 2 The Differences between Inflection and Derivation ... 20
Table 3 The List of Prefixes and Suffixes ... 21
Table 4 The Examples of Noun to Noun Derivation ... 22
Table 5 The Examples of Verb to Verb Derivation ... 22
Table 6 The Examples of Adjective to Adjective Derivation ... 23
Table 7 The Examples of Noun to Adjective Derivation ... 24
Table 8 The Examples of Verb to Noun Derivation ... 24
Table 9 The Examples of Adjective to Adverb Derivation... 25
Table 10 The Examples of Noun to Verb Derivation ... 25
Table 11 The Examples of Adjective to Noun Derivation ... 25
Table 12 The Examples of Verb to Adjective Derivation ... 26
Table 13 The Examples of Noun to Noun Derivation ... 26
Table 14 The Examples of Adjective to Verb Derivation ... 27
Table 15 The Identification of Participants’ Answer ... 38
Table 16 Recapitulation of the Result of Error Occurrence on Ten Kinds of Derivation ... 39
Table 17 The Frequency of Error in Adjective to Noun Derivation ... 41
Table 18 The Frequency of Error in Adjective to Verb Derivation ... 41
Table 19 The Frequency of Error in Verb to Verb Derivation ... 42
Table 20 The Frequency of Error in Noun to Noun Derivation ... 42
Table 21 The Frequency of Error in Adjective to Adjective Derivation ... 43
Table 22 The Frequency of Error in Adjective to Adverb Derivation ... 43
Table 23 The Frequency of Error in Verb to Adjective Derivation ... 44
Table 24 The Frequency of Error in Noun to Verb Derivation... 44
Table 25 The Frequency of Error in Verb to Noun Derivation... 45
xi
vi
morphology under the topic of derivation. The researcher proposed a question in this research namely, what errors are commonly made by the students in using derivation. This research aims to reveal what kinds of derivation errors that students committed and which one most frequently happened. Moreover, this research employed the quantitative survey design by involving 30 students of English Education Department of Universitas Muhammadiyah Yogyakarta batch 2012. The researcher used convenience sampling in choosing the respondents and used test as a data collection method which consisted of 50 questions about ten kinds of derivation.
The result showed that most of the respondents committed error in using all ten kinds of derivation. In addition, the result also revealed the most and the least frequent error committed by the respondents orderly, namely adjective to noun derivation (76 times or 15.5%), adjective to verb derivation (67 times or 13.7%), verb to verb derivation (63 times or 12.9), noun to noun derivation (59 times or 12.1%), adjective to adjective derivation (53 times or 10.8%), adjective to adverb derivation (50 times or 10.2), verb to adjective derivation (44 times or 9%), noun to verb derivation (28 times or 5.73%), verb to noun derivation (27 times or 5.52%), and noun to adjective derivation (22 times or 4.5%).
vii
students more exercises, quizzes, workbook, and check them regularly. Besides, the students also should have more practices and read more book on morphology especially derivation topic. The researcher also recommended the other
researchers who are interested in this topic to use another research design such as qualitative, experimental study, and mix-method.
Chapter One Introduction
The researcher presents some important key points, namely research background which consists of the reason or why the researcher is interested in the topic, problem statement and problem limitation. Besides those points, there are research question, research objective, research significance, and research outline. Research Background
Learning English as a foreign language is not as easy as learning it as our first language since we are living in an expanding circle country where English exposures are very limited. Thus, it makes learning English more challenging. Consequently, English foreign learners might find it difficult and is likely to produce errors in productive skills especially in the written form (Rejeki, 2012).
The contexts of writing skill are grammar i.e. prepositions, articles, adjectives; syntax i.e. coordination, sentence structure, word order; lexicon i.e. word choice; semantics and substance i.e. punctuation, capitalization, and spelling; and discourse errors (Sawalmeh, 2013). Learners might make error in the writing process since they are foreign English language learners. Based on the researcher’s experience, one of
common language errors in writing is on how to form a word into other words. This kind of topic is discussed in morphology especially in the part of derivation
(Carstairs-McCarthy, 2002).
one stem or base word by attaching to them affixes, both prefixes and suffixes. These affixations are used to make new words in the language and are often used to make words of a different grammatical category from the root i.e. the addition of suffix –ify to adjective pure will form a new verb purify which means ‘to make pure’.
In English Education Department (EED) of Universitas Muhammadiyah Yogyakarta (UMY), derivation is taught under the course of Capita Selecta on Grammar 3 starting from batch 2010 - 2013 and it has been adapted with the new curriculum to Capita Selecta on Grammar 2 starting from batch 2014. Based on the syllabus, the topics of Capita Selecta on Grammar 2 and 3 courses discuss the branches of linguistics, namely phonetics, phonology, morphology, and syntax. Derivation belongs to subtopic in morphology discussion.
Based on the researcher’s experience, she made many errors in using
derivation when she took the course. In addition, when she did a survey for EED UMY students, it showed that most of students were confused to differentiate the kinds of derivation and they could not perform them correctly. The researcher thought that analyzing error is necessary in order to know the kinds of derivation error.
Therefore, the researcher is interested in conducting a research entitled “An Error
Analysis on the Use of Derivation at English Education Department of Universitas Muhammadiyah Yogyakarta Batch 2012”.
Problem Identification
Based on the researcher’s experience, derivation has the role in improving
researchable. There are some topics such as an error analysis on the use of derivation, the correlation between mastering derivation and writing skills, the students’
perception towards the importance of mastering derivation, an analysis on the use of derivation in students’ writing, a survey on the influence of mastering derivation towards students’ writing skills, the analysis on students’ derivation mastery towards
vocabulary building, the correlation between on students’ derivation mastery and vocabulary building, the correlation between mastering derivation and speaking skills, and the effectiveness of dictionary in improving derivation mastery. Problem Limitation
Based on the identification of the problems above, the researcher limited the research on the error analysis of affixation in derivation. Derivation has significant role in producing vocabularies. Derivation is divided into two kinds, namely
affixation and non-affixation (Plag, 2002). The researcher focused on the affixation categories in this research. However, the affixation is divided into three parts, namely prefix, suffix, and infix. The researcher only used prefix and suffix since infix is not commonly happened. Lieber (2009) and Fromkin, Rodman, Hyams, Collins,
Amberber, and Cox (2012) stated that derivation is specifically formed through affixation phenomena namely prefix and suffix.
Research Question
This research was conducted to analyze the students’ error in using derivation in writing. Thus, the researcher addresses a question in this study:
Research Objectives
This research was aimed to reveal what kinds of derivation errors that students committed and which one most frequently happened.
Research Significance
This research offered benefits for some parties such as, lecturers, students, the institution, the researcher, and other researchers. The researcher explained each part briefly.
Lecturers. They can use this study to improve the teaching technique since the researcher provided a result of this study. It gave much benefit to lecturers who teach Capita Selecta on Grammar 2 course especially in the subtopic of derivation. They can use the result to know the students’ error in using derivation so that they
can improve their teaching and use other appropriate techniques to teach derivation and to enrich the teaching material in mastering derivation.
Students. This research offered some information related to derivation and they can use this research as a guide to learn it in order to improve their language production and learn how words are formed. They can correct the error they made and avoid making error by using the research result. Furthermore, they can
construct and write a skripsi. In addition, they may use this study as a reference to conduct a similar research.
Research Outline
Chapter Two
Literature Review
In this chapter, the researcher discussed some important theories related to
this research. The researcher revealed some important aspects such as the nature
of error, error analysis, sources of error, procedure of error analysis, morphology,
derivation, word hierarchy, and conceptual framework.
Errors
Error is familiar for foreign language learner because it is part of learning
process (Ellis, 2000). However, some people cannot define it in the proper
meaning. Therefore, the researcher explained some points related to error;
definition of error, the difference between error and mistake, and the sources of
error.
Definition of error. Language learning process is mostly related to
making errors. Ellis (1997) explained that error is a reflect gaps in learners‟
knowledge and they happen because the learners do not know what the correct
one is. In addition, Brown (2000) stated that error is a fault in students‟
performance that indicates an incomplete learning or incorrect system. Both of the
scholars‟ statement earlier, the researcher concludes that the gaps in learners‟
knowledge and their fault indicate that the deviant form is not appropriate with the
rules. Committing errors does not mean everything goes wrong but it shows that
there is an incomplete learning or the language learning process does not finish
Making errors is part of language learning process and it appears in both
oral and written forms. This phenomenon is really normal to the second and
foreign language learners as Dulay (1982) in Afthoniyah (2012) stated that any
one cannot learn language without first systematically committing errors.
Therefore, making error is not always a wrong way but this is a part of learning
process that gives many advantages for the learners.
Error and Mistake. It is necessary to distinct between error and mistake
because both of them are significantly different. People might be confused to
differentiate between error and mistake, but there are many ways of doing it.
Errorsare the result of incomplete learning and linguistic incompetency and errors
cannot be self-corrected while mistakesare the results of poor performance of
language due to many factors like fatigue and carelessness (Jabeen, 2015). The
researcher summarized the differences between errors and mistakes from Brown
(2000) and Ellis (1997) in table below.
Table 1
The Difference Between Error and Mistake.
Error
The learners commit an error consistently.
The learners cannot correct errors they made.
The learners have incomplete knowledge and incorrect
system.
Errors occur just like slip of the tongue.
Mistake
The learners commit an error inconsistently means that sometimes they perform correctly
and sometimes incorrectly.
They will successfully correct an error they made.
The learners have complete knowledge and good system.
Sources of error. Seeing the disappointment of learners in learning
second language, it is better to analyze what kinds of sources of error commonly
happen to the learners. While identifying sources of error, we have to know the
learners‟ cognitive and affective process toward learning second language
acquisition. Brown (2000) stated that there are four sources of error; interlingual
transfer, intralingual transfer, contexts of learning and communication strategies.
Interlingual transfer. Interlingual transfer means the activity of
transferring knowledge and language from native language to second language
and they influence how they construct the target language. For example, I go to
the movie last night instead I went to the movie last night. The time signal in
Indonesian does not change the verb while in English does.
Intralingual transfer.Intralingual transfer “within the target language itself” is not related to the interlingual transfer because the error comes up in the
second language itself. The learners‟ error caused by many factors in different
circumstances such as over-generalization, ignorance of the rule restrictions,
incomplete applications of rules, and false concepts hypothesized (Richards in
Rejeki, 2012).
The context of learning. The context of learning refers to the process of second language learning that takes place. There are two contexts; the classroom
and the social situation. The classroom context includes the teachers, the materials
and textbook. They can be a source of learners‟ error by misleading explanation
about the materials, incorrect presentation of grammatical structure or forming
provides incorrect or irrelevant information. The social situation is also a part of
source of error. The learners might make error since the social situation gives
incorrect input of learning.
Communication strategies. Communication strategies refer to learning style. Learners use various strategies to deliver the message involving the
production strategies of written and spoken, but this method may become a source
of error. Brown (2007) gave an example “let us work for the well-done of our
country” (p.266). The sentence uses incorrect approximation of the word welfare.
The other sources of errors are caused by word coinage, circumlocution, false
cognates (Tarone in Brown, 2000), and prefabricated patterns.
Error Analysis
Error analysis is one of the important topics in this research. Error analysis
is very famous for many researchers because it is one of study field in language
learning. The researcher also explained the parts of error analysis such as the
definition of error analysis, procedure of error analysis, and the significance of
error analysis.
Definition of Error Analysis. Error analysis is one of the most influential
theories of second language acquisition. It focuses on the analysis L2 learners‟
errors that provides with an understanding of the process of second language
acquisition and the learners‟ target language (Brown, 2000). Ellis (1997)
described that error analysis is a process of identifying error, describing error,
The other scholars also stated and commented about error analysis. Grass
and Selinker (2001) in Kurniasih (2013) stated about error analysis that as the
name suggests, it is a type of linguistic analysis that focuses on the errors that
learners make. Besides that, Erdogan (2005) commented about error analysis,
A branch of applied linguistics, emerged in the sixties to demonstrate that
learner errors were not only because of the learner‟s native language but
also they reflected some universal learning strategies, as a reaction to
contrastive analysis theory, which considered language transfer as the
basic process of second language learning as what behavioristic theory
suggested (p.262).
Based on the explanation of some scholars above, it can be concluded that
error analysis is one of study field in applied linguistics that focuses on the second
language learning process and learners‟ error. Keshavars in Erdogan (2005)
suggested that the field of error analysis can be separated into two branches,
namely theoretical and practical. Theoretical error analysis focuses on the process
and methodology of language learning and the similarities with mother tongue
acquisition. It investigates the reasons of the errors in the process of learning.
Practical error analysis concerns on the implementation of theoretical error
analysis on the remedial courses and the methodologies for solving those
problems that are highlighted by the theoretical analysis.
Procedure of Error Analysis
Error Analysis is the process of analyzing the learners‟ error in acquiring a
Ellis (1997) discussed that there are stages in doing the error analysis namely
identifying error, describing error, explaining error and evaluating error. Those
points will be explained briefly.
Identification of errors. The first step in analyzing learners‟ error is to
identify them. To identify the error, we have to take note the sentences contain the
error, and then mark them as the error words or phrases. In the identification
stage, we need the correct comparison due to ease the process of analyzing. For
example, The bloodstain on her dress was very noticed(learners‟ product). This is
the wrong structure and grammatically incorrect. Thus, the correct answer is The
bloodstain on her dress was very noticeable.
Description of errors. The second step in analyzing learners‟ errors is
describing the error. All of errors have been identified, we can describe into two
ways. The first technique is to classify errors based on grammatical categories, for
example, to identify error related to derivation – error in using noun as adjective.
The second way is describing errors based on the surface structure taxonomy,
such as omission, addition, misinformation, and misordering.
Explanation of errors. The final step in analyzing the learners‟ errors is
explaining the different types of errors. There are three ways in errors explanation
in term of grammatical analysis. Firstly, explaining the violated grammatical
rules. Secondly, stating the correct form to compare with the wrong form. Finally,
we have to give the real examples.
The earlier procedure of error analysis was stated by Ellis (1997). Those
James in Rejeki (2012) the procedure of analyzing error consists of detecting
errors, locating errors, describing errors, classifying errors, counting errors, and
profiling errors.
Detecting error. Detecting error is the stage of detecting the presence of
error and the analyst should be aware of its presence. This is not as easy as people
think because it is a serious task to analyze the error. People might find it harder
in spoken, informal language than written formal texts and on-screen texts. While
analyzing error, the analyst should have suspicion because it becomes a principle
guide to detect potential error. There are two activities of suspicion; guessing
activity and doubting activity. These activities will guide to find out the error.
Locating error. The analyst tries to identify which are the errors and
which are not by pointing out the errors in the exact location. Error location is not
always easy to localize because some are diffused larger unit of content or it is
known as global error. The error occurs in the whole sentences so that it makes
difficult to locate the error. Occasionally, the other error only violates a certain
unit or it is called local error. The sentence does not always contain an error,
sometimes it makes difficult to differentiate whether it is erroneous or flawed
sentence.
Describing error. The analystshould give description related to error
occurrence and characteristic of error. The analyst should consider of the two
points; the system should be well prepared and highly elaborated and the system
should be simple and easily learnt. Referring to the sentence The bloodstain on
about derivation and it has unmatched meaning. The word noticed is a part of
inflection, the morpheme –ed attach to notice becoming past participle of the verb.
Therefore, the correct sentence should be The bloodstain on her dress was very
noticeable.
Classifying error. Classifying error means that the analyst categorizes the
error based on the class or category. Some scholars have defined the error into
categories that ease us to make as a reference. For example, these errors are
classified into singular/plural forms, verb tenses, word choices, prepositions,
subject/verb agreements, word orders, articles, missing words, spellings, and
punctuations (Spratt et al in Rejeki, 2012). There is another classification such as
omission, addition, selection, and ordering errors (Brown, 2000). There are also
errors classified into substance, text, and discourse errors (James in Rejeki, 1998).
The classification can change based on the discipline and the purpose of
study. Therefore, the researcher classifies this study based on the word
formulation namely verb to noun derivation, noun to adjective derivation,
adjective to adverb derivation, noun to verb derivation, adjective to noun
derivation, verb to adjective derivation, noun to noun derivation, verb to verb
derivation, adjective to adjective derivation, and adjective to verb derivation.
Counting error. This is the significant stage because this is the step to
calculate the errors. The aim of counting error is to get the data of the learners‟
error frequency. There are three results after calculating error; the data of most
frequent error, the least frequent error and what parts troublesome the learners.
adjective, adjective to adverb, noun to verb, adjective to noun, verb to adjective,
noun to noun, verb to verb and adjective to adjective. Then, he/she calculates how
many times the error occur and makes calculation of the frequency such as verb to
noun error five times, noun to adjective four times. Then, the result will be
converted into percentage.
Profiling error. This stage is the same as the summary of all errors. It
should contain specific information related to each error. The analyst makes an
error profiling related to the errors in a structured way.
Based on the two scholars, they generally have the same idea in generating
procedure of analyzing error. Ellis (1997) only state the general steps but James in
Rejeki (2012) constructed the procedure of error analysis more detail. The two
procedures can be fitted with the researchers‟ preferences.
The Significance of Error Analysis
Numerous studies about errors have been conducted for over decades,
these kinds of research are done to find out the learners‟ difficulties in learning
and acquiring a language and how the learners acquire a language. Errors are good
indicators to find out the level of language proficiency. Thus, producing errors has
many positive effects for the learners because it can be a good technique to know
the learners‟ abilities and their progress. The error analysis will be significant for
at least three parties, namely teachers, learners, and the researcher.
Teachers. Error analysis is very beneficial for the teachers who teach
English as a second and foreign language. Teachers know how far the learners‟
correct the learners‟ error, improve their teaching by implementing the appropriate
strategies, and focus on the errors that need reinforcement.
Learners. The error analysis is also very beneficial to the learners. Firstly,
they know what they have to do by making errors and how to solve the errors they
made. Secondly, by analyzing errors, they can learn more the target language that
they are learning. In addition, the can obtain information about common
difficulties in language learning especially in morphology.
The Researcher. The error analysis is also significant to find out how
people learn a language. By researching the language learners, the researchers get
the evidence on how learners acquire a language and how they make errors. This
is related to the strategies that teachers and learners use in acquiring a language.
The evidence is also beneficial not only for the researchers but also for the
teachers and learners.
Morphology
Morphology is one of the branches of linguistics that focuses on the
internal study of words and the rules of word formation. The word morphology
consists of two morphemes, morph– base word means that the changing of one
thing to the other, and – ology means that the scientific study of particular subject
or branch of knowledge (Fromkin, Rodman, Hyams, Collins, Amberber, & Cox,
2012). Therefore, the meaning of morphology is the science of words form.
Morphology plays two roles namely, as the branches of linguistics and the
grammatical aspects knowledge. Morphology focuses on the morpheme and the
it is generally unconscious knowledge. We accept and use them unconsciously
and sometimes we do not realize their present.
Morpheme. Morpheme is the foundation of forming words. Morpheme is
the smallest unit of the word which has meaning (Fromkin, Rodman, Hyams,
Collins, Amberber, & Cox, 2012). The study of morpheme is very important
because it is a foundation of words. Some morphemes do not tell us their meaning
but when it is attached to the specific words, it gives the contribution of
meaningful words. Morphemes are necessary in making the correct sentence so
that it is very important to learn in order to master the language skills. Morpheme
is an important aspect in a language and word formation because it makes the
word become meaningful and rich of meaning. Fromkin, Rodman, Hyams,
Collins, Amberber, and Cox (2012) stated that:
The decomposition of words into morphemes illustrates one of the
fundamental properties of human language – discreteness (one of the
properties that distinguish human languages from the communication
system of another species). It combines to the larger units. Sound units
combine to form morphemes, morphemes combine to form words and
words combine to form larger unit – phrases and sentences (p.68).
The creativity of linguistic allows us to understand the words that we
never heard and also to create new words. We can compose a word to the other
words as long as we know the component part attachable to the other word and we
Fromkin, Rodman, Hyams, Collins, Amberber, and Cox (2012) may be composed
of one morpheme or more.
One morpheme Boy
Desire
Two morpheme Boy + ish
Desire + able
Three morpheme Boy + ish + ness
Desire + able + ity
Four morpheme Gentle + man + li + ness
Un + desire + able + ity
Five morpheme Un + Gentle + man + li + ness
Anti + dis + establish + ment + ari + an + ism
Morphemes are divided into two kinds, namely free morpheme and bound
morpheme. Both of them have significant role in producing new words. They will
be explained in the following explanation.
Free Morpheme. Free morphemes are the morphemes that can stand independently. It occurs because they have the specific meaning. The examples of
free morphemes are girl, cat, boy, pretty, love, text, book, quick, and school.
Those words can constitute words by themselves. Most of morphemes are content
or lexical words. There are two categories of free morphemes, namely: open class
and closed class.
Open Class. Open class or commonly called as content or lexical
morpheme. They are commonly set by the part of speech namely, noun, verb,
adjective and adverb. This kind of free morpheme can be attached with affix so
that it can make a new words and meaning. The examples are beauty – beautiful,
work – worked, pen – pens, and small – smallest.
Closed Class. Closed class is set of conjunctions, prepositions, articles,
language. They are described as a closed class of words meaning that it cannot
make new meaning or word class. For example, after, before, when, while, at,
under, the, we, you, on, because, above, and it. Closed class also called as
functional or grammatical morpheme.
Bound Morpheme. Bound morpheme is the morpheme that cannot stand alone or it means it cannot occurs independently so that it must be attached to free
morphemes in order to have a clear meaning. The examples of bound morphemes
are in-, inter-, anti-, dis-, un-, re-, mis-, pre-, dis-, a-, anti-, are al, ance, ation,
ence, er, ist, ion, dom, ment, ish, ous, an, esque, ate, ful, ic, like, able,
-less, -ly, -ise, -ize, -ate, -en, -ify, -ness, -ism, -ive, -ory, -y, -ship,–ity, -ing, -ed,-
s/-es, -est, -en, and‘s. Those are never words by themselves but are always part of
words.
The bound morpheme is divided into two categories, namely derivational
morpheme and inflectional morpheme. Derivational morphemes are to make new
words and they often make new part of speech and new meaning. Inflectional
morphemes are used to produce new words to indicate the aspect of grammatical
function. It does not change the word category and create new lexemes, but rather
changing the form of lexemes. Inflectional morphemes are used to sign the
singular or plural words, tenses (past or present), person (first, second, third) and
possessive word. The example of inflectional morphemes are –s (waits), -est
(biggest), -ing (walking), -ed (helped), -es (watches), -er (bigger), and–th (sixth).
Plag (2002) differentiates between inflectional morpheme and derivational
Table 2
The Differences between Inflection and Derivation
Inflectional Morpheme Do not change meanings or word
class.
Indicate syntactic or semantic
relations between different words in a
sentence. For example, the present
tense morpheme –s in reads shows
agreement with the subject of the
verb.
Occur outside with all members of derivation. For example, the plural –s
occurs with most nouns.
Occur at the edge of words. For example, the plural morpheme –s
always comes last in a word, as in
players
It encodes grammatical function (regular & irregular, plural, singular,
pronoun and determiner)
Derivational Morpheme Change meaning or word class.
Indicate semantic relations with the word. For example, morpheme –ful in
beautiful has no particular connection
with any other morpheme beyond the
word beautiful.
Occur with only inside derivation. For example, the suffix –ness occurs
such as clear, dark, beautiful but not
with most others. For example,
interesting, amazing and so on.
Occur before inflectional suffixes. For example, teachers the
derivational suffix -er comes before
the inflectional suffix –s.
It encodes lexical function (noun, verb, adjective, and adverb)
Derivation
Derivations are words derived from one stem or base word by attaching to
them affixes, prefixes and suffixes (Haman, Zevenbergen, Andrus &
Chmielewska, 2009). The process of derivation can preserve and change the
grammatical class of word or part of speech. Whereas Carstairs-McCarthy(2002)
stated that derivational morphology is concerned with one kind of relationship
non-affixation and non-affixation. Non-non-affixation is divided into three parts; conversion,
truncation, and blending. Affixation is divided into three kinds, namely prefixes,
suffixes, and infixes. The researcher will focus on the affixation categories
especially on suffix and prefix part. The following table is the list of compilations
of prefixes and suffixes taken from Cambridge Advanced Learner‟s Dictionary 3rd
edition, Lieber (2009), Fromkin, Rodman, Hyams, Collins, Amberber, and Cox
(2012), Carstairs-McCarthy (2002) and Plag (2002).
Table 3
The List of Prefixes and Suffixes
Prefixes Suffixes
a- bi-
Fromkin, Rodman, Hyams, Collins, Amberber, and Cox (2012) and
Carstairs-McCarthy (2002) mentioned ten kinds of derivation formed by
affixation, namely verb to noun derivation, noun to adjective derivation, adjective
to adverb derivation, noun to verb derivation, adjective to noun derivation, verb to
adjective derivation, noun to noun derivation, verb to verb derivation, adjective to
adjective derivation, and adjective to verb derivation.
Prefix. All prefixes in English are derivational so that they create new
meaning. The example of prefixes are in-, inter-, anti-, dis-, un-, re-, mis-, pre-,
dis-, a-, and anti-.
Noun to Noun Derivation. The rule of noun to noun derivation is prefix + BASE NOUN = NEW NOUN. In this case, prefix attached to nouns that become
new nouns and new meaning without changing the part of speech. These prefix
are in-, dis-, anti-, and inter-. The examples are written on the table below.
Table 4
The Examples of Noun to Noun Derivation
Prefix
between or among
Verb to Verb Derivation. This kind of derivation also changes the words meaning. The rule of verb to verb derivation is prefix attaches to verb base
producing new meaning. These prefix are re-, dis-, mis-, pre-, and inter-. The
produced words is composed of two morphemes, prefix (un, re-, dis-, mis-, pre-,
and inter) and verb base i.e disagree, consists of prefix dis- and agree as a root.
Table 5
The Examples of Verb to Verb Derivation
Prefix agree, like, appear understand
arrange, select act, connect
Derived Word
undo, uncover, unbind disagree, dislike, disappear misunderstand
prearrange, preselect interact, interconnect
Meaning
to do the opposite
„Not‟ „wrong‟ „before‟
„between or among‟
Adjective to Adjective Derivation. This kind of derivation also changes the words meaning. The rule of adjective to adjective derivation is prefix attaches to
and inter-. The produced words is composed of two morphemes, prefix (un-, in-,
dis-, a-, and inter-) and verb base i.e unbelievable consists of prefix un- and
believable as the adjective root.
Table 6
The Examples of Adjective to Adjective Derivation
Prefix un- in- dis- a- inter- il-
Base Word acceptable accurate, tolerant honest
moral, sexual national legal
Derived Word unacceptable
inaccurate, intolerant dishonest
amoral, asexual international illegal
Meaning
to do opposite of to do opposite of to do opposite of not or without between or among the opposite of
Suffix. A suffix is a group of letters at the end of a word which changes
the word‟s meaning and often part of speech. However, there are some suffixes
that do not change part of speech but the meaning. the examples of suffix are al,
ance, ation, ence, er, ist, ion, dom, ment, ish, ous, an, esque, ate, ful,
-ic, -like, -able, -less, -ly, -ise, -ize, -ate, -en, -ify, -ness, -ism, -ive, -ory, -y, -ship,
and–ity.
Noun to Adjective Derivation. It is the same with other suffix because it changes the words meaning and part of speech. The rule of noun to adjective
derivation is to attach suffix in root, i.e. power (root/adjective) + -ful = powerful
Table 7
The Examples of Noun to Adjective Derivation
Suffix having that quality belonging somewhere like or in the style of having a particular quality containing something
Verb to Noun Derivation. It is a bit different from prefix because most of suffix change the words meaning and part of speech. The base words changes to
derived words are indicated by the two aspects previously. The rule of verb to
noun derivation is to attach suffix in root, i.e. educate (verb) + -ion (suffix) =
education Derived). The other suffixes attached to verb are al, ance, ation,
-ence, -er, -ist, -ion, -dom, and–ment.
Table 8
The Examples of Verb to Noun Derivation
Suffix refuse, arouse perform
an action, state, or quality
The process of, the result of …
an action, state, or quality
„the person or thing doing the activity
Person with particular activity
The process of, the result of … The action or process of ….
The condition
Adjective to Adverb Derivation. The other derivation is to describe the way that something is done and that suffix is –ly. This derivation also has the
same rule with other suffixes derivation. The suffix attaches to adjective
Table 9
The Examples of Adjective to Adverb Derivation
Suffix
Describing the way something done Describing the way something done Describing the way something done
Noun to Verb Derivation. The noun to verb derivation has the same rule as the other suffixes where suffix attaches to the base word, i.e. fool (base) + -ish
= foolish. The other examples of suffix (-ise/-ize, -ate, -ish, -en, -ify) are
mentioned bellow.
Table 10
The Examples of Noun to Verb Derivation
Suffix
to make something become to become
Adjective to Noun Derivation. This kind of derivation might be found easily in vocabulary and it was commonly used in sentence. It also has the same
rule as the other derivation, i.e. beautiful (base word/adjective) + -ness =
beautifulness, feminine (base word) + -ism = feminism. These rules also might be
applied to the other suffixes, namely -ness, -ity, -ism, -ion, and–ify.
Table 11
The Examples of Adjective to Noun Derivation
Suffix state or quality ways of behaving
Verb to Adjective Derivation. This kind of derivation is also very
important in forming new vocabularies. The concept of the word formation is the
suffix -able, -ive, -ory, -y attached to verb base becoming new adjective, i.e.
admire (verb base) + -able = admirable (derived adjective).
Table 12
The Examples of Verb to Adjective Derivation
Suffix
having a particular quality having a lot of something
Noun to Noun Derivation. This kind of derivation is also very important in forming new vocabularies but it only changes the meaning without changing
part of speech. The rule of this derivation is the suffix –ship and–ity attached to
base noun becoming new noun, i.e. lord (base) + -ship = lordship (derived).
Table 13
The Examples of Noun to Noun Derivation
Suffix
involvement between people state or quality
small female
being particular thing the person
belonging
Adjective to Verb Derivation. The last kind of derivation is the adjective forming new verb. It also changes both the meaning and class of part of speech,
i.e. central (base adjective) + -ize = centralize (derived verb). The suffixes of this
derivation are –en and–ize. They have the similar meaning of derived word,
Table 14
The Examples of Adjective to Verb Derivation
Suffix
to make something become to cause or to become
The Hierarchical Structure of Words
The earlier explanation showed that morphemes are formed in a specific
order. Word formation is not a simple matter and also a word itself. Fromkin,
Rodman, Hyams, Collins, Amberber, and Cox (2012) explained that word
formation has its own rules and structure that shape a hierarchical structure. The
word unbelievable, is constructed of three morphemes, un-, believe and–able.
Believe is a verb as a root, we add suffix –able, becoming an adjectives,
believable. Then, we add prefix –un becoming new adjective, unbelievable. The
structure of word formation according to Fromkin, Rodman, Hyams, Collins,
Amberber, and Cox (2012) is described below
Figure 1. The Hierarchical Structure of Words
In order to explain the hierarchical structure of the words, linguists use tree
diagram. Fromkin, Rodman, Hyams, Collins, Amberber, and Cox (2012) gave
example of the words unsystematic below.
ENGLISH MORPHEME
BOUND FREE
ROOT AFFIX
DERIVATIONAL INFLECTIONAL
Figure 2. The Tree Diagram of unsystematic
The tree diagram represents the use of two morphological rules:
1. Noun + atic Adjective
2. Un + Adjective Adjective
Rule 1 showed that suffix –atic is attached to the noun root, forming an
adjective. Rule 2, prefix un- is attached to adjective formed by rule 1 forming an
adjective „unsystematic’. The morpheme un- and –atic are related to the root
system at the same way, but it is not a matter. The suffix –atic is closer to the root
system rather than prefix un-. The prefix un- is connected to the adjective root
systematic and not directly becomes unsystem. Unsystem is not a possible word
because it is not allowed attaching un- to nouns. The other morphological rules
are sated below.
1. Adjective + al Adjective
Suffix –al is added to an adjective, for example egotistical, fantastical,
economical, and astronomical.
2. Adjective + ly Adverb
The adjectives is added to –ly forming adverb. For example, happy, lazy,
hopeful becomes happily, lazily, hopefully.
This following tree diagram is for the two rules applied to unsystematic. Adjective
Un Adjective
Noun atic
Figure 3. The Tree Diagram of unsystematically
Conceptual Framework
One of topics in morphology is derivation. It discusses how to form
vocabularies. There are ten kinds of derivation verb to noun derivation, noun to
adjective derivation, adjective to adverb derivation, noun to verb derivation,
adjective to noun derivation, verb to adjective derivation, noun to noun derivation,
verb to verb derivation, adjective to adjective derivation, and adjective to verb
derivation.
The students commonly face the difficulties in using derivation.
Consequently, they made error and mistakes. Mistakes are not significant problem
since the students can correct them. However, the students cannot see or realize
the errors existence so that they cannot correct errors by themselves. Since the
errors exist, the researcher will analyze them in form of error analysis.
Error analysis provides a set of sequence steps in analyzing the learners‟
errors. The steps of analyzing error consists of detecting errors, locating errors,
describing errors, classifying errors, counting errors, and profiling errors (James in Adverb
Adjective ly
Adjective al
un Adjective
Noun attic
Rejeki, 2012). Besides that, Ellis (1997) discussed four stages in doing the error
analysis namely identifying error, describing error, explaining error and
evaluating error. The following figure is the conceptual framework of the
research.
Figure 4. The Conceptual Framework
Derivation
Affixation (Prefix & Suffix)Error Analysis
Error1. Verb to noun derivation
2. Noun to adjective derivation
3. Adjective to adverb derivation
4. Noun to verb derivation
5. Adjective to noun derivation
6. Verb to adjective derivation
7. Noun to noun derivation
8. Verb to verb derivation
9. Adjective to adjective derivation 10.Adjective to verb derivation
Chapter Three
Research Methodology
In chapter three, the researcher focuses on revealing what are the methods
of conducting the research in systematic way. Firstly, the researcher decided what
kinds of the research which fit with this study. Then, the researcher decided the
population and sample for this research. The researcher also explained the
instrument, validity, reliability and data analysis.
Research Design
The purpose of this research was to analyze the learners‟ error on the use
of derivation. The researcher used quantitative survey research for this study.
Creswell (2012) has given a very concise definition of quantitative research as a
type of research that is explaining phenomena by collecting numerical data that
are analyzed using mathematically based methods (in particular statistics). The
researcher revealed what errors are commonly made by the students in using
derivation. It used survey design because the data collection was used the test.
Population and Sample
Population and sample are necessary in a research because they are the
objects that are going to be researched. Then, the researcher should provide the
population, sample and technique of sampling clearly. Therefore, it is important to
describe what population, sample, and sampling in the research.
Population. Population is all subjects of the research that consists of
people, animals, things and events. The other definition of population is a group
population of this research is students at English Education department of UMY
Batch 2012. The number of the population is 103 students. They are divided into
three classes, namely class A (35 students), B (34 students), and C (34 students).
There are three reasons of taking batch 2012 as the population of the research.
First, they had learned derivation under the subject Capita Selecta on Grammar 3.
Second, the students batch 2012 have chance to use language longer. Third, the
easiness of accessibility since the researcher is also the student of batch 2012 and
know all the students of batch 2012. The researcher did not use the whole
population as a research sample directly, but the researcher used representative
students for sample.
Sample. Sample is a part of population that is chosen to be respondents.
Creswell (2012) defined that sample is a subgroup of the target population that the
researcher planned to study for generalizing about the target population. Arikunto
(2002) suggested that it is better to take all the population as sample if the
population is less than 100, but if the population is over 100, it is allowed to take
10% - 15%, or 20% - 25%, or more. The researcher decided to take 30% of the
population and she found 30% out of 103 were 30 students. They consisted both
males and females.
Sampling. The sampling method to take this sample was convenience
sampling meaning that the researcher involves choosing the nearest person to
serve as respondents and stop that process until the required sample size has been
fulfilled or it can be spread to whom available and accessible at that time. In this
participants. Then, it stopped when the researcher had found it enough as much as
sample of the research.
Instruments
The researcher used a test as an instrument of the research. Test is a
sequence of questions or exercises used to measure skills, knowledge, ability,
intelligence, or talent owned by individual or group (Suharsimi in Haq, 2014).
This test consisted of ten types of derivation, namely verb to noun derivation,
noun to adjective derivation, adjective to adverb derivation, noun to verb
derivation, adjective to noun derivation, verb to adjective derivation, noun to noun
derivation, verb to verb derivation, adjective to adjective derivation, and adjective
to verb derivation. Each type of derivation has five questions so that the number
of the test items is 50 questions (see appendix 2).
Validity and Reliability
Validity and reliability is fundamental in making an instrument. They have
important role in determining whether the instrument is appropriate or not. Each
kind of instrument of the research has different characteristic and standard. The
researcher presented what validity and reliability is and how to validate and rely
on the instrument.
Validity. The validity is very important to help the researcher identify
whether an instrument is appropriate to use in a research or not. Creswell (2012)
stated that validity is the development of sound evidence to demonstrate that the
test interpretation (of scores about the concept or construct that the test is assumed
expert judgment to check the validity of the test. The experts were the two
lecturers whose expertise is in linguistics, especially morphology. The validity
includes face validity, content validity, concurrent validity, and construct validity.
The two experts have approved the instrument so that it could be distributed. The
validity aims to measure that the instrument is appropriate with the students‟
material, their ages, and to ensure that the test item is set clearly.
The researcher has tested the validity to the experts five times. In the first
time, the researcher designed the test with cloze test and the experts suggested that
test should follow the rule of designing test such as the instruction should be clear,
using dot rather than line, and should provide the test distribution sheet. In the
second time, they suggested that the test should be in one type of derivation, i.e.
suffix –ion is only for one question. In the third time, test item should be changed into multiple choices test because the cloze test is too difficult for the students. In
the fourth time, the distractors used were not parallel, not in the same idea, and the
researcher should provide the choices A, B, C, and D. In the last time, the test
should be in the same form, for example positive and positive – negative and
negative, the example below has choices appear, appearance, reappearance and
disappear. Disappear has negative meaning then it should be changed to positive
form.
i.e. You should care about your (APPEAR) . . . when you go to the interview.
a. appear
b. appearance
c. reappearance
The researcher changed the test as follow:
You should care about your (APPEAR) . . . when you go to the interview.
a. appear
b. appearance
c. reappearance
d. appearment
The researcher changed the test after five times of judgments and adjusted
the experts‟ suggestion. Then, the distributed test is valid by using expert
judgment.
Reliability. Reliability is very important to check the instrument
consistency. Creswell (2012) stated that reliability means scores from an
instrument are stable and consistent (p.159). The researcher used piloting test to
measure the reliability of the instrument. The researcher conducted the data
piloting to the students randomly to the students who had learned derivation and
they are not in actual research. The researcher spread the test to 31 data piloting
participants batch 2014 and 2014 and researcher got 29 tests, one was missing,
and the other one was unconfirmed. The test was analyzed through SPSS ver.16
using Cronbach‟s Alpha method and then it was compared to rtabel with error value
5% or the confidence level 95%. In reliability test, the researcher made hypothesis
as follow.
Ho : the test is not consistent. (unreliable)
Ha : the test is consistence. (reliable)
The reliability test is following:
If, r value ≤ r table, Ho is accepted
r value : Alpha
α : 5%
then, 0,458 > 0,3115, Ho is refused
Based on the reliability test above, it means that the test is reliable and it
can be used as the research instrument.
Data Analysis
The sequence steps of analyzing data are applied in this research, namely
identifying error, describing error, and explaining error. Besides that, the
researcher counted the error and calculated them into the most frequent error and
the least frequent error. The researcher also analyzed the data using descriptive
statistics and used SPSS ver.16 as the tool in analyzing the quantitative data.
Sukardi in Maziyah (2014) suggested that the quantitative research should use
descriptive statistic. Creswell (2012) stated that:
Descriptive statistics is indicated general tendencies in the data (mean,
mode, median, sum), the spread of scores (variance, standard deviation,
range), or a comparison on how one score relates to all others (z scores,
percentile, rank) (p.182).
Additionally, the researcher used Microsoft Excel to look for the
frequencies of errors and converted into percentage. According to Bluman in
Kurniasih (2013) the formula of percentage stated as follow:
Chapter Four
Research Result and Discussion
This chapter is the fourth part of the research. It focused on the result and
discussion of the research. The data discussion presented the error occurrence
from the most frequent error to the least frequent error.
Result
The data source of this research is test about Derivation. The researcher
gave 50 multiple choice questions in each test item. This test contained ten kinds
of Derivation, namely Verb to Noun Derivation, Verb to Adjective Derivation,
Verb to Verb Derivation, Noun to Adjective Derivation, Noun to Verb Derivation,
Noun to Noun Derivation, Adjective to Adverb Derivation, Adjective to Noun
Derivation, Adjective to Adjective Derivation, and Adjective to Verb Derivation.
The test items distribution table is attached on appendix 2.
By analyzing the participants‟ answer, the researcher obtained their score
of the test. The researcher found 8 error items on participant 1, 32 error items on
participant 2, and 30 error items on participant 3. In addition, 11 error items were
found on participants 4, 11, 18 and 25. 27 error items were found on participants 5
and 29. 14 error items were committed by participants 6, 10, and 23. Participant 7
committed error on 5 test items. Participant 8 did error 12 times. 18 error items
were committed by participant 9. Participant 12 committed 16 error items. 24
error items were found on participants 13 and 21 while 29 error items were found
on participant 14. Participant 15 did 22 error items. Participants 16 and 24 did 17
error items on participant 19, 20 error items on participants 20, 13 error items on
participant 22, 17 error items on participant 24, 8 error items on participant 26, 9
error items on participant 27, 1 error item on participant 28 and 28 error items on
participant 30. The table of this explanation is written as follow.
Table 1
The Identification of Participants’ Answer
No. Participants Total Total
Correct Answer Error Answer
1 Participant 1 42 8 50
2 Participant 2 18 32 50
3 Participant 3 20 30 50
4 Participant 4 39 11 50
5 Participant 5 23 27 50
6 Participant 6 36 14 50
7 Participant 7 45 5 50
8 Participant 8 38 12 50
9 Participant 9 32 18 50
10 Participant 10 36 14 50
11 Participant 11 39 11 50
12 Participant 12 34 16 50
13 Participant 13 26 24 50
14 Participant 14 21 29 50
15 Participant 15 28 22 50
16 Participant 16 33 17 50
17 Participant 17 43 7 50
18 Participant 18 39 11 50
19 Participant 19 41 9 50
20 Participant 20 30 20 50
21 Participant 21 26 24 50
22 Participant 22 37 13 50
23 Participant 23 36 14 50
24 Participant 24 33 17 50
25 Participant 25 39 11 50
26 Participant 26 42 8 50
27 Participant 27 41 9 50
28 Participant 28 49 1 50
29 Participant 29 23 27 50
30 Participant 30 22 28 50
For the data analysis, the researcher applied the steps of error analysis by
Ellis (1997) namely identifying error, describing error, explaining error, and
evaluating error. After the researcher analyzed the participants‟ answer, the
researcher then ordered the errors from the most frequent error to the least
frequent error. These steps are attached on appendix 5. The following table is the
result of error occurrence in participants‟ test on kinds of derivation.
Table 2
Recapitulation of the Result of Error Occurrence on Ten Kinds of Derivation
No. Kinds of Derivation Frequency of Error
Percentage (%)
1. Adjective to Noun Derivation 76 15.5%
2. Adjective to Verb Derivation 67 13.7%
3. Verb to Verb Derivation 63 12.9%
4. Noun to Noun Derivation 59 12.1%
5. Adjective to Adjective Derivation 53 10.8% 6. Adjective to Adverb Derivation 50 10.2%
7. Verb to Adjective Derivation 44 9%
8. Noun to Verb Derivation 28 5.73%
9. Verb to Noun Derivation 27 5.52%
10. Noun to Adjective Derivation 22 4.5%
Total 489 100%
Based on the table above, it can be interpreted that the most frequent error
occurred on Adjective to Noun Derivation with 76 frequencies (15.5%). While the
researcher found the second most frequent error is Adjective to Verb Derivation
with 67 frequencies of error (13.7%). The third place is Verb to Verb Derivation
with 63 frequency of error (12.9%). The fourth place is Noun to Noun Derivation
with 59 errors (12.1%). Adjective to Adjective Derivation is in the fifth place of
the most frequent error with the total 53 errors (10.8%). There is Adjective to
the error occurrence order is Verb to Adjective Derivation with 44 errors (9%).
The third lowest frequent of error is Noun to Verb Derivation with 28 times of
error (5.73%). While the second least error is Verb to Noun Derivation with 27
times of error (5.52%). The least frequent error happened to Noun to Adjective
Derivation with 22 times occurrence (4.5%). The total of error is 489 times out of
1500 test items.
Data Discussion
In this study, each participant was given the same number of 50 test items.
As a result, the researcher collected 1500 test items from 30 participants. The
researcher found 489 errors in participants‟ answer as attached on appendix 3.
Based on the result, the researcher classified them into ten kinds of derivation and
presented the result from the most frequent error to the least frequent error.
Adjective to noun derivation. Adjective to Noun Derivation is the most
frequent error occurred among the participants. Based on the following table,
participants committed error mostly on how to change Adjective to Noun with
derivational suffix –ory. This happened 28 times or it equals to 5.7% and was
followed by derivational suffix –ity 18 times or it is the same as 3.7%. The
participants made error on derivational suffix -ness 12 times or it is equal to 2.5%,
other derivational suffix –ity and –y 9 times and it is equal to 1.8%. The total of
error frequency in Adjective to Noun Derivation is 76 times or it is the same as
