A STUDY ON GRAMMATICAL MISTAKES OF CHANGING
WORDS INTO NEGATIVE QUALITIES USING PREFIXES
MADE BY THIRD SEMESTER STUDENTS
THESIS
This Thesis is submitted to meet one of the requirements to achieve Sarjana Degree in Education
BY:
HILMI MATHOFANI 06360111
ENGLISH DEPARTMENT
This thesis written by Hilmi Mathofani was approved on January 25, 2011
By:
Advisor II, Advisor I,
This thesis was defended in front of the examiners of the Faculty of Teacher Training and Education of University of Muhammadiyah Malang
and accepted as one of the requirements to achieve Sarjana Degree in English Education
on February2011
Approved by:
Faculty of Teacher Training and Education
University of Muhammadiyah Malang
Dean,
Drs. H. Fauzan M.Pd
Examiners: Signatures:
1. Riza Elfana, M.A. 1 ………..
2. Drs. Mas’udi, M.Ed. 2 ………..
3. Rina Wahyu S, M.Ed 3 ………..
ACKNOKLEDGMENT
Alhamdulillah, all thanks due to Allah SWT, because of His gracious, mercies,
blessing and gives the writer a power of spirits to finish this thesis. Sholawat and greeting
to his greatest prophet Muhammmad SAW who has bring us from the darkness to the
lightness.
On this occasion, the writer would like to express his highest gratitude, thanks,
and appreciation to all the people whom he indebted to and who have been involved
either directly or indirectly in this thesis writing of this thesis.
Firstly, I am very thankful for my two advisors, Rina Wahyu S, M.Ed and Drs.
Nur Yasik, M.Pd who have devoted to their time and given the writer such as a lovely
deal of help, patient, guidance, advice, and feedback in this writing. The second part, I
would like to begin with the two most extraordinary people in my life, my parents “M.
Usman Ali (alm) and Ninik Mufa’iyah” who have supported his financially, morally, and
spiritually so that he can finish his thesis. My beloved brothers (Candra Dwi Saputra,
Ferdiansyah Bani, and Aditya Ali Nugraha) for their loves and support.
Special thanks is also given to Pattama Sritiangtrong for her kindness and support
in helping during completing this thesis. For the third semester students of English
Department who helped the writer as participants. To all my friends, Astening, Hayat,
Sanusi, Fredo, Slamet, Lubab, Airin, and all P2KK committee, I never forget you all.
Thank you all for being such wonderful, loyal and understanding friends who are never
weary to give me support.
For those people I have mentioned above, may God give his blessing and protect
to all of us, amien.
January 2011
TABLE OF CONTENTS
APPROVAL ...………. i
LEGALIZATION …...………. ii
MOTTO AND DEDICATION ……… iii
ABSTRACT ………. iv
ACKNOWLEDGEMENT ………... v
Table of Contents ………. vi
List of Tables ………...………. vii
List of Appendices ………...……… viii
CHAPTER I: INTRODUCTION
CHAPTER II: REVIEW OF RELATED LITERATURE 2.1 Teaching and Learning Vocabulary ………. 7
2.2 Grammatical Mistake ………... 9
2.3 Word Formation ………... 10
2.3.1 Derivation ………... 11
2.3.2 Derivational Affixes ………... 12
2.3.3 Derivational Prefixes ……….. 12
2.4 Negative Prefixes ………. 12
CHAPTER III: RESEARCH METHODOLOGY 3.1 Research Design ……….. 21
3.3 Research Instrument ………... 22
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION 4.1Research Findings ………... 29
4.1.1 The Types of Mistake in Employing negative prefix un- 29 ……….…….. 4.1.1.1Spelling Mistake ……….... 29
4.1.1.2Misformation Mistake ………... 30
4.1.2 The Types of Mistake in Employing negative prefix non- ………... 34
4.1.2.1Misformation Mistake ……….... 34
4.1.3 The Types of Mistake in Employing negative prefix a-……….... 36
4.1.3.1Pronunciation Mistake ………... 37
4.1.3.2Spelling Mistake ……… 37
4.1.3.3Misformation Mistake ………... 38
4.1.4 The Types of Mistake in Employing negative prefix dis- ... 40
4.1.4.1Misformation Mistake ………... 41
4.1.5 The Types of Mistake in Employing negative prefix mis-……… 44
4.1.5.1Pronunciation Mistake ………... 44
4.1.5.2Misformation Mistake ………... 44
4.1.6.1Prefix in- ……… 47
4.1.6.2Prefix ir- ……… 50
4.1.6.3Prefix im- ………... 52
4.1.6.4Prefix il- ………. 54
4.1.7 The Most Dominant Mistake ………. 55
4.1.8 The Least Mistake ………. 55
4.2Discussion ……… 56
CHAPTER V: CONCLUSION AND SUGGESTION 5.1 Conclusion ……… 58
5.2 Suggestion ……….... 59
5.2.1 Suggestion for the Lecturers ………... 59
5.2.2 Suggestion for the Students ……… 59
5.2.3 Suggestion for further Researcher………... 60
Bibliography ……….. 61
LIST OF TABLES
Table 1 Derivation and Inflection ………. 11
Table 2 Prefix in- ……… 13
Table 3 Assimilation in prefix in- ………. 14
Table 4 Prefix dis- ……….. 16
Table 5 Prefix un- ……….. 17
Table 6 Prefix non- ……… 18
Table 7 Prefix a- ………... 19
LIST OF APPENDICES
Appendix I Try Out Test ... 63
Appendix II Key Answer of Try Out Test ... 67
Appendix III Calculation of the coefficient of the Reliability Test of the Try Out by Using Kuder-Richardson Formula ... 70
Appendix IV The Calculation of the Coefficient Phi (ſ) of Discriminatory Index ... 73
Appendix V The Level of Difficulty and Discriminating Power of The Try-Out Test... 75
Appendix VI Test ... 77
Appendix VII Key Answer of Test... 80
Appendix VIII Students’ Mistake in Employing Negative Prefixes ... 82
61 REFERENCES
Ary, Donald; Jacobs, Lucy C & Razavieh. 2002. Intoduction to Research in Education. Sixth Edition. New York: Holt, Rineharth, and Wadsworth, Inc.
Barnhart, Robert K. 1995. The Barnhart Concise Dictionary Of Etymology The Origin Of American English Words. USA
Brown, H Douglas. 2000. Learning and Teaching. Fourth Edition. San Francisco: Longman.
Clark, Ryamond C & Janie L. Duncan. Getting a Fix on Vocabulary: using words in the news. Vermont: Pro Lingua Associates
Dwiwandono, Soenardi. 2008. Tes Bahasa Pegangan Bagi Pengajar Bahasa.
Jakarta: PT Indeks.
Dzuganova B. 2006. Negative Affixes in Medical English. Bratisl Lek Listy 2006; 107 (08): 332-335 (online), (http//www.pdfgeni.com/negative prefixes)
Fatkhur, Nanang. 2004. The student’s Ability in Recognizing Parts of Speech in Fourth Semester of English Department at Muhammadiyah University of Malang. Malang: Unpublished S1 Thesis: English Department UMM.
Hartono. 2002. Bagaimana Menulis Tesis?: Petunjuk Koprehensif Tentang Isi dan Proses . Malang: UMM Press.
Gay, L. R. 2003. Educational Research : Competencies for Analysis and Applications. USA: Pearson Education, Inc
Hatch, Evelyn & Cheryl Brown. 2000. Vocabulary, Semantics, and Language Education. Cambridge: Cambridge University Press.
Hill, L A. 1985. Word Power 4500: Vocabulary Test and Exercises. Hongkong: Oxford University Press.
62
Suyanto, Kasihani, K.E. 2002. Pengajaran Bahasa Inggris di Sekolah Dasar: Kebijakan, Implementasi, dan Kenyataan. Pidato Pengukuhan Guru Besar Universitas Negri Malang (http//www.pdfgeni.com)
McCarthy, Michael & Felicity O’Dell. 1994. English Vocabulary in Use.
Cambridge: Cambridge University Press.
Oliu, Walter E; brusaw, Charles T & Alred. 1988. Writing That Works: How to Write Effectively on The Job. Third Edition. New York: St. Martin’s Press
Plag, Ingo. 2002. Word-Formation in English. Cambridge: Cambridge University Press
Pujilestari, Ika Dani. 2008. English Vocabulary of Eleventh Grade Students of SMAN 5 Malang: Unpublished S1 Thesis: UM Department of English Education.
Redman, Stuart. 2000. English vocabulary in use pre-intermediate & intermediate. cambridge; cambridge university press.
Sudijono, Anas. 2005. Pengantar Evaluasi Pendidikan. Jakarta: PT. Raja Grafindo Persada.
Tarsk, R L. 1999. Key Concept in Language and Linguistics. London: Routledge
Thornbury, Scott. 2002. How to Teach Vocabulary. Longman: Pearson Education Limited
1 CHAPTER I
INTRODUCTION
This chapter discusses the background of the study, statement of the
problems, purpose of the study, scope limitation, and the definition of key terms.
1.1 Back ground of the study
As a mean of communication, English language has an important role in
our life; for academic purpose, business goals, and other purposes. English
language has already become global language used in many countries as a mother
language, as second language, or as foreign language.
In Education field, English is one of international language that becomes
part of curriculum almost in every country. English has been the first foreign
language taught in Indonesia years ago after its independence. It was included in
curriculum since 1950’s as a subject for high schools until 1990’s. Furthermore,
starting on 1993 English teaching was not only conducted in high schools, but
also in Elementary schools. It was proved by the decree of minister of Education
and Culture No. 060/U/1993 on February, 25 1993 that English can be introduced
as a local content subject in grade 4 of Elementary schools. Recently, it has been
taught as a subject for Primary Education starting from grade one.
In process of teaching English, the government expected that the student
will have good mastery in order to compete with others. That is why teaching
2
speak, and write. In other word, in learning language, students develop skills in
listening, speaking, reading, and writing. Every skill has its own goal to be
reached as the requirements of English ability. In details, in order to full fill their
four skills requirement, the students should be capable in using the language
components. The language components involve vocabulary, grammar, and
pronunciation. All language components are important and related each other.
Wilkin in Thornbury (2002) states” without grammar very little can be conveyed,
without vocabulary nothing can be conveyed”. It means that the acquisition of
vocabulary is just as important as the acquisition of grammar and those two are
obviously interdependent. Vocabulary and grammar are inseparable and it must be
taken as important portion in teaching and learning process.
Learning English is not only learning about English but also how to use it.
It is different from what happened in Indonesia. Kasihani stated in her speech on
2002 that generally teaching English in Indonesia more emphasizing at “learning
about English” not “learning how to use English”. Though, learning how to use
English is very useful. Wilde (2006) found that a set of 20 prefixes and 14 roots,
and knowing how to use them will unlock the meaning of over 100.000 words.
Means that by knowing how to use language will bring many advantages in their
studies. In detail, by knowing prefixes the student will able to know the meaning
of the words and recognize whether it is adjective or verb. It is proved the
importance to know how to use English especially prefixes and generally in
3
From point of view above, we can find that Indonesian English learners
were learning English for 6 up to 12 years at least. Based on the time that students
spend in learning, we will assume that students has mastery English well.
Unfortunately it is inversely proportional with the reality. Based on research
conducted by Pujilestari (2008) on eleventh grade students of SMAN 5 Malang, it
was found that generally English vocabulary mastery in eleventh grade students
are considered at 2000 word level. In the next year, similar research conducted by
Kurniasari (2009) on second semester students of University Muhammadiyah
Malang. She found that the second semester students of University has
high-frequency in the 2000 word level with 80% students gained very good to excellent
and low-frequency in 3000 word level, 5000 word level, and university level.
Another verification concerning with the students ability is found in fourth
semester of English department students. A research conducted by Fatkhur (2004)
on student ability in recognizing part of speech found that students found
difficulties in determining what class of the words and how the word is used in a
sentence.
Thus from point of view above attract the writer to conduct a research
concerning with words. The researcher intends to do a research on grammatical
mistakes of changing words into negative qualities by using prefixes.
1.2 Statement of the problem
Based on the background of the study above, the researcher wants to
4
1. What are grammatical mistakes made by the third semester students on
changing words into negative qualities by using prefixes?
2. In what prefixes are students often made mistakes on changing words into
negative qualities?
3. In what prefixes are student rarely made mistakes on changing words into
negative qualities?
1.3 Purpose of the study
Related to the statement of the problems stated previously, the purposes of
this study are:
1. To know what are grammatical mistakes made by the third semester on
changing words into negative qualities by using prefixes.
2. To find out what are the most mistakes made by the students in changing
words into negative qualities by using prefixes.
3. To find out what are the least mistake made by the students in changing
words into negative qualities by using prefixes.
1.4 Significance of the study
There are some significances by the writer on this study:
a. For students:
This research expected to be an additional knowledge for English
learners about derivational word especially in negative qualities. This
5
Hopefully from this research student can be able to know and use
prefixes well and can avoid the mistake that have done before.
b. For lecturers:
This research expected to give information to the lecture about the
common mistake made by students in English language learning especially
in affixes. Its conclusion hopefully can present fruitful result those
potential help lecturers in generating suitable material in his or her lecture.
Furthermore the information can be as consideration in teaching English
vocabulary.
c. For the next researcher:
Foreign language is a broad area to do research especially in
vocabulary. Many new words occur every day, every week, every month,
and every year. From this reason it is suggested that the next researcher
will be willing to conduct research related to affixes. Since English is
learned in our country there are such interest things to research such as
prefixes or further.
1.5 Scope and limitation
The scope of this study is focus on grammatical mistake made by
third semester on changing words into negative qualities by using prefixes.
It is limited at the student mistakes on changing words into negative
6 1.6 definition of key terms
Related to this research, there are some key terms that need to be specified
in order to avoid misunderstanding of the contents of the study; they are as
follows:
1. Vocabulary: a list or collection of words employed by a language,
individual, group, or work or in a field of knowledge.
2. Mistake: A performance errors to utilize a known system.
3. Prefix: a letter or group of letters attached to the beginning of a word that
form a new word.
4. Grammatical Mistake: a performance error that caused by lack of
understanding a known rules for constructing words and sentence in a
particular language.
5. Negative Qualities: of the opposite nature (degree) to a thing regarded as
