i ABSTRACT
THE IMPLEMENTATION OF DERIVATIONAL EXERCISE IN TEACHING VOCABULARY AT THE SECOND GRADE
STUDENT OF SMA YP UNILA BANDAR LAMPUNG
By
Imelda Ayu Mustika
Vocabulary is the basic element of language that must be learnt first by learners. Learning language cannot be separated from learning vocabulary. Many students found difficulty in studying English because they lack of vocabulary. Therefore, in order to overcome the problem, the researcher implemented derivational exercise in teaching vocabulary. This research is conducted in order to find out whether derivational exercises improve students’ vocabulary and to find out the problems that students face in learning vocabulary through derivational exercise. This research was conducted at SMA YP Unila Bandar Lampung in which class XI IPA 2 as experimental class. The study employed quantitative research by using one group pretest-posttest design covering pretest, three treatments and posttest. The data were obtained through the vocabulary test and interview.
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CURRICULUM VITAE
Imelda Ayu Mustika was born on December 7th, 1991 in Bandar Lampung. She is the oldest child of a great couple, Yakup S.Pd. and Nursilawati. She has one brother named Denis Candra Dewangsa.
She started her education at TK Budaya Bandar Lampung in 1997 and graduated in 1998. In the same year she continued her study at SDN 1 Langkapura Bandar Lampung and graduated in 2004. Then, she entered junior high school of SMPN 1 Bandar Lampung and graduated in 2007. She continued her study at SMA YP Unila Bandar Lampung and finished in 2010. In the same year, she was accepted at the S-1 of English Education Study Program, Language and Art Education Department, FKIP, University of Lampung.
She accomplished the Teacher Training Program (PPL) at SMPN 2 Liwa, Lampung Barat from July to September 2013.
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ACKNOWLEDGEMENTS
Praise is merely for Allah SWT, The Most Gracious and The Most Merciful, who
always gives me all the best in this life. This script entitled: The Implementation of Derivational Exercise in Teaching Vocabulary at the Second Grade Student of
SMA YP Unila Bandar Lampung is presented to fulfill one of the requirements in accomplishing the S-1 Degree at the Department of Language and Arts of Teacher Training and Education Faculty, University of Lampung.
This script could never come to existence without any support, encouragement
and guidance from several dedicated people. In this occasion, I would like to express my deepest gratitude to Dr. Muhammad Sukirlan, M.A., my first advisor
for his invaluable guidance and ideas. My thankfullness is also dedicated to Drs. Sudirman, M.Pd., my second advisor, for his guidance, criticism and revision in the writing process of this script. I would also like to express my gratitude to Prof.
Dr. Cucu Sutarsyah, M.A., my examiner, for his suggestion and guidance for the betterment of this script.
My appreciation is also addressed to Drs. H. Berchah Pitoewas, MH., the
Headmaster of SMA YP Unila Bandar Lampung, and Mr. Sauqi Wafa, S.Pd., the English Teacher, for their guidance and support during the research and students of SMA YP Unila Bandar Lampung, especially class XI IPA 1 and class XI IPA 2
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My thankfullness is further extended to my friends:Adestamia Lambung Negara,
Resti Febtrina, Zakia Permata Sari, Nandita Wana Putri, Elsye Yetti Frida, Reza Ramanda, Yulia Agustiara, Shirtha, Puspa Aprilia, Indah Nurhasanah, Logi
Bellamari, and also the members of English Department 2010 and specially Zuliansyah for help, care, support and motivation. Many thanks are also addressed to my beloved friends: Aprinda Maharani P.K, Septina Maulida, and Novia
Malinda.
My greatest indebtedness and love are dedicated to my beloved mother Nursilawati and father Yakup S.Pd., who have always prayed and motivated me to
struggle when I wanted to give up. My greatest gratitude for their love, care, support and for always encouraging and motivating me to finish this script. I also express my deepest love to my beloved brother, Denis Candra Dewangsa for
always caring, motivating and understanding me. My beloved cousin, Nia Octavia S.St.Pi, for her help and support.
Last but not least, I hope this script to be useful to the readers and for further
researchers.
Bandar Lampung, Oktober 2014
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DEDICATION
This script is fully dedicated to:
My beloved parents:Yakup, S.Pd. and Nursilawati My beloved brother: Denis Candra Dewangsa My beloved friends of English Educational Study Program
x
5. Level Difficulty and Distribution Power Try Out ... 75
6. Reliability Table of the Tryout ... 77
7. Reliability of the Tryout of Test Formula ... 76
8. Students’ Gain between Pretest and Posttest ... 78
9. Improvement of Students’ Vocabulary Achievement in Experimental Class ... 79
10.Distribution Frequency of Pretest Score ... 81
11.Distribution Frequency of Post Test Score ... 82
12.Normality Test of Pretest Data ... 83
13.Normality Test of Post Test Data ... 84
14.The Increase Students Noun, Verb, Adjective and Adverb in Pretest ... 85
15.The Increase Students Noun, Verb, Adjective and Adverb in Posttest ... 86
16.T-table ... 87
17.Tryout ... 88
18.Answer Key of the Try Out ... 93
19.Pretest ... 94
20.Answer Key of the Pretest... 98
21.Posttest ... 99
22.Answer Key of the Posttest ... 103
iv Motto
Indeed, Allah will not change people fate until they change themselves (Q.S. Ar-Ra’d:11)
Something which is not yet done, sometime seemed impossible; we will feel certain if we have worked it well
ix LIST OF TABLES
Page
1. Specification of Test ... 31
2. Distribution Frequency of the Pretest Score ... 39
3. Students’ score of Vocabulary ... 39
4. Distribution Frequency of Posttest Score ... 41
5. Students’ score of Vocabulary ... 41
6. Students’ Mean Score of the Pretest and Posttest ... 43
7. Analysis of Hypothesis ... 45
THE IMPLEMENTATION OF DERIVATIONAL EXERCISE IN TEACHING VOCABULARY AT THE SECOND GRADE
STUDENT OF SMA YP UNILA BANDAR LAMPUNG
A Script
By
IMELDA AYU MUSTIKA
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF LAMPUNG
vii 2.1.Review of Previous Research ... 7
2.2.Concept of Vocabulary ... 8
2.3.Classification of Words ... 11
2.4.Teaching Vocabulary ... 12
2.5.Concept of Derivational Exercise ... 14
2.5.1. Affixes ... 16
2.5.2. Prefixes ... 16
2.5.3. Suffixes ... 19
2.6.Procedures of Teaching Vocabulary through Derivational Exercise ... 22
2.7.Advantages and Disadvantages ... 23
2.8.Theoretical Assumption... 24
2.9.Hypothesis ... 25
3. METHODS 3.1.Research Design ... 26
3.2.Population and Sample ... 27
3.3.Data Collecting Technique ... 27
3.3.1. Vocabulary Test ... 27
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3.4.Research Procedures ... 29
3.4.1. The Validity ... 30
3.4.2. Reliability ... 31
3.4.3. Level of Difficulty ... 33
3.4.4. Discrimination Power ... 33
3.5.Data Analysis ... 34
4.7. The Improvement of Students’ Vocabulary Achievement ... 42
4.7.1. Normality Test ... 43
4.7.2. Hypothesis Testing ... 44
4.8. The Problems the Students Face during Learning Vocabulary through Derivational Exercise ... 44
4.9. Discussion of Findings ... 48
5. CONCLUSION AND SUGGESTION 5.1. Conclusions ... 54
5.2. Suggestions ... 55 REFERENCES
I. INTRODUCTION
In order to know why this research should be conducted, this chapter deals with
several points, namely introduction that deals with background, problem(s), objective(s), uses, scope, and definition of terms clarified as the following.
1.1. Background of Problem
English is the first foreign language taught in Indonesia. It is taught from
elementary school to university level. The objective of teaching the foreign language is to help students communicate well. Learning language cannot be
separated from learning vocabulary. How can students communicate well when they lack of vocabulary? So, vocabulary is important aspect when students learn a language.
Learning a foreign language means learning the vocabulary and its meaning. Vocabulary is used in communication either in spoken form or written forms.
Kweldju (2004:18) says that no language acquisition is possible without understanding the vocabulary, either in the first or the second language. Napa (1991:6) says that vocabulary is one of the language components and that no
language exists without words. Before a student learns the language he or she should know the vocabulary to understand the language. The students should
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Wallace (1988: 23) states that vocabulary is the vital aspect of language.
Meanwhile, Rivers (1970: 462) says that it would be impossible to learn a language without vocabulary. The two statements seem to imply that vocabulary
is important role in a language. Without vocabulary nothing can be conveyed because vocabulary is foundation of communication. Vocabulary is complex element of language to be learnt by students because there are some elements of
vocabulary, such as, function word, content word and idiom. It makes students cannot master vocabulary because they get difficulty to master of each element.
Therefore, vocabulary is a must in learning a language.
Although English has been learnt for a long time when they were school, in fact
there are many students who found English difficulty to study. Most of students did not understand the meaning of words in a sentence or a text and also they could not define the meaning of a word or some words. When they found the
difficulties, they would open their dictionary to know the meaning of the word. It made the students forget the meaning easily and could not memorize the
vocabulary for longer. It showed that students’ understanding about vocabulary was lack. Besides that, it found that some students did not know the changing of word. They only knew the basic word. It meant that many students still had
difficulties when they found the word in other form. In addition the English teacher did not use any media and materials in teaching vocabulary. The teacher
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Perhaps this problem may not cause by the students’ way of learning, but it might also be caused by teacher’s selection material in teaching vocabulary. The teacher
did not give clear explanation and then not use varieties technique. As Allan and
Vallate (1997) state that teaching vocabulary can be meaningful if the teacher conducts the teaching process by combining the available techniques of teaching. It can be inferred that teacher chooses appropriate technique to improve the students’ vocabulary because if the teacher does not use appropriate technique the
students cannot follow the material from the teacher.
To overcome the problem, the teacher should be able to select the material and choose proper techniques that are relevant to the students’ condition, needs and
age. Besides that, the teacher should also be able present the materials systematic and interesting.
Referring to the problems above, the researcher finds a material that seems
suitable for students in learning vocabulary in order to improve the students’ vocabulary achievement that is derivational. Thus, the teacher can use teaching
derivational exercise to improve students’ vocabulary. The researcher assumes that by using derivational in process of teaching vocabulary, it can be easier for
students to understand, remember and develop the new vocabulary that they learned.
A derivational exercise is useful in process of developing new words from basic
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vocabulary. The students can learn the principles in forming words. And also
leads them to be active and creative in applying and creating a word. The researcher expects that by using derivational exercise, the students more creative
in building a word and could improve their vocabulary.
1.2. Formulation of Problem
The formulations of the problem of this research are:
1. Is there any significant difference of students’ vocabulary achievement
after being taught through derivational exercise at SMA YP UNILA? 2. Is there any improvement of students’ vocabulary achievement after being
taught through derivational exercise at SMA YP UNILA?
3. What are the problems that the students face in learning vocabulary through derivational exercise?
I.3. Objective of Problem
The objectives of this research are:
1. To find out whether derivational exercises improve students’ vocabulary achievement after being taught derivational exercise at SMA YP UNILA.
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I.4. Uses of the Research
The uses of the research are:
1. Theoretically, this result of this research is expected to support the previous theories about derivational exercises in implement students’
vocabulary.
2. Practically, the result of this research can give information to English teacher that derivational exercises can be used to teach vocabulary.
1.5. Scope of the Research
This research was about teaching English vocabulary through derivational
exercise. It was conducted at the second grade of SMA YP UNILA Bandar Lampung. The research focused on implementation of derivational exercise in teaching vocabulary especially content word in terms of verb, noun, adjective and
adverb because derivational gave emphasis on the process of developing new words from the basic (root) word. So, the students could develop from one word
to more words, from example from noun to adjective and verb. The students were given three treatments in this research. One meeting was conducted in 90 minutes.
Vocabulary test was given twice, they are pretest and posttest. Pretest was given to know the students’ vocabulary background knowledge and posttest was given
to know the students’ vocabulary after being taught through derivational exercise.
1.6. Definition of Terms
There are some terms used in this research and to make it clear, definitions of
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Derivational
It is the process of forming a new word on the basis of an existing word by adding a derivational affix, a prefix or suffix.
Derivational exercise
It is a variant exercise that students practice to create new word from the basic word into other form.
Teaching vocabulary
It means that process of transferring knowledge and skills from a teacher to the
learners especially in learning vocabulary.
Vocabulary
Vocabulary is defined as a set of lexemes including single words, compound words and idioms.
Those are the context of chapter 1, from describing of background of problem, formulation of problems, objective of problem, uses of the research, scope of the research and definition of term. The further explanation will be discussed in next
II. LITERATURE REVIEW
This chapter discusses about vocabulary, teaching vocabulary, derivational exercise, and teaching vocabulary through derivational exercise, advantages and disadvantages of derivational exercise, theoretical assumption and hypothesis.
These theoretical concepts are presented in the following points.
2.1. Review of Previous Research
Derivation is one way to teach vocabulary. The researcher believes that there are
some advantages of using derivation as a technique in teaching vocabulary. They assume learning derivation can help students to build students‟ vocabulary. It stimulates students to develop new words from basic word.
Nopita (2012) has investigated that derivational approach can increase students‟ vocabulary achievement. In her research, she conducted a comparison study of students‟ vocabulary achievement between derivational approach and common
technique. The research showed that the students‟ average score in experimental
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The previous research has similarity and difference with this research. The
similarity is the research was conducted to investigate the using of derivational to increase the students‟ vocabulary. Besides, the difference of the previous research
with this research is the previous research she used derivational approach. Then, this research used derivational exercise in teaching vocabulary.
Considering the similarity and difference above, there is still one issue which has
not been investigated, that is, the implementation of derivational exercise in teaching vocabulary. In this research, the researcher not only found out the
improvement of students‟ vocabulary but also the problem that students face in learning vocabulary through derivational exercise. The researcher conducted this
research to support and give information about derivational.
2.2. Vocabulary
Vocabulary is one of the elements in a language. It should be learnt in order to master that language. Without learning vocabulary it is difficult for people to
communicate each other. Hatch and Brown (1995:1) state that vocabulary is the foundation to build language plays a fundamental role in communication. It means
that vocabulary is the first principle in learning language. Fromkin (1983: 135) says that knowledge means knowing the words of the language. Knowing a word involves being able to recognize the form and meaning of the word. Students must
learn the vocabulary of the language if they want to be able to use language in communication. Furthermore, according to Collins (1989) the vocabulary of a
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master vocabulary and develop their skill. It suggests that vocabulary has
important role in learning a language. River (1978: 462) says that it would be impossible to learn language without vocabulary. Because vocabulary is the
foundation to learn a language, it comes first when we start learning a language.
Harmer (1993:153) states that if the language structures make up the skeleton of language, than it is vocabulary that provides the vital organ. Vocabulary is a set of
lexeme include a single words that may or may not have a prefix or suffix. Hornby (1989:959) claims that vocabulary is the total number of words which
make up the language and a word means a sound (the written or printed symbols) forming a unit of grammar or the vocabulary of the language.
Vocabulary is important subject to learn. We will not be able to communicate or express our idea without vocabulary. Wilkins in Thornbury (2002:13) says that vocabulary learning is very important. „Without grammar very little can be
conveyed, without vocabulary nothing can be conveyed. So if the students know a lot of vocabularies, they can share their ideas easily. Learning vocabulary has a
correlation with knowing a word.
Thornbury (2002:3) mentions that there are two crude division of word that is content words (lexical words) and function words (grammatical words). Content
words are those that carry high information load such as nouns, verbs, adjectives, and adverbs. The membership is unrestricted and still allow for the addition of
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Nation (1990:29) has divided vocabulary in the specific reference, such a word.
1. Receptive Vocabulary:
Knowing a word involves being able to recognize it when it is heard (what
is the sound like) or when it seen (what does it look like?) and having an expectation of what grammatical pattern the word will occurrence. This includes being able to distinguish it from word with similar form and
being able to judge if the word sounds right or look right. 2. Productive Vocabulary:
Knowing a word involves being able to pronounce the word, how to write and to spell it, how to use it in grammatical pattern along with the word in usually collocates with it. It also involves not using the word too often if it
is typically a low frequency word and using it in a suitable situation using the word to stand for the meaning it represents and being able to think of
suitable substitutes for the word if there any.
Jo Ann Aeborsold and Mary Lee Field (1997:139) classified vocabulary into two terms there are:
1. Active Vocabulary refers to items the learner can use appropriately in speaking or writing and it is also called as productive vocabulary,
although, in fact, it is more difficult to put into practice. It means that to use the productive vocabulary. This type is often used in speaking and
writing skill.
2. Passive vocabulary refers to a language items that can be recognized and understood in the context of reading or listening and also called as
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2.3. Classification of Words
There are some types of vocabulary in English. According to Fries (1973: 45) classifies English words into four groups namely:
1. Function words
Function words are those words, which are used as a means of expressing of grammar structure, such as article (a, an, the) auxiliary (is are, etc) and
pronoun (I, you, etc).
2. Substitute words
Substitute words are those words which represent not to individual things
or specific action, but function as substitute for a whole from classes of words. In this group there are personal pronoun (me, you, etc), infinitive (somebody, everybody, etc) and quantity of number (each, both).
3. Grammatical distributed words
Grammatical words are those are distributed in use according to
grammatical matter as the presence or absence of a negative (some, any, etc) which also show usually grammatical restriction on distributions.
4. Content words
Content words are they constitute the bulk of vocabulary of the language.
In English, the content words are representing as noun (book, teacher, student), verb (study, read, teach), adjective (smart, happy, sad) and
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2.4. Teaching Vocabulary
Teaching vocabulary is very important because it is a foundation in learning a language. Lewis (1993) argues that vocabulary should be at the centre of language
teaching. It means that vocabulary have a big influence in teaching learning process. The teacher helps the students to understand the words include the form of word, meaning or the uses of the words.
In the other hand, according to Nunan (1991:142) teaching vocabulary regains an important place in the language classroom, the issues, principles and practices
reviewed will become increasingly useful and significant. If students know more vocabulary, it will be easy for them to learn another aspect of English language.
Teaching vocabulary is presenting a new word. Richards says (1994: 97) teachers have primary responsibility for how they teach, they may assume very different roles within their own classroom. So, the teachers should make the classroom
comfortable and interesting when they give the material. Learning vocabulary is not easy. It needs a process. To make an effective process especially in the
classroom, the learner should be in the effective condition of acquiring vocabulary mastery. Further, Thornbury (2002: 2) states that the condition should help learners to acquire a critical mass of words to use in both understanding and
producing language.
According to Nation (1990:18) when a teacher teaches a word, the teacher has to
teach three things, there are:
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In teaching vocabulary, the learners must know about the form of the
words means how to write the words, for example: high, the word high consists of letters h-i-g-h.
2. The meaning of the words
Beside the form of the words in teaching vocabulary the students must know the meaning of the words. Without knowing the meaning of the
words they cannot use a language in communication. 3. The use of the words
The teacher may provide the students with the real example in sentence form and provide some exercises in using the words.
The statements mean that when teachers teach a word, they must teach the student how to use word, form and meaning of the word together. Besides that, the teacher should choose the appropriate technique for students in learning process become
more interesting
The process of teaching vocabulary needs some possible techniques. In addition
Kustaryo (1988:24) defines five possible ways of vocabulary teaching:
1. Vocabulary teaching through creativity
By using this technique, the teacher allows the students to decide what
they want to learn. The teacher can make such technique, which enables the students to be creative in producing the vocabulary, such as showing
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In this technique, the teacher can use a context clue in word recognition by
figuring out the meaning of a word based on the clues in the surrounding context, for example by giving the antonym, synonym etc.
3. Vocabulary teaching through translation
Translation is seen as the ancient one. Here, the teacher teaches the meaning of the words through translating the words.
4. Vocabulary teaching through guessing
In this case, the teacher can encourage the students to guess the word first
and then consult it. To guess the right word, the students should have a good rational.
5. Vocabulary teaching through derivation
This technique requires the teacher to involve the four classes of words on the basis of their position of occurrences in English sentence pattern. The
teacher asks the students to derive the words, for example: develop (verb), development (noun), developmental (adjective) etc.
In this case, the researcher uses derivation as the way to teach vocabulary. By using derivation the students can practice and produce new words they have learned and also they can develop one word become more than one.
2.5. Derivational Exercise
Derivational is the part of morpheme. Morpheme is a minimal distinctive unit of grammar according to Crystal (1997). It can be classified into free morpheme and
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be added with other lexemes. In the other hand bound morpheme in English are
affixes including prefix and suffix and then bound morpheme can be classified as inflectional and derivational. This researcher only focused on derivational,
because derivational morphology is the basic unit of word formation.
In linguist ics, derivat ion is the process o f forming a new word on the basis o f an existing word. Derivation stands in contrast to the process of
inflection, which uses another kind of affix. Boey (1975:39) states derivational affixes are bound morphemes which generally combine with the base to change its part of speech.
Derivation, as the most common word formation process stated by Yule (2006:
57), builds new words by adding morphemes to stems. These morphemes are added to the target stem by affixation, through prefixes and suffixes. The
researcher assumes that derivation is a word which adds of an affix (prefix and suffix). The word which gets an affix is often a different word class from the basic.
Derivation is the process the addition of affixes, which is prefixes and suffixes in English. It creates new words from the basic word. The basic funct ion o f
derivat ional proces ses is to make the learners to create n e w l e x e m e s . Arnoff (1976:21) claims that only nouns, verbs, adjectives, and adverbs can be the product of word formation, and that only these form classes can be used bases in
the formation of derivations. Bauer (1973:225) argues that the first part of this claim may be true, but there is plenty of evidence that minor form classes can be
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2.5.1 Affixation
Affix is an additional element placed at the beginning or end of a root, stem, or
word, or in the body of a word, to modify its meaning. There are two kinds of
affixes in English; those go before the roots and those after the roots. The kind of
affix that occurs in front of the root is called prefix and the kind that occurs at the
end of the root is called suffix. Ingo Plag (2002:20) states that derivational affixes
change the part of speech of the base word derivational affixes generally combine
with the base to change its part of speech.
Understanding prefixes and suffixes is very important because it is part of
learning English. Learning prefix and suffix help students to know the principle of forming words and use the affixes in the context. Besides that it is a skill for learners in developing their vocabulary how prefix and suffixes change meaning
and class of the word is.
2.5.2 Prefixes
Prefix is added to the beginning of a word to make a new word. Quirk (1973:430)
stated that prefix adds before the base form, with or without change of word class. New words are made by placing a prefix in front of a word. It is helpful to know the meanings of prefixes. A prefix is a group of letters attached to the beginning
of a root or word (or even group of words) serving to modify and/or extend meaning. Prefixes generally have an easily understood meaning in and of
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Following Marchand (1969), these types of words are referred to as words formed
by native word-formation processes.
a. Prefix
un-One of the most common negative prefix is un-, which has meaning not. This prefix is added to adjective. For example:
1) Un- (Prefix) + Fair (Adjective) = Unfair (adjective)
2) Un- (Prefix) + Aware (Adjective) = Unaware (adjective)
b. Prefix
in-The prefix in has meaning "not". This prefix is added to adjectives. This
prefix, however, has different spellings. Sometimes it is spelled im-, il-, or ir-. For example:
1) In- (Prefix) + Secure (Adjective) = Insecure (adjective)
2) Im- (Prefix) + Moral (Adjective) = Immoral (adjective) 3) Il- (Prefix) + Legal (Adjective) = illegal (adjective)
4) Ir- (Prefix) + Resolute (Adjective) = Irresolute (adjective)
c. Prefix non-
Another common negative prefix is non-. It gives meaning “not”. Example of
prefix non-:
1) Non- (Prefix) + Profit (Adjective) = Nonprofit (adjective)
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d. Prefix
anti-The prefix anti- means against, opposite, or opposing. This prefixes is added to nouns, adjectives, and adverbs. The examples are:
1) Anti- (Prefix) + Climax (Noun) = Anticlimax (noun) 2) Anti- (Prefix) + Virus (Noun) = Antivirus (noun)
e. Prefix
dis-The prefix dis- has meaning “not, opposite of or separate. This prefix is added to adjectives, verbs, and abstract nouns. The example of this prefix is:
1) Dis- (Prefix) + Connect (Verb) = Disconnect (verb)
2) Dis- (Prefix) + Loyal (Adjective) = Disloyal (adjective)
f. Prefix mal-
The prefix mal-has meaning "bad or badly or poor". This prefix is added to
verbs, abstract nouns, participles, and adjectives. For example: 1) Mal- (Prefix) + Function (Noun) = Malfunction (noun) 2) Mal- (Prefix) + Practice (Noun) = Malpractice (noun)
g. Prefix
mis-The prefix mis- has meaning "wrong or fail". This prefix is added to verbs,
abstract nouns. For example:
1) Mis- (Prefix) + Fortune (Noun) = Misfortune (noun) 2) Mis- (Prefix) + Inform (Verb) = Misinform (verb)
h. Prefix re-
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1) Re- (Prefix) + Organize (Verb) = Reorganize (verb)
2) Re- (Prefix) + Paint (Verb) = Repaint (verb)
i. Prefix over-
The prefix over- has meaning “excessive or too much”. For example:
1) Over- (Prefix) + Act (Verb) = Overact (verb)
2) Over-(Prefix) + Confident (Adjective) = Overconfident (adjective)
j. Prefix multi-
The prefix multi- has meaning “many”. Some examples are: 1) Multi- (Prefix) + Level (Adjective) = Multilevel (adjective) 2) Multi- (Prefix) + Lateral (Adjective) = Multilateral (adjective)
k. Prefix pre-
The prefix pre- has meaning “before”. For example:
1) Pre- (Prefix) + Election (Noun) = Pre-election
l. Prefix inter-
The prefix inter- has meaning “between”. For example:
2) Inter- (Prefix) + Continental (Adjective) = Intercontinental (adjective)
3) Inter- (Prefix) + Cultural (Adjective) = Intercultural (adjective)
2.5.3 Suffixes
Hornby (1995) states that suffix is a letter or groups of letter added at the end of
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function. Most of suffixes change the class of word (part of speech) and the
meaning of the word. According to Bauer (1983), suffixes can be classified into four classes of derivatives they are producing. They are suffixes forming nouns,
suffixes forming verb, suffixes forming adjective, suffixes forming adverb.
Some common noun-making morphemes include the following suffixes: a. Suffix ance-
The suffix ance- has meaning “state or quality of”. For example:
1) Perform (Verb) + ance- (Suffix) = Performance (noun) 2) Appear (Verb) + ance- (Suffix) = Appearance (noun)
b. Suffix er- , or-
The suffix er- has meaning “one who”. For example: 1) Drive (Verb) + er- (Suffix) = Driver (noun)
2) Read (Verb) + er- (Suffix) = Reader (noun) 3) Protect (Verb) + or- (Suffix) = Protector (noun)
c. Suffix ment-
The suffix ment- has meaning “condition of”. For example:
1) Govern (Verb) + ment- (Suffix) = Government (noun) 2) Equip (Verb) + ment- (Suffix) = Equipment (noun)
d. Suffix tion-
The suffix tion- has meaning “state of being”. For example:
1) Communicate (Verb) + tion- (Suffix) = Communication (noun)
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e. Suffix or-
The suffix or- has meaning “one who”. For example: 1) Protect (Verb) + or- (Suffix) = Protector (noun)
2) Visit ( Verb) + or- (Suffix) = Visitor (noun)
f. Suffix ness-
The suffix ness- changes adjective into noun. For example:
1) Sad (Adjective) + ness- (Suffix) = Sadness (noun) 2)Dark ( Adjective) + ness- (Suffix) = Darkness (noun)
g. Suffix ce-
The suffix ce- changes adjective into noun. For example:
1) Patient (Adjective) + ce- (Suffix) = Patience (noun) 2) Important (Adjective) + ce- (Suffix) = Importance (noun)
h. Suffix ful-
The suffix ate- has meaning “full of”. For example: 1) Power (Noun) + ful- (Suffix) = Powerful (adjective)
2) Care (Noun) + ful- (Suffix) = Careful (adjective)
i. Suffix al-
The suffix al- changes noun into adjective. For example:
1) Spirit (Noun) + al- (Suffix) = Spiritual (adjective) 2) Origin (Noun) + al- (Suffix) = Original (adjective)
j. Suffix ous-
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1) Mystery (Noun) + ous- (Suffix) = Mysterious (adjective)
2) Victory (Noun) +ous- (Suffix) =Victorious (adjective)
k. Suffix ive-
The suffix ive- has meaning “tending to”. For example:
1) Select (Verb) + ive- (Suffix) = Selective (adjective) 2) Create (Verb) + ive- (Suffix) = Creative (adjective)
l. Suffix able-
The suffix able- has meaning “being able”. For example: 1) Move (Verb) + able- (Suffix) = Moveable (adjective) 2) Manage (Verb) + able- (Suffix) = Manageable (adjective)
m. Suffix ly-
The suffix ly- is which changes adjective to adverb. For example:
1) Quick (Adjective) + ly- (Suffix) = Quickly (adverb) 2) Useful (Adjective) + ly- (Suffix) = Usefully (adverb)
2.6. Procedures of Teaching Vocabulary through Derivational Exercise
In this case, the researcher conducted the teaching vocabulary through
derivational exercise. The researcher expected the students could be creative in building a word. Therefore, the procedures of teaching vocabulary through
derivational exercise are as follow:
a. Pre-activities:
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2. The teacher checks the attendance list.
3. The teacher tells the material will be learned.
b. While activities:
1. The teacher gives a text to the students.
2. The teacher asks the students to read the text first.
3. The teacher prepares the derivation list and explains to the students.
4. The teacher gives some example of using derivation in developing words.
5. By considering the meaning, the teacher asks the students to try possible derivate forms and put the words in the context.
6. From the text above the students list some words in the text.
7. The students try to develop the words that they have listed. 8. The students do the exercise.
c. Post activities:
12. At the end of meeting, the teacher together with students evaluates the material that has been learned.
13. The teacher closes the meeting
2.7. Advantages and Disadvantages
Derivational exercises can give any advantages and disadvantages in teaching
vocabulary. Cited from Nopita (2012) in her paper those of them as a following:
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By using derivational exercise students are able to know the differences
between verb, noun, adjective and adverb.
By using derivational exercise students are able to know the kind of
affixes (prefix and suffix).
By using derivational exercise students are able to know the kind of
prefixes and suffixes in using content word in term of verb, noun,
adjective and adverb.
Bu using derivational exercise student can develop one word become more
than words.
b. The Weakness of Derivational Exercise
There are so many kinds of prefix and suffix which is needed to be
learnt, so it makes students difficult to remember it.
There are different prefix and suffix for each word, so it makes
students become confuse to identify word which included in verb and
adverb.
2.8. Theoretical Assumption
Considering the concept mention above, the teacher choose an appropriate way of
teaching. The teacher should be able to encourage the students to learn more by deciding which way was good for the student especially in teaching vocabulary.
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material is not too difficult for the students since they have known the base word.
It will be easier for the students to develop new words. Indeed, the researcher assumes that derivational exercises can help students to improve students‟
vocabulary.
2.9. Hypothesis
Based on the frame of theory and theoretical assumption mention above, the
hypothesis can be formulated as follow:
1. There is significant difference of students‟ vocabulary achievement after being taught through derivational exercise at SMA YP UNILA.
2. Derivational exercises can improve students‟ vocabulary achievement of students‟ vocabulary achievement after being taught through derivational
exercise at SMA YP UNILA.
Those are the describing in this chapter, from describing of concept of vocabulary, teaching vocabulary, and derivational exercise, teaching vocabulary through
III. METHOD
This chapter discusses about the methods of research used in this study, such as
research design, subject of the research, data collecting technique, research procedures, and data analysis.
3.1. The Research Design
The researcher was conducted a quantitative research. In conducting the research,
the researcher applied One Group Pretest-Posttest Design. In this research, the researcher used one class as the experimental class. In the form of objectives test,
the researcher gave a pretest before treatments and post test after the three treatments. Thus, the formula of the research design is shown as below:
T1 X T2
Notes:
T1 : pretest
X : treatment (derivational exercise)
T2 : posttest
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To see the students’ basic vocabulary ability, pre-test was administered before the
treatment. Then the treatment was derivational exercise in teaching vocabulary. To analyze how the improvement of their vocabulary through derivational
exercise the posttest was administered afterward.
3.2. Population and Sample
The population of the research was the second grade students of SMA YP UNILA
at second semester of 2013/2014 academic year. There were six classes of the second grade (XI IPA 1 – XI IPA 6). The researcher used class XI IPA 2 that consisted of 34 students as the experimental class and class XI IPA 1 as the tryout
class consisted of 34 students. The researcher used simple random probability sampling by lottery so that all of the population had the same opportunities to be
chosen as the sample.
3.3. Data Collecting Technique
The data of the research were students’ vocabulary achievement and the students’ problem. In order to collect the data, the researcher applied vocabulary test and
interview.
3.3.1 Vocabulary Test
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posttest was given after presenting the treatment. Those tests were pretest and
posttest.
1. Pretest
The pretest was administered before the treatment. It was used to know the students’ ability in vocabulary before the treatment was given. The researcher
used multiple choices in pretest. The test consisted of 50 multiple choices and each item has four options of answers.
2. Post test
The posttest was conducted after the researcher conducting the treatments. It was used to know the students’ achievement after being taught derivational exercise.
The post test consisted of 50 multiple choices with the same quality and difficulty
to pretest. The researcher changed the number of question and the distracters in each question and also it still focused on the target word.
3.3.2. Interview
The researcher administered interview after giving posttest. Interview was given to the students’ to find out the problems that students face in learning vocabulary
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3.4. Research Procedure
The procedures of the research were as follows:
1. Determining the subject of the research
The subject of the research was the second grade student of SMA YP UNILA at the second semester of 2013/2014. The researcher took two classes, one class as experimental class and the other for tryout class.
2. Administering try-out
The researcher used vocabulary test in form of multiple choice test that
consisted of 60 multiple choice items in 90 minutes. The try-out test was given to know the quality of the test which would be used to take the data. The
researcher conducted a try out test at the first meeting. It was administered in order to know the quality of the test as the instrument of the research. The try-out test was administered in one class. This class was not included as the
participant in experimental class. In order to know the quality of the test, the researcher analyze four aspects, they are: the validity, the reliability, the
difficulty level and discrimination power.
3. Administering pre-test
The researcher administered the pretest before the treatment was given. It used
to measure the students’ vocabulary before being taught through derivational exercise. The pretest consisted of 50 items in form of multiple choices with
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4. Conducting treatments
In this research, the treatment was done in three meetings with 90 minutes in every meeting. The experimental class was taught by using derivational
exercise. Before conducting the treatment, the researcher prepared the material and lesson plan.
5. Administering the post-test
The post-test was administered to the students after the treatment. The post test consisted of 50 items in the form of multiple choices with four options and time
allocation was 60 minutes. The questions or the items in post test were the same as the pretest. However, the researcher changed the questions number and the distracters than those in pretest. This test had the same difficulty as pretest.
6. Analyzing the data
The data were analyzed using t-test by comparing the average score (mean) of pretest and post test to know whether there was difference in students’
vocabulary achievement before and after being taught through derivational exercise.
3.4.1. The Validity
The test can be said valid if the test measures the object that should be measured and suitable with the criteria (Hatch and Farhady, 1982:250). The validity of a test
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1. Content Validity
This kind of validity depends on a careful analysis of the language being tested and of the particular course objectives. The test should be so constructed as to
contain a representative sample of the course. The test should be a good reflection of what has been taught and the knowledge. The specification of test was completely served in the following table:
Table1. Table of Specification of Test
No Aspect Items Total Percent
According to Shomamy (1987:74) construct validity is concerned with whether
the test is actually in line with the theory of what it means to know the language. This type of validity assumes the existence of certain learning theories or constructs underlying the acquisition of abilities and skills.
3.4.2. Reliability
Reliability also means the consistency with which a test measures the same thing
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under similar conditions. There are therefore three aspects to reliability; the
circumstances in which the test is taken, the way in which it is marked and the uniformity of the assessment it makes. This research used Pearson Product
Moment formula as follows:
� = xy
x2 �2
rl : Coefficient of reliability between odd and even number of items x : Odd number
y : Even number
x2 : Total score of odd number items y2 : Total score of even number items xy : Total score of odd and even numbers The criteria of reliability are:
0.80 – 1.00 = very high 0.50 – 0.79 = moderate 0.00 - 0.49 = low
Then, to know the coefficient correlation of whole items this researcher used Spearmen Brown’s Prophecy Formula. The formula is as follows:
� = 2�
1 +�
rk : the reliability of the test
rl : the reliability of the half test
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3.4.3. Level of Difficulty
Level of difficulty is related to show how easy or difficult the particular item proved in the test. Index of difficulty is generally expressed as the fraction
(percentage) of the students who answered correctly. The formula is:
FV=� �
FV : Index of difficulty
R : the number of students who answer correctly N : the total number of students following the test The criteria are:
<0.30 = difficult 0.30 - 0.70 = good >0.70 = easy
3.4.4. Discrimination Power
Discrimination power is used to extend that the test is able to discriminate. To find out the discrimination power, the researcher used the following formula:
��= � − �
1 2 �
DP : Discrimination Power
U : the proportion of upper group students L : the proportion of lower group students N : total number of the students
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0.00-0.20 = poor 0.21-0.40 = satisfied 0.41-0.70 = good 0.71-1.00 = excellent
(Negative) = bad items (should be omitted)
(Shomamy, 1985: 82)
3.5. Data Analysis
After conducting pretest and posttest, the researcher analyzed the data statistically.
Data analysis is a process for organizing the data in order to get the explanation form. After collecting the data, the researcher calculated the student’s achievement. The researcher used these following steps:
1. Scoring the pretest and posttest.
2. Tabulating the score of the test and calculating the mean of pretest and posttest students’ vocabulary.
3. Drawing a conclusion from the tabulated results of pre-test and post-test,
then analyzing by using SPSS 16 to test how significant the difference between the score of pre-test and post-test, in which the significance will be determined by p<0.05.
3.6. Hypothesis Testing
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through computing with statistical Package for Social Science (SPSS) at the
significance level of 0.05 (P<0.05).
H0 : There is no significant improvement of the student’s vocabulary after being taught through derivational exercise.
H1 : There is a significant improvement of the student’s vocabulary after being taught through derivational exercise.
V. CONCLUSION AND SUGGESTION
5.1 Conclusions
In line with the results of the data analysis and discussion, the researcher draws
these following conclusions:
1. There is significant improvement of students’ vocabulary achievement
through derivational exercise. It can be proved from the increase of students’ average score of pretest and post test. The mean score of post
test is higher than pretest. The mean of the students’ score in the pretest and posttest was increased from 54.94 to 70.35, in which the gain 15.41 points. Specially, derivational exercise improved the students’ vocabulary
in all content words. The highest increase of the content word was noun, in which it increased about 79 points. Derivational exercise can be used to
teach vocabulary. The students who were taught derivational exercise more productive and creative how to form a new word by adding prefix or suffix. They could develop one word become more than one.
2. There were some problems the students face in learning vocabulary through derivational exercise. The problems could be divided as follow,
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5.2 Suggestions
Referring to the conclusion above, some suggestions can be shown as follows:
1. The teacher
This research proposes some suggestions to the teacher as follows:
a. The researcher suggests that English teacher use derivational exercise as the way in teaching vocabulary. It can be alternative to teach vocabulary. Since derivational exercise can improve the students’ vocabulary
achievement and motivate the students to learn new material.
b. The teacher is expected to create various materials and find another way to make students master the affixes so they don’t fell confused in changing a
word. Once they have good attention it is easy for them to learn English
and to participate in learning.
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