i
“A MORPHOLOGICAL ANALYSIS OF DERIVATIONAL
AFFIXES IN THE VIDEO OF OBAMA’S SPEECH ABOUT
BACK TO SCHOOL EVENTS 2009”
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for the degree of
Sarjana Pendidikan (S.Pd)
English
Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
PUJI ASTUTI
113-11-112
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY STATE INTITUTE FOR ISLAMIC STUDIES (IAIN)
v
MOTTO
“Change will not come if we wait for some other person or some other time. We
are the ones we've been waiting for. We are the change that we seek.”
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DEDICATION
This graduating paper is dedicated to:
Allah SWT, My Lord Almighty thanks for guiding me to face everything
in this extraordinary world.
My parents, Bapak and Ibuk for showing faith in me and giving me liberty
to choose what I desired. I salute you all for the selfless love, care, pain and sacrifice you did to shape my life. I would never be able to pay back the love and affection showered upon by my parents.
Also I express my thanks to my sister Rista Afinatuz-Zahra L, for her
selfless love, support and her valuable prayers. I consider myself the luckiest in the world to have such a lovely and caring family, standing beside me with their love and unconditional support.
I owe thanks to a very special person, my husband, Achmad Afdhal Ns.
for his continued and unfailing love, and support. You were always around at times. I thought that it is impossible to continue, you helped me to keep things in perspective. I greatly value his contribution and deeply appreciate his belief in me. Words would never say how grateful I am to you
It’s my fortune to gratefully acknowledge the support of my friends, Faza,
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Special thanks are extended to Indah Ratna for her co-operation and
viii
ACKNOWLEDGEMENT
Bismillaahirrahmaanirrahiim,
Assalamualaikum, Wr.Wb
In the name of Allah, The Most Gracious and The Most Merciful, The Lord of Universe. Because of Him, the researcher could finish this graduating paper as one of the requirement for Sarjana Pendidikan in English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga.
Secondly, peace and salutation always be given to our prophet Muhammad SAW who has guided us from the darkness to the lightness. However, this success would not be achieved without supports, guidance, advices, helps, and encouragements from individual and institution, and the researcher somehow realize that an appropriate moment for me to deepest gratitude for:
1. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic Studies (IAIN) Salatiga
2. Suwardi, M. Pd. as the Dean of Teacher Training and Education Faculty 3. Noor Malihah, Ph. D. as the Head of English Education Department
4. Faizal Risdianto, M. Hum as a counselor who has educated, supported, directed and given the researcher advices, suggestions, and recommendations for this thesis from beginning until the end
x ABSTRACT
Astuti, Puji. 2018. MORPHOLOGICAL ANALYSIS OF DERIVATIONAL AFFIXES IN THE VIDEO OF OBAMA’S SPEECH ABOUT BACK TO SCHOOL EVENT 2009. Counselor: Faizal Risdianto, S.S., M.Hum. Keywords: Morphology, Affixes, Derivational
xi
TABLE OF CONTENT
DECLARATION ... Error! Bookmark not defined. ATTENTIVE COUNSELOR’S NOTE... Error! Bookmark not defined.
MOTTO ... iv
DEDICATION ... vi
ACKNOWLEDGEMENT ... viii
ABSTRACT ... x
LIST OF FIGURE AND TABLES ... xiv
CHAPTER I ... 1
INTRODUCTION ... 1
A. Background of study ... 1
B. Problem questions of the study ... 3
C. Objectives of the study ... 3
D. Limitations of The Study ... 4
E. Benefits of the study ... 4
F. Method of the study ... 5
G. Definition of key terms ... 5
H. Graduating paper outline ... 6
CHAPTER II ... 8
THEORETICAL REVIEW ... 8
xii
1. Definition of Morpheme... 8
2. Types of Morpheme ... 8
B. AFFIXES ... 9
1. Definition of Affixes ... 9
2. Types of Affixes... 10
C. INFLECTIONAL AFFIXES ... 11
1. Definition of Inflectional Affixes ... 11
2. Types of Inflectional Affixes ... 11
D. Derivational Affixes ... 12
1. Definition of Derivational Affixes ... 12
2. Characteristic of Derivational Affixes ... 13
3. The Function of Derivational Affixes ... 14
E. PREVIOUS STUDIES ... 16
CHAPTER III ... Error! Bookmark not defined. A. Method of Study ... Error! Bookmark not defined. B. Object Of The Study ... Error! Bookmark not defined. C. The Procedure of The Study ... Error! Bookmark not defined. D. Data sources ... Error! Bookmark not defined. E. Techniques of data collection ... Error! Bookmark not defined. F. Techniques of Data Analysis ... Error! Bookmark not defined. CHAPTER IV ... 30
A. Data Display ... 30
xiii
C. Function of derivational affixes in found in the videos of Obama’s speech about
back to school event 2009 ... 43
CHAPTER V ... 49
A. CONCLUSION ... 49
B. SUGGESTIONS ... 50 REFERENCES
xiv
LIST OF FIGURE AND TABLES
1 CHAPTER I INTRODUCTION A. Background of study
Indonesia becomes one of several countries that develop English as a foreign language. In the newest Indonesian education curriculum 2013, English is taught as a subject material that should be learned to start from junior high school up to university. It is proved that learning foreign language in this case English is necessary for Indonesia as the developing country.
Learning a foreign language means learning vocabulary. It is important to master vocabulary when we learn a foreign language. If we have a lot of vocabulary, it is easier for us to learn and understand the meaning of the new word we learned. According to Napa (1991:6), vocabulary is one of the components of language and that no language exists without words. Therefore, vocabulary is the important part that should be master by the language learner who learned a new language.
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According to Srijono (2001: 50), morphemes classified into three parts, there are bound morphemes, free morphemes, and zero morphemes. Morphemes divided into roots and affixes. Root is a part of a word structure which is left when all affixes have been removed. In addition, affixes are bound morphemes. Crowley (1995: 6) adds that affixes are morphemes that are not free, in that they must always be attached to a root morpheme. They are limited in number, though their numbers vary from language to language. There are two kinds of affixes. They are derivational affixes and inflectional affixes. According to Rachmadie (1992: 23) affixes that can change the part of speech of the root or base are derivational affixes.
In addition, derivational affixes are some morpheme derive or create new words by either changing the meaning of the part of speech. When the readers are able to identify derivational affixes they will be able to develop their vocabulary significantly.
There are many ways to enrich our vocabulary. For example, read a book or novel, listening foreign song, and watch movie. The researcher suggests that the best way to enrich vocabulary is by listening and reading. In this study, the researcher analyzes the video of Obama’s Speech and its transcript based on Obama’s speech about Back to School Event 2009.
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in the Obama’s speech, we can find the new words and absolutely will
enrich our vocabularies. It is because from just one word it can gain many words with different part of speech.
Based on the background above, the researcher interested to do the study entitled “A Morphological Analysis of Derivational Affixes in The Video of Obama’s Speech about Back to School Event 2009”
B. Problem questions of the study
Based on the background of the study above, the researcher formulates the problems of the study as follows:
1. How many kinds of derivational process found in video of Obama’s speech about back to school events 2009?
2. What are the functions of those derivational affixes in video of Obama’s speech about back to events 2009?
C. Objectives of the study
1. To know how many kinds of derivational process found in video of Obama’s speech about back to school events 2009.
4 D. Limitations of The Study
In this study the researcher limits her study in order to avoid misdirection of the topic. The limitation of the study is on the analysis of morphology about derivational affixes found in the video of Obama’s speech about back to school event 2009. The video consist of 19 minutes duration, and there are 5 sheet of speech transcript.
E. Benefits of the study
The writer hopes that this research gives the useful information for the reader. The significance of the study can be seen as follows:
1. Theoretical Benefit
This study helps in learning affixes, especially the derivational affixes that change the class of root or base in the part of speech.
2. Practical Benefit
The result of the study is to give precious contribution to lectures, university students and future researchers. For the lectures, this study might become a meaningful contribution in teaching vocabulary. Derivational affixes are some morpheme derive or create new words by either changing the meaning of the part of speech. When the readers are able to identify derivational affixes they will be able to develop their vocabulary significantly.
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expected to be a previous study for those who are interested in doing similar field of study.
F. Method of the study
This study is in domain of quantitative research. Moleong (1991:11) says that methodology quantitative as procedure the result of descriptive data in the form of written or oral words from person or activity which is researched. Therefore, quantitative research that is research that produce quantitative data. In the quantitative research, the collected data is in the form of words or pictures, so the qualitative researcher collects the data in detail and complex (Alsa, 2003: 51). Furthermore, Alsa (2003: 51) also adds that quantitative research especially contains extensive data, which are uses to reveal the complex phenomena and process. To analyze those data the writer uses non-statistical analysis, which is taken from the video of Obama’s speech about back to school events 2009.
G. Definition of key terms
To avoid misunderstanding, the researcher gives explanations or definitions of some key terms used in the research.
1. Morphology
6 2. Affixes
Affixes include morpheme. Affixes are morphemes that are not free, in that they must always be attached to a root morpheme. They are limited in number, though their numbers vary from language to language (Crowley, 1995: 6). There are two kinds of affixes. They are derivational affixes and inflectional affixes. Some morpheme derive or create new words by either changing the meaning of the part of speech are called derivational morphemes. Other morpheme change neither parts of speech nor meaning, but only refine and give extra grammatical information about the already the existing meaning of word are called as the inflectional morphemes
3. Analysis
The analysis in this study means scientific process breaking the word into its element (root and affixes) of the new words found in Obama’s speech about back to school events 2009.
H. Graduating paper outline
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CHAPTER II
THEORETICAL REVIEW
A. MORPHEME
1. Definition of Morpheme
According to Katamba (1994: 20), morpheme refers to the smallest, invisible units of semantics content or grammatical function which words are made up of. Morpheme could not be decomposed into smaller units, which were the meaningful by themselves or mark a grammatical function, like singular or plural number in the noun. Furthermore, Lieber (2009: 4) adds that morpheme is the smallest unit of language that has their own meaning. It can be concluded that morpheme is the linguistic term for the most elemental unit of grammatical form.
Morpheme is different with the word. Morphemes could not stand as a word on their own. Therefore, the concept of morphemes and the concept of words are different. Katamba (1994: 41) divided morpheme into two types. They are free morpheme and bound morpheme
2. Types of Morpheme
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McDonald. While bound morpheme is the morpheme that could not stand alone. Bound morpheme also could be defined if it is used exclusively alongside a free morpheme, such as /-s/, /-ly/, /im-/, /un-/.
Lieber (2009: 33) adds that bound morpheme come in different varieties. They are prefixes and suffixes; the former are bound morphemes that come before the base of the word, and the latter bound morphemes that come after the base. Together, prefixes and suffixes can be grouped together as affixes
B. AFFIXES
Affixes are the part of morpheme. Affixes could be added to other morpheme (base/root) which is constructing a word formation and new meaning. The explanation as follows:
1. Definition of Affixes
According to Fromkin (2013: 40) affixes are bound morpheme that may attach at the beginning, the end, in the middle, or both at the beginning and the end of a word. Rachmadie (1990: 13) adds that morpheme as the basic for words are sometimes called roots or base. Thus, morphemes such as happy, quick, tidy, print are roots. Furthermore, morpheme such as –ly, ness, un-, ir- is non roots. They are usually called affixes.
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or morphemes such as a root or stem or base. Obviously, by the definition of affixes are bound morphemes. No word may contain only an affix standing on its own. For example: –s or –ed or –al or even a number of affixes strong together like al-s.
For the definition above, the researcher concludes that affixes are morpheme which attaches the root/base that could not stand alone by their own.
2. Types of Affixes
There are three types of affixes. The explanations are as follows:
a. Prefixes
Katamba (1994: 44) states, a prefix is an affix attached before a root (or stem or base) like re-, un-, and in-. Prefixes occur before other morpheme. For example prefix un-, pre- (unnecessary, premeditate, prejudge), and bi- (bipolar, bisexual). b. Suffixes
Suffixes occur by following other morpheme. According to Katamba (1994: 44), a suffix is an affix attached after a root (or stem or base) like -ly, -er, -ist, -s, -ing, and –ed. For example:
11 c. Infixes
According to Katamba (1994: 44), an infix is an affix inserted into the roots or stems itself.
Table 2.1 English infixes
bumili comes from root ‘buy’ (Tagalog, Philippines)
Kalamzoo (name of place) Kalama-goddam-zoo
Son-in-low
C. INFLECTIONAL AFFIXES
1. Definition of Inflectional Affixes
Inflectional affixes are some affixes when attach the root or base do not change the part of speech of the root and they do not create a new word. The only have certain grammatical function (Rahmadie, 1990: 31).
2. Types of Inflectional Affixes
According to Rachmadie (1990: 31), inflectional affixes in English are indicated as follows:
a. Plural form, such as:
12 Glass glasses
-en ox oxen Child children b. Possession, such as:
John’s house
Student’s shoes
Dog’s tail
c. Third singular verb maker, for example:
My sister always eats an apple every morning.
Ann goes to school early.
Bill never reads newspapers
d. Tense maker, for example:
Andre’s uncle worked hard yesterday. (Past tense)
I have studied the lesson. (Past participle)
We are walking around the field. (Present progressive)
D. Derivational Affixes
The joining of affixes and root sometimes builds a word, sometimes could form a new word with a new meaning and it could change the part of speech of root, which is known as derivational affixes.
1. Definition of Derivational Affixes
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grammatical category. For example: Singer is constructed by two morphemes, they are sing (base morpheme) and er (bound morpheme). Morpheme “sing” is verb category, and -er is suffix. That is verb (sing:
to make melodious sound), changes into noun (singer: person who do the act of sing).
2. Characteristic of Derivational Affixes
Derivational affixes have a special characteristic. According to Rachmadie (1990: 23), the characteristics of derivational affixes are: a. The words with which derivational suffixes combine are an
arbitrary matter. To make a noun from the verb adorn we must add the suffix “-ment” and no other suffix will do, whereas the verb fail
combines only with “-ure” to make a noun failure. Yet the employ may use the different suffixes “-ment”, “-er”, “-ee” to make three
nouns with different meaning (employment, employer, employee). b. In many case, but not all, derivational suffixes changes the part of
speech of the word to which it is added. The noun act becomes an adjective by addition of “–ive”, and to the adjective active we
could add “-ate”, making it verb activate.
14 3. The Function of Derivational Affixes
The function of certain derivational affixes is to create new base forms (new stems) that other derivational or inflectional affixes can attach too. In this study, the researcher focusing on the derivational process found in the video of Obama’s speech about back to school event
2009. There are the functions of derivational affixes that will be analyzed.
a. Noun formation
Noun formation is a kind of derivational process which is formed by the change of current part of speech into noun formation. Noun formations consist of:
1. Verb into Noun
For example: Government Govern (Verb) + (-ment) =
Government (noun) 2. Adjective into Noun
For example: Opportune (Adjective) + (-ity) = Opportunity (Noun)
b. Verb formation
Verb formation is a kind of derivational process which is formed by the change of current part of speech into verb formation. Verb formations consist of:
1. Adjective into Verb
15 2. Noun into Verb
For example: Courage (Noun) + (-ed) = Discouraged (verb) c. Adjective formation
Adjective formation is a kind of derivational process which is formed by the change of current part of speech into adjective formation. Adjective formations consist of:
1. Verb into Adjective
For example: Understand (Verb) + (-able) = Understandable (Adj)
2. Adverb into Adjective
For example: Ever (Adv) + (-y) = every (Adj) 3. Noun into Adjective
Home (noun) + (-less + -ness) = Homelessness (Adj) d. Adverb formation
Adverb formation is a kind of derivational process which is formed by the change of current part of speech into adverb formation. Adverb formations consist of:
1. Adjective into Adverb
For example: Probable (Adj) + (-ly) = Probably (Adv)
2. Noun into Adverb
For example: (Un-) + less (Noun) = Unless (Adverb) 3. Verb into Adverb
16 E. PREVIOUS STUDIES
The researcher knows that this research is not the first study in linguistics field. There are some people who have written about linguistics analysis. In this study, the researcher takes previous studies from other studies. As comparison from Sa’adah (2015), The Use of Affixation in English Translation of the Holy Qur’an in Surah As
-Sajda, the researcher tried to describe derivational affixes and inflectional affixes contain in the translation of surah as sajda by Abdullah Yousuf Ali. The researcher used descriptive qualitative research to find out the derivational affixes, inflectional affixes and the root from the words in the translation of surah As Sajda by Abdullah Yousuf Ali. The researcher found that a lot of derivational affixes in
surah as sajda by Abdullah Yousuf Ali, they are re- , un- ,–in, -ion, -ment, -er, -ty, -ance, -ence, -ous, -y, -ed, and inflectional affixes that found in the words of translation of SurahAs Sajda by Abdullah Yusuf Ali are –s, -s, -s, -ed, -en, -ed, -ing.
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data appear in certain form, such as –or + -s, -ful, -er+ -s, -ly, -able,
-ship, -ment, -ing, -en, -ly + -est, -ish + -ly, and –er.
The third study comes from Nur and Kirom (2016), in their study entitled An Analysis of Derivational Affixes in Commencement Speech by Steve Jobs. The study expects to an investigation of derivational appends in the content of initiation discourse by Steve Jobs. This study utilized the majority of the words that were connected the information of prefix and postfix (suffix). This study discovered 69 postfixes and 9 prefixes.
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following the verb morpheme, noun morpheme, adjective morpheme in the form of final letter vowel or consonant.
The fifth study comes from Wulandari (2014), A Morphological Analysis of Derivational Suffixes in Short Stories. This research aims at describing the form and function of derivational suffixes in the short stories. This research is a descriptive qualitative research. The data are words taken from short stories. The data sources of the study are five short stories, they are Blues in the Night by Jenniver Jenkinson (2010), The Birthday of the Infanta by Oscar Wilde (2000), The Devoted Friend by Oscar Wilde (1999)., Staring Me in The Face by Glynis Gertsch (2002), A Horseman in the Sky by Amborse Bierce (2000). The results of the study show that from the whole data 205 are the researcher finds the forms of derivational suffixes. They are verb into noun, adjective into noun, noun into verb, noun into adjective, verb into adjective, noun into adverb, verb into adverb.
From the five previous studies, there were several differences with the researcher research. Firstly, Sa’adah’s graduating paper used a Holy Qur’an as a subject, but the researcher used the Video of Obama
Speech. Sa’adah described the derivational, inflectional affixes and
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Kirom’s thesis (2016). They used the commencement speech by Steve
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CHAPTER III
METHOD OF STUDY
A. Method of Study
Research is a result of finding, developing, and testing the knowledge corrections using method of research (Hadi, 1981: 4). In the other word, when there is the problem about something that has not been clear, research appearance is needed. In order to do the research, methodology is necessary to help find the result of the research. Method represents a compulsion to be used in the study and it is a way that is used by the researcher in the collecting data
According to Hadi (1981: 221), research methodology is a scientific method to collect the data with a goal and certain application. In the other word, research methodology is the way the research use to collect the data, analyze the data, and make a conclusion from the data which has collected. In order to give valid and reliable data, the research method is very important for a research and for accurate data (Arikunto, 2002: 136).
The researcher uses the quantitative descriptive study to identify, describe, analyze and classify various types of derivational affixes in the video of Obama’s speech about Back to School event 2009. Johnson and
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collecting data. It can be tabulated along a continuum in numerical form, such as scores on a test or the number of times a person chooses to use a-certain feature of a multimedia program, or it can describe categories of information such as gender or patterns of interaction when using technology in a group of situation.
In this study the researcher uses descriptive study to get information about derivational affixes in the video
of Obama’s speech about Back to School event 2009. While the
numeric data or the quantitative to present the data numerically so the result of the study well understanding.
B. Object of The Study
The researcher uses educational issues found in the video of Obama’s Speech about Back To School Event 2009 as the object of the
study. This study contains a speech transcript of Obama’s speech about
back to school event 2009 as the sample of the study. The researcher chooses this speech because of the influence of Obama, the American Ex-president.
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about his life, his journey to some cities and countries. He describes them well and can hypnotize the readers (Setyowati, 2014: 263). In her book Setyowati (2014:264) continues that Barack Obama is charismatic leader and a good listener, he wants to listen to criticism and learn from experiences. He has attractive style that can impress other people as well. He is popular for his pragmatism, flexibility, humility and outreach. Obama is totally practical and no ideological man. He is an extremely disciplined thinker, very intelligent, very efficient and he is very cool to face pressure. Obama has methodical and disciplined approach to make a decision.
Barack Obama was born on August 4th, 1961 in Honolulu, Hawaii. His father was Barack Hussein Obama senior; he was a black American from Kenya. His mother is An Dunham, she is a white American, she is from Kansas city. His wife is Michelle Obama and he has two daughters, Malia and Sasha. Obama had great educational background, through the educational background he can be successful. He studied at Occidental College (2 years), university at Columbia University in political science (1983). He continued studying at Harvard Law School, in Boston he graduated in 1991. He began his career as a community organizer in some of Chicago‘s poorest community. He was the first African American
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Obama is an ambitious president but not overreaching. His fans like his pragmatism, his willing to listen to criticism and learn from experience. He is a new figure that can bring new things and changes for American and the World as well. As a president, Barack Obama has his own ways to build international partnership. He made sympathetic approach on his trip to Port of Spain, Trinidad, and other 33 nations. He shook hands with Venezuelan president Hugo Chaves. It shows of his humility and outreach (Walsh, 2009: 13) in Setyowati, 2010: 5).
This speech transcript was chosen as the object of the study to analyze and identify as many derivational affixes in this speech. After analyzing and identifying the speech, the researcher wants to apply the ideas of the study, so it can be used by others in writing other speech transcription. The video of Obama’s speech about Back to School Event
2009 consist of 19 minutes duration and there are 5 sheet of speech transcript.
C. Source of Data
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Moreover, to analyze the derivational affixes found in the Obama’s speech about back to school event 2009, the researcher used the data sources both from primary and secondary data describe as follows:
1. Primary
Primary data source is the result of something found in the field (Kurniadi, 2011: 10). It is the result of field observation. In this research, the primary data source took from the Obama’s
speech transcription.
2. Secondary
According to Kurniadi (2011: 11), the secondary data source is added data as an elaboration of primary data and as a reference seeing the setting of the problem. The researcher used several references to support the data. The researcher took from several books related to morphology in this case derivational affixes
D. Techniques of data collection
25 1. Observation
Observation is a complex process which is composed from the biological and psychological process. The most important for both are observing and remembering (Hadi in Sugiono, 2013:145). In the other word, observation means an activity to collect the data by concerning in observing and remembering the object of the research.
In order to get the qualified data, the researcher utilized the step in doing the observations. The steps are as follows:
a. Read the Obama’s speech transcript about Back To School Event 2009
b. Watch the video of Obama’s speech about Back To School Event 2009
c. Analyze the derivational affixes found in the Obama’s Speech
d. Classified the derivational affixes found in the Obama’s speech video about Back to Event 2009.
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Table 3.1.Derivational Affixes Rubric
No Word Part of
Speech
Roots Part of Speech Derivational Affixes Note
Prefix Suffix
f. Reducting the data by decrease the unappropriate one. g. Determine the classified data become the data the
researcher used to find the result of the research.
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derivational affixes in sentences of Obama’s speech about back to school event 2009.
E. Techniques of Data Analysis
Data analysis is the process of systematically searching and arranging the interview transcripts, field notes and other materials that is accumulates to increase our own understanding and enable you to present what you have discovered to others (Bogdan in Sugiono, 2013: 224). The researcher concludes that data analysis is the activity that is heavy enough within formulating easily digest by thinking logically.
In the research, the researcher chooses four techniques of data analysis. The explanations are as follows:
1. Data Collection
Data collection is the result of data collecting technique on observation and documentation.
2. Data Reduction
Data reduction is the process to choose the main data to focus, to focus on the most important data and throw up the unnecessary one. The guideline of the data reduction is the objectives of the research. Data reduction is a process to think sensitively, the high intelligence and the broad knowledge. 3. Data Display
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categories and flowchart. The data display help the researcher to understand what is happening and to do something further analysis or caution on that understanding.
4. Data Verification/Conclusion
The conclusion verify by see back of the data reduction and data display after collecting the data, so conclusion that is take did not deviate from the problems of the research. On the whole, to analyze the data the researcher must find and collect the data in the field and then the data is being learned. The writer choose the relevance data toward the study to solve the problems
In the other hand, according to Miles and Huberman (1994:87), there are several procedures in the analyzing the data as the concept of data analysis. The procedures are called The Logico-Inductive process.
The Logico-Inductive processes of data analysis are as follows;
a. Analysis is logico-inductive.
b. Data are mostly verbal.
c. Observations are made of behavior, situations, interactions,
objects and environment.
d. Becoming familiar with the data.
e. Data are examined in depth to provide detailed descriptions of
the setting, participants and activity (describing).
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g. Grouping them into potential themes (classifying) which are
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CHAPTER IV
DATA PRESENTATION AND DISCUSSION
A. Data Display
After analyzed the object of the research, the researcher got the data result from the video of Obama’s speech about back to school event 2009. The
data result can be seen below:
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In further, the research will analyzed the data result according to the problem questions of the research. The analysis will be present in the next chapter.
B. Types of derivational affixes found in the videos of Obama’s speech about back to school event 2009
1. Prefix
Prefix is attached in front of/to the front of its base, for example:
re-play, de-activate, il-legal, in-accurate.While in video of Obama speech about back to school event 2009, there are several prefix appears such as (a-), (dis-), and (extra-). The explanations are as follows:
a. Prefix (a-)
“A lot of time, I’d fall asleep right there at the kitchen table.”
(P3L4)
Asleep (Adj) (a-) + sleep (V)
Asleep belongs to derivational prefix where it consists of sleep as
as a base morpheme and a- as a bound morpheme. The word
37 b. Prefix (dis-)
“And even when you’re struggling, even when you’re discouraged,
and you feel like other people have given up on you – don’t ever
give up on yourself.” (P32L1)
Discouraged (Verb) (dis-) + courage (Noun)
Discouraged belongs to derivational prefix where it consists of
courage as a base morpheme and dis- as a bound morpheme. The word discouraged based on the above data belongs to de derivational affix because prefix dis- changes the class or category
noun into verb.
c. Prefix (Extra-)
“Maybe you’ll decide to got involved in an extracurricular activity, or volunteer in your community.” (P25L4)
Extracurricular (Adj) (extra-) + curricular (noun)
Extracurricular belongs to derivational prefix where it consists of
curricular as a base morpheme and extra- as a bound morpheme. The word Extracurricular based on the above data belongs to de derivational affix because prefix extra- changes the class or category noun into adjective.
2. Suffix
A suffix is attached to the end of its base, for example:
(-38
or), (-able), (-ful), (-ment), and (-or), (-ity), (-er), (-less + ness), (-ly), and (-tion),(-dle), (-y), (-ive), (-ful), (-ure), (ed), (-ies). The explanations are as follows:
a. Suffix (-le)
“And for those of you in kindergarten, or starting middle or
high school, it’s your first day in a new school, so it’s understandable if you’re a little nervous.” (P2L2)
Middle (Noun) mid (Adj) + (-le)
Middle marked from mid as a base morpheme and –dle as a bound morpheme. The middle belongs to derivational affix because suffix –dle change the class or category of adj into noun.
b. Suffix (-able)
“And for those of you in kindergarten, or starting middle or high school, it’s your first day in a new school, so it’s
understandable if you’re a little nervous.” (P2L3)
Understand (Adj) understand (V) + -able
Understand marked from understand as a base morpheme and –able as a bound morpheme. The understandable
39 c. Suffix (-ly)
“And no matter what grade you are in, some of you are
probably wishing it were still summer and you could’ve
stayed in bed just a little longer this morning.”
Probably (Adv) Probable (Adj) + (-ly)
Probably is marked from probable as a base morpheme and –ly as a bound morpheme. The probably belongs to derivational affix because suffix –ly change the class or category of adj into adv.
d. Suffix (-ion)
“I am here because I want to talk with you about your
education and what’s expected of all of you in this new
school year” (P4L3)
Education (Noun) educate (verb) + (-ion)
Education is marked from educate as a base morpheme and –ion as a bound morpheme. The education belongs to derivational affix because suffix –ion change the class or category of verb into noun.
e. Suffix (-y)
“I’ve talked about your parents’ responsibility for making
sure you stay on track, and get your homework done, and
don’t spend every waking hour in front of the TV or with the Xbox.” (P5L4)
40
Every marked from ever as a base morpheme and –y as a bound morpheme. The every belong to derivational affix because suffix –y change the class or category of adverb into
adjective.
f. Suffix (-ive)
“But at the end of the day, we can have the most dedicated teachers, the most supportive parents, …” (P6L1)
Supportive (Adj) support (verb) + (-ive)
Supportive marked from support as a base morpheme and –
ive as a bound morpheme. The supportive belongs to derivational affix because suffix –ive change the class or category of verb into adjective.
g. Suffix (-ity)
“That’s the opportunity an education can provide.”
Opportunity (noun) opportune (adj) + (-ity)
Opportunity marked from opportune as a base morpheme and –ity as a bound morpheme. The opportunity belongs to derivational affix because suffix –ity change the class or category of adjective into noun.
h. Suffix (-or)
“So find an adult trust a parent, grandparent or teacher, a
coach or counselor and ask them to help you to stay on track
41
Counselor (noun) counsel (verb) + (-or)
Counselor marked from counsel as a base morpheme and –
or as a bound morpheme. The counselor belongs to derivational affix because suffix –or change the class or category of verb into noun.
i. Suffix (-ment)
“Maybe you could be a mayor or a senator or a Supreme
Court Justice, but you might not know that until you join
student government or the debate team.” (P9L6)
Government (noun) govern (V) + (-ment)
Government marked from counsel as a base morpheme and –ment as a bound morpheme. The government belongs to derivational affix because suffix –ment change the class or category of verb into noun.
j. Suffix (-less,-ness)
“You’ll need the insights and critical thinking skills you gain
in history and social studies to fight poverty and
homelessness, crime and discrimination, and make our
nation more fair and more free.” (P12L4)
Homelessness (Adj) home (noun) + (-less, -ness)
Homelessness marked from home as a base morpheme and –
42 k. Suffix (-ful)
“I know that sometimes, you get the sense from TV that you
can be rich and successful without any hard work, …”
(P26L4)
Successful (Adjective) success (noun) + (-ful)
Successful marked from success as a base morpheme and –
ful as a bound morpheme. The successful belongs to derivational affix because suffix –ful change the class or category of noun into adjective.
l. Suffix (-ure)
“Some of the most successful people in the world are the ones who’ve had the most failures.” (P28L2)
Failures (noun) fail (V) + (-ure+s)
Failures marked from fail as a base morpheme and –ure+s
as a bound morpheme. The failures belongs to derivational affix because suffix –ure+s change the class or category of
verb into noun.
m. Suffix (-ed)
“And even when you’re struggling, even when you’re
discouraged, and…” (P32L1)
43
Discouraged marked from courage as a base morpheme and –ed as a bound morpheme. The discouraged belongs to derivational affix because suffix –ed change the class or category of noun into verb.
C. Function of derivational affixes in found in the videos of Obama’s speech about back to school event 2009
The function of certain derivational affixes is to create new base forms (new stems) that other derivational or inflectional affixes can attach too. While in videos of Obama’s speech about back to school event 2009
there are several affixes with their own function and it can be seen as follows:
1. Noun formation a. Suffix (–ment)
Govern (Verb) + -ment = government (Noun)
44 b. Suffix (-tion)
Revolve (Verb) + (-tion) = revolution (Noun)
Suffix –tion is bound morpheme, the result must combine with base morpheme revolve (v). This condition can changes the word class from verb into noun.
c. Suffix (-dle)
Mid (Adj) + (-dle) = middle (Noun)
Suffix –dle is bound morpheme, the result must combine with base morpheme mid (adj). This condition can changes the word class from adjective into noun.
d. Suffix (-ion)
Educate (Verb) + (-ion) = education (Noun)
Suffix –ion is bound morpheme, the result must combine with base morpheme educate (v). This condition can changes the word class from verb into noun.
e. Suffix (-ibility)
Response (Verb) + (-ibility) = Responsibility (Noun)
45 f. Suffix (-ity)
Opportune (Adjective) + (-ity) = Opportunity (Noun)
Suffix –ion is bound morpheme, the result must combine with base morpheme opportune (adj). This condition can changes the word class from adjective into noun.
g. Suffix (-ure+s)
Fail (Verb) + (-ure+s) = Failures (Noun)
Suffix –ure+s is bound morpheme, the result must combine with base morpheme fail (v). This condition can changes the word class from verb into noun.
h. Suffix (-ies)
Cover (Verb) + (-ies) = Discoveries (Noun)
Suffix –ies is bound morpheme, the result must combine with base morpheme cover (v). This condition can changes the word class from verb into noun.
2. Adjective Formation
a. Suffix (-able)
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Suffix –able is bound morpheme, the result must combine with base morpheme understand (v). This condition can changes the word class from verb into adjective.
b. Suffix (-y)
Ever (Adv) + (-y) = every (Adj)
Suffix –y is bound morpheme, the result must combine with base morpheme ever (Adv). This condition can changes the word class from adverb into adjective.
c. Suffix (-ive)
Support (verb) + (-ive) = Supportive (Adj)
Suffix –ive is bound morpheme, the result must combine with base morpheme support (v). This condition can changes the word class from verb into adjective.
d. Suffix (-less, -ness)
Home (noun) + (-less + -ness) = Homelessness (Adj)
Suffix –less, -ness is bound morpheme, the result must combine with base morpheme home (noun). This condition can changes the word class from noun into adjective.
e. Suffix (-ily)
47
Suffix –ily is bound morpheme, the result must combine with base morpheme easy (adv). This condition can changes the word class from adverb into adjective.
f. Suffix (-ful)
Success (noun) + (-ful) = Successful (Adj)
Suffix –ful is bound morpheme, the result must combine with base morpheme success (noun). This condition can changes the word class from noun into adjective.
3. Verb Formation a. Suffix (-er)
Off (Adj) + (-er) = Offer (Verb)
Suffix –er creates Verb from Adj. There is a form change from the base Off and get suffix (-er). This derivational suffix also creates new member for a given part of speech class. It has a different meaning of the base morpheme.
b. Suffix (-ed)
Courage (Noun) + (-ed) = Discouraged (verb)
48 4. Adverb Maker
a. Suffix (-ly)
Probable (Adj) + (-ly) = Probably (Adv)
Suffix –ly creates Adv from Adj. There is a form change from the base probable and get suffix (-ly). This derivational suffix also creates new member for a given part of speech class. It has a different meaning of the base morpheme.
b. Prefix (A-)
(A-) + Round (verb) = Around (Adv)
Prefix A- creates Adverb from Verb. There is a form change from the base round and get prefix (A-). This derivational prefix also creates new member for a given part of speech class. It has a different meaning of the base morpheme.
c. Prefix (Un-)
(Un-) + less (Noun) = Unless (Adverb)
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CHAPTER V
CONCLUSION AND SUGGESTION
This chapter is the last chapter where it is the result of the analysis related with the type of derivational affixes in The video of Obama’s Speech about Back To
School Event 2009 and the function of derivational affixes in The video of
Obama’s Speech about Back To School Event 2009. It consists of conclusion and
suggestion.
A. CONCLUSION
1. Kind of Derivational Affixes found in the Video of Obama’s Speech about Back To School Event 2009.
In The video of Obama’s Speech about Back to School Event
2009 there are affixes used in two types, prefixes and suffixes. The prefix data appear in different form of prefix, such as Extra-, A-, and
Dis-. While in suffix data appear in certain form, such as –or + -y, -ful, -er+ -s, -ly, -able, -ship, -ment, -ed,, -ly + -ity -ion + , –er, -ivy, -less, -ness, -ful, -ure, -tion, -ies. The total data of prefixes in The video of
Obama’s Speech about Back to School Event 2009 are 3 data, they
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2. The Function of those derivational affixes in The Video of Obama’s speech about back to events 2009
In the video of Obama’s Speech about back to school event 2009, the
researcher found that some derivational affixes can change the class of word or part of speech. In this research the researcher found that there are four derivational processes in the video of Obama’s speech about back to school event 2009. They are noun formation, verb formation, adjective formation, adverb formation.
B. SUGGESTIONS
Based on the conclusion above, the writer proposes the suggestion to those might be benefit to the result of this study.
1. For the reader
The researcher hopes that this study can be improving the reader’s
knowledge of the morphology roles especially about derivational affixes. This research also can be the reference for the reader when they make a research about derivational affixes.
2. For other researcher
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52
REFERENCES
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Azwar, S. (2007). Metode Penelitian. Yogyakarta: Pustaka Pelajar
Creswell. J. K. (2009). Canadian Journal of University Continuing Education.
Los Angeles: CA: Sage.
Crowley, T, Lynch J., Siegel J., Piau J. (1995). The Design of Language An Introdustion to Descriptive Linguistic: New Zealand
Fromkin, V & Rodman, R. (1983). An Introduction to Language Third Edition.
Japan.
Hadi. S. (1981). Metodologi Research. Yogyakarta: Penerbitan Fakultas Psikologi UGM.
Isaac, S. & Michael, W.B. (1981). Handbook in Research and Evaluation.
San Diego: EdITS Publisher.
Katamba. F. (1993). Morphology. Great Britain: The Macmillan Limited LTD. Kreidler. C. (2002). Introducing English Semantic. London: Routledge 11 New
Fetter lane.
Lieber. R. (2009). Introducing Morphology. USA: Cambridge University Press.
Miles, M. B. & Huberman, M. A. (1994). Qualitative Analysis : An
Expanded Sourcebook. Thousand Oaks, CA: Sage.
Napa, P. A.(1991). Vocabulary Development Skill. Yogyakarta: Kaniskus
Rachmadie, S. (1986). Buku Materi Pokok Vocabulary. Jakarta: Penerbit
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Setyowati, R. (2014). Understanding Barack Obama’s Characteristics
through “Dreams from My Father”. Surakarta: APIKES Citra
Medika.
Srijono, D. (2001). An Introductory Course of Linguistics. Surakarta: Muhammadiyah University Press.
Sugiyono. (2013). Metode Penelitian Kualitatif dan Kuantitatif dan R&B. Bandung: Alfabeta
54 APPENDICES
55
Prepared Remarks of President Barack Obama Back to School Event Arlington, Virginia
September 8, 2009
The President: Hello everyone –how’s everybody doing today? I’m here with students at Wakefield High School in Arlington, Virginia. And we’ve got students
tuning in from all across America, kindergarten through twelfth grade. I’m glad
you all could join us today.
I know that for many of you, today is the first day of school. And for those of you in kindergarten, or starting middle or high school, it’s your first day in a new
school, so it’s understandable if you’re a little nervous. I imagine there are some
seniors out there who are feeling pretty good right now, with just one more year to go. And no matter what grade you’re in, some of you are probably wishing it were
still summer, and you could’ve stayed in bed just a little longer this morning.
I know that feeling. When I was young, my family lived in Indonesia for a few years, and my mother didn’t have the money to send me where all the American kids went to school. So she decided to teach me extra lessons herself, Monday through Friday – at 4:30 in the morning.
Now I wasn’t too happy about getting up that early. A lot of times, I’d fall asleep
right there at the kitchen table. But whenever I’d complain, my mother would just
56
to talk with you about your education and what’s expected of all of you in this
new school year.
Now I’ve given a lot of speeches about education. And I’ve talked a lot about
responsibility.
I’ve talked about your teachers’ responsibility for inspiring you, and pushing you
to learn. I’ve talked about your parents’ responsibility for making sure you stay on
track, and get your homework done, and don’t spend every waking hour in front
of the TV or with that Xbox.
I’ve talked a lot about your government’s responsibility for setting high standards,
supporting teachers and principals, and turning around schools that aren’t working
where students aren’t getting the opportunities they deserve.But at the end of the
day, we can have the most dedicated teachers, the most supportive parents, and the best schools in the world – and none of it will matter unless all of you fulfill your responsibilities. Unless you show up to those schools; pay attention to those teachers; listen to your parents, grandparents and other adults; and put in the hard work it takes to succeed. And that’s what I want to focus on today: the
responsibility each of you has for your education. I want to start with the responsibility you have to yourself.
Every single one of you has something you’re good at. Every single one of you
has something to offer. And you have a responsibility to yourself to discover what that is. That’s the opportunity an education can provide.
57
articles in a newspaper – but you might not know it until you write a paper for your English class. Maybe you could be an innovator or an inventor – maybe even good enough to come up with the next iPhone or a new medicine or vaccine – but you might not know it until you do a project for your science class. Maybe you could be a mayor or a Senator or a Supreme Court Justice, but you might not know that until you join student government or the debate team. And no matter what you want to do with your life –I guarantee that you’ll need an education to do it. You want to be a doctor, or a teacher, or a police officer? You want to be a nurse or an architect, a lawyer or a member of our military? You’re going to need a good education for every single one of those careers. You can’t drop out of
school and just drop into a good job. You’ve got to work for it and train for it and
learn for it.
And this isn’t just important for your own life and your own future. What you
make of your education will decide nothing less than the future of this country. What you’re learning in school today will determine whether we as a nation can
meet our greatest challenges in the future. You’ll need the knowledge and
problem-solving skills you learn in science and math to cure diseases like cancer and AIDS, and to develop new energy technologies and protect our environment. You’ll need the insights and critical thinking skills you gain in history and social
studies to fight poverty and homelessness, crime and
discrimination, and make our nation more fair and more free. You’ll need the
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We need every single one of you to develop your talents, skills and intellect so you can help solve our most difficult problems. If you don’t do that – if you quit
on school –you’re not just quitting on yourself, you’re quitting on your country. Now I know it’s not always easy to do well in school. I know a lot of you have challenges in your lives right now that can make it hard to focus on your
schoolwork. I get it. I know what that’s like. My father left my family when I was
two years old, and I was raised by a single mother who struggled at times to pay the bills and wasn’t always able to give us things the other kids had. There were
times when I missed having a father in my life. There were times when I was lonely and felt like I didn’t fit in.
So I wasn’t always as focused as I should have been. I did some things I’m not proud of, and got in more trouble than I should have. And my life could have easily taken a turn for the worse. But I was fortunate. I got a lot of second chances and had the opportunity to go to college, and law school, and follow my dreams. My wife, our First Lady Michelle Obama, has a similar story. Neither of her parents had gone to college, and they didn’t have much. But they worked hard,
and she worked hard, so that she could go to the
best schools in this country. Some of you might not have those advantages. Maybe you don’t have adults in your life who give you the support that you need.
Maybe someone in your family has lost their job, and there’s not enough money
to go around. Maybe you live in a neighborhood where you don’t feel safe, or have friends who are pressuring you to do things you know aren’t right.
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where you come from, how much money you have, what you’ve got going on at home –that’s no excuse for neglecting your homework or having a bad attitude. That’s no excuse for talking back to your teacher, or cutting class, or dropping out
of school. That’s no excuse for not trying. Where you areright now doesn’t have
to determine where you’ll end up. No one’s written your destiny for you. Here in
America, you write your own destiny. You make your own future.
That’s what young people like you are doing every day, all across America.
Young people like Jazmin Perez, from Roma, Texas. Jazmin didn’t speak English when she first started school. Hardly anyone in her hometown went to college, and neither of her parents had gone either. But she worked hard, earned good grades, got a scholarship to Brown University, and is now in graduate school, studying public health, on her way to being Dr. Jazmin Perez. I’m thinking about
Andoni Schultz, from Los Altos, California, who’s fought brain cancer since he
was three. He’s endured all sorts of treatments and surgeries, one of which
affected his memory, so it took him much longer – hundreds of extra hours – to do his schoolwork. But he never fell behind, and he’s headed to college this fall.
And then there’s Shantell Steve, from my hometown of Chicago, Illinois. Even
when
bouncing from foster home to foster home in the toughest neighborhoods, she managed to get a job at a local health center; start a program to keep young people out of gangs; and she’s on track to graduate high school with honors and go on to
60
chose to take responsibility for their education and set goals for themselves. And I expect all of you to do the same.
That’s why today, I’m calling on each of you to set your own goals for your
education
– and to do everything you can to meet them. Your goal can be something as
simple as doing all your homework, paying attention in class, or spending time each day reading a book. Maybe you’ll decide to get involved in an
extracurricular activity, or volunteer in your community. Maybe you’ll decide to
stand up for kids who are being teased or bullied because of who they are or how they look, because you believe, like I do, that all kids deserve a safe environment to study and learn. Maybe you’ll decide to take better care of yourself so you can
be more ready to learn. And along those lines, I hope you’ll all wash your hands a
lot, and stay home from school when you don’t feel well, so we can keep people from getting the flu this fall and winter.
Whatever you resolve to do, I want you to commit to it. I want you to really work at
it. I know that sometimes, you get the sense from TV that you can be rich and successful without any hard work -- that your ticket to success is through rapping or basketball or being a reality TV star, when chances are, you’re not going to be
any of those
things. But the truth is, being successful is hard. You won’t love every subject you study. You won’t click with every teacher. Not every homework assignment will
61
succeed at everything the first time you try. That’s OK. Some of the most
successful people in the world are the ones who’ve had the most failures. JK Rowling’s first Harry Potter book was rejected twelve times before it was finally
published. Michael Jordan was cut from his high school basketball team, and he lost hundreds of games and missed thousands of shots during his career. But he once said, "I have failed over and over and over again in my life. And that is why I succeed."
These people succeeded because they understand that you can’t let your failures
define you – you have to let them teach you. You have to let them show you what to do differently next time. If you get in trouble, that doesn’t mean you’re a
troublemaker, it means you need to try harder to behave. If you get a bad grade, that doesn’t mean you’re stupid, it just means you need to spend more time studying. No one’s born being good at things, you become good at things through
hard work. You’re not a varsity athlete the first time you play a new sport. You
don’t hit every note the first time you sing a song. You’ve got topractice. It’s the
same with your schoolwork. You might have to do a math problem a few times before you get it right, or read something a few times before you understand it, or do a few drafts of a paper before it’s good enough to hand in. Don’t be afraid to ask questions. Don’t be afraid to ask for help when you need it. I do that every
day. Asking for help isn’t a sign of weakness, it’s a sign of strength. It shows you
have the courage to admit when you don’t know something, and to learn
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And even when you’re struggling, even when you’re discouraged, and you feel
like other people have given up on you –don’t ever give up on yourself. Because when you give up on yourself, you give up on your country.
The story of America isn’t about people who quit when things got tough. It’s
about people who kept going, who tried harder, who loved their country too much to do anything less than their best. It’s the story of students who sat where you sit
250 years ago, and went on to wage a revolution and found this nation. Students who sat where you sit 75 years ago who overcame a Depression and won a world war; who fought for civil rights and put a man on the moon. Students who sat where you sit 20 years ago who founded Google, Twitter and Facebook and changed the way we communicate with each other.
So today, I want to ask you, what’s your contribution going to be? What problems
are you going to solve? What discoveries will you make? What will a president who comes here in twenty or fifty or one hundred years say about what all of you did for this country? Your families, your teachers, and I are doing everything we can to make sure you have the education you need to answer these questions. I’m
working hard to fix up your classrooms and get you the books, equipment and computers you need to learn. But you’ve got to do your part too. So I expect you
to get serious this year. I expect you to put your best effort into everything you do. I expect great things from each of you. So don’t let us down –don’t let your
