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CONTRASTIVE ANALYSIS ON ENGLISH AND INDONESIAN

PREFIXES AND SUFFIXES IN THE NARRATIVE TEXTS OF

STUDENT’S TEXTBOOKS FOR SENIOR HIGH SCHOOL

A GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan Bahasa Inggris (S.Pd.I) in the English

Department of English of Education Faculty State Islamic Studies Institute (STAIN) Salatiga

BY:

DINA FITRIA AMALIA 113 08 076

ENGLISH DEPARTMENT OF EDUCATION FACULTY

STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA

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DECLARATION

In the name of Allah, the Most Gracious and Most Merciful.

Hereby the writer fully declares that this Graduating Paper is made by the writer and it is not containing materials written or has been published by other people except the information from references and also the writer is capable of accounting for this Graduating Paper if in future this is can be proved of containing other‟s ideas, or in fact, the writer imitates the others‟ graduating paper.

In addition, the writer really hopes that this declaration can be understood for all human being.

Salatiga, September 14th 2013 The Writer

Dina Fitria Amalia NIM. 11308076 MINISTRY OF RELIGIOUS AFFAIRS

STATE INSTITUTE OF ISLAMIC STUDIES (STAIN) SALATIGA Jl. Tentara Pelajar No.02, Phone. 0298 323706 Salatiga 50721

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MOTTO

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DEDICATION

This research is dedicated for

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ACKNOWLEDGEMENT

Alhamdulillahirabbil „alamin, thanks to Allah because the writer could complete this research as one of the requirements for getting Educational Islamic Studies (S,Pd.I) in English Department of Educational Faculty of State Islamic Studies Institute (STAIN) of Salatiga in 2013.

This research would not have been completed without supports, guidance, advice, and help from individual‟s institution. Therefore, I would like to express deep appreciation to:

1. Mr. Dr. Imam Sutomo, M.Ag, the Rector of State Islamic Studies Institute (STAIN) Salatiga.

2. Mr. Suwardi, M.Pd the Chair Person of Education Faculty of State Islamic Studies Institute (STAIN) Salatiga.

3. Mrs. Maslihatul Umami, S.Pdi, M.A the Head of the English Department State Islamic Studies Institute (STAIN) Salatiga.

4. Mrs. Rr Dewi Wahyu Mustikasari, M.Pd, the consultant of this research. Thanks for suggestion and recommendation for this research from beginning until the end.

5. All lecturers of English department, the researcher deeply thanks to you all for your advice, knowledge, and kindness.

6. All of staffs who help the writer in processing the research administration. 7. All of the librarians who help the writer in finding the research references. 8. My parents who always support and advice me.

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9. The deeply thanks is also sent to all of my best friends (Ria, Niken, Saniah, etc) with whom struggle for this completing the graduating paper.

10. To all of my friends in TBI‟C of English Departmentwho support the writer always.

Salatiga, September 10th 2013 The writer

Dina Fitria Amalia 113 08 076

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TABLE OF CONTENTS

TITLE ... i

DECLARATION ... ii

ATTENTIVE COUNSELOR NOTES ... iii

PAGE OF CERTIFICATION ... iv MOTTO ... v DEDICATION ... vi ACKNOWLEDGMENT ... vii TABLE OF CONTENT ... ix LIST OF TABLE ... xi ABSTRACT ... xii CHAPTER I INTRODUCTION A. Background of the Study ... 1

B. Problems Statement ... 5

C. Objectives of Study ... 5

D. Benefits of the Study ... 6

E. Limitation of the Problem ... 7

F. Clarification of the Key Term ... 7

G. Previous Research Review ... 9

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CHAPTER II THEORETICAL FRAMEWORK

A. The Notion of Contrastive Analysis (CA) ... 13

B. English Prefixes and Suffixes ... 18

C. Indonesian Prefixes and Suffixes... 23

D. Narrative Text ... 25

E. Textbook ... 28

F. Theory of Authentic Material ... 30

CHAPTER III RESEARCH METHODOLOGY A. Type of Research ... 32

B. Object of the Research ... 34

C. Method of Collecting Data ... 36

D. Technique of Analysis Data ... 36

CHAPTER IV DATA ANALYSIS A. Analysis of English Prefix and Suffix ... 39

B. Analysis of Indonesian Prefix and Suffix ... 49

C. Analysis the Differences and Similarities Kinds between English and Indonesian Prefixes and Suffixes... 72

D. Pedagogical Implication ... 75 CHAPTER V : CLOSURE A. Conclusions ... 77 B. Suggestions ... 78 BIBLIOGRAPHY APPENDIXES

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LIST OF TABLE

Table 4.1 Type of English Prefix ... 39

Table 4.2 Words of Prefixes in Texts... 40

Table 4.3 Negation Prefixes in the Black Cat Text ... 40

Table 4.4 Negation Prefixes in the History of Jack and the Beanstalk Text ... 41

Table 4.5 Negation Prefixes in the Faithfull Lovers Text ... 41

Table 4.6 Types of English Suffix ... 42

Table 4.7 Words of Suffixes in Texts ... 42

Table 4.8 Nominal Suffixes in Sentence ... 44

Table 4.9 Adjectival Suffixes in Sentence ... 46

Table 4.10 Adverbial Suffixes in Sentence ... 47

Table 4.11 Types of Indonesian Prefix ... 50

Table 4.12 Words of Forming Verb Prefixes in Texts ... 50

Table 4.13 Words of Forming Adjective Prefixes in Texts ... 52

Table 4.14 Words of Forming Noun Prefixes in Texts ... 52

Table 4.15 Words of Forming Numeral Prefixes in Texts ... 52

Table 4.16 Forming Verb Prefixes in Sentences ... 53

Table 4.17 Forming Adjective Prefixes in Sentence ... 63

Table 4.18 Forming Noun Prefixes in Sentence ... 64

Table 4.19 Forming Numeral Prefixes in Sentence ... 66

Table 4.20 Types of Indonesian Suffix ... 69

Table 4.21 Indonesian Suffixes in Texts ... 70

Table 4.22 Forming Noun Suffixes In Sentence ... 70

Table 4.23 the Differences of English and Indonesian Prefixes ... 72

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ABSTRACT

Amalia, Dina Fitria (2013): “CONTRASTIVE ANALYSIS ON ENGLISH AND INDONESIAN PREFIXES AND SUFFIXES IN THE NARRATIVE TEXTS OF STUDENT‟S TEXTBOOKS FOR SENIOR HIGH SCHOOL”.

This study is aimed describing the kinds of the English and Indonesian prefixes and suffixes mostly found in the narrative text of student‟s textbooks for senior high school and finding their similarities and differences. The writer used descriptive qualitative research and contrastive methodology to find out the valid data. After investigating the data, the writer found several findings based on the analysis of the type of English and Indonesian prefixes and suffixes. There are four types of English prefix; quantified, locative, temporal, and negation prefixes. In the narrative texts the writer found four words included as negation prefixes. English suffixes have four types; nominal, verbal, adjectival, and adverbial suffixes. There were eighteen words indicated as nominal suffixes, there is no word categorized as verbal suffixes, fourteen words as adjectival suffixes, and twenty two as adverbial suffixes. On the other hand, the Indonesian prefixes had five prefixes; forming verb is seventy five words, forming adjectival is eleven words, forming noun is five words, forming numeral is twenty one words, and there is no word as forming interrogative. There were five types of Indonesian suffixes (forming, verb, adjective, noun, numeral, and interrogative). In the narrative texts, the writer only found thirteen words categorized as suffix forming noun. The writer found the differences and similarities both of them; it depends on their kinds. In English suffixes have adverbial suffixes but there were no in Indonesian suffixes. However in Indonesian suffixes have types suffixes that forming numeral and interrogative, and in English suffixes do not have these types. The same types of English and Indonesian suffixes are both of them have suffixes that forming noun, verb and adjective.

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CHAPTER I

INTRODUCTION

The first chapter of this graduating paper is introduction. This chapter explains about the background of the study, problems statement, and objectives of the study, benefits of the study, and limitation of the problem, clarification of the key term, previous research review, and graduating paper outline.

A. Background of the Study

Language has tens of thousands of words. Even the speaker of every language is not aware about that. Words are a crucial part of linguistic knowledge and constitute a component of grammars, but one can learn thousands of words in a language and still not know the language. Anyone who has tried to communicate in a foreign country by merely using a dictionary knows this is true. On the other hand, without words we would be unable to convey our thoughts through language or understand the thoughts of others.

To convey our mind in spoken or writen clearly, people need understanding about the component of language such as structure of sentence, word, etc. According to Venhaar (2006: 10), the branches of linguistic that called “morphology” is identifying basic unit of language as grammatical unit. It means that words as the units that are analyzed as one morpheme or more can be studied in the morphology.

According to Fromklin (2007: 77) the study of the internal structure of words, and of the rules by which words are formed is morphology. From this explanation the writer can conclude that words have internal structure, which

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is rule-governed. In this branch of linguistic can be known about parts of a word. A word can consist of one morpheme, two morphemes, and more than two morphemes.

Based on Fromklin (2007:77), the linguistic term for the most elemental units of grammatical form is morpheme. The word is derived from the Greek word morphe, meaning “form”. From the statement above the

writer can conclude that morpheme is the smallest bit of language that has its own meaning, either a word or a part of a word.

When talking about morphology, absolutely the students also study about the parts of word or the structure of word. As stated by Mullany and Stockwell (2010: 6) word is the smallest meaningful of language in the spoken or written. A word can be produced from root, morpheme, and can be added by affix.

Affix is categorized as bound morpheme because it cannot stand alone and should be attached to the root or stem or base. It is also same with prefix and suffix, because they are the types of affix. According to Broukal (2002: 139- 179), prefix is a form added in front of a word or word root to change its meaning, and suffix is a combination of letters added to the end of a word or word root. Suffixes are used either to form new words or show the function of a word. From the definition can be known that both prefix and suffix can create a new word. Besides that when prefix and suffix are added in a word so it may change the meaning of a word, and word classes.

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The nature of affix precedes or follows other morphemes. Thus, un-

(unexpected, undress, unhappy), pre- (premarital, prejudge, pre-school), and

bi- (bipolar, bisexual, bilingual) are prefixes. They occur before other morphemes. Some morphemes occur only as suffixes, following other morphemes. The examples of English suffix morphemes are –ing (sleeping, eating, running), -er (singer, performer, reader), and –ly (friendly, motherly, manly). Those constitute some examples of prefixes and suffixes.

Morphemes are the minimal linguistic sign in all languages, and many languages have prefixes and suffixes, but each language may differ in how they use and name their morphemes. For example in Indonesian language, affix is studied also in the structure of word but Indonesian people usually call affix “imbuhan”, prefix is called “awalan”, and suffix is called

akhiran”. Some examples of Indonesian prefixes and suffixes as follow: me- (memakan, meminum, menulis), ber- (berjalan, bermalam, berambisi), ke- (kekasih, ketua, kehendak). Those are the example of Indonesian prefixes. Then, the examples of the suffixes are –an (kampungan, cantikan, jalanan),

-iah (alam-iah, jasman-iah, rohan-iah), -if (efektif, produktif, konsumtif).

From the definition above, the writer can conclude that between English and Indonesian affixes, prefixes, and suffixes are almost same. Other similarities between them, it can change the meaning of words, word classes and function of word root and the meaning can be different with the word root or the base. However, both also have differences. It may occur in the using of prefix and suffix in a word, the meaning and the function of word

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after adding prefix and suffix. From the explanation above, the writer would like to compare and to analyze the similarities and the differences between English and Indonesian prefixes and suffixes in this research.

Fisiak (1981), Jackson (1981) as mentioned in Fauziati (2002: 63) said that a branch of linguistics which seeks to compare two or more languages or subsystems of languages with the aims at describing the similarities and differences between them is contrastive linguistic. It can be concluded that the nature of contrastive linguistic is to describe the similarities and differences between two or more languages. It means by describing the similarities and differences can help students in the studying foreign language easier than before.

The goal of the comparison is to describe those languages may be for the sake of the languages themselves, or may be to contribute to the task of foreign language teaching. According to Fisiak (1981), Jackson (1981) as mentioned in Fuziati (2002: 63) one of the techniques associated with contrastive linguistic is contrastive analysis. It is generally defined as a systematic, comparison of selected linguistic features of two or more languages.

From the discussion above, the writer concludes that by contrasting two languages can be known more about the differences and similarities of both the languages. It makes easier studying foreign language. Thus, the writer takes courage to write a graduating paper about contrasting English and Indonesian prefixes and suffixes, but then more specific. The prefixes and

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suffixes are only in the narrative texts and taken from student‟s textbooks for senior high school. Therefore, the writer takes the title “Contrastive Analysis on English and Indonesian Prefixes and Suffixes in the Narrative Texts of The Student‟s Textbooks for Senior High School”.

B. Problems Statement

Based on the background of the study, the writer formulates the problem as follows:

1. What kinds of the English and Indonesian prefixes and suffixes mostly found in the narrative text of student‟s textbooks for senior high school? 2. What are the similarities and differences kinds between English and

Indonesian prefixes and suffixes in the narrative text of student‟s textbooks for senior high school?

3. What is the pedagogical implication of the result of this study toward English language teaching?

C. Objectives of the Study

The objectives of this analysis especially are to get information about: 1. To describe the kinds of the English and Indonesian prefixes and

suffixes mostly found in the narrative text of student‟s textbooks for senior high school.

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2. To find out the similarities and differences kinds of the English and Indonesian prefix and suffix in the narrative text of student‟s textbooks for senior high school.

3. To know the pedagogical implication of the result of this study toward English language teaching.

D. Benefits of the Study

The writer hopes that this analysis produces benefits for theoretical and practical as follows:

1. Theoritically for :

a. The writer and the teacher can be more understanding about English and Indonesian prefix and suffix and narrative texts.

b. The reader can improve the ability in English by comparing the two languages (English and Indonesian).

c. To be one of source information to the next writers that is the problem related to this research for instance research about another prefix and suffix.

2. Practically for :

a. The writer and the teacher can be easier to understand contrastive analysis between English and Indonesian prefix and suffix.

b. The student can apply prefix and suffix in the text.

c. The reader can deepen the knowledge about the English and Indonesian prefix and suffix.

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xix E. Limitation of the Problem

To have specific research, the writer has restricted this study in order to make it easier to be analyzed. This study analyzes the English and Indonesian prefix and suffix. To limit the study, the writer only takes prefixes and suffixes in the narrative texts of student‟s textbooks for senior high school.

F. Clarification of the Key Terms

To avoid any mistakes in interpreting the tittle of this research, it is regarded necessary to explain the term relating to it.

1. Contrastive analysis

A branch of linguistics which seeks to compare two or more languages or subsystems of languages with the aims at describing the similarities and differences between them is contrastive linguistic (Fauziati, 2002: 63). One of the techniques associated with contrastive linguistic is Contrastive Analysis. According to Crystal (1992) as quoted by James (2006: 17) Contrastive analysis is the study of foreign language learning, the identification of points of structural similarity and differences between two languages.

From the definiton above, it means that the main point of contrastive analysis is comparison. By comparing two or more languages can be learned the similarities and differences about the languages. By understanding the similarities and differences of

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languages, it is highly expected can help the students in the studying foreign language.

2. Prefix

Carter (2007: 471) states that a morpheme is the smallest unit of meaning. Some words consist of just one morpheme; some consist of several. Morpheme divided into two parts; free morpheme and bound morpheme. Bound morpheme cannot stand alone and should be attached to the root or stem or base. It such a prefix, a form added in front of a word or word root to change its meaning (Broukal, 2002: 139).

3. Suffix

Suffix is also categorized as bound morpheme, such a prefix. However, it is rather different. Broukal (2002: 179) states that a suffix is a combination of letters added to the end of a word or word root. Suffixes are used either to form new words or show the function of a word.

4. Narrative text

A Narrative is a type of spoken or written text that tells a story of one character or more who face certain situations. There are various kinds of narratives such as fairy stories, mysteries, science fictions, romance, horror, etc. This type of text can be found in short story books, magazines, novels, movies etc. narrative is popular because they present a plot which consists of complications and resolutions.

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Sudarwati and Grace (2007: 62) state that narrative text is the text or paragraph that explains about actual or imaginary experiences in difference ways. The purpose of narrative text is to amuse or entertain the readers.

5. Textbook

In teaching and learning, teacher and student need guiding book to make easily transferring the subject material. Muslich (2010: 50) defines textbook is book of subject material or specific subject that formed systematically in selection based on certain purpose, orientated learning, and student‟s development.

G. Previous Research Review

This subject discusses the previous study which is related to this research. The writer presents two previous studies to determine originality of this research.

The first is “Contrastive Analysis between English and Indonesian Verb Phrase written by Siti Toyibatun in 2011. She was the student of State Islamic Institute (STAIN) of Salatiga. This study focused on analyzing English and Indonesian verb phrase. She used the qualitative research was to find out the object of her study, that was English and Indonesian verb phrase and their similarities and differences. She got the data of English and Indonesian verb phrase from some books. One of the English books entitled A Practical English Grammar written by A.J Thomson and A.V Martinet, and

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the Indonesian book entitled Tata Bahasa Baku Indonesia written by Anton M. Moueliono and Soenjono Pardjowidjojo.

In her result of research, she gave some example of verb phrase. First the examples English verb phrases were can take, may phone, could stay, must practice, have cut, have lived, are playing, am going, is loved, was opened, will be finished. Second the example of Indonesian verb phrases were

bersenam setiap pagi, bekerja keras, menulis kembali, dapat mengajukan, berdagang kain, bertani dan beternak. In the conclusion, she explained the differences and similarities. The difference of English and Indonesian verb phrase was in the function of the verb phrase. English verb phrase has function as a predicate but Indonesian verb phrase has function not only as a predicate but also as subject, object, complement, and adverb. The similarity both of them was in the form of verb phrases that could be made from two or more words.

The second previous study of this research, entitled “Contrastive Analysis between English and Indonesian Adverb of Place” written by Muhammad Nur Da‟I in 2006. He was the student of State Islamic Institute (STAIN) of Salatiga. This study focused on analyzing English and Indonesian adverb of place. He used the qualitative research was to find out the object of his study, that was English and Indonesian adverb of place and their similarities and differences. He got the data of English and Indonesian adverb of place from some books. One of the English books is written by Marcella

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Frank entitled Modern English. The Indonesian book entitled Tata Bahasa Rujukan Bahasa Indonesia written by Gorys Keraf.

He mentioned the research finding of his study. He compared and analyzed English and Indonesian adverb of place. He explained that the example of English adverbs of place are here, there, upstairs, away, inside, down, in, and out, indoors, outdoors. Indonesian adverbs of place were di sini, ke sana, ke situ, dari sini, dari situ, and sampai. He concluded that between English and Indonesian adverb of phrase had similarities and differences. That is English and Indonesian adverb of phrase has similar kind; single word and prepositional phrase. However in English adverb of phrase still has type; prepositional phrase of place pronounced and written as single words, but in Indonesian there is no prepositional phrase in single words.

From both of the previous researches, the writer tries to analyze “Contrastive Analysis on English and Indonesian Prefixes and Suffixes in the Narrative Text of Student‟s Textbooks for Senior High School”. Here, the writer wants to compare the English and Indonesian prefixes and suffixes in narrative text, and then determine accurately the valid similarities and the differences of this research with the researches above.

That makes this research is different with the previous researches is the previous researches are only describing the differences and similarities of the object without identify their finding in the texts. Whereas this research is not only to find out the kinds of prefixes and suffixes, both similarities and

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differences, but also find out their application in the narrative texts taken from senior high school textbooks.

H. Graduating Paper Outline

This research is written systematically in order that easier to read and understand. This research is divided five chapters and each chapter has several sub-chapters.

Chapter I is the introduction. It explains about the background of the study, problem statement, objective of the study, benefits of the study, and limitation of the problem, clarification of key term, previous research review, and graduating paper outline.

Chapter II is the theoretical framework. It explains the notion of contrastive analysis, English prefixes and suffixes, Indonesian prefixes and suffixes, narrative text, and textbook.

Chapter III is the research methodology. It is included the type of research, and object of the research, method of collecting data, and technique of analysis data.

Chapter IV is the data analysis. This chapter describes the data analysis between English and Indonesian prefixes and suffixes in narrative text of student‟s textbook for senior high school, and analysis of the similarities and differences kinds between English and Indonesian prefixes and suffixes.

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CHAPTER II

THEORITICAL FRAMEWORK

Theoritical framework is a frame or reference of data analysis in the next chapter. In this chapter the writer explains about the notion of contrastive analysis, English prefixes and suffixes, Indonesian prefixes and suffixes, narrative text, and textbook.

A.

The Notion of Contrastive Analysis (CA)

Contrastive analysis (CA) was first proposed by Charles C. Fries as a crucial part of the foreign language teaching methodology (Fauziati 2002: 63). According to Al-Sibai (2004: 1) CA was born as a result of a simple assumption. That is because arising the same errors that students made in the task gradually and the teachers could predict what mistakes the majority of learners would make. Thus, the writer explains more information about contrastive analysis bellow.

1. Definition of Contrastive Analysis (CA)

Raji (2012: 1) explains that contrastive analysis is a branch of language which focuses on the study of two or more different languages, with the aim of describing their similarities and differences. Platt (1992: 17) also states that contrastive analysis describes similarities and differences among two or more languages at such as level phonology, grammar, and semantics. CA is not only comparing the element and system of linguistic in the L1 and L2 but also describing the background culture of both languages so the result can be used in teaching foreign language or target language.

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The writer can conclude that the main point of contrastive analysis is comparing the objects, and finds the similarities and differences of the object. In other word contrastive analysis is the study of linguistic in teaching second language. Especially, CA also can be used by the teachers to solve the difficulties and speaking problem that student made in learning foreign language.

2. The Procedure of Contrastive Analysis

Whitman as mentioned in Fauziati (2002: 68) notes that contrastive analysis involves four different procedures: description, selection, contrast, prediction. The first procedure of contrastive analysis is complete description of the two of languages to be compared. The language practitioner can use the tools formal grammar for the clear comparison. It means that description in contrastive analysis to be foundation in the comparison of two or more languages.

The second procedure is the selection. Selection means choosing the elements of the two languages (L1 and L2) which will be compared or analyzed. This step can be said the step which have done to specify a topic or part of language that will be compared.

The third procedure is the contrast. It is the hurt of Contrastive analysis. Here is the most difficult step. In the contrast, language practitioner stars comparing the elements of language that have been selected. That is by mapping the elements of the two languages.

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The last procedure is the prediction. After contrasting, it is time to predict elements of the languages for purposes of language teaching at schools. It means that contrastive analysis can predict the students‟ mistakes.

The writer can conclude that the steps which have been described above, it can have a positive impact on teaching and learning process. However, by the contrastive analysis the teachers can found the solving problems of students in learning second language or foreign language.

3. Theory of Contrastive Analysis

Contrastive analysis is often called “contrastive linguistic”. Contrastive Linguistic is a branch of linguistics that compares between two languages synchronically so the similarities and differences are clear. According to Pranowo (1996: 42) the use of contrastive analysis in language teachings are based on some theoretical assumptions namely:

a) The most effective materials language teachings are the materials which based on the description of the language itself.

b) By contrasting and comparing the L1 and L2 that will be learnt, one can predict and describe many particular patterns that cause the difficulties and easy of language learning.

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From the explanation above can be concluded that if students want to study language easily, they have to know also all of thing related with the language learned. Besides that by predicting the mistakes in learning language by using contrastive analysis also can find the solving problem.

A linguist, Lado as quoted by Pranowo (1996: 42-43) suggests that contrasting should be done to phonology, grammatical structures, vocabulary systems, and systems of language writing.

The first is contrasting phonology. It includes sound system, transferring of sound system (variant, interjection, intonation, and its connectivity to other phonemes).

The second is contrasting grammatical structure. It is different from grammar. Grammatical structure is a compulsory language‟s construction taken by the native speaker in communication. It might be because there are divergences between grammar in written and spoken languages. The other elements of grammatical structure are ordering the words, inflections, correlating of forms, intonation, word impression, and junctures.

The third is contrasting of vocabulary system. It is accomplished on the form, the meaning, and its distribution. This contrasting is usually cause by the change of some vocabularies appropriate to situation, velocity of speaking, and so on.

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The last is contrasting of language writing system. This is important too. Actually, the biggest problem of language learner is at the time whilst they study about written language.

4. Contribution of Contrastive Analysis (CA)

Guntur Tarigan (1996: 50) states that CA has some important contributions in the teaching learning process, for example:

a. Constructing language teaching materials. This is the basic aspect of comparing two languages.

b. Constructing the system of pedagogical language. This is based on the linguistic theory being used.

c. Arranging the class property in which the first language is used to help in the second language learning.

This proves that contrastive analysis also has important role in learning proses and has the advantage. It is not only help the students in studying foreign language becomes easier but also the teachers can know the students‟ difficulties and mistakes in learning foreign or target language. There are solutions to overcome the difficulties and error of the students. One of the solutions to solve the difficulties and errors of the students in learning target language is contrastive analysis. Therefore, contrastive analysis can be used as an alternative solution in second language teaching.

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xxx B. English Prefixes and Suffixes

Before understanding prefixes and suffixes, it never hurts to know first about word and morpheme. Plag (2002: 25) introduces the crucial notion of morpheme as the smallest meaningful unit. Some words consist of just one morpheme; some consist of several. Morpheme divided into two parts; free morpheme and bound morpheme. He explains that morpheme which can stand alone and has lexical meaning is free morpheme. Whereas bound morpheme cannot stand alone and should be attached to the root or stem or base.

Some of the morphemes are attached to the beginning or the end of words. These are affix. Affix is a standard set of letters attached to a root word that creates a new word. An affix is not able to be used alone in language but must be attached to another unit such as a root word, Swan (2005: 419). An affix is not able to be used alone in language but must be attached to another unit such as a root word. The word affix is a general term for a prefix, a suffix. According to Carter (2007: 471) affixes attached to the beginning of words are prefixes; those attached to the ends of words are suffixes.

1. Prefixes

Based on the explanation above, prefixes are free morphemes which added in the beginning of words. Plag (2002: 123-127) states that the prefixes can be classified semantically into the following groups. Those are:

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xxxi a) Quantified Prefixes

There is a large group that quantify over their base words meaning, for example, uni- (unilateral, unification), bi- (bilateral, bifurcation) and di- (disyllabic), multi- (purpose, multi-lateral) and poly- (polysyllabic, polyclinic), semi- (semi-conscious, semi-desert), micro- (micro-surgical, microwave),

macro- (macroeconomics, macro-biotic), hyper- (hyperactive, hypermarket)and over- (overestimate, overtax).

b) Locative Prefixes

There are numerous locative prefixes such as circum- (circumnavigate, circumscribe), counter- (counterbalance, counterexample), endo- (endocentric, endocrinology), epi- (epiglottis, epicentral), inter- (interbreed, intergalactic), intra- (intramuscular, intravenous).

c) Temporal Prefixes

There are temporal prefixes expressing notions like ante- (antechamber, antedate), pre- (preconcert, predetermine, premedical), post-, (structuralism, modify, post-modern) and neo- (neoclassical, Neo-Latin).

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xxxii d) Negation Prefixes

The fourth group consists of prefixes expressing negation a- (achromatic, asexual), de- (decolonize, deplete), dis- (disassociate, disconnect), in- (illegal, irregular), non- (non-biological, non-commercial), un- (unhappy, unsuccessful).

2. Suffixes

Suffix is also categorized as bound morpheme, such a Prefix. However, it is rather different. Broukal (2002: 179) states that a Suffix is a combination of letters added to the end of a word or word root. Suffixes are used either to form new words or show the function of a word. Plag (2002: 109-123) divided suffix into several types, they are: a) Nominal Suffixes

In Plag (2002: 109) nominal suffixes are often employed to derive abstract nouns from verbs, adjectives and nouns. Such abstract nouns can denote actions, results of actions, or other related concepts, but also properties, qualities and the like. Another large group of nominal suffixes derives person nouns of various sorts. Very often, these meanings are extended to other, related senses so that practically each suffix can be shown to be able to express more than one meaning, with the semantic domains of different suffixes often overlapping.

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xxxiii

There are the examples of nominal suffixes. They are: –age

(marriage, coverage), -al (approval, arrival), -ance (and with its variant –ence/-ency/ancy) (performance, independence), -ant

(applicant, defendant), -ee (employee, interviewee), -er

(performer, actor), -ess (stewardess, waitress), -ful (cupful, handful), -ing (running, building), -ion (education, connection),

-ist (novelist, scientist), -ment (development, treatment), -ness

(happiness, darkness), -ship (friendship, relationship).

b) Verbal Suffixes

There are four suffixes which derive verbs from other categories (mostly adjectives and nouns), -ate, -en, -ify and -ize. The examples of them are: -ate (dominate, irritate), -en

(harden, lengthen), -ify (identify, magnify), -ize (feminize, Americanize).

c) Adjectival Suffixes

Adjectival suffixes are the suffixes that can form adjective meaning. The word that can change into adjective is noun and verb. Suffixes form adjectival meaning from verb is –able, -ive. From noun into adjectival meaning, the suffixes are –al, ed,

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xxxiv

This is the examples of these suffixes in a word. From verb into adjectival meaning, –able (avoidable, readable), -ive

(offensive, productive). Example of a word which has adjectival meaning from noun by adding suffixes; –al

(informal, criminal), -ed (air-minded, bearded), -ful (grateful, helpful), -ic(al) (heroic, economical), -ing (surprising, boring), -ish (foolish, childish), -less (hopeless, priceless), -ly (manly, daily), -y (noisy, dirty), -ous (ambitious, nervous).

d) Adverbial Suffixes

There are three suffixes which form adverb meaning. That is the examples of them, -ly (slowly, aggressively), -wise

(clockwise, weather-wise).

C. Indonesian Prefixes and Suffixes

A large number of the words used in the Indonesian language are formed by combining root words with affixes and other combining forms. Knowing how affixes are used is the key to understanding the meanings of derived words and in learning to read Indonesian language. If you know the meaning of a root word and the rules for each type of affix, you will be better able to understand and predict the meanings of the words derived from that root word.

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xxxv

Sometimes, a root word needs to add an affix so that can be used. This affixes can change the meaning, kind, and function of words becomes other words that different function with the root word. It is such English affixes, Indonesian affixes is also classified into seven groups, which are prefix, suffix, infix, simulfiks, konfiks, superfiks, combination affix. However, this research only focuses on prefix and suffix.

1. Prefixes

Kridalaksana (1992: 28) define prefixes are affix that added in front of the root word. The kinds of prefixes are:

a) Forming Verb

The examples of Prefixes that form verbs are: me- (memakai, membuat), ber- (berpikir, berdagang), per- (perbagus, peristri), ter- (terkenal, terpesona), ke- (ketawa, kebaca).

b) Forming Adjective

The examples of it are: se- (seberat, sekecil), ter- (terpanas, tersembunyi), ber- (berambisi, bersatu), me- (merakyat, mendua), pe- (pemalas, pendendam).

c) Forming Noun

Some prefixes that form noun are ke-, pe-, se-. Those are examples the prefixes in a word, ke- (kehendak, kekesih), pe- (penulis, penyanyi), se- (sekantor, sealiran).

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xxxvi d) Forming Numeral

There are two Prefixes in this type. That is ke- (kedua, keenam), and ber- (berlima, bertiga).

e) Forming Interrogative

This type is used for asking question. The Prefix me- (mengapa) is the only one Prefix which included in this type.

2. Suffixes

Kridalaksana (1992: 28) define Suffixes are affix that added in the end of the root word. The kinds of Suffixes are:

a) Forming Verb

This prefix can change the root word to be verb meaning. The example of this type is suffix –in (bikinin, doain).

b) Forming Adjective

There are eight suffixes which derive adjective form. That is –an (cantikan, kampungan), -al (individual, material), -il (idiil, prinsipil), -iah (alamiah, jasmaniah), -if (efektif, produktif), -is (teknis, praktis), -istis (optimistis, materialistis), -i (kimiawi, manusiawi).

c) Forming Noun

The example Suffixes that form noun are –an (tulisan, manisan, daratan), -at (muslimat, hadirat), -si (politisi, kritisi), -in (hadirin, muslimin), -ir (importir, eksportir), -us (politikus, kritikus), -is

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xxxvii

(connected with suffix -isme) (such as kapitalis, kapitalisme), -or (koruptor, diktator), -tas (kualitas, universitas).

d) Forming Numeral

Suffix -an in word puluhan and ratusan constitute the example of this type.

e) Forming Interrogative

Ini surat apaan sih!, the word apaan is attached suffix –an that form interrogative meaning.

D. Narrative Text

Genre is a word used in functional grammar and is also often called text type. Text types may be fictional (made up) or factual (information reports). Many kinds of genre or text type those are, narrative, descriptive, report, recount, procedure, news item, discussion, analytical exposition, and explanation.

A narrative text is a text or paragraph in the form of stories. A chronology of events become emphasizing in the narrative text, Mafrukhi (2008: 14). Therefore the characteristics of the paragraphs of narrative are the character and storyline. There are various kinds of narratives such as fairy stories, folktales, legend, fable, mysteries, science fictions, romance, horror, etc. This type of text can be found in short story books, magazines, novels, movies, textbooks etc. Narrative is popular because they present a plot which consists of complications and resolutions.

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Sudarwati and Grace (2007: 62) state that the function of narrative text is to amuse or entertain the readers with actual or imaginary experiences in difference ways. Narrative text has generic structure or text organization and language features. They are:

1. The Generic Structure of Narrative Text

Sudarwati and Grace (2007: 62) explain the generic structure of narrative text. They are orientation, complication, resolution.

a) Orientation

The position is in the beginning or introduction. Orientation introduces main characters, setting and time. The opening paragraph introduces characters / participants of the story and sets the scene (it answers the questions who, when, what and where). b) Complication

The position is in the middle of text. The problem happens among the characters. It is about the problems which involve the main characters in the story developed.

c) Resolution

The position is in the ending of text. It is about how the problems in the story are solved (better or worse). Here, the main characters find ways to solve the problems.

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xxxix 2. Language Features of Narrative Text

Sudarwati and Grace (2007: 62) mention the language features of narrative text those are:

a) The use of noun phrases (a beautiful princess, a huge temple)

b) The use of connective (first, before that, then, finally) c) The use of adverbial phrases of time and place (in the

garden, two days ago)

d) The use of simple past tense (he walked away from the village)

e) The use of action verbs (sleep, walk, wake up)

f) The use of saying verbs (say, tell, ask)

g) The use of thinking verbs, feeling verbs, and verbs of senses (she felt hungry, she thought she was clever, she smelt something burning)

E. Textbook

In educational world, books are the important part of education. By books, the process of education can be done well. The teachers are able to organize the learning process in effectively and efficiently by using books. Also in learning process, students can study maximally by using the same books with their teacher. Therefore, a school usually use textbook because the teachers believe that by using textbook students can study easier, and it

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xl

is able to make good communication between teachers and students in the class. Chambliss and Calfee (1998) as quoted from Muslich (2010: 50) explain clearly that textbook is the tool of student to understand and study about everything that read and to understand world (outer themselves).

From statement above, it is proven that textbook has big influence for students. Textbook can be a tool to increase also the students‟ knowledge. Students can use the textbook to learn their material at home if their teacher has not finished explain at school. It means that the textbook is one of the teacher‟s major tools in guiding learning.

Schorling and Batchelder (1956) as mentioned from Muslich (2010: 54) give four characteristics of good textbook. That is:

1. Recommended by professional teachers to be the good quality textbooks

2. The material in the textbooks appropriate with the purpose of education, students‟ and societies‟ requirement.

3. There are a lot of texts, assignments, and drill materials. 4. Contain illustration of material.

The writer concludes that textbook has important role in learning process. By the textbook, learning process in classroom can be done disciplinary because teacher and student will get guiding material clearly.

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From the characteristics above, it is expected can help students and teachers in the learning process. While, Hubert and Harl as mentioned in Muslich (2010: 55-56) textbook has many benefits. The benefits are for teachers, for students, and for societies.

1. For Teachers

Textbook consist of some material and crucial problem of every subject. It can help the teachers in teaching planning. Besides that there are many learning tools, such as pictures, diagram, and map. By many learning tools, teachers can create new method of learning for students so that the students do not feel bored in class. In fact, textbook can make the teachers feel free, because they do not need to look for material by themselves. Therefore, they can do other activities.

2. For Students

For students, Textbook will influence student‟s personality. Although between a student and other students is different influence. By reading Textbook, it can motivate the students thinking and doing positive thing.

3. For Societies

The benefit for society is especially for parents. By textbook, parents can accompany their children when they do their assignment. Also parents can know the children‟s understanding about material in school maximally or not. In this case, if the understanding of material has no maximally, parents know what they have to do for their children.

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xlii F. Theory of Authentic Material

Authentic material also called authentic text, according to Nunan (1988: 228) as mentioned in Erkaya (2005: 3) authentic text is any material which has not specifically been produced for the purposes of language teaching. Authentic materials are not created specifically to be used in the classroom, but they make excellent learning tools for students clearly because they are authentic.

It means that authentic material can be a reference for students or teacher in learning process. Then, authentic materials help the students bridge the gap between the classroom and the outside world.

Berardo (2006:64) states that the main advantages of using authentic materials in the classroom therefore include:

a. Having a positive effect on student motivation b. Giving authentic cultural information

c. Showing the students about real language d. Relating more closely to students‟ needs

e. Supporting a more creative approach to teaching

From the explanation above, it can be concluded that authentic materials give motivation for students in class. Using authentic material can create students‟ interest when use authentic materials because they are real text or material. Besides that, the teachers can make the learning process more colorful than before.

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xliii

CHAPTER III

RESEARCH METHODOLOGY

Wardi Bachtiar (1997:1) research is a logical and systematic search for new and useful information on a particular topic. It is a finding investigation of scientific solutions and social problems through objective and systematic analysis. He also states Research methodology is a set of knowledge about procedure of collecting data systematically and logically which related with some problems to be processed, analyzed, made conclusion, and found the solving problem.

In this research method of study is expanded in to four points, namely (a) Type of Research (b) Object of Research (c) Method of Collecting Data (d) Technique of Analysis Data. The explanation of each point will be discussed further into wide explanation.

A. Type of Research

The type of research conducted by the writer was descriptive qualitative research. The writer used documentation and literary data as a form to describe the prefixes and suffixes of a word. The writer collected the data, analyzed them and conclude them without making generalization. According to Creswell (1994:1) qualitative research is defined as an inquiry process of understanding a social or human problem, based on building a complex, holistic picture, formed with words, reporting detailed views of informants, and conducted in a natural settings.

Bodgan and Biklen state that descriptive method is collecting the qualitative data, analyzing it and writing the result (in Creswell, 1994:171). In line with that statement (Bodgan and Taylor in Moleong, 2004:4) state that

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xliv

the steps of descriptive method are collecting data, analyzing data and drawing conclusion.

The first step was collecting data. Some activities had done by the writer to collect the data in this research. From looked for English and Indonesian senior high school textbooks, read all of them, and then tried to separate the narrative texts from the other texts.

The second step was analyzing data. From the step one the writer had separated the narrative texts from other texts in the textbooks. Therefore, in this step the writer looked for the words which added by prefix or suffix from the narrative texts. After that, these words were classified based on the kinds of English and Indonesian prefix and suffix.

The third step was drawing conclusion. After classifying all of the words, the writer tried to make conclusion. From the classifying words, the writer could find the similarities and differences between English and Indonesian prefix and suffix in a word and made the conclusion in this research.

Beside used qualitative and descriptive research, the writer also used contrastive methodology so that could find the valid data. Pranowo (1996: 45) contrastive analysis methodology is the work step of contrastive analysis which describes the term of contrastive analysis. Contrastive analysis is staged into 4 phases:

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xlv

b. Selecting the element of differences and similarities of the two languages (L1 and L2)

c. Contrasting the differences of the two language systems

d. Predicting the learning difficulties and language errors based on the result of contrasting above

The first rule in Contrastive Analysis depends on a good description and detail about language. In this material, the theoretical analysis of languages will be compared or contrasted from the structure of L1 and L2. The second criteria from contrastive analysis are predicting the possible interferences of the two languages.

B. Object of the Research

The objects of this research were the English and the Indonesian prefixes and suffixes. The prefixes and the suffixes were found in the English and Indonesian narrative texts. The amounts of narrative text in the English textbooks were seven texts, and from the Indonesian textbooks were totally five texts. The title of the English and Indonesian narrative texts as follows:

1. The Title of English Narrative Texts

a) Thumbelina from Look Ahead (An English Course for Senior High School Student Year X).

b) The Golden Snail from Look Ahead (An English Course for Senior High School Student Year X).

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xlvi

c) The Stronger Man from Look Ahead (An English Course for Senior High School Student Year XI).

d) The Black Cat from Look Ahead (An English Course for Senior High School Student Year XI).

e) Ockok the Owl and Wak the Hawk from Look Ahead (An English Course for Senior High School Student Year XII).

f) The Faithful Lovers from Look Ahead (An English Course for Senior High School Student Year XII).

g) The History of Jack and the Beanstalk from Look Ahead (An English Course for Senior High School Student Year XII).

2. The Title of Indonesian Narrative Texts

a) Legenda Badhong Gatutkaca from Mahir Berbahasa Indonesia

(Senior High School Student Year X).

b) Hikayat Si Miskin dan Hikayat Marakarma from Pelajaran Bahasa dan Sastra Indonesia (Senior High School Student Year XI). c) Terjadinya Selat Bali from Pelajaran Bahasa dan Sastra Indonesia

(Senior High School Student Year XI).

d) Hikayat Muhasyodak from Mahir Berbahasa Indonesia (Senior High School Student Year XII).

e) Asal Usul Gunung Saba Mpolulu from Mahir Berbahasa Indonesia

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xlvii C. Method of Collecting Data

There are many ways to collect the data, such as: documentation, observation, test, interview, and questionnaire. In this case, the writer used documentation through reading the material and note taking technique. According to Suharsimi (2010: 274) a documentation method is finding data that related by using book, transcript, newspaper, magazine, ancient inscription, notes of a meeting, agenda, etc.

In this research, the writer used the documentation to collect the data. The data was taken from English and Indonesian textbooks of senior high school students. The writer took some texts in these textbooks especially narrative texts. English narrative texts that the writer analyzed were seven texts from three textbooks. Beside that there were five Indonesian narrative texts that analyzed. All of the data were collected on April for a month.

D. Technique of Analysis Data

In analyzing the data, Tesch (1990) provided eight steps to consider, Creswell (1994: 155):

1. Read through all the transcriptions carefully. 2. Pick one document and ask what it is about.

3. When the researcher has completed the task from much information then make a list of all topics.

4. Abbreviate the topics as code.

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xlviii

6. Make a final decision on the abbreviation for each category.

7. Assemble the data material belonging to each category in one place and perform a preliminary analysis.

8. If necessary, the researcher will recode the existing data.

The writer needed some procedure that should be done to analyze the data. These steps were selecting and categorizing.

1. Selecting

In this step the writer sellected the textbooks firstly. The English textbooks entitle Look Ahead for senior high school student year X, XI, XII were chosen because this textbook contained many example of narrative texts. The Indonesian textbooks that the writer selected were

Pelajaran Bahasa dan Sastra Indonesia for senior high school student year XI, and Mahir Berbahasa Indonesia for senior high school student year X, XII. It also had the example of narrative text. Besides that, all of the textbooks also gave the explanation of narrative is very clearly. 2. Categorizing

After selecting the textbooks, then the writer separated the narrative texts with other text types contained in the English and Indonesian textbooks. Then, from the narrative texts the writer separated the words that added by prefix and suffix with the other words. After that, the words were classified based on the kinds of English and Indonesian prefix and suffix and listing the data. Finally, the writer tries to find out the similarities and the differences among them and takes the conclusion.

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xlix

CHAPTER IV

DATA ANALYSIS

In this fourth chapter, the writer is going to analyze the data through categorized the data into their kinds of English and Indonesian prefix and suffix. As the second analysis, the writer analyzed the differences and similarities of English and Indonesian prefix and suffix.

A. Analysis of the English Prefix and Suffix

Here the writer analyzed the words in the narrative text of student‟s senior high school textbooks and present the analysis in the form of table. The analysis based on the kinds of English prefixes and suffixes.

A.1 Prefix

The first analysis is the English prefixes and their kinds. There were four types of prefixes; quantified prefixes, locative prefixes, temporal prefixes and negation prefixes. The writer showed the data of prefixes as the table below.

Table 4.1 Types of English Prefix

No Types of Prefix Total in Number

1 Quantified Prefixes 0

2 Locative Prefixes 0

3 Temporal Prefixes 0

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From all of the English data of prefixes, the writer did not find the words that categorizing in the quantified, locative, and temporal prefixes in the narrative texts. The prefixes data that have found in seven narrative texts was only categorizing as negation prefixes as the table below.

Table 4.2 Words of Prefixes in Texts

No Title of Text English Prefixes

1 The Black Cat Nothing, dislike

2 The History of Jack and the Beanstalk Disposition

3 The Faithfull Lovers Nobody

From the seven texts, the writer found four words as negation prefixes in the three texts; the Black Cat, the History of Jack and the Beanstalk, and the Faithfull Lovers. Here is the detailed information of negation prefixes:

Table 4.3 Negation Prefixes in the Black Cat Text

Type of prefixes Word Paragraph Sentence Negation

Prefixes

Nothing 5th There was suddenly nothing

left.

Dislike 7th I soon began to dislike the cat because it often stared at me with a strange and hatred look.

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li

Table 4.4 Negation Prefixes in the History of Jack and the Beanstalk Text

Type of prefixes

Word Paragraph Sentence

Negation Prefixes

Disposition 1st His follies were not owing to a bad disposition but his mother had never checked on him.

Table 4.5 Negation Prefixes in the Faithfull Lovers Text Type of

prefixes

Word Paragraph Sentence

Negation Prefixes

Nobody 12nd Meanwhile, the chief‟s daughter mourned for her lover as for a husband and nobody could comfort her.

A.2 Suffixes

The second analysis is the type of English suffixes. There are four types of suffixes; nominal suffixes, verbal suffixes, adjectival suffixes and adverbial suffixes. The writer showed the suffixes data in the table form.

Table 4.6 Types of English Suffix

No Types of Suffix Total in Number

1 Nominal Suffixes 18

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lii

3 Adjectival Suffixes 14

4 Adverbial Suffixes 22

The table below mentions the words that found by the writer in the seven narrative texts as nominal, adjectival, and adverbial suffixes.

Table 4.7 Words of Suffixes in Texts

No Title of Text Types of English Suffixes

Nominal Adjectival Adverbial

1 Thumbelina - Muddy Hardly

2 The Golden Snail Princess, suffering, fiancée meeting Beautiful, golden, thirsty, touching Secretly, suddenly, sadly, happily 3 The Stronger Man - Trashy Fairly

4 The Black Cat Suspicion Horrible, suspicious,

Peacefully, nearly 5 Ockok the

Owl and Wak the Hawk Handful - - 6 The Faithfull Lovers Hunter, lover, mourning, obstruction Beautiful, mysterious, curious Suddenly, fortunately, greedily

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liii 7 The History of

Jack and the Beanstalk Consequence, attention, direction, thickness, appearance Enormous, delicious, Instantly, fiercely, quickly, surprisingly, suddenly, loudly, really, happily,

The table below is the detailed information of nominal suffixes, adjectival suffixes and adverbial suffixes in the narrative texts:

1) Nominal Suffixes

There were eighteen words that added suffixes and classified in nominal suffixes as the table below.

Table 4.8 Nominal Suffixes in Sentence

No Title of text Word Paragraph Sentence

1 The Golden Snail

Princess 1st Dewi Galuh Candra Kirana was a princess

from the Kingdom of Daha.

Princess 5th I am the princess of Daha

Suffering 5th She prayed, wishing that Galuh Candra

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liv

kirana‟s suffering will end soon.

Fiancée 6th Raden Inu Kertapati heard the news that his

fiancée was thrown out from the palace.

Meeting 7th The meeting was very touching.

Suffering 7th Her suffering was over.

2 The Black Cat

Suspicion 10th The fourth day after the death of my wife, the police came to my house because of my neighbor‟s suspicion. 3 Ockok the Owl and Wak the Hawk

Handful 12th But Wak did not go away! Instead, he bent down and picked up a

handful of sand and threw it into his brother‟s eyes.

4 The Faithfull Lovers

Hunter 3rd He was a good hunter

but he was poor and had a mean family.

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lv

Lover 9th The lover drank the water at a draught.

Mourning 11th There was great

mourning over the death of the five young men and for the lost lover.

Obstruction 11th Canoes had to be portaged at great labor around the obstruction. 5 The History of Jack and the Beanstalk Consequence Attention

1st The consequence of her blind partiality was that Jack did not pay the least attention to anything she said.

Butcher 3rd As he was going along, Jack met a butcher.

Direction 4th She fiercely kicked the beans away and they flew in all directions

with some being scattered in the garden.

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lvi Thickness Appearance

5th The stalks were of an immense thickness and had so entwined that they formed a ladder almost like a chain in

appearance.

2) Verbal Suffixes

The data of verbal suffixes did not find in all of the English narrative texts.

3) Adjectival Suffixes

The writer found some words that classified as adjectival suffixes amount of fourteen words and showed in the table below.

Table 4.9 Adjectival Suffixes in Sentence

No Title of text Word Paragraph Sentence

1 Thumbelina Muddy 5th At the bottom of the garden, there was a stream with muddy

banks, and that was where the old toad lived with her son.

2 The Golden Snail

Beautiful 1st She was kind and very

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lvii

Golden 2nd There she was cursed and turned into a golden

snail.

Beautiful 5th Suddenly the snail turned into a beautiful

girl.

Thirsty 6th After walking for hours, he became thirsty.

Touching 7th The meeting was very

touching.

3 The Stronger Man

Trashy 5th Then, the general said, “I see it no use picking and choosing among such a

trashy lot.

4 The Black Cat

Horrible 5th I was terrified and could not forget such a

horrible sight.

Suspicious 12th The police were

suspicious and they tore the wall down.

5 The Faithful lovers

Beautiful 5th Before they started, they sat down to smoke and rest beside a beautiful

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lviii

lake at the foot of a green knoll that rose from its shore.

Mysterious 5th The knoll was covered with green grass and somehow as they look at it they had a feeling that there was something about it that was

mysterious and uncanny.

Curious 6th One of the lover‟s friends was so curious

about it that he ventured into the knoll.

6 The History of Jack and the

Beanstalk

Enormous 6th He was in an enormous

room.

Delicious 6th He started to eat the

delicious food.

4) Adverbial Suffixes

There were twenty two words that found by the writer as the adverbial suffixes as the table below.

Gambar

Table 4.1 Types of English Prefix
Table 4.3 Negation Prefixes in the Black Cat Text
Table 4.6 Types of English Suffix
Table 4.7 Words of Suffixes in Texts
+7

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