THE ANALYSIS OF DERIVATIONAL AFFIXES OF RESEARCH PROPOSAL (A Study of English Alumni of Education Department Teacher Training and Education Faculty in the Academic Year of 2012 2013) A GRADUATING PAPER Submitted to the Board of Examiners as a partial fulf

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THE ANALYSIS

OF DERIVATIONAL AFFIXES OF

RESEARCH PROPOSAL

(A Study of English Alumni of Education Department

Teacher Training and Education Faculty

in the Academic Year of 2012 / 2013)

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

By:

AHMAD CHUDHORI 113-12-017

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

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DECLARATION

“In the name of Allah the Most Gracious and the Most Merciful”

In the name of Allah,

Hereby, the writer declares that this graduating paper is written by the writer

himself. This paper does not contain any materials which have been published by

other people; and it does not cite any other people’s ideas except the information

from the references.

The writer is capable to account his graduating paper if in the future it can

be proved of containing others’ idea or in fact that the writer imitates the others’

graduating paper. Likewise, this declaration is written by the writer, and he hopes

that this declaration can be understood.

Salatiga, 1st March 2017 The writer,

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Salatiga, 1st March 2017 Faizal Risdianto, S.S., M.Hum

The lecturer of English Education Department

State Institute for Islamic Studies (IAIN) Salatiga

ATTENTIVE COUNSELOR’S NOTE

Case: Ahmad Chudhori’s Graduating Paper

Dear,

Dean of Teacher Training and

Educational Faculty Assalamu’alaikum Wr. Wb.

After reading and correcting Ahmad Chudhori’s graduating paper entitled “THE ANALYSIS OF DERIVATIONAL AFFIXES OF RESEARCH PROPOSAL (A Study of English Alumni of Education Department Teacher Training and Education Faculty in the Academic Year of 2012 / 2013)”, I have decided and would like to propose that this paper can be accepted by Teacher Training and

Education Faculty. I hope this paper will be examined as soon as possible.

Wassalamu’alaikum Wr. Wb.

Counselor

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v MOTTO

هللابلاإةوقلاولوحلا

“There is no power and no strength except with Allah”

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DEDICATION

This graduating paper is dedicated to:

1. My God, Allah SWT who always beside me, listens to me, takes care of

me and gives me the best thing ever.

2. My beloved parents, my mother (Rubini) and my father (Isroil) who

always pray, guide, motivate me to become a better person.

3. Special thanks to my candidate wife who always stands beside me and takes

the big part in supporting until finishing this study.

4. My big brother of Unbreakable (Surya agung Wijaya, Faisal Abi Yusuf,

Ahmad Zamroni and Anas Sofyan), thanks for your help, motivation, and

support.

5. Everybody who has helped me in finishing this research. Thanks for all

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vii

ACKNOWLEDGEMENT

Bismillaahirrahmaanirrahiim,

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, guidances, 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

5. All of the lecturers in English Education Department. Thanks for your

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6. All of the staffs who have helped the researcher in processing of graduating paper

administration

7. All of my close friends who I could not mention one by one

8. All of my friends from A class of TBI 2013

Finally, this graduating paper is expected to be able to provide useful

knowledge and information to the readers. Moreover, the researcher is pleased to

accept more suggestions and contributions from the readers for the improvement of

the graduating paper.

Salatiga, 1st March 2017

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ix ABSTRACT

Chudhori. Ahmad. 2017. THE ANALYSIS OF DERIVATIONAL AFFIXES OF RESEARCH PROPOSAL (A Study of English Alumni of Education Department Teacher Training and Education Faculty in the Academic Year of 2012 / 2013) Counselor: Faizal Risdianto, S.S., M.Hum.

Keywords: Morphology, Affixes, Derivational

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ACKNOWLEDGEMENT……….. vii

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2. Research……….. .. 5

3. Research Proposal………. 5

G. Graduating Paper Outline ... 6

CHAPTER II: THEORETICAL FRAMEWORK A. Morpheme ... 7

1. Definition of Derivational Affixes………. 12

2. Characteristic of Derivational Affixes………... 12

E. Previous Study ... 13

CHAPTER III: METHOD OF RESEARCH A. Location of The Study ... 16

1. Profile of IAIN Salatiga……….. ... 16

2. Profile of TBI 2012……….. ... 17

B. Time Schedule of Study ... 17

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CHAPTER IV: DATA PRESENTATION AND DISCUSSION A. Morphological Process on Derivational Affixes Found in Research Proposals Made by English Alumni of Education Department Teacher Training and Education Faculty in the Academic Year of 20012 / 2013 ... ... 24

B. Most Dominant use of Morphological Process on Derivational

Affixes Found in Research Proposals Made by English Alumni

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1. Morphological Process on Derivational Affixes Found in

Research Proposals Made by English Alumni of Education

Department Teacher Training and Education Faculty in the

Academic Year of 20012 / 2013 ... 63

2. Most Dominant use of Morphological Process on

Derivational Affixes Found in Research Proposals Made by

English Alumni of Education Department of Teacher

Training and Education Faculty In The Academic Year Of

2012 / 2013 ... 63

B. Suggestion ... 64

REFERENCES

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LIST OF TABLES

Table 2.1 Prefixes………... 9

Table 2.2 Suffixes………... 9

Table 2.3 Englisg Infixes...………. 10

Table 2.4 Kinds of Inflectional Affixes……….. 12

Table 3.1 Time Schedule of the Research……….. 17

Table 4.1 Distribution of Alumni’s Research Proposals……….... 24

Table 4.2 Process of Words Building………...….. 50

Table 4.3 Grouping Words Into Class of Words……… 57

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1

CHAPTER I INTRODUCTION A. Background of the Study

Language is an important communication tool for people. According to

Kreidler (2002: 19) says that language is a system of symbol through which

people communicate. According to Parker (1986: 12) says that people have to

communicate in how they use language structured internally. According to

Brown (1980: 4) says that language is a system of communication by sound

operating the organ or speech or hearing, among members or given community,

using vocal symbols processing arbitrary conventional meaning. Moreover, the

people are able to know the information using language. In other hand, the people

also can convey some ideas of using language. Therefore, the people need to

know more about language and its elements. The teacher teaches vocabularies,

structures, speaking, writing, reading, and listening. Language can be developed

because there are an individual and group interaction in society. The important

role of language for people is as a medium to express their selves, feelings,

thoughs, needs and requirements as an individual creature or society. Language

is also as an integration and social adaptation tools with other people.

This globalization era pushes developing language quickly, especially

language comes from Arabic, Chinese and English. English is one of language

which is spoken by most people as a medium of international communication.

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compulsory subject to be taught to the students. In the curriculum 2013, English

is taught at school starting from the junior high school up to senior high school.

The purpose of teaching foreign language, in this case, is to master the four

language skills by which the learner uses of holding communication with the

speaking English people. The four skills are listening, speaking, reading, and

writing. To gain four skills above, the people should fulfill the language

components such as the knowledge of structure, pronounciation, and vocabulary.

However, it is not easy. Some students even have some problems in the language

components.

It is important to learn about vocabulary when the people learn a foreign

language. The people find the difficulties in understanding the meaning of the

language itself. According to Sary (2011: 8) says that the people who are studying

a foreign language are just understanding the part of sentences without

understand the relation between these part, including vocabulary. Therefore, the

people do not get much of information. However, if the people have enough

vocabulary, it will make them easier to learn a new language and to understand

the meaning of the language itself.

According Lieber (2009: 2), morphology is the study of word formation,

including the ways new words are coined in the languages of the world, and the

way forms of words are varied depending on how they are used in sentences.

According to Rachmadie (1990: 31) says that affixes that change the part of

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understanding, the writer conclude that the affixes are the part of morphology.

The writer conclude that morphology is the study of how words are structured

and affixes can be categorized as the structure of word. Therefore, there is

relationship between morphology and affixes in building a new word.

Considering above statement, the writer makes a study entitled “THE ANALYSIS OF DERIVATIONAL AFFIXES OF RESEARCH PROPOSAL (A

Study of English Alumni of Education Department Teacher Training and

Education Faculty in the Academic Year of 2012 / 2013)”

B. Statements of the Problem

Based on the problems above, the problems can be stated as follow:

1. How is the morphological process on derivational affixes found in research

proposals made by English alumni of Education Department of Teacher

Training and Education Faculty in the academic year of 2012 / 2013?

2. What is the most dominant use of morphological process on derivational

affixes found in research proposals made by English alumni of Education

Department of Teacher Training and Education Faculty in the academic year

of 2012 / 2013?

C. Objectives of the Study

Based on the statement of the problem, the writer determines the

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1. To know the morphological process on derivational affixes found in research

proposals made by English alumni of Education Department of Teacher

Training and Education Faculty in the academic year of 2012 / 2013.

2. To know the most dominant use of morphological process on derivational

Department Teacher Training and Education Faculty in the academic year of

2012 / 2013.

D. 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 miningful contribution in teaching vocabulary. For university

students, this study hopefully can be used to study both the affixes; derivational

and inflectional, the result of this study is expected to be a previous study for

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5 E. Scope of The Study

The writer has a limited the problem of the study, so the problem which is

investigated not too wide and the study are effective to be studied. In this study,

the writer analyzed the morphological process on derivational affixes found in

research proposals made by English alumni of Education Department of Teacher

Training and Education Faculty in the academic year of 2012 / 2013.

F. Definition of Key Terms

Based on the title, some key terms will be explained bellow:

1. Affixes

According Lieber (2009: 181), affixes are just like free morphemes in

that they have lexical entries that include various types of information. The

only difference between the entry for an affix and for a base is that the affix is

a bound morpheme, and therefore as part of its structural information requires

another category to attach to.

2. Research

According to Punch (2000: 10), research is a document which deals

basically with what the proposed research is about; what it is trying to find out

or achieve; how it will go about doing it is that.

3. Research proposal

Based on the explanation from Punch (2000: 1), says that research

proposal is a central feature of the research world. According to Onwuegbuzie

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which communicates ideas about a proposed study in order to obtain approval

to conduct the study or to seek funding. Generally, a research proposal should

contain all the key elements involved in the research process and include

sufficient information for the readers to evaluate the proposed study.

G. Graduating Paper Outline

This study is divided into five chapters. Each chapter explains different

matters in line, which the topic is discussed.

Chapter I is introduction and consists of the background of the study,

statements of problem, objectives of the study, benefits of the study, scope of the

study, definition of key terms and graduating paper outline.

Chapter II is theoretical framework and consists of morpheme, affixes,

inflectional affixes, derivational affixes and previous studies.

Chapter III presents the method of research. It consists of location of the

study, time schedule of study, research approach, research design, data sources,

data collection method, technique of data collection and data analysis.

Chapter IV is data analyses and discussion. It consists of morphological

process on derivational affixes found in research proposals made by English

alumni of Education Department of Teacher Training and Education Faculty in the

academic year of 2012 / 2013 and most dominant use of morphological process on

derivational affixes found in research proposals made by English alumni of

Education Department of Teacher Training and Education Faculty in the academic

year of 2012 / 2013.

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7 CHAPTER II

THEORETICAL FRAMEWORK A. Morpheme

1. Definition of Morpheme

Before discussing derivational affixes, it is appropriate to explain

morpheme first. According to Rachmadie (1990: 9) says that it is clear that

words do not always constitute the smallest meaningful units in a language.

These smaller parts are called morphemes.

According to Katamba (1994: 20), says that morpheme is used to refer

to the smallest, indivisible units of semantic content or grammatical function

which words are made up of. He also said that a 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.

The concept of morpheme differ form the concept word, as may

morphemes cannot stand as words on their own. A morpheme is free if it can

stand alone, or bound if it is used exclusively alongside a free morpheme. Such

as /-s/, /-ly/, /im- /, /un-/ are called bound morpheme (Katamba, 1994: 41).

For example: the word “unbreakable” has three morphemes “un-

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statement above, the writer concludes that morpheme is the smallest part of

construct words.

2. Types of Morpheme

According to Lieber (2009: 33), there are two types of morpheme. They

are free morpheme and bound morpheme. The morpheme can stand alone as

words: wipe, head, bracelet, and McDonald, these are called free morphemes.

The morphemes that cannot stand alone are called bound

morphemes. For example: un-, -ize, and -ation.

B. Affixes

Affixes includes morpheme. It can be added to other morpheme (root/base)

which is constructing a word formation and new meaning, the following are the

further explanation.

1. Definition of Affixes

According to Rachmadie (1990: 13) says that morpheme as the basic for

words are sometimes called roots or base. Thus, morphemes such as happy,

quick, tidy, print are roots. On the other hand, morpheme such as –ly, -ness, un-, ir- is non roots. They are usually called affixes. Based on the statement

above, the writer concludes that affixes are morphemes which are not clearly

lexical meaning and it is attached in root morpheme.

2. Types of Affixes

According to Katamba (1994: 44), an affix is a morpheme, which only

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or stem or base. Obviously, by definition 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 strung together like al-s.

According to Katamba (1994: 44), there are three types of affixes –

According to Katamba (1994: 44), a suffix is an affix attached after

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10 c. Infixes

According to Katamba (1994: 44), an infix is an affix inserted into

the root or stems itself

Table 2.3 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

Rachmadie (1990: 31) says that some affixes when attached to the root

or base do not change the part of speech of the root and they do not create a

new word. They only have certain grammatical function. These affixes are

usually called inflection affixes.

2. Types of Inflectional Affixes

According to Rachmadie (1990: 31), in English, we have inflectional affixes to

indicate the following:

a. Plural form, such as:

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11 Glass glasses

-en ox oxen

Child children

b. Possession, such as:

John’s house Students’ shoes A dog’s tail

c. Third singular verb marker, for example:

My sister always eats an apple every morning.

Ann goes to school early.

Bill never reads newspapers.

d. Tense marker, such as:

Andre’s uncle worked hard yesterday. (Past tense)

I have studied the lesson. (Past participle)

We are walking around the field. (Present progressive)

According to ______ (2001: 4), inflectional affixes are all suffixes; that

have a wide range of application. For example: most English nouns can be made

plural, with (PLU). According to ______ (2001: 4), there are eight inflectional

affixes are listed in the following table, along with the type of root that each

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Table 2.4 Kinds of Inflectional Affixes

INFLECTIONAL AFFIXES ROOT EXAMPE

Plural (PLU) Noun Cars

Possessive (POSS) Noun Mothers

Comparative (COMP) Adjective Older

Superlative (SUP) Adjective Highest

Present (PRES) Verb Eats

Past (PAST) Verb Walked

Past participle (PAST PART) Verb Driven

Present participle (PRES PART) Verb Listening

D. Derivational Affixes

As the people know that a word sometimes is built by joining of affixes

and root together, sometimes it can form a new word with the new meaning and it

can change the part of speech of root, which is called derivational affixes. The

following are the more explanation of derivational affixes.

1. Definition of Derivational Affixes

According to Rahmadie (1990: 23) says that derivational affixes is the

affixes that change the class of root or base. Based on the statement above, the

writer concludes that derivational affixes are affixes that change part of speech

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13 2. Characteristic of Derivational Affixes

Derivational affixes have a special characteristic. The following are

the specific characteristic of derivational affixes. According to Rachmadie

(1990: 23), derivational affixes have any characteristics, just below:

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.

c. Derivational suffixes usually do not close off a word, that is after a

derivational suffix you can sometimes add another derivational suffix and

next, if required. For example, to the word fertilizer.

E. Previous Studies

The writer knows that this study is not the first study in linguistics field.

There are some people who ever write about linguistics analysis. In this study, the

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As-Sajda, the writer tried to describe derivational affixes and inflectional affixes

contain in the translation of surah as sajda by Abdullah Yousuf Ali. The writer

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 writer 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 Surah

As Sajda by Abdullah Yusuf Ali are –s, -s, -s, -ed, -en, -ed, -ing.

Second previous study came from Widiastuti (2010), in her study “The Students’ Ability and Problems in Writing A Research Proposal of Universitas Pendidikan Indonesia”. The writer used a case study method. Nine students and

two lecturers of an undergraduate English study program in one university in

Banten are the participants of her study. In her study, first, she found most students

still have problem in achieving the communicative purpose of each major element

in a research proposal. Then the second, she found the problems that the students’

unfamiliarity and lack of knowledge in terms of element and linguistic feature

required in research proposal. Finally, she found the solution than could be

proposed to solve the students’ problems. They were guidance, assistance, and explicit teaching for the students in writing the elements and linguistic features of

a research proposal.

From two previous studies, there were some differences. First from

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the English alumni’s research proposals. Sa’adah described the derivational, inflectional affixes and root, but the writer was more specific in derivational affixes

(suffix and prefix). The second differences were from the Widiastuti’s thesis. She used case study as the method, but the writer used descriptive qualitative. She

focused on students in writing the elements and linguistic features of a research

proposal, but the writer focused on the morphological affixes found on derivational

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CHAPTER III

METHOD OF RESEARCH A. Location of The Study

1. Profile of IAIN Salatiga

State Institute for Islamic Studies or IAIN Salatiga is the only one State

Islamic University in Salatiga, Central Java province, Indonesia, based on the

Regulation of the President of Republic Indonesia of State Islamic Institute

transform into State Institute for Islamic Studies (IAIN) Salatiga.

Since its establishment until now, IAIN Salatiga has gone through a

long history, and has undergone several institutional changes. The

establishment was pioneered by the ideals of Salatiga Islamic community to

have Islamic Universities. Hence, there was established the Faculty of

Education Institute of Teacher Training and Education (Teachers’ Training College) “NU” in Salatiga. It was located at Diponegoro Street No. 64 Salatiga.

Recently, IAIN Salatiga owns three college buildings. They are located

at Tentara Pelajar Street No. 2 Salatiga, Nakula Sadewa V Street No. 2 Salatiga,

and the last is located in Pulutan, Sidorejo, Salatiga. IAIN Salatiga opens five

faculties such as Teacher Training and Education Faculty, Economic and

Business of Islamic Faculty, Syariah Faculty, Ushuludin and Humanities

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17 2. Profile of TBI 2012

TBI is English Education Department in IAIN Salatiga. It is a part of

Teacher Training and Education Faculty. It had five classes in academic year

of 2012 / 2013. It has 141 students. They are educated to be English teacher.

They learn English itself and how to teach students in the class. Before lecturing

process in campus one, but right now English Education Department lecturing

process is in campus three.

B. Time Schedule of Study

The writer planned the time schedule in hope for the study was conducted

smoothly. The study was done on December 2016. The table is shown below:

Table 3.1 Time Schedule of the Study

Step Date Activity

1 September 1st - October

30th, 2016

Collecting the research proposals

2 November 5th _{- December}

31st 2016

Analyzing the research proposals

C. Research Approach

Research is a result of finding, developing, and testing the knowledge

correction using method of research (Hadi, 1881: 4). This statement means that

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Therefore, the research is done to make it clear or find something behind it that is

never found before.

The writer used descriptive qualitative method in this research. According

to Fulkner (1983: 32), says that qualitative research deal with the meaning of things

and one view of meaning. Descriptive research is used to provide a systematic,

factual, accurate description of situation or area of interest. Meanwhile, Morse

(1994: 1), states that process of doing qualitative research presents a challenge

because procedures for organizing image are ill-defined and rely on processes of

inference, insight, logic, and luck. The writer also says that variable are not

controlled, and until qualitative research get closed to the end of study. The aim of

this study was to find out the morphological process derivational affixes found in

research proposals made by English alumni of Education Department of Teacher

Training and Education Faculty in the Academic Year of 2012 / 2013)

D. Research Design

This chapter deals with the research design used in this study. As stated by

Hopkins (1985: 8), research may be defined as the systematic self-critical enquiry.

Thus, study is required to look for the answer relate with problem which want to

be solved. In this study, the writer must have design to make easy in analyzing the

data. A research design is a plan or strategy for conducting the study. It is required

to get dependable and useful information. To know what design which should be

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As stated in problems of the study, this study was conducted to find out the

morphological process on derivational affixes found in research proposals made by

English alumni of Education Department of Teacher Training and Education

Faculty in the academic year of 2012 / 2013. Thus, in this study, the writer uses

descriptive research. Descriptive research refers to research studies that have as

their main objective the accurate portrayal of the characteristics of persons,

situations or groups (Polit and Hungler 2004: 716). This approach is used to

describe variables rather than to test a predicted relationship between variables.

According to Hott (1999: 32) says that descriptive research explores and describes

what is the analyses the findings in relation to their significance. This approach,

which relief on both qualitative & quantitative methods is appropriate when little

is known about a phenomenon.

E. Data Sources

Data source in subject where the data acquired (Arikunto, 2010: 172).

According to Moleong as quoted by Arikunto (2010: 22) states that data source of

the qualitative research is presented in the spoken or written that accurate by the

researcher, and the things detail monitored in order to be able to catch the implicit

meaning on the document or the thing. Data source should original, however if the

original source is difficult to get, photocopy or imitation is not be a problem, as

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In order to analyze morphological roles found in the alumni’s research proposals, the writer used the data sources both from primary and secondary data

describe as follows:

1. Primary

Regarding Kurniadi (2011: 10), primary data source is the result of

something found in the field. It is the result of an interview with respondent and

the result of field observation. In this study the primary data source took from

the research proposal which taken from English alumni of Education

Department of IAIN Salatiga.

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 writer used several references to support the data. The writer

took from several books related to morphology and messenger texts to support

the primary data.

F. Data Collection Method

The writer starting from 1st September 2016 to 30th October 2016 collected the alumni’s research proposals. The writer texted the alumni one by one, and he

said to the alumni to send the research proposals to him. Then, the alumni used

Email, Messenger, BBM, and some of them using WhatsApp to send their research

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21 G. Population and Sample

1. Population

According to Kothari (2004: 55) says that population is all pieces in any

field of research. The writer used the English Education Department (TBI)

alumni as the object of the study. It consisted of 141 alumni.

2. Sample

According to Arikunto (2002: 120) says that sample is partially or

representative of the population studied. Based on above understanding, it can

be conclude that the sample is section of the population who want to study and

represent the characteristics of population.

According to Arikunto (2002: 120) says that if population is less than

100, the researcher freely take the sample from the population. However, if the

population is more than 100, the sample can be taken between 10-15% or

20-25%. The writer took 20% of population as the object of this study.

As illustrated by Arikunto (2002: 120) the formula is:

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22 n = 28.2

After the writer calculated using the formula, the writer took 28 alumni’s research proposals as the object of this study.

H. Technique of Data Analysis

The writer concerned on the morphological process on derivational affixes

found in research proposals made by English alumni of Education Department of

Teacher Training and Education Faculty in the academic year of 2012 / 2013)”.

Therefore, in analyzing the data, the writer used the theory from Krippendorff

(2004: 192) below:

1. Identification

Identification was conducted to determine the sentences would to

identify. From this step, the writer determined the roots, bases, and stems from

the words founded in those sentences.

2. Classification

Classifying performed to classify the process of building words. The

writer showed the building words and determined the affixes of the words.

3. Tabulation

When the data was grouped, the writer created a table where it includes

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23 4. Description

After the third step, the writer conducted the last step, which is the

description of the result of the data analysis. Here, the writer described the data

presented.

Considering the steps above, the writer drew the conclusion of the data

analysis and the finally the writer reported the result of the study.

I. Data Analysis

Analysis of derivational affixes was got by action of analyzing the words

attached by derivational affix in the alumni’s research proposals. This study is descriptive; therefore, it just describes the morphological process on derivational

Department of Teacher Training and Education Faculty of IAIN Salatiga in the

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24 CHAPTER IV

DATA PRESENTATION AND DISCUSSION

A. Morphological Process on Derivational Affixes Found in Research Proposals Made by English Alumni of Education Department Teacher Training and Education Faculty in the Academic Year of 2012 / 2013

This chapter was the main part of the whole graduating paper. The writer

wanted to analyze and discuss the morphological process on derivational affixes in

alumni’s research proposals. The complete discussions would describe below: Best on the 28 data of the alumni’s research proposals as the object of the

study, the writer presented and analyzed those data to answer the problems of the

statement in chapter I. Those are presented in table 4.1.

Table 4.1 Distribution of Alumni’s Research Proposals

NO RESPONDENTS SENTENCE

MORPHOLOGICAL ROLES

1. UN

Material is something, such as

an idea or information, that is to

be refined and made of

incorporated into a finish effort.

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25 2. MM

By reading actively the readers

will get the individual problem

solving who coordinates a

Second, reading is selective

because we are normally only

Root : read

Base : reading

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26

attend to what is relevant to our

purpose. (p.1)

Theoretical advantages are :

(p.4)

Root : theory

Base : theoritic

Stem : theoretical

Pictures used almost for all

students feel difficulty to learn,

because this language seldom

to use Indonesian people. (p.1)

Root : difficult

Base : difficulty

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27

inflectional process of English

verb. (p.7)

Root : research

Base : researcher

Stem : -

Chapter V is closure as the end

of graduating paper by giving

conclusion and suggestion.

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28 5. TT

The important of Lectora

Inspire and PPT presentation

help in learning process

because in the nature learning is

the process of communication.

(p.2)

Base : communication

Stem : -

How far the use of Lectora

Inspire and PPT presentation

can improve reading

comprehension of eleventh

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29

teaching feed-back to improve

the process of teaching learning

English particularly in reading.

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30

…component that be mastered.

Comprehension is an active

process in arrange of meaning.

(p.6)

It is explained the definition of

Lectora Inspire, the definition

of PPT presentation, … (p.7)

Root : define

Base : definite

(45)

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32

faced by the researcher in their

investigation. (p.7)

reveal the use of retell the story

as the teaching strategies to

improve students’ speaking

ability of the first graders of

with comprehensible linguistic

inputs, some of the language

Root : study

Base : student

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33

will stick in their minds as part

of the language acquisition

process. (p.2)

Root : comprehend

Base : comprehensible

Stem : -

In addition, learning systems

also do not involve students to

CURRICULUM VITAE

Name : Ahmad Chudhori

Place/Date of Birth : Kab. Semarang, 8th August 1993

Address : Dsn. Jurug, RT. 007 RW. 01, Ds. Wates,

Kecamatan Getasan, Kabupaten Semarang.

Email Address : [email protected]

[email protected]

Phone Number : +6285 741 559 558

Educational Background :

1. SD N Wates II (1999-2005)

2. MTs Sudirman Getasan (2005-2008)

3. MAI Assorkaty Salatiga (2008-2011)

Experiences :

1. Member of Discourse Division at DEMA IAIN Salatiga (2015 - 2016)

2. Member of Social Relation Division at BP3M NU (2015 - Now)

3. Chief of IPNU (2014 - 2016)

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74

DAFTAR SATUAN KREDIT KEGIATAN (SKK)

Nama : Ahmad Chudhori Fakultas : Tarbiyah dan Ilmu Keguruan

NIM : 11312017 Jurusan : Tadris Bahasa Inggris

No Nama Kegiatan Pelaksanaan Keterangan Nilai

1

3 Orientasi Dasar Keislaman (ODK)

10 September

2012 Peserta 2

4 Seminar Entrepreneurship dan Perkoperasian

11 September

2012 Peserta 2

5 Achievment Motivation Training

12 September

2012 Peserta 2

6 Library User Education 13 september

2012 Peserta 2

7 Pra Youth Leadership

Training 6 Oktober 2012 Peserta 2

8 English Friendship Camp 19 oktober

2012 Peserta 2 9 Pelatihan Mendongeng 28 Maret 2013 Peserta 2

10

Seminar Nasional “How to Develope the Best

Generation”

1 Juni 2013 Peserta 8

11

Sosialisasi Pancasila, UUD 1945, NKRI, dan Bhinneka Tunggal Ika

20 Oktober

2013 Peserta 8

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75 13 Masa Penerimaan Anggota

Baru (MAPABA) 1

4-6 Oktober

2013 Peserta 2

14 ELFAST-Grammar 30 November

2013 Peserta 2

15 ELFAST-Speaking 30 November

2013 Peserta 2

16 Dialog Energi 12 Desember

2013 Peserta 2

17 English Public Speaking

Training (EPST) 31 Mei 2014 Peserta 2

18

Resik-resik Kutho Solotigo “Penanaman Pohon dan Bersih-bersih Lingkungan

20 Seminar Lalu Lintas di

pendopo POLRES Salatiga 20 April 2015 Peserta 2 21 Public Hearing 13 Juni 2015 Peserta 2

22 Pesantren Kilat

IPNU-IPPNU GETASAN 9-11 Juli 2015 Panitia 3

23

Seminar “EPST, It’s Your Chance to Express and Show Up Your Skill”

11 Mei 2013 Panitia 3

24 English Friendship Camp 2013 Today Is The Leader Of Tomorrow”

18-20

November 2013 Panitia 3

26 Scholarship Forum 15 November

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76 28 Achievement Motivation

Training (AMT) “Learning Strategies in using Authentic Matherials for SMP and SMA Students”

(91)

77 37

Seminar Internasional “ASEAN Economic

Community 2015; Prospect and Challenges for Islamic Higher Education”

28 Februari

2015 Peserta 8

38 Surat Keterangan Tugas Mengajar

1 Oktober 2015

Sd. Sekarang Guru 4

39

Surat Pengesahan PC IPNU

15 November Periode 2015 / 2016

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78

6. IMH : Itsna Milatul Himayati

7. A : Secret Name

8. AIF : Artanti Isnaeni Farida

9. SN : Sri Nuryati

10.AFZ : Afuza Sarah Zulfa

11.KA : Kun Aminah

12.FNF : Fika Nurina Farahsari

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