AT ENGLISH EDUCATION DEPARTMENT OF FTIK IAIN PADANGSIDIMPUAN
THESIS
Submitted to State Islamic University Sultan Syarif Kasim Riau in Partial Fulfillment of the Requirements for the Degree of Magister in English Education
BY
AKMAL KHAIRANI NASUTION SRN. 22090122076
POSTGRADUATE PROGRAM STATE ISLAMIC UNIVERSITY OF
SULTAN SYARIF KASIM RIAU
1444 H/2022 M
Praise to God, Almighty Allah, the Lord of the Universe, by His guidance and blessing, the researcher can finish and complete this academic requirement.
Then, the researcher says be upon to Prophet Muhammad SAW, his family, his companion and his followers.
This thesis is written and intended to submit in partial of the requirements for the Magister Program in English Education concentration at the Postgraduate Program of State Islamic University Sultan Syarif Kasim Riau. The thesis is entitled “The Analysis of Students’ Affixation Mastery in Reading Authentic Texts at English Education Department of FTIK IAIN Padangsidimpuan”.
Then, the researcher would like to express gratitude and special thanks to all of the people below who have given the meaningful advice, guidance and assistance to finish this thesis. They are:
1. Prof. Dr. Khairunnas Rajab, M. Ag, the Rector of State Islamic University of Sultan Syarif Kasim Riau
2. Prof. Dr. H. Ilyas Husti, MA, the Director of Postgraduate Program of State Islamic University of Sultan Syarif Kasim Riau
3. Dr. Zaitun, M.Ag, Deputy Director of Postgraduate Program State Islamic University of Sultan Syarif Kasim Riau.
5. Dr. Khairil Anwar, M.A, the Secretary of Islamic Education Study of State Islamic University of Sultan Syarif Kasim Riau and all staffs for the kindness, services and advices during the writer’s accomplishment of this thesis.
6. Dr. Kalayo Hasibuan, M.Tesol, as the researcher’s first supervisor. Thank you so much who has given time for the researcher. I am profoundly grateful for his invaluable assistance, guidance, encouragement and valuable suggestion, advice and motivation to me to finish this thesis.
7. Dr. Dodi Settiawan, M.Pd, as the researcher’s second supervisor who had responsibility for his patience in providing careful guidance and correction for this thesis.
8. All lecturers of English Education Department, staff, and friends of Postgraduate Program of State Islamic University of Sultan Syarif Kasim Riau who have not only giving valuable knowledge but also giving insight, values, information, and motivation.
9. Dr. H. Muhammad Darwis Dasopang, M.Ag as the Rector of the State Islamic University Padangsidimpuan that really helped when the researcher took the data to complete this thesis.
10. Dr. Eka Sustri Harida, M.Pd as the Chief of Language Development Centre, all staffs, and All my colleagues at Language Development Centre of the State Islamic University Padangsidimpuan.
baby girl Airene Shasmeen Putri Agmal Siregar. My siblings Achyaruddin Saleh Nasution and Kurniawan Pradita Nasution who have given their affection, attention, motivation and taking care of the writer in any kind of situation. Besides, they always support me mentally and financially.
12. My life savers Eni Fauziah Harahap and Hanifah Paradipta Siregar who have given their time and effort to help me in completing this thesis.
13. My beloved classmates Hanifah, Harisma, Liony, Juli Sri Mala, Suryani, Sulastri, Anna, Nurhati, Ade Yanti, Madinah, Jannah aty Islamic Education Study of State Islamic University of Sultan Syarif Kasim Riau.
14. All of their participation for their attention, cooperation, and motivation to complete this thesis as soon as possible.
Finally, the researcher realizes that this thesis is still far from the perfection. Therefore, comments, critics, and suggestions will be appreciated.
Hopefully this thesis would be beneficial to everyone.
Pekanbaru, 16 December 2022 Researcher,
AKMAL KHAIRANI NASUTION SRN 22090122067
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TABLE OF CONTENTS COVER
ACKNOWLEDGMENTS TABLE OF CONTENTS LIST OF TABLES
TRANSLITERATIONS GUIDELINES ABSTRACTS
CHAPTER I INTRODUCTION ... 1
A. Background of the Problem ... 1
B. Limitation of the Problem ... 7
C. Formulation of the Problem ... 9
D. The Purpose of the Research ... 9
E. The Significances of the Research ... 10
F. Definition of the Operational Variables ... 11
CHAPTER II REVIEW OF RELATED LITERATURE ... 15
A. Nature of the Study... 15
1. Lexical Study ... 15
2. Affixation ... 16
a. The concept of Affixation... 16
b. Types of Affixation ... 24
c. The Process of Affixation ... 40
d. How Are the Affixes Measured ... 48
B. Reading Authentic Text... 49
1. Reading ... 49
2. Reading Comprehension ... 49
3. Authentic Material ... 51
4. Source of Authentic Material ... 64
5. The Use of Authentic Reading Materials in the Classroom ... 83
6. The Advantages and Disadvantages of Authentic Material ... 86
7. Authentic Printed Material: Authentic Text ... 89
8. Authentic Materials and Authenticity: Source and choices ... 91
9. Selecting the Authentic Texts ... 97
10. The Use of Authentic Texts in Teaching Reading Comprehension ... 98
C. Review of Related Findings ... 101
D. Operational Concept ... 108
E. Theoretical Framework ... 110
CHAPTER III RESEARCH METHODOLOGY ... 113
A. Research Design ... 114
ii
B. Place and Time of the Research ... 115
C. Participants of the Research ... 116
D. The Techniques of Collecting Data ... 118
E. The Techniques of Data Analysis ... 119
CHAPTER IV FINDINGS AND DISCUSSION ... 120
A. Research Findings ... 123
1. The Contribution of Students' Affixation Mastery to their Reading Comprehension of Authentic Text ... 124
2. The Lecturers' Support to Students' Affixation Mastery in Comprehend the Authentic Text ... 124
B. Discussions ... 131
1. The Contribution of Students' Affixation Mastery to their Reading Comprehension of Authentic Text ... 133
2. The Lecturers' Support to Students' Affixation Mastery in Comprehend the Authentic Text ... 135
CHAPTER V CONCLUSION AND SUGGESTION ... 137
A. Conclusion ... 137
B. Implication ... 137
C. Suggestion ... 138
REFERENCES APPENDIXES
iii LIST OF TABLES
Table1 The Example of Free Morpheme
...
19
Table2 The Example of Bound Morpheme ... 19
Table 3 The Example of Free Morpheme ... 20
Table 4 The Example of Inflectional Morpheme ... 20
Table 5 The Example of Derivational Morpheme ... 21
Table 6 The Indicators of Students’ Affixation Mastery in Reading Authentic Text ... 117
Table 7 Interpretation of Mean Score ... 118
Table 8 Data Collection Method and Source of Data to Answer Formulation of the Problem ... 120
Table 9 The Result of Students’ Affixation Test ... 125
Table 10 The Result of Students’ Reading Comprehension... 127
Table 11 Analysis Regression of Affixation Mastery on Students’ Reading Comprehension ... 128
Table 12 Model of Summary ... 128
Table 13 Students’ Affixation Mastery ... 129
Table 14 Students’ Reading Comprehension ... 130
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TRANSLITERATION GUIDELINES
1. Single Consonant Arabic Alphabe
t
Name
Latin Alphabe
t
ﺍ Alif A
ﺏ Ba B
ﺕ Ta T
ﺚ Tsa Ts
ﺝ Jim J
ﺡ Ha H
ﺥ Kha Kh
ﺪ Da D
ﺫ Dzal Dz
ﺭ Ra R
ﺯ Zai Z
ﺱ Sin S
v
ﺵ Syin Sy
ص Shad Sh
ﺽ Dhad Dh
ﻃ Tha Th
ﻅ Zha Zh
ع ‘Ain ‘
ﻍ Ghain Gh
ﻑ Fa F
ﻕ Qaf Q
ﻙ Kaf K
ﻝ Lam L
ﻡ Mim M
ﻥ Nun N
ﻭ Waw W
ﻩ Ha H
ء Hamzah ‘
vi
ﻱ Ya Y
2. Double Consonant
The double consonant is written double for instance هماعلاwritten ɑl- ɑmmah.
3. Short Vowel
Fathah is written ɑ, for instance (ةعيرشSyari’ah), Kasrah is written i, for instance (لابجلاal-Jibali), and Dhomah is written u, for instance (امولظzhuluman)
4. Double Vowel
وis written ɑw, واis written uw, ۑاis written ɑy, and ۑاis written i.
5. Ta’ Marbuthah
The stopped Ta‟ Marbuthah in the last verseh, for instance ةعيرشلاis written syaria’ah, unless it has been taken into the Indonesian standard, for instance may it. However, when it is read out, it is written t, for instance al-maytatu in Arabic: ةتيملا.
6. Article Alif Lam
The article Alif Lam followed by Qomariyah and Syamsiah letters is written al, for instance ملسملاis written al-Muslimu, unless when it is the name of person followed by the word Allah, for instance, للهدبع) Abdullah)
7. Capital Letter
The capitalization is adjusted with the enhanced Indonesian spelling.
Mastery in Reading Authentic Texts at English Education Department of FTIK IAIN Padangsidimpuan
The aims of this research were to find out the extent of the students’
affixation mastery in helping them comprehend in reading authentic text and to describe the supports for the students’ affixation mastery that have been given by the lecturers in helping them comprehend in reading authentic texts at English Education Department of FTIK IAIN Padangsidimpuan. This research was a mixed method research design. It implicates merging or incorporating quantitative and qualitative research and data. The population was two classes at semester 3 TBI Students that consisted of 105 students. 26 students were chosen as the sample of this research. The research sample was taken by using simple random sampling. The data were collected through test and interview. The data was analyzed by calculating the mean scores. Based on the data analysis, it was found that: the students’ ability in identifying affixation in authentic texts was included into good categories. The result of test score analysis indicated that the students have achieved 1715 (65.96) as the total meant score which meant that the level of the students’ mastery in identifying English affixation was good.
Thus, it can be seen that most of the students are good at affixation.
Key Words: Mix-method design, Affixation, Reading Authentic texts
dalam Membaca Teks Otentik di Jurusan Pendidikan Bahasa Inggris FTIK IAIN Padangsidimpuan
Tujuan dari penelitian ini adalah untuk mengetahui sejauh mana penguasaan afiksasi mahasiswa dalam membantu pemahaman mereka dalam membaca teks autentik dan untuk mendeskripsikan dukungan terhadap penguasaan afiksasi mahasiswa yang telah diberikan oleh dosen dalam membantu pemahaman mereka dalam membaca teks autentik. teks di Jurusan Pendidikan Bahasa Inggris FTIK IAIN Padangsidimpuan. Penelitian ini merupakan penelitian dengan desain metode campuran. Ini melibatkan penggabungan atau penggabungan penelitian dan data kuantitatif dan kualitatif.
Populasinya adalah dua kelas pada mahasiswa semester 3 TBI yang berjumlah 105 mahasiswa. 26 siswa dipilih sebagai sampel penelitian ini. Sampel penelitian diambil dengan menggunakan simple random sampling. Pengumpulan data dilakukan melalui tes dan wawancara. Data dianalisis dengan menghitung skor rata-rata. Berdasarkan analisis data, ditemukan bahwa: kemampuan siswa dalam mengidentifikasi afiksasi dalam teks autentik termasuk dalam kategori baik.
Hasil analisis skor tes menunjukkan bahwa siswa telah mencapai 1715 (65,96) sebagai total skor rata-rata yang berarti bahwa tingkat penguasaan siswa dalam mengidentifikasi afiksasi bahasa Inggris adalah baik. Dengan demikian, dapat dilihat bahwa sebagian besar siswa pandai afiksasi.
Kata Kunci: Metode Penelitian Kombinasi, Afiksasi, Membaca Teks Otentik
مُهحح ٌبقحإ قبظنإ ةلاطنا ٍف ةءازق صىظُنا تُهطلأا ٍف ىسق ىُهؼح تغهنا تَزُهجَلإا FTIK IAIN Padangsidimpuan
جَبك فاذهأ اذه ذحبنا ٍه تفزؼي يذي ٌبقحإ ةلاطنا جُبثخهن ٍف ىهحذػبسي ًهػ ىهفنا ٍف ةءازق ضَ
مُطأ فطوو ىػذنا ٌبقحلإ ةلاطنا ٍف قبحخنلاا ٌذنا هيذق ٌوزضبحًنا ىهحذػبسًن ًهػ ىهفنا ٍف ةءازقنا تهُطلأا. صىظَ ٍف ىسق ىُهؼح تغهنا تَزُهجَلإا ٍف FTIK IAIN Padangsidimpuan. ٌبك اذه ذحبنا ةرببػ ٍػ ىًُظح ٍثحب ظهخخي. ىهو ٍُؼَ جيد وأ جيد دىحبنا ثبَبُبناو تًُكنا تُػىُناو. ٌبك دذػ ٌبكسنا ٍُهظف ٍف مظفنا ٍسارذنا 3 ةلاط TBI ٌىكخَو ٍي 105 ةلاط. ىح ربُخخا 26 ببنبط تُُؼك اذهن ذحبنا. ىح ذخأ تُُػ ذحبنا واذخخسبب تُُؼنا تُئاىشؼنا تطُسبنا. ىح غًج ثبَبُبنا ٍي للاخ ثارببخخلاا ثلاببقًناو. ىح مُهحح ثبَبُبنا ٍي للاخ ةبسح ظسىخي تجرذنا. ً ءبُب ًهػ مُهحح ثبَبُبنا ، ذجو ٌأ: ةرذق ةلاطنا ًهػ ذَذحح قبظخنلاا ٍف صىظُنا تُهطلأا ىح بهًُُضح ٍف ثبئف ةذُج. ثربشأ تجُخَ مُهحح ثبجرد رببخخلاا ًنإ ٌأ ةلاطنا ذق اىققح 1715 (65.96) عىًجًك ٍُؼَ تجرذنا بًي ٍُؼَ ٌأ يىخسي
ٌبقحإ ةلاطنا ٍف ذَذحح تغهنا تَزُهجَلإا ٌبك ا ذُج. ٍنبخنببو ، ٍكًَ تظحلاي ٌأ ىظؼي ةلاطنا ٌوذُجَ
جُبثخنا.
ثبًهكنا تُحبخفًنا: قزط ذحبنا تبكزًنا ، قبظنلإا ، ةءازق صىظَ تهُطأ
CHAPTER I INTRODUCTION
A. Background of the Problem
Reading is one of the most crucial skills for enabling people to communicate their thoughts, feelings, and arguments in a clear and effective manner. When reading, the reader actively reconstructs the text meaning rather than just passively reading it or decoding its format. When reading, most people have a basic goal in mind; they want to learn vital information from the book they're reading. To get important information, readers will use their minds to think a lot about the text.
Based on the English materials in University, reading is one of the subjects that the students need to be mastered. Therefore, English Education Department of FTIK IAIN Padangsidimpuan has goal for teaching reading in their syllabus considered about the indicator of students‟ outcome, namely:
students are able to read and understand the communicative value (function) of sentences and utterances, able to understand the function of the sentences:
evaluating facts and opinions, understand relations between the parts of a text through lexical cohesion devices, understand cohesion between the parts of a text through grammatical cohesion devices, Understand the communicative value of sentences and texts: grasping the writer‟s intention, attitude, and tone, Understanding the communicative value of sentences and texts: judging the writer‟s prejudice and bias, Interpreting text by going outside it, trans code information to diagrammatic display, and understand the communicative
1
value (function) of sentences and utterances (Tim Penyusun Buku Kurikulum, 2021).
Droop and Verhoeven describe reading comprehension as a product of word translating, vocabulary knowledge, process of morph structure, and oral text comprehension (as cited in Schano, 2015). In order to know a word well, a student not only must know the definition of the word but also its relationship to other words, including other morphological forms of the word.
For instance, a student has already known the meaning of the word “act” and also must know the word “reaction‟ which the root is “act‟ and attached by suffix “-ion‟. Therefore, some researchers suggest that the ability to recognize morphological word families can be an asset when reading.
Based on the explanation above, one factor that causes the ability of the students in mastering reading is the unable in mastering vocabulary in forming new word. Forming new word is also called affixation.1 Affixation is very important to master because by mastering affixation the students are able to make new word therefore they have many words or vocabulary to say and share ideas then they are not stuck in communicating English.
Many efforts have been done by the lecturers to increase the students‟
ability in mastering vocabulary, especially in forming word like affixation. A lot of writing materials, books, dictates and other resources have been presented to the students in front of class, online and offline class and at home
1Pre-Research Interview with Mrs. Fitri Rayani Siregar, M.Hum, English Lecturer in Tarbiyah and Teacher Taining Faculty, Padangsidimpuan: IAIN Padangsidimpuan.
as homework. Some of them are taken from the text books but the ability of the students in mastering English are still poor.
After doing the research, the researcher found that this research is in line with some related findings. The first is research by Apriani (2020).
She analyzed the students‟ ability in identifying English affixation. She found that students‟ ability in identifying English affixation in multiple choices categorized good level. The second research is by Mahdalena (2019). She analyzed students‟ ability of English affixes. She found that students‟ ability in using English affixes is in good level.
According to McCarthy (2006), affixation is the process where by an affix is attached to a base, which may be simple (as in full, the base to which –ness is attached to yield fullness), or complex (like meditate, the base to which pre- is attached to yield premeditate). In other words, affixation is the process of adding affixes to roots or bases in order to vary function or modify meaning. Affixation transforms a system or word from one part of speech to another (from one word to another). Besides, affixation is the branch study of morpheme studying about root form, change of word, and impact of change of meaning. They can make different word or meaning from addition of word.
They are very important in linguistic, education of Language and in writing to get addition of word or change of word and meaning can use affixation.
In line with the definitions of the affixation with four basic skills in English; writing, reading, listening and speaking, students must have many vocabularies for making the English communication will be running well. It
is surely that the students who have many vocabularies can make sparkling communication in English. One of the ways for increasing the students‟
sparkling communication in English is by learning affixation. While, because the researcher limits this study into the students‟ affixation mastery in reading so that the benefits of learning affixation in reading are proved below:
According to Syarifah (2015), word formation is fundamental that should be known well before using the more complex language units. And one of the ways in forming words is through affixation. In reading, affixation facilitates the students to be more understandable in text comprehensive. It is undeniably that the relationship among words sometimes seems to be difficult to recognize so that the students have to understand meaning from one word to the other words in text by learning affixation. Because not all words still have meaning that are recognizable without recourse to a dictionary. By knowing the process of affixation, students will be faster to get what the text tells about. The more the students read, the more they will get. In other case, Giyatmi (2019) emphasizes that people can guess the meaning of words especially those of belong to complex and compound words. It is still done by applying some theories from Morphology. We can recognize the meaning of the words by viewing the prefixes and affixes attached to them. This method is helpful in reading comprehension.
They must read as much as they can because Allah has stated also in the holy Al-Qur‟an about Allah has ordered people to read as much as they can. It is on suroh Al-Alaq 1-5 that the meaning is (Ali, 2009):
“Proclaim! Or read! In the name of Thy Lord and Cherisher, who created, created man, out of a mere clot of congealed blood. Proclaim! And thy Lord is most beautiful, He who taught man that which He knew not”.
According to Mikulecky (2011) reading is a complex conscious and unconscious mental process in which the reader uses a variety of strategies to reconstruct the meaning that the author is assumed to have intended, based on data from the text and from the reader‟s prior knowledge.
Thus, by having reading skill will facilitate the students to understand what intended by the author or writer. That is the cause that reading skill has to be possessed by the students in order to train them to think critically, especially in understanding the contents of the text furthermore. So, reading is one of the skills that give a large contribution in Learning English. However, reading mastery is not easy to learn for the students in EFL because they should understand about words and sentences that they used in their prior knowledge which is becoming to be a good reader that focuses primarily on what them already knows about the topic in reading text. They may use morpheme, semantic, syntax and context clause to identify the meaning of unknown words in the text. So, linguistic category also plays an important role in reading. Therefore, the learners need to learn about the affixations as one of part in linguistic category, morpheme.
Then, according to Berg (1989) affixes is defined as a closed class of grammatical elements within the word. They are bound morpheme and cannot occur on their own. A fair number of affixes change the word class of the root
to which they are affixed. Affixation is very important to be learned by every learner who wants to study the content of English text. More, according to Lieber (2004) argued that since the form-meaning correspondence in morphology is rarely one to one. The semantic effects of word formation should be strictly separated from its formal effect. It means that understanding the content of English text will make the students easy to study about English subject. It can be done easily by the students through mastering the vocabulary which deals with morphology, especially in affixation. When the students learn about the reading, they should learn about affixes which are attached to words. Without understanding about the affixation they will get difficulty in understanding contents of the text. The used of affixes will affect the meaning of sentences in a reading text. Almost the learners confuse about learn of affixation and its meaning.
In addition, understanding affixation for the students is an important part of learning vocabulary, such as learning root words to develop students‟
general understanding in reading skills. Affixation also helps students to see and use the context of the text, so the students will easily understand the meaning of unfamiliar words in the text. Therefore students should learn affixation to make them more easily to understand the contents of a text properly and avoid misunderstanding the meaning of the sentence. Because by understanding the prevailing pattern in the affixation will help students to determine the meaning of a text appropriately. Finally, the students can learn
English as well as the natives. There are three types of affixation in word formation. Those are Prefix, Infix and Suffix. First is prefix.
According to Ebest, et al (2004), a prefix is an element added in front of a root word that changes the word‟s meaning. Prefixation is the process which an affix is attached in front of the base. Second is infix. Infix is a word element (a type of affix) that can be inserted within the base form of a word (rather than at its beginning or end) to create a new word or intensity meaning. The process of inserting an infix is called infixation. The third is suffix. According to Ebest, et al (2004) a suffix consists of one or more letters or syllables added to the end of a word. Whereas, suffixation is the process which is an affix is attached in the end of the base.
Considering its important in helping the students to determine the meaning of the text. The researcher takes a lexical study that focuses in affixation of reading text, especially in word formation. The researcher chose the reading text of authentic text which is newspaper. So, the students can find and master the various types of affixation. Finally, with various important of explained affixation in reading authentic text above, the researcher will analyze the students‟ mastery in the kinds of identifying affixation in reading newspaper; kinds of prefix and suffix that mastered by students and can create the affixation by taking the base word from the authentic text itself. Hence, the researcher conducted the mixed method approach which is the title of the research "The Contribution of Affixation
Mastery on Students‟ Reading Comprehension of Authentic Texts at English Education Department of FTIK IAIN Padangsidimpuan".
B. Limitation of the Problem
Every third semester student who wishes to study the substance of an English book should learn about affixation. Furthermore, Lieber (2004) states that in morphology; the form-meaning connection is rarely one to one. Word formation's semantic impacts should be kept distinct from its formal effects. It suggests that the students will find it easier to study English subjects if they comprehend the content of English texts. Students can readily accomplish this by mastering terminology related to morphology, particularly in the area of affixation.
It is critical in assisting pupils in determining the meaning of the text.
The researcher conducts a lexical investigation of the affixation of reading text, particularly in the construction of words. The researcher selects a newspaper as the reading text for authentic text. As a result, pupils will be able to identify and grasp numerous types of affixation. Finally, using the various important of explained affixation in reading authentic text above, the researcher will analyze the students' mastery of the types of identifying affixation in reading newspaper; types of prefix and suffix that students mastered and can create the affixation using the base word from the authentic text itself. The researcher also needs to know what the lecturers do to support students‟ affixation mastery in order to read authentic texts well.
The lecturers have done many ways in teaching affixation by giving them some books and hand out in teaching morpholopgy especially for mastering affixation. Meanwhile, some of the students still need more helping to learn affixation. Thus, the researcher is interested in finding out the supports that have been given by the lecturers.
Therefore, as the title of this research, the researcher focused the problem of this research based on the title. Therefore, it can be more focused and clearer to be examined, so this research was focused on third semester of the contribution affixation mastery students‟ reading comprehension of authentic texts at English Education Department of Tarbiyah and Teacher Training Faculty (FTIK) IAIN Padangsidimpuan.
C. Formulations of the Problem
Based on limitation of problem mentioned above, the problem of the research can be formulated as the formulations of the problem, namely:
Is there any significant contribution of the students‟
1. Is there any significant contribution of affixation mastery towards students‟ reading comprehension of authentic texts at English Education Department of FTIK IAIN Padangsidimpuan?
2. How is the students‟ affixation mastery towards their reading comprehension of authentic text at English Department of FTIK IAIN Padangsidimpuan?
D. The Purposes of the Research
Based on the formulation of the problem above, the purposes of the research is:
1. To examine the significant contribution of the students‟ affixation mastery towards their reading comprehension of authentic texts at English Education Department of FTIK IAIN Padangsidimpuan.
2. To know how far is affixation mastery on students‟ reading comprehension of authentic texts at English Education Department of FTIK IAIN Padangsidimpuan.
E. The Significances of the Research
This research is expected to be useful at least in six domains, they are for the science of education, the students, lecturers, chief of English Education Department, Dean of Tarbiyah and Teacher Training Faculty and other researchers. The following illustration describes the significances for these parties:
1. The first, this research gave contribution and enrich study to the science of language education in general and specifically to the field of linguistic.
This study incompletes the un-researched fields and empower the same researches conducted in the past.
2. The second, this research is useful for semester 3 English Education Department of FTIK IAIN Padangsidimpuan. The students can develop their knowledge related to the affixation after they know their score or
average score, or even for other students who do not join this study. It is useful also to encourage the students‟ references if they would like to understand the theory.
3. The third, this research is useful for English lecturers as source of teaching. They can get learning materials to be presented in the classroom of affixation as a contribution or presenting to students. And then, the result of this study will be important for considering how well the students know and comprehend the affixation so that the lecturers can encourage in what side that the students have to be improved.
4. The fourth, it is crucial for Chief of English Education Department because it is useful to improve the quality of teaching English language in IAIN Padangsidimpuan especially about affixation.
5. The fifth, it is important for Dean of Tarbiyah and Teacher Training Faculty that as information to improve the quality of English lecturers at IAIN Padangsidimpuan.
6. Finally, this research can be used by the future researchers as reference oras an input to conduct further research and standing point for studying the other subjects in the field of language teaching. By reading this research, they will be able to identify other subjects to investigate which is the continuity of research.
F. Definition of the Operational Variables
To avoid misunderstanding of this research, the researcher will explain as follows:
1. Mastery: It states on oxford advanced learning by A. S. Hornby that mastery is complete knowledge, great skills achieves or attain mastery of several language show complete mastery in situation one‟s handling of difficult (Hornby, 2000). While, in Indonesian dictionary it is stated that mastery is comprehension on capability to use knowledge or skill (Tim, Penyusunan Kamus Pusat Pembinaan Dan Pengembangan Bahasa, 2001).
Nelson (1985) says “mastery is the power or authority at a master, power to understand or skills to manage”. It means that students must master English vocabulary and affixation. It is grammatical rules to have a good communication to the other people. From those above definitions, it can be taken the conclusion that mastery is a complete knowledge or great skill in compounding the knowledge or skill. Therefore, based on those definitions above, the researcher concludes that mastery is the person of people to understand, skill to manage or complete knowledge in education related to the affixation if it is about this study.
2. Affixation: Affixation is from affix + ation, affixation is a letter or a group of letters added to the beginning or end of a word to change its meaning.
Affixation is prefix and suffix (Nelson, 1985). Affixation adalah proses penambahan affix padasuatusatuan, baik satuan itu berupa bentuk tunggal maupun bentuk kompleks, untuk membentuk kata (Tarigan, 1984). It means that affixation is the process of adding an affix to the unit; whether it is a single unit or complex shapes, to form words. Therefore, based on the statements, it can be concluded that affixation is the process of adding
words at the beginning and ending of which change the meaning of basic words. It is also as the process of adding affixes to roots or bases in order to vary function or modify meaning. It transforms a system or word from one part of speech to another (from one word to another) (Payne, 2011).
Besides, affixation is the study branch of morpheme studying about root form, change of word, and impact of change of meaning. They can make different word or meaning from addition of word. They are very important in linguistic, education of Language and in writing. To get addition of word or change of word and meaning can be used affixation. Therefore, identifying affixation is recognizing/ finding/ discovering of adding words at the beginning and ending of which change the meaning of basic words.
3. Reading Comprehension: “Reading comprehension is knowledge about the world as well as on knowledge of language print”(Omalley1996).
Next, Nunan (2003) says “reading comprehension is the goal of reading”.
Thus, Reading comprehension means understanding what has been read. It is an active or processes that depended not only on comprehension but also the student‟s experience and prior knowledge.
4. Authentic text: “Authentic texts can be motivating because they are proof that the language is used for real-life purposes by real people.” (Nuttall, 1996).
Therefore, it can be said that "The Contribution of Affixation Mastery on Students’ Reading Comprehension of Authentic Texts at English Education Department of FTIK IAIN Padangsidimpuan " is
meant by recognizing the complete knowledge or great skill in compounding the knowledge or skill process change of adding words or letter to the base word or root in the process of combining information from a real text that has proof for real life purposes by real people with readers‟ own background knowledge to build meaning of English Education Department of FTIK IAIN Padangsidimpuan related to the process and functions of the affixation.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Nature of the Study 1. Lexical Study
Lexical is the smallest meaning unit in the meaning system of language that could be distinguished from other similar unit. A lexeme is an abstract unit. It can occur in many different forms of actual spoken or written sentences. It is regarded as the same lexeme even when infected.
According to Harimurti (1982), lexical meaning is the meaning of the word when the word is seen in isolation, either in form or shape lexeme affixes whose meaning more or less fixed, as can be read in a particular language dictionary.
Lexical refers to the real meaning that proper with our sense of observation, or granted meaning. It has been known that a language has an amount of lexical system by which the semantic with structure could be based its meaning on paradigmatic and systematically. Lexical could be defined as a meaning which has a characteristic of lexicon, lexeme, and a word.
Affixation is the process by which words are created either in a different form of the particular word or a new word with a different meaning. Morpheme is the smallest meaningful unit in a language which is used in creating different form of a word or a new word. In this sense, an
15
affix is a morpheme attached to a stem (core/ root or basic) of a word to create new words. In English language, words are created by affixing morphemes to roots of words. According to Bauer and Katamba (2009), affixation is considered as the process of fixing affixes: prefixes, suffixes and infixes to the stem of the given word or words. Katamba (1994) further illustrates the fact that affixation is generally illustrated as the bound morphemes which are used in amalgamation with other morphemes such as root or stem.
Clark (2009) articulates that those affixes are used in identifying and analyzing the complex words with reference to their meaning. The affixation particularly analyzes the internal structure of given words for they are used as building blocks in a complex word. In addition, the derivation of new words is dependent upon the fixing or affixing either prefixes or suffixes to the root or the stem of a word or existing lexis. In English Language, derivational prefixes change the meaning of the words to which they are fixed whilst some change the parts of speech such as changing a noun to a verb or changing a verb to an adjective etc. it is also noteworthy, suffixes which are derivational change parts of speech which they also change the meaning of the words to which they are affixed.
2. Affixation
a. The Concept of Affixation
The word “Affixation” is from the basic word affix + ation.
Affixation means the origin or development of something, especially a
word (Hornby, 357). It is formation process by which a new word is built from a stem – usually through the addition of an affix – that changes the word class and / or basic meaning of the word. Then, Derivation or said by affixation is the formation of lexemes by means of affixation/ can be said affixes, conversion, reduplication, and root- and-pattern morphology. It is stated also by Parera (1990) in his
“Morfologi” book:
Jika kita berbicara mengenai derivasi, berarti kita berbicara tentang salah satu aspek yang lain dari hubunganan taramorfem dan kata. Pada dasarnya, morfem-morfem terikat berfungsi membentuk kata.
Salah satu akibat dari fungsi pembentukan ini ialah sebuah kata bermorfem jamak secara sintaksis berdistribusi dan mempunyai ekuivalen dengan sebuah kata bermorfem tunggal, maka morfem itu disebut derivasi.
Translation:
If we talk about derivation, so we talk about one of the other from the relation between morpheme and word.
Basically, bound morphemes have the function to form the word. One of the effect from this forming word is a word that has many morphemes in distribution syntax and have the equivalent with a free word, so that morphemes are said by derivation.
It means that affixation is the forming of morpheme and the word. From their formation, it can be formed the derivation word.
Morpheme in the affixes formation or is known by affixation is the bound morpheme. Morphemes are the smallest individually meaningful elements in the utterances of a language (Parera, 1990).
Then, it is stated by Matthews (1991) also as the abstract unit.
Furthermore, Sari (1988) states that a morpheme can be loosely defined as a minimal unit having more or less constant meaning associated with more or less constant form. Then, Division of morpheme into various types as follows (Sari: 1988):
Figure 1 Morpeheme types
Verbs articles
Adjectives conjunctions
From the figure above, morpheme will be explained as follows:
a. Lexical morpheme is morpheme has meaning. Lexical morpheme divided into:
1) Free morphemes are those that can stand alone as words (noun, verb and adjective). The example is below (Brinton, 1984):
Morpheme
Lexical grammatical
Free bound free bound
Nouns prepositions inflectional derivational
Table 1
The Example of Free Morpheme
Noun Adjective Adverb Verb Beauty Beautiful Beautifully Beautify Comfort Comfortable Comfortably Comfort Protection Protective Protectively Protect Success Successful Successfully Succeed 2) Bound morphemes are those that cannot stand alone by itself
as a word (free and bound morpheme). The example is below (Brinton, 1984):
Table 2
The Example of Bound Morpheme Word Free morpheme Bound
morpheme
Boys Boy S
Cats Cat S
Goes Go Es
Sings Sing S
Smaller Small Er
Studied Study Ed
Oldest Old Est
b. Grammatical morpheme is morpheme has not meaning.
Grammatical morpheme divided into:
1) Free morphemes are those that can stand alone as words (preposition, article and conjunction). The example is below (Brinton, 1984):
Table 3
The Example of Free Morpheme
Prepositions Article Conjunction
At The And
from an But
in A Or
on For
to because
of if
2) Bound morphemes are those that cannot stand alone as a word. Bound morpheme divided into:
(a) Inflectional morpheme is morphemes which serve a purely grammatical function, never creating a different word, but only a different form of the same word. The example is below(Sari, 1983):
Table 4
The Example of Inflectional Morpheme Free Inflectional morpheme Word
Man E Men ( plural)
Walk Ed Walked (past )
Wait Ing Waiting (present participle
Pretty Est Prettiest (superlative)
Happy Er Happier ( comparative)
(b) Derivational morpheme is morphemes which derive (create) new words by either changing the meaning or the part of speech or both. The example is below (Sari, 1983):
Table 5
The Example of Derivational Morpheme Free Derivational
morpheme
Word
Happy Un Unhappy
Kind Ness Kindness
Like Dis Dislike
Dark Ness Darkness
Full Ness Fullness
Pay Ment Payment
Agree Ment Agreement
Therefore, it can be concluded that morpheme is bound morphemes which derive (create) new words by either changing the meaning or the part of speech or both.
Furthermore, affix is a letter or a group of letters added to the beginning or end of a word to change its meaning. Affixationis prefix and suffix (Hornby, 23). Affixation is commonly accompanied by modification of the base, sometimes just in spelling, and sometimes in pronunciation as well. In achievable, for example, the mute e of achieve is dropped, while in persuasion we have a change in the consonant at the end of persuade (Rodney, 2005). It means that, affixation is the process of adding an affix to the unit; whether it be a single unit or complex shapes, to form words.
Then, according to Sibarani (2006), affixation is the bound morphemes which are added to a word which change the meaning/
category or the grammatical function of the word. It is the type of bound morpheme and limited in number in a language and generally
classified into two types, depending on their position with reference to the root or stem of the word are suffixes and prefixes. It is also stated by Parera (1990):
Proses afiksasi merupakan satu proses yang paling umum dalam bahasa. Proses afiksis terjadi apabila sebuah morfem terikat dibubuhkan atau dilekatkan pada sebuah morfem bebas secara urutan lurus. Berdasarkan posisi morfem terikat terhadap morfem bebas tersebut, proses afiksis dapat dibedakan atas a. pembubuhan depan, b.
pembubuhan tengah: dalam bahasa Inggris proses pembubuhan tengah tidak ada, dan c. proses pembubuhan akhir.
Translation:
Affixation process is a general process in the language. It happens if a bound morpheme connected or added in the free morpheme in right process. Based on the position of bound morpheme to the free morpheme, affixes process can be divided into prefix, infix, there is no infix in English, and suffix.
It means that affixes are process placing of affixes types (prefixes and suffixes and there is no infix in English language) at a base or basic word and of which change the meaning and the grammatical function of a root or stem or basic word. That process which most commonly in language. Affixes happen if a bound morpheme to be put down to a free morpheme. A free morpheme can change of function, form word class or meaning with existence of addition of word. While, English has over sixty common derivational affixes, and there is no theoretical limit to their number. Before going to the types of derivational affixes, it is better to define them. In Words, Meaning and Vocabulary book, Affixation is (Howard, 2000):
Affixation can change the word class of the item they are added to and establish words as members of the various word classes. They are inner with respect to inflections, so that if derivations and inflections so occur, derivations are inner, closer to the stem, and inflections are outer, furthest from stem, as shown in the table below. Example base form + derivation + inflection
Frightened fright en ed
Activating active ate ing
Payments pay ment s
Resignations resign ation s
As a final observation, it must be said that derivational affixes do not always cause a change in grammatical class. The derivational affixes re-, for example, derives reconsider from consider, yet both are verbs. Also, compare populate/ depopulate, intelligent/
unintelligent, probable/ improbable. Furthermore, a shift in grammatical class is not always signaled by an overt marker. Thus, staff and star are basically nouns, but they can also be used as verbs, with no affix as in the sentence. The manager did not staff the restaurant properly and I do not think Susan is the best actor to star in that new film‟. A change in word class without the addition of an affix is known as conversion. Sometimes a word consisting of two or more syllables may undergo a change of word class, with the only indicator being a change in the stress pattern. For example in the following lists, stress distinguishes the nouns on the left from the verbs on the right. („stress‟ as used here means the impression of more energy in the articulation of the stressed syllable, which usually results in its sounding louder and longer than other syllables in the same word.
The symbol („) occurs in front of the stressed syllable).
We shall regard „stress‟ as derivational affix.
Nouns verbs
„contract con‟tract
„defect de‟fect
„import im‟port
„permit per‟mit
„present pre‟sent
„reject re‟ject.
Then, it is also stated in Contemporary Linguistic Analysis:
An Introduction Third Edition that affixation forms a word with a meaning and/ or category distinct from that of its base through the addition of an affix or affixes (William & Michael, 1996). Next, the addition of an Affixation is (a prefix, a suffix, and, in some languages, an infix) is called derivational affixation. But in English, Affixation is both suffixes and prefixes (Brinton, 109). Therefore, based on the explanations, it can be concluded that Affixation is the processes of adding words at the beginning and ending of which change the meaning and the grammatical function of a root or stem or basic word.
b. Types of Affixation
There are two kinds of affixation in English that is prefix and suffix.
1. Prefix
Prefix can be defined also as a syllable placed at the beginning of a word to form a new word (Jayanthi, 2003). According to Sari, prefix is added to the beginning of free morphemes or other prefixes (Sari, 96). While, Sibarani (2006) states prefix is the affixes which are added to the beginning of word. So, prefix is a letter or group of letters added to beginning of word to change the meaning and form of word.
Some important prefixes are mention below (Jayanthi:342):
1) A- means on: asleep, ashore, aside, away, aboard.
2) A- means out, from: arise, awake, alight.
3) Ab- means from, away: abuse, avert, abstract.
4) Ad-, ac-, af-, ag-, al-, an-, ap-, ar-, as-, at-, a-, example:
adjoin, accord, affect, aggrieve, allege, announce, appoint, arrest, assign, attach, avail.
5) Ambi- means on both sides: ambidextrous, ambivalent, ambiguous, ambition, amputate.
6) Ante-, anti-, an- means before: antedate, anticipate, ancestor, ante chamber, antecedent.
7) Anti- means against: antidote, anti-romantic, anti-social, anti-national.
8) Arch- means chief: arch-bishop, arch-enemy.
9) Auto- means self: autobiography, autocrat, automobile, and auto suggestion, automatic, autograph.
10) Bene- means well: benediction, benefit, benevolent, benefactor.
11) Bi- means two: bicycle, bilateral, bigamy, biweekly, biennial, bisect, binocular.
12) Circum- means around: circumference, circumstance, circumscribe, circumnavigation, circumvent, circuit.
13) Co- means with: co-operate, co-ordinate, co-existance.
14) Con-, col-, com-, cor- means with, together: contend, collect, combine, correct.
15) Contra- , counter means against: contradict, contraband, contraceptive, contravene, controversy, counteract, counterbalance, counter attach, counter-revolution, counterfeit.
16) De- means down: descend, dethrone, depose, defame, demoralize, denationalize.
17) Demi- means half: demigod, demi-official, demi- paradise.
18) Dis- means apart: disjoin, differ, divide, disconnect, discord, disorganize, disparity, dispassionate.
19) En-, em- means in, on: endanger, engulf, enable, enrage, enlist, embolden, embody, embark, and emplane.
20) Equi- means equally: equilateral, equidistant, equivalent.
21) Ex- means out of: expel, extract, extend, express, exhale, extinguish, and ex-president.
22) Extra- means beyond: extraordinary, extravagant, and extraterritorial.
23) Hetro- means different: heterodox, heterogeneous.
24) Hexa- means six: hexagon, hexameter.
25) Hyper- means over: hypercritical, hypersensitive, hypertension.
26) In-, il-, im, ir- means not: insecure, illegal, imprudent, irregular, indecent, invisible, incurable, indelicate, illegible, illiterate, illogical, immaterial, impious, impracticable, improper, irrational, irresistible, irresponsible.
27) Inter- means between: intervene, introduce, intercaste, international, inter collegiate.
28) Intra- means within: intravenous, intramuscular.
29) Male-, mali-, mal-, means ill, evil: malefactor, malevolent, malignant, malicious, maltreat, malpractice, malnutrition.
30) Mis- means ill, error: mischief, misrule, mismanages, misappropriate, and mislead, mishap, misconduct, mistrust.
31) Mono- means alone: monogamy, monopoly, monotheism, monotomy, mono syllable, monologue.
32) Meta- means met: metaphor, metonymy.
33) Non- means not: non-violence, non-sense, non- cooperation.
34) Ob- means against: object, occupy, and offend.
35) Omni- means all: omnipresent, omnipotent, omnivorous, omniscient.
36) Over- means above, beyond: overflow, overcharge, overfed, overjoyed, overbear.
37) Post- means after: postwar, postscript, postmortem, postdated, postpone.
38) Pre- means before: prefix, prevent, predict, prewar.
39) Pseudo- means false: pseudo critic, pseudo scientist.
40) Re- means again: reclaim, refund, renew, return, revive, renascent, research.
41) Semi- means half: semicolon, semiofficial, semifinal.
42) Sub-, suc-, suf-, sug-, sum-, sup-, sur-, sus- means under:
subdue, succeed, suffer, suggest, summon, support, surmount, sustain, sub conscious, sub human, sub caste, subordinate, substandard, subjugate.
43) Super-, sur- means above, over: superfine, superfluous, surplus, survive, survey.
44) sym-, syn-, syl-, sy- means with, together: synony, sympathy, syllable, system.
45) Trans-, tra-, tres-, means across: transmit, traverse, trespass, transfer, transit, translate, transcribe, transcend.
46) Tri- means three: tricycle, trinity, triangle, tricolor.
47) To- means this: today, tonight, tomorrow.
48) Ultra- means beyond: ultra-modem, ultraviolet, ultra marine.
49) Un- means back, against, to reverse the action: undo, unwind, unearth, unman, and unfold.
50) Under- means beneath, below: undersell, undercharge, undergo, underground, underestimate, undertake.
51) Vice- means in place of: vice president, viceroy.
52) With- means against, back: withdraw, withhold, withstand.
2. Suffix
According to the Oxford Advanced Learners‟ Dictionary defines suffix is a letter, sound or syllable added at the end of a word to make another word (Hornby:865). While, Sari (1988) says that suffix is added to the end of free morpheme or other suffixes. Next, in Jayanthi‟s book, she said that suffix is a syllable placed at the end of a word to form a new word. So, suffix is a letter or group of letters added to ending of word on basic word to change the meaning and form of word.
Some important suffixes are mention below (Robert Sibarani,36):
1) –able = eat + able = eatable, change N and used to form an adjective.
2) –age = break + age = breakage, change N and used to form a noun.
3) –al = verb + al = verbal, change V and used to form an adjective.
4) –an = Luther+ an = Lutheran, change N and used to form a noun.
5) –ance = assist +ance= assistance, change V and used to form a noun.
6) –ant = assist + ant = assistant, change V and used to form an noun.
7) –ary = planet + ary = planetary, change N and used to form an adjective.
8) –ful = fear + ful = fearful, change N and used to form an adjective.
9) –ation = inform+ tion = information change N and used to form a noun.
10) –cide = insect +cide = insecticide, change N and used to form a noun.
11) –cy = fan + cy = accuracy, change N and used to form a noun.
12) –dom = free + dom = freedom, change N and used to form a noun.
13) –ed = look + ed = looked, change V and used to form verb.
14) –ee = employ+ ee= employee, change V and used to form a noun.
15) –eer = auction+ eer= auctioneer, change V and used to form a noun.
16) –en = eat + en = eaten, change V and used to form a verb.
17) –er = read + er = reader , change V and used to form a noun.
18) –ery = cook + ery = cookery, change V and used to form a noun.
19) -es/-s = box + es = boxes, change N and used to form a plural.
20) es/-s = read + s = reads, change V and used to form a present.
21) –ese = Japan + ese = Japanese, change N and used to form an adjective.
22) –ess = lion + ess = lioness, change N and used to form a noun.
23) –est = happy +est = happiest, change adj and used to form superlative adjective.
24) –ette = kitchen+ ette= kitchenette, change N and used to form a noun.
25) –fic = specify+ fic = specific, change V and used to form a noun.
26) –fy = beauty+ fy = beautify, change N and used to form a verb.
27) –hood = boy + hood= boyhood, change N and used to form a abstract noun.
28) –ial = colony + al = colonial, change N and used to form an adjective.
29) –ian = optic + ian= opticial, change N and used to form an adjective.
30) –ical = linguist+ ical= linguistical, change N and used to form an adjective.
31) –ing = smoke + ing= smoking, change V and used to form a participle present of verb.
32) –ion = act + ion = action, change N and used to form a noun.
33) –ish = child + ish= childish, change N and used to form an adjective.
34) –ism = hero + ism = heroism, change N and used to form a noun.
35) –ist = public + ist= publicist, change adj and used to form a noun.
36) –ity = odd + ity= oddity, change N and used to form a abstract noun.
37) –ive = act + ive = active, change N and used to form an adjective.
38) –ize = drama + ize = dramatize, change N and used to form a verb.
39) –less = spirit + less = spiritless, change N and used to form an adjective.
40) –let = book + let = booklet, change N and used to form a noun.
41) –ling = duck + ling = duckling, change N and used to form a noun.
42) –ly = slow + ly = slowly, change adj and used to form an adverb.
43) –ment = state + ment = statement, change N and used to form a noun.
44) –ness = dry + ness = dryness, change N and used to form a noun.
45) –ous = danger+ ous = dangerous, change N and used to form an adjective.
46) –ship = friend + ship = friendship, change N and used to form a abstract noun.
47) –ster = young + ster = youngster, change N and used to form a noun.
48) –t = burn + t = burnt, change N and used to form a noun.
49) –th = grow + th= growth, change adj and used to form a noun.
50) –tude = magnet+ tude= magnitude, change N and used to form a noun.
51) –ty = loyal + ty= loyalty, change adj and used to form a noun.
52) –ule = glob + ule = globule, change N and used to form a noun.
53) –ure = legislate+ ure = legislature, change V and used to form a noun.
54) –y = dad + y = daddy, change N and used to form a noun.
In the other book, affixation has two kinds; class changing and class-maintaining. Then, Jackson and Amvela explain about class changing derivational affixes as follows (Howard &Amvela,2000):
Class changing derivational affixes change the word class of the word to which they are added. Thus, resign, a verb + -ation gives resignation, a noun. Class maintaining derivational affixes do not change the word class of the word but change the meaning of the derivative (i.e. the word which results from the derivation).
Thus child, a noun + -hood gives childhood, still a noun, but now an „abstract‟ rather than a „concrete‟ noun.
Class-changing derivational affixes, once added to a stem, form a derivative which is automatically marked by that affix as noun, verb, adjective or adverb. The derivations are said to determine or govern the word class of the stem. It shall discuss in turn noun, verb, adjective and adverb derivational affixes. Each of them has two distinct patterns of derivation depending on the word class with which the affix is associated. For example, nouns may be derived from either verbs or adjectives; verbs from either nouns or adjectives; adjectives from either nouns or verbs; and adverbs from either adjectives or nouns. English class-changing derivations are mainly suffixes. It is shown below (Howard
&Amvela,2000):
Noun derivational affixes are also called
‘nominalizers’:
Verb Affix Noun
Leak -age leakage
Argue (e) -ment argument
Betray -al betrayal
Resign -ation resignation
Defen (d) -ce defence
Disturb -ance disturbance
Refer -ee referee
Consult -ant consultant
Farm -er farmer
Enquire (e) -y enquiry
Brag -art braggart
Conclude (e) -ion conclusion
Im‟port (stress) „import
Adjective Affix Noun
Accurate (e) -y accuracy
Social -ist socialist
Electric -ity electricity
Free -ity -dom
Good -ness
freedom
Tru (e) -th
truth
Social -ite
socialite
Verb Affixation, also known as „verbalizers‟, are used to form verbs from other stems. When compared with other derivational affixes, they are rather rare. This may be accounted for by the fact that verbs are the most basic forms in English: while they are used to derive other words, they themselves are not readily derived from other forms. Most English verbalizers are characterized by the fact that they are causatives. Here is the example (Howard &Amvela, 2000):
Noun + Affix verb
Fright -en frighten
Pressur (e) -ize pressurize
Friend be- befriend
Glory -fy glorify
Title en- entitle
Adjective + Affix verb
Soft -en soften
Able en- enable
Pur (e) -ify purify
Legal -ize legalize
Adjective Affixation or „adjectivizers‟ are used to form adjectives when added to a given stem. In English, adjectives are generally formed from nouns, more rarely from verbs. It is as follows (Howard&Amvela,2000):
Noun + Affix adjective
Season -al seasonal
Wretch -ed wretched
Care -less careless
Suburb -an suburban
Gold -en golden
Life -like lifelike
Hope -ful hopeful
Day -ly daily
Station -ary stationary
Fam (e) -ous famous
Passion -ate passionate
Child -ish childish
Cream -y creamy
Verb + Affix adjective
Argu (e) -able argueable
Creat (e) -ive creative
Depend -ent dependent
Sens (e) -ory sensory
Tire -some tiresome
Adverb Affixation or „adverbializers‟ is affixes which form adverbs when added to a given stem. Adverbs, in English, are generally formed from adjectives, sometimes from nouns. Once it is formed, the adverb can no longer be used to form words of other classes such as nouns, verbs, or adjectives, like these processes (Howard &Amvela, 2000):
Adjectives + Affix adverb
Consistent -ly consistently
Slow -ly slowly
Obvious -ly obviously
-ly is the most productive of all derivational affixes.
Noun + Affix adverb
Home -ward homeward
Sky -wards skywards
Clock -wise clockwise
Shore a- ashore
Then, explanation about class maintaining Affixation is below (Howard &Amvela, 2000):
Class maintaining derivational affixes refer to those derivations which do not change the word class of the stem to which they are added although they do change its meaning. Unlike class- changing derivations, which are mainly suffixes, English class- maintaining derivations are mainly prefixes.
Noun patterns:
Noun + Affix Noun
Malaria anti- anti-malaria
Chief -dom chiefdom
Scholar -ship scholarship
Priest ex- priest
Child -hood childhood
Duke
Verb patterns:
-y duky
Verb Affix Verb
Join ad- adjoin
Agree dis- disjoin
Open re- reopen
Locate col- collocate
Judge pre- prejudge
Tie un- untie
Claim pro- proclaim
Adjective patterns
Adjective Affix Adjective
Social anti- anti-social
Kind -ly kindly
Possible im- impossible
Green -ish greenish
c. The Process of Affixation
There are two processes in affixation, they are inflectional and derivational.
1. According to Jackson (2000) Inflectional Affixes Inflectional is a general grammatical process which combines words and affixes (always suffix in English) to produce alternative
