MISFORMATION ERROR IN USING NEGATIVE
PREFIXES BY STUDENTS OF ENGLISH TEACHER
EDUCATION DEPARTMENT AT UINSA SURABAYA
THESIS
Submitted in partial fulfillment of the requirement for the degree of
SarjanaPendidikan (S.Pd) in Teaching English
By
SitiAlmaidah
NIM D05208058
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
SURABAYA
ABSTRACT
Almaidah Siti D05208058. 2015. Misformation Error in Using Negative Prefixes by Students of English Teacher Education Department at UINSA Surabaya.
English Department Faculty of Education and Teacher Training, State Islamic University Sunan Ampel Surabaya. Advisors: Prof. Akh. Muzakki, Grad Dip SEA, M.Ag, M.Phil, Ph.D and Hilda Izzati Madjid, M.A
Key words: Error, Negative Prefixes
This study is conducted on the misformaion errors of Negative prefixes made by sixth semester students of English Teacher Education Department at UINSA Surabaya. The focus of this research is to obtain the kind of misformation errors in using negative prefixes made by the
research defines this topic because many students make errors in employing negative prefixes whereas there are many differences between Indonesian and English
systems. One of the differences is word formation process, especially in using negative prefixes. In English, one way to make negative statements is by adding negative prefixes before the base word but in Indonesian, students just need to add
In this research, the researcher uses descriptive quantitative research design because it was aimed at describing the type of misformation errors in each aspect of prefixes and determining the most frequent misformation errors in using negative prefixes. Data collection technique uses in this research is a test. The test is to be used to know students misformation errors in employing negative prefixes.
Based on the analysis, it was found that the number of errors made by 30 students in employing negative prefixes was 247 errors. The frequency of occurrence shows that each type of error which made by the students in employing negative prefixes. The most frequent error was negative prefix un-(50, 21%), followed by negative prefix in- (22, 67%) which consist of prefix in- (7, 28%), prefix ir- (5, 26%), prefix im- (7, 7%), and prefix il- (2, 43%). The next followed prefix is negative prefix
dis- (11, 34%), and negative prefix non- (10, 11%). In other words the most dominant of error was in negative prefix un. In conclusion, the students can be considered have difficulty in choosing the appropriate prefix and on their understanding that prefix
2.3.2 Derivational Affixes ... 12
2.3.3 Derivational prefixes ... 13
2.4 Negative prefixes ... 14
1.Prefix in- ... 14
2. Prefix dis- ... 16
3. Prefix un- ... 18
CHAPTERIV RESEARCH FINDING AND DISCUSSION ... 38
A. Research finding
.
... 381. Misformation Error in Using Negative Prefixes 38
1.1Misformation errors in employing negative prefix un- ... 39
1.2Misformation errors in employing negative prefix non- ... 45
1.3Misformation errors in employing negative prefix a- ... 51 1.4Misformation errors in employing negative prefix dis- ... 52
1.5Misformation errors in employing negative prefix mis- ... 55
1.6Misformation errors in employing negative prefix in- ... 58
1.7Misformation errors in employing negative prefix ir- ... 62
1.8Misformation errors in employing negative prefix im- ... 63
1.9Misformation errors in employing negative prefix il- ... ... 65 2. the Most Dominant Error in Employing Negative Prefixes
Discussions ... 68
CHAPTERV CONCLUSION AND SUGGESTIONS ... 70
A. Conclusion ... 70
B. Suggestions ... 70
BIBLIOGRAPHY ... 72
APPENDICES
Appendix 1 (Try Out Test)
Appendix II (Key Answer of the Try out Test) Appendix III (Validity of Test)
Appendix IV (The Calculation)
Appendix V (Dificulty and Discriminatory index)
Appendix VI (Test)
1
BAB I
INTRODUCTION
A.Background of the Study
Language is used as an instrument to communicate with each other. Through language people can understand what others actually mean both spoken and written. Using language correctly is not as easy as we think since there is a set of rules that must be followed called grammar. Every language has its own system which is different from another, one another also may have similar complexity, but there is no exact similarity that occurs between them. By this complexity, the language is potential to produce more utterance in enriching its vocabulary. Like in English, it has the ability to produce more words.
New words are made on the basis of patterns of meaning correspondence between existing words.1 It is not only creating new word but also creating new meaning. Furthermore, new words are the existing words which are likely to undergo certain morphological processes.2 One of the processes is known as affixation. Here the researcher analyzes the affixes based on function. As it
1
Ritama Ririn M. Zaim Rusdi noor Rosa, Grammatical Semantic Constrain of Derivational Affixes
of Minangkabaunese Used in Singgalangdaily Newspapper
E-Journal / ISSN 2302-3546
2
2
deals with the internal structure of complex words, this research is in small part of morphological study.
Morphology refers to the process of how the words of a language are formed to create meaningful messages.3 Morphology identifies and classifies the morphemes and describes the types of combinations that build words in the language.4 In morphology, there are inflectional and derivational morphemes.5 According to Katamba, an affix is a morpheme which only occurs when it is attached to some other morpheme or morphemes such as a root or stem or base.6 In addition it can be concluded that a morpheme which attached the root or steam is called affix.
Derivational affix is the process of adding affixes to roots or bases in order to vary function or modify meaning. It very often changes the word class. Whereas Inflectional affix is the process of adding inflectional morphemes to a word, which may indicates grammatical information. And its does not change the word class. In addition, derivational affixes are one of efficient way in Yet, students often face difficulties in using them
grammatical competence in producing the language. Corder said that it still
3
Sharon Wynne, Texes English as a Second Language (ESL), (Boston: XAMonline, Inc., 2010), 4
4
Robert Lado, Language Teaching: A Scientific Approach, (New York: McGraw-Hill, 1986), 13
5 George Yule, The Study of Language (Third Edition), (Cambridge: Cambridge University Press,
2006), 64
6
3
remains to be shown that the process of learning second language is fundamentally different nature from the process of primary acquisition.7
There are many differences between Indonesian and English systems. One of the differences is word formation process, and one of the difficulties in learning English word formation process is using derivational affixes especially in using negative prefix. There is clear difference, both Indonesia and English language. In Indonesian language, in negating meaning students just need to
happens in uttering word impolite in Indonesia, they just need to a
to use im-
must easier when students say in Indonesian language when they are just asked
English and Indonesian language brings the Indonesian students into difficulty in mastering derivational affixes of English language especially in using negative prefix. In English, one way to make negative statements is by adding negative prefixes before the base word. It causes the Indonesian students face difficulties and makes misformation errors in using negative prefix.
Thus from point of view above the writer is interesting to conduct a research concerning with word. The writer chooses the sixth semester students
7
4
of English Teacher Education Department as the subject of the research to know whether there is any misformation error or not in using negative prefixes.
And the researcher misformation error in
using negative prefixes.
B.Research Questions
Based on background of the study above, the research wants to describe the problem as follows:
1. What are misformation errors made by students in using negative prefixes?
2. What are the most frequent misformation errors made by the students in using negative prefixes?
C.Objectives of The Research
Based on the statement of the problems stated previously, the objectives of this study are:
1. To know the misformation error made by the students in using negative prefixes.
5
D.Significance of The Research
The significances of this study are: a.For students :
This research is expected to give additional knowledge for English learners about derivational word especially negative prefixes. This research provides important information in using negative prefix. Hopefully from this research students can be able to know and use prefixes well and can avoid the misformation error that have been done before.
b. For lecturers:
This research is expected to give information to the lecturer about the common misformation error made by students in English language learning about affixes especially in negative prefixes. Its conclusion hopefully can present fruitful result which potentially helps lecturers in generating suitable material in their lecture. Furthermore the information will be as consideration in teaching English vocabulary and morphology. E. Scope and Limits of the Research
6
mis-. The researcher chooses six categories prefixes because those prefixes are common negative prefixes in English.
This study is limited into sixth semester students of English Teacher Education Department of UIN Sunanan Ampel Surabaya.
F. Operational Definition
Related to this research, there are some key terms that need to be specified in order to avoid misunderstanding of the contents of the study. There are as follows:
1. Misformation: are resulted from misapplying word formation rules, producing non-existent words, as in unconect insteadof disconnect. 2. Misformation error: is characterized by the use of wrong form of the
morpheme or structure.8
3. Prefix: is a syllable or syllables which appear in front of the root and can alter the meaning of the root. 9 It means that a letter or group of letters attached to the beginning of a word that forms a new word.
4. Negative prefixes: prefixes can make of the opposite nature (degree) to a thing regarded as positive.
8
Heidi Dulay, Language Two (New York: Oxford University, 1982) p. 146
9
7
BAB II
REVIEW OF RELATED LITERATURE
This chapter presents the review of related literature. It concerns with the theoretical understanding as the references of this study. The references that will be discussed are (1) The definition of error, (2) The types of error (3) word formation, (4) Negative prefixes.
A.Review of Related Literature
2.1Definition of Error
Identifying an error goes beyond explaining what an error is.
However, as linguists pay attention to the distinction between an error and a mistake, it is necessary to go over the definition of the two different phenomena.
According to James, a learner makes a mistake when writing or speaking because of lack of attention, fatigue, carelessness, or some other aspects of performance.10 Mistakes can be self-corrected when attention is called. Whereas, an error is the use of linguistic item in a way that a fluent or native speaker of the language regards it as showing faulty or incomplete learning. In other words, it occurs because the learner does not know what is correct, and thus it cannot be self-corrected.
10
8
2.2 The Types of Errors
Error actually cannot be separated from language learning. It happens in speech as well as in writing. Therefore, some linguists are encouraged to study about errors made by the language learners as follows:11
a. Linguistic Category Taxonomy
This taxonomy categorizes errors in respect to the language components or the particular linguistic constituent that the error effects. The language components include phonology (pronunciation), syntax and morphology (grammar), semantic and lexicon (meaning and vocabulary) and discourse (style).12 Meanwhile, constituent comprises each language components.
b. Surface Strategy Taxonomy
This taxonomy shows the cognitive process that underlies the
learners omit necessary item, add unnecessary ones, misformation and misordering this items. So that, analyzing errors based on this taxonomy enables the researchers to identify the cognitive process that underlies the
11 Heidi Dulay, Language Two (New York: Oxford University, 1982) p. 146 12
9
there are four types of errors in this taxonomy as follows:13
1. Omission
This error is categorized by the absence of an item that must appear in a well-formed utterance.14 In this case, some types of morphemes are omitted more than others. For example: to glory instead of to glorif 2. Addition
The error is characterized by the presence of an item that must not appear in a well-formed utterance.15 They are the opposite of omission. The example is when students write complemenity instead of just
complement.
3. Misformation
Misformation error is characterized by the use of wrong form ofthe morpheme or structure.16 The example is when students applying negative prefixes in word connect, they use unconnect instead of disconnect.
4. Misordering
This error is categorized by the incorrect placement of a morpheme or a group of morphemes in an utterance.17 For example: where you are going instead of where are you going?
13
Ibid., p. 150
14Ibid., p. 154 15Ibid., p. 156 16
10
In this study the researcher concern with error in using negative prefixes, based on explanation above to analyzing error in using negative prefixes, the researcher only used one of the type of error is misformation error. Because in applying negative prefixes in existing word, students usually made errors in applying the correct form.
2.3Word-Formation
Word formation is the process of constructing new word from existing material. There are many ways how the new words are constructed. According to Plag, there are five ways including Affixation, compounding, blending, conversion, and clipping.18
2.3.1 Derivation
In affixation process, derivation is one important process in constructing new word. Derivation is constructing new words by adding affixes to existing words. In most language, derivation is one of the principal ways of obtaining new words from existing words. For example, disconnect is constructed from affix dis- and word connect. Derivation is different from inflection. When we add certain affixes to write, producing words like speaks, speaking, spoke, and spoken, we do not get any new words, but only grammatically distinct forms of the same
17Ibid., p. 162 18
11
word namely inflection. In English there are only eight bound inflectional affixes, such as:
1. (-s) to show third-person singular present example: She learn-s at school.
2. (-ed)to show past tense example: She learn-ed at school. 3. ( ing) to showprogressive example: She is writing-ing letter. 4. ( en) to showpast participle example: Mary has writ-en letter. 5. ( s/-es) to show plural example: She ate the bread-s. And she has four box-es.
6. (- )to showpossessive example: Dzaky home is big.
7. -er to showcomparative degree example: Dzaky was smart-er than Raihan.
8. -est to show superlative degree example: Dzaky was the smart-est
student In my school.
Except of which are mention above is called derivational affixes. The differences between inflectional and derivational morphemes can be seen in the table 2.1: 19
19 Thomas E. Payne, Exploring Language Structure, (New York: Cambridge University Press, 2006) p
12
Table 2.1
The Differences between Inflectional and Derivational Morphemes
NO. Inflectional Morphemes Derivational Morphemes 1 No word class change
For example, big, bigger.
May cause word class change For example, -ment forms noun 3. Typically occur with all
members of some large
4. .Follow derivational morphemes in a word For example, the plural morpheme s always comes last in a word, as in babysitters.
Precede inflectional morphemes in a word For example, teachers
the derivational suffix -er comes before the inflectional suffix s.
2.3.2 Derivational Affixes
Derivational affixes can be categorized according to their types: 1. Form
The first form division concerns placement; before the base or root (prefixes) or following base or root (suffixes).
13
2. Meaning
According to their semantics, this derivational can include the meaning of negative (impolite, illegal), attitude (anti-social), size (megastar, miniseries), or degree (proconsul), locative (foreskin, outdoor), temporal, or order (preschool, reprint), and number (bilingual, triangle).
2.3.3 Derivational prefixes
Derivational prefix is a word part placed in front of a root to modify word. All prefixes in English are derivational so that all the prefixes in English create new meaning or create new words.20 The creation of new meaning can be accompanied by the change part of speech or not21. Most prefixes do not change part of speech. The prefix which changes the part of speech, for example, is the prefix en-. The prefix en- changes the bases into verbs. The word enlarge
for example, consists of the prefix en- and the base large. The prefix en- changes the adjective large to the new verb enlarge. The prefix en-in the word endanger changes the noun to verb. The prefix a- in aside changes the noun of word side to the adverb aside.
20 ibid 21
14
2.4Negative prefixes
There are stated different numbers of negatives prefixes by various authors. Plag have described five negative prefixes un-, non-, in-, a-/an-, de- and dis-.22 Redman Stuart puts un-, im-, il-, ir-, dis-, in-, and mis- into group of negative prefixes.23 Acco
categorized as negative prefixes; in-, im-, il-, ir-, un-, and dis-.24 Clark and Duncan lists prefixes; un-, in-, non-, anti-, a-, dis-, mal-, and mis- among negatives prefixes.25 Consider with various kind of negative prefixes above, the writer draws negative prefixes according dzugnova which include prefixes in-, un-, non-, a-, dis-, and mis-.26
1. Prefix in-
27
For example, word
inactive
of their positive qualities; incomplete, inconvenient, inability, inacceptable, inaccurate, informal, incorrect, inadequate, etc.
22 Ingo Plag, Word Formation in English (Cambridge: Cambridge University Press, 2002) p. 99-100. 23
Stuart Redman, English Vocabulary in Use Pre-intermediate & Intermediate (Cambridge: Cambridge University Press,2000).P. 123
24 Michael McCarty English Vocabulary in Use (Cambridge: Cambridge University
Press, 1994) P. 24
25
Ryamond Clark L. Duncan Janie, Getting AFFix on Vocabulary: Using Words in the News. (Vermont: Pro Lingua Associates, 2000)
26 ibid
15
The following table 2.2 shows the explanation about prefixes in. Table 2.2: prefix in-
PREFIX EXAMPLE MEANING
in-
Incomplete Not complete.
Inconvenient Causing trouble, difficulty, or discomfort; awkward.
Invisible Not appear
Insecure A unsafe, not firm Insignificant Unimportant.
Informal Without formality, not formal. Incorrect Not correct or not true
Incurable That cannot be cured
Negative prefix in- is often used to negative meaning give adjectives and some noun. Negative prefixes in-
depends on word that added in-. Prefix in-
as in the following example; inacceptable, incompetent, and insufficient. Prefix
in-words; inaccuracy, inattention, incompatibility, incompetence, innutrition, incomprehension, intolerance, etc.
According to Clark and Duncan and supported with Dzuganova the prefix in-, can have three different forms according to the beginning consonant of the words to which it is added.28
1. m p in- im
-immature, impatient, imperfect, improper, imbalance etc.
28 -335
16
2. Prefixes - becomes - before the consonant i.e.
irregular, irrelevant, irreplaceable, irresponsible, etc.
3. Prefix in- becomes before consonant Typically words;
illegible, illegal, illogical, illiberal, illiterate.
Table 2.3: prefix
in-Patient Impatient Lacking or showing a lack of patience or tolerance.
Rational Irrational 1. Illogical, unreasonable 2. Not endowed with reason Responsible Irresponsible Acting or done without due
sense of responsibility. Legible Illegible Not legible
Legal Illegal Not legal
2. Prefix
dis-The second prefix is prefix dis- which is often used with verbs, nouns, and adjective. The prefix dis- attached to verbs is more productive than that attached to nouns and adjectives.29
Prefix dis-
following words; disconnect, discontinue (cause of something to come to an
end) discourage disintegrate (separate
into component part of fragments. Break up), dislocate (disturb the normal
29
17
connection of something especially a joint in the body), disorganize (throw into confusion or disorder), disoriented, dissimilar (not same or unlike), etc.30
to adjective as in the following words; disinterested (lack of interest), dissociable,
disproportion (lack of proportion or being out of proportion), dissent (lack of agreement; to disagree). From those examples this prefix is called pejorative prefixes.31
In addition not only verbs and adjectives, prefix dis- also can be added to abstract nouns, for example, disobedience (disobeying, rebellious),
disbelief (be unable or unwilling to believe), and displeasure (make upset or angry ; annoy), etc.32
disconnect (verb) Break the connection off.
discontinue (verb) Come or bring to an end (a discontinued line).
disinterested (adj) Impartial; uninterested. disobedient (adj) Disobeying; rebellious. disloyal (adj) Not loyal; unfaithful.
disbelief (noun) Be unable or unwilling to believe; be skeptical.
30
Donka Minkova,Robert Stockwell, English word history and structure 2th edition, (Cambridge: Cambridge University Press, 2009) p. 156
31 Ibid
32 Negative Affixes in Medical English. Bratisl Lek Listy: 2006, 107 (08): 332-335
18
3. Prefix un-
The prefix un- is the negative English prefix used for negation. Fromkin calls this derivation antonym or negative.33 It has basic meaning
unhappy
prefix un- usually used to simple adjectives e.g. unclean (not clean), unfair
(not fair, just or not impartial), etc. First, Denominal derivative characterized by the suffixes; -ed, -y, -ful, -ly, -al, -ish, and (i) ous.34 Typically words are;
unexpected, unprecedented, unprejudiced, unprincipled, unprivileged;
unguilty, unhealthy, unworthy, uneasy, untidy, unhappy, unbloodied,
unlucky, unfatherly, unmotherly, unwomanly; unfruitful, unconditional,
unconventional, uncircumstantial, unselfish, unadventurous, unceremonious,
uneducated35. The second is Deverbal derivatives. These derivatives are likewise common with Denominal derivative. All words are formed with suffix able.36 Typically words are; unbelievable, unbearable, unacceptable,
unachievable, unadvisable, etc.
33 Fromkin, Victoria A, An Introduction to Language (Sydney: Harcourt Brace
Jovanovich, Pty Limited. 1990) p. 130
34
Fromkin, Victoria A, An Introduction to Language (Sydney: Harcourt Brace Jovanovich, Pty Limited. 1990) p. 131
35 Fromkin, Victoria A, An Introduction to Language (Sydney: Harcourt Brace
Jovanovich, Pty Limited. 1990) p. 132
36
19
The following table 2.5 shows that prefix un- can be used for changing words qualities into negative qualities.
Prefix un- added to verb can form verb indicating:
1. The reversal or cancellation of an action or state.37 For example;
undress unlock (release the lock of the door),
unsettle (disturb the settled state or arrangement or discompose). 2. Deprivation or separation. Typically words; unmask (remove the
mask from), uncover (remove something that covering something). 3. Release from. For example unburden (relieve a burden), uncage
(release from cage).38
Table 2.5: prefix un-
PREFIX WORD MEANING
un-
Unwise (adj) foolish, imprudent Unafraid(adj) Not afraid
Unfit (adj) Not fit
Unlock (verb) Release the lock of the door
Unmask(verb) A remove the mask from Unbelievable (adj) Not believable
Unacceptable (adj) Not acceptable
37 Angus Stevenson, Oxford Dictionary of English, (New York: Oxford University Press, 2005) p.
1927
38
20
4. Prefix
non-The origin of the prefix non-
non-used with adjectives, adverbs, and nouns.39E.g. Nonstop, noninterference,
nonessential (not necessary), non-drip (non paint), non-existent (not existing or not continuance in life or being), non-alcoholic (containing no alcohol),
non-smoker (person does not smoke, where smoking is forbidden), non-reader etc.
We probably find or notice the prefix non- is written with hyphen (-). In order text, the text books, dictionaries, and another material the prefix non- is strictly written with hyphen.
Today more and more the prefix non- written together with word it negates or written without using a hyphen. e.g. nonessential, nonsense, non existence, etc. to make it clear we can see the following table 2.6.
Table 2.6: prefix non-
PRFIX WORD MEANING
non-
non- fiction Literary work other than fiction non-smoker(noun) 1 person does not smoke. 2 train
compartment, etc. where smoking is forbidden.
Non essential (adj) Not essential Non-existent (adj) Not existing
39 Randolph Quirk et al., A Comprehensive Grammar of the English Language, (New York: Long
21
5.Prefix a- and an-
The negative prefix a- represent Greek a- (alpha privatium), which is ultimately the same as English negative
prefix a- becomes an- before vowels, including aspirated vowels.40 For example: aneroid, anorchism,
anaerobe, anesthesia, anangular, anallagmatic, anovulation, anorchidism,
anoetic, anecdote, anonymous, anaemic, anarchy.
From English explanations we can see that the negative prefixes
a-combined with word steam to express inability, absence, anomaly, disability,
or loss of something.41 It is also used in adjective derived from nouns e.g.
abasic, acardiac, accellular, acholic, achromatic (without color),
adendritic, afetal, agraphic, alexit, amoral (without moral principles),
anemic (suffering from anemia), aseptic, asexual, asymmetric, etc. Very rarely it combines with verb as in anoxiate, anesthetize, or adverb created from adjectives, e.g. asexually, asymmetrically,etc.
The negative prefixes a- is used mostly in scientific terminology, especially in the medical and nature science. 42Most the above mentioned terms have no positive counterpart, and their meaning is clear first of all
40 Negative Affixes in Medical English. Bratisl Lek Listy: 2006, 107 (08): 332-335
(online), http//www.pdfgeni.com/negative prefixes) p. 333
41
ibid
42 Negative Affixes in Medical English. Bratisl Lek Listy: 2006, 107 (08): 332-335
22
using in physicians and scientist.43 It is important not to confuse the negative a- prefix with other homonymic prefixes that also begin with letter a-, but are of Latin or English origins and have completely different meaning.
The table 7 shows the example of some words that can be added with prefix a-.
Table 2.7: prefix a-
PREFFIX WORD MEANING
a-/an-
Apolitical (adj) Not interested in or concerned with politics
Asymmetry (noun)
Lack of symmetry
Asexual (adj) 1 without sex, sexual organs, or sexuality
Achromatic (adj)
Without color
Anaerobe Without oxygen or free oxygen Anesthesia Lose of sensation to touch or pain
6. prefix
mis-The Oxford Encyclopedic English dictionary states that This prefix means bad or badly and wrong, typically words are misformation, misguide
(mistaken in though or action), miscarriage, misanthropy, misogyny, in native words, old English mis- cognate with old Frisian, old Saxon, middle Dutch, and modern Dutch mis-.44 In borrowed words, Middle English mis-
43 ibid 44
23
borrowed from old French mes-, from Frankish (Compare Old German
missa-, missi-, mis-).
Study the example in following table 2.8 can help us in understanding in using prefix mis-.
Table 2.8: prefix mis-
PREFIX WORD MEANING
mis-
Miscommunication (noun) Communication wrongly Misunderstanding (noun) Wrong understanding Misguided (adj) Mistaken in thought or action Mispronounce (verb) Mispronunciation
B. Previous Studies
Here, the researcher reviews some previouse studies which are related to this study as follows.
1. Akinmade Timothy wrote an article entitled Morphological Errors in the English Usage of Some Nigerian
errors in the English usage of some senior secondary school pupils in Nigeria. The subjects in the study were 250 Senior Secondary School Two (SSS2) pupils drawn from some schools in Osun and Ondo States. The elicitation techniques were essay writing and a rewriting exercise in addition to the errors observed in their spoken English. The study revealed
24
English. 45
2. The second study is done by Kim Choolo with his experimental study entitled Vocabulary Acquisition with Affixation: Learning English Based
. This study was designed to investigate vocabulary learning. The result of his research is affixation knowledge is effective in vocabulary knowledge. It is proven by the
a significant difference in the average score for the 30 days vocabulary tests of EG (Experimental Group) (M=7.39, SD=1.07) and those of NEG (Non Experimental Group) (M=6.01, SD=1.33). It means that affixation knowledge in learning English words was significantly more effective based on the results.46
3. Reima Aljarf conducted the research entitled Teaching English Word-Formation Processes to Tr . The result of the research is the typical student scored 75% on the post-test and 17.5% on the pre-test. Comparisons of the mean scores of the pre- and post-tests showed significant differences in understanding the course material, ability to identify, distinguish, and apply the English and Arabic word formation and
45
Akinmade Timothy, Thesis: Morphological Errors in the English Usage of Some Nigerian
Learners: Causes and Remedies, (Obafemi Awolowo University, 2011) accessed on September 9,
2014 http://www.google.co.id
46 Choolo, Kim, Vocabulary Acquisition with Affixation: Learning English Based on Prefixes &
25
Arabization processes and strategies. This means that instruction in English and Arabic word-formation processes proven to be effectived in developing the similarities and differences between English and
formation processes.47
4. Alifanurul Barokah wrote a thesis entitled Analysis Derivational Words Found in Articles of Cool and Smart Magazine Published on May, 2011 as
a Contribution in Teaching Morphology. His study was conducted to find out the derivational words found in the articles of Cool and Smart Magazine
published on May, 2011, to find out the word class of derivational words, and to find out the meaning of derivational words. The result of the study shows that there are 36 derivational words from of noun, such as
civilization, signature, freedom, making and user; 6 derivational words from of verb, such as, dissolve, decorate; 30 derivational words from of adjective, for example, African, dangerous, personal and amazing; 15 words from of adverb such as, generally, usually, appropriately, and easily. 48
47
Reima Al-Jarf, Teaching English Word-Formation Processes to Translation students, (King Saud University: Saudi Arabia), no.2, 2011, 160-173.
48 Alifanurul Barokah, Analysis Derivational Words Found in Articles of Cool and Smart Magazine
26
5. Sri Romadhon Eko Yuliyanti with her thesis entitled The Analysis of Derivational Process of English Nouns as Found in some of the Jakarta
Post Articles (Published on January, 2nd 2012). In her research she is eager to analyze derivational process of English nouns as found in some of the Jakarta post articles (published on January, 2nd 2012). This research discussed about the process of English noun words that added by derivational affixes in the some of the Jakarta post articles. This research used library research. Focusing on the problem statements, there are five cases. They are what are the derived nouns found in some of the Jakarta post articles, does the process of affixation change the category of the base words, do the new derived words change in the meaning, do the affixations occur in the specific root and what are the categories of the derived noun. The result of her study is she found 90 English nouns add trough derivational process. There are megawatt, disincentives*, discontent, non-European, immigrant, undertaking, and etc. A lot of number word of verbs, adjective, and nouns which derives a new English noun. And the last the derivational processes of English nouns have changes the meaning all of the new words from the original words. 49
6. Dwi Eddy Sholichin conducted a field research about An Error Analysis in Changing Verbs into Nouns Made by The Tenth Students of SMAN 1
49 Sri Romadhon Eko Yuliyanti, The Analysis of Derivational Process of English Nouns as Found in
27
Batangan Pati in the Academic year of 2008/2009. The population was the tenth year students of SMAN 1 Batangan which 42 students were choose as the samples. And the result of his study shows that there are 5, 3% or 155 errors made by the students in using suffix -ance. 5,2 % or 108 errors in using suffix -or, 4.76% or 107 errors in using suffix -ence, 5% or 101 errors in using suffix -ment, and suffix -ant, 4.09% or 76 errors in using suffix -er, 2.76% 0r 59 errors in using suffix-ur and suffix -ry, 2.73% or 58 errors in using suffix- age, 2.8% or 55 errors in using suffix- ion and suffix -ent, 2.57% or 52 errors in using suffix -ist, and 1.95% or 39 errors in using suffix al.50
7. The previouse study has been done by Ning Mulia (State University of
An Analysis of the Errors on the Derivational
. In her research, she focused on the types of derivational affix errors and the causes that are factors which have influenced to the occurrence of derivational affix errors. She described and counted the errors based on the causes of derivational affix errors.
8. The next is a research concerning Morphology by Ririn Kusumawati with her study entitled Morphological Error Found in the English Essays of the Fifth Semester Students of English Letters and Language. This study investigates morphological error in the essays of the fifth semester students
50 Dwi Eddy Sholichin, an error analysis in changing verbs into nouns made by the tenth students of
SMAN 1 Batangan Pati in the academic year of 2008/2009, (Ungraduated Thesis, IKIP PGRI
28
of English Letters and Language Department of UIN Malang in 2008. The objectives of this study are to find out the kinds of morphological error in
The result of this study shows that there are several morphological errors in
are; Omission, addition, misformation and misordering except contain morpheme and article which belong to the branch of omission. The total number of morphological errors is 61 times. Based on the findings, she found that the most dominant kind of morphological error is omission with 25 times used or 40.98 %. 51
Most of the previous research above analyzed about some component of morphological items such as affixes, Inflectional and derivational dealing with linguistics categories such as phonology and syntax. Nevertheless, the researcher wants to focus on analyzing the mistakes in using negative prefixes by students.
51 Ririn Kusumawati, Morphological Error Found in the English Essays of the Fifth Semester Students
29
CHAPTER III
METHODOLOGY
This chapter presents the procedures used in conducting the research. It covers research design, population and sample, data collection and data analysis.
1. Research Design
As stated in the purpose of the study, the study will be conducted in order to know error in using prefixes made by the five semester students of English Education Department at Islamic University of Surabaya. Especially in negative prefixes and specified into six kind of negative prefixes, including prefix in-, prefix un-, prefix non-, prefix a-, prefix dis-, and prefix mis-.
In this research the writer will be used descriptive quantitative study, because in this research the writer will count the most frequent error. According to Ary stated that descriptive research is research that asks questions about the nature, incidence, or distribution of variables; it involves describing but not manipulating variables.1 According to Gay quantitative studies designed to describe the current condition are called survey or descriptive research. 2 From the definition, it could be clarified that the researcher will try to collect data misformation error in employing prefixes. Especially in the
1
Donald Ary, et. al, Introduction to Research in Education,( Wadsworth: Cengage Learning,2010) 163
2 L. R. Gay, Education Research: Competencies for Analysis and Applications (USA: Pearson
30
form negative prefixes, and specified into six aspects, they were prefix in-, un-, non-, a-, dis-, and mis-.
2. Population and Sample
In conducting research population and sample are very important. According to Ary, the small group that is observed is called sample, and the larger group about which the generalization is made called a population.3 According to Gay, the population is the group of interest to the researcher, the group to which the results of the study will ideally generalize.4 In this study, the target of the study was the six semester student of English Teacher Education Department academic year 2012/2013 at UIN Sunan Ampel Surabaya. The total population is 120 students who are divided into four classes; A, B, C, D. They were chosen as the population because they have already learned Morphology.
To conduct this study, the amount of sample will be required. Gay has ll the
5
31
3. Research Instrument
Each technique/method that is used to collect the data needs an instrument. Instrument is the measurement tool in the test which potentially made the researcher easier in collecting data and analysis.6
In short, instrument is a tool which is used by a researcher in using method during conducting the research in order to get the data better. Thus, determining instrument depends on the method used in the research.
The instrument which will be used to collect the data of first research question is the question sheets which contain the question that will be answered by the students. The amount of questions was 45 items contain uncomplete sentences (see appendix 1). The instrument utilized for second research question is result of the test.
And the question of the test must be tried out in advance. In this study the test is administered to six semester students of English Teacher Education Department UIN Sunan Ampel Surabaya. They were not already included in sample and class A was chosen. The purpose of conducting the try out test will to establish the test validity and reliability
In applying the instruments, the researchers need to analyze the validity and the reliability of the instruments before it given to the subject of the study
32
a. Validity
According to Ary, et all, validity is
measured what it claimed to measure. The focus of recent views of validity is
not on the instrument itself but on the interpretation and meaning of the
7
So, the validity is related to the instrument of the research. For this research, the researcher chooses content validity. The standard of content validity is the degree to which the sample of items, tasks, or questions on a test are representative of some defined universe or domain of content8. Content validity is related to the content of the test. It means that content validity is related to the content of items in the test that is available in the curriculum. Therefore the actualization of the test objectives indicates that the test will be conducted in accordance with those objectives. The relevance between the content of the test was implies the validity will be used in this study.
b. Reliability
Reliability is the degree of consistency with which it measures what ever it is measuring. 9 It means that the test was said reliable if the result of the test had consistent score.
7
Donald Ary, et. al, Introduction to Research in Education,( Wadsworth: Cengage Learning,2010) p. 225
8 Ibid 9
33
Reliability of the whole test can be estimated by using the following formula:
Where:
r11 : Reliability of the whole test n : The number of items in the test
pi : Proportion of correct responses on a single item qi : proportion of incorrect responses on a single item
: Variance of scores on the total test (squared standard
deviation)
According to Sudijono, if r is 0, 70 , 70), it means that the test is reliable, otherwise if r is less than 0, 70 , 70), it means that it is unreliable.10
In order to know whether the test items were reliable or not, the researcher had administered tryout. The tryout was given to the six semester students of English Teacher Education Department, A class. Based on the calculation of the tryout, the tryout score showed the strong criteria of reliability (see appendix III). The reliability was 0.77. Based on the criteria
10
34
above, the test was reliable to be used in this research. Thus, it could be used for the instrument of this research (see appendix IV and V).
c. Item Analysis
Item are said to be satisfactory if they meet two requirements, difficulty level and discriminating power of items. Item difficulty level determinates how easy or difficulty that particular item for the students. To evaluate this, the following formula is employed:
Where:
P : Difficulty index
Np : The number of correct answer on single items N : Total number of the student who taking the test
According to Witherington in Sudijono, has described the item difficulty level on the table below:
Difficulty Level Interpretation
P > 0,25 Too difficult
0,25 < P > 0,75 Average
35
From the calculation (see appendix V), the result showed that the level of students difficulty was about 0, 25 0, 75. It means that the entire item of test which was tested was enough for students. It was not too easy or too difficult to do, the other items were revised or discarded. However, it still had to be analyzed per item to find out item discrimination of the test.
Meanwhile the discrimination index of an item described how good a particular item was in distinguish the good students for the poor ones. The discriminations index will be calculated by using the formula bellow:
Where:
: Proportion the correct answer of higher group : Proportion the correct answer of the lower group
P : Proportion of correct responses on single item Q : Proportion of incorrect responses on the same item : Discrimination index
36
Table of Discrimination Index
Discrimination index Interpretation
Less than 0,20 Poor
0,20 0,40 Satisfactory
0,40 0, 70 Good
0,70 1,00 Excellent
Negative sign (-) Very Poor
4. Data Collection Technique
Collecting data can be done in various setting, sources and ways. 11 In this study to collect the data, the researcher refers to the research problem. To answer the research question number one, Data are obtained through tests. In this test students are required to fill in the blank in uncompleted sentence. The researcher will give the sentences to be answered by students. In each sentence there is an incomplete word which needs to be completed by the students in appropriate or suitable negative prefixes (see appendix VI). For the research question number two data will be collected from the result of the test.
5. Data Analysis Technique
came to do the analysis in order to answer the research questions. The following procedures were used:
1. The researcher will identify each item test that had been answered by the students. Then, each item test will compare with the key answers. The
11 Sugiyono, Metode Penelitian , Pendekatan Kuantitatif, Kualitatif, dan R&D (Bandung: Alfabeta,
37
er will be considered as errors if they were not in agreement with key answer.
2. After identifying the misformation errors, the researcher will classify the errors into some specific category.
3. The next procedure of data analysis process, the researcher will analyze and describe the characteristic of misformation error.
4. Finally, the writer will do the process of computing the frequency of misformation errors by using the percentage, in which common formula of percentage will be used such as introduced by Sudijono:12
Where:
P : Percentage
F : Frequency of errors in each type N : Total number ofmisformationerrors
12
38
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
This chapter discusses the research finding and discussion which is covered during this research. The result of the research finding is used to answer the research questions. The researcher presents the process of analyzing data and also discusses the result of data analysis to obtain information about data description, the kinds of misformation error, the most frequent of misformation error, and discussion.
A.Research finding
The research finding covered the types of misformation errors in using negative prefixes. The number of sample was 30 students in which they were given the test consisted of 25 items focusing dis-, mis-, in-,
un-, non-, and a-.
1. Misformation Error in Using Negative Prefixes
Having collected, identified, classified and analyzed the data, the
researcher finds the misformation error from the result of the test by students of English Teacher Education Department at UIN Sunan Ampel Surabaya
Academy year 2012. The result of this study shows that all the types of negative prefixes have the misformation errors. The researcher shows the result of the study on the table in order to get clear view of the misformation errors made by the sixth semester students of English Teacher Education Department at UIN
39
Sunan Ampel Surabaya Academy year 2012, in doing the test including six types of negative prefixes.
1.1 Misformation errors in employing negative prefix un
-Table 4.1
Misformation Error in Employing Negative Prefix un-
Table 1
Misformation of prefix dis- Correction No. of
Error
I find it highly unregard that he will come to your party. He
crowds.
It was such a discouraging experience 3
The underline words belongs to misformation error because the students used the prefix un- for substituting prefix dis-. Prefix dis- should be used in those words. dis- attached to nouns to
form new nouns dis- is a
derivational morpheme which can be attached to verbs to form new verbs, courage dis- can also be attached to
40
Table 2
Misformation of prefix non- Correction No. of
Error
Misformation of Prefix a- Correction No. of
Error
this is absolutely unmoral.
Oh, come on. You must agree this is absolutely amoral
4
41
Table 4
Misformation of Prefix mis- Correction No. of
Error
The BBC tries to avoid
unpronouncing foreign words.
The BBC tries to avoid
mispronouncing foreign words.
11
Mr. John claimed that the president had been misled and
uninformed by his adviser.
42
Table 5
Misformation of Prefix in- Correction No. of
Error
The underlined words belongs to misformation error because the student used the prefix un- for substituting Prefix in- as showed above. Prefix in- should be used in the underlined word in order to form a new adjectives with several meaning. The new adjective is indicated by the
Table 6
Misformation of prefix im- Correction No. of
Error
unpatient too impatient
2 The pretest was unperfect but the
retest was perfect.
The pretest was imperfect but the retest was perfect.
8 I find it highly unprobable that he
will come to your party. He
I find it highly improbable
that he will come to your
43
The underlined words belongs to misformation error because the student used the prefix un- for substituting prefix im- to change the
underlined words. The students should be change the prefix un- into prefix
im- which assimilated from prefix in-, because the first consonant of So the underlined words should be reconstructed as
prefix in- in- becomes
prefix in-
Table 7
Misformation of Prefix ir- Correction No. of
Error
John spent the whole class making
unrelevant remarks. I wish the teacher would have shut him up.
John spent the whole class making irrelevant remarks. I wish the teacher would have
The underlined words above belongs to misformation error because the students used prefix un- for substituting prefix ir
-udent should change the prefix un- into prefix ir-, which assimilated from prefix in-. Because the first consonant of adjectives
44
Table 8
Misformation of prefix il- Correction No. of
Error
unlogical. illogical.
10
unlegitimate son. illegitimate son.
6
The underlined words belongs to misformation error because the student used the prefix un- for substituting prefix il- to change the word
un- into prefix il- which assimilated from prefix in-, because the first consonant of
in- in-
Based on the table 4.1 it can be concluded that the number of
misformation error ware made by students in employing negative prefix un- is 50,21%. The result of data analysis showed that 124 errors of
45
Students made misformation errors of negative prefix un- because the students used the prefix un- for substituting negative prefix dis-, mis-, non-, a-, im-,il-, and ir- to create the negative meaning of the word. Whereas it -, but to create the negative meaning of the word students should know the appropriate prefix. There are two kinds of the prefix un- in English. The first is attached to adjectives to form new adjectives, and the second is attached to verbs to form new verbs. The prefix
un-word. In this case students assume that the negative prefix un- can be used to negating the meaning of the word
1.2 Misformation errors in employing negative prefix
non-Table 4.2
Misformation Error in Employing Negative Prefix non-
Table 1
Misformation of prefix dis- Correction No. of
Error
My keys seem to have nonappeared. My keys seem to have
disappeared
anywhere!
3
46
attached to verbs to form new verbs. The new verb is indicated by the change of meaning. In this case, the prefix dis- brings the basic meaning
Table 2
Misformation of Prefix Un- Correction No. of
Error
I tried to speak to the professor, but he was nonavailable.
I tried to speak to the professor, but he was unavailable.
4
from vacation and I really need
nonpack.
from vacation and I really need
unpack.
1
Oh, Mary, you're so nongrateful He's always done so much to help you.
Oh, Mary, you're so ungrateful
He's always done so much to help you.
1
The underlined word above belongs to misformation error because the students used prefix non- for substituting prefix un-, as showed above to form an adjectivewith negative meaning. The student should be used prefix
un- because the prefix un- can attach to adjectives to form new adjectives with different meaning. So the underlined words should be reconstructed as
un-
47
un- also can attach to verb to
Table 3
Misformation of Prefix a- Correction No. of
Error
The underlined word above belongs to misformation error because the students used prefix non- for substituting prefix a-, the student should
Misformation of Prefix mis- Correction No. of
Error
The BBC tries to avoid
nonpronouncing foreign words.
The BBC tries to avoid
mispronouncing foreign words. 1 Mr. John claimed that the president
48
The underlined words belong to misformation error because the student used the prefix non- for substituting Prefix mis- as showed above. Prefix mis- should be used in the underlined word in order to form a new verb with several meaning. The prefix mis- is the derivational bound morpheme attached to verbs to form new verbs. The new verb is indicated by the change of meaning. In this case, the prefix mis- brings the basic
Table 5
Misformation of Prefix in- Correction No. of
Error
Are you nonsane? If you do this going to die.
Are you insane? If you do this 1
49
Table 6
Misformation of prefix im- Correction No. of
Error
The pretest was nonperfect but the retest was perfect.
The pretest was imperfect but the retest was perfect.
1
The underlined words belongs to misformation error because the student used the prefix non- for substituting prefix im- to change the word
non- into prefix im- which assimilated from prefix in-, because the first consonant of adjectives
prefix in-
Table 7
Misformation of prefix il- Correction No. of
Error
nonlegitimate son.
illegitimate son.
6
The underlined words belong to misformation error because the student used the prefix non- for substituting prefixes il- to change the word
50
in-
Based on the table 4.2 it can be concluded that the number of
misformation error ware made by students in employing negative prefix non- is 10, 11%. The result of data analysis showed that 25 errors of misformation in employing negative prefix non-. It is as the result from misapplying word formation or the use of the wrong form. The researcher found that there were seventh types misformation error; they were misformation of prefix dis- 3, prefix un- 6, prefix a- 3, prefix mis- 5, prefix in- 1, prefix im- 1, and prefix
il- 6.
Students made misformation errors of negative prefix non- because the students used the prefix non- for substituting negative prefix dis-, mis-, un-, a-, im-and il- to create the negative meaning of the word. Whereas it
51
1.3 Misformation errors in employing negative prefix a
-Table 4.3
Misformation Error in Employing Negative Prefix a-
Table 1
Misformation of Prefix ir- Correction No. of
Error
The accident caused him areversible The accident caused him
irreversible brain damage.
2
The underlined words above belongs to misformation error because the students used prefix a- for substituting prefix ir-, to change word
efix a- into prefix ir-, which assimilated from prefix in-. Because the first consonant of adjectives word is
in-
Based on the table 4.3 it can be concluded that the number of
52
1.4 Misformation errors in employing negative prefix dis
-Table 4.4
Misformation Error in Employing Negative Prefix dis-
Table1
Misformation of Prefix Un- Correction No. of
Error
from vacation and I really need
dispack.
from vacation and I really need
unpack.
2
Oh, Mary, you're so disgrateful He's always done so much to help you.
Oh, Mary, you're so ungrateful
He's always done so much to help you.
on this test. I didn't study a thing.
It's extremely unlikely
on this test. I didn't study a thing
3
The underlined word above belongs to misformation error because the students used prefix dis- for substituting prefix un-, as showed above to form a verbwith negative meaning. The student should be used prefix un- because the prefix un- can attach to adjectives to form new adjectives with different
verb + prefix un- a new verb with negative meaning , - becomes new an adjectives
53
Table 2
Misformation of Prefix mis- Correction No. of
Error
The BBC tries to avoid
dispronouncing foreign words.
The BBC tries to avoid
mispronouncing foreign words. 5 Mr. John claimed that the president
54
Table 3
Misformation of prefix im- Correction No. of
Error
I find it highly disprobable that he like crowds.
I find it highly improbable that he will come to your party. He
1
The underlined word belongs to misformation error because the student used the prefix dis- for substituting prefix im- to change the underlined words. The students should be change the prefix dis- into prefix
im- which assimilated from prefix in-, because the first consonant of
in-
Based on the table 4.3 it can be concluded that the number of
misformation error ware made by students in employing negative prefix dis- is 11, 33%. The result of data analysis showed that 28 errors of misformation in employing negative prefix dis-. It is as the result from misapplying word formation or the use of the wrong form. The researcher found that there were three types of misformation error; they were misformation of prefix un- 16, mis- 11, prefix im- 1.
55
dis-, but to create the negative meaning of the word students should know the appropriate prefix. The prefix dis- is a derivational morpheme which can be attached to verbs to form new verbs, The prefix dis- can be attached to nouns to form new nouns, and The prefix dis- can also be attached to adjectives to form new adjectives. In this case, the prefix dis- brings the dis- attached to verbs are more productive than that attached to nouns and adjectives. 1
1.5 Misformation errors in employing negative prefix mis
-Table 4.5
Misformation Error in Employing Negative Prefix mis-
Table 1
Misformation of prefix dis- Correction No. of
Error
I find it highly misregard that he will like crowds.
I find it highly disregard that he will crowds.
5
The underline word belongs to misformation error because the students used the prefix mis- for substituting prefix dis-. Prefix dis- should be used in
dis- attached to nouns to form new
1
56
nouns
dis-to the new word as noun, verb and adjective.
Table 2
Misformation of Prefix un- Correction No. of
Error
This table is missteady. I believe one of the legs is crooked
This table is unsteady. I believe one of the legs is crooked
3
The underlined word above belongs to misformation error because the students used prefix mis- for substituting prefix un-, as showed above to form an adjectivewith negative meaning. The student should be used prefix
un- because the prefix un- can attach to adjectives to form new adjectives with different meaning. So the underlined words should be reconstructed as prefix un-
Table 3
Misformation of Prefix ir- Correction No. of
Error
The underlined word above belongs to misformation error because the students used prefix mis- for substituting prefix ir-, to change word
