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S T N E T N O C F O E L B A T E
G A P E L T I
T i
E G A P L A V O R P P
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E G A P E C N A T P E C C
A i ii
Y T I L A N I G I R O F O T N E M E T A T
S i v
I S A K I L B U P N A A T A Y N R E P R A B M E
L v
E G A P O T T O
M vi
E G A P N O I T A C I D E
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S T N E M E G D E L W O N K C
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S T N E T N O C F O E L B A
T i x
S T S I L F O E L B A
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S E R U G I F F O E L B A
T xii
T C A R T S B
A xiii
K A R T S B
A x vi
N O I T C U D O R T N I : I R E T P A H
C 1
.
A Backgroundoft heStudy 1
.
B ProblemFormulaiton 3
.
C Objecitve soft heStudy 3
.
D Benefti soft heStudy 3
.
E De ifniitono fTerms 4
W E I V E R L A C I T E R O E H T : I I R E T P A H
C 6
.
A Reviewo fRelatedStudies 6
d r o W g n i d n a t s r e d n U .
1 -FormaitonRules 6
y g o l o n o h P d n a y g o l o h p r o M n e e w t e b n o it c a r e t n I .
2 7
{ s e x if f u S e h t f o r e z il a n i m o N e v it n e g A .
3 -er} ,{-ist},and{- }a n 7
.
B Reviewo fRelatedTheo ires 8 .
1 Morphology 8
1 .
1 Morpheme 9
2 .
1 Allomorph 1 0
3 .
1 Suf ifx 1 0
1 . 3 .
1 De irvaitona lSuf ifx 11
2 . 3 .
1 AgenitveSuf ifx 1 1
.
2 Word-Formaiton 1 1
1 .
2 Producitvtiyi nWord-Formaiton 12 .
3 Phonology 1 2
1 .
3 Phoneitcs 12
2 .
3 PhoneitcChange 14
.
4 MorphophonemicProcess 15
1 .
4 MorphophonemicRule 15
.
x Y G O L O D O H T E M : I I I R E T P A H
C 1 7
.
A Objec toft heStudy 17
.
B Approachoft heStudy 1 9
.
C Methodoft heStudy 1 9
.
1 DataColleciton 2 0
.
2 DataAnalysis 2 1
S I S Y L A N A : V I R E T P A H
C 2 3
.
A TheClassi ifcaitono fStemi nPar to fSpeech 2 7 .
1 StemReceivingSuf ifx{- }e r 2 7 1
.
1 FuncitonandMeaningo fGeneratedVerb 28 2
.
1 FuncitonandMeaningo fGeneratedNoun 2 9 3
.
1 FuncitonandMeaningo fGeneratedAdjecitve 3 1 .
2 StemReceivingSuf ifx{- }o r 3 1 b
r e V d e t a r e n e G f o g n i n a e M d n a n o it c n u F 1 .
2 3 2
n u o N d e t a r e n e G f o g n i n a e M d n a n o it c n u F 2 .
2 33
.
3 StemReceivingSuf ifx{- }i st 3 4 1
.
3 FuncitonandMeaningo fGeneratedNoun 3 5 2
.
3 FuncitonandMeaningo fGeneratedAdjecitve 3 8 3
.
3 FuncitonandMeaningo fGeneratedVerb 3 9 .
B TheMorphophonemicRule so fWordSeeni nAgenitveSuf ifxes 3 9 .
1 Allomorpho fAgenitveSuf ifxes 40 .
2 TheProces so fWordReceivingAgenitveSuf ifx{- }e r 41 1
.
2 Phonologica lRuleo S f uf ifx{- er}fo rVerbStems 4 2 2
.
2 Phonologica lRuleo fSuf ifx{- er}fo rNounStems 4 5 3
.
2 Phonologica lRuleo fSuf ifx{- er}fo rAdjecitveStem 46 .
3 TheProces so fWordReceivingAgenitveSuf ifx{- }o r 47 1
.
3 Phonologica lRuleo fSuf ifx{- or}fo rVerbStems 48 2
.
3 Phonologica lRuleo fSuf ifx{- }o r fo rNounStem 50 .
4 TheProces so fWordReceivingAgenitveSuf ifx{- }i st 51 1
.
4 Phonologica lRuleo fSuf ifx{-ist}fo rNounStems 51 2
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4 Phonologica lRuleo fSuf ifx{-ist}fo rAdjecitveStems 53 3
.
4 Phonologica lRuleo fSuf ifx{-ist}fo rVerbStem 55 N
O I S U L C N O C : V R E T P A H
C 57
Y H P A R G O I L B I
B 5 9
S E C I D N E P P
A 61
1 x i d n e p p
A 62
2 x i d n e p p
A 65
3 x i d n e p p
A 68
4 x i d n e p p
i x
S T S I L F O E L B A T .
1 e l b a
T ThePhoneitcSymbols o fEngilshConsonants 1 3 .
2 e l b a
T ThePhoneitcSymbols fo EngilshVowels 14 .
3 e l b a
T Suf ifxe sinOxfordAdvancedLearner’sDicitonary 2 4 .
4 e l b a
T Suf ifxesi nNewspape rTheJakartaPost 2 4 .
5 e l b a
T TheStem sf orBoundMorpheme{- }e r 2 7 .
6 e l b a
T EightMeaning so fSuf ifx{-er}i nt heGeneratedVerb 2 8 .
7 e l b a
T SevenMeaning so fSuf ifx{-er}i nt heGeneratedNoun 3 0 .
8 e l b a
T Ameaningo fSuf ifx{-er}i nt heGeneratedAdjecitve 3 1 .
9 e l b a
T TheStem sf orBoundMorpheme{- }o r 3 2 .
0 1 e l b a
T Examples o fDe irvaitona lSuf ifx{- }o r 3 3 .
1 1 e l b a
T ThreeMeanings o fSuf ifx{-or}i nt heGeneratedVerb 3 3 .
2 1 e l b a
T AMeaningo fSuf ifx{- or}int heGeneratedNoun 3 4 .
3 1 e l b a
T TheStems rf o BoundMorpheme{- }i st 34 .
4 1 e l b a
T Example sofs uf ifx- nio ins uf ifx{- }i st 36 .
5 1 e l b a
T Example sofs uf ifx-ali ns uf ifx{- }i st 36 .
6 1 e l b a
T Example so fmorpheme- ylog ins uf ifx{- }i st 36 .
7 1 e l b a
T TheExample so fMonoSyllabicWords 4 3 .
8 1 e l b a
T Featureo fAritculaiton’ sPlacei nConsonants 4 4 .
9 1 e l b a
T TheExample so fWords HavingnoChange 4 5 .
0 2 e l b a
T TheExampleo fComplementaryDist irbuitonWords 47 .
1 2 e l b a
ii x
S E R U G I F F O E L B A T .
1 e r u g i
ii i x
T C A R T S B A .
E S S I L E E N A
J A Morphophonemic Study o ft he Agen itve Noun Suf ifxe s{-er} , {-or} ,and {-ist} .Yogyaka tra :Depa trmen to fEngilsh Letters ,Facutly o fLetters ,
. 3 1 0 2 , y ti s r e v i n U a m r a h D a t a n a S
e g a u g n a
L i an s essenita lpar to fhuman system communicaiton whether i ti s r
o n e tt ir
w spoken. stI i undeniablet ha tlanguagehaswords andsounds ast hebasico f .
h s il g n E g n i n r a e
l The wrtie rconsiders a word nc a de ifntiely be divided into some .
s e m e h p r o
m The addiiton o fthesuf ifxe scan produce a new meaning. Thi sresearch {
s e x if f u s e v it n e g a n o d e s u c o
f -er} ,{-or} ,and {- }i . st I taimedt o recognizeetihe rthe s
e ir o g e t a c l a c i x e
l o fstems ro meaning so fthe agenitve suf ifxes and understand the s
e g n a h c d r o w f o s e l u
r receiving theagenitves uf ifxes . o
t r e d r o n
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r a t a h W ) 1 ( : g n i w o ll o
f the lexica lcatego ir fes o stemsfor t he agen itvenoun suf ifxe s {-er} ,{-or} ,and {- }ist ,thei rpercentages ,and thei rmeanings? (2)Wha tare the
{ s e x if f u s g n i v i e c e r s d r o w f o s e l u r c i m e n o h p o h p r o
m -er} ,{-or} ,and{-ist}? Thef ris t s
u c o f m e l b o r
p e d on the par to fspeech belonging to the word and meaning so fthe s
e x if f u
s .Thes econdproblemfocuse donthemorphophonemicproces .s d
e s u h c r a e s e r s i h
T dicitona ires and newspape rThe Jakarta Post sa p irmary s
e c r u o s y r a d n o c e s d n
a .The wrtie rcollected word formingsuf ifxe s{-er} ,{-or} ,and {-ist}tha thave agenitve meaningbyt aking ifvepage so feachalphabetf romOxford
s ’ r e n r a e L d e c n a v d
A Dicitonary, threearitcleseachSaturdayf romAp ir l6t o27 ,2013 m
o r
f The Jakarta Post ,and phoneitc rtansc irpiton from Longman Pronunciaiton y
r a n o it c i
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rt nsc irpiton ,and meaning to answe rthe problem .s In data analysis ,the data were .s
m e l b o r p e h t r e w s n a o t r e d r o n i s p e t s e m o s o t n i d e v r e s b
o The datawerecatego irzed
o t n
i three pa tr sin relaiton t o the l exica lcatego ire sof stem swtih ti spercentage, t he ,s
e x if f u s e h t f o s g n i n a e
m andt he morphophonemicrules occur irng tot he addi itono f e
m e h p r o
m s (sufifxes). if f u s e h t ,t l u s e r a s
A xe s{-er} ,{-or} ,and {-ist}wereincluded i n de irvaitona l .
n u o n e v it n e g a m r o f o t x if f u
s Thesuf ifxe s{-er}and {-or}were commonly attached o
t rtansiitveverbandnounstem .Suf ifx{-er}wa salsoattachedt oadjecitvestemt ha t {
x if f u
s -or}didno thaveones .Thus ,suf ifx{-ist}wa sattachedt onounandadjecitve. o
s l a s i
tI de irved from verb stem.There were t wo related meanings among agenitve {
s e x if f u
s -er} ,{-or} ,and{-ist}.I twa s“a personwho X-s”and“a personwhose j ob ”
X s
i . The word salso have the morphophonemic proces sa sthe resul to fthe .
s e x if f u s l a n o it i d d
a The morphophonemic rules tha toccur ni those suf ifxe swere e
g n a h c s s e rt
s ,vowe land consonan tshi tf ,vowe land consonan tdeleiton ,and vowe l n
o it c u d e
v i x K A R T S B A . E S S I L E E N A
J AMorphophonemicStudyoft heAgen itveNounSuf ifxes{ -er ,}{ -{ d n a , } r
o -ist} .Yogyaka tra :Jurusan Sasrta Ingg irs ,Fakutla sSasrta ,Universtia s a
t a n a
S Dharma ,2013.
m e t s i s m a l a d g n it n e p n a i g a b u t a s h a l a s n a k a p u r e m a s a h a
B hubungan
a s a h a b a w h a b i ri k g n u p i d t a p a d k a d it i n i l a H . n a s il n u p u a m s il u tr e t k i a b i s a k i n u m o k i y n u b n a d a t a k i k il i m e
m sebaga idasa rawa ldalam mempelajar ibahasa Ingg irs . s
il u n e
P memperitmbangkan sebuah kata dapa t terbag i menjad i beberapa kata . n a h a b m a n e
P padaimbuhanakhi rdapa tmenghaslikan sebuaha tr ibaru. Peneilitan ii n r
e
b foku spada akhrian pelaku {-er} ,{-or} ,dan {-ist} .Peneilitan i n ibe trujuan untuk l a n e g n e
m k an kategoir kata pada kata dasa rd an a tr ipada imbuhan akhi r se tra i m a h a m e
m aturanperubahankatayangmeneirmakatapelakui mbuhan .
Untuk memaham ipeneilitan ini ,penuil smerumuskan dua masalah sebaga i ( : t u k ir e
b 1 ) Kategor ikata dasa rapa sajakah untuk akhrian pelaku kata benda {-er} , {-or} ,dan {-ist}, presentase ,dan aritnya? (2) Aturan-aturan kata dan buny iapa
{ n a ri h k a n a h u b m ir e b g n a y a t a k h e l o i k il i m i d g n a y h a k a j a
s -er} ,{-or} ,dan {-ist}?
a m a tr e p h a l a s a
M berfoku spada kela skata dan a tr idar iimbuhan akhri .Masalah a
u d e
k berfoku spadaprose sperubahanbunyi. n a k a n u g g n e m i n i n a it il e n e
P beberapa kamu sdan media koran The Jakarta t
s o
P sebaga i sumbe r utama dan pendukung. Penuil s mengoleks i k ata yang k a n a h u b m ir e
b hrian {-er} , {-or} , dan {-ist} yang memiilk i a tr ipelaku dengan ir a d d a j b a f u r u h p a it e s a m a tr e p n a m a l a h a m il l i b m a g n e
m OxfordAdvancedLearner’ s
y r a n o it c i
D , itga aritkel pada har iSabtu seitap minggunya tangga l6-27 Ap ir l2013 i
r a
d The Jakarta Post ,dan simbo lbuny ipada kata da ir Longman Pronunciaiton y r a n o it c i
D . D aa st ter ebu tdikatego irkanmenjad iitgabagiansepe tr ikatadasa ,rs imbol it r a n a d , i y n u
b untukmenjawab duamasalahyangdfiormulasikan .Padaanailsa data , b a w a j n e m m a l a d a r a c a p a r e b e b n a g n e d i ti l e ti d t u b e s r e t a t a
d masalah .Data nanitnya
a g it i d a j n e m n a k ir o g e t a k i
d bagian yangdiklasi ifkasikanpadakatego ir ak irat d a dasa r a
t a
k dengan persentase ,a tr ida ir imbuhan akhri ,dan aturan perubahan buny iyang i
d a jr e
t padapenambahankata(imbuhanakhri) . li
s a h l
A , imbuhan akhrian {-er} ,{-or} ,dan {-ist} termasuk dalam de irvatfi . u k a l e p a d n e b a t a k k u t n e b m e m g n a y n a ri h k
a Akhrian {-er} dan {-or} diperoleh dar i { n a ri h k a n a h u b m i a y n a H . t a fi s a t a k n a d , a d n e b a t a k , fi ti s n a rt a jr e k a t a
k -or} itdak
.t a fi s a t a k h e l o r e p m e
m Demikian pula dengan akhrian {-ist} diperoleh dar ikata .t a fi s a t a k n a d a d n e
b Imbuhan akhi r{-ist} j uga didapa tdar ikata ke jra .Terdapatnya a
u
d relas iatr iantaraakhrianpelaku{-er} ,{-or} ,dan{-ist}yakni“apersonwhoX- s” n
a
d “a person whose j ob i sX” .K -atakata j uga memiilk iprose sperubahan kata dan .r i h k a n a h u b m i n a h a b m a n e p l i s a h i a g a b e s i y n u
b Peraturan kata dan buny iyang n a ri h k a u k a l e p a t a k a d a p i d a jr e
t , yakni perubahan penekanan ,pergan itan ov k la dan n a n o s n o
1 I R E T P A H C
N O I T C U D O R T N I
.
A Backgroundoft heStudy s
i e g a u g n a
L a necessary par tin communicaiton especially in Indonesia .
e g a u g n a l d lr o w f o d n i k e n o s i h s il g n
E s tha tha sdeveloped rapidly unit lnow .The e
l p o e p e h t e c n e u lf n i n a c a r e g n i p o l e v e
d to study Engilsh a sthei rforeign language y n a m n e h w n o it a c i n u m m o c n i m e l b o r p e h t e lt t e s o t m e h t p l e h l li w t i e s u a c e b
g n i k a m t u o b a y l n o t o n s i n o it a c i n u m m o c e h T . a i s e n o d n I n i t p a d a r o k a e p s s r e n g i e r o f
o t n o it a p u c c o t u o b a o s l a t i t u b ) n o it a l e r g n i k a m ( s r e n g i e r o f h ti w n o it a s r e v n o c
c n
i reaseeconomy .
d r o w e h t o t d e t a l e r s i h s il g n E g n i n r a e l f o c i s a b e h
T s and sounds .Talking . e fi l y li a d n i o d e w n e h w d n a t s r e d n u o t y s a e e ti u q s i ti , h s il g n E n i s r o t c a f h t o b t u o b a
a e p s e w d r o w y r e v e t a h t e z il a e r t o n y a m e
W k and t he sound we pronounce have a e
c o r
p s so fhow theword scomefromandhow t he sounds shouldbepronounced. F ro e
l p m a x
e ,the sentence “John drove to my school” can also b e said as M“ y driver p
u e m d e k c i
p a tschool”. Since thi sresearch talk sabou tsuf ifxaiton wtih agenti ve ,
g n i n a e
m the word driver i smoreappilcable staitngtheagenitve suf ifx especiallyi n {
x if f u
s - }e . r
x if f u s e h
T e {-s er} ,{-or} ,and{-ist}havesigni ifcan tmeaningwhichisr elated n
u o n e v it n e g a o
t s . nA eag nitve noun si aword de irving bound morpheme sdenoitng e
d n a t s r e d n
u h owthe agenitvenoun i sde irved f rom, t shi research wli lusethe proces s d
r o w f
o -formaitoninordert ominimizet heerro ro fusingtheagenitvenoun. c
n e s e r p e h
T e o fsuf ifx c an create a new meaning fo the word .The meaning
s d r o w e h t ll a o s t n e g a t u o b a s k l a
t containingt he sufifxe - s{er} ,{-or} ,and{- }i st wli l r
o n e v it c e j d a t o n n u o n e
b v be nr o radverb .For example ,we t ake a word drive a sa {
d e d d a t i n e h t e l c i h e v e h t g n il l o rt n o c r o g n it a r e p o s n a e m h c i h w b r e
v -er} become s
r e v i r
d a sa noun which mean sa person who d irve sa vehicle .When a word ha sno t
. ) e n o l a d n a t s n a c d r o w e h t( e m e h p r o m e e r f a e b l li w t i , x if f u s y n a d e d d
a Moreover ,
n e h
w thefreemorphemecontain sas uf ifx,i twli lgiveanewmeaning .
.s d r o w e h t e c n u o n o r p o t s d n u o s e v a h n a c e
W The speech sound sh eav own .)
t e b a h p l A c it e n o h P l a n o it a n r e t n I ( A P I h g u o r h t s l o b m y s h s il g n
E O’Grady e tal,.
) 0 1 0 2
( inContemporaryLinguisitcs: AnI ntroduciton(sixthediiton) ds hai t ta thebes t
h c e e p s f o s d n u o s e h t e b ir c s n a rt o t m e t s y
s i sIPA because i tcan help to read and l
o b m y s d n a d n u o s n e e w t e b e b ir c s n a
rt o fanyl anguage and be able t o reproduce t he y
lt c e r r o c s d r o
w and consistenlty (O’Grady e ta.l ,2010:16). The word actually ha s s
e l u r e m o
s before ti create sa newmeaning .The r ule shelpt o seehow t heword sge t
e g n a h c e h
t s o fphoneitcva iraitonf romt hes temstot heword saddedbys uf ifxe .s e
h
T researche rwli lfocu son the suf ifxe {-s er} ,{-or} ,and {-ist} to form n
u o n e v it n e g
a fo rthi sresearch. I ti sbecause the researche rsurely consider sthe
d n a y c n e u q e r
f producitvtiy o fthe suf ifxe s in a paritcula ro fspeech. Baue r(2003 ) f
o s e g a u g n a l e h t n i s d r o w w e n g n i d li u b f o y a w n o m m o c e h t d e u g r
a the wo lrd i sby
x if f a g n i s
.
B ProblemFormula iton o
T develop understanding about t his t opic, t he presen tresearche rformulate s s
m e l b o r p n i a m o w
t asf ollows:
.
1 Wha tare the lexica lcatego ires o fstem sfo rthe agenitve noun suf ifxe s {-er} ,{-or} ,and{-ist} ,thei rpercentages ,andthei rmeanings?
.
2 Wha taret hemorphophonemicr ule so fwords receivings uf ifxes {-er} ,
{-or} ,and{-ist}?
.
C Objec itve soft heStudy n
o it a l e r n
I tot heproblem,t heg s oal oft hisr esearchwere f ormulatedi ntot wo s
e v it c e j b
o of t hi sstudy: The fris tobjecitve oft hi sstudy sw a to know t he catego ire s n
i l a c i x e l e h t f
o stems, percentages ,andmeaningsoft heagenitvenounsu xf if e {-s er} ,
{-or} , and {-ist} . The second objecitve o f thi s study wa s to indicate the p
o h p r o
m honemic rule sappiled in the words. In thi sstudy ,the stem sare used to s
e x if f u s e v it n e g a e h t f o h c e e p s f o t r a p e h t e n i m r e t e
d da n phonologica lrules w ee r d
e r r u c c o s e l u r e h t d n if o t d e s
u t othe word.I talso usedt he percentage sproduced by
f o s e ir o g e t a c l a c i x e l e h
t stemst oexposehowmanypercentage soccurredt ot heword s s
g n i n a e m e h t d n
a tha toccurt ot hes ufifxe .s
.
D Benefti soft heStudy s i h s il g n
E a necessary language in Indonesia . W e can use ti fo r
it a c i n u m m o
c n g andcreatenew skillt o developou r ilnguisitccompetence.Since thi s x
if f u s n o s u c o f s i s e h
e t u b ir t n o
c to the morphology ,the word producitvtiy ,and the change o fsound . d
a e r e h t s e p o h r e ti r w e h t , e r o f e r e h
T er sorotherr esearchers canunderstandt helexica l x
if f u s e h t g n i s u d r o w e h t y b d e c u d o r p s m e t s f o y r o g e t a
c e s andt he morphophonemic
s s e c o r
p occurri tng ot heword .s
e v i g o t r e b m u n h g i h a s a h x if f u s e h t , y ll a c it e r o e h
T anewmeaning and o tfen e
g a u g n a l h s il g n E n i d e s
u . tI i sb ire lfyprovent he peopleusuallyuse t hesuf ifx r athe r
x if e r p n a h
t unit lnow .Through thi sthesis ,the reader scan add the idea o fsuf ifx y
r o e h t c i m e n o h p o h p r o m h g u o r h
t a swel lasthewayoft heword-formaitonproces .s tI e ti u q s i y g o l o n o h p d n a y g o l o h p r o m n e e w t e b n o it a l e r e h t t a h t f o o r p a e v i g o s l a l li w
e s o l
c todevelopt hes uf ifxi nexpandingt heEngilshvocabulary.
e h t w o n k o t d n i m r u o n e p o o t g n it s e r e t n i e b l li w t i y ll a c it c a r p , e r o m r e h tr u F
s e ir o g e t a c l a c i x e
l oft hestemsf ort hesuf ifxe {-s er} ,{-or} ,and{- }ist ,t hei rmeanings
e h t d n
a funciton tha tmorphophonemic rule undergone in ti .Hopefully ,the reader s l
li
w ge taneasie rwayt o understandandanalyzetherir esearchtha tisr elatedt os uf ifx .
d r o w h s il g n E n
i Also ,i twli lgive anatlernaitvet orebulidou r ilnguisitccompetence g
n i v i g n
i et h explanaiton t ot hestudent sort he chlidren whowantt ostudyt he suf ifx
h t p e d n
i .
.
E De ifni itono fTerms
d i o v a o t r e d r o n i r e h tr u f d e n i a l p x e e b o t d e e n s m r e t g n i w o ll o f e h T
e s a b e b l li w s n o it i n if e d e h T . g n i d n a t s r e d n u s i
m d on the book sabou tlanguage and
s c it s i u g n
.
a Agen itveNoun
d r a h c i R o t g n i d r o c c A . g n i h t e m o s f o n o it c a e h t s e o d o h w e n o e m o s s i t n e g A
e l c it r a s i h n i t s i u q d r o
N abou.tcom(http://gramma .rabou.tcom/od/ab/g/agenterm.htm)
. ” e c n e t n e s a n i n o it c a n a s m r o f r e p t a h t g n i h t r o n o s r e p e h t s i t n e g a
“ Reader ,gutiarist ,
d n
a navigator are t he example so fagent .Agenitve nouncoming from Laitn namely s
it n e g A n e m o
N si “a word de irved from another word t ha tdenote san aciton and i t
n i o d y ti t n e n a s e if it n e d
i gt he aciton”. tI can be said t ha tagen itvenoun tends t o be a tl
u s e r n u o
n ingf romthepersonwhodoest heaciton .Fo rexample ,peoples ayteach sa b
r e v
a becomesteachera sanoun. Awordteachi sanacitono fgivingknowledgeand r
e h c a e
t i sapersonwhodoe sanaciton .
.
b MorphophonemicProcess c i m e n o h p o h p r o
M s i s also called a s morphophonology. Morphophonemic s
s e c o r
p i sa study o fword’ sinterna lsrtucture which contain sthe phoneitc contex t g
n i m r o f e h t d n
a o fwords (O’Gradye tal. ,2010:143) .Fromkin( 1990 )alsostatedt ha t s
e s s e c o r p n o it a x if f a o t d e t a l e r s i s s e c o r p c i m e n o h p o h p r o m
“ ” (Fromkin1990:141.) tI
m r o f e h t o t n i e n i b m o c y e h t n e h w e m e h p r o m n i e c a l p s e k a t e g n a h c s d n u o s t a h t s n a e m
d r o
6 I I R E T P A H C
W E I V E R L A C I T E R O E H T
r e t p a h c s i h
T consists fo threepa tr snamelyr eviewofr elateds tudie ,sr eviewo f .
k r o w e m a r f l a c it e r o e h t d n a , s e ir o e h t d e t a l e
r In the review o frelated studies ,the e
r t n e s e r
p searche ruses othe rstudies t ha thave been conducted by t he researche ro r
y l s u o i v e r p r e ti r
w which ha ssimila rtopic .In the review o frelated theo ires ,the r
e h c r a e s e
r presents some relevan ttheo ire stha twli lbe appiled to analyze the data . T t he heoreitcalf rameworkcontain ssomeexplanaitono fwhatt heo ire swli lbeneeded
n o it s e u q e h t r e w s n a o
t s andhowt heyareappiledt ot hiss tudy.
.
A REVIEWOFRELATEDSTUDIES .
1 Reviewo fUnderstandingWord-Forma itonRules d n a t s r e d n u t a h t s r e d i s n o c r e h c r a e s e r t n e s e r p e h
T ingword-formaiton r ule wli l d
li u
b the vocabulary qualtiy in Engilsh language .Drajadlaksana (1997 ) in hi s d
e lt it n e s i h c i h w s i s e h t e t a u d a r g r e d n
u Expanding Vocabulary Mastery Through s
e l u R n o it a m r o F d r o W g n i d n a t s r e d n
U concluded tha tword formaiton give sthe
d r o w e h t e z i n g o c e r o t n o it u l o
s s andt hemorphemes .Thei mpo tranceo funderstanding s
e l u r n o it a m r o f d r o
w seen in learning proces scan expand the vocabulary mastery
ti n u y b t i n u s e ir a l u b a c o v y n a m g n i z ir o m e m t u o h ti
w .Drajadlaksanas tatedasf ollows: g
n i d n a t s r e d n u d o o g a h ti
W o fwordf ormaiton ,hopefully,t heycanusei t o t d n a s e c n a r e tt u n i s d r o w e c u d o r p o t ; y r e t s a m y r a l u b a c o v e h t d n a p x e o t
9 9 1 , a n a s k a l d a j a r D ( r a e h r o d a e r y e h t s d r o w w e n e z i n g o c e
y d u t s s i h
T conducted by Drajadlaksanaf ocused on l earningvocabula ire sand t o n s i ti t u b y d u t s d r o w e h
t separatedf romunderstandingoft hewordf ormaitonr ules . r o f e g a u g n a l t e g r a t a s i ti e s u a c e b h s il g n E n i t n a tr o p m i e r a s e ir a l u b a c o v t a h t s n a e m t I . n o it a c i n u m m o c .
2 Reviewo fInterac itonbetweenMorphologyandPhonology y b d e t c u d n o c s a w w e i v e r d n o c e s e h
T Sahoo Kalyanamailni .In he rbook d r o W f o k o o b d n a
H -Formaiton (2005) ,she wrote t he colleciton o fseventeen aritcle s
r o h t u a t n e r e f fi d y
b s using the topic o fword-formaiton a swell .She revealed tha t h ti w s e r e f r e t n i y g o l o h p r o m e h t t u o d e t n i o p e s s i a K . M n e ll
E the phonologica l
h c i h w n i h s il g n E f o s e s s e c o r p r o j a m e h t f o e m o s d e r e d i s n o c d n a s e s s e c o r p ( a s r e v e c i v d n a s e l u r l a c i g o l o n o h p n i n e e s e r a s t c e f f e l a c i g o l o h p r o
m Kalyanamailni ,
, w e i v e R n I . ) 5 0 0
2 Kaisse said phonology can interfere wtih word formaiton in
v ir e
d aitona l case tha t there i s no sutiable compromise between the goal s o f , o S . n o it a i c n u n o r p d n a y g o l o h p r o
m Kaissehadprovent her elaitono fwordf ormaiton . y g o l o n o h p d n a y g o l o h p r o m e r a y e h T . s c it s i u g n il f o s l e v e l e h t h ti w .
3 ReviewofAgen itveNominailzeroft heSuf ifxes{ -er ,}{ -ist} ,and{ - }a n
s a w r e z il a n i m o n e v it n e g a f o n o it u b ir t s i d e h t t u o b a g n i k l a t w e i v e r s i h T d e k l a t e h S . ) 9 0 0 2 ( a it s i n e D a n il r a K y b d e t c u d n o
c abou tthe characte irsitc o fthe { s e x if f u
s -er} ,{-ist} ,and{- }an ,t hemeaningoft hoses uf ifxes ,andt hedist irbuitono f
h p r o m o ll
a tha thappened to those suf ifxes .She also assumed tha tsuf ifxe shad a e t a e r c d l u o c e l p o e p e h t t h g u o h t e h s e s u a c e b e c n e t e p m o c c it s i u g n il n i e l o r t n a tr o p m i . r e h t o h ti w e t a c i n u m m o c o t n r e tt a p e h t g n i s u d r o w w e
x if f u
s – lyinaritsitcallyrathert hanarlty.Peoplewouldunderstandt hats uf ifx–lywa s .
b r e v d a e t a e r c o t e v it c e j d a n i a tr e c o t d e h c a tt a
{ s e x if f u s d e s u K , a it s i n e
D -er} ,{-ist} ,and {-an} a she rtopic because she
t t a h t d e v e il e
b hose sufifxe s were essenita l to be understood a s an agenitve .
r e z il a n i m o
n He rtopic ha salmost the same wtih my topic because i trelate sto t
n e g
a ive suf ifx. The dfiference i slocated on the suf ifx and the agent .The presen t
{ x if f u s s e s u r e h c r a e s e
r -or}and tif orm sa sagenitvenouns uf ifxwhlies heuseds uf ifx {-an}and tif ormeda sagenitvenominailzer.
.
B Reviewo fRelatedTheories
e h t o d o t s e ir o e h t e h t s s u c s i d l li w r e h c r a e s e r t n e s e r p e h t , r e t p a h c s i h t n I
. s i s y l a n
a Theyaretheo ire so fmorphology ,morpheme ,allomorph ,sufifx ,de irvaitona l
x if f u
s , agenitve suf ifx ,w do -r formaiton ,producitvtiy i n word-formaiton ,phonology, ,
e g n a h c c it e n o h p , s c it e n o h
p morphophonemicprocess ,andmorphophonemicr ule .s
.
1 Theoryo fMorphology c
it s i u g n il n
I term ,morphology ha san impo tran trole to identfiy the words . s
i y g o l o h p r o m , ) 1 9 9 1 ( s w e h tt a M o t g n i d r o c c
A “the branch o fgramma rtha tdeal s ”
s d r o w f o e r u t c u rt s l a n r e t n i e h t h ti
w (Matthews , 1991:9 .) Meaning to say ,
o w n r a e l o t y d u t s c i s a b e h t s i y g o l o h p r o
1 .
1 Theoryo fMorpheme t s e ll a m s e h
T meaningfu luni tofl anguagei scalled amorpheme .Akmaijan e t .l
a , (1988 )stated tha t“morpheme sare the minima lunti so fword buliding in a
. ” e g a u g n a
l The term morpheme cannot be analyzed fu trhe rinto meaningfu lpa tr s {
s a h c u
s -ceive} i n t he word receive ro conceive e( -r ceive and con-ceive) . tI i sno t e m e h p r o m f o r e b m u n g n i n i b m o c y b d e m r o f e r a s d r o w e m o s e s u a c e b s d r o w s y a w l
a s .
e r a s e l p m a x e e h
T act which i sone morpheme ,actor which has t wo morpheme ,s ro d
n
a delfaitonarywhichhast hreemorpheme .s f
o s e ir o g e t a c o w t e r a e r e h
T word .Theyaresimplewords andcomplexwords .
s i d r o w e l p m i s
A the same wtih a minima luni tbut t here i sno way t o analyze i nto t
r a p l u f g n i n a e
m sucha screateanddrum . tIi sbecausecreateanddrum areclassi ifed .
s d r o w t n e d n e p e d n i e h t s
a A complex word i sa word added a n af ifx and i tcan be
s a h c u s d r o w l u f g n i n a e m o t n i r e h tr u f d e z y l a n
a creator anddrumme .r The ending o f s
e x if f u
s {-or} and {- re } i s i ncluded in agenti ve meaning .But , ti ha s ilmtied word s e
v it n e g a e h t n i a t n o c h c i h
w suf ifx such i n calculator,t hi s example i s a thing ,no tan .t
n e g a
e m e h p r o m f o c it s ir e t c a r a h c e h
T category h as two classes .They are free .
e m e h p r o m d n u o b d n a e m e h p r o
m A free morpheme c an stand alone a s an s
a h c u s d r o w t n e d n e p e d n
i read ,train, na d create .On the othe rhand ,a bound
t s u m t u b e n o l a d n a t s o t e l b a t o n s i e m e h p r o
m beattachedt oothe rmorphemes sucha s e
d a e
r r ,trainer ,and creator. The boundmorpheme i susually known a saf ifxe s(can
e h
T morpheme scanbeclassi ifed:
S E M E H P R O M E E R
F BOUND d
r o W t n e d n e p e d n
I Pre ifxes Suf ifxes e
r u g i
F 1 .TheBasicClassi ifcaitono fMorpheme(s)( Akmaijane tal. ,1988:58)
2 .
1 Theoryo fAllomorph
s a h t a h t e m e h p r o m t n a ir a v a s i h p r o m o ll a t a h t s l a e v e r r e h c r a e s e r t n e s e r p e h T
s h p r o m t n e r e f fi d f I “ t a h t d e t a t s ) 3 9 9 1 ( a b m a t a K . s d n u o s d n a h p r o m f o m r o f t n e r e f fi d
d e ll a c e r a y e h t d n a r e h t e g o t d e p u o r g e r a y e h t , e m e h p r o m e m a s e h t t n e s e r p e r
m t a h t f o s h p r o m o ll
a orpheme”( Katamba ,1993:26 .)
f o e l p m a x e s e v i g o s l a a b m a t a
K past t ensemorphemei n Engilsh i[d ,][ d] ,and ]t
[ .They are grouped t ogethe ra sallomorph sof t he same morpheme which i sbased .
n o it u b ir t s i d y r a t n e m e l p m o c e h t n
o Meaningt o say ,allomorph swli lnot occur i n t he
. e m e h p r o m t n e r e f fi d d e e n l li w t n e m n o ri v n e t n e r e f fi d e s u a c e b t n e m n o ri v n e e m a s
3 .
1 Theoryo fSuf ifx s
A uf ifx si amorphemewhichi saddedatt heendoft her oot .Katamba(1993) t
o o r a r e tf a d e h c a tt a x if f a n a s i x if f u s A “ t a h t d e t a t s o s l
a ilke - re , - ro ,- tis ,and -s”
.) 4 4 : 3 9 9 1 , a b m a t a K
( Fo rexample , a driver ha sthe r oot drive + suf ifx {-er} .The word drive i sa verb and ti i sadded a sufifx {-er} so i twli lbe driver a sa noun .In
d r o w e h t ,s e s a c r e h t
o talle rdoe sno thavethes amemeaningwtihdriver . tIi sbecause
d d a e w n e h
s r a e
w a redj acket” whlie suf ifx – re addedt ot he adjecitve tall,t he suf ifx creates an .
” e m n a h t r e ll a t s i m a S “ n i h c u s e v it c e j d
a From t wo example so fword sdriver and r
e ll a
t , the suf ifx {- er} i scombined t o the v erb stem a nd the adjecitve stem. Hence,
x if f u s e h
t hass omeclassest oi dentfiyt hemeaning .Theyareverbandadjecitve .
3 .
1 1. Theoryo fDeriva itona lSuf ifx d
A e irvaitona lsuf ifx i sa suf ifx which creates a word .I tcan be said tha t l
a n o it a v ir e
d i sa process t odetermine the category o fone l exeme f rom anothe rsuch n
i selector. DonnaJoNapoil in he rbook Linguisitcs statedt ha t“de irvaitona laf ifxe s
e n i m r e t e d y ll a c i p y
t thecategoryo fstemo rwordt heyde irve” (Napoil, 1996 :175).
3 .
1 2. Theoryo fAgen itveSuf ifx a
n
A genitvesuf ifx i sasufifx determiningthewordst o i ndicatean agen to ra n
o s r e
p taking an aciton .Fo rexample i n reader ,when we say read,i tfunciton sa sa h
W . g n i h t e m o s g n i d a e r f o n o it c a n a g n i o d s n a e m h c i h w b r e
v e n we add suf ifx -e,r i t g
n i n a e m a s t n e s e r p e
r o fagen ttha tdoesr eads omethingwhenwecombinei ntoreader .
x if f u s e h
T -eri sanexampleofagenitves uf ifx.
.
2 Theoryo fWordForma iton n
i f f o n o r A k r a
M h is book Word Formaiton i n Generaitve Gramma rde ifned d
r o W t a h
t -FormaitonRules ( WFR)i sar ule t ha tspeci ife sase to fword sonwhich i t
e t a r e p o n a
b u s d n a l e b a l c it c a t n y s d n a e s a b e h t n o d e m r o f r e p s i h c i h w n o it a r e p o l a c i g o l o n o h p
n o it a z ir o g e t a
c fort her esulitngword .UsingWFR canaidi nproducingal lnewword .s
d r o W n i y ti v it c u d o r P f o y r o e h T 1 .
2 -Forma iton
y ti v it c u d o r p d r o
W can be used to analyze de irvaitona lsufifxe s because the f
o e c n e r r u c c
o the words i n Engilsh can be seen through t hei rstem and t hei rsuf ifx
. o t g n i h c a tt
a Meaning to say ,i ti sno tseparated wtih using word formaiton which e
h t t u o b a s e s s u c s i
d formingo fwords .Katambaalso stated t ha t“A process i ssaidt o s e t a e r c o s l a d n a s m r o f f o r e b m u n t s a v a s t c e f f a d n a l a r e n e g y r e v s i ti f i e v it c u d o r p e b
.) 9 6 : 3 9 9 1 , a b m a t a K ( ” s d r o w y n a m y r e
v The word s gaining suf ifx {-er} ha s g
n i n a e m d n a s m r o f s u o r e m u
n . Thes uf ifx{-er}i smosltyde irvedf romverbstemsuch n
i work+- re worker ,wr tie+- re wrtieranddrive+- re driver .
.
3 Theoryo fPhonology y
g o l o n o h
P i sa study o fthe system o fthe human’ ssound .According to ,
y d a r G ’
O W , John Archibald , Mark Aronoff , and Janie R . M . in theri book s
c it s i u g n i L y r a r o p m e t n o
C : AnIntroduciton(iftfhediiton) ,phonologyi sde ifned:
e h T
“ componen to fgrammar t ha tdetermines t he seleciton o fspeech d
n a d n u o
s tha tgovern sboth the sound pattern sand the systemaitc n
i d n u o f n o it a ir a v c it e n o h
p language i s known a s phonology.” y
d a r G ’ O
( e ta.l ,2005:5 7 .)
3 1. Theoryo fPhone itc s
n i d n u o s f o y d u t s a s i s c it e n o h
n a ij a m k A . r a l u c it r a p n i s d n u o s h c e e p
s in hi sbook A Linguisitcs stated tha ta term f o s e it r e p o r p c it s u o c a d n a r o t a l u c it r a e h t f o y d u t s e h t o t s r e f e r y ll a u s u s c it e n o h p . ) 6 6 : 1 0 0 2 ( s d n u o s A P I s i h c e e p s f o d n u o s e h t e b ir c s n a rt n a c t a h t s c it e n o h p f o m e t s y s e h T s l o b m y s n i n o it p ir c s n a rt c it e n o h p e h t s e t a c i d n i tI . )t e b a h p l A c it e n o h P l a n o it a n r e t n I ( h c u
s a sin teeth t[:iθ] .The IPA usually use sbracket s [ ]to show the phoneitc
l o b m y s c it e n o h p e h T . g n il l e p s n a h t r e h t a r n o it p ir c s n a
rt s o fconsonants canbeseena s l
o f l s: ow
n o it a l u c it r A f o s e c a l
P Symbols
l a i b a li
B [p][ b][ m] l a t n e d o i b a
L [f][ v]
l a t n e d r e t n
I [θ][ ð ]
r a l o e v l
A []t[ d][ n][ s][ z][ ]l[ ]r l a t a l a
P [ʃ][ ʒ ]t[ʃ][ dʒ] r
a l e
V [k][ g][ ŋ ] l
a tt o l
G [ h]
1 e l b a
T .ThePhoneitcSymbols o fEngilshConsonants
(Fromkin, Victo ira2003) e h t d n a , s p il e h t , e u g n o t e h t f o y ti l a u q e h t e c u d o r p s d n u o s t n a n o s n o c e h T n o d n e p e d y e h t ,s d n u o s l e w o v m o r f t n e r e f fi D . t c a rt l a c o v n i d e t a l u c it r a e b o t m u l e v , e l p m a x e r o F . n o it c u d o r p s ti g n ir u d t c a rt l a c o v e h t f o n o it a r u g if n o c e h
t piano ,when
l e w o v y a s e w n e h w t u b r e h t e g o t g n i h c u o t s p il e h t l e e f n a c e w , ] p [ t n a n o s n o c y a s e w e w , ]i
[ cannotfee lanythingbecauset hearitculator sdonott ouch .Theclassi ifcaiton
T N O R
F CENTRAL BACK
H G I
H i[ ]I ][ [u][ ʊ] D
I
M [e][ ε ] [ [ ə] Λ ] [o][ ɔ] W
O
L [ æ] [ a]
2 e l b a
T .ThePhoneitcSymbols fo EngilshVowels
(Fromkin,Victo ira2003 )
3 2. Theoryo fPhone itcChange
s ’l a u d i v i d n i e h t f o n o it a i c n u n o r p e h t e g n a h c o t s s e c o r p a s i e g n a h c c it e n o h P d n u o
s (segmen)t .Aphoneitc segmen toccurstot hearitculatoryproces .sI tmean sthe . d n u o s r e h t o o t g n it c e f f a n o it a l u c it r a e h t n i d e c u d o r p s a w d n u o
s O’Gradye tal .(2010 )
stated t ha t“speech producitono tfen r esutlsi n t hearitculaiton o fonesound affecitng h t o n a f o t a h
t e rsound”. Meaningt osay,t heproces so faritculaitoni sacomplext hing . g n it a l u c it r a r e i s a e n i s tl u s e r n e tf o k a e p s e w d n u o s e h t f o t c e f f e e h t e s u a c e b , n o it a li m i s s a e r a y e h T . s e g n a h c c it e n o h p f o s e s s e c o r p e v if e r a e r e h T , n o it e l e d , n o it a li m i s s i
d epenthesis ,and metathesi .s Assimliaiton i sa proces stha t n i h c u s r e h t o n a n o t n e m g e s e n o f o e c n e u lf n i e h t m o r f s tl u s e
r impossible .
n i e k il a s s e l g n i m o c e b s d n u o s o w t n i s tl u s e r t a h t s s e c o r p a s i n o it a li m i s s i D s m r e t y r o t a l u c it r
a such i n iftfhs .Deleiton i sa process t ha tremove sa segmen tfrom n i h c u s t x e t n o c c it e n o h
p iftfhs to ifs(deleitngθ) .Epenthesisi saprocesst hati nse tr sa
t n e m g e s f o g n ir t s g n it s i x e n a n i h ti w d n u o s t n a n o s n o c a r o l e w o
v s such in prince
n e e w t e b ] t[ g n it r e s n i ] s n ir p
[ n na ds. Moreover ,metathesisi saprocesst hatr eorder sa n i h c u s s t n e m g e s f o e c n e u q e
s spaghetit sa pesghetit .Thes equence[ spə]i sdfi ifcutlt o
t i t a h t o s e c n u o n o r
.
4 Theoryo fMorphophonemicProcess m
A orphophonemic processi sa combining patternbetween morphology and y
g o l o n o h
p . Meaningt osay,t heycannotbeseparatedfromword’ ssrtuctureand t hei r
d n u o
s such in de irvaitona lsuf ifx word reader. A stem read lead sa morpheme {
x if f u s e h t o t g n i h c a tt
a - }e r and tii st hesystemo fmorphology .Matthew sstatedt ha t t
e b l a n o it i s n a rt e r a s e s s e c o r p c i m e n o h p o h p r o
m ween morphology and phonology
.) 7 5 1 : 1 9 9 1 (
1 .
4 Theoryo fMorphophonemicRule e l u r a s i e l u r c i m e n o h p o h p r o m
A accounitng fo rthe change o fphoneitc s
n o it a ir a
v as t her esutl soft headjustmen to fmorpheme.Accordingt o O’Gradye ta.l d e ll a c e r a s h p r o m o ll a g n o m a n o it a n r e tl a r o f t n u o c c a t a h t s e l u r “ t a h t d i a s
y d a r G ’ O ( ” s e l u r c i m e n o h p o h p r o
m e ta.l ,1989:116) .
.
C Theore itca lFramework s e s u r e h c r a e s e r t n e s e r
P thi treen theo ire sa sthe foundaiton o fthi sresearch. e
v l o v n i s e ir o e h t e h
T theo ires o f morphology , morpheme , allomorph , suf ifx , ,
x if f u s e v it n e g a , x if f u s l a n o it a v ir e
d word-formaiton ,producitvtiyo fword-formaiton ,
c it e n o h p , y g o l o n o h
p s , phoneitc change , morphophonemic process , and e
l u r c i m e n o h p o h p r o
m . Eacht heoryi st akent oprovet ha ttheyconnec teachothe ra nd s
m e l b o r p e h t r e w s n
a tha tarequesitoned.
e m e h p r o m , y g o l o h p r o m f o s e ir o e h
T s ,allomorphs ,word-formaiton ,suf ifxe ,s x
if f u s l a n o it a v ir e d d n
n o it u b ir t s i d e h t g n i z y l a n a n i l u f p l e h e r
a o fsuf ifxbecauset heytalkabouttheminima l .
d r o w h s il g n E f o t i n
u Also ,the morpheme scan determine theri word classe stha t .
d r o w t n e t n o c e h t e t a e r
c Focusingontheagenitves uf ifxe s{-er} ,{-or} ,an -d{ist},t he
d n a , n u o n e v it n e g a e r a m e l b o r p t s ri f r e w s n a o t d e s u e r a t a h t s e ir o e h t t r o p p u s
d r o w f o y ti v it c u d o r
p -formaiton process . Those theo ire s help the researche r to t
s r e d n
u andt hemeaningt ha tcontains et h agent .Theyalsowills howt hequaltiyoft he
s e x if f u s s ti y c n e u q e r
f in ordert o see how producitvet he word susingsuf ifxe s{-er} , {-or} ,and{-ist}.
e h
T r est o fthe theoire ssuch a n si phonology ,phoneitcs ,phoneitc change ,
e l u r c i m e n o h p o h p r o m d n a , s s e c o r p c i m e n o h p o h p r o
m are usedt oanswert he problem ll
i w s e ir o e h t e s e h T . o w t r e b m u
n help in analyzing the sound wtih the symbols to a
s d r o w e h t w o h d n a t s r e d n
u re pronounced a shuman language .Those theo ire swli l
o s l
a give the understanding in depth abou tthe rules occurred to the addiiton e
m e h p r o
m t(he sufifxes )and see the change o fphoneitc va iraitonfrom one segmen t .
7 1
I I I R E T P A H C
Y G O L O D O H T E M
n
I thi schapte ,rt h eresearche rpresent sadesc irpitonont hemethodologyused e
h t g n it c u d n o c n
i study .I twli laid the researche rto ge ta guidance o fdoing the e
e r h t e r a e r e h T . h c r a e s e
r pa tr so fthi schapte rnamely the objec to fthe study ,the
, h c a o r p p
a andt her esearchmethod.I nt heobjec tofthes tudy,t her esearche rdesc irbe s c
a o r p p a e h t n I . y d u t s s i h t f o t c e j b o e h
t h, t he researcher t ell swhat approach i sused r e h c r a e s e r e h t , d o h t e m h c r a e s e r e h t n I . y d u t s e h t e z y l a n a o t d e s u s i t i y h w d n a
s i h t n I . d e t c u d n o c s i y d u t s s i h t d o h t e m e h t s e b ir c s e
d par,t t he researche ralso makes a
t a d e h t g n i z y l a n a d n a g n it c e ll o c f o s p e t s e h
t p irmary and secondary to answer t he e
l b o r
p m .s
.
A Objec toft heStudy y d u t s e h
T focuse s on suf ifxe s{-er} ,{-or} ,and {-ist} to form agenitve .
g n i n a e
m The suf ifxe scanno tstand alone fi t herei sno word( free morpheme )being
m e t
s s. The stem sare also called a sbases .Meaningt o say ,base i sa wordwhich can .
x if f a l a n o it c e lf n i r o l a n o it a v ir e d o t d e d d a e
b Thes temo rbasei sdfiferentf romaroo;t s
i t o o r e h
t a p irmary l exica luni to fword .I tmeans t hat t he roo tdoe sno thave any
t i d n a x if f u s r o x if e r
p cannot be cons rtucted i nto some pa trs . For i nstance ,a word t
s il a n o it a
n i sde irved from adjecitve naitonal a sstem whlie naitonal i salso de irved
n u o n m o r
f naitona sbaseand naiton tisefli st he r oo.tWhent he stem sare combined .
g n i n a e m w e n a e t a e r c l li w s d r o w e h t ,s e x if f u s e h t h ti
{-or} ,and {-ist}are i ncludedi n t hesuf ifxe swhich create theagenitvemeaningsuch n
i drive {+ - re }driver. s a h y d u t s e h
T the lexica lcatego ires to determine the stems o fthe bound
e m e h p r o
m s {-er} ,{-or} ,and{- tis} .Theyarenoun ,adjecitve ,andverb .Thesuf ifxe s {-er} ,{-or} ,and {-ist}are assumed a sagenitve noun .T his meanst hatt hose suf ifxes
n i a t n o
c word sto be an agenitve noun a sa resul.t The suf ifxe s{-er} and {- ro } are
y lt s o
m considered to use verb a sthei rstem such in teacher ,drive ,r dan investo r {
x if f u s e h t s a e r e h
w -ist} i sattached to the noun and the adjecitve stem such a s l
a n r u o
j is tandacitvist .Ther esearche ralso ifnd saverbstem attachingt osuf ifx {- }i st
s a h c u
s paciifst. r e h c r a e s e r e h
T beilevest he suf ifxe s{-er} ,{-or} ,and {-ist} arerelated t o t he w
o n k o T . d n u o
s howtheword sarepronounced,t hepresentr esearche ruse sLongman n
o it a i c n u n o r
P Dicitonary (2008 )to ifnd the phoneitc rtansc irpiton by creaitng the
s l o b m y
s . Giving the rtanscirpiton ,the researche robserves the change so fphoneitc n
o it a ir a
v occur irngfromt hestemtot hewordaddedbyt hesuf ifxes. Fo rexample ,the
d r o
w absolute '/æbsəlu:/t become sabsoluits t/æbsə t:l'u ɪs ./t The collected p irmary
e r e w a t a
d also t aken from some books considered t o give i dea o fmorphophonemic
e g n a h
c . The researche r beileves the suf ifxe s {- ,e {- ,r} o dr} a {-n ist} gain the .s
s e c o r p c i m e n o h p o h p r o
m The morphophonemic proces si s a proces so f word s y
g o l o n o h p d n a y g o l o h p r o m h g u o r h
t . Throught hemorphophonemicproces ,st her ule s
.s e x if f u s e h t f o n o it i d d a e h t f o t l u s e r a s a s d r o w e h t o t d e r r u c c
o One proces so f
s i c i m e n o h p o h p r o
o r p e h t w o h w o h
s ces soccursi nce trainl anguage .Also ,phonologica lrule sareusedt o .
e m e h p r o m e h t o t d e n e p p a h s e l u r e h t w o h
s Moreover ,the researche ranalyzed the fi
d ference so fchangeoft hesoundhappeningint hoses uf ifxes.
.
B Approachoft heStudy
The studyuse smorphology, phonology ,and semanitcs as t he approach .The
y g o l o h p r o M . r e h t o h c a e o t d e t a l e r e r a y e h t e s u a c e b s e h c a o r p p a e s o h t s e s u r e h c r a e s e r
a s
i study o fthe word-srtucture whlie the morpheme i sthe smalles tuni to fthe e
l b a ti u s s i h c a o r p p a l a c i g o l o h p r o m , o S . e g a u g n a
l fort hi sstudybecause til earn show
. e m e h p r o m e h t m o r f d r o w e h t h s il b a t s e o
t In Morphology, t he study present sword s
s e c o r p n o it a m r o
f toaid t he step o fanalyzingt h isresearch .Phonologyi sa study o f .
n r e tt a p d n u o
s Besides ,phonologica lapproach i s i denit ifed t o help how t he sound s
. n o it a c o l e r u t a e f e h t e g n a h c o t d e r e d i s n o c e b l li w d n u o s f o s e p y t t a h w d n a d e c u d o r p
, n o it i d d a n
I semanitcs i s a study o fmeaning i n l anguage. Thi sstudy explains abou t x
if f u s e v it n e g
a e scontainingnounf orms .I talsoanalyzedthemeaningr esulitngoft he d
r o
w s tha thav eattachedt othesuf ifxe s{-er} ,{-or} ,and{-ist}.
.
C Methodoft heStudy s e s u d o h t e m s i h
T ilbraryr esearch inwhich t hedataare t akenf romt he media
n
i ilbrary. eT h researcher eu s s p irmary source ssuch a sdicitonary in t hi sstudy and o
s y r a d n o c e
s urce ssuch a snewspape rto suppor tthe data. There are tw o pa trs in
a t a d r a e l c e h t g n i k a
m .They are data colleciton and the data analysi .s In the data