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A morphophonemic study of the agentive noun suffixes { er}, { or}, and { ist}

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v N A U J U T E S R E P N A A T A Y N R E P R A B M E

L PUBLIKAS IKARYAI LMIAH

S I M E D A K A N A G N I T N E P E K K U T N U i n i h a w a b i d n a g n a t a d n a tr e b g n a

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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

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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

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E G A P O T T O

M vi

E G A P N O I T A C I D E

D v ii

S T N E M E G D E L W O N K C

A v ii i

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

T xi

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

.

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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

.

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

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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

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S E R U G I F F O E L B A T .

1 e r u g i

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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

I understandt hi sstudywel,lt hewrtier f ormulated t woproblem sa s e

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

D . The data were categoirzed into three pa trs ,namely stem , phoneitc a

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

(15)

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

(16)

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

(17)

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

(18)

.

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

(19)

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

(20)

.

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

(21)

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

(22)

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

(23)

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

(24)

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

(25)

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

(26)

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

(27)

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+- reworker ,wr tie+- rewrtieranddrive+- redriver .

.

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

(28)

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

(29)

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

(30)

.

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

(31)

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 .

(32)

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

(33)

{-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

(34)

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

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