A study on the development recognition of english derivational suffixes in senior high school - USD Repository

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A STUDY ON THE DEVELOPMENT OF STUDENTS’ SYNTACTIC RECOGNITION OF ENGLISH DERIVATIONAL SUFFIXES IN

SENIOR HIGH SCHOOL

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Yohanes Sapta Nugraha Student Number: 011214065

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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A Thesis on

A STUDY ON THE DEVELOPMENT OF STUDENTS’ SYNTACTIC RECOGNITION OF ENGLISH DERIVATIONAL SUFFIXES IN

SENIOR HIGH SCHOOL

By

Yohanes Sapta Nugraha

Student Number: 011214065

Approved by

Sponsor

Drs. F.X. Mukarto, M.S., Ph.D. Yogyakarta, 10 January 2007

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A Thesis on

A STUDY ON THE DEVELOPMENT OF STUDENTS’ SYNTACTIC RECOGNITION OF ENGLISH DERIVATIONAL SUFFIXES IN

SENIOR HIGH SCHOOL

By

Yohanes Sapta Nugraha Student Number: 011214065

Defended before the Board of Examiners on 23 January 2007

Board of Examiners

Chairperson : A. Hardi Prasetyo, S.Pd., M.A. ________

Secretary : Drs. P.G. Purba, M.Pd. ________

Member : Drs. F.X. Mukarto, M.S., Ph.D. ________

Member : Drs. J.B. Gunawan, M.A. ________

Member : A. Hardi Prasetyo, S.Pd., M.A. ________

Yogyakarta, 23 January 2006

Faculty of Teachers Training and Education

Sanata Dharma University

Dean,

Drs. Tarsisius Sarkim, M.Ed., Ph.D.

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STATEMENT OF WORK ORIGINALITY

I honestly declare that this thesis which I wrote does not contain the works or part of

the works of other people, except those cited in the quotations and bibliography, as a

scientific paper should.

Yogyakarta, 10 January 2007

The researcher,

Yohanes Sapta Nugraha

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God didn’t promise day without

pain

Laughter without sorrow

Sun without rain

But……

He did promise strength

for the day

Comfort for the tears, and

Light for your way

(Anonymous)

I dedicate this thesis to:

My

Jesus

My greatest

father

in heaven and

beloved

mother

My

brothers

and

sisters

My inspiration

Andriana

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ACKNOWLEDGEMENTS

I dedicate my greatest and deepest gratitude to Jesus and Mother Mary for the

greatest love and strength during the completion of my thesis, now and forever.

I would like to thank:

1. Mr. Mukarto,my sponsor for his kindness and great patience in guiding me from

the very beginning until the completion of my thesis.

2. Ms. Rorik for her precious time and invaluable suggestion during the finishing of

my thesis.

3. Mr. Purba and his family, I thank them for the opportunity they have opened to

learn more the meaning of life and how to love others.

4. Sr. Maria Stella, PIJ, the head master of Sang Timur Senior High School for the permission in gathering my data, Bu Yovita and all Sang Timur English teachers who helped me in administrating the test and students in class X1-2, XIIPA-IPS and XIIIPA-IPS for becoming my respondents.

5. Th. Nangsir, my beloved father in heaven who gave me the chance to see the

world and C. Djumijati, my lovely mother for her endless love and each drop of her sweat and tears in raising me up.

6. My Brothers and Sisters who encouraged me to finish this thesis. Pak Lik and

Bu Lik Marjuki, who allowed me to live in the peaceful boarding house for 3 years. Mas Mothik and Mas Bowo for the time we share together.

7. Tanti Andriana, my greatest inspiration for the smiles, love, happiness, tears and lovely times so that we could reach our dreams.

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8. My Special Friends, Lingga, Son, Broom, Tony, Hening, Asti , Pom-pom, Prima, DC, Inoel, Susan, Dina-solo, and Ya2 for the beautiful moments during

our study in PBI.

9. My Colleagues, Widi and Sito, Gelar and Diah, Puput, Rendy’02, Dina’98, Marta’00 and Onggo’99 for the ideas, supports and prayers that they have given

to me.

10.My Friends in ‘Kisgont’, Ki-ki, Sodiq, Pak Yoyok-Shita and Mas Rindi who always remind me to finish my thesis.

11.All PBI Lectures, who gave me precious knowledge during my study, Mbk Dani and Tari, and all librarian staffs in Sanata Dharma University for the

services.

12.All the people whose names could not be mentioned one by one for their help and

supports in finishing my thesis. May God bless you all.

Sapta

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LIST OF TABLES

Table 2.1: Some English Derivational Suffixes ... 25

Table 3.1: Checklist Test ... 31

Table 3.2: Matrix of Test Items ... 33

Table 3.3: Length of Study ... 34

Table 3.4: Scores Tabulation ... 36

Table 4.1: Frequencies Statistic ... 39

Table 4.2: Result of ANOVA ... 40

Table 4.3: Multiple Comparison ... 41

Table 4.4: Means Growth ... 41

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LIST OF FIGURES

Figure 2.1: Initial Stage of Lexical Development in L2 ... 18

Figure 2.2: L1 Lemma Mediation Stage Lexical Development in L2 ... 18

Figure 2.3: L2 Integration Stage ... 19

Figure 2.4: Model of Vocabulary Acquisition ... 20

Figure 4.1: Mean Score of the First, Second and Third Year Students ... 42

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ABSTRACT

Nugraha, Yohanes Sapta. (2007). A Study on the Development of Students’ Syntactic Recognition of English Derivational Suffixes in Senior High School

Yogyakarta: English Language Study Program, Sanata Dharma University.

Since communicative English language teaching becomes the primary concern, vocabulary learning tends to be ignored. Most of the English teachers of senior high school conduct teaching and learning vocabulary incidentally. They believe that through listening, speaking, reading, and writing activity vocabulary can be individually learnt by the learners. This condition causes other aspects of vocabulary knowledge tend to be discounted. Those aspects are word structure or morphology, syntactic category, relation with other words, such as synonymy, antonymy, and hyponymy.

This study was intended to investigate the development of students’ syntactic recognition of derivational suffixes of English words in Sang Timur Senior High school. Two research problems would be answered in this study i.e. 1) Are there any significant differences between first year, second year and third year students in their syntactic recognition of derivational suffixes of English words? 2) What are the developmental patterns of syntactic recognition of derivational suffixes of English words?

Cross-sectional design which was also a type of survey study was applied in order to answer the research problems. The main data were gathered using “Checklist” test which analyzed using One-way ANNOVA. The computations were done by SPSS 11.00 for windows release. The subjects of this study were 150 students of Sang Timur Senior High School. In order to have deeper explorations to the phenomena; simple informal interview was carried out.

The results of data analysis showed that there were significant differences between the first year, second year and third year students in their syntactic recognition of derivational suffixes of English words. The computation of multiple comparison indicated that the difference between the groups was not actually identical. On the other hand, it was found that the means growth of the students’ syntactic recognition of derivational suffixes of English words indicated positive growth. In other words, students’ syntactic recognition of derivational suffixes of English words increased in line with the length of their study in the senior high school.

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ABSTRAK

Nugraha, Yohanes Sapta. (2007). A Study on the Development of Students’ Syntactic Recognition of Derivational Suffixes of English Words in Sang Timur

Senior High School Yogyakarta. Yogyakarta: English Language Study Program,

Sanata Dharma University.

Semenjak pengajaran bahasa Inggris berbasis komunikatif menjadi perhatian utama, pengetahuan vocabulary cenderung terabaikan. Sebagian besar guru-guru bahasa Inggris di sekolah menengah atas menyelenggarakan kegiatan belajar dan mengajar vocabulary sambil lalu. Mereka percaya bahwa melalui kegiatan menyimak, berbicara, membaca dan menulis vocabulary dapat dipelajari oleh siswa secara perseorangan. Konsisi seperti ini menyebabkan aspek-aspek pengetahuan yang lain tentang vocabulary tidak diperitungkan. Aspek-aspek tersebut adalah struktur kata atau morfologi, kategori (kelas) kata, hubungan dengan kata-kata lain seperti misalnya; sinonim, antonim, dan hiponim.

Penelitian ini bertujuan untuk mengetahui perkembangan siswa dalam pengenalan kategori (kelas) kata-kata turunan berbahasa Inggris yang berakhiran di SMA Sang Timur Yogyakarta. Dua permasalahan akan dipecahkan dalam penelitan ini, yakni 1) Adakah perbedaan yang berarti pada pengenalan siswa tahun pertama, kedua, dan ketiga terhadap kategori (kelas) kata-kata turunan berbahasa Inggris yang berakhiran? 2) Seperti apakah pola perkembangan pengenalan turunan berbahasa Inggris yang berakhiran?

Studi cross-sectional yang juga merupakan salah satu tipe studi survei diterapkan untuk menjawab dua permasalahan dalam penelitian ini. Data utama dikumpulkan dengan menggunakan “Checklist Test” yang diteliti dengan ANOVA satu arah. Seluruh penghitungan dikerjakan dengan SPSS 11.0. Subyek penelitian ini adalah 150 siswa di SMA Sang Timur. Dalam rangka mengexplorasi lebih mendalam terhadap fenomena yang terjadi dilakukan wawancara sederhana.

Hasil analisis data menunjukkan bahwa ada perbedaan yang berarti antara siswa tahun pertama, kedua adan ketiga pada pengenalan kategori (kelas) kata-kata turunan berbahasa Inggris yang berakhiran. Pada penghitungan multiple comparison menunjukkan bahwa perbedaan antar grup tidak benar-benar identik. Di sisi lain, ditemukan bahwa pertumbuhan pengenalan siswa terhadap kategori (kelas) kata-kata turunan berbahasa Inggris yang berakhiran menujukan pertumbuhan yang positif. Dengan kata lain pengenalan siswa terhadap kategori (kelas) kata-kata turunan berbahasa Inggris yang berakhiran meningkat sejajar dengan lamanya mereka belajar di SMA.

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CHAPTER I INTRODUCTION

A. Background

The 2004 Competence Based Curriculum (Diknas, 2003: 14) explains that in

the context of education, English functions as medium to communicate in order to

access information. In accordance with this condition, it is proposed that there are

three scopes of English language learning of Senior High School in Indonesia. They

are language skills (listening, speaking, reading and writing), language competences

(Actional Competence, Linguistic Competence, Sociocultural Competence, Strategic

Competence and Discourse Competence) and positive development towards English

as a means of communication.

Discourse competence is the target competence of this curriculum. It can only

be achieved if students possess the supporting competences. Therefore, students are

supposed to have Actional Competence, Linguistic Competence, Sociocultural

Competence and Strategic Competence first in order to achieve the target

competence. Linguistic Competence then, is issued in order to conduct this research.

In this case, linguistic competence refers to the ability to understand and apply

aspects of syntax, vocabulary, phonology and spelling in a text correctly (Diknas,

2003: 47).

There are also the other aspects of language such as meaning of word or

semantic and morphology which are related to vocabulary. Zimmerman (in Coady &

Huckin; 1997: 5) remarks that vocabulary is the central of language and words are of

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crucial importance to the typical language learner. Hence, vocabulary becomes the

central point in language learning. Learners will be deeply concerned in vocabulary

mastery of the language which is learned. For them, vocabulary mastery is a

compulsory aspect.

On the other hand, there are four skills in English i.e. listening, speaking,

reading and writing. Since the vocabulary is the central of language learning, learners

have to pay attention more on vocabulary mastery before they learn those four skills.

Here, vocabulary is the starting point before they achieve those four skills.

Furthermore, possessed sufficient vocabulary mastery is a part of Second Language

Acquisition.

Meanwhile, morphology deals with the understanding of word structure.

Further, it is related to aspects of vocabulary such as part of speech or syntactic

category (whether a word is noun, verb, adjective or adverb), inflection

(go-went-gone-going, book-books, child-children, long-longer-longest, etc.), derivation

(nation-national-nationality, like-dislike, interpret-misinterpret, etc.).

Knowledge of derivational affixes holds the important role in enriching

students’ vocabulary mastery. As stated by Mochizuki and Aizawa (1998: 291)

that:

“Affix knowledge is considered to be an important aspect in vocabulary knowledge. It helps the learners read material containing unfamiliar words and expand their vocabulary, especially their knowledge of derivates.”

Therefore, it is important for the learners to attend to that knowledge. Syntactic

recognition or recognizing syntactic category of a word becomes part of vocabulary

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condition, derivational suffixes contribute large effects on the changes of syntactic

category of a word.

On one side, vocabulary mastery for senior high school students holds the

important roles in increasing their reading comprehension. Mochizuki and Aizawa

(1998: 291) argue that affix knowledge plays an important part in reading and

vocabulary development. It can be inferred from here that affix knowledge allow the

language learner develop their vocabulary mastery.

Furthermore, this knowledge influences on the development of learners’

vocabulary size. By mastering the derivational knowledge, Second or Foreign

Language learners can enlarge their vocabulary size. Then, their reading

comprehension will increase due to large number of vocabulary size.

Understandably, when students know the word employ they are also supposed to be

able to recognize the words family of it such as employment, unemployment,

employing.

Since there are many studies work on vocabulary development and focus

their subject on several vocabularies use and usage, the development of syntactic

recognition of the derivational suffixes of senior high school students is issued in

order to enlarge the vocabulary studies concerning affixations, especially

derivational suffixes.

B.

Problem Identification

According to O’Grady and Dobrovolsky (1996: 144) derivation forms a

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addition of an affix. They add that derivation is the process by which a new word is

built from a base, usually through the addition of an affix. Other words, derivational

knowledge deals with the English words formation. This study intends to observe

students’ syntactic recognition of derivational suffixes of English words.

On the other hand, derivational knowledge means the ability in deriving

words uses derivational affixes. Derivational affixes consist of two major elements.

They are prefix and suffix. The proposed study will focus on students’ ability in

recognizing part of speech of derived words. Furthermore, this study intends to

search on the development of the syntactic recognition of derivational suffixes of

English words which can be achieved by Sang Timur Senior High School students

during their studies in the different duration.

Since vocabulary knowledge holds the significant role in the second and

foreign language acquisition process, it is very important to do this research.

Possessed derivational knowledge allows language learners to have maximum effort

in enriching their vocabulary size. Finally, mastering a large vocabulary size will

guarantee a better reading comprehension.

C. Problem Limitation

This study is closely related to English word formation, especially word

formation through the addition of derivational suffixes. The study also compares first

year, second year and third year of Senior High School students’ ability in

recognizing the syntactic categories of new words after the addition of derivational

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English words concerning the length of their study during school time.

On the other hand this study is intended to investigate the developmental

patterns of students’ syntactic recognition of English derivational suffixes. Therefore,

this study will investigate whether the patterns of that the patterns are stable,

increased or even decreased.

D. Problem Formulations

1. Are there any significant differences between first year, second year and

third year students in their syntactic recognition of English derivational

suffixes?

2. What are the developmental patterns of syntactic recognition of English

derivational suffixes?

E. Objectives

This study will answer the questions which are stated in the problem

formulation. Conducting survey by means of one checklist-test of derivational

suffixes in the same time to the subjects of this study, the researcher will obtain the

data to be processed in order to answer the problem formulation above. The study

intends to find out whether there are significant differences in syntactic recognition

of English derivational suffixes between the first, second and third year of Senior

High School students or not. Then, the study is attempted to figure out the

developmental patterns of their syntactic recognition of derivational suffixes of

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F. Benefits

Knowing the development of syntactic recognition of the derivational

suffixes helps students to read reading material containing unfamiliar words. In this

case, while facing the unfamiliar words the students also enrich their vocabulary size.

A good reading comprehension must be supported by sufficient vocabulary size.

Under this circumstance, the study gives perspective of the necessities to

the teachers that vocabulary learning need to be given considerable portion during

teaching-learning activities.

G. Definitions of Terms

There are some terms which are used in this study. They are terms of

development, derivation and Sang Timur Senior High School Students.

1. Development

As stated in Colins Cobuild English Dictionary (2001: 418) development means: (1)

the gradual growth or formation of something, (2) the growth of something such as

business or an industry (3) … The word development in this research is generated

from the second meaning of the above definition.

2. Pattern

In Colins Cobuild English Dictionary, (1) a pattern is the repeated or regular way in

which something happen or is done, (2) a pattern is an arrangement of lines or shape

especially a design in which the same shape is repeated at regular over a surface, and

(3) a pattern is a diagram or shape that you can use as a guide when you are making

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study is defined as diagram or shape showing the growth of students’ syntactic

recognition of derivational suffixes of English words.

3. Derivation

As defined by O’Grady and Dobrovolsky (1989) that derivation is the process by

which a new word is built from a base, usually through the addition of affix.

H. Assumptions

Several aspects are not always able to be verified in this study, but they

influence on the precondition of the subject of the study. Therefore, they are assumed

that:

1. The subjects of this research have experienced learning English since Junior

High School, therefore all of them already have language input which is

relatively equal each of others before entering to Senior High School.

2. The subjects of this research sample are willing to answer the ‘checklist’ test

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CHAPTER II LITERATURE REVIEW

This chapter is aimed to describe related theories in order to fulfill theoretical

truth demands of an educational research. Those related theories are the theoretical

base upon which the study outlined in Chapter I was laid down. There are two major

areas of concerns which are considered in this chapter. They are theoretical

description and theoretical framework.

The first part of theoretical description is concerned with discussion on the

nature of derivational knowledge. Second part, the discussion is about the

development of syntactic recognition of derivational suffixes in Sang Timur Senior

high School.

The theoretical framework concerns with the frame theory of the

development of syntactic recognition of derivational suffixes in Sang Timur Senior

High School and the hypothesis.

A. Theoretical Description 1. Morpheme and Its Studies

a. Morpheme knowledge

Kolln (1990: 258) defines morpheme as a combination of sounds that has

meaning, for some people sound is like the definition of word. Many morphemes are,

in fact, a complete word; such as develop, act and happy.

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These words consist of single morpheme. Kolln also argues that morpheme

and syllable are not synonymous; in fact, many two-syllable words in English that

are single morpheme: carrot, jolly, merit, able. In contrast, many two-morpheme

words are single syllables: acts, walked, dog’s, swims. Fromkin and Rodman (1996:

114) add that morpheme may be defined as the minimal linguistic sign, a

grammatical unit in which there is an arbitrary union of a sound and a meaning.

Therefore, morpheme is the smallest component of word which contributes

its meaning. Radford, Atkinson, Britain, Clahsen and Spancer (1990: 162) state that a

morpheme which can also stand alone as a word is called free morpheme. In contrast,

a morpheme which cannot stand alone to convey its meaning is called bound

morpheme. For example; the word reader consists of a morpheme –er attached to a

word read. In this word, the word read is a free and suffix –er is a bound morpheme.

In addition, the words are made of morphemes, the minimal meaningful

linguistic unit that contains no smaller meaningful linguistics unit (Anglin, 1993 via

Long and Rule, 2004: 42). Long and Rule also propose that there are five major types

of words: root words, inflected words, derived words literal compounds, and idioms.

Those five types of words except idioms use morphological analysis to break words

into suffixes, prefixes, and root.

b. Natural order and sequence of L2 morpheme acquisition

Dulay and Burt (1973; 1974c) as cited in Ellis (1994: 91) find that the

acquisition order for group English morphemes remained the same irrespective of the

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orders of groups are strikingly similar, 85% errors are developmental. This finding is

also confirmed by Bailey, Madden, and Krashen (1974). They investigate 73 adults

aged 17-55 years; classified as Spanish and non-Spanish-speaking members that

separates in 8 ESL classes.

From the above studies then it can be inferred that natural order of acquisition

in ESL learners is irrespective of age (Goldschneider and DeKeyser, 2001). On the

other hand Ellis and Laporte (1997: 64) as quoted by Goldschneider and DeKeyser

(2001) believe that the order acquisition can be explained by interaction between the

characteristic of the elements to be acquired and general cognitive principles of

inductive learning. The significance of this findings are intended to show that age of

language learners does not refer to the natural order and sequence of their second

language morpheme acquisition.

2. Knowledge of Word

a. Word

Bloomfield as cited from Poole (1999: 10) considers that a word to be a

minimum free form, a word, then, is a free form which does not consist entirely of

(two or more) lesser free forms; in brief a word is a minimum free form. Carter

(1998: 5) defines that a word is the minimum meaningful unit of language. On the

other hand, Poole further argues that linguists devised the terms lexeme or lexical

item to denote an item of vocabulary with a single referent. It can be inferred that a

word has relation with its reference. Second language learners may be sufficient to

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Word is familiar but eludes precise definition (Taylor and Taylor, 1990)

as quoted from Susilo (2001: 10). In some purposes linguists or dictionary treat

words differently. Carroll et. all. (1971) as cited from Nation (1990) distinguish

words entirely on the basis of form. Word form for some extent may become

significant determination; for example: in the grammatical structure, word forms deal

with units that are part of grammatical patterns. In that case, a word can be the

subject of a sentence, the head of a modification structure, a structural signal in the

form of a function word, etc. (Lado 1984). These all are concern with form of word.

Clearly, Laufer (1997) as quoted from Mukarto (1999: 31) proposes some aspects or

features of word that learners need to attend to:

1. Word structure or morphology, i.e. the basic free morpheme and its derivational and, if any, inflectional morpheme.

2. Syntactic category, e.g. whether a word is a noun, an adjective or a verb; a verb in English may be mapped in to an adjective in Indonesia.

3. Relation with other words such as synonymy, hyponymy,

antonymy, and common collocation and registers.

b. The aspects are involved in knowing a word

A language learner needs to understand that knowing a word is not merely

able to show the equal meaning in his or her language. Richards (1976) via Read

(2000: 25) has outlined eight assumptions which cover various aspects which are

involved in knowing a word:

1. The vocabulary knowledge of native speakers continues to expand in

adult life, in contrast to the relative stability of their grammatical

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2. Knowing a word means knowing the degree of probability of

encountering that word in speech or print. For many words, we also know

the sort of words most likely to be found associated with the word.

3. Knowing a word implies knowing the limitation on the use of word

according to variations of function and situation.

4. Knowing a word means knowing the syntactic behavior associated with

word.

5. Knowing a word entails knowledge of the underlying form of a word and

the derivation that can be made from it.

6. Knowing a word entails knowledge of network of associations between

that word and other words in the language.

7. Knowing a word means knowing the semantic value of a word.

8. Knowing a word means knowing many of the different meanings

associated with a word.

(Richards, 1976: 83)

The study confirms and modifies the fifth assumption. It deals with investigating

Senior High School Students’ ability on the syntactic recognition of derivational

suffixes of English words. Furthermore, this study also investigates the

developmental patterns of syntactic recognition of English derivational suffixes.

Meanwhile, Cronbach (1942) distinguishes five aspects of lexical knowledge:

generalization (knowing the definition), application (knowledge about how to use),

breadth of meaning (knowing the different senses of word), precisions of meaning

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to use the word productively) (as cited from Bogaards, 2000: 491). On the other

hand, Cruse (1986) via Bogaards (2000: 492)prefers to use the concept of lexical

unit which is assumed to be the union of one stable meaning and a well-defined

meaning. In accordance with this concept Bogaards proposes six aspects that may be

learned about lexical unit in L2 as he assumes that L2 learners need to learn lexical

units not only “words”:

1. form: Learners have to get acquainted with the written and/or the spoken

form of the unit. Knowing that a given form does indeed belonging to a

given language seems to be a first stage of knowledge.

2. meaning: Knowledge of the semantic side of a lexical unit may come in

different shape. One can have a vague notion, e.g. that haematin has

something to do with the blood or that a beech is some kind of tree.

3. morphology: Lexical units have their own conditions on derivation and

compounding. Gracefully and graciously have relationships to two

different units which shared the form grace. Even when morphological

mechanisms of the L2 are well understood, many of actual relationships

have to be learned one by one (see also Bogaards 1994: 53-7). Especially

for productive it is difficult for L2 learners to know whether a given form

is possible and in what sense it may be used.

4. syntax: A learner who knows the rule of syntax may make many mistakes

by not applying the right rules to the lexical units. This applies especially

to verbs and, to lesser degrees, to adjectives. Learners have to find out

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verb in a given sense, or which prepositions have to be used with a verb

or an adjective in some specific sense, e.g. with a particular lexical unit.

5. collocates: Whereas some lexical units, like very or red seem to be

useable with a great number of other elements of a given category, others

have a very restricted realm of use. Most of the collocations that seem so

natural to native speakers make for great trouble for L2.

6. discourse: In what types of discourse and to what effect can lexical units

like furthermore, moreover and what is more be used? Which lexical

units are to be avoided when speaking to someone belonging to another

ethnic group or when writing a letter of application? Knowledge of style,

register and appropriateness of particular senses of a same grammar is

notoriously difficult for L2 learners.

Nation (1990) as quoted in Susilo (2001: 12) has stated that a word is to be

learned or even acquired for receptive (listening and reading) and productive use

(speaking and writing).

1. Receptive (Passive) Knowledge

Nation (1990) also argues that knowing a word entails being able to

recognize it when it is heard (what does it sound like?) or when it is seen (what does

it look like?). This includes being able to distinguish it from words with similar form

and being able to judge if the word sounds right or wrong. Receptive knowledge of a

word reflects on having expectation of what grammatical pattern of the word will

occur in. Knowing the verbs suggest involves the expectation that an object

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involves that it will not usually occur in the plural form.

Furthermore, according to Nation (1990) knowing a word means knowing its

form (spoken and written), its position (grammatical patterns, collocations), its

function (frequency, appropriateness), and its meaning (concept and associations) as

cited in Laufer and Paribhakt (1998: 367).

2. Productive Knowledge

Productive knowledge is the extension of receptive knowledge (Nation,

1990). In this scope, knowing a word means knowing how to pronounce, how to

write and spell it, how to use it in correct grammatical patterns along with the words

it usually collocates with. Productive knowledge represents not using the word too

often if it is a low-frequency word, and using it in suitable situation. Further, this

knowledge also involves using the word to stand for meaning it represents and

being able to think of suitable substitutes for the word if there are any. On the other

hand, Lado (1984) as quoted in Susilo (2001: 14) mentions that an active

vocabulary means that unit can be “recalled” almost instantaneously, put into sound

through articulation of its phonemes, placed in its proper stress and intonation

frame, into its proper structural positions and functions with its inflectional and

derivational affixes in accord with the context.

Most writers have assumed that passive vocabulary is larger than active

(Aitchison, 1989; Chanell, 1988; Laufer, 1998) as quoted from Laufer and Paribakht

(1998: 369). They add that even tough no one has conclusively demonstrated how

much larger it is or whether growth in passive vocabulary automatically growth in

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c. Morphological processes of a word

According to Quirk and Greenbaum (1973: 430), the chief processes of

English word-formation by which the base may be modified are:

1. Affixation: (a) adding a prefix to the base, with or without a change of word-class (b) adding a suffix to the base, with or without a change of word-class

2. Conversion, i.e. assigning the base to a different word-class without changing its form (zero affixation)

3. Compounding, i.e. adding one base to another.

They add that once a base has undergone a rule of word-formation, the derived word

itself may become the base for another derivation. In line with those processes,

Fromkin and Rodman (1996: 117) have stated that rules which relate to the formation

of word and how morphemes combine to form new words called morphological

rules.

The significance of this theory is to show that the study relates to English

word formation. It employs one process out of three processes as mentioned

previously i.e. affixation.

On the other hand, Radford, Atkinson, Britain, Clahsen, Spencer (1999: 166)

explain lexeme as the more abstract term than term of ‘word’. They describe that cat

and cats are the singular and plurals of one lexeme CAT; two ‘word forms’ of one

lexeme. They claim that the singular and plural forms of a lexeme are the examples

of inflections; CAT inflects for the plural by taking the suffix –s.

On the other respect, they discuss the existence of the word read and reader

in accordance with the lexeme/word form distinction. They notice because of the

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Of course, each of them (reader and read) has a number of word forms: reader and

readers in the case of READER, and reads, reading and read (/rεd/) in the case of

READ. Moreover, the new lexeme is of a different syntactic category from that of

original lexeme (a verb become a noun). They claim that the creation of a lexeme is

the province of derivational morphology (or ‘derivation’). They also notice while adverbs (ADV) are often derived from adjectives by suffixation of –ly (bad~ bad-ly,

noisy ~ noisi-ly, etc.). The other three categories (N, A, and A) can, however, readily

be derived from each other. They add that preposition (P) does not participate in

derivation in English (or most other languages for that matter).

3. Lexical development

Jiang (2000:50) compares the task of vocabulary acquisition in L1 and L2.

Task of vocabulary acquisition in L1 lexical development is to understand and

acquire the meanings as well as others properties of words. L1 lexical development

semantic properties even become the parameter in understanding the meaning of a

word. It can be inferred that lexical development in L2 consists of two aspects,

representations and processing.

Jiang (2000: 52) also suggests that there are three stages of the lexical

development in Second Language (L2). The first is the initial stage where L2

learners focus their attention on the formal features of word such i.e. spelling and

pronunciation. In this sense, lexical item acquired by the learners is considered

lexical item without lemma. Each lexical entry or vocabulary contains lexeme and

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word meanings and part of speech while lexeme contains morphological and formal

specification such as phonological and orthographical. Carter (1998: 46) adds that

lemmatization problem concerns the information that sometimes two lexical items

are different in their meaning but have the same word-formation. Lemma (semantic

and syntactic specification) of L2 learners is gained through the First Language (L1)

lemma information. Figure 2.1 gives the simple illustration of the initial stage of

lexical development adapted from Levelt (1989) as cited in Jiang (2000: 51).

concept

L1 word L2

word

Figure 2.1: Initial Stage of Lexical Development in L2

The second is L1 lemma mediation stage, stage when the all lemma

information is copied in to its entries. It means the lemma gap of an L2 word is

engaged by the lemma information in its L1 translation. The following figure

presents the whole process in this stage.

concept

L2 word

L1 word

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The third is L2 integration stage. It is the stage when semantic, syntactic and

morphological specifications of L2 word are extracted from exposure and use and

integrated into the lexical entry. At this stage, L1 and L2 will be similar each of other

in terms of both representations and processing. The next is figure 2.3 which

illustrates L2 integration stage.

concept

L1 word

Figure 2.3: L2 integration stage

Practically, when learners overtake the second stage or lemma mediation

stage, they may have difficulties of releases the L1 lemma information connection to

L2 lexeme. Furthermore, such condition stimulates fossilization; learners’ lexical

development stagnates in this stage. According to Ellis (1994) even large extensive

exposure of vocabulary acquisition L2 will strengthen connection of L1 lemma

information to L2 target word.

4. Model of Vocabulary Acquisition

A model may be defined as a description of a process or an operation

(Mukarto, 1999: 30). Mukarto adds a model specifies how the process works and

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the process that we want to account for. The basic model adopted to account the

process of L2 vocabulary acquisition is adopted from Ellis (1997).

INPUT INTAKE LEXICON OUTPUT

Figure 2.4: Model of Vocabulary Acquisition

This model shows that learners are exposed to language input, in the spoken

or written forms or both. Commonly, in the foreign language context, learners are

more likely exposed to written forms rather than spoken one. Information contained

in the lexical items or words are attended and taken-in to short-term memory. The

attended properties may be the words forms (spelling, intonation, stress), and the

word meaning(s). Other word properties may not be attended. This attended

properties or information are called intake. Next some of the intake is stored in the

long-term memory as part of lexicon. The process that is responsible for creating

intake and the lexicon occurs within the “black box” of the learners’ mind. Finally

the lexicon is manipulated or used by the learners in learning language (Ellis, 1997:

35).

In detail, there are three crucial stages in the vocabulary acquisition

illustrated by this model. The first stage is from input to intake which is the first

stage of vocabulary mapping. As mentioned before, learners need to attend to other

aspects or features of word such as syntactic category, i.e. whether a word is a noun

or verb, an adjective or adverb. Once again, a verb in English may be mapped into an

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one of language input. This stage corresponds to the initial stage of lexical

development in L2 (Levelt, 1989) where learners can temporarily consider the other

features or aspects of L2 word equivalent to those of the L1 word.

Furthermore Jiang (2000: 51) explains that in receptive use of language, the

recognition of a L2 word activates its L1 equivalent translation, whose semantic,

syntactic and morphological information then become available and assist

comprehension. Syntactic information deals with class of a word, whether second

language learners know that it is a noun, a verb, an adjective or an adverb. He

continues while in productive L2 use, the pre-verbal message first activates the L1

words whose semantic specifications match the message fragments. The L1 words

then activate the corresponding L2 words through the lexical link between L1 and

L2.

The second crucial is from intake to lexicon, from the short-term to the

long-term memory. It is the stage that delong-termines how much of the intake will be

incorporated. Learner will continually construct and adjust the vocabulary mapping

or network when entering this stage. According to Ellis (1997), the process takes

place in the black box, meaning that little is known of what happens here.

The third stage is the use of lexicon by the L2 learners. Melka (1997) as

quoted in Mukarto (1999: 32) states the word use can be of two natures: receptive

(for recognition, understanding, or interpretation) and productive (to express

oneself). In the case of receptive nature of language use, this study is aimed to

investigate the development of syntactic recognition of derivational suffixes. It can

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5. Vocabulary Learning

According to Decarrico (2001: 286); there are two ways in learning

vocabulary i.e. explicit and implicit learning. In explicit vocabulary learning students

engage in activities that focus attention on vocabulary. Hence, foreign or second

language learners are exposed to systematic vocabulary learning process. Nation

(1990) adds that in systemic process or direct process, the learners do exercises and

activities that focus their attention on vocabulary. The exercises include

word-building exercises, guessing words from context when it is done in class exercise,

learning words in lists, and vocabulary games.

In accordance with systemic process, Read (2000: 40) states some findings:

1. Words belonging to different word classes vary according to how

difficult they are learnt. Rodgers (1969) finds that nouns are easiest to

learn, following by adjectives; on the other hand, verbs and adverbs

are the most difficult. Ellis and Beaton (1993b) confirm that nouns are

easier than verbs, because learners can for mental images ot them

6. Lexical Mapping

Mukarto (1999:28) argues that vocabulary (in this study known as lexical

entry) mapping refers to a learning strategy used by language learners to identify and

specify lexical properties and eventually incorporate them into their existing lexical

system or networks of the lexical properties. On the other hand, lexical properties

include among others, the phonological, morphological, syntactic, semantic, and

pragmatic aspect of the lexical items. Swan’s (1997) as quoted in Mukarto (1999)

claims that foreign language learners in Indonesia mapping second language

vocabulary onto mother tongue is a basic and indispensable learning strategy seems

to be a general phenomenon.

It can be inferred from the above theory that while identifying and specifying

a word, foreign or second language learners have their first effort of recognizing

lexical properties of that word i.e. syntactic categories (whether the word is noun,

verb, adjective or adverb) of that word may become one of their recognition.

7. Derivational knowledge

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and/or category distinct which its base through the addition of an affix. He adds that

once formed, derived words become independent lexical items that receive their own

entry in speaker’s mental dictionary. On the other hand, these derivational affixes is

one of the processes in words formation. Knowing words formation involves the

understanding of words as one part of language elements or sometimes called

linguistic knowledge.

Derivational knowledge also reflects on affix acquisition. There are two terms

relate to affixation. Firstly, term of suffix, known as an affix that comes at the end of

word. Secondly, term of prefix, known as an affix that comes in the beginning of

word. It is already mentioned that the result of derivative affixes is a new word

which has different lexical categories from its base. The table below provides

derivates affixes and the changes of its lexical categories (O’Grady, 1996):

Affix Change Example

Suffixes

-able V

→

A fix-able, do-able, understand-able

-(at)ion V

→

N realiz-ation, assert-ion, protect-ion

-er V

→

N teach-er, work-er

-ing1 V

→

N the shoot-ing, the danc-ing

-ing2 V

→

A the sleep-ing giant, a blaz-ing fire

-ive V

→

A assert-ive, impress-ive, restrict-ive

-al V

→

N refusal, disposal

-ment V

→

N adjour-ment, treat-ment, amze-ment

-ful N

→

A faith-ful, hope-ful, dread-ful

-(i)al N

→

A president-ial, nation-al, medic-al

-(i)an1 N

→

A Arab-ian, Singapore-an, Mali-an

-(i)an2 N

→

A Einstein-ian, Newton-ian, Chomsky-an

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Affix Change Example

-ize N

→

V hospital-ize, crystal-ize

-less N

→

A penni-less, brain-less

-ous N

→

A poison-ous, lecher-ous

-ate A

→

V activ-ate, captiv-ate

-en A

→

V dead-en, black-en, hard-en

-ity A

→

N stupid-ity, prior-ity

-ize2 A

→

V modern-ize, familiar-ize

-ly A

→

Adv quiet-ly, slow-ly, careful-ly

-ness A

→

N happi-ness, sad-ness

Prefixes

anti- N

→

N anti-abortion, anti-pollution

de- V

→

V de-active, de-mystify

dis- V

→

V dis-continue, dis-obey

ex- N

→

N ex-president, ex-wife, ex-friend

in- A

→

A in-competent, in-complete

mis- V

→

V mis-identify, mis-place

un1- A

→

A un-happy, un-fair, un-intelligent

un2- V

→

V un-tie, un-lock, un-do

re- V

→

V re-think, re-do, re-state

Table 2.1 Some English Derivational Affixes

Hence, the understanding of derivational knowledge does not only applying the affix

to form a new word from its base but also knowing the changes of its syntactic

category.

B. Theoretical Framework

Since meaning becomes the primary concern in learning vocabulary (words)

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tends to be ignored. Wilkins (1972) as quoted in Susilo (2000: 29) states: “ … while

without grammar very little can be conveyed, without vocabulary nothing can be

conveyed”. It cannot be avoided that vocabulary learning is a central knowledge for

second or foreign language learners. Here, a word is a means to convey one meaning.

While learning meaning of a word, its syntactic category is interrelated each of other.

In order to be able to use a word properly, understanding only the meaning is not

enough. Therefore, knowing the syntactic category of that word is needed to

determine which grammar must be used in a proper sentence both oral and written

context. In such affixation is really influential in changing the syntactic category of a

word.

On the other hand, reading skill becomes the significant skill for Senior High

School Students to absorb much information during their learning. Meanwhile,

Susilo (2001:30) underlines that vocabulary size is found to be a good predictor of

reading comprehension and to correlate with writing quality. Understandably,

vocabulary enrichment may become an entry point for the Senior High School

Students to cover vocabulary size needed for their minimal comprehension. Laufer

(1992) as quoted from Susilo (2001:16) suggests a threshold of 3,000 word families

(5,000 lexical items) must be mastered for ‘minimal comprehension’ and 5,000 word

families (8,000 lexical items) for reading for pleasure (Hirsh and Nation, 1992).

Once more affixation is valuable in order to achieve that threshold of vocabulary

mastery.

In accordance with this condition, affix knowledge is issued to conduct an

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suffixes of English words. Here, there are two aspects of affix i.e. prefixes and

suffixes. Both can also be classified as inflectional prefixes/suffixes and derivational

prefixes/suffixes. Because of the limitation of time, this study is only focused on

derivational suffixes. Students’ syntactic recognition of derivational suffixes

employs the ability to recognize the changes of syntactic category of a new word

after the addition a derivational suffix to its base.

Since the study is aimed to investigate the development of syntactic

recognition of derivational suffixes, therefore, it is included a study on receptive

knowledge of vocabulary. Hence, the study investigates whether there are any

significant differences between first, second, and third year of Sang Timur Senior

High School students in their syntactic recognition of derivational suffixes of English

words. Moreover, this study also tries to find out the developmental patterns of the

syntactic recognition of derivational suffixes of English words in Sang Timur Senior

High School.

Based on the discussion above, it is hypothesized that there are significant

differences between first year, second year and third year students in their syntactic

recognition of English derivational suffixes in Sang Timur Senior High School.

Pattern of the development of students’ syntactic recognition of English derivational

suffixes indicates the positive growth. It means that the syntactic recognition of

derivational suffixes of English word increase in accordance with the duration of

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CHAPTER III RESEARCH METHOD

This chapter presents discussions about (1) research design, (2) instrument,

(3) pilot testing, (4) main study. Subject, data collection, scoring, tabulation and data

analysis will be discussed in the main study.

A. Research Design

This study was cross-sectional design. Wiersma (1995: 175) argues that

cross-sectional design involves data collection at one point in time from a sample or

from more than one sample representing two or more populations. He also states that

this design was also a type of survey design. Ary, Jacobs, and Razavieh (1990: 67)

define survey as a research method which is conducted to collect information about

characteristics of a population by examining a sample of that group. On the other

hand, they also argued that there was a major disadvantage of cross-sectional design

i.e. the possibilities difference between samples seriously bias the result. This

designs, however, was usually possible to investigate large number of samples.

Hence, this method is extensive and cross-sectional, dealing with a relatively large

number of cases at a particular time.

Knowing the feature of the data presentation, however, this study used mix

procedures to answer research question. The data from quantitative procedures

would be the starting point to answer research questions. Then the qualitative

procedures were intended to find out data which were used to analyze the

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phenomena occurred.

Since it was not feasible to survey the entire population (all classes in Sang

Timur Senior High School), the selection of some samples of different year were

taken to represent the whole population.

B. Instruments

In order to answer the research questions the researcher used direct

observation by means of “checklist” test. Hopkins (1976: 82) argues that a checklist

has two major contributions to observation: (1) it is an efficient (time-wise) method

of recording, and (2) the data are objective. This checklist consisted of list of which

words came from derivational suffixes that had to be classified by the students based

on their lexical category. A simple recorded interview was also conducted in this

study. It was aimed to investigate the phenomena occurred after the survey research.

The words of the “checklist” included samples of words from A Vocabulary

List adapted from: The Thousand Word Little Language, The Second Thousand

Word List, Word Power 3000 ( Purba, 1996), Daftar Kosakata SMU taken from the

2004 CBC and students’ hand book entitled English for a Better Life (Yuliani and

Permatay, 2005). The last source was aimed to confirm that some words in the

“checklist” were the samples of words from their handbook which were regularly

read by the students. The main consideration in compiling the words for the checklist

was The First 1000 Words of the General Service List (Nation’s Appendix,

2002:54-55).

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on the mentioned sources. Firstly, the word list of the sources provided highly

frequency items. Therefore the words in the “checklist” were compiled from the

sample of words from the sources mentioned above. Secondly, there was a list of

words in the 2004 CBC that was supposed to be taught by Senior High School

teachers of first year students. The form of that “checklist” could be seen below.

Mark (√) the following words, whether they are noun, adjective, verb or adverb. One word may have more than one lexical category.

No Words Noun Adjective Verb Adverb

1 Ability

2 Activate

3 Aggressive

4 Agreement

5 Assertive

6 …

Table 3.1: Checklist Test

The complete “Checklist” test will be presented in the appendices.

As defined by Read (2000: 86), second language learners generally know a

lot fewer words in target language than native speakers do. It could be inferred that

Senior High School students were only accustomed to highly frequency item of

words.

Considering this condition the study proposed some criteria in determining

which words were included in the checklist. First, the headword was the sample of

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Senior High School in Indonesia has implemented this curriculum as the main

guideline of educational system this study included the sample of words from the

2004 CBC word list. Second, the vocabulary item in the “checklist” was the example

of words in the 1st 2000 thousand words of English taken from Nation (2002: 54-57).

C. Pilot Testing

Pilot study was done to find out whether this study is feasible and whether it

is worthwhile to continue. Previously, the study proposed 53 derived words

constructing the test. Six respondents were chosen as the pilot project of this study (2

respondents of each class in Senior High School students). The result of the pilot

testing indicated that there were significant differences between the first, second and

third year students in their syntactic recognition of derivational suffixes of English

words.

Through some steps of corrections, it was found that the checklist contained

three words which came from conversion (control, study, work). This study was only

focused to the investigation on English derivational suffixes. Therefore, those three

words were excluded from the list. Automatically, the maximum score of this

checklist test was 50.

On the other hand, Hopkins (1976: 99) argued that the most important

property of any measuring instrument is the validity. In order to have content validity

the researcher provided the matrix of the checklist test that was used in the study.

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Matrix of Test Items

Suffixes Changes Lexical Categories Number of Items -able -ive -ful -ian -ic -less -ous -ate -en -ize2 -ize -(at)tion -er -ment -ity -ness -ly

Verb → Adjective Verb → Adjective Noun → Adjective Noun → Adjective Noun → Adjective Noun → Adjective Noun → Adjective Adjective → Verb Adjective → Verb Adjective → Verb

Noun → Verb Verb → Noun Verb → Noun Verb → Noun Adjective → Noun Adjective → Noun Adjective → Adverb

3 items 3 items 3 items 4 items 4 items 3 items 3 items 3 items 3 items 2 items 3 items 3 items 2 items 3 items 3 items 2 items 3 items

Table 3.2: Matrix of Test Items

Hughes (1989:26) says that a testing technique was said to have construct

validity if it could be demonstrated that it measured just the ability which it was

supposed to measure. In order to get the construct validity of the instrument, the

researcher consulted the checklist test to the supervisor of this study.

The reliability of the checklist test was calculated by means of the Guttmann

Split-Half method presented in SPSS 11.0 for windows. The range of reliability

coefficient is from o to 1. From the calculation it was found that reliability

coefficient (rxx) was 0,7341. This coefficient reliability was approaching +1. Hence,

it could be considered that this checklist test was reliable.

D. Main Study

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study, data collection, scoring, tabulation and data analysis.

1. Subjects

The subjects of this study were class X1,2 (as the sample of the first year

students), XIIPA-IPS (as the sample of the second year students) and XIIIPA-IPS (as the

sample of the third year students) of Sang Timur Senior High School. Since it would

not be feasible to observe and study the entire population, samples were selected

with the assumption that those samples would be really representative enough to

study the development of syntactic recognition of derivational suffixes of English

words in this senior high school.

Ary et all. (1990) said that there are two major types of sampling procedures,

they were probability and non probability. They added that when probability

sampling was used, inferential statistic enabled researchers to estimate the extent to

which the findings based on the sample were likely to differ from they would have

found by studying the whole population. In line with the probability procedures, this

study used cluster sampling in order to get the representative sample. Three classes

of different year were used to represent the whole population in Sang Timur Senior

High School: X (1,2), XI (IPA-IPS) and XII (IPA-IPS). They have different length of study

in the Senior High School. Table 3.2 below showed the length of the study.

Classes Length of Study

X1,2 1 year of study

XIIPA-IPS 2 years of study

XIIIPA-IPS 3 years of study

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2. Data collection

The data collection was conducted in order to answer the research problem.

The test was conducted relatively in the same time, it was on the third week of

October (October10-15, 2005) the researcher administrated the test in Sang Timur. It

is a private senior high school which is located on Jalan Batikan 7, Yogyakarta. The

students were asked to do the fifty items in 15-20 minutes. It was administrated

during the class hours.

At the first, there were 153 sheets of the “Checklists” (50 sheets of first year

students, 51 sheets of second year students and 52 sheets of third year students).

Since the sample needed in each class was only 50 students, while there were 51

students of second year and 52 students of third year, the researcher selected the

sample from both classes randomly in order to obtain the intended number of

respondents, 50 students in each class.

3. Scoring

The scoring was in terms of correct (1 point) or incorrect/ blank (0 point). An

item of word classification was considered correct when it was classified correctly.

For example, if a student classified the word ability as a noun, he would get 1 point.

As had been mentioned before that the maximum score of this test was 50.

4. Tabulation

The gathered data then was presented in a table which was consisted of 4

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second was for frequency, third for percent and fourth for cumulative percent. The

complete gathered data will be presented in the appendices. Table 3.4 showed the

intended table.

Score Frequency Percent Cumulative Percent

1.00

Total 50 1

Table 3.4: Scores Tabulation

5. Data analysis

The gathered data was analyzed in order to answer the research problem. The

intended data were gathered from the students’ performance on classifying words

available on the “Checklist”. As stated previously the classification of the words was

done based on the lexical category of each word.

In order to answer the first research problem the researcher uses One-Way

ANOVA for independent sample. This test was used for comparing two or more

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independent variable in this study was set at three different level, first year, second

year, and third year student of Sang Timur. Since the study was aimed to test the

hypothesis of significant difference, the F ratio became the statistical test.

nce groupvaria Mswithin

nce groupvaria Msbetween

F

− − =

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CHAPTER IV ANALYSIS RESULTS

This chapter discusses data presentation, results of data analysis and

discussion.

A. Data presentation

This study intended to investigate three groups of students in Sang Timur

Senior High School. The grouping was determined by the year of student’s

admission. Therefore the results of data collections were provided group by group.

1. Scores of the First Year Students

This was the first group in the study named first year students, consisted of

two classes X1 and X2. There were 50 students included in this group to represent the

first year population. The highest and the lowest score obtained by the first year

student were 28 and 4. The highest score was obtained by two students from the

maximum total score 50. (see Appendix E)

2. Scores of the Second Year Students

Class XIIPA and XIIPS were the second group representing the population of

the Second Year Students. There were 50 students involved in this group with the

highest and the lowest scores of the second year students were 44 and 5. Both the

highest and the lowest scores from the maximum total score 50 in this group were

obtained by one student. (see Appendix E)

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3. Scores of the third Year Students

There were 50 students involved in this group representing the population of

the third year students. It consisted of students from Class XIIIPA and XIIIPS –1. The

highest and the lowest scores of the third year students were 48 and 11. The highest

score in this group was obtained by one student while the lowest score obtained by

two student from the maximum total score 50. (see Appendix E)

4. Mean, median and mode

N Range Minimum Maximum Mean Std.

Deviation Mode Median First Year 50 24 4 28 16.42 5.37 14 16

Second Year 50 39 5 44 17.70 7.15 13 17

Third Year 50 37 11 48 22.28 9.14 16 19

Table 4.1 Frequencies Statistic

The means score of the syntactic recognition of English derivational suffixes

between the first, second and third year students of Sang Timur Senior High School

were diverse. Gradually, the mean score were 16.42, 17.7 and 22.28, while its

standard deviations were 5.37, 7.15 and 9.14. On the other h

A study on the development recognition of english derivational suffixes in senior high school - USD Repository

A STUDY ON THE DEVELOPMENT OF STUDENTS’ SYNTACTIC RECOGNITION OF ENGLISH DERIVATIONAL SUFFIXES IN

SANATA DHARMA UNIVERSITY YOGYAKARTA

SENIOR HIGH SCHOOL

Board of Examiners

STATEMENT OF WORK ORIGINALITY

God didn’t promise day without

beloved

TABLE OF CONTENTS

CHAPTHER I: INTRODUCTION ... 1

CHAPTER III: RESEARCH METHOD ... 29

1. ANOVA ... 40

LIST OF TABLES

ABSTRACT

Nugraha, Yohanes Sapta. (2007). A Study on the Development of Students’ Syntactic Recognition of English Derivational Suffixes in Senior High School

ABSTRAK

CHAPTER I INTRODUCTION

A. Background

Problem Identification

C. Problem Limitation

D. Problem Formulations

F. Benefits

G. Definitions of Terms

H. Assumptions

CHAPTER II LITERATURE REVIEW

A. Theoretical Description 1. Morpheme and Its Studies

2. Knowledge of Word

3. Lexical development

4. Model of Vocabulary Acquisition

INPUT INTAKE LEXICON OUTPUT

5. Vocabulary Learning

6. Lexical Mapping

7. Derivational knowledge

B. Theoretical Framework

CHAPTER III RESEARCH METHOD

A. Research Design

B. Instruments

C. Pilot Testing

D. Main Study

2. Data collection

3. Scoring

4. Tabulation

5. Data analysis

CHAPTER IV ANALYSIS RESULTS

A. Data presentation

2. Scores of the Second Year Students

3. Scores of the third Year Students

4. Mean, median and mode