2). The students‟ knowledge are examined by the researcher about prefixes, suffixes and root words. A stage model of morphological analysis is proposed and used proposed and used to derivate of the number of prefixes words that third- and fifth semester students were expected to analyze correctly in a year time, given certain assumptions about reading, root knowledge, and affix knowledge. The resulting estimates support the practice of morphological teaching at the first semester and above, help to explain the rapid growth in vocabulary that occurs during the elementary school.
28 A. Research Design
This study employs a classroom action research (CAR).
Action research is a form of investigation designed for use by the teachers to attempt to solve problems and improve professional practices in their own classrooms. It involves systematic observations and data collection which can be then used by the practitioner-researcher in reflection, decision making and the development of more effective classroom strategies (Parsons and Brown, 2002: 1)
Action research is a natural part of teaching. The teachers are continually observing the students, collecting data and changing practices to improve student learning and the classroom and school environment.
Action research provides a framework that guides the energies of teachers toward a better understanding of why, when, and how students become better learners (Christine Miller, 2007: 1).
In relating to the explanation above, the researcher said that classroom action research was a process of learning that monitored by the researchers to get the students understood about the class situation in getting the students response about the material given by researchers.
This research followed the principal working of classroom action research that contained of four stages, they were: Planning, Implementation of Action, Observation, and Reflection.
The cycle of Classroom Action Research
( Arikunto, 2008:16) According to principle working above, the researcher designed also in the following principle working below that used in implementation that contained of four stages each cycle, they were:
Planning, Implementation of Action, Observation, and Reflection.
Reflection
Reflection Action
Cycle II
Action Observation
Planning Cycle I
Observation
?
Planning
Cycle I
Cycle II
This research hold around two cycles. They were first and second cycle and each cycle was the series of activity which has close relation. Where, the realization of the second cycle were continuing and re-correcting from the first cycle.
CYCLE 1
1. The Planning
The activity that is done in this stage were:
a. The researcher gave a list of vocabulary of isolated words.
Planning
Action
Observation
Reflection
Planning
Observation Action
Reflection
b. The researcher gave explanation of the intricacies of morphological analysis about Definition and function of Verb, noun and adjective.
c. The researcher provided the rules for putting words together, and instruction often focused on the form and inflection of words.
d. The researcher gave a written test and memorizing the words formation to student in the end of lesson.
2. Action
The activity that is done in this stage were:
a. The researcher gave a list of vocabulary of isolated words.
b. The researcher gave explanation of the intricacies of morphological analysis about Definition and function of Verb, noun and adjective.
c. The researcher provided the rules for putting words together, and instruction often focused on the form and inflection of words.
d. The researcher gave the written test and memorizing the words formation to the student in the end of lesson.
Beside those action above in learning prosess, the researcher also considarate the procedure of morphological analysis in doing this research.
According to Carnine (1990:288) says that, the format of presenting a new morpheme includes the types.
1) The first step is the teachers explain to the students the meaning of a new morpheme then test them orally on the meaning of the words that contain that morpheme.
2) The second step, the teacher provides practice of the meaning of the new morphemes and previously taught morpheme.
3) The third step, students use their knowledge of those morphemes to determine word meaning. The process of new morpheme, the teachers are suggested to give correction toward the students‟
mistakes or if the students do not respond correctly. The teacher explains them the meaning of the morpheme such as, repeats the question, and then alternates between those morphemes and other morphemes that students have already known.
3. Observation
Observation were collecting data activity related to the learning English process which has solving problem and learning technique which is improving stated by Adnan Latief, (2009: 27). So, in this stage the researcher asks the students‟ to collect their final writing, to measure the students‟ achievement after using morphological analysis.
4. Reflection
Analyzeing all of the data which had been collected from observation, to assess the teaching program‟s achievement after given an action at the first cycle to get the best result could be a basic to formulate the next better lesson plan.
If problems were still observed, the study is continued to the second cycle. In the second cycle, the researcher planed to combine the
morphological analysis with the use of affixation. This is based on the consideration that one possibilities which cause the students can not identify the vocabulary test given, it was because the confidence quite difficult from others. Therefore, to help the students in studying of the English morphological analysis, the use of affixation test will be implemented in the second cycle. It is also based on the consideration that children were more interest in picture rather than the verbal material (Rijavec, 1991: 91).
CYCLE 2
1. The Planning
The activity that is done in this stage were:
a. The researcher gave explanation of the intricacies of morphological analysis.
b. The researcher provided the rules for putting words together, and instruction often focused on the form and inflection of words.
c. The researcher checked the students developing related vocabulary in forming affixation (prefixes and suffixes).
d. The researcher went to speaking practice.
2. Action
The activity that is done in this stage were:
a. The researcher gave explanation of the intricacies of morphological analysis.
b. The researcher provided the rules for putting words together, and instruction often focused on the form and inflection of words.
c. The researcher checked the students developing related vocabulary in forming affixation (prefixes and suffixes).
d. The researcher went to speaking practice.
Beside those action above in learning prosess, the researcher also considarate the procedure of morphological analysis in doing this research.
According to Carnine (1990:288) says that, the format of presenting a new morpheme includes the types.
1) The first step is the teachers explain to the students the meaning of a new morpheme then test them orally on the meaning of the words that contain that morpheme.
2) The second step, the teacher provides practice of the meaning of the new morphemes and previously taught morpheme.
3) The third step, students use their knowledge of those morphemes to determine word meaning. The process of new morpheme, the teachers are suggested to give correction toward the students‟
mistakes or if the students do not respond correctly. The teacher explains them the meaning of the morpheme such as, repeats the question, and then alternates between those morphemes and other morphemes that students have already known.
3. Observation
Observation was collecting data activity related to the learning English process which had been solving problem and learning technique which is improving stated by Adnan Latief, (2009: 27). So, in this stage the researcher asked the students‟ to collect their final writing, to measure the students‟ achievement after using morphological analysis.
4. Reflection
Analyzing all of the data which had been collected from observation, to assess the teaching program‟s achievement after given an action at the second cycle in getting the best result could be a basic to formulate the next better lesson plan.
B. Research Subject
Research subject of this research was the fifth semester students in H. V class with the number of the class is 36 of Muhammadiyah University Makassar. .
C. Research variables and Indicators 1. Variables
This research consisted of two variables. They were independent variables and dependent variables.
1. Independent variable is morphological analysis technique. It is used by the researcher when teaching the material.
2. Dependent variable is the students‟ vocabulary in forming noun, verb, adjective, and adverb derivation cover prefixes and suffixes.
2. Indicators
There were four indicators of this research based on the variables above.
The verb, noun, adjective, and adverb derivation cover prefixes and suffixes.