A. Findings
1. The Implementation of Morphological analysis to develop the students’ vocabulary students’ vocabulary
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This chapter presents the findings and discussions of the research. The findings consisted of the data obtained through achievement test to see the students‟ achievement after teaching the materials of the implementation morphological analysis and data collected through observation and evaluation to see the students‟ ability in implementing of morphological analysis after given treatment in the first and second cycles of the research.
verb, adjective, and adverb derivation component into the text. And absolutely they are interested to join in learning process. It can be seen by the students‟
activeness and their spirit. And it is supported by result of the tests‟ rate in cycle II was higher than test value of cycle 1. It followed the principle working of Classroom Action Research that conducted on two Cycles, each cycle consisted of four meetings. Before implementing this strategy, diagnostic test was given to the students to measure their students‟ ability in the noun, verb, adjective, and adverb derivation by using affixation which cover prefixes and suffixes that focuses on forming noun, verb, adjective, and adverb derivation, affixation of prefixes and suffixes as implementation of Morphological analysis. After that the researcher explained about the advantages of the method to the students and applied Morphological analysis in teaching and learning process.
The students‟ motivation in teaching and learning process can be influenced by the method and media that the researcher used In implementing Morphological analysis. the students are asked to read whole the text, then examine each point of sentences, decide each point of sentences and write the point sentences. Through Morphological analysis, while before implementing this method the students were difficult to form affixations. After implementing this method there was a significant improvement of their ability in forming noun, verb, adjective, and adverb derivations,
In teaching and learning process with implementing of Morphological analysis. the students are interested to join in learning process.
It can be seen by the students‟ activeness during teaching learning process.
They were active in asking about the material during learning process and the students‟ ability is improved after implementing Morphological analysis.
2. The result of implementation morphological analysis in developing the students’ vocabulary.
a. The Students’ ability in forming noun to verb derivation
The implementation of morphological analysis to form noun to verb derivation which had focused on specific analyzing, implications of affixation at the fifth semester students of Makassar Muhammadiyah University in morphology class as result of the students‟ assessment of cycle I and cycle II were described as follows:
Figure 1: The chart of indicators in forming noun to verb derivation in D-Test, cycle I and cycle II.
The chart above shows that the improvement of the students‟ ability to form noun to verb derivation in cycle II was higher (90) than in cycle I (75.55) and D-
0 10 20 30 40 50 60 70 80 90
D-Test Cycle I Cycle II DT-CI CI-CII DT-CII 63.89
75.55
90
11.66
14.45
26.11
test (63.89) Even though, the improvement of the students‟ from D-Test to cycle I (11.66%), from cycle I to Cycle II (14.45%) from D-test to CII (26.11%).
Therefore there was the improvement of students‟ ability in forming noun to verb derivation can be achieved. Finally, the use of morphological analysis was effective for students.
b. The Students’ ability in forming verb to adjective derivation
The implementation of morphological analysis to form verb to vadjective derivation which had focused on specific analyzing, implications of affixation at the fifth semester students of Makassar Muhammadiyah University in morphology class as result of the students‟
assessment of cycle I and cycle II were described as follows:
Figure 2: The chart of indicators in forming verb to adjective derivation in D-Test, cycle I and cycle II.
The chart above shows that the improvement of the students‟ ability to form verb to adjective derivation in cycle II was higher (92.5) than in cycle I (74.72) and D-test (66.67) Even though, the improvement of the students‟ from D-Test to
0 10 20 30 40 50 60 70 80 90
D-Test Cycle I Cycle II DT-CI CI-CII DT-CII 66.67
74.72
92.5
8.05
17.78
25.83
cycle I (8.05%), from cycle I to Cycle II (17.78%) from D-test to CII (25.83%).
Therefore there was the improvement of students‟ ability in forming verb to adjective derivation can be achieved. Finally, the use of morphological analysis was effective for students.
c. The students‟ ability in forming adjective to adverb derivation.
The implementation of morphological analysis to form adjective to adverb derivation which had focused on specific analyzing, implications of affixation at the fifth semester students of Makassar Muhammadiyah University in morphology class as result of the students‟ assessment of cycle I and cycle II were described as follows:
Figure 3: The chart of indicators in forming adjective to adverb derivation in cycle I and cycle II.
The chart above shows that the improvement of the students‟ ability to form adjective to adverb derivation in cycle II was higher (88.89) than in
0 10 20 30 40 50 60 70 80 90
D-Test Cycle I Cycle II DT-CI CI-CII DT-CII 66.67
73.61
88.89
6.94
15.28
22.22
cycle I (73.61) and D-test (66.67) Even though, the improvement of the students‟ from D-Test to cycle I (6.94%), from cycle I to Cycle II (15.28%) from D-test to CII (22.22%). Therefore there was the improvement of students‟ ability in forming adjective to adverb derivation can be achieved.
Finally, the use of morphological analysis was effective for students.