AN ANALYSIS OF AFFIXATION IN WRITING PARAGRAPH OF STKIP PGRI WEST SUMATERA
JOURNAL
APTI AKMALIA PUTRI NPM. 10040251
ENGLISH EDUCATION DEPARTEMENT
COLLEGE OF TEACHER TRAINING AND EDUCATION (STKIP) PGRI WEST SUMATERA
2015
AN ANALYSIS OF AFFIXATION IN WRITING PARAGRAPH OF STKIP PGRI WEST SUMATERA
1)
Apti Akmalia Putri,
2)Syayid Sandi Sukandi,
3)Hevriani Sevrika
123)English Education Program, STKIP PGRI West Sumatera, Jl. Gunung Pangilun Padang.
1)apti_akmalia@yahoo.co.id, 2)syayid@gmail.com, 3) sevrikariecha@gmail.com
Abstract
This research aims to find out and see the students’ knowledge in using affixes in the words make sentences into paragraphs. This consists of how students put the words that have been given particle, then the words are changed function when compiled into sentences. Thus, researcher focused on the analysis of particle placement into words and words into sentences and sentences into paragraphs based on functions in the paragraph itself. To obtain data on the student’s knowledge of researcher request documents exercise, mid-term test, and final project of students for the lecturer who teach (writing 1). To know the result of students knowledge of researcher to conduct examination of exercise, mid-term test, and final project students in using affixes with document cheklist method. Based on the interpretation of data first year at second semester students of English department of STKIP PGRI West Sumatera prove that students have knowledge about the using and placement of affixes in arrange sentence into paragraph.
Interpretation shows that of the 18 samples that look for by the researcher more than half the samples have been using affixes well to make sentence into paragraph.
Penelitian ini bertujuan untuk mengetahui dan melihat pengetahuan mahasiswa dalam menggunakan imbuhan dalam kata-kata membuat kalimat menjadi paragraf. Ini terdiri dari bagaimana mahasiswa menempatkan kata-kata yang telah diberi imbuhan, sehingga kata-kata tersebut berubah fungsi ketika dikompilasi menjadi kalimat. Dengan demikian, peneliti memfokuskan analisis pada penempatan imbuhan dalam kata-kata dan kata-kata menjadi kalimat dan kalimat menjadi paragraf berdasarkan fungsi dalam paragraf itu sendiri. Untuk mendapatkan data tentang pengetahuan mahasiswa peneliti meminta dokumen latihan, ujian mid semester, dan ujian semester mahasiswa kepada dosen yang mengajar (writing I). Untuk mengetahui hasil pengetahuan mahasiswa peneliti melakukan pemeriksaan dari latihan, ujian mid semester, dan ujian semester mahasiswa tersebut dalam penggunaan imbuhan dengan metode dokumen ceklist.
Berdasarkan interpretasi data mahasiswa tahun pertama semester dua jurusan bahasa inggris STKIP PGRI Sumatera Barat membuktikan bahwa mahasiswa memiliki pengetahuan tentang penggunaan dan penempatan imbuhan dalam menyusun kalimat menjadi paragraf. Interpretasi menunjukkan bahwa dari 18 samples yang di cari oleh peneliti lebih dari setengah samples telah menggunakan imbuhan dengan baik menyusun kalimat menjadi paragraf.
Key Word : Affixation and Writing Paragraph
INTRODUCTION
An affix is a morpheme that is attached to a word stem to form a new word.
Words are often made up of a root and its affixes. Bauer and Katamba and Stonham in Braun (2009:52) states affixation is generally regarded as the process of attaching affixes, such as suffixes, prefixes or infixes to a base. An affix is usually defined as a bound morpheme which occurs only in combination with other morphemes, such as roots or bases.
To learn about the form of affixess in learning English this research applying theory from Clark (2009:254), he states that affixes begin to identify and analyze the meanings of parts of complex words- affixes (prefixes, and suffixes). Analyze the internal structure of words, affixes as buildings blocks for new words to convey new meanings. Derivation in the formation of words relies on affixation to a root or an existing words.
According to Millward and Hayes (2011:4) “ in English, most derivational prefixes simply change the meaning of the
word to which they are attached, though some change the part of speech; change noun to a verb and change verb to an adjective. Then, derivational suffixes normally the change the part-of-speech category and may also change the meaning of the word to which they are attached.”
Then, Kennedy (2014: 73) mentions most words, however, can consist of a root with one or more affixes at the beginning (prefix) or end (suffix). Huge numbers of English words are composed of roots or base forms and affixes in this way.
It is very efficient for language learners to know the meaning of the most frequent affixes. It is important to remember, however, that because of the long history of borrowing and adjustments of spelling and pronunciation it is not always easy to work out what the root of a word is.
To learn about the form of affixes this research applying theory from Bauer (1983:18) states affixes consist of three parts that is prefixes, suffixes and infixes. This book explains form of affixes is:
a. Prefixes are attached before a base.
Example: English dislike, where dis- is prefixes.
b. Suffixes are attached after a base.
Example: English freedom, where –dom is suffixes.
c. Infixes are attached inside a base.
Example: English bumili, where –um- is infixes.
According to Aronoff and Fudeman (2011: 2), affixes which means that they are attached to the stem. There are types of affixes;
1. Affixes re- that go before the stem are prefixes.
2. Suffixes –ation that go after are suffixes.
3. Infixes are segmental strings that do not attach to the front or back of a word, but rather somewhere in the middle. Like – grat- .
In addition, Haspelmath and Sims (2013: 20) state that there are still other kinds of affixes:
1. Prefix: precedes the base.
2. Suffix: follows the base.
3. Infix: occurs inside the base.
When the researcher pre observation at second semester of English Department of STKIP PGRI West Sumatera in 2014/2015 academic year. It is found that phenomena most of students useless affixes.
They often had low proggres to using affixes in their writing paragraph, hence they are not able to organize and develop their idea to be written paragraph. Based on this situation, the students do not know about affixes. For example: "unforget" consists of the prefix
"un-" which means "not" combined with the root (stem) word "forget"; the word
"unforget" means "not forget". The students not have background knowledge about affixes.
RESEARCH METHOD
Rubin and Babbie in Thyer (2010:120) define descriptive research attempts to describe characteristics of a sample and relationships between phenomena, situations, and events observed by the researcher. The result of descriptive research was to profit data about the sample that describe basic relationship increase our standing of question being ask. The researcher used descriptive research, because the data that the researcher will be used and taken in form of descriptive, the researcher will describe about affixes in writing paragraph at second semester of English Department of STKIP PGRI West Sumatera in 2014/2015 academic year.
Participant was important aspect in every research. According to Dewalt and Dewalt (2011), participant observation was a method in which a researcher takes part in the daily activities, rituals, interactions, and events of a group of people as one of the means of learning the explicit and tacit aspect of their life routines and their culture.
Participants of this research were exercise, mid-term test, and final project. To got the data that became source data was the second semester students of English Department of STKIP PGRI West Sumatera in 2014/2015 academic year.
In collecting the data, the researcher needed instrument. Instrument was a tool that was used by researcher to gather the information which was needed in the research. In this research, the researcher used document cheklist as the tool of the research. The researcher only give mark “√”
in the colum the table for researching affixes in writing paragraph. The researcher will arrange document checklist based on indicators of three affixes in writing paragraph; they are prefixes, infixes, and suffixes.
FINDINGS AND DISCUSSION
After collecting data from writing exercise, mid-term test, and final project of the students, the researcher analyzed the data referred to the technique of data analysis in chapter III. Then, analysis also answered the question of this research. Those had been stated in chapter I (Research Questions) the question were “ What are types of affixes in writing paragraph at second semester of English Department of STKIP PGRI West Sumatera in 2014/ 2015 academic year?.
And, What are the dominants affixes in writing paragraph at second semester of English Department of STKIP PGRI West Sumatera in 2014/ 2015 academic year?”.
A. The Types of Affixes
The researcher finally found the answer of the first question “ what are types of affixes in writing paragraph at second semester of English Department of STKIP PGRI West Sumatera in 2014/ 2015 academic year?. In this case, the researcher found two the types of affixes. The first, Prefixes were attached before a base.
Second, Suffixes were attached after a base.
B. The Dominants of Affixes
The researcher finally found the answer of the second question “ what are dominants of affixes in writing paragraph at second semester of English Department of STKIP PGRI West Sumatera in 2014/ 2015 academic year?. Therefore, the researcher found more than dominant the use of affix is suffix.
CONCLUSION
As stated at the previous chapter, the purpose of this research were to describe the ways of the students in using of affixes in writing paragraph. It consisted of how the students put sentence which has given affixes. Thus, researcher analyze the data, the researcher concludes the affixes in using writing paragraph. The researcher finds in
this research, the types and dominants affixes using in writing paragraph.
Based on the data most of the students were able to use appropriate of affixes in the paragraph, because they understand the elements or part in the of affixes. Then, the rest of the students who could not use the appropriate affixes will face difficulties in arranging the paragraph into good writing paragraph. Most of the students were able to arangge good sentence in paragraph because they understand the elements or parts affixes itself.
ACKNOWLEDGEMENT
First of all, the researcher delivers a great thanks and appreciation to the great advisors Syayid Sandi Sukandi, S.S, M.A and Hevriani Sevrika, M.Pd. thanks for a lot of patiences, guidances, and supports to the researcher. As a result, this thesis can be finished well and just in time.
REFERENCES
Aronoff, Mark and Fudeman, Kirsten. (2011). What is Morphology. New York: Cambridge University Press.
Bauer, Laurie. (1983). English Word Formation. New York: Cambridge University Press.
Braun, Maria. (2009). Word Formation And Creolisation. New York. Cambridge University Press.
Clark, Eve V. (2009). First Language Acquisition. New York: Cambridge University Press.
Dewalt M. Kathhleen and Dewalt R. Billie. (2011).
Participan Observation: A Guide for Fieldworkers. New York: ALTAMIRA PRESS.
Haspelmath, Martin and Sims, Andrea. (2013).
Understanding Morphology. New York:
Routledge.
Kennedy, Graeme. (2014). Structure and Meaning in English: A Guide for Teachers. New york:
Routledge.
Millward C. M and Hayes, Mary. (2011). A Biography of the English Language. New York : CENGAGE Learning.
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