1
ENGLISH REVIEW JOURNAL
http://ojs.stkip-ypup.ac.id/index.php/erj Vol 1, No, 1, Juni 2020
p-ISSN: xxxx-xxxx dan e-ISSN: xxxx-xxxx DOI.xxx-xxx
Teaching Derivational Affixes to Enrich Students’ Vocabulary Mastery at the Eighth Grade Students of SMP Dunia Harapan Makassar
M Randy Sultan1
1 Pendidikan Bahsa Inggris STKIP YPUP Makassar Email: randy@gmail.com
Artikel info Artikel history:
Received; xx-xx-xxx Revised:xx-xx-xxxx Accepted;xx-xx-xxxx
Abstract.
The objective of this research was to find out whether or not teaching derivational affixes could enrich students vocabulary mastery. This research used pre-experimental method. The population of this research was the eighth grade students of SMP Dunia Harapan Makassar in academic year 2018/2019 which consisted of 21 students. The researcher used total sampling technique which took 21 students as the sample of this research. The data were collected using vocabulary test in the form of arranging letter, multiple choice, making sentence and classifying the word classes. The result showed that there was a significant improvement, it was proved by the students’
mean score in post-test (91,81) was higher than pre-test (70,62).
The t-test value (5,181) which was higher than the t-table (2,086). Therefore, it is concluded that teaching derivational affixes could enrich the students’ vocabulary mastery at the eighth grade students of SMP Dunia Harapan Makassar.
. Kata kunci:
Vocabulary and Derivational Affixes
Coresponden author:
Email: xxxx@gmail.com artikel dengan akses terbuka dibawah lisensi CC BY -4.0
INTRODUCTION
As vocabulary plays an important role in English learning, students should acquire an adequate number of vocabulary and know how to use them correctly. It will be difficult for students to understand others or to express their ideas, emotions, and feelings if they have a lack of vocabulary. Vocabulary is also defined as the sets of all words the person understands or any words that a person might use to construct a new sentence.
The researcher had conducted an observation at SMP Dunia Harapan Makassar in
February 2018. Based on the researcher’s experience in teaching the eighth grade in that
school, students were able to speak English. The problem was the words that the students said
2
were often incorrect. Students had difficulty in distinguishing adjective, noun, verb, and adverb. For example, the words beautiful, beauty, beautify, beautifully. Based on the problems above, the researcher concluded that the students’ problem was vocabulary mastery.
Derivational affixes are not included to the school curriculum, but derivational affixes are needed to be understood by the students because they have learnt suffixes at the seventh grade and when they were in primary school. Adding derivational affixes to the curriculum would help the students to learn and understand the affixes.
Problem Statement
As stated in the background above, the students of SMP Dunia Harapan had problems in vocabulary mastery. They were able to recognize word but unable to use it in a sentence correctly because they could not differentiate the word class. In order to overcome that problem, the researcher wanted to teach derivational affixes to enrich students’ vocabulary mastery. Related to the problem above, the researcher formulated a research question as follow:
Can teaching derivational affixes enrich students’ vocabulary mastery?
Objective of the Research
Based on the problem statement and research question, the objective of this research was to find out whether or not teaching derivational affixes could enrich students’ vocabulary mastery.
The Significance of the Research
The results of this research consist of theoretical and practical significances. Theoretically, the results of this research were expected to be valuable information and positive contribution of learning theory for the teachers, this research was expected to be a consideration to the teachers in choosing a method or material in teaching vocabulary. For other researchers, this research was expected to be a source as well as guide to the other researchers who are going to conduct a similar research.
Scope of the Research
The scope of this research is limited by three aspects, discipline, content, and activity. By discipline, this research is under applied linguistics. By content, this research focused on teaching derivational affixes to enrich students’ vocabulary mastery. In this case there are 20 affixes which are divided into 4 groups depend on the word class they formed. They are noun formation (-ance; -al; - ion; -ment; -or, -ness, -ship, -hood), verb formation (en; -ize; en-), adjective formation (-ful; -y; -able;
-ive; -ous; -less; un-; im-), and adverb formation (-ly). In order to achieve vocabulary mastery, this research would also focus on spelling, denotation meaning and the use in context of present tense.
By activity, the researcher would teach vocabulary by using derivational affixes as material. The researcher would teach word formation by adding affixes and give some exercises to the students in order to practice using the words.
REVIEW OF RELATED LITERATURE Previous Related Findings
Khalik (2017) in his research under the title of “Teaching Derivational Affixes to Enrich Students’ Active Vocabulary Mastery of Secondary Vocational School students” concluded that teaching derivational affixes was effective to enrich active vocabulary mastery of the secondary vocational school students. His research was conducted in 4 meetings; pre-test was given in the first meeting, and the treatment in the next two meetings and in the last meeting was post-test. He applied pre-experimental research design which took only one class as the sample with 24 students.
The sampling technique that was used by him was cluster random sampling technique.
3 Muthmainnah, et al. (2014) also conducted a research under the title “Teaching Derivational Suffixes to Improve the Vocabulary Mastery through Reading Text”. They concluded that the teaching of derivational suffixes through reading text can improve the vocabulary mastery of the second grade students at MAN 1 Palu. Their research was conducted in 4 meetings; pre-test was given in the first meeting, and the treatment in the next two meetings and in the last meeting was post-test. They applied pre-experimental research design which took only one class as the sample with 22 students.
The sampling technique that was used by them was cluster random sampling technique
Based on the research studies above, the researcher could conclude that teaching derivational affixes could improve the students’ vocabulary mastery. But none of the researchers mentioned above chose secondary school for their research, while this research would be conducted in secondary school because the researcher realized that derivational affixes should be taught in secondary level so that the students that learn derivational affixes in senior high school will already have their basic knowledge about derivational affixes.
Pertinent Ideas
a. Definition of Vocabulary
Yanti (2017) stated that vocabulary is the important aspect in language learning to develop the four skills of students’ ability in a process of teaching language. Without knowing the vocabulary, the students will feel difficult to speak, write, and listen. Fatima and Khan (2017) stated that vocabulary is inevitable in the process of communication, teaching, or learning. Therefore, teachers and concerned educators are responsible for making their target learners understand the relevance of vocabulary and the ways to learn the words. According to Izzah (2015) vocabulary is a word with meaning and which is known by the speakers and which is used to communicate among those speakers and used by a group of individual.
Another definition of vocabulary is taken from Cambridge Dictionary (2018), vocabulary is:
1) All the words known and used by a particular person;
2) All the words that exist in a particular language or subject;
Based on the definition above, it is understood that vocabulary is the knowledge of words and word meaning
b. Kinds of Vocabulary
Webb in Fatima and Khan (2017) divided vocabulary into two, receptive and productive vocabulary. Receptive vocabulary is that the students recognize and understand when they occur in context but which cannot produce correctly. It refers to the learners know when they listen and read or the words they know when learners receive from another. Receptive vocabulary can be called as passive vocabulary. Meanwhile productive vocabulary refers to the words that learners use when they speak or write. Productive vocabulary is also called active vocabulary. To increase the active vocabulary ability, learners should practise their speaking and writing.
Based on the definition above, it can be concluded that active vocabulary refers to the words that are used in productive skills, speaking and writing. Meanwhile passive vocabulary refers to the words that are used in receptive skills, reading and listening.
c. The Importance of Vocabulary
Mukhlisin (2017) stated that vocabulary is very important. We use vocabulary in the form of language to express our feelings, idea, etc. Vocabulary cannot be separated from four language skills; listening, speaking, reading, and writing. The proficiency of someone’s speaking is influenced by his/her vocabulary. To clarify that statement, let us look at the importance of vocabulary related to the language skills. According to Love et. al. (2017) limited vocabulary may become a barrier for students to achievement. Bao (2015) futher described vocabulary is widely regarded as a crucial part of language learning by virtually all second language learners
4 and their teachers. Consequently, it is important for language teachers to develop and deploy appropriate learning tasks in promoting successful vocabulary learning among language learners.
d. Vocabulary mastery
Vocabulary mastery means students’ ability in understanding and using the vocabulary.
It deals with words form, meaning, and use. According to Rivers (in Alqahtani, 2015) vocabulary mastery is the great skill in processing words of a language. It is an individual achievement and possession. Alqahtani (2015) also stated that vocabulary mastery is an individual’s great skill in using words of a language, which is acquired based on their own interests, needs and motivation. So, it is understood that every person has different vocabulary mastery. A word can be mastered by a person but not by the other person. There are three aspects of vocabulary mastery. They are word form, meaning, and use.
1) Word Form
Word form deals with pronunciation (spoken), spelling (written), and any word parts.
2) Word Meaning
Word meaning deals with the concept and what it refers to, also the association which come to mind when people think about a specific word.
3) Word Use
Word use deals with the use of the words in a sentence. It involves the grammatical function of the word.
e. Teaching Vocabulary
Alqahtani (2015) stated that teaching vocabulary is a crucial aspect in learning a language as languages are based on words. It is almost impossible to learn a language without words; even communication between human beings is based on words. Yanti (2017) also stated that teaching vocabulary is the first activity that has to be done by the teachers before the teachers teach the students four language skills in English language learning;
speaking, writing, reading, and listening. By knowing more vocabulary, students will be easy to learn those four language skills.
Susanto (2017) stated that teaching vocabulary is considered as one of the most discussed part of teaching English as foreign language. When the teaching and learning process takes place, problem would appear to the teachers. They have problem of how to teach students in order to gain satisfying results. The teachers should be concerned that teaching vocabulary is something new and different from students’ native language. They also have to take into account that teaching English for young learners is different from adults. The teachers should prepare and find out the appropriate techniques which will be implemented to the students.
f. Morphology
According to Aronoff and Fudeman (2011:2) morphology refers to involving of mental system in word formation or to the branch of linguistics that deals with words, their internal structure and how they are formed. They also stated that morpheme is the smallest meaningful units with grammatical function. A morpheme may consist of a word such as head, or meaningful piece of word, such as –ed of watched, that cannot be divided into smaller meaningful parts. Depending on the way morphemes occur in an utterance, they are grouped into two large groups: free morphemes and bound morphemes. Free or independent morphemes are those morphemes which can occur alone as words and have a meaning or fulfill a grammatical function; e.g., man, run, and. Bound or dependent morphemes are those morphemes which never occur alone as words but as parts of words, they must be attached to another morphemes (usually a free morpheme) in order to have a distinct meaning, for example –er in worker, re- as in reappear, un- in unhappy, -ness in readiness, able in adjustable, -ceive in conceive, -tain in contain.
5 Plag (2003:22) divides morphology into two branches, inflection and word formation. Word formation deals with derivation and compounding. It is drawn in the following:
Figure 2.1 Morphology (Plag, 2003) g. Derivation
According to Aranoff and Fudeman (in Khalik, 2017) stated that derivation involves the formation of one lexeme from another, such as selector or selection from select.
Muthmainnah (2014) stated that derivation is one of word formation which brings a change to a word.
In linguistics, derivation is the process of forming a new word on the basis of an existing word, e.g. happi-ness and un-happy from happy, or determination from determine.
Derivation stands in contrast to the process of inflection, which uses another kind of affix in order to form grammatical variants of the same word, as with determine/determine- s/determin-ing/determin-ed.
Plag (2003:22) divides derivation into two, affixation and non-affixation. It is drawn clearly as the following:
Figure 2.2 Derivation (Plag, 2003) h. Affix
According to Zapata (2010) affixes are bound morpheme that are usually attached to words that change the meaning or function of those words; for example -er in player, en- in enlarge, -ing in reading, etc.
There are two different ways to classify affixes: according to their position in the word and according to their function in a phrase or sentence.
a) According to their position in the word, affixes are classified into prefixes, infixes and suffixes.
1. Prefixes are bound morphemes that are added to the beginning of the word;
for example, un- in unfamiliar, dis- in disagree, etc.
2. Infixes are bound morphemes that are inserted within the words. There are no infixes in English language, but there are infixes in the language such as Indonesian.
6 3. Suffixes are bound morphemes that are added to the end of the words; for
example, -al in arrival, -or in actor, -s in reads, etc.
b) According to their function in the word, affixes are classified into derivational affixes and inflectional affixes.
1. Derivational affixes are bound morphemes that derive new word, usually by either changing the meaning and/or the part of speech.
2. Inflectional affixes are morphemes that serve a purely grammatical function, such as referring to and giving extra linguistic information about the already existing meaning of a word, or expressing syntactic relations between words.
The affixes taught during the treatments are:
Noun Formation :
1. Suffix –ance/–ence 2. Suffix –al
3. Suffix –ation/–ition/–tion/–sion 4. Suffix –ment
5. Suffix –ar/–or/–er 6. Suffix –ness 7. Suffix –ship 8. Suffix –dom 9. Suffix –hood Verb Formation:
1. Suffix –en 2. Suffix –ize 3. Prefix en- Adjective Formation:
1. Suffix –ful 2. Suffix –y 3. Suffix –able 4. Suffix –ive 5. Suffix –ous 6. Suffix –less 7. Prefix un–
Adverb Formation 1. Suffix –ly
Conceptual Framework
The conceptual framework underlying this research is shown in the following:
Teaching Vocabulary by Teaching Derivational Affixes
Adjective Formation -ful -less Noun
Formation -ance -ness
Verb Formation
-en
Adverb Formation
-ly
7 Figure 2.3 The Conceptual Framework
The research was about teaching derivational affixes to enrich students’ vocabulary mastery. In the process of teaching vocabulary, the researcher would also teach derivational affixes to help enriching students’ vocabulary.
Derivational affixes are divided into four, noun formation, verb formation, adjective formation, and adverb formation. Noun formation consists of nine affixes, -ance; -al; -ion; - ment; -or; -ness; -ship; -dom and -hood. Verb formation consists of three affixes, -en; –ize and en-. Adjective formation consists of seven affixes, -ful; -y; -able; -ive; -ous; -less; un-. Adverb formation consists of affix, -ly.
In conclusion, by understanding the word formation using derivational affixes, the students probably would enrich their vocabulary mastery. They would be able to understand the word based on its form, meaning and usage.
Hypothesis
Based on the pertinent ideas related to the problem statements, the researcher formulated hypothesis of this research as follows:
H
0: Teaching derivational affixes cannot enrich students’ vocabulary mastery.
H
1: Teaching derivational affixes can enrich students’ vocabulary mastery.
RESEARCH METHOD Research Design
The method used in this research was pre-experimental using one group pre-test and post- test. The pre-test would be administered before the treatment to find out the students’ prior knowledge and post-test would be administered after the treatment to measure the effect of the treatment. The design is presented as follow:
O
1X O
28 Where:
O1 : Pre-test O2 : Post-test X : Treatment
Gay (2012)
Variables and Operational Definition
This research consisted of two variables. They were independent and dependent variable. The independent variable was teaching derivational affixes while the dependent variable was students’
vocabulary mastery. The operational definition of those variables is explained as follow:
1. Teaching Derivational Affixes
Teaching derivational affixes is transferring knowledge related to process of forming new words by adding affixes to existing words that change the meaning or function of those words.
2. Students’ Vocabulary Mastery
Students’ vocabulary mastery is students’ ability to understand words in terms of form, spelling, meaning and use.
Population and Sample
The population of the research was the eighth grade of SMP Dunia Harapan Makassar in 2018- 2019 academic years which consisted of 24 students. The researcher used total sampling technique.
The researchers used the students of the eighth grade which consists of 24 students.
Research Instrument
The instrument of collecting data that used in this research was vocabulary test. The test would be used in pre-test and post-test. Pre-test consists of 30 items which will be divided into 5 items of arranging scramble letters, 10 items of multiple choice, 5 items of matching words and the meaning, 5 items of making sentences, and 5 items of classifying the word class. Meanwhile, post- test was similar as the pre-test. The pre-test would be given before the treatment to know the students’ prior knowledge, while the post-test would be given after the treatment to find out the effect of the treatment given.
Procedure of Collecting Data
Technique of collecting data in this research is as follows:
1. Pre-test
The pre-test was given to the students before the treatment. There are 25 items that the students need to do in about 90 minutes (2 x 45 minutes). The aim was to find out the students’ prior knowledge.
2. Treatment
After giving pre-test, the researcher gave treatment. The procedures of treatment were:
a. The researcher would explain the outlines of derivational affixes.
b. The researcher would present the affixes that will be learned.
c. The researcher would give some examples of word formation process by adding affixes.
d. The researcher would show some words containing affixes learned.
e. The researcher would do question and answer during the treatment.
f. The students would pronounce the words, determine the meaning, and make sentences.
The treatment was conducted in four meetings. The procedure of the treatment in each meeting was almost same. The difference is just the affixes presented in each meeting. It illustrates as follows:
a. First meeting focused on affixes used in noun formation.
9 b. Second meeting focused on affixes used in adjective formation.
c. Third meeting focused on suffix -en; –ize and prefix en- which are used in verb formation and suffix –ly which are used in adverb formation.
d. Fourth meeting covered all the affixes from the first to third meeting.
3. Post-test
The post-test was given to the students after the treatment. The aim is to find out the students’ vocabulary mastery after receiving some treatments.
Technique of Data Analysis
The data of test was analyzed quantitatively. The steps in analyzing data obtained from the test are in the following:
1. Scoring the students’ answer
The formula used to check students’ score in both pre-test and post-test is:
Students’ score = x 100
2. Classifying the students’ scores as follows:
a. Score 96 to 100 is classified as excellent.
b. Score 86 to 95 is classified as very good.
c. Score 76 to 85 is classified as good.
d. Score 66 to 75 is classified as fairly good.
e. Score 56 to 65 is classified as fair.
f. Score 36 to 55 is classified as poor.
g. Score 0 to 35 is classified as very poor.
3. The researcher calculated the mean score of the students answer by using the following formula:
= Where :
= Mean Score
= The Sum of all Score N = Total Number of StudentsGay (2012)
4. The researcher will find out the mean score of the difference score by using the formula:
Where:
= The mean score
= The mean different score
N = The number of students
Gay in Ilu (2018)
5. To find out the differences between pre-test and post-test value, the test used the formula :
t =
Where:
10 t = test of significance
= the difference of mean score = the mean different score
= square the sum of the D
N = the total number of the studentsGay (2006) FINDINGS
The classification of the pre-test and post-test scores can be seen in the table below:
a. Classification Score
Table 4.1 The Frequency and Rate Percentage of Students’ Pre-test and Post-test
Based on the table 4.1 above, it indicates that the frequency and rate percentage of students’ score. In pre-test, only one student or about 4,76% gained excellent classification, but there were seven students or 33,33% who gained excellent classification in post-test. The significance difference was shown by very good classification where there were only four out of 21 students or about 19,05% obtained very good classification while in post-test there were 11 students or 52,38%. In good classification, there were three students or 14,29% in pre-test and only two students or 9,52% in post-test. on the other side, Fairly good and poor classifications were the highest classifications that the students achieved in the pre-test, six students or about 28,57% achieved both classifications while it is clearly seen in post-test, there was only one students who achieved fairly good classification and none of the students achieved poor classification. In pre-test, there was only one student or 4,76% who gained fair classification and none of the students gained fair classification in post-test.
The students’ score classification of pre-test and post-test is drawn in the following graphic:
No Classification Score PRE TEST POST TEST
(F) (%) (F) (%)
1. Excellent 96 – 100 1 4,76 7 33,33
2. Very Good 86 – 95 4 19,05 11 52,38
3. Good 76 – 85 3 14,29 2 9,52
4. Fairly Good 66 – 75 6 28,57 1 4,76
5. Fair 56 – 65 1 4,76 0 0
6. Poor 36 – 55 6 28,57 0 0
7. Very Poor 0 – 35 0 0 0 0
Total 21 100% 21 100%
11
Graphic 4.1 The Comparison of Students’ Score Classification in Pre-test and Post- test
Based on the data shown above, it is clearly seen that the students’ highest classifications in pre-test were fairly good and poor, it is shown in the graphic that six out of 21 students obtained fairly good and poor. Meanwhile, the highest classification got by the students in post-test was very good and surprisingly seven students gained excellent classification in post-test. From the graphic above, it is also seen that the lowest classification achieved by the students in pre-test was excellent and fair, only one student gained excellent and fair in pre-test, but it was much different from pre-test, no more students were classified into fair and poor classification in post-test. It is also known that no students got lower than fairly good classification in post-test. Although, two students were still classified into fairly good classification which the range of fairly good and good classification were not really far. From the graphic of comparison above, It can be implied that after giving four times treatment to the students, there was a significant improvement between the students’ score in pre-test and post-test. It also can be concluded that teaching derivational affixes could enrich the students’ vocabulary mastery at the eighth grade students of SMP Dunia Harapan Makassar.
b. The Mean score of Pre-test and Post-test
Table 4.2 The mean score of students’ pre-test and post-test
Types of Test Mean Score Total Score
Pre-test 70,62 1483
Post-test 91,81 1928
Based on the table above, the mean score of the students in pre-test was 70,62 from the total score 1483, it was classified into fairly good according to the level of classification.
Meanwhile, the mean score of the students in post-test was 91,81 from the total score 1928, it was classified into very good. By looking at the result of calculating the mean score of students’ pre-test and post-test, it could be concluded that there was significant difference
0 2 4 6 8 10 12
Pre-test Post-test
Excellent Very Good Good Fairly Good Fair Poor Very Poor
12 between students’ mean score of pre-test and post-test by teaching derivational affixes in this research.
c. Test of Significance
Table 4.3 The t-test and t-table of the students
Variable t-test t-table
X1 – X2 5,181 2,086
Based on the data shown in the table 4.6 above, it indicated that the t-table was 2,086 and the t-test was 5,181. It could be concluded that t-table was smaller than t- test value of the students’ vocabulary mastery.
d. Hypothesis Testing
For the level of significance (P) = 0,05 and the degree of freedom (df) = 20, hence the value of t-table was 2,086. It could be concluded that the t-test value (5,181) was higher that the t-table value (2,086). In other word, it could be said that 5,181>2,086. It meant that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted because there was a significant difference between the pre-test and post-test after teaching derivational affixes. Referring to the analysis above, the researcher concluded that teaching derivational affixes could enrich the students’ vocabulary mastery. Therefore, derivational affixes could be input to the curriculum as one material to be taught in secondary school.
DISCUSSION
The discussion of the research dealt with the researcher’s interpretation of the findings and the description of data gained from the students’ score before and after giving the treatment in enriching students’ vocabulary mastery. Vocabulary is very important to English students because it is the basic need to perform every English skill. Therefore, vocabulary is the first thing that students should master for the successfulness in learning English. It is understood that every person has different vocabulary mastery. The result of the pre-test in the previous chapter shows that every students has different vocabulary mastery. More than a half of the students got lower than good classification in the pre-test. It might happen because some students had lack of vocabulary as well as motivation in learning English especially vocabulary. Another factor that might happen was the method in learning vocabulary had no variation. All this time, the method used in learning vocabulary was memorizing which known by the students as a boring thing. By teaching derivational affixes, the students should not only memorize the words, they also have to know how the words formed.
CONCLUSION AND SUGGESTION Conclusion
Based on the findings and discussion in the previous chapter, the researcher concluded that teaching derivational affixes could enrich students’ vocabulary mastery. The enrichment of students’
vocabulary mastery was measured in the term of word form, meaning, and usage. The students’
vocabulary mastery before being taught derivational affixes was still low. It was much different from the students’ vocabulary mastery after being taught derivational affixes. This proved that teaching derivational affixes to enrich the students’ vocabulary mastery was effective.
Suggestion
Based on the conclusion, the researcher proposes some suggestion for the teachers as the biggest influence to the students in learning English. It is better for the teachers to be more creative to create a strategy in teaching English especially vocabulary. Writing difficult words and memorizing all the time was not enough. Besides that, teachers should also give understanding of how those words formed. Therefore, the researcher suggests that teaching derivational affixes could enrich the students’ vocabulary mastery. By using this strategy, students are taught how words formed after adding affixes and they are also taught the word class of the words after the affixes being added. The
13 researcher also suggests that derivational affixes can be considered to be added in the curriculum of secondary school because it is important and it can help the students to understand it easily when they study about derivational affixes in senior high school.
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