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“AN ANALYSIS OF COMPLEX WORDS WRITTEN BY THE SECOND GRADE STUDENTS IN WRITING ANALYTICAL EXPOSITION TEXT AT SMAN 1
AIRPURA PESISIR SELATAN”
Neneng Faiza, Syayid Sandi Sukandi , Astuti Pratiwi
Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat Nenengfaiza1@gmail.com
ABSTRAK
Complex Words adalah kata-kata yang disusun berdasarkan dari sebuah kata dasar dan ditambah dengan satu atau lebih imbuhan. Penelitian ini merupakan penelitian deskriptif kualitatif untuk menggambarkan tentang kata imbuhan yang ditulis siswa dalam menulis teks analytical exposition oleh siswa kelas XI jurusan Ilmu Pengetahuan Alam (IPA) di SMA N 1 Airpura Pesisir Selatan. Data diperoleh dengan melakukan wawancara dan meminta dokumentasi tulisan siswa dalam menulis teks analytical exposition kepada guru bahasa Inggris kelas XI IPA. 1. Jumlah tulisan siswa sebanyak 28 sesuai dengan jumlah siswa dikelas tersebut. Berdasarkan data yang di dapat selama penilitian, peneliti dapat menyimpulkan bahwa hasil penelitian pada complex words siswa di bagian inflection yang dibagi 8 indicator, dari 8 indikator siswa banyak salah di inflection bagian plural form, siswa melakukan kesalahan dalam menulis complex words secara keselurahan dibagian inflection 72% , sedangkan pada complex words bagian derivation yang di bagi 4 indicator, dari 4 indikator siswa banyak salah di derivation bagian nominalization, siswa menulis kesalahan 28%. Berdasarkan hasil dari penelitian, peneliti dapat menyimpulkan bahwa complex words yang banyak bermasalah adalah inflection karena inflection lebih banyak indikatornya sehingga inflection lebih banyak ditemukan dalam tulisan siswa.
Kata kunci : Kata Imbuhan, Text Analytical exposition.
INTRODUCTION
Analytical Exposition text is the text that gives reasons for appoint of view to try and convince others of it.
Exposition text begins with a sentence that gives a point of view on a topic . While analytical is kind of text that used to persuade the readers that something is an
important matter. Analytical Exposition text a spoken or written text that is intended to persuade the listeners or the readers that something in the case. This text has a social function, generic structure and significant language feature. The social function or purpose of the
2 analytical exposition text is to persuade the listeners and the readers that something in the case. This text has generic structure; Thesis, Arguments, and the last Reiteration.
The analytical exposition text also has significant language features:
they are use of the simple present tense, using emotive words, using words that qualify statements, using words that link arguments, using of comlplex words.
Complex words is words that are composed of base and added one or more affixes.
Writing is the way that you use written words to express your ideas and your opinions.
The researcher used text analytical expostion text to analyze complex words in students writing.
The researcher choices the text analytical exposition. It is because in text analytical exposition complex words are mostly found in this text.
And the researcher focused complex words on derivation and inflection.
Writing
Definition of Writing
Writing is one of the four language skills: reading, writing,
listening and speaking. Speaking is a productive skill, like writing (Aguilera, 2012:163). Moreover, Ningrum et al (2013:2) states that
“writing deals with mixture of idea, vocabulary, and grammar.
Furthermore Javed (2013:130) states that “The writing skill is more complicated than of other language skills.”
In conclusion writing is a process way to produce language by putting down words or ideas to some medium. And it is a learned process that takes time and concentrated practice because the writer has more time to think than they do in oral activities.
Analytical Exposition Text
Definition of Analytical Exposition Text
Analytical exposition text text that gives reasons for appoint of view to try and convince others of it.
Exposition text begins with a sentence that gives a point of view on a topic. It also lists the arguments giving the reasons and evidence for them and it uses convincing language such as „will damage‟ instead of
„may damage‟. There are two types
3 of exposition texts, they are hortatory and analytical. Hortatory is about the matter which the writers believe as the important thing and it was accomplished with a certain recommendation which should or should not be done. While analytical is kind of text that used to persuade the readers that something is an important matter. According to Gerot and Wignell (1995: 197-209).
From the explanation above, the researcher concludes that analytical exposition text is a spoken or written text that is intended to persuade the listeners and the readers that something in the case.
Characteristics of Analytical Exposition Text
There are the characteristic of analytical exposition text as follows:
Social Function of Analytical Exposition Text
According to Sudarwati and Grace (2007:116), an analytical exposition essay is the essay that persuades the readers by presenting arguments. It means that analytical exposition define as an essay influence the readers by showing the
arguments. Then, Refnaldi (2010:217) also say that the purpose of the essay is to analyze or explain
“how” and “why” something should be in the case. In accordance with the above meaning that analytical exposition text is like descriptive arguments because the point is what is in the writer‟s mind toward a certain case.
Language Feature of Analytical Exposition Text
According to Sudarwati and Grace (2007: 116), the language features of analytical exposition text are: focus on individual participant/a group participant, using simple present tense, using emotive words, using words that qualify statements, using words that link arguments, and using complex words.
Generic Structure of Analytical Exposition Text
Stated by Sudarwati and Grace (2007: 116) generic structure of analytical exposition text structure is as follows: Thesis, Arguments, and the last Reiteration.
In conclusion, an analytical exposition essay usually influences the readers by presenting statements
4 convincingly since they are supported by some strong facts and opinions that are reasonable. The statements revealed should be a controversial issue that becomes the hot case in a society. As the result, the readers are expected to agree with the case presented by the writer.
Since analytical exposition text tells about simple present tense, it uses simple present tense, using emotive words, using words that qualify statement, using words link arguments, and the use complex words.
Complex Words
The complex words have complicated component in forming the words. Aksornjarung (2011:11) states that complex words are those which are composed of a base and one or more affixes. It is said that, complex words have one affix or more affixes in constracting the words. Fromkin (2013:42) adds that complex words are any words that consists of a morpheme root and one or more affixes. Based on the definitions above, complex words, must have at least, one basic word that a component of complex words
having a meaning and one affix that a component of complex words not having a meaning.
Based on the explanation above, it can be concluded that complex words consist of morpheme root, one affix and more affixes to contstrac the word in writing analytical exposition text. Types of complex words in English are numerous, but the purpose of this research, the researcher focus on complex words; derivation, and inflection word.
Derivation
Definition of Derivation
Hamdallah (1992:58) defines affixes as a bound morpheme that occurs before or after or within a root. He adds that if the affixes occur before a root, it is called prefixes. In turn, if the affixes occur after a root, it is called suffixes. It indicates that affixes as a bound morpheme sometimes affixes occure before and after the basic of the word. If the affixes occure before basic of the word it is called prefixes, meanwhile the affixes occure after basic of the word it is called suffixes.
5 Next, McCharty (2002:20) defines affixes as an umbrella term for prefixes and suffixes in general can be told, for all morphemes that are not roots. It means that, not all of affixes can change word class, a little prefixes can not change word class, most of all suffixes can change the word class. In line Minkova and Stockwell (2009:76) say that it is the last derivational suffix that determines the part of speech. It means that, it is not weird to say that, in general, the role of affixes is extremely important in derivation.
In conclusion, the derivation is constructing new word that changed word class. In the derivation we use affixes. The affixes consist of suffixes and prefixes. If the affixes occure before basic of the word it is called prefixes, meanwhile the affixes occure after basic of the word it is called suffixes. In morphological process we find that nominalization, adjectivalization, verbalization and the last adverbialization. It is show that derivational words are formed through morphological processes.
Inflection
Definition of Inflection
According to Zaim (2008:37) inflection is different in the way that it only uses suffixes; they come last in the word. It means that, in inflection the addition of suffixes has different with derivation, does not result in changes of stems‟ part of speech. In line Fromkin (2013:46) They never change the grammatical category of the stems to which they are attached. It means that, It is understandable now that complex words by means of inflection do not give an effect on the changes of stems‟ part of speech.
Furthermore, inflection makes a relationship between the inflected words and the other parts of sentences. There is like an agreement made between them. It can be said that the bound morphemes attached to stems mark the agreement. In addition Fromkin (2013:47) Inflectional morphemes represent relationships between different parts of a sentence. It is said that, inflectional morphemes show relationship between a part of sentence.
6 From the explanations some experts above the researcher concluded that inflection makes a relationship between the inflected words and the other parts of sentences. In inflection we only use affixes especially suffixes. The affixes occur after the basic of word it is called suffixes and the process of morphological inflection can not change word class.
RESEARCH METHOD
The design of this research was qualitative research. the researcher used descriptive qualitative research because the researcher analyze of comlpex words written by the second grade students in writing analytical exposition text.
Which enables the researcher analyze and describe the data. This research basically intends found how are the second grade senior high school students‟ understanding complex words in analytical exposition and which type of complex words is the most prolematic in students writing text analytical exposition at SMA N 1 Airpura, Pesisir Selatan.
Regarding to this, the descriptive research is used. Gay (2000: 275) explains that descriptive research involves collecting data in order to test hypotheses or answer questions concerning the current status of the subject of the study.
Therefore, by conducting this research, the researcher found the types of complex words is the most problematic in students‟ writing in analytical exposition text.
The source of data, in this researcher was document which consist of students writing analytical exposition text which provide information the data. It was supported by Creswell (2009:182), defines that document is one of qualitative data collection approaches come from participants.
The data in this research took from the English teacher who teach in class IPA at the second grade SMAN 1 Airpura Pesisir Selatan. The researcher English study, there were three class, XI IPA 1, XI IPA 2 and XI IPA 3. XI IPA 1 consist of 28 students, XI IPA 2 consist of 29 students, and XI IPA 3 consist of 30 students. To got the data the
7 researcher took the data on class XI IPA 1 because the researcher got complete data in writing analytical exposition text from this class.
In this research the researcher used the document analysis and interview to collect the data. Gay and Airisian (2000: 210), descriptive data were usually collected through abservation, interview, personal and official documents, photographs, draing, e-mails, and informal conversation. The researcher got the data of students writing of analytical exposition text from the english teacher. Based on Ary (2010: 442), the term document refers to a wide range of written, physical, and visual material. The researcher used interview to know the students‟
understanding on complex words in the analytical exposition text and the researcher used document analysis to know which type of complex words is the most problematic in students‟
writing analytical exposition text written by second grade of students . In collecting the data, the researcher followed some steps, first, the researcher took and collected the document that needed in the research
and then interview five student.
Second, the researcher read the document which have been collected.
Third, the researcher collected the data that consist of text analytical exposition and the researcher analyzed the students‟ understanding on complex word in analytical exposition text with record students interview and then the researcher analyzed students writing which type of complex words is the most problematic in students writing.
Finally, the researcher described and clasified the data based on the right complex words.
The researcher analyzed the data that have been gotten in processing data collection.
According to Gay, Mills and Airisian ( 2000:239), explain that analyzing data: reading /memoing, description, classifying and interpreting.
FINDINGS AND DISCUSSION The researcher found several findings. They were as follow:
First, in respect to the comparison between the percentages of correct (78,6%) and error (21,4%) complex words, a finding could be withdrawn. The students, in average,
8 could write complex words well. It was said so since the percentage gap was so wide. Next, Problems faced by students in writing complex words in analytical exposition text.
1. Problem in derivation
Based on the writing of the students in analytical exposition text , the reseacher found 181 derivatives in total, constisting of 151 deravatives correct and 30 derivatives errors. The errors occured 3 functions of derivation form 4 functions in derivation ,there are, the fuction 1 (11 errors) the percentage use nominalitation (37,9%). The functions 2 (10 errors) the percentage use adjectivalization (34,5%). The last function, function 3(9 errors) the percentage use verbalization (27,6%).
2. Problem in Inflection
After the researcher read and analyze per indicator writing of the students, the researcher identified 323 inflectives in total, consisting of 245 inflectives correct and 78 infletives error. The errors founded in 4 functions from 8 of inflection.
From the errors occured in 4 fuctions of inflectives there are, followed by
the function 1 (27 errors). The pecentage for fuction 1 based on indicators the use of inflection as 3rd person singular present (34,6%).
Functions 3(3 errors) the percentage for fuction 3 based indicators the use of inflcetion as being progressive (3,8%). The fuction 4 (6 errors) the percentage use of inflection as a past participle (7,7%). And the last based indicators use of inflection as a plural form (53,8%), and the fuction 5 (42 errors).
Based on the description and analysis, it was clear that the formation of inflectives was the most problematic. It was proven by the percentages for each: inflectives (72%), and derivatives (28%). For the inflection side, the students‟
biggest problem was the use of inflection in plural form. They often added or missed –s/-es to nouns by mistake. For the derivation side, the students‟ biggest problem was the nominalization.
CONCLUSION
Based on the findings, there were some conclusions the researcher could withdraw. They are as follows ; In overall, the students
9 could write complex words well in spite of the length of their writings.
They just need to elaborate their ideas in writing.
So that complex words can appear more. Students need to equip themselves with basic knowledge about complex words, especially inflection. It was because inflection was the most problematic for them.
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