The purpose of the thesis was to find out the students' ability to write paragraphs using English affixation. The research questions were (1) How is the students' ability to write paragraphs using English affixation. 2) What factor affects students' ability to write paragraphs using English affixation. The test was used to find out students' paragraph writing ability using English affixation and questionnaire was used to find out the most important factor affecting students' paragraph writing ability using English affixation.
The result indicated that the students' paragraph writing ability using English affixation was 7.5 (6.6 to 7.5) and classified as fairly good. It showed that the students' ability to write paragraphs with English affixation is still moderate. Factors affecting students' ability to write paragraphs using English affixation were lack of motivation and understanding of affixes.
The writer realizes that many people in the execution and writing of this thesis have given their suggestions, help and guidance to the completion of this writing thesis. Pd., Ph.D The Dean of the Faculty of Teacher Education Makassar Muhammadiyah University for all his advice and appreciation. Pd as the other consultant who has provided the author with advice, invaluable suggestions, guidance and corrections for this writing thesis.
Lukman Hakim S.T., who always gives me motivation, suggestions and support in completing this thesis.
INTRODUCTION
- Background
- Problem Statement
- Objective of the Research
- Significant of the Research
- Scope of the Research
The students were able to use the correct suffixes in the paragraph because they understand the elements or part of the suffixes. Subsequently, the rest of the students who are unable to use the correct additions will have problems in organizing the paragraph into a well-written paragraph. Most students were able to organize a good sentence into paragraphs because they understand the elements or parts of it.
Pinning also helps students to form new words, because they should not remember all the words, but only part of the words. Word roots are useful to increase students' vocabulary in English, so the researcher expects the fourth semester students of Makassar Muhammadiyah University to write a paragraph with an affix. Because of the many reasons given above about students' incorrect writing, I chose this title to learn about students' ability to write correctly in an affirmation paragraph.
Major Factors Affecting Makassar Muhammadiyah University Fifth Semester Students Ability in Assertive Paragraph Writing. The scope of the research is limited and focused on the formation of paragraph writing using affixation of the fifth semester students of Makassar Muhammadiyah University.
REVIEW OF RELATED LITERATURE
- Previous of Research Findings
- Partinent Ideas
- Definition of Affixation
- Paragraph
- The Method of the Research
- Population and Sample
- Population
- Sample
- Instrument of the research
- Procedure of the Collecting Data
- Technique of Data Analysis
Affixation is a letter or sounds added to a word that changes the meaning or function of the word. Attachment is one of the morphological processes important in the formation of words as one of the ways of forming a new word either verb or noun in English suffixes as we know that it changes the meaning and class of words can change. The permanent combination and use of the prefix and suffix that can only be added to certain words called "con-fix", while.
That is, affixes can only be attached to the internal or phoneme or initial or final syllable, or to either side of the head, stressed syllable. Although the words react, interact, act and overact have the same base (verb), they have different prefixes and therefore indicate different aspects of the central meaning of the base. Dis-, for example, becomes di- in the word diverge its meaning dif- in the word differently; both of these words mean "away from" these spelling changes came about because the pronunciation of the prefix was influenced by the first letter of the word it was joined to.
Due to the different use of affixes, students must have a good skill and knowledge in using them, English verbs affixes sometimes make us .. confused are those who have different position, therefore students must practically distinguish and use them in sentences. It is useful for English learners to know the systematic function of the language using structure recognition. Two of the eight inflectional morphemes are added to nouns: plural and possessive, two are added to adjectives: comparative and superlative.
A good topic sentence has a focused controlling idea that limits or controls and announces the aspect of the topic you are going to write about. Unity refers to the extent to which all the ideas contained in a given paragraph "hang together" in a way that is easy for the reader to understand. When the writer changes to a new idea that is inconsistent with the paragraph's topic sentence, the writer must start a new paragraph.
To achieve cohesion, a writer must show how all of the ideas in a paragraph are relevant to the main topic. In this chapter, the method of the study, the population and sampling tools of the study, the data collection procedure and the technique of data analysis were discussed. The method applied descriptive research; it was designed to find out the extent to which fifth semester students of Makassar Muhammadiyah University could write paragraphs using additions.
Population of this research consisted of the fifth semester students of Makassar Muhammadiyah University in academic years 2018. Written test was used to find out the ability of the fifth semester students of English Department of Makassar Muhammadiyah University by using affixation to write short paragraph.
FINDINGS AND DISCUSSION
Findings
There were 5 students in the good category, which was about 12.5% of all students who can write a paragraph better. This is also proven that there are some factors that affect students' ability to write a paragraph using the suffix. If students can write a paragraph that contains basic elements (topic, supporting sentences, concluding sentence, unity).
It means that most students have at some point been instructed to form English verbs using affixation as an exercise. These data indicate that the exercises given to the students are often average. It means that the students in their school were never instructed to form English using fixation as an exercise. On the task of the students as exercises to form English paragraphs using fixation in their school.
The data in the table above show that students are neutral about mastering affixation to make paragraphs. It indicates that the majority of the students do not master English affixation, but they are able to form English verbs using affixation In the paragraph. On students' opinion about the teacher Explanation and exemplification in teaching affixes in learning English.
On the frequency of students to accept their task from teachers in forming English verbs with affixation. On the frequency of students accepting their assignment from teachers with correction in making paragraphs with attachment. About the frequency of students using rest time to read an English book for reinforcement.
On students' frequency of forming English verbs using affixation with self-training. Based on the above table shows that 18 students are neutral, it means that students always train themselves to form English verb using affixation. It is difficult about students' meaning when they form English verbs using affixation to make clauses.
Discussion
The result of data analysis shows that the students' fifth semester of Makassar Muhammadiyah University was taught about English affix when they were in junior high school. The ability of the students' fifth semester of Makassar Muhammadiyah University to write paragraph using English affixation. Based on the result of the data analysis of the test, the students' ability In Writing Paragraph with English Affixation is generally quite good. The students can make a paragraph using affixation, even if they had problems, but they have done so well so far.
The data from these items (items 1 and 2) show that most students have at some time been tasked with forming English verbs using. Most students do not master English affixation, but they know how to form English verbs with the help of affixation in a paragraph (item 3). Most students rarely use their leisure time to read an English book about attachment, but they thought they would use attachment as an important topic to study (items 7 and 8).
Students generally rarely train themselves to form English verbs using affixation, even though they had difficulty forming English verbs using affixation. The result of the data analysis shows that, the students of the fifth semester of Makassar Muhammadiyah University were taught about English language supplements when they were in high school. And teachers always explain and exemplify the use of participles in English, but teachers never correct students' assignments and generally students do not get their work back from teachers, so students still have difficulty forming English verbs using conjugation and most students they do not have a good command of English affixes.
Based on the results of the test data analysis, it appears that the student's ability to write a paragraph using the suffix is far from the required goal or still low, because the student's score of 7 is considered a fairly good score. If the writer pays attention to the mean score of the students' achievement, it is obvious that the score of the students' achievement is quite good. This means that students' ability in paragraph writing using Makassar Muhammadiyah University English appendices is still low. 2.
The teachers rarely give assignments to the students, so most of the students do not have a good command of the English language. The teachers should give the students more motivation and guidance to learn English well, especially English additions. It is expected that the next or other researchers will investigate the social problem that students essentially face in forming English verbs using affixation.
CONCLUSIONS AND SUGGESTIONS
Conclusions
It indicates that most of the students found it difficult to perform the test and also the goal of teaching and learning in English, especially English attachment, is still far from what was hoped.
Suggestions
Teaching writing to the first year students of the SMA Negeri Parigi using images.
