The Analysis of the Test Item

32 when attached to the word ‘courage’. It was answered incorrectly by fifteen out of fifty four students, which means 27 of the total number of the sixth semester students still apply incorrect use of prefix dis- when attached to the word ‘courage’. Question 15 assesses students’ mastery of the use of prefix dis- when attached to the word ‘miss.’ Two out of fifty four students answered question 15 incorrectly, which leads to the percentage of 3.7 of sixth semester students who still apply incorrect use of prefix dis- attached to the word ‘miss.’ Question 16 deals with the use of prefix dis- when attached to the word ‘content,’ in which thirty three out of fifty four students answered incorrectly. It means there is 61 of the total number of sixth semester students’ incorrect answers on the use of prefix dis- attached to the word ‘content.’ Question 24 assesses students’ mastery of the use of prefix dis- when attached to the word ‘grace.’ Five out of fifty four students were known to answer Question 24 incorrectly. It leads to the percentage of 9.2 of the total number of sixth semester students who still apply incorrect use of prefix dis- attached to the word ‘grace.’ Question 29 deals with prefixation of dis- when applied to the word ‘pleasure.’ From the data, thirty six out of fifty four students gave incorrect answers to question 29. It indicates that 66 of the total number of the sixth semester students in this study still gave incorrect prefixation of dis- to the word ‘pleasure.’ 33 1 2 3 4 5 6 7 Number of students who answer incorrectly Figure 4.4 The Number of the Sixth Semester Students Who Answer Un- Questions Incorrectly Figure 4.4 reveals incorrect prefixation of un- given by the sixth semester students in the questionnaire. There were fourteen questions which deal with the use of prefix un-. The data shows that questions 3, 6, 19, 21, and 22 are known to have the lowest score in terms of incorrect answers. Those questions were intended to assess students’ mastery of the use of prefix un- when attached to the words ‘aware’, ‘able’, ‘predictability’, ‘usually’, and ‘truth’, respectively. They were answered incorrectly by one out of fifty four sixth semester students. Thus, the percentage of students’ incorrect prefixation of un- reaches only 1 of the total number of students’ answers. Figure 4.4 also shows the interpretation of the data concerning questions 8, 14 and 18. Question 14 contains two items. The first item in question 14 assesses students’ mastery of the use of prefix un- attached to the word ‘even.’ Question 8 deals with prefixation of un- attached to the word ‘interested.’ Students’ answer to questions 8 and 14 provides identical results, in which both questions were 34 answered incorrectly by three out of fifty four students. The percentage score derived from this data on questions 8 and 14 achieves 5.5 of the total number of the sixth semester students who answered the questions incorrectly. The second item in question 14 contains prefixation of un- attached to the word ‘safe,’ while question 18 deals with prefixation of un- attached to the word ‘intentionally.’ Both questions were answered incorrectly by two out of fifty four students. It indicates that 3.7 of the total number of the sixth semester students still apply incorrect use of prefix un- when attached to the words ‘safe’ and ‘intentionally.’ Question 10 assess students’ mastery of the use of prefix un- when attached to the word ‘like.’ It can be derived from the data that four of fifty four students answered question 10 incorrectly. It indicates 7.4 of the total number of the sixth semester students still provides incorrect prefixation of un- attached to the word ‘like.’ Question 11 deals with prefixation of un- attached to the word ‘bearable.’ Six out of fifty four students were known to answered question 11 incorrectly. It leads to 11 of the total number of students’ incorrect answers. Question 20 aims to assess students’ mastery of prefixation of un- when attached to the word ‘explored.’ Five out of fifty four students were known to give incorrect answers to question 20. The percentage which comes from the data reaches 9. 2 of the total number of students’ answers. In total, there are thirty questions in the questionnaire, sixteen of which are to investigate students’ mastery of prefixation of dis-, while eighteen are aimed at learning students’ mastery of the use of prefix un-. From the sixteen items which assess students’ mastery of the use of prefix dis- given to the sixth semester 35 students, the percentage of the incorrect answers is 21.2. Higher score of incorrect answers is found in prefixation of un-. The result shows that from eighteen items given to assess the sixth semester students’ mastery of the use of prefix un-, 5.5 of the total number of the sixth semester students participating in the test answered incorrectly. Figure 4.5 The Number of Eighth Semester Students Who Answer Dis- Questions Incorrectly Figure 4.5 illustrates the number of students who answer dis- questions incorrectly. There were sixteen questions designed to assess students’ mastery of prefixation of dis-. Figure 3 deals with the answers given by the eighth semester students, comprising thirty people. It is known that question 1 provides the lowest incorrect answer. This question assesses students’ mastery of the use of prefix dis- when attached to the word ‘advantage’. One out of thirty students answered incorrectly. The result indicates that there is only 3 students’ incorrect use of prefix dis- attached to the word ‘advantage’. The second lowest incorrect answer is shown in question 24. This question deals with prefixation of dis- attached to 5 10 15 20 25 Number of students who answer incorrectly 36 the word ‘grace,’ which is answered incorrectly by two out of thirty students. The percentage achieves 6 of the total number of students who answered question 24 incorrectly. From the data, questions 7 and 15 are known to have the third lowest incorrect answers. Question 7 assesses students’ mastery of the use of prefix dis- when it was attached to the word ‘appear,’ while question 15 is intended to investigate prefixation of dis- attached to the word ‘miss.’ Three out of thirty students are known to give incorrect answers to both questions 7 and 15. Thus, it yields the percentage of 10 of the total number of the eighth semester students who still gave incorrect prefixation of dis- attached to the wor d ‘appear’ and ‘miss.’ Question 6 is designed to assess students’ mastery of the use of prefix dis- when attached to the word ‘abled.’ Five out of thirty students gave incorrect answers to question 6. It means 16 of the total number of the eighth semester students reveal incorrect prefixation of dis- attached to the word ‘abled.’ Questions 13 and 23 deal with prefixation of dis- attached to the words ‘couraged’ and ‘close’, respectively. Those two questions reveal identical result, in which eleven out of thirty students gave incorrect answers. The percentage of the data derived from question 13 and 23 achieve 36 of the total number of students’ answers. Question 5 attempts to assess students’ mastery of the use of prefix dis- when attached to the word ‘organized’, while question 16 investigates prefixation of dis- attached to the word ‘contented’. The results derived from the data reveal 37 1 2 3 4 5 6 7 8 9 Number of students who answer incorrectly that thirteen out of thirty students provided incorrect answers to question 5. It leads to the percentage of 43 of the t otal number of students’ answers. Further, there were fourteen out of thirty students known to give incorrect prefixation of dis- attached to the word ‘contented’ in question 16. Thus, there is 46 of the total number of incorrect use of prefix dis- found among the eighth semester students. Question 29 is intended to assess students’ mastery of prefixation of dis- attached to the word ‘pleasure’. Nineteen out of thirty students were known to give incorrect answers, meaning that it reaches 63 of the total number of the eighth semester students still apply incorrect use of prefix dis- attached to the word ‘pleasure’. Question 3 is known to have the highest score of incorrect answer. Twenty out of thirty students answered the question incorrectly. Converted to percentage, it reaches 66 of the total number of the eighth semester students participating in the test. Figure 4.6 The Number of the Eighth Semester Students Who Answer Un- Questions Incorrectly 38 Figure 4.6 shows the data concerning the eighth semester students’ incorrect answers to the use of prefix un- . The items in the questionnaire assessing students’ mastery of prefixation of un- consist of eighteen items. The lowest score of incorrect answers is to be found in questions 8, 17, and 18. They assess students’ mastery of the use of prefix un- attached to the words ‘interested’, ‘healthy’, and ‘intentionally’. One out of thirty students provided incorrect answer for each question. It makes 3 of the total number of the eighth semester students’ incorrect answers. Questions 19, 20, 21, and 28 attempt to test students’ mastery of prefixation of un- attached to the words ‘predictability’, ‘known’, ‘explored’, ‘usually’, and ‘pleasant’. Two out of thirty students were known to give incorrect answers to questions 19, 20, 21, and 28, which mean the percentage of the total number of the eighth semester students’ incorrect prefixation of un- reaches 6. A point worth mentioning here concerning question 20 is that there are two items ‘known’ and ‘explored’ given to students, where there was no incorrect answer to the prefixation of un- attached to the word ‘known’. Question 22 deals with prefixation of un- attached to the word ‘truth’. It is known that there were three out of thirty students answered incorrectly. It means 10 of the total number of the eighth semester students participating in the test still provided incorrect use of prefix of un- attached to the word ‘truth’. Incorrect answers occurred more frequently in question 10. This question, which assesses students’ mastery of the use of prefix un- attached to the word ‘like’, is answered 39 incorrectly by four out of thirty students. It leads to the percentage of 13 of the total number of the eighth semester students who participated in the test. Question 14 is known to have the highest score of incorrect answers. It involves prefixation of un- attached to the wor d ‘even’ and ‘safe’. Of the total number of the eighth semester students participating in the test, eight of thirty students answered incorrectly to the question involving prefixation of un- attached to the word ‘even’. The second item of question 14 which assess students’ mastery of the use of prefix un- attached to the word ‘safe’ results in no mistake, thus the data presented here refer to prefixation of un- attached to the word ‘safe’. The percentage which comes from the data achieves 26 of the total number of eighth semester students’ incorrect use of prefix un-. In total, there are thirty questions in the questionnaire, sixteen of which are to investigate students’ mastery of prefixation of dis-, while eighteen are aimed to learn students’ mastery of the use of prefix un-. From the sixteen items which assess students’ mastery of the use of prefix dis- given to eighth semester students, the percentage of the incorrect answers is 22. Higher score of incorrect answers is found in prefixation of un-. The result shows that from eighteen items given to assess the eighth semester students’ mastery of the use of prefix un-, 4.8 of the total number of the eighth semester students participating in the test answered incorrectly. The conclusion derived from the data presentation reflects that the mastery of prefixation of dis- and un- among the sixth semester students of the English Language Education Study Program achieves the category of Good. It is indicated 40 from the Figure 4.1 showing forty seven out of fifty four sixth semester students participating in the test obtain the range of scores 80 – 100. It comprises 86.7 of the total number of sixth semester students, which means the majority of the students have already mastered the prefixation of dis- and un-. Deeper analysis on the comparison between the correct use of the prefix dis- and un- reveals that sixth semester students are likely to apply correct prefixation to un- more frequently than prefixation to dis-. It shows that there are only 5.5 incorrect answers provided by the sixth semester students, while the incorrect answers concerning prefixation of dis- reach 21 of the total items given in the test. Thus, the sixth semester students have mastered prefixation un- and dis-with the proficiency on using correct prefixation un- is arguably higher than prefixation dis-. Further, the mastery of prefixation of un- and dis- among the eighth semester students of English Language Education Study Program belongs to the category of Good. Figure 4.1 shows the evidence of the eighth semester students’ mastery of prefixation of un- and dis-, with twenty three out of thirty students achieve the range of scores 80-100. The percentage number from that data reveals 76 of the total number of the eighth semester students participating in the test already achieved good scores. It means they have already mastered prefixation of un- and dis-. Of the answers related to the use of two prefixes un- and dis-, there is 4,8 incorrect answers on prefixation un- provided by the students in the test. Prefixation of dis- shows higher incorrect answers, reaching 22 of the total question given in the test. Comparison drawn from the two prefixes un- and dis- reveals that correct prefixation of un- achieves higher number compared to 41 prefixation of dis-. This finding leads to the conclusion that the eighth semester students ’ mastery on prefixation of un- and dis- is already high. However, their mastery on the correct use of prefix dis- is still lower than prefix un-. 42

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

This last chapter presents conclusions and recommendations. The conclusions summarize the research findings which are based on the research question presented in Chapter I. The last part provides recommendations to follow up this completed research.

A. Conclusions

This research aimed at answering one research question. Based on the research findings and discussion, the writer would like to present the conclusion of the research. The research question is to find out the mastery in the use of prefix un- and dis- of the sixth and eighth semester students. The researcher used a test to answer the research question. The result of the test was used to measure the students’ mastery. There were two different participants in this research. They were sixth and eighth semester students. From the result, it is found that the most of the participants, both of sixth and eight semester students, have very good mastery in the use of prefix un- and dis- . The sixth semester students obtained high scores 87 on the test. The eighth semester students also obtained high scores 77 on the test. Most of the students answered rightly in prefix un- part. 43

B. Recommendations

According to research findings and discussions, there are some recommendations presented here. These recommendations are intended for the lecturers and for further research. 1. For Lecturers In language teaching, prefix can be taught in vocabulary or morphology course. Considering the usage of the prefixes, it will be good to give a suitable part to the discussion on the prefixes. This means that lecturers, who are involved in the teaching of the two courses, vocabulary or morphology course, are requested and needed to give more attention to this specific language element . 2. For Further Research a. This research investigates the students’ mastery in the use of prefix un- and dis- as the part of affixation. Therefore, for the future research, it is recommended to investigate another type of prefix, such as mis-, in-, or de-, yet another type of affixation that is suffix. b. A type of question can be added to the questionnaire in order to be more varied. It can present a deep research on the students’ mastery. 44 REFERENCES Anonymous n.d.. Derivational morphology , 33-53. Retrieved February 12, 2012, from http:myweb.scu.edu.tw~fcosw5genlingTextbookChapter 2002.pdf. Aronoff, M., Fudeman, K. 2005. What is morphology? Oxford: Blackwell Publishing Ltd. Ary, D., Jacobs, L. C., Razavieh, A. 2002. Introduction to research in education 6 th ed.. Belmont: Wadsworth Thomson Learning. Bauer, L. 1988. Introducing linguistic morphology . Edinburgh: Edinburgh University Press. Beech, L. W., James B., Ronald L.C., Dorsey H., Lida F,L., Patricia M., et al. 1984. Spelling: Words and skills . Illinois: Scott, Foresman, and company. Best, J. W. 1981. Research in education 4 th ed.. Englewood Cliffs: Prentice Hall, Inc. Brown, D. H. 2004 . Language assessment principles and classroom practice . New York: Pearson Education, Inc. Carstairs-Mc Carthy, A. 2002. An introduction to English morphology . Edinburgh: Edinburgh University Press. Fedorowicz-Bacz, B. 1977. Syntactic function of negative prefixes in English and Polish participial adjectives. Poznan Studies in Contemporary Linguistics , 6. Retrieved February 9, 2012, from http:ifa.amu.edu.plpsiclfiles610-Fedorowicz-Bacz.pdf. Fromkin, V., Rodman, R. 1974. Introduction to language . New York: Holt, Rinehart, and Winston, Inc. Gatherer, W. A. 1986. The students handbook of modern English . Jakarta: PT Gramedia.