AN ERROR ANALYSIS ON THE USE OF DERIVATION AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA

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i A Skripsi

Submitted to the Faculty of Language Education in a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan

Written By: Farah Salsabila

20120540086

ENGLISH EDUCATION DEPARTMENT LANGUAGE AND EDUCATION FACULTY UNIVERSITAS MUHAMMADIYAH YOGYAKARTA

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English Education Department We hereby approve the Skripsi of

Farah Salsabila 20120540086

Candidate for the degree of Sarjana Pendidikan

August, 23th 2016 Puthut Ardianto, S. Pd., M. Pd. The Skripsi Supervisor

August, 23th 2016 Evi Puspitasari, S. Pd., M. Hum The Examiner I

August, 23th 2016 Gendroyono, S. Pd., M. Pd.

The Examiner II

Accepted Yogyakarta, August, 23th 2016

Gendroyono, S. Pd., M. Pd

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iii Student Number : 20120540086

Major : English Education Department Faculty : Faculty of Language Education

University : Universitas Muhammadiyah Yogyakarta

Certify that this research entitled “An Error Analysis on the Use of Derivation at English Education Department of Universitas Muhammadiyah Yogyakarta Batch 2012” is definitely my own work. I am absolutely responsible for the content of this research. Others’ opinion or findings included in this research are quoted in accordance with ethical standards.

Yogyakarta, June 23rd 2016

Farah Salsabila NIM. 20120540086

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iv Hereafter.” (Q.S. Ash-Shura: 25)

“And indeed We have created man, and We know what his ownself whispers to him. And We are nearer to him than his jugular vein (by Our Knowledge).”

(Q.S. Qaaf: 16)

“Hidup kita kosong bukan karena manusia tiada di tepi. Tetapi hidup kita menjadi kosong bila Allah tiada di hati.”–Anonim

“If you do good, you do good for your own selves, if you do evil (you do it) against yourselves ...”

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during doing this research. Firstly, I would like to express my greatest gratitude to Allah Subhanahu Wa Ta‟ala who always eases my way and accompanies me everywhere I am. Secondly, I am very grateful to the Prophet Muhammad

Sallallahu „alaihi wasallam who always to be the greatest person and my model. I also would like to thank to my precious people, my mother and father who always love me, support me financially, spiritually, and morally, pray for me, advise me, remind me, and many thing that I could not list them well. Besides, my sister, brothers, and my big family who always support and motivate me to make this skripsi. My aunts who have prepared me presents after finishing this research. Thank you my beloved family.

The next, I would like to thank to my incredible supervisor, Mr. Puthut Ardianto who always inspires me, motivates me, guided me in this research, being patient, being kind, being awesome, and much words that I cannot express them. In addition, I would like to thank to Ms. Maryam Sorohiti who has been the expert judgment and corrected the test instrument. Thank you for helping me so much.

I also would like to thank to keluarga besar PBI UMY who have teach me many thing in my life especially for great lectures like Mr. Puthut, Ms. Maryam, Ms. Arifah, Ms. Jakie, Ms. Fitri, Ms. Darsi, Ms. Ari, Ms. Evi, Ms. Indah, Mr. Suryanto, Mr. Jati, Mr. Roy, and others. Besides, I would like to thank to my friends from batch 2012 especially my classmate who always walk together and share knowledge. And all people that I cannot mentioned them one by one.

Yogyakarta, August 23, 2016 The researcher Farah Salsabila

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morphology under the topic of derivation. The researcher proposed a question in this research namely, what errors are commonly made by the students in using derivation. This research aims to reveal what kinds of derivation errors that students committed and which one most frequently happened. Moreover, this research employed the quantitative survey design by involving 30 students of English Education Department of Universitas Muhammadiyah Yogyakarta batch 2012. The researcher used convenience sampling in choosing the respondents and used test as a data collection method which consisted of 50 questions about ten kinds of derivation.

The result showed that most of the respondents committed error in using all ten kinds of derivation. In addition, the result also revealed the most and the least frequent error committed by the respondents orderly, namely adjective to noun derivation (76 times or 15.5%), adjective to verb derivation (67 times or 13.7%), verb to verb derivation (63 times or 12.9), noun to noun derivation (59 times or 12.1%), adjective to adjective derivation (53 times or 10.8%), adjective to adverb derivation (50 times or 10.2), verb to adjective derivation (44 times or 9%), noun to verb derivation (28 times or 5.73%), verb to noun derivation (27 times or 5.52%), and noun to adjective derivation (22 times or 4.5%).

In conclusion, the result showed that the students committed error in all kinds of derivation. It implied that most of students still have difficulties in using

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students more exercises, quizzes, workbook, and check them regularly. Besides, the students also should have more practices and read more book on morphology especially derivation topic. The researcher also recommended the other

researchers who are interested in this topic to use another research design such as qualitative, experimental study, and mix-method.

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viii

Statement of the Authenticity ... iii

Motto ... iv

Acknowledgement ... v

Abstract ... vi

Table of Contents ... viii

The List of Tables ... x

The List of Figure ... xi

Introduction ... 1

Research Background ... 1

Problem Identification ... 2

Problem Limitation ... 3

Research Question ... 3

Research Objectives ... 4

Research Significance ... 4

Research Outline ... 5

Literature Review... 7

Errors ... 7

Error Analysis ... 10

Procedure of Error Analysis ... 11

The Significance of Error Analysis ... 15

Morphology ... 16

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Research Design ... 31

Population and Sample ... 31

Instruments ... 33

Validity and Reliability ... 33

Data Analysis ... 36

Research Result and Discussion ... 37

Result ... 37

Data Discussion ... 40

Conclusion, Implications, and Recommendations ... 47

Conclusion ... 47

Implications ... 47

Recommendations ... 48

References ... 50

Appendices ... 53

Appendix 1: Test Instrument ... 53

Appendix 2: Test Items Distribution ... 59

Appendix 3: The Data Tabulation ... 66

Appendix 4: Frequency Table ... 68

Appendix 5: Students’ Score ... 78

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Table 2 The Differences between Inflection and Derivation ... 20

Table 3 The List of Prefixes and Suffixes ... 21

Table 4 The Examples of Noun to Noun Derivation ... 22

Table 5 The Examples of Verb to Verb Derivation ... 22

Table 6 The Examples of Adjective to Adjective Derivation ... 23

Table 7 The Examples of Noun to Adjective Derivation ... 24

Table 8 The Examples of Verb to Noun Derivation ... 24

Table 9 The Examples of Adjective to Adverb Derivation... 25

Table 10 The Examples of Noun to Verb Derivation ... 25

Table 11 The Examples of Adjective to Noun Derivation ... 25

Table 12 The Examples of Verb to Adjective Derivation ... 26

Table 13 The Examples of Noun to Noun Derivation ... 26

Table 14 The Examples of Adjective to Verb Derivation ... 27

Table 15 The Identification of Participants’ Answer ... 38

Table 16 Recapitulation of the Result of Error Occurrence on Ten Kinds of Derivation ... 39

Table 17 The Frequency of Error in Adjective to Noun Derivation ... 41

Table 18 The Frequency of Error in Adjective to Verb Derivation ... 41

Table 19 The Frequency of Error in Verb to Verb Derivation ... 42

Table 20 The Frequency of Error in Noun to Noun Derivation ... 42

Table 21 The Frequency of Error in Adjective to Adjective Derivation ... 43

Table 22 The Frequency of Error in Adjective to Adverb Derivation ... 43

Table 23 The Frequency of Error in Verb to Adjective Derivation ... 44

Table 24 The Frequency of Error in Noun to Verb Derivation... 44

Table 25 The Frequency of Error in Verb to Noun Derivation... 45

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Figure 2. The Tree Diagram of unsystematic ... 28 Figure 3. The Tree Diagram of unsystematically ... 29 Figure 4. The Conceptual Framework ... 30

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In conclusion, the result showed that the students committed error in all kinds of derivation. It implied that most of students still have difficulties in using

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researchers who are interested in this topic to use another research design such as qualitative, experimental study, and mix-method.

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Chapter One Introduction

The researcher presents some important key points, namely research background which consists of the reason or why the researcher is interested in the topic, problem statement and problem limitation. Besides those points, there are research question, research objective, research significance, and research outline. Research Background

Learning English as a foreign language is not as easy as learning it as our first language since we are living in an expanding circle country where English exposures are very limited. Thus, it makes learning English more challenging. Consequently, English foreign learners might find it difficult and is likely to produce errors in productive skills especially in the written form (Rejeki, 2012).

The contexts of writing skill are grammar i.e. prepositions, articles, adjectives; syntax i.e. coordination, sentence structure, word order; lexicon i.e. word choice; semantics and substance i.e. punctuation, capitalization, and spelling; and discourse errors (Sawalmeh, 2013). Learners might make error in the writing process since they are foreign English language learners. Based on the researcher’s experience, one of common language errors in writing is on how to form a word into other words. This kind of topic is discussed in morphology especially in the part of derivation

(Carstairs-McCarthy, 2002).

Derivation makes a language rich of meaningful words. According to Haman, Zevenbergen, Andrus and Chmielewska (2009) derivations are words derived from

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one stem or base word by attaching to them affixes, both prefixes and suffixes. These affixations are used to make new words in the language and are often used to make words of a different grammatical category from the root i.e. the addition of suffix –ify to adjective pure will form a new verb purify which means ‘to make pure’.

In English Education Department (EED) of Universitas Muhammadiyah Yogyakarta (UMY), derivation is taught under the course of Capita Selecta on Grammar 3 starting from batch 2010 - 2013 and it has been adapted with the new curriculum to Capita Selecta on Grammar 2 starting from batch 2014. Based on the syllabus, the topics of Capita Selecta on Grammar 2 and 3 courses discuss the branches of linguistics, namely phonetics, phonology, morphology, and syntax. Derivation belongs to subtopic in morphology discussion.

Based on the researcher’s experience, she made many errors in using derivation when she took the course. In addition, when she did a survey for EED UMY students, it showed that most of students were confused to differentiate the kinds of derivation and they could not perform them correctly. The researcher thought that analyzing error is necessary in order to know the kinds of derivation error.

Therefore, the researcher is interested in conducting a research entitled “An Error Analysis on the Use of Derivation at English Education Department of Universitas Muhammadiyah Yogyakarta Batch 2012”.

Problem Identification

Based on the researcher’s experience, derivation has the role in improving productive skills. The researcher identified the topics related to derivation that are

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researchable. There are some topics such as an error analysis on the use of derivation, the correlation between mastering derivation and writing skills, the students’

perception towards the importance of mastering derivation, an analysis on the use of derivation in students’ writing, a survey on the influence of mastering derivation towards students’ writing skills, the analysis on students’ derivation mastery towards vocabulary building, the correlation between on students’ derivation mastery and vocabulary building, the correlation between mastering derivation and speaking skills, and the effectiveness of dictionary in improving derivation mastery. Problem Limitation

Based on the identification of the problems above, the researcher limited the research on the error analysis of affixation in derivation. Derivation has significant role in producing vocabularies. Derivation is divided into two kinds, namely

affixation and non-affixation (Plag, 2002). The researcher focused on the affixation categories in this research. However, the affixation is divided into three parts, namely prefix, suffix, and infix. The researcher only used prefix and suffix since infix is not commonly happened. Lieber (2009) and Fromkin, Rodman, Hyams, Collins,

Amberber, and Cox (2012) stated that derivation is specifically formed through affixation phenomena namely prefix and suffix.

Research Question

This research was conducted to analyze the students’ error in using derivation in writing. Thus, the researcher addresses a question in this study:

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Research Objectives

This research was aimed to reveal what kinds of derivation errors that students committed and which one most frequently happened.

Research Significance

This research offered benefits for some parties such as, lecturers, students, the institution, the researcher, and other researchers. The researcher explained each part briefly.

Lecturers. They can use this study to improve the teaching technique since the researcher provided a result of this study. It gave much benefit to lecturers who teach Capita Selecta on Grammar 2 course especially in the subtopic of derivation. They can use the result to know the students’ error in using derivation so that they can improve their teaching and use other appropriate techniques to teach derivation and to enrich the teaching material in mastering derivation.

Students. This research offered some information related to derivation and they can use this research as a guide to learn it in order to improve their language production and learn how words are formed. They can correct the error they made and avoid making error by using the research result. Furthermore, they can

familiarize the types of derivation and what is the most frequent error happened. The researcher and other researchers. The researcher can implement the result of the study in the learning process and she can also improve the vocabulary size through mastering derivation. Besides, other researchers can use this study as a process of learning on how to conduct a research on error analysis and how to

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construct and write a skripsi. In addition, they may use this study as a reference to conduct a similar research.

Research Outline

The researcher structures this research report into five chapters. In the first chapter, the researcher presented the introduction of the research. The researcher explained the background why the researcher interested in the problem. The researcher also gave problem and limitation statement, research questions, objectives, research significance and research outline. The second chapter presents a literature review related to the study which is “An Error Analysis on the Use of Derivation”. The third chapter focuses on the research methodology in collecting the data that consists of research design, population and sample, data collection method and data analysis. In the fourth chapter, the researcher presents the result and the discussion. In the last chapter, the researcher concludes the study and gives some recommendations.

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Chapter Two Literature Review

In this chapter, the researcher discussed some important theories related to this research. The researcher revealed some important aspects such as the nature of error, error analysis, sources of error, procedure of error analysis, morphology, derivation, word hierarchy, and conceptual framework.

Errors

Error is familiar for foreign language learner because it is part of learning process (Ellis, 2000). However, some people cannot define it in the proper meaning. Therefore, the researcher explained some points related to error; definition of error, the difference between error and mistake, and the sources of error.

Definition of error. Language learning process is mostly related to making errors. Ellis (1997) explained that error is a reflect gaps in learners‟ knowledge and they happen because the learners do not know what the correct one is. In addition, Brown (2000) stated that error is a fault in students‟

performance that indicates an incomplete learning or incorrect system. Both of the

scholars‟ statement earlier, the researcher concludes that the gaps in learners‟

knowledge and their fault indicate that the deviant form is not appropriate with the rules. Committing errors does not mean everything goes wrong but it shows that there is an incomplete learning or the language learning process does not finish yet.

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Making errors is part of language learning process and it appears in both oral and written forms. This phenomenon is really normal to the second and foreign language learners as Dulay (1982) in Afthoniyah (2012) stated that any one cannot learn language without first systematically committing errors. Therefore, making error is not always a wrong way but this is a part of learning process that gives many advantages for the learners.

Error and Mistake. It is necessary to distinct between error and mistake because both of them are significantly different. People might be confused to differentiate between error and mistake, but there are many ways of doing it. Errorsare the result of incomplete learning and linguistic incompetency and errors cannot be self-corrected while mistakesare the results of poor performance of language due to many factors like fatigue and carelessness (Jabeen, 2015). The researcher summarized the differences between errors and mistakes from Brown (2000) and Ellis (1997) in table below.

Table 1

The Difference Between Error and Mistake. Error

 The learners commit an error consistently.

 The learners cannot correct errors they made.

 The learners have incomplete knowledge and incorrect system.

 Errors occur just like slip of the tongue.

Mistake

The learners commit an error inconsistently means that sometimes they perform correctly and sometimes incorrectly.

They will successfully correct an error they made.

The learners have complete knowledge and good system.

Mistakes occur repeatedly and learners recognize them.

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Sources of error. Seeing the disappointment of learners in learning second language, it is better to analyze what kinds of sources of error commonly happen to the learners. While identifying sources of error, we have to know the

learners‟ cognitive and affective process toward learning second language acquisition. Brown (2000) stated that there are four sources of error; interlingual transfer, intralingual transfer, contexts of learning and communication strategies.

Interlingual transfer. Interlingual transfer means the activity of

transferring knowledge and language from native language to second language and they influence how they construct the target language. For example, I go to the movie last night instead I went to the movie last night. The time signal in Indonesian does not change the verb while in English does.

Intralingual transfer.Intralingual transfer “within the target language itself” is not related to the interlingual transfer because the error comes up in the second language itself. The learners‟ error caused by many factors in different circumstances such as over-generalization, ignorance of the rule restrictions, incomplete applications of rules, and false concepts hypothesized (Richards in Rejeki, 2012).

The context of learning. The context of learning refers to the process of second language learning that takes place. There are two contexts; the classroom and the social situation. The classroom context includes the teachers, the materials

and textbook. They can be a source of learners‟ error by misleading explanation about the materials, incorrect presentation of grammatical structure or forming word from one each part of speech, textbook contains incorrect grammar and

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provides incorrect or irrelevant information. The social situation is also a part of source of error. The learners might make error since the social situation gives incorrect input of learning.

Communication strategies. Communication strategies refer to learning style. Learners use various strategies to deliver the message involving the

production strategies of written and spoken, but this method may become a source

of error. Brown (2007) gave an example “let us work for the well-done of our

country” (p.266). The sentence uses incorrect approximation of the word welfare.

The other sources of errors are caused by word coinage, circumlocution, false cognates (Tarone in Brown, 2000), and prefabricated patterns.

Error Analysis

Error analysis is one of the important topics in this research. Error analysis is very famous for many researchers because it is one of study field in language learning. The researcher also explained the parts of error analysis such as the definition of error analysis, procedure of error analysis, and the significance of error analysis.

Definition of Error Analysis. Error analysis is one of the most influential

theories of second language acquisition. It focuses on the analysis L2 learners‟

errors that provides with an understanding of the process of second language

acquisition and the learners‟ target language (Brown, 2000). Ellis (1997) described that error analysis is a process of identifying error, describing error, explaining error and evaluating error.

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The other scholars also stated and commented about error analysis. Grass and Selinker (2001) in Kurniasih (2013) stated about error analysis that as the name suggests, it is a type of linguistic analysis that focuses on the errors that learners make. Besides that, Erdogan (2005) commented about error analysis,

A branch of applied linguistics, emerged in the sixties to demonstrate that

learner errors were not only because of the learner‟s native language but

also they reflected some universal learning strategies, as a reaction to contrastive analysis theory, which considered language transfer as the basic process of second language learning as what behavioristic theory suggested (p.262).

Based on the explanation of some scholars above, it can be concluded that error analysis is one of study field in applied linguistics that focuses on the second

language learning process and learners‟ error. Keshavars in Erdogan (2005)

suggested that the field of error analysis can be separated into two branches, namely theoretical and practical. Theoretical error analysis focuses on the process and methodology of language learning and the similarities with mother tongue acquisition. It investigates the reasons of the errors in the process of learning. Practical error analysis concerns on the implementation of theoretical error analysis on the remedial courses and the methodologies for solving those problems that are highlighted by the theoretical analysis.

Procedure of Error Analysis

Error Analysis is the process of analyzing the learners‟ error in acquiring a language. Thus, there are some steps that should be followed by the researcher.

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Ellis (1997) discussed that there are stages in doing the error analysis namely identifying error, describing error, explaining error and evaluating error. Those points will be explained briefly.

Identification of errors. The first step in analyzing learners‟ error is to

identify them. To identify the error, we have to take note the sentences contain the error, and then mark them as the error words or phrases. In the identification stage, we need the correct comparison due to ease the process of analyzing. For example, The bloodstain on her dress was very noticed(learners‟ product). This is

the wrong structure and grammatically incorrect. Thus, the correct answer is The bloodstain on her dress was very noticeable.

Description of errors. The second step in analyzing learners‟ errors is

describing the error. All of errors have been identified, we can describe into two ways. The first technique is to classify errors based on grammatical categories, for example, to identify error related to derivation – error in using noun as adjective. The second way is describing errors based on the surface structure taxonomy, such as omission, addition, misinformation, and misordering.

Explanation of errors. The final step in analyzing the learners‟ errors is

explaining the different types of errors. There are three ways in errors explanation in term of grammatical analysis. Firstly, explaining the violated grammatical rules. Secondly, stating the correct form to compare with the wrong form. Finally, we have to give the real examples.

The earlier procedure of error analysis was stated by Ellis (1997). Those are a bit different with other processes explained by other scholars. According to

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James in Rejeki (2012) the procedure of analyzing error consists of detecting errors, locating errors, describing errors, classifying errors, counting errors, and profiling errors.

Detecting error. Detecting error is the stage of detecting the presence of error and the analyst should be aware of its presence. This is not as easy as people think because it is a serious task to analyze the error. People might find it harder in spoken, informal language than written formal texts and on-screen texts. While analyzing error, the analyst should have suspicion because it becomes a principle guide to detect potential error. There are two activities of suspicion; guessing activity and doubting activity. These activities will guide to find out the error.

Locating error. The analyst tries to identify which are the errors and which are not by pointing out the errors in the exact location. Error location is not always easy to localize because some are diffused larger unit of content or it is known as global error. The error occurs in the whole sentences so that it makes difficult to locate the error. Occasionally, the other error only violates a certain unit or it is called local error. The sentence does not always contain an error, sometimes it makes difficult to differentiate whether it is erroneous or flawed sentence.

Describing error. The analystshould give description related to error occurrence and characteristic of error. The analyst should consider of the two points; the system should be well prepared and highly elaborated and the system should be simple and easily learnt. Referring to the sentence The bloodstain on her dress was very noticed, there is a mistake since the context of the study is

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about derivation and it has unmatched meaning. The word noticed is a part of inflection, the morpheme –ed attach to notice becoming past participle of the verb. Therefore, the correct sentence should be The bloodstain on her dress was very noticeable.

Classifying error. Classifying error means that the analyst categorizes the error based on the class or category. Some scholars have defined the error into categories that ease us to make as a reference. For example, these errors are classified into singular/plural forms, verb tenses, word choices, prepositions, subject/verb agreements, word orders, articles, missing words, spellings, and punctuations (Spratt et al in Rejeki, 2012). There is another classification such as omission, addition, selection, and ordering errors (Brown, 2000). There are also errors classified into substance, text, and discourse errors (James in Rejeki, 1998).

The classification can change based on the discipline and the purpose of study. Therefore, the researcher classifies this study based on the word

formulation namely verb to noun derivation, noun to adjective derivation, adjective to adverb derivation, noun to verb derivation, adjective to noun derivation, verb to adjective derivation, noun to noun derivation, verb to verb derivation, adjective to adjective derivation, and adjective to verb derivation.

Counting error. This is the significant stage because this is the step to calculate the errors. The aim of counting error is to get the data of the learners‟ error frequency. There are three results after calculating error; the data of most frequent error, the least frequent error and what parts troublesome the learners. For example, the analyst uses word formation from verb to noun, noun to

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adjective, adjective to adverb, noun to verb, adjective to noun, verb to adjective, noun to noun, verb to verb and adjective to adjective. Then, he/she calculates how many times the error occur and makes calculation of the frequency such as verb to noun error five times, noun to adjective four times. Then, the result will be

converted into percentage.

Profiling error. This stage is the same as the summary of all errors. It should contain specific information related to each error. The analyst makes an error profiling related to the errors in a structured way.

Based on the two scholars, they generally have the same idea in generating procedure of analyzing error. Ellis (1997) only state the general steps but James in Rejeki (2012) constructed the procedure of error analysis more detail. The two

procedures can be fitted with the researchers‟ preferences. The Significance of Error Analysis

Numerous studies about errors have been conducted for over decades, these kinds of research are done to find out the learners‟ difficulties in learning and acquiring a language and how the learners acquire a language. Errors are good indicators to find out the level of language proficiency. Thus, producing errors has many positive effects for the learners because it can be a good technique to know

the learners‟ abilities and their progress. The error analysis will be significant for

at least three parties, namely teachers, learners, and the researcher.

Teachers. Error analysis is very beneficial for the teachers who teach

English as a second and foreign language. Teachers know how far the learners‟

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correct the learners‟ error, improve their teaching by implementing the appropriate strategies, and focus on the errors that need reinforcement.

Learners. The error analysis is also very beneficial to the learners. Firstly, they know what they have to do by making errors and how to solve the errors they made. Secondly, by analyzing errors, they can learn more the target language that they are learning. In addition, the can obtain information about common

difficulties in language learning especially in morphology.

The Researcher. The error analysis is also significant to find out how people learn a language. By researching the language learners, the researchers get the evidence on how learners acquire a language and how they make errors. This is related to the strategies that teachers and learners use in acquiring a language. The evidence is also beneficial not only for the researchers but also for the teachers and learners.

Morphology

Morphology is one of the branches of linguistics that focuses on the internal study of words and the rules of word formation. The word morphology consists of two morphemes, morph– base word means that the changing of one thing to the other, and – ology means that the scientific study of particular subject or branch of knowledge (Fromkin, Rodman, Hyams, Collins, Amberber, & Cox, 2012). Therefore, the meaning of morphology is the science of words form. Morphology plays two roles namely, as the branches of linguistics and the grammatical aspects knowledge. Morphology focuses on the morpheme and the rules of word formation. Morphology is part of our knowledge of a language, but

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it is generally unconscious knowledge. We accept and use them unconsciously and sometimes we do not realize their present.

Morpheme. Morpheme is the foundation of forming words. Morpheme is

the smallest unit of the word which has meaning (Fromkin, Rodman, Hyams, Collins, Amberber, & Cox, 2012). The study of morpheme is very important because it is a foundation of words. Some morphemes do not tell us their meaning but when it is attached to the specific words, it gives the contribution of

meaningful words. Morphemes are necessary in making the correct sentence so that it is very important to learn in order to master the language skills. Morpheme is an important aspect in a language and word formation because it makes the word become meaningful and rich of meaning. Fromkin, Rodman, Hyams, Collins, Amberber, and Cox (2012) stated that:

The decomposition of words into morphemes illustrates one of the fundamental properties of human language – discreteness (one of the properties that distinguish human languages from the communication system of another species). It combines to the larger units. Sound units combine to form morphemes, morphemes combine to form words and words combine to form larger unit – phrases and sentences (p.68). The creativity of linguistic allows us to understand the words that we never heard and also to create new words. We can compose a word to the other words as long as we know the component part attachable to the other word and we know the meaning of those parts. The example of a single word according

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Fromkin, Rodman, Hyams, Collins, Amberber, and Cox (2012) may be composed of one morpheme or more.

One morpheme Boy

Desire

Two morpheme Boy + ish

Desire + able

Three morpheme Boy + ish + ness

Desire + able + ity

Four morpheme Gentle + man + li + ness

Un + desire + able + ity

Five morpheme Un + Gentle + man + li + ness

Anti + dis + establish + ment + ari + an + ism

Morphemes are divided into two kinds, namely free morpheme and bound morpheme. Both of them have significant role in producing new words. They will be explained in the following explanation.

Free Morpheme. Free morphemes are the morphemes that can stand independently. It occurs because they have the specific meaning. The examples of free morphemes are girl, cat, boy, pretty, love, text, book, quick, and school. Those words can constitute words by themselves. Most of morphemes are content or lexical words. There are two categories of free morphemes, namely: open class and closed class.

Open Class. Open class or commonly called as content or lexical morpheme. They are commonly set by the part of speech namely, noun, verb, adjective and adverb. This kind of free morpheme can be attached with affix so that it can make a new words and meaning. The examples are beauty – beautiful, work – worked, pen – pens, and small – smallest.

Closed Class. Closed class is set of conjunctions, prepositions, articles, auxiliary, and pronouns which consist largely of the functional words in the

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language. They are described as a closed class of words meaning that it cannot make new meaning or word class. For example, after, before, when, while, at, under, the, we, you, on, because, above, and it. Closed class also called as functional or grammatical morpheme.

Bound Morpheme. Bound morpheme is the morpheme that cannot stand alone or it means it cannot occurs independently so that it must be attached to free morphemes in order to have a clear meaning. The examples of bound morphemes are in-, inter-, anti-, dis-, un-, re-, mis-, pre-, dis-, a-, anti-, are al, ance, ation, ence, er, ist, ion, dom, ment, ish, ous, an, esque, ate, ful, ic, like, able, -less, -ly, -ise, -ize, -ate, -en, -ify, -ness, -ism, -ive, -ory, -y, -ship,–ity, -ing, -ed,- s/-es, -est, -en, and‘s. Those are never words by themselves but are always part of words.

The bound morpheme is divided into two categories, namely derivational morpheme and inflectional morpheme. Derivational morphemes are to make new words and they often make new part of speech and new meaning. Inflectional morphemes are used to produce new words to indicate the aspect of grammatical function. It does not change the word category and create new lexemes, but rather changing the form of lexemes. Inflectional morphemes are used to sign the singular or plural words, tenses (past or present), person (first, second, third) and possessive word. The example of inflectional morphemes are –s (waits), -est

(biggest), -ing (walking), -ed (helped), -es (watches), -er (bigger), and–th (sixth). Plag (2002) differentiates between inflectional morpheme and derivational

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Table 2

The Differences between Inflection and Derivation Inflectional Morpheme

 Do not change meanings or word class.

 Indicate syntactic or semantic

relations between different words in a sentence. For example, the present tense morpheme –s in reads shows agreement with the subject of the verb.

 Occur outside with all members of derivation. For example, the plural –s

occurs with most nouns.

 Occur at the edge of words. For example, the plural morpheme –s

always comes last in a word, as in

players

 It encodes grammatical function (regular & irregular, plural, singular, pronoun and determiner)

Derivational Morpheme  Change meaning or word class.

 Indicate semantic relations with the word. For example, morpheme –ful in

beautiful has no particular connection with any other morpheme beyond the word beautiful.

 Occur with only inside derivation. For example, the suffix –ness occurs such as clear, dark, beautiful but not with most others. For example,

interesting, amazing and so on.

 Occur before inflectional suffixes. For example, teachers the

derivational suffix -er comes before the inflectional suffix –s.

 It encodes lexical function (noun, verb, adjective, and adverb)

Derivation

Derivations are words derived from one stem or base word by attaching to them affixes, prefixes and suffixes (Haman, Zevenbergen, Andrus &

Chmielewska, 2009). The process of derivation can preserve and change the grammatical class of word or part of speech. Whereas Carstairs-McCarthy(2002) stated that derivational morphology is concerned with one kind of relationship between lexemes. Derivational morphemes are divided in two categories;

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non-affixation and non-affixation. Non-non-affixation is divided into three parts; conversion, truncation, and blending. Affixation is divided into three kinds, namely prefixes, suffixes, and infixes. The researcher will focus on the affixation categories

especially on suffix and prefix part. The following table is the list of compilations

of prefixes and suffixes taken from Cambridge Advanced Learner‟s Dictionary 3rd edition, Lieber (2009), Fromkin, Rodman, Hyams, Collins, Amberber, and Cox (2012), Carstairs-McCarthy (2002) and Plag (2002).

Table 3

The List of Prefixes and Suffixes

Prefixes _Suffixes

a- bi- ante-, anti- auto- co- contra- de- eco- ex-, neo- mono-, multi- non- de- dis- extra- hyper- in-, il-, ir-, im- inter- intra- mega- micro- mini- mis- omni- poly- pre-, post- pro- re- semi- sub- tele- un- -able -age -al -an, -ian -ance, -ence, -ancy, -ency -ation, -ion -ed -or, -er -esque -ful -hood -ise -ish -wise -y -atte, -ette -ate -hood -let -ist -ive -ize -less -ly -en -ify -ory -let -ine -ian -ment -ness -ology -ous -proof -ship -ward -ism -ic -ess -ie

Fromkin, Rodman, Hyams, Collins, Amberber, and Cox (2012) and Carstairs-McCarthy (2002) mentioned ten kinds of derivation formed by

affixation, namely verb to noun derivation, noun to adjective derivation, adjective to adverb derivation, noun to verb derivation, adjective to noun derivation, verb to adjective derivation, noun to noun derivation, verb to verb derivation, adjective to adjective derivation, and adjective to verb derivation.

Prefix. All prefixes in English are derivational so that they create new meaning or new words. Most prefixes do not change part of speech but change the

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meaning. The example of prefixes are in-, inter-, anti-, dis-, un-, re-, mis-, pre-, dis-, a-, and anti-.

Noun to Noun Derivation. The rule of noun to noun derivation is prefix + BASE NOUN = NEW NOUN. In this case, prefix attached to nouns that become new nouns and new meaning without changing the part of speech. These prefix are in-, dis-, anti-, and inter-. The examples are written on the table below. Table 4

The Examples of Noun to Noun Derivation

Prefix in- dis- anti- inter- Base Word action advantage body action Derived Word inaction disadvantage antibody interaction Meaning „not‟ unfavorable condition opposed to

between or among

Verb to Verb Derivation. This kind of derivation also changes the words meaning. The rule of verb to verb derivation is prefix attaches to verb base producing new meaning. These prefix are re-, dis-, mis-, pre-, and inter-. The produced words is composed of two morphemes, prefix (un, re-, dis-, mis-, pre-,

and inter) and verb base i.e disagree, consists of prefix dis- and agree as a root. Table 5

The Examples of Verb to Verb Derivation

Prefix un- dis- mis- pre- inter-Base Word do, cover, bind agree, like, appear understand

arrange, select act, connect

Derived Word

undo, uncover, unbind disagree, dislike, disappear misunderstand

prearrange, preselect interact, interconnect

Meaning

to do the opposite

„Not‟ „wrong‟ „before‟

„between or among‟ Adjective to Adjective Derivation. This kind of derivation also changes the words meaning. The rule of adjective to adjective derivation is prefix attaches to adjective base producing new meaning. These prefix are un-, in-, dis-, a-,il-, ir-,

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and inter-. The produced words is composed of two morphemes, prefix (un-, in-, dis-, a-, and inter-) and verb base i.e unbelievable consists of prefix un- and believable as the adjective root.

Table 6

The Examples of Adjective to Adjective Derivation

Prefix un- in- dis- a- inter- il-

Base Word acceptable accurate, tolerant honest

moral, sexual national legal

Derived Word unacceptable

inaccurate, intolerant dishonest

amoral, asexual international illegal

Meaning

to do opposite of to do opposite of to do opposite of not or without between or among the opposite of

Suffix. A suffix is a group of letters at the end of a word which changes

the word‟s meaning and often part of speech. However, there are some suffixes that do not change part of speech but the meaning. the examples of suffix are al, ance, ation, ence, er, ist, ion, dom, ment, ish, ous, an, esque, ate, ful, -ic, -like, -able, -less, -ly, -ise, -ize, -ate, -en, -ify, -ness, -ism, -ive, -ory, -y, -ship,

and–ity.

Noun to Adjective Derivation. It is the same with other suffix because it changes the words meaning and part of speech. The rule of noun to adjective derivation is to attach suffix in root, i.e. power (root/adjective) + -ful = powerful (derived/new derivation). These suffixes mentioned on the table below.

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Table 7

The Examples of Noun to Adjective Derivation

Suffix -ish -ous -an -esque -ful -ic Base Word child danger America picture health alcohol Derived Word childish dangerous American picturesque healthful alcoholic Meaning

typical of or similar to having that quality belonging somewhere like or in the style of having a particular quality containing something

Verb to Noun Derivation. It is a bit different from prefix because most of suffix change the words meaning and part of speech. The base words changes to derived words are indicated by the two aspects previously. The rule of verb to noun derivation is to attach suffix in root, i.e. educate (verb) + -ion (suffix) = education Derived). The other suffixes attached to verb are al, ance, ation, -ence, -er, -ist, -ion, -dom, and–ment.

Table 8

The Examples of Verb to Noun Derivation

Suffix -al -ance -ation -ence -er -ist -ion -ment -dom Base Word refuse, arouse perform explain confer sing conform predict develop free Derived Word refusal, arousal performance explanation conference singer conformist prediction development freedom Meaning

Relating to …

an action, state, or quality

The process of, the result of …

an action, state, or quality

„the person or thing doing the activity

Person with particular activity

The process of, the result of … The action or process of ….

The condition

Adjective to Adverb Derivation. The other derivation is to describe the way that something is done and that suffix is –ly. This derivation also has the same rule with other suffixes derivation. The suffix attaches to adjective becoming adverb and it changes the words meaning and part of speech.

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Table 9

The Examples of Adjective to Adverb Derivation

Suffix -ly -ly -ly Base Word beautiful Slow Diligent Derived Word beautifully Slowly Diligently Meaning

Describing the way something done Describing the way something done Describing the way something done

Noun to Verb Derivation. The noun to verb derivation has the same rule as the other suffixes where suffix attaches to the base word, i.e. fool (base) + -ish

= foolish. The other examples of suffix (-ise/-ize, -ate, -ish, -en, -ify) are mentioned bellow.

Table 10

The Examples of Noun to Verb Derivation

Suffix -ise/-ize -ate -ish -en -ify Base Word moral vaccine brand haste beauty Derived Word moralize vaccinate brandish hasten beautify Meaning

to cause, to become to prevent

to make something become to become

Adjective to Noun Derivation. This kind of derivation might be found easily in vocabulary and it was commonly used in sentence. It also has the same rule as the other derivation, i.e. beautiful (base word/adjective) + -ness =

beautifulness, feminine (base word) + -ism = feminism. These rules also might be applied to the other suffixes, namely -ness, -ity, -ism, -ion, and–ify.

Table 11

The Examples of Adjective to Noun Derivation

Suffix -ness -ity -ism -ion Base Word happy specific feudal abstract Derived Word happiness specificity feudalism abstraction Meaning the quality state or quality ways of behaving

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Verb to Adjective Derivation. This kind of derivation is also very

important in forming new vocabularies. The concept of the word formation is the suffix -able, -ive, -ory, -y attached to verb base becoming new adjective, i.e. admire (verb base) + -able = admirable (derived adjective).

Table 12

The Examples of Verb to Adjective Derivation

Suffix -able -ive -y Base Word read create run Derived Word readable creative runny Meaning able to be

having a particular quality having a lot of something

Noun to Noun Derivation. This kind of derivation is also very important in forming new vocabularies but it only changes the meaning without changing part of speech. The rule of this derivation is the suffix –ship and–ity attached to base noun becoming new noun, i.e. lord (base) + -ship = lordship (derived). Table 13

The Examples of Noun to Noun Derivation

Suffix -ship -ity -let -ess -hood -ist -ian Base Word friend, partner human book princes mother economy history Derived Word friendship, partnership humanity booklet princess motherhood economist historian Meaning

involvement between people state or quality

small female

being particular thing the person

belonging

Adjective to Verb Derivation. The last kind of derivation is the adjective forming new verb. It also changes both the meaning and class of part of speech, i.e. central (base adjective) + -ize = centralize (derived verb). The suffixes of this derivation are –en and–ize. They have the similar meaning of derived word, namely to make something become.

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Table 14

The Examples of Adjective to Verb Derivation

Suffix -en -ize

Base Word sweet, wide modern

Derived Word sweeten, widen modernize

Meaning

to make something become to cause or to become

The Hierarchical Structure of Words

The earlier explanation showed that morphemes are formed in a specific order. Word formation is not a simple matter and also a word itself. Fromkin, Rodman, Hyams, Collins, Amberber, and Cox (2012) explained that word formation has its own rules and structure that shape a hierarchical structure. The word unbelievable, is constructed of three morphemes, un-, believe and–able. Believe is a verb as a root, we add suffix –able, becoming an adjectives,

believable. Then, we add prefix –un becoming new adjective, unbelievable. The structure of word formation according to Fromkin, Rodman, Hyams, Collins, Amberber, and Cox (2012) is described below

Figure 1. The Hierarchical Structure of Words

In order to explain the hierarchical structure of the words, linguists use tree diagram. Fromkin, Rodman, Hyams, Collins, Amberber, and Cox (2012) gave example of the words unsystematic below.

ENGLISH MORPHEME

BOUND FREE

ROOT AFFIX

DERIVATIONAL INFLECTIONAL

PREFIX SUFFIX SUFFIX

OPEN CLASS (Content or Lexical Words) Noun (Girl) Adjective (Pretty) Verbs (Love) Adverb (Quickly)

CLOSED CLASS (Function or

grammatical words) Conjunction (and) Preposition (in) Articles (the) Auxiliary verbs (is)

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Figure 2. The Tree Diagram of unsystematic

The tree diagram represents the use of two morphological rules: 1. Noun + atic  Adjective

2. Un + Adjective  Adjective

Rule 1 showed that suffix –atic is attached to the noun root, forming an adjective. Rule 2, prefix un- is attached to adjective formed by rule 1 forming an

adjective „unsystematic’. The morpheme un- and –atic are related to the root

system at the same way, but it is not a matter. The suffix –atic is closer to the root

system rather than prefix un-. The prefix un- is connected to the adjective root

systematic and not directly becomes unsystem. Unsystem is not a possible word because it is not allowed attaching un- to nouns. The other morphological rules are sated below.

1. Adjective + al  Adjective

Suffix –al is added to an adjective, for example egotistical, fantastical, economical, and astronomical.

2. Adjective + ly  Adverb

The adjectives is added to –ly forming adverb. For example, happy, lazy, hopeful becomes happily, lazily, hopefully.

This following tree diagram is for the two rules applied to unsystematic. Adjective

Un Adjective

Noun atic

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Figure 3. The Tree Diagram of unsystematically

Conceptual Framework

One of topics in morphology is derivation. It discusses how to form vocabularies. There are ten kinds of derivation verb to noun derivation, noun to adjective derivation, adjective to adverb derivation, noun to verb derivation, adjective to noun derivation, verb to adjective derivation, noun to noun derivation, verb to verb derivation, adjective to adjective derivation, and adjective to verb derivation.

The students commonly face the difficulties in using derivation.

Consequently, they made error and mistakes. Mistakes are not significant problem since the students can correct them. However, the students cannot see or realize the errors existence so that they cannot correct errors by themselves. Since the errors exist, the researcher will analyze them in form of error analysis.

Error analysis provides a set of sequence steps in analyzing the learners‟

errors. The steps of analyzing error consists of detecting errors, locating errors, describing errors, classifying errors, counting errors, and profiling errors (James in

Adverb

Adjective ly

Adjective al

un _Adjective

Noun attic

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Rejeki, 2012). Besides that, Ellis (1997) discussed four stages in doing the error analysis namely identifying error, describing error, explaining error and

evaluating error. The following figure is the conceptual framework of the research.

Figure 4. The Conceptual Framework

Derivation

Affixation (Prefix & Suffix)

Error Analysis

Error

1. Verb to noun derivation

2. Noun to adjective derivation

3. Adjective to adverb derivation

4. Noun to verb derivation

5. Adjective to noun derivation

6. Verb to adjective derivation

7. Noun to noun derivation

8. Verb to verb derivation

9. Adjective to adjective derivation 10.Adjective to verb derivation

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Chapter Three Research Methodology

In chapter three, the researcher focuses on revealing what are the methods of conducting the research in systematic way. Firstly, the researcher decided what kinds of the research which fit with this study. Then, the researcher decided the population and sample for this research. The researcher also explained the instrument, validity, reliability and data analysis.

Research Design

The purpose of this research was to analyze the learners‟ error on the use

of derivation. The researcher used quantitative survey research for this study. Creswell (2012) has given a very concise definition of quantitative research as a type of research that is explaining phenomena by collecting numerical data that are analyzed using mathematically based methods (in particular statistics). The researcher revealed what errors are commonly made by the students in using derivation. It used survey design because the data collection was used the test. Population and Sample

Population and sample are necessary in a research because they are the objects that are going to be researched. Then, the researcher should provide the population, sample and technique of sampling clearly. Therefore, it is important to describe what population, sample, and sampling in the research.

Population. Population is all subjects of the research that consists of people, animals, things and events. The other definition of population is a group of individuals who have the similar characteristics (Creswell, 2012). The

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population of this research is students at English Education department of UMY Batch 2012. The number of the population is 103 students. They are divided into three classes, namely class A (35 students), B (34 students), and C (34 students). There are three reasons of taking batch 2012 as the population of the research. First, they had learned derivation under the subject Capita Selecta on Grammar 3. Second, the students batch 2012 have chance to use language longer. Third, the easiness of accessibility since the researcher is also the student of batch 2012 and know all the students of batch 2012. The researcher did not use the whole

population as a research sample directly, but the researcher used representative students for sample.

Sample. Sample is a part of population that is chosen to be respondents. Creswell (2012) defined that sample is a subgroup of the target population that the researcher planned to study for generalizing about the target population. Arikunto (2002) suggested that it is better to take all the population as sample if the

population is less than 100, but if the population is over 100, it is allowed to take 10% - 15%, or 20% - 25%, or more. The researcher decided to take 30% of the population and she found 30% out of 103 were 30 students. They consisted both males and females.

Sampling. The sampling method to take this sample was convenience sampling meaning that the researcher involves choosing the nearest person to serve as respondents and stop that process until the required sample size has been fulfilled or it can be spread to whom available and accessible at that time. In this case, the researcher met the students and asked them to be the research

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participants. Then, it stopped when the researcher had found it enough as much as sample of the research.

Instruments

The researcher used a test as an instrument of the research. Test is a sequence of questions or exercises used to measure skills, knowledge, ability, intelligence, or talent owned by individual or group (Suharsimi in Haq, 2014). This test consisted of ten types of derivation, namely verb to noun derivation, noun to adjective derivation, adjective to adverb derivation, noun to verb

derivation, adjective to noun derivation, verb to adjective derivation, noun to noun derivation, verb to verb derivation, adjective to adjective derivation, and adjective to verb derivation. Each type of derivation has five questions so that the number of the test items is 50 questions (see appendix 2).

Validity and Reliability

Validity and reliability is fundamental in making an instrument. They have important role in determining whether the instrument is appropriate or not. Each kind of instrument of the research has different characteristic and standard. The researcher presented what validity and reliability is and how to validate and rely on the instrument.

Validity. The validity is very important to help the researcher identify whether an instrument is appropriate to use in a research or not. Creswell (2012) stated that validity is the development of sound evidence to demonstrate that the test interpretation (of scores about the concept or construct that the test is assumed to measure) matches its proposed use (p.159). In this research, the researcher used

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expert judgment to check the validity of the test. The experts were the two lecturers whose expertise is in linguistics, especially morphology. The validity includes face validity, content validity, concurrent validity, and construct validity. The two experts have approved the instrument so that it could be distributed. The validity aims to measure that the instrument is appropriate with the students‟ material, their ages, and to ensure that the test item is set clearly.

The researcher has tested the validity to the experts five times. In the first time, the researcher designed the test with cloze test and the experts suggested that test should follow the rule of designing test such as the instruction should be clear, using dot rather than line, and should provide the test distribution sheet. In the second time, they suggested that the test should be in one type of derivation, i.e. suffix –ion is only for one question. In the third time, test item should be changed into multiple choices test because the cloze test is too difficult for the students. In the fourth time, the distractors used were not parallel, not in the same idea, and the researcher should provide the choices A, B, C, and D. In the last time, the test should be in the same form, for example positive and positive – negative and negative, the example below has choices appear, appearance, reappearance and disappear. Disappear has negative meaning then it should be changed to positive form.

i.e. You should care about your (APPEAR) . . . when you go to the interview. a. appear

b. appearance c. reappearance d. disappear

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The researcher changed the test as follow:

You should care about your (APPEAR) . . . when you go to the interview. a. appear

b. appearance c. reappearance d. appearment

The researcher changed the test after five times of judgments and adjusted

the experts‟ suggestion. Then, the distributed test is valid by using expert judgment.

Reliability. Reliability is very important to check the instrument consistency. Creswell (2012) stated that reliability means scores from an

instrument are stable and consistent (p.159). The researcher used piloting test to measure the reliability of the instrument. The researcher conducted the data piloting to the students randomly to the students who had learned derivation and they are not in actual research. The researcher spread the test to 31 data piloting participants batch 2014 and 2014 and researcher got 29 tests, one was missing, and the other one was unconfirmed. The test was analyzed through SPSS ver.16

using Cronbach‟s Alpha method and then it was compared to rtabel with error value

5% or the confidence level 95%. In reliability test, the researcher made hypothesis as follow.

Ho : the test is not consistent. (unreliable) Ha : the test is consistence. (reliable) The reliability test is following:

If, r value ≤ r table, Ho is accepted

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r value : Alpha

α : 5%

then, 0,458 > 0,3115, Ho is refused

Based on the reliability test above, it means that the test is reliable and it can be used as the research instrument.

Data Analysis

The sequence steps of analyzing data are applied in this research, namely identifying error, describing error, and explaining error. Besides that, the

researcher counted the error and calculated them into the most frequent error and the least frequent error. The researcher also analyzed the data using descriptive statistics and used SPSS ver.16 as the tool in analyzing the quantitative data. Sukardi in Maziyah (2014) suggested that the quantitative research should use descriptive statistic. Creswell (2012) stated that:

Descriptive statistics is indicated general tendencies in the data (mean, mode, median, sum), the spread of scores (variance, standard deviation, range), or a comparison on how one score relates to all others (z scores, percentile, rank) (p.182).

Additionally, the researcher used Microsoft Excel to look for the frequencies of errors and converted into percentage. According to Bluman in Kurniasih (2013) the formula of percentage stated as follow:

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Chapter Four

Research Result and Discussion

This chapter is the fourth part of the research. It focused on the result and discussion of the research. The data discussion presented the error occurrence from the most frequent error to the least frequent error.

Result

The data source of this research is test about Derivation. The researcher gave 50 multiple choice questions in each test item. This test contained ten kinds of Derivation, namely Verb to Noun Derivation, Verb to Adjective Derivation, Verb to Verb Derivation, Noun to Adjective Derivation, Noun to Verb Derivation, Noun to Noun Derivation, Adjective to Adverb Derivation, Adjective to Noun Derivation, Adjective to Adjective Derivation, and Adjective to Verb Derivation. The test items distribution table is attached on appendix 2.

By analyzing the participants‟ answer, the researcher obtained their score

of the test. The researcher found 8 error items on participant 1, 32 error items on participant 2, and 30 error items on participant 3. In addition, 11 error items were found on participants 4, 11, 18 and 25. 27 error items were found on participants 5 and 29. 14 error items were committed by participants 6, 10, and 23. Participant 7 committed error on 5 test items. Participant 8 did error 12 times. 18 error items were committed by participant 9. Participant 12 committed 16 error items. 24 error items were found on participants 13 and 21 while 29 error items were found on participant 14. Participant 15 did 22 error items. Participants 16 and 24 did 17 error items. Participant 17 committed 7 error items. The researcher also found 9

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error items on participant 19, 20 error items on participants 20, 13 error items on participant 22, 17 error items on participant 24, 8 error items on participant 26, 9 error items on participant 27, 1 error item on participant 28 and 28 error items on participant 30. The table of this explanation is written as follow.

Table 1

The Identification of Participants’ Answer

No. Participants Total Total

Correct Answer Error Answer

1 Participant 1 42 8 50

2 Participant 2 18 32 50

3 Participant 3 20 30 50

4 Participant 4 39 11 50

5 Participant 5 23 27 50

6 Participant 6 36 14 50

7 Participant 7 45 5 50

8 Participant 8 38 12 50

9 Participant 9 32 18 50

10 Participant 10 36 14 50

11 Participant 11 39 11 50

12 Participant 12 34 16 50

13 Participant 13 26 24 50

14 Participant 14 21 29 50

15 Participant 15 28 22 50

16 Participant 16 33 17 50

17 Participant 17 43 7 50

18 Participant 18 39 11 50

19 Participant 19 41 9 50

20 Participant 20 30 20 50

21 Participant 21 26 24 50

22 Participant 22 37 13 50

23 Participant 23 36 14 50

24 Participant 24 33 17 50

25 Participant 25 39 11 50

26 Participant 26 42 8 50

27 Participant 27 41 9 50

28 Participant 28 49 1 50

29 Participant 29 23 27 50

30 Participant 30 22 28 50

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For the data analysis, the researcher applied the steps of error analysis by Ellis (1997) namely identifying error, describing error, explaining error, and

evaluating error. After the researcher analyzed the participants‟ answer, the

researcher then ordered the errors from the most frequent error to the least frequent error. These steps are attached on appendix 5. The following table is the

result of error occurrence in participants‟ test on kinds of derivation.

Table 2

Recapitulation of the Result of Error Occurrence on Ten Kinds of Derivation No. Kinds of Derivation Frequency of

Error

Percentage (%)

1. Adjective to Noun Derivation 76 15.5%

2. Adjective to Verb Derivation 67 13.7%

3. Verb to Verb Derivation 63 12.9%

4. Noun to Noun Derivation 59 12.1%

5. Adjective to Adjective Derivation 53 10.8% 6. Adjective to Adverb Derivation 50 10.2%

7. Verb to Adjective Derivation 44 9%

8. Noun to Verb Derivation 28 5.73%

9. Verb to Noun Derivation 27 5.52%

10. Noun to Adjective Derivation 22 4.5%

Total 489 100%

Based on the table above, it can be interpreted that the most frequent error occurred on Adjective to Noun Derivation with 76 frequencies (15.5%). While the researcher found the second most frequent error is Adjective to Verb Derivation with 67 frequencies of error (13.7%). The third place is Verb to Verb Derivation with 63 frequency of error (12.9%). The fourth place is Noun to Noun Derivation with 59 errors (12.1%). Adjective to Adjective Derivation is in the fifth place of the most frequent error with the total 53 errors (10.8%). There is Adjective to Adverb Derivation in the sixth place with 50 errors (10.2%). The seventh place of

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the error occurrence order is Verb to Adjective Derivation with 44 errors (9%). The third lowest frequent of error is Noun to Verb Derivation with 28 times of error (5.73%). While the second least error is Verb to Noun Derivation with 27 times of error (5.52%). The least frequent error happened to Noun to Adjective Derivation with 22 times occurrence (4.5%). The total of error is 489 times out of 1500 test items.

Data Discussion

In this study, each participant was given the same number of 50 test items. As a result, the researcher collected 1500 test items from 30 participants. The

researcher found 489 errors in participants‟ answer as attached on appendix 3.

Based on the result, the researcher classified them into ten kinds of derivation and presented the result from the most frequent error to the least frequent error.

Adjective to noun derivation. Adjective to Noun Derivation is the most frequent error occurred among the participants. Based on the following table, participants committed error mostly on how to change Adjective to Noun with derivational suffix –ory. This happened 28 times or it equals to 5.7% and was followed by derivational suffix –ity 18 times or it is the same as 3.7%. The

participants made error on derivational suffix -ness 12 times or it is equal to 2.5%, other derivational suffix –ity and –y 9 times and it is equal to 1.8%. The total of error frequency in Adjective to Noun Derivation is 76 times or it is the same as 15.5%.

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Table 3

The Frequency of Error in Adjective to Noun Derivation Category Affixation Test

Number

Frequency of Error Percentage (%) Adjective to

Noun Derivation

-ity 50 9 1.8%

-y 10 9 1.8%

-ory 42 28 5.7%

-ness 32 12 2.5%

-ity 49 18 3.7%

Total 76 15.5%

Adjective to verb derivation. Adjective to Verb Derivation placed the second most frequent error that participants committed. The researcher found nine errors or equal to 1.8% on derivational suffix –en, 3.1% or 15 times on

Derivational suffix –ize, on other derivational suffix –en 13 times or 2.7%, on other derivational suffix –ize 2% or 10 times, and the last 4.1% or 20 times on the other derivational suffix –en. The accumulation of frequency of errors on

Adjective to Verb Derivation is 13.7% or equal to 67 errors. Table 4

The Frequency of Error in Adjective to Verb Derivation Category Affixation Test

Number

Frequency of Error Percentage (%) Adjective

to Verb Derivation

-en 46 9 1.8%

-ize 35 15 3.1%

-en 3 13 2.7%

-ize 39 10 2%

-en 24 20 4.1%

Total 67 13.7%

Verb to Verb Derivation. This kind of derivation is also one of the most frequent error that participants made. The total frequency of errors is 63 errors or it equals to 12.9% and they are explained as follow. The most frequent error in Verb to Verb Derivation is in the prefix pre- 20 times or it is equal to 4.09%. While the least frequent error is on prefix un- 7 times or it is the same as 1.43%.

(54)

The other prefixes are de- with 18 errors or 3.68%, dis- with 12.3% or 6 errors, and prefix mis- with 12 errors or it equals to 2.45%. The table for this explanation is shown as follow.

Table 5

The Frequency of Error in Verb to Verb Derivation Category Affixation Test

Number

Frequency of Error Percentage (%) Verb to

Verb Derivation

mis- 37 12 2.45%

de- 18 18 3.68%

dis- 16 6 12.3%

un- 27 7 1.43%

pre- 31 20 4.09%

Total 63 12.9%

Noun to Noun Derivation. The table below showed the frequency of errors in Noun to Noun Derivation. Based on the table, the most frequent errors happened to prefix un- with 21 times or it equals to 4.3%. While, derivational suffix -ship and prefix dis- are equal with 9 errors or 1.8%. The other derivational suffixes are –ism with 12 errors or it is equal to 2.5% and 1.6% of derivational suffix –ity or it is equal to 8 errors.

Table 6

The Frequency of Error in Noun to Noun Derivation Category Affixation Test

Number

Frequency of Error Percentage (%) Noun to

Noun Derivation

un- 8 21 4.3%

dis- 15 9 1.8%

-ship 13 9 1.8%

-ism 28 12 2.5%

-ity 21 8 1.6%

Total 59 12.1%

Adjective to adjective derivation. The fifth most frequent errors is Adjective to Adjective Derivation. There are 14 errors or it is equal to 2.9% from prefix in-, 3.5% of error or it is the same as 17 errors from prefix dis-, 12 errors or

(55)

2.5% from prefix im-, 6 errors or 1.2% from prefix il-, and from prefix un- 4 times or 0.8%. Then, the total of error is 53 errors or equal to 10.8% as written on the table.

Table 7

The Frequency of Error in Adjective to Adjective Derivation Category Affixation Test

Number

Frequency of Error Percentage (%) Adjective

Adjective Derivation

im- 9 12 2.5%

un- 38 4 0.8%

dis- 44 17 3.5%

in- 41 14 2.9%

il- 11 6 1.2%

Total 53 10.8%

Adjective to adverb derivation. The sixth most frequent error happened to Adjective Adverb Derivation. Each number has almost the same frequencies. The total of error is 50 errors or it is equal to 10.2% only from one derivational suffix –ly. Each item has different error frequency as written on the table below. Table 8

The Frequency of Error in Adjective to Adverb Derivation Category Affixation Test

Number

Frequency of Error Percentage (%) Adjective

to Adverb Derivation

-ly 14 8 1.6%

-ly 7 9 1.8%

-ly 43 13 2.7%

-ly 34 10 2%

-ly 29 10 2%

Total 50 10.2%

Verb to adjective derivation. The following table is the table of error frequency on Verb to Adjective Derivation. There are 14 errors or it equals to 2.9% from derivational suffix –able, 0.4% or it equals to 2 errors from

derivational suffix –ive, 17 errors or 3.5% happened to suffix –y, 3 errors or 0.6% occurred on other derivational suffix –able, and on other derivational suffix –ive 8

(1)

d. expansionism Derivation answer is „expansion‟. 26. The new teacher had failed to (FORCE) . .

. any sort of discipline. a. force

b. enforce c. forcible d. forceful

B (Noun to

Verb Derivation)

A=7 B=23

A: Noun to Noun derivation

The correct answer is '„enforce‟.

Students might think that „force‟ is verb.

27. Please enclose your signed cheque and payment slip (ATTACH) . . . and unfolded. a. unattached

b. unattachable c. unattachment d. unattach

A (Verb to

Verb Derivation)

A=23 B=1 C=5 D=1

B: Verb to Adjective Derivation

C: Verb to Noun Derivation D:Verb to Verb

Derivation

The correct answer is „unattached‟. It is parallel with the word after it.

28. My brother chose that university because it does a very well recommended

(JOURNAL) . . . course and that's what he has always wanted to do.

a. journalism b. journalistic c. journalese d. journalist

A (Noun to

Noun Derivation)

A=18 B=9 D=3

B: Noun to Adjective Derivation

D: Noun to Noun Derivation

The answer B and D are not appropriate to complete the statement thus, the correct answer is „journalism‟.

29. Megan was told by her dietician that she was becoming (DANGEROUS) . . . thin and should eat more.

a. dangerously b. endanger c. dangerly d. dangeree

A (Adjective

to Adverb Derivation)

A=20 B=5 C=3 D=2

B: Adjective to Verb Derivation

C: it doesn‟t exist in English.

D: it doesn‟t exist in English.

The correct answer to replace the answer B, C, and D is „dangerously‟.

(2)

30. Mary suddenly felt sick, so we needed a (REPLACE) . . . for her part in the play. a. replaceable

b. placement c. replacement d. replace

C (Verb to

Noun Derivation)

B=3 C=25 D=2

B: Verb to Adjective Derivation

D: Verb to Verb Derivation

The answer B and D are wrong then, the correct answer is „replacement‟.

31. These factors (DETERMINE) . . . to a large extent the outcome.

a. predetermine b. predeterminate c. predeterminant d. predetermination

A (Verb to

Verb Derivation)

A=10 B=12 C=6 D=2

B: it does not exist in English

C: it does not exist in English

D: Verb to Noun Derivation

The correct answer is „predetermine‟.

Students might be confused with the suffix -ate which has the same categories. 32. It was only later in life that she found

(HAPPY) . . . and peace of mind. a. happily

b. happy c. happiness d. happinessly

C (Adjective

to Noun Derivation)

A=6 B=6 C=18

A: Adjective to Adverb Derivation

B: it does not change

The answer A and B are not appropriate to complete the sentence thus, the correct answer is „happiness‟. 33. I'm just going to (BEAUTY) . . . myself. It

should only take a few hours. a. beautiful

b. beautician c. beautify d. beautize

C (Noun to

Verb Derivation)

A=6 B=1 C=23

A: Noun to Adjective Derivation

B: Noun to Noun Derivation

The Answer „beautiful‟ and „beautician‟ should be changed with „beautify‟.

34. If you wanted to make more money, you could always decide to hold the festival twice (ANNUAL) . . . instead of just the once.

C (Adjective

to Adverb Derivation)

A=6 B=2 C=20 D=2

A: Adjective to Verb Derivation

B: Adjective to Noun Derivation

The answer „annualized‟ and „annulment‟ should be change with „annually‟.

(3)

a. annualized b. annulment c. annually d. annual

D: it does not change

35. If they want to increase output from the factory, they'll have to (MODERN) . . . . a. modernize

b. modernism c. modernistic d. modernify

A (Adjective

to Verb Derivation)

A=15 B=4 C=3 D=8

B: Adjective to Noun Derivation

C: Adjective to Adjective Derivation

D: it is wrong affixation/ it does not exist in English.

The answer „modernism‟, „modernistic‟ and

„modernify‟ should be replaced with modernize.

36. The organization's aim is to (STRENGTH) . . . the cultural ties between Britain and Germany.

a. strong b. strength c. strengtly d. strengthen

D (Noun to

Verb Derivation)

A=2 B=7 D=21

A: Noun to Adjective Derivation

B: it does not change

The answer „strong‟ and „strength‟ should be replaced with „strengthen‟.

37. I told him I'd meet him here, but perhaps he (UNDERSTOOD) . . . and went straight to the pub.

a. misunderstandly b. misunderstand c. misunderstood d. misunderstoodly

C (Verb to

Verb Derivation)

A=3 B=8 C=18 D=1

A: it does not exist in English.

B: Verb to Verb Derivation

D: it does not exist in English

The correct answer is „misunderstood‟.

38. I think these sales forecasts are

(REALISTIC) . . . , considering how slow sales are at present.

B (Adjective to Adjective

B=26 C=3 D=1

C: it does not exist in English.

D: Adjective to Noun

The answer „inrealistic‟ and „unreality‟ should be

(4)

a. unrealistically b. unrealistic c. inrealistic d. unreality

Derivation) Derivation

39. She tends not to (SOCIAL) . . . with my colleagues.

a. sociable b. anti-social c. socialize d. asocial

C (Adjective

to Verb Derivation)

A=9 B=1 C=20

A: Adjective to Adjective Derivation

B: Adjective to Adjective Derivation

The answer „socialize‟ is the best answer to replace the

answer „sociable‟ and „anti

-social‟. 40. I never knew you were such a good

(DANCE) . . . . a. dancer b. danceless c. dance d. danceness

A (Verb to

Noun Derivation)

A=29 B=1

B: Verb to Adjective Derivation

The answer „danceless‟ is the wrong answer and it should be „dancer‟.

41. Common sense and creativity are some of the (TANGIBLES) . . . we're looking for in an employee.

a. intangibles b. intangibly c. intangiblement d. intangibleness

A (Adjective to adjective Derivation)

A=16 B=7 C=4 D=3

B: Adjective to Adverb Derivation

C: it is wrong affixation D: Adjective to Noun

Derivation

The answer „intangibly‟, „intangiblement‟, and „intangibleness‟ should be changed with intangibles.

42. I found the company by looking in the local trade (DIRECT) . . . .

a. directly b. directory c. direction

B (Adjective

to Noun Derivation)

A=19 B=2 C=9

A: Adjective to Adverb Derivation

C: Adjective to Noun Derivation

The answer „directly‟ and „direction‟ are not the proper answer and it should be changed with „directory‟.

(5)

d. directness

43. The accident was (CLEAR) . . . the lorry driver's fault.

a. clearness b. clearful c. clearify d. clearly

D (Adjective

to Adverb Derivation)

A=1 B=1 C=11 D=17

A: Adjective to Noun Derivation

B: it is not the

appropriate affixation C: it is not the

appropriate affixation

The answer „clearness‟, „clearful‟, and „clearify‟ should be replaced with „clearly‟.

44. He's been (HONEST) . . . in his dealings with us about his pas

a. dishonesty b. dishonestly c. dishonest d. honestless

C (Adjective to Adjective

Derivation)

A=2 B=10 C=13 D=5

A: Adjective to Noun Derivation

B: Adjective to Adverb Derivation

D: Adjective to Adjective Derivation

The answer „dishonesty‟,

„dishonestly‟, and honestless

are not the correct answer and they should be replaced with „dishonest‟

45. Her performance was (ACCEPT) . . . , but not stunning.

a. unaccepted b. acceptable c. acceptably d. accept

B (Verb to

Noun Derivation)

A=3 B=27

A: Verb to Verb Derivation

The answer „unaccepted‟ should be replaced with „acceptable‟.

46. To keep the helmet in position, (FAST) . . . the strap beneath the chin.

a. fast b. fasten c. fastly d. fastener

B (Adjective

to Verb Derivation)

A=4 B=21 C=5

A: it does not change. C: Adjective to Adverb

Derivation

The correct answer to replace „fast‟ and „fastly‟ is „fasten‟.

47. Anyone being rude and (ABUSE) . . . to our staff will be asked to leave the premises immediately.

B (Verb to Adjective

A=4 B=22 C=2

A: Verb to Noun Derivation

C: Verb to adverb

The answer „abuser‟,

„abusively‟, and „abusement‟ are not the appropriate

(6)

a. abuser b. abusive c. abusively d. abusement

Derivation) D=2 Derivation D: Verb to Noun Derivation

answer and they should be replaced with „abusive‟.

48. Alan is someone who always needs the (APPROVE) . . . of other people. a. approve

b. approval c. approveness d. approvement

B (Verb to

Noun Derivation)

A=3 B=16 D=11

A: it does not change D: it is not the

appropriate affixation

The answer „approve‟ and „approvement‟ should be replaced with „approval‟.

49. "Where do you think Susan got to?" "Well, in all (PROBABLE) . . . , she is with her friends at the pool."

a. probably b. probable c. probability d. probabliness

C (Adjective

to Noun Derivation)

A=17 B=1 C=12

A: Adjective to Adverb Derivation

B: Adjective to adjective Derivation

The answer „probably‟ and „probable‟ should be replaced with „probability‟.

50. . . . (ELECTRIC) is probably the most useful form of energy.

a. electric b. electrical c. electricity d. electrician

C (Adjective

to Noun Derivation)

A=3 B=5 C=21 D=1

A: it does not change B: Adjective to Adjective

Derivation

D: Adjective to Noun Derivation

The correct answer to

replace „electric‟, „electrical‟, and „electrician‟ is

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