For The Teachers For The Students For Future Researchers

59

5.2 Suggestions

Considering the importance of this study, there are three suggestions which are expected to be meaningful for teachers, students and other researchers.

5.2.1 For The Teachers

1. Since teacher tends to give more written feedback on form area than on content area, teacher needs to pay more attention to the content area which covers the content and the organization of ideas on the students’ compositions. Teacher, then, should try to balance the feedback given both on form and content areas. 2. Teacher should provide clear feedback with legible handwriting, and using simpler and more straightforward language to students so that they know what the feedback means and what they are to do with it. 3. Teacher should promote class discussions on response and encourage students to read and ask questions about the feedback given by them. The discussion is needed in order to avoid miscommunication between teachers and students.

5.2.2 For The Students

1. One of the best ways to produce better quality writing is through practices. The students can practice to write a composition so that they get accustomed to writing English compositions. 2. Students should also be proactive in revising their compositions by making use of the teacher written feedback and implementing various strategies to respond to the teacher written feedback. 60 3. Students should enhance the strategies in responding to teacher written feedback so that they would be able to use the feedback effectively to improve their writing.

5.2.3 For Future Researchers

Since the study was limited to time and scope, the findings and analysis of the study were not completely done. Therefore, further studies on feedback in writing are highly recommended. As previously stated that in this study there were no interviews conducted with the teacher to verify the focus and types of written feedback provided by teacher on students’ compositions. Thus, it is recommended that other researchers conduct a similar study by interviewing the teacher to enhance more precise data. Other researcher may also investigate the relationship of the students’ strategies in responding to feedback with their writing improvement. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 61 BIBLIOGRAPHY Ary, Donald, Jacobs, Lucy Cheser, and Razavieh, Asghar. 1990. Introduction to Research in Education . 4 th ed. Florida: Holt, Rinehart and Winston, Inc. Bazerman, Charles.1985. The Informed Writer: Using Source in the Disciplines. 2 th ed. Boston: Houghton Mifflin Company. Berzsenyi, Christine A. 2001. Comments to Comments: Teachers and Students in Written Dialogue about Critical Revision . Retrieved from http:www.findarticles.comparticlesmi_qa398615_200110ai_n 896744, accessed on February 11, 2006 Bram, Barli. 1995. Write Well: Improving Writing Skills. Yogyakarta: Kanisius. Brown, Douglas H. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy . 2 nd ed. New York: Addison Wesley Longman, Inc. Campbell, Cherry. 1998. Teaching Second-Language Writing: Interacting with Text . Canada: Heinle and Heinle Publishers. Chiang Kwun Man, Ken. 2004. An Investigation into Students’ Preferences for and Responses to Teacher Feedback and Its Implications for Writing Teachers . Hong Kong Teachers’ Centre Journal, vol. 3, p. 98-113. Cohen, Andrew D. 1987. Student Processing of Feedback on their Compositions. In A. Wenden J. Rubin Eds. Learner Strategies in Language Learning. London: Prentice Hall International UK, Ltd. Cohen, Andrew D. 1990. Language Learning: Insight for Learners, Teachers and Researchers . New York: Newbury House Publishers. Dixon, Carol N. and Nessel, Denise. 1983. Language Experience Approach to Reading and Writing . Englewood Cliffs, NJ: Prentice-Hall Regents. Fraenkel, Jack R. and Wallen, Norman E. 1993. How to Design and Evaluate Reseach in Education . 2 nd ed. New York: McGraw Hill. Gebhard, Jerry G. 1996. Teaching English as a Foreign or Second Language. Michigan: The University of Michigan Press. Holliday, Adrian. 2002. Doing and Researching Writing. London: SAGE Publications. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 62 Hopkins, Charles D. 1976. Educational: A Structure for Inquiry. Columbus: Charles E. Merrill Publishing Company. Hornby A. S. 1995. Oxford Advanced Learner’s Dictionary of Current English. 5 th ed. Oxford: Oxford University Press. Hughey, Jane B., Wormuth, Deanna R., Hartfiel, V. Faye, and Jacobs, Holly L. 1983. Teaching ESL Composition: Principles and Techniques. Cambridge: Newbury House Publishers. Hyland, Ken. 2002. Teaching and Researching Writing. London: Pearson Education Limited. Hyland, Ken. 2003. Second Language Writing. Cambridge: Cambridge University Press. Kurniyati, Christina Dyah. 2006. Students’ Perceptions toward Teacher Written Feedback on their Compositions: A Case Study . A Thesis. Yogyakarta: Sanata Dharma University. Kuswandono, Paulus. 2003. Feedback as a Process in Writing. In Seminar Proceedings the Second International Seminar on English Language Studies: Language, Literature and World Peace Sanata Dharma University-Ateneo de Manila University . Yogyakarta: Sanata Dharma University. Lewis, Marilyn. 2002. Giving Feedback in Language Classes. Singapore: SEAMEO Regional Language Centre. Liu, Jun and Hansen, Jette G. 2005. Guiding Principles for Effective Peer Feedback. ELT Journal, 59. p. 31-38. Longman Language Activator: The World’s First Production Dictionary. 1994. England: Longman Group UK Limited. McCrimmon, James M. 1984. Writing With a Purpose. 8 th ed. Boston: Houghton Mifflin Company. Merriam-Webster’s Collegiate Dictionary. 10 th ed. 1993. Massachusetts: Merriam- Webster, Incorporated. Muncie, James. 2000. Using Written Teacher Feedback in EFL Compositio n Classes. ELT Journal, 54. p. 47-53. 63 Nunan, David. 1999. The Second Language Teaching and Learning. Boston: Heinle and Heinle Publishers. Power, C. N. 1987. Responding. In M. J. Dunkin Ed. The International Encyclopedia of Teaching and Teacher Education . Oxford: Pergamon Book Ltd. Penaflorida, Andrea H. 2002. Nontraditional Forms of Assessment and Response to Student writing: A Step toward Learner Autonomy. In J. C. Richards W. A. Renandya Eds. Methodology in Language Teaching. Cambridge: Cambridge University Press. Raimes, Ann. 1983. Techniques in Teaching Writing. New York: Oxford University Press. Raimes, Ann. 2002. Keys for Writers: A Brief Handbook. 3 rd ed. Boston: Houghton Mifflin Company. Reid, Joy M. 1993. Teaching ESL Writing. Englewood Cliffs, NJ: Prentice Hall. Richards, Jack C. 1992. The Language Teaching Matrix. Cambridge: Cambridge University Press. Rollinson, Paul. 2005. Using Peer Feedback in the ESL Writing Class. ELT Journal, 59. p. 23-30. Sherman, Jane. 1995. Feedback: Essential Writing Skills for Intermediate Students. Oxford: Oxford University Press. Sorenson, Sharon. 1996. Webster’s New World TM Student Writing Book . 2 nd ed. New York: Prentice Hall, Inc. Sprinthall, Richards C., Schmutte, Gregory T., and Sirois, Lee. 1991. Understanding Educational Research . New Jersey: Prentice Hall. Warren, Thomas L. 1985. Technical Writing: Purpose, Process and Form. Belmont: Wadsworths Publishing Company. Williams, Jason Gordon. 2003. Providing Feedback on ESL Students’ Written Assignments. TESL Journal. Vol. IX. No. 10. Retrieved from http:iteslj.orgTechniquesWilliams-Feedback.html, accessed on September 9, 2005 Zimmerman, Donald and Rodrigues, Dawn. 1992. Research and Writing in the Discipline . Philadelphia: Harcourt Brace Jovanovich College Publishers. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI APPENDICES Appendix 1: Analysis on the Categories of Teacher Written Feedback No Sentences Categories of Feedback 1 2 3 4 5 6 7 8 9 10 Language use art Language use art Language use art Language use art Mechanics neatness Vocabulary Format Format Organization, Language use tense Language use sent. constr. Mechanics 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 neatness Format Mechanics capitalization Organization Language use plu. marker Format Language use art Language use art Languge use sent. constr. Language use art Language use art Organization Content Mechanics punctuation Ref. to source Ref. to source Language use tense Vocabulary Vocabulary PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 A. Review of Related Studies Do you understand all the above? If no, drop them CHAPTER II Never have a subtopic only with one paragraph Vocabulary Language use sent. const. Language use plu. marker Content Ref. to source Language use art Language use sent. const. Ref. to source Ref. to source Mechanics capitalization Ref. to source Ref. to source Mechanics paragraphing Vocabulary Content Organization PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 46 47 48 49 50 51 52 53 CHAPTER I Are these all? Language use agreement Language use plu. marker, article, tense , Mechanics punctuation Language use sent. constr. Language use sent. constr. Vocabulary Content Language use article Mechanics space Content Format 54 55 56 57 58 59 60 61 62 63 a. Review of Related Studies Discuss the research results Mechanics italics Mechanics italics Mechanics italics Mechanics italics Mechanics italics Mechanics italics Language use sent. constr. Language use language objectivity Content Format 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 Format, organization Organization Language use art. Clarity Organization Organization Clarity Clarity, content Format Organization Organization Organization Format, content Organization Organization Organization Lang. use tense 81 82 83 84 85 86 87 88 89 90 91 92 93 94 Lang. use tense Content Language use tense Language use art. Language use tense Format Vocabulary, clarity Language use tense Language use tense Language use art. Language use art. Language use art. Mechanics italics Language use plu. marker,article; mechanics italics PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 Language use article; Mechanics italics Mechanics italics Lang. use sent. constr.; mechanics punctuation Mechanics italics, punctuaction Mechanics italics, punctuation; content; language use sent. constr. Mechanics punct. Mechanics italics, punctuation Mechanics italics, punctuation Mechanics italics, punctuation Mechanics italics Language use art; mechanics italics, punctuation Language use art; mechanics italics, punctuation Mechanics italics, punctuation Lang. use article Mechanics punctuation Mech italics, punct L. use sent. constr.; Mech italics, punct 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 L. use pronoun Mechanics italics Mechanics punct Language use tense Language use art Language use art Language use art, content Mechanics punct L. use pl. marker Language use art Language use art Language use art Language use sent. constr., organization, source Language use art Language use art; mechanics italics 127 128 129 130 131 132 133 2.1 Segmental Process Is there any segmental process in the words you analyze? Language use art, mechanics italics, punctuation Language use art, sent. constr. Language use sent. constr. Content Language use art, plu. marker Language use art Organization 134 135 136 137 138 CHAPTER III Are you only interested in the suprasegmental features? Content, mechanics punctuation, organization content Language use tense Language use tense Content Analysis on the Students’ Responses to Teacher Written Feedback No Sentences Response Revision 1 2 3 4 5 6 7 8 Copying Correcting Correcting Correcting Correcting Copying Ignoring Copying They are the sound level, the morphological level. The sound level concerns with the study of human speech. The morphological level concerns with meaningful unit… The compound is a word made up of at least two bases… B. Problem Formulation Based on above, two problems are presented as follow: 1. What are the elements of English Compound Nouns? 2. What syntactic relations do the elements have? …verb-noun, noun-verb or other combinations; to identify A. Review of Related Studies 9 10 11 12 13 14 Deleting, copying Copying, deleting Correcting Copying Ignoring Copying, deleting According to Aryanto 1997, the rules of compound words in orthography, stress pattern, and meaning are not fixed. B. Review of Related Theories Compound nouns are the most productive compounds. 15 16 17 18 19 20 21 22 23 24 25 26 27 Copying Correcting Copying Copying Copying Ignoring Ignoring Ignoring Substituting Copying Restructuring, adding Adding Correcting …the combination of the elements forms noun. 1.2 The Meaning of Compound Words Noun phrase is a group of words which …. A noun phrase is one of the phrase… …as controlling modifiers, and modifiers are said to depend on… Were rounded up when their fractions were above 50 …were identified, whether the meanings… In a Grammar of Contemporary English it is stated that cardinal numbers and quantifiers are mutually exclusive Randolph Quirk et al., 1973: 119. Howard Jackson 1992: 119 defies that quantifiers… The writer was curious how each quantifiers… 28 29 30 31 32 33 34 35 36 37 38 39 A. Review of Related Studies Do you understand all the above? If no, drop them Copying Copying Copying Deleting Copying Deleting Copying Copying Copying Adding Adding Substituting …taken from The Jakarta Post’s headlines news as the basis… …quantifiers taken from The Jakarta Post headlines news . ...and little in The Jakarta Post headlines news and also trying… In addition, statistical distribution refers… …determiner used to modify nouns which indicate the quantity of the noun… …Randolph Quirk et. al., 1985: 383 Lastly, as a postdeterminer and substitute pronoun, … Like as some, any is also used when… According to Quirk et al., a few indicates… …Randolph Quirk et al., 1985: 392. He also adds that with a number… 40 41 42 43 44 45 CHAPTER II Never have a subtopic only with one paragraph Copying Deleting, adding Adding Copying Adding Copying …Geoffrey Leech and Jan Svartvik, 1994: 187, 360 …Quirk et al., 1985: 385. …to be analyzed that is The Jakarta Post headlines news . The Jakarta Post was also limited only on 14, 17, 20 and 23 September, 15, 18, 21 and 24 October, and 15, 18, 21 and 24 November. According to Wardaugh 1977, language is a system of arbitrary vocal symbols used for communication. 46 47 48 Restructuring Restructuring Deleting, adding The system which was meant by Wardaugh is that language must be a system with several levels. Many English derived words, as in other languages, are formed with affix, through affixation process. According to the position, English affixes aredistinguished into three, prefix, infix and suffix. A prefix is an affix attached before the stem; an infix is an affix placed between or inside the stem; and a suffix is an affix attached after stem. Different English affixes prefix, infix and suffix form many different English categories such as noun, verb, adjective and adverb. The number of English prefixes and suffixes which were adopted from many languages is numerous. 49 50 51 52 53 CHAPTER I Are these all? Deleting, substituting Copying Correcting Substituting Prefixes coming from Latin and Greek enrich the English inventory of words. And, it is an interesting matter to comprehend the prefix Latin and Greek origins both towards the English words with Latin and Greek descendant and the new words in forming derived words. Based on the situation, the research entitled A Morphological Study of English Prefixes Denoting Measurement will try to discuss about the English prefixes mega-, macro-, poly-, and multi- in terms of stems and meanings as well as the relevance toward English words used nowadays. An affixation process is the process of word formation… . Prefixes are affixes which precede the root… 2. 1 Review of Related Studies 54 55 56 57 58 59 60 Deleting Deleting Deleting Deleting Deleting Deleting Copying, restructuring The category of the derived words with the prefixes do not undergo changes, meaning that the word classes of the stems are still in the same categories in which after the prefixes are attached to them. 61 62 63 64 65 66 a. Review of Related Studies Discuss the research results Restructuring Substituting Copying Deleting, restructuring Deleting, restructuring Copying The current research is similar to the thesis composed by Artasari. First, the research is about morphological analysis. Second, the discussion is about the English prefixes derived from Latin. However, the current research developed another English prefixes that show measurement, namely prefixes of mega-, macro-, poly- and multi- which are still widely used and still possible to be formed new words.

2.2 Review of Related Theories

1. Affixation …or a third personal singular in he walk s. 67 68 69 70 71 72 73 74 75 76 Restructuring, adding Restructuring Restructuring, copying Deleting Deleting, adding, substituting Deleting Deleting Deleting Deleting Copying, adding …while the second way means that the general meaning of the word is the same but the word class of the stem is no longer similar to those of the derived words. The derived words can be nouns, verbs, adjectives and also adverbs. Nominalization is a process… …or prefixes in- in inaccurate, un- in undo. For instance expressively, consciously, adequately Dwijatmoko, 2004: 13 2. Word Class 77 78 79 80 81 82 83 84 Deleting Deleting, copying Copying Deleting Correcting Deleting Copying, correcting Deleting … Britain Clahen, 1999: 148. Mostly, adjectives can be modified… The last category, an adverb, typically modifies… …in this case Latin and Greek,…. That made an analysis on the stem … The prefixes of time Artasari 2000 composed are also English prefixes derived from Latin which is related to the research of English prefixes mega- ,macro-, poly-, multi- that prefixes coming fom Latin and Greek. …the research applied some theories related to the topic. …that denote measurement,… 85 86 87 88 89 90 91 92 93 94 Adding Copying Copying, correcting Restructuring Restructuring Copying Copying Ignoring Correcting Copying, correcting …in which both the prefixes are attached and the prefixes are produced. 3. 2 Research Data In this research, the data covered words with… …some steps were taken. First, the research found out all of the derived… …the data, steps were taken so that the three problems would be answered. …which are the review of related studies, the review of related theories and… …and the study in analyzing the topic of this paper. …with noun as in anteroom, verb as in antedate, and adjective as in antemortem. …occurs with nouns as in forename, and a verb as in forefeel . 95 96 97 98 99 100 101 102 103 Copying, correcting Correcting Copying Copying, ignoring Copying, correcting, substituting Copying Copying, correcting Copying, correcting Copying, correcting The prefix post- occurs with a noun as in postconcert, verb as in postexist, and adjective as in postromantic. And the prefix pre- occurs with noun as in prewar, verb as in prework , and an adjective as in prerehearsal … …have a general meaning, namely showing time. …as in antedate, which means earlier date, and ‘prior to’ ‘earlier than’ as in antepaschal, which means pertaining to the time before Easter. Secondly it means ‘anterior’ ‘forward’ as in antechamber which means forward chamber, and ‘in front of’ as in antechoir, which means in front of choir. The second prefix, that is the prefix fore-, has three meanings. …as in foredoom which means to doom beforehand. …as in forenoon which means a time that occur earlier than noon. …as in foreground which means a ground that is in front of a spectator. 104 105 106 107 108 109 110 111 112 113 114 Correcting Copying, correcting, ignoring Copying, correcting Copying, correcting Copying Copying Copying, correcting Copying, correcting Copying Correcting Ignoring The prefix post- has three meanings. The first meaning is that ‘after’ or ‘subsequent’ or ‘later’ as in postgraduate which means after graduate. The second meaning is ‘behind’ or ‘posterior’ or ‘following after’ as in postconsonantal, which means immediately following a consonant. …as in postoperative, which means subsequent to operative. The last prefix is the prefix pre- which also has three meanings. …as in precensor, which means to censor before its release… …as in precancel, which means to cancel in advance of use. …as in prefrontal, which means situated in the anterior… …the morphophonemic process, Artasari found that there is… For example the word antedate The changes are unpredictable or in other words, there is no particular environment of the changes. 115 116 117 118 119 120 121 122 123 Copying Copying Copying Copying, adding Copying Ignoring Deleting Deleting Deleting She does not explain further about the stress shift of the prefixes because she only focuses on the segmental part. In the conclusion of the morphophonemic process, she concludes that the affixation process happens …prefixes can be attached to a noun, a verb and an adjective, but a certain prefix can only attach with a certain part of speech. Therefore, the prefix can create a new word. Furthermore, the prefix can also make changes on the place of the stress in the stem. For instance, the prefix of time cause stress shift… 124 125 126 127 Deleting Copying Deleting Copying, Restructuring The prefix over- is one of the prefixe s in English. There are four parts of speeches which become the stems of the prefix over-, namely a noun as in balance which becomes overbalance; a verb as in capitalize which becomes overcapitalize; an adjective as in confident which becomes overconfident; and an adverb as in night which becomes overnight. 128 129 130 131 132 133 2.1 Segmental Process Is there a ny segmental process in the words you analyze? Copying Deleting Copying Copying Restructuring It does not change either the spelling or the phonetic transcription of the derived word because the morphophonemic process that occurs with the prefix over- is only a stress shift. …opposite of assimilation or what is called dissimilation. …the suprasegmental process is the process that happens in the larger units than sounds which are syllables, words and phrases. The last feature of suprasegmental process is a stress. 134 135 136 Deleting, substituting Copying, deleting, adding Correcting The population is all words which are attached by the prefix over -. From the two dictionaries, the writer finds that there are 253 words which using the prefix over-. In this study, the writer will analyze them all. In collecting the data, the writer did some steps. Firstly, the writer collected the data of the prefix over-. Since not all the words with the prefix over- in the dictionary were derived words, the next step was separating which words belonged to the derived words and which ones were not. Thirdly, the writer identified the data to differentiate the free morphemes which were attached to the prefix over-, whether the morphemes were nouns, verbs, adjectives or adverbs. 137 138 CHAPTER III Are you only interested in the suprasegmental features? Correcting …the writer used the data of the free morpheme that attached to the prefix over- and categorized them based on their category of the part of speech. The category is divided into four, namely noun, adjective, verb, and adverb… Profile of Feedback Categorization Adapted from Teaching ESL Composition: Principles and Techniques No CATEGORIZATION DESCRIPTOR CRITERIA Knowledgeable • Is there understanding of the subject? • Are facts or other pertinent information used? • Is there recognition of several aspects of the subject? • Are the interrelationships of these aspects shown? Substantive • Are several points discussed? • Is there sufficient detail? • Is there originality with concrete details to illustrate, define, compare, or contrast factual information supporting the thesis? Thorough development of thesis • Is the thesis expanded enough to convey a sense of completeness? • Is there a specific method of development such as comparisoncontrast, illustration, definition, exa mple, description, fact, or personal experience? • Is there an awareness of different points of view? 1 Content Relevant to assigned topic • Is all information clearly pertinent to the topic? • Is extraneous material excluded? Fluent expression • Do the ideas flow, building on one another? • Are there introductory and concluding paragraphs? • Are there effective transition elements -words phrases, or sentences- which link and move ideas both within and between paragraphs? 2 Organization Ideas clearly statedsupported • Is there a clearly stated controlling idea or central focus to the paper a thesis? • Do topic sentences in each paragraph support, limit, and direct the thesis? Succinct • Are all ideas directed concisely to the central focus of the paper, without digressions? Well-organized • Is the overall relationship of ideas within and between paragraphs clearly indicated? • Is there a beginning, a middle, and an end to the paper? Logical sequencing • Are the points logically developed, using a particular sequence such as time order, space order, or importance? • Is this development indicated by appropriate transitional markers? Cohesive • Does each paragraph reflect a single purpose? • Do the paragraphs form a unified paper? Sophisticated range • Is there facility with words and idioms: to convey intended information, attitudes, feelings? to distinguish subtleties among ideas and intentions? to convey shades and differences of meaning? to express the logic of ideas? • Is the arrangement and interrelationship o f words sufficiently varied? 3 Vocabulary Effective wordidiom choice and usage • In the context in which it is used, is the choice of vocabulary accurate? idiomatic? effective? concise? • Are strong, active verbs and verbals used where possible? • Are phrasal and prepositional idioms correct? Do they convey the intended meaning? • Does word placement give the intended message? emphasis? • Is there an understanding of synonyms? antonyms? homonyms? • Are denotative and connotative meanings distinguished? • Is there effective repe tition of key words and phrases? • Do transition elements mark shifts in thought? pace? emphasis? tone? Word form mastery • Are prefixes, suffixes, roots, and compounds used accurately and effectively? • Are words correctly distinguished as to their function noun, verb, adjective, adverb? Appropriate register • Is the vocabulary appropriate to the topic? to the audience? to the tone of the paper? to the method of development? • Is the vocabulary familiar to the audience? • Does the vocabulary make the intended impression? Effective complex construction • Are sentences well- formed and complete, with appropriate complements? • Are single-word modifiers appropriate to function? Are they proper ly formed, placed and sequenced? • Are phrases and clauses appropriate to function? Complete? Properly placed? • Are introductory It and There used correctly to begin sentences and clauses? • Are main and subordinate ideas carefully distinguished? • Are coordinate and subordinate elements linked to other elements with appropriate conjunctions, adverbials, relative pronouns, or punctuation? • Are sentence types and length varied? • Are elements parallel? • Are techniques of substitution, repetition, and deletion used effectively? 4 Language use Agreement • Is there basic agreement between sentence elements: auxiliary and verb? subject and verb? pronoun and antecedent? adjective and noun? nouns and quantifiers? Tense • Are verbs tenses correct? properly sequenced? • Do modals convey intended meaning? time? Number • Do nouns, pronouns, and verbs convey intended quality? Word orderfunction • Is normal word order followed except for special emphasis? • Is each word, phrase, and clause suited to its intended function? Articles • Are a, an, and the used correctly? Pronouns • Do pronouns reflect appropriate person? gender? number? function? referent? Prepositions • Are prepositions chosen carefully to introduce modifying elements? • Is the intended meaning conveyed? Spelling • Are words spelled correctly? Punctuation • Are periods, commas, semicolons, dashes, and question marks used correctly? • Are words divided correctly at the end of lines? Capitalization • Are capital letters used where necessary and appropriate? 5 Mechanics Paragraphing • Are paragraphs intended to indicate when one sequence of thought ends and another begins? 6 Reference to source Bibliographical details • Have all sources acknowledged and given clear bibliographical details? Appendix 4: Results of the Interview R : interviewer I : interviewee R : Gimana perasaannya waktu diberi feedback? I : Pas baru nyerahin draft sih nervous soalnya takut kalo ada banyak salah tapi pas udah dikasih feedback ya biasa aja, paling nervous dikit. Aku penginnya dikasih feedback sama bapaknya soalnya khan ga mungkin aku ga bikin salah, aku malah ngeri sendiri kalo ga ada salahnya. Kalo ga dikasi feedback ya aku nanya- nanya gitu tapi biasanya bapaknya bilang “ya udah, gitu udah bagus, dilanjutkan saja”. R : Kalo diberi feedback kamu paham? I : Kadang ngerti, kadang ga. Kebanyakan sih ngerti tapi kalau ga ngerti aku nanya- nanya lagi terus dirumah tak kerjain sambil aku baca-baca buku lagi soalnya kadang bapaknya suka ngasih tau hal- hal yang aku ga ngerti atau belum pernah denger sebelumnya misalnya tentang teorinya siapa gitu. R : Biasanya kalau kamu ga ngerti feedbacknya itu gara-gara apa? I : Tulisannya, kadang suka ga jelas bapaknya nulis apa soalnya tulisannya kayak dokter, nyambung semua. R : Jadi kalau tulisannya ga jelas langsung kamu tanyain ya? I : Pertama nanya temen dulu mereka bisa baca ga. Untung bapaknya nulis poin-poin aja terus biasanya pas konsultasi dia kasih tau apa yang udah ditulis jadi aku inget- inget dia bilang apa tadi terus aku nyoba cari tau. Tapi kalo ga inget dan ga ngerti musti ngapain ya aku nanya bapaknya lagi terus diskusi gitu. R : Apa fungsi feedback buat kamu? I : Feedback itu membantu aku buat nyelesaiin thesis, biar aku lebih ngerti topikku juga. R : Jadi feedback itu membantu kamu ya? I : Iya, feedback yang aku tanyain atau yang dijelasin bapaknya bikin aku mikir tentang topikku lagi. R : Apa yang kamu lakukan kalau udah dapat feedback? I : Ya tak revisi, aku baca-baca lagi thesis sama feedbacknya trus aku tulis apa yang ditulis sama bapaknya yang ga kebaca tapi aku masih inget waktu didiskusiin. Aku revisi apa aja yang salah biar sesuai sama yang dibilang bapaknya atau kayak yang ada di buku-buku. Biasanya selesai konsultasi langsung tak kerjain soalnya kalau lama- lama aku keburu lupa. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI R : interviewer I : interviewee R : Gimana perasaannya waktu diberi feedback? I : Biasa aja, aku anggap feedback sebagai sesuatu yang mesti aku pikirin lagi aja. R : Maksudnya? I : Kalau ada bagian yang dikasi feedback berarti ada sesuatu disitu, entah itu bagus atau jelek. Kalau commentnya bagus berarti harus dipertahankan tapi kalau commentnya jelek berarti aku harus nyari tau apa yang ga beres dan memperbaiki itu. R : Kalau dikasi feedback kamu ngerti ga? I : Kebanyakan sih ngerti, kalau ga ngerti juga paling-paling karena tulisan bapaknya yang ga kebaca. R : Terus kalau ga ngerti kamu ngapain? I : Ya nanya- nanya sama bapaknya, kalau ga ya nebak aja. Guess it based on the context gitu? R : Fungsinya feedback buat kamu itu apa I : Buat kasi koreksi, suggestion trus biar idenya improve atau develop gitu. R : Kamu ngerasa feedback dari dosen itu ngebantu kamu ga? I : Membantu banget, terutama feedback yang ngoreksi grammar sama develop ideas. R : Apa yang kamu lakukan kalau thesisnya udah dikasih feedback? I : Bikin revisi, aku revisi sesuai sama yang disuggest sama bapaknya plus liat- liat yang ada di buku juga. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 117 Appendix 6: Sample of Students’ Compositions Revised Version CHAPTER I INTRODUCTION A. Background of the Study The number of languages spoken in the world today is estimated at more than four thousand. Every human group known, from the tiny tribelets of the California to the great nations of modern Europe, the Americas, and Asia, possesses a language. Comparative studies of these languages reveal that they may be classified into several hundred language families, each of which contains from 2 to 100 separate but related languages Hill. 1968: 58. Based on the fac t, it might be considered that a language is precious treasure for many people. For linguists, a language is a field to be researched on; while for historians, a language is regarded as the reflection of human civilization. For centuries, language has bee n as inseparable part of human beings. Baugh states that as everybody might know there are many usages of language, and the simplest one is for communicating to each other. Language lives only so long as there are people who speak it and use it as their na tive tongue and its greatness is only that given by these people Baugh, 1978. According to Wardaugh 1977, language is a system of arbitrary vocal symbols used for communication. The system which was meant by Wardaugh is that language must be a system with several levels. The first level is a system of sound that is studied in phonology. The second level is morphology, a system which deals 118 with the morpheme or word structure. Syntax is in the third level, concerning with the sentence structure. And the last is semantics, which has to do with the system of meaning. As classical languages, Latin and Greek contributed the greatest influence to many languages, including English. The Modern English Period in 1700s was called as Classical period of English, in which there was fashion for borrowing Latin and Greek words, and coining new words with Latin and Greek morphemes …. An area which uses a high proportion of Latin and Greek words is discipline like medicine and mathematics Blake, 229, … Many English derived words, as in other languages, are formed with affix, through affixation process. According to the position, English affixes are distinguished into three, prefix, infix and suffix. A prefix is an affix attached before the stem; an infix is an affix placed between or inside the stem; and a suffix is an affix attached after stem. Different English affixes prefix, infix and suffix form many different English categories such as noun, verb, adjective and adverb. The number of English prefixes and suffixes which were adopted from many languages is numerous. The different prefixes, for example, can form the different word-class of the base. For instance, negative prefixes, reversative or privative, pejorative prefixes, locative prefixes, prefixes of degree or size, prefixes of attitude, and so on Quirk Greenbaum, 1973:431-436. 119 Prefixes coming from Latin and Greek enrich the English inventory of words. And, it is an interesting matter to comprehend the prefix Latin and Greek origins both towards the English words with Latin and Greek descendant and the new words in forming derived words. Based on the situation, the research entitled A Morphological Study of English Prefixes Denoting Measurement will try to discuss about the English prefixes mega-, macro-, poly- , and multi-, in terms of stems and meanings as well as the relevance toward English words used nowadays. 120 B. Problem Formulation To reach one point of discussion on the prefixes of measurement mega-, macro-, poly- and multi- as well as to make the explanation more focus, the problems are formulated as the followings: 1. What types of words do the prefixes mega-, macro-, poly-, multi- take? 2. What classes of words do the prefixes mega-, macro-, poly-, multi- produce? 3. What meanings do the prefixes mega-, macro-, poly-, multi- carry? C. Objectives of the Study Related to the problem formulations stated above, there are three objectives in this research. First, this research aims to identify the types of words the prefixes of measurement mega-, macro-, poly- and multi- take. Second, it is to find out the classes of words the prefixes mega-, macro-, poly-, multi- produce. And, third, the research is to understand the meanings of the prefixes mega-, macro-, poly- and multi- carry. D. Definition of Terms In analyzing the English prefixes of measurement, some terms related to morphology and phonology will be used. In order to avoid the misunderstanding of the meaning of each term, this section will present the definition of the terms. A morpheme is the smallest meaningful unit in the structure of the language. Gleason, 121 1958:53. A morpheme is the smallest meaningful unit of language any part of word that cannot be broken down further into smaller meaningful part, including the whole word itself http:cla.calpoly.edu~jrubbamorphmorph.over.htmtop . An affixation process is the process of word formation by way of adding prefix, infix, circumfix and suffix Gleason, 1958: 59. Prefixes are affixes which precede the root with which they are most closely related Gleason, 1958: 59. Borrowing is the adopting of words or parts of words from foreign source. Stem is any morpheme or combination of morphemes Gleason, 1958: 59. 122

CHAPTER II THEORETICAL REVIEW