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
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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
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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
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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.
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Hopkins, Charles D. 1976. Educational: A Structure for Inquiry. Columbus: Charles E. Merrill Publishing Company.
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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.
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. 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.
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McCrimmon, James M. 1984. Writing With a Purpose. 8
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Merriam-Webster’s Collegiate Dictionary. 10
th
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Muncie, James. 2000. Using Written Teacher Feedback in EFL Compositio n Classes. ELT Journal, 54. p. 47-53.
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Nunan, David. 1999. The Second Language Teaching and Learning. Boston: Heinle and Heinle Publishers.
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Reid, Joy M. 1993. Teaching ESL Writing. Englewood Cliffs, NJ: Prentice Hall. Richards, Jack C. 1992. The Language Teaching Matrix. Cambridge: Cambridge
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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
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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
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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.
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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.
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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,
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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.
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CHAPTER II THEORETICAL REVIEW