Affix Change Example
-ize N
→
V hospital-ize,
crystal-ize -less
N
→
A penni-less,
brain-less -ous
N
→
A poison-ous,
lecher-ous -ate
A
→
V activ-ate,
captiv-ate -en
A
→
V dead-en, black-en, hard-en
-ity A
→
N stupid-ity,
prior-ity -ize
2
A
→
V modern-ize,
familiar-ize -ly
A
→
Adv quiet-ly, slow-ly, careful-ly
-ness A
→
N happi-ness,
sad-ness Prefixes
anti- N
→
N anti-abortion,
anti-pollution de-
V
→
V de-active,
de-mystify dis-
V
→
V dis-continue,
dis-obey ex-
N
→
N ex-president, ex-wife, ex-friend
in- A
→
A in-competent,
in-complete mis-
V
→
V mis-identify,
mis-place un
1
- A
→
A un-happy, un-fair, un-intelligent
un
2-
V
→
V un-tie, un-lock, un-do
re- V
→
V re-think, re-do, re-state
Table 2.1 Some English Derivational Affixes Hence, the understanding of derivational knowledge does not only applying the affix
to form a new word from its base but also knowing the changes of its syntactic category.
B. Theoretical Framework
Since meaning becomes the primary concern in learning vocabulary words causes the other aspects of vocabulary for example syntactic category of a word
tends to be ignored. Wilkins 1972 as quoted in Susilo 2000: 29 states: “ … while without grammar very little can be conveyed, without vocabulary nothing can be
conveyed”. It cannot be avoided that vocabulary learning is a central knowledge for second or foreign language learners. Here, a word is a means to convey one meaning.
While learning meaning of a word, its syntactic category is interrelated each of other. In order to be able to use a word properly, understanding only the meaning is not
enough. Therefore, knowing the syntactic category of that word is needed to determine which grammar must be used in a proper sentence both oral and written
context. In such affixation is really influential in changing the syntactic category of a word.
On the other hand, reading skill becomes the significant skill for Senior High School Students to absorb much information during their learning. Meanwhile,
Susilo 2001:30 underlines that vocabulary size is found to be a good predictor of reading comprehension and to correlate with writing quality. Understandably,
vocabulary enrichment may become an entry point for the Senior High School Students to cover vocabulary size needed for their minimal comprehension. Laufer
1992 as quoted from Susilo 2001:16 suggests a threshold of 3,000 word families 5,000 lexical items must be mastered for ‘minimal comprehension’ and 5,000 word
families 8,000 lexical items for reading for pleasure Hirsh and Nation, 1992. Once more affixation is valuable in order to achieve that threshold of vocabulary
mastery. In accordance with this condition, affix knowledge is issued to conduct an
investigation on the development of students’ syntactic recognition of derivational
suffixes of English words. Here, there are two aspects of affix i.e. prefixes and suffixes. Both can also be classified as inflectional prefixessuffixes and derivational
prefixessuffixes. Because of the limitation of time, this study is only focused on derivational suffixes. Students’ syntactic recognition of derivational suffixes
employs the ability to recognize the changes of syntactic category of a new word after the addition a derivational suffix to its base.
Since the study is aimed to investigate the development of syntactic recognition of derivational suffixes, therefore, it is included a study on receptive
knowledge of vocabulary. Hence, the study investigates whether there are any significant differences between first, second, and third year of Sang Timur Senior
High School students in their syntactic recognition of derivational suffixes of English words. Moreover, this study also tries to find out the developmental patterns of the
syntactic recognition of derivational suffixes of English words in Sang Timur Senior High School.
Based on the discussion above, it is hypothesized that there are significant differences between first year, second year and third year students in their syntactic
recognition of English derivational suffixes in Sang Timur Senior High School. Pattern of the development of students’ syntactic recognition of English derivational
suffixes indicates the positive growth. It means that the syntactic recognition of derivational suffixes of English word increase in accordance with the duration of
their study.
CHAPTER III RESEARCH METHOD
This chapter presents discussions about 1 research design, 2 instrument, 3 pilot testing, 4 main study. Subject, data collection, scoring, tabulation and data
analysis will be discussed in the main study.
A. Research Design
This study was cross-sectional design. Wiersma 1995: 175 argues that cross-sectional design involves data collection at one point in time from a sample or
from more than one sample representing two or more populations. He also states that this design was also a type of survey design. Ary, Jacobs, and Razavieh 1990: 67
define survey as a research method which is conducted to collect information about characteristics of a population by examining a sample of that group. On the other
hand, they also argued that there was a major disadvantage of cross-sectional design i.e. the possibilities difference between samples seriously bias the result. This
designs, however, was usually possible to investigate large number of samples. Hence, this method is extensive and cross-sectional, dealing with a relatively large
number of cases at a particular time. Knowing the feature of the data presentation, however, this study used mix
procedures to answer research question. The data from quantitative procedures would be the starting point to answer research questions. Then the qualitative
procedures were intended to find out data which were used to analyze the
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