Students’ Knowledge in Prefixation of un- and dis-

27 From figure 4.2, it can be seen that eleven students achieved 90 – 94 with the percentage 37 . The highest range of score was achieved by four students. On the other hand, there was the lowest range of scores which was 65 – 69 and it was achieved by two students of the eighth semester. The percentage is 6.7 To classify s tudents’ mastery on prefixation of un- and dis-, two tables of category of mastery were presented. They contain the minimum standard of mastery. It means that someone masters the topic if he obtains the score the minimum standard of the category. Based on the academic regulation in Sanata Dharma University, the category of scores is as follows. 80 - 100 A very good 70 - 79 B good 56 - 69 C sufficient 50 - 55 D insufficient ≤ 49 E poor The category of mastery above was then converted into two tables. The first table is intended to show the sixth semester students’ category of mastery on the prefixation of un- and dis-. The second table reveals the eighth semester students’ mastery on the prefixation of un- and dis-. They are as follows: 28 Table 4.1 The Sixth Semester Students’ Score in Relation to the Category of Mastery Score Category of Mastery Number of Participants Achieving the Category Percentage 80 – 100 very good A 47 87 70 – 79 good B 7 13 56 – 69 sufficient C - 50 – 55 insufficient D - ≤ 49 poor E - TOTAL 54 100 Table 4.1 shows the sixth semester students’ category of mastery. Most of the scores in Table 4.1 belong to the category of Very Good, achieving 87 of the total population. There are 47 students who belong to this category. Meanwhile, 13 or 7 students fulfill the category of Good. None of the students obtain the scores which can be put in the category of Sufficient, Insufficient, and Poor. Therefore, the test result suggests that most of the students have had a good ability to apply prefixation of un- and dis- to certain words. Table 4.2 The Eighth Semester Students’ Score in Relation to the Category of Mastery Score Category of Mastery Number of Participants Achieving the Category Percentage 80 – 100 very good A 23 77 70 – 79 good B 5 17 56 – 69 sufficient C 2 6 50 – 55 insufficient D - ≤ 49 poor E - TOTAL 30 100 29 Table 4.2 reveals the eighth semester students’ category of mastery. Of 30 students participating in the test, 23 students achieve the scores between 80-100, which can be categorized as Very Good. It means 77 of the total number of the eighth semester students belongs to the category of Very Good. Five students were known to have the scores that belong to the category of Good. It comprises 17 of the total population of the eighth semester students. Meanwhile, the scores of 2 students belong to the category of sufficient. They cover 6 of the total number of the eighth semester students. Following the categorization of mastery, the overall level of students’ mastery needs to be determined. There is a calculation of the average score of the test mean of the sixth semester students , which is derived from the students’ total score divided by the total number of the students. The result is as follows: Mean = students total score the total number of the students = 4746 54 = 87.89 From the calculation of the average score of the test done by the sixth semester students, it is known that the value of the mean achieved 87.89. The average level of the eighth semester students’ mastery also needs to be determined. It is achieved by the same calculation of the average score of the test mean of the sixth semester students, which is obtained from the students’ total score divided by the total number of the students. The result is as follows: Mean = students total score the total number of the students = 2600 30 = 87 30 5 10 15 20 25 30 35 40 Number of students who answer incorrectly The mean derived from the calculation of the average score of the test given to the eighth semester students achieved 87.

B. The Analysis of the Test Item

The data are presented through four figures. Figure 1 illustrates the incorrect prefixation of dis- expressed by the sixth semester students. Figure 2 reveals sixth semester students’ incorrect prefixation of un-. Figure 3 shows the total of the eighth semester students who applied the use of prefix dis- incorrectly. Figure 4 describes the incorrect use of the prefix un- expressed by the eighth semester students who became the participants of this study. Each figure along with the data presentation is elaborated in the following paragraphs. Figure 4.3 The Number of the Sixth Semester Students Who Answer Dis- Questions Incorrectly Figure 4.3 shows the number of students who answer dis- questions incorrectly. There are thirty questions asked in a questionnaire given to fifty four students of 31 the sixth semester of English Education Study Program, sixteen of which were designed to assess students’ mastery of prefixation of dis-. The interpretation of the data reveals that questions 1, 7, 9, 30 are known to have the lowest incorrect answer. They assess students’ mastery of the use of prefix dis- when attached to the words ‘advantage’, ‘appear’, ‘like’, and ‘connect,’ respectively. One out of fifty four students answered incorrectly questions 1, 7, 9, and 30. The result indicates that there is only 1.8 incorrect use of prefix dis- occurs in the questionnaire. Therefore, it can be concluded that the prefixation of dis- attached to the words ‘advantage’, ‘appear’, ‘like’, and ‘connect,’ is already mastered by 98.2 of the total sixth semester students. Questions 2 and 6 assess students’ mastery of the use of prefix dis- when it was attached to the words ‘honesty’ and ‘able’ respectively. Nine out of fifty four students answered questions 2 and 6 incorrectly, thus the percentage of students who answered questions 2 and 6 incorrectly achieve 16. Twenty seven students answered question 3 incorrectly, which deals with the use of prefix dis- when it was attached to the word ‘respect’. It means 50 of the total numbers of the sixth semester students still could not apply the incorrect use of prefix dis- when it was at tached to the word ‘respect’. Questions 5 and 23 deal with the use of prefix dis- attached to the words ‘organize’ and ‘close,’ respectively. Twenty five out of fifty four students answered questions 5 and 23 incorrectly, which leads to the percentage of students’ incorrect answers to reach 46 of the total number of the sixth semester students participating in this study. Question 13 deals with the use of prefix dis- 32 when attached to the word ‘courage’. It was answered incorrectly by fifteen out of fifty four students, which means 27 of the total number of the sixth semester students still apply incorrect use of prefix dis- when attached to the word ‘courage’. Question 15 assesses students’ mastery of the use of prefix dis- when attached to the word ‘miss.’ Two out of fifty four students answered question 15 incorrectly, which leads to the percentage of 3.7 of sixth semester students who still apply incorrect use of prefix dis- attached to the word ‘miss.’ Question 16 deals with the use of prefix dis- when attached to the word ‘content,’ in which thirty three out of fifty four students answered incorrectly. It means there is 61 of the total number of sixth semester students’ incorrect answers on the use of prefix dis- attached to the word ‘content.’ Question 24 assesses students’ mastery of the use of prefix dis- when attached to the word ‘grace.’ Five out of fifty four students were known to answer Question 24 incorrectly. It leads to the percentage of 9.2 of the total number of sixth semester students who still apply incorrect use of prefix dis- attached to the word ‘grace.’ Question 29 deals with prefixation of dis- when applied to the word ‘pleasure.’ From the data, thirty six out of fifty four students gave incorrect answers to question 29. It indicates that 66 of the total number of the sixth semester students in this study still gave incorrect prefixation of dis- to the word ‘pleasure.’