ERROR ANALYSIS OF DERIVATIONAL AFFIXES ON ELEVENTH GRADE STUDENTS IN WRITING NARRATIVE AND ANALYTICAL EXPOSITION TEXT.

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ERROR ANALYSIS OF DERIVATIONAL AFFIXES ON

ELEVENTH GRADE STUDENTS IN WRITING NARRATIVE

AND ANALYTICAL EXPOSITION TEXT

A THESIS

Submitted As Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan

By:

NURUL FADHILAH LUBIS

Reg. Number: 2113121054

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

2016

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DECLARATION

I have familiarized myself with the University’s Policy on Academic integrity. Except where appropriately acknowledged, this thesis is my own work, it has been expressed in mw own words, and has not been previously submitted for assessment.

I understand that this paper may be screened electronically or otherwice for plagiarism.

Medan, September 2016

Nurul Fadhilah Lubis Reg No. 2113121054

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ABSTRACT

Lubis, Nurul Fadhilah. Registration Number: 2113121054. Error Analysis of Derivational Affixes On Eleventh Grade Students In Writing Narrative And Analytical Exposition Text. A Thesis: English Department. Faculty of Languages and Arts, State University of Medan, 2016.

This research deals with the derivational affixes errors in writing narrative and analytical exposition text by eleventh grade students. This research uses a qualitative design in which the data are taken from the sentences of texts. Dulay’s theory is applied to analyze students’ error in writing and divided each error into types. The researcher applies random technique to get a representative sample. The source of data in this study is Eleventh Grade (XI) students of SMA Swasta Ma’had Muhammad Saman, 30 students are choosen as the sample. The data of this study is taken from the students’ writing narrative and analytical exposition text. The analysis found that there are four classification of errors occured in students’ writing; they are omision 10 cases, addition 4 cases, misformation 11 cases and misorder 13 cases. Besides, the class changing is the most derivational errors that contributes 33 cases (86.8%) then followed by class maintaining derivational that contributes 5 cases (13,2%). In this study also found that the causes of errors are intralingual and interlingual transfer. It is hoped that the result of this research is useful for everyone who wants to study or make a similar resaerch about affixation errors.

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ACKNOWLEDGEMENT

The deep greatest thankfulness is expressed to Allah SWT for all blessings, strength, spirit, capability and patience that has been given to writer so that she finally accomplishes her thesis entitled “Error Analysis Of Derivational Affixes On Eleventh Grade Students In Writing Narrative And Analytical Exposition Text”.

This thesis is submitted to the English Department, Faculty of Languages and Arts, State University of Medan as a partial fulfillment of the requirements for taking the degree of Sarjana Pendidikan. During the completion of this thesis, the writer realized that she had received a lot of helps, and suggestions. Therefore, the writer would like to express her sincerest gratitude to:

 Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.

 Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts State University of Medan and all her staffs.

 Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and the Thesis Examiner.

 Dra. Meisuri, M.A., the Secretary of English Department.

 Nora Ronita Dewi, S.S, M.Hum., the Head of English Education Program.

 Drs. Syamsul Bahri, M,Hum., the Academic Advisor and the Thesis Examiner.

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 Prof. Dr. Busmin Gurning, M.Pd., the great Thesis Advisor.  Indra Hartoyo, S.Pd., M.Hum., the Thesis Examiner.

 Addien Fahmi, S.Ag., the Headmaster of SMA Swasta Ma’had Muhammad Saman; for helping the writer to do this thesis.

 Eis Sri Wahyuningsih, M.Pd and Mr. Pantas., the Administrative Staffs of English Department.

 Syamsul Rizal Lubis and Dra. Denny Susanti, MA., the beloved parents. Thanks for truly love prayer, patience, motivation, material and spiritual support, advice and everything that have given not only in finishing study but also in writer’s entire life.

 Abdurrahman Harahap., for love, advice and support to the writer and everything he taught in making the writer experienced other sides of life.  Dewi Mustika Putri, Rainbow Horses; Midah, Tyas, Icha, and Isma,

Fransiska Insani, Anna Elisabet, Widya Wulandari and Laura Atika for helping writer to finish this thesis, and for all madness, laughter, happiness, togetherness and unforgettable moments we spent.

Finally, the writer hopes this study can be useful for all people.

Medan, September 2016 The Writer,

Nurul Fadhilah Lubis Reg. No 2113121054

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Pages

ABSTRACT ... i

ACKNOWLEDGEMENT ... ii

TABLE OF CONTENTS ... v

LIST OF TABLES ... vii

LIST OF APPENDICES ... viii

CHAPTER I. INTRODUCTION ... 1

A. The Background of the Study ... 1

B. The Problems of the Study ... 5

C. The Objectives of the Study ... 5

D. The Scope of the Study ... 5

E. The Significances of the Study ... 6

CHAPTER II. REVIEW OF LITERATURE ... 8

A. Theoretical Framework ... 8

1. Morphology ... 8

a. Words ... 9

b. Morpheme ... 10

2. Derivational Affixes ... 11

a) Characteristics of Derivational Affixes ... 12

b) Types of Derivational Affixes ... 12

1. Class-changing derivational affixes ... 13

2. Class-maintaining derivational affixes ... 15

3. Error Analysis ... 16

1) Cause of Errors ... 17

a. Interlingual Transfer... 17

b. Intralingual Transfer... 18

2) Type of Errors ... 18

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b. Addition ... 19

c. Misformation ... 19

d. Misorder ... 19

4. Writing ... 20

a. Narrative Text ... 20

b. Analytical Exposition Text ... 23

5. Relevant Studies ... 25

6. Conceptual Framework. ... 27

CHAPTER III. RESEARCH METHODOLOGY ... 29

A. Research Design ... 29

B. The Source of Data... 30

C. The Procedure of Collecting Data ... 30

D. The Technique of Analysis Data ... 31

CHAPTER IV. DATA AND DATA ANALYSIS ... 32

A. The Data ... 32

1. Classification of Errors ... 32

2. Classification of Derivationals’ Errors ... 34

B. Data Analysis ... 35

1. Identification of Errors ... 35

2. Classification of Errors ... 36

C. Findings ... 48

D. Discussion ... 50

CHAPTER V. CONCLUSIONS AND SUGGESTIONS ... 52

A. Conclusions ... 52

B. Suggestions... 53

REFERENCES ... 55

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vii

LIST OF TABLES

Pages

Table 2.1 The Example of Narrative Text ... 24

Table 2.2 The Example of Analytical Exposition Text... 26

Table 4.1 The Recapitulation of Classification of Errors ... 34

Table 4.2 The Classification of Derivationals’ Errors ... 36

Table 4.3 The Error of Omission on Noun Derivational ... 38

Table 4.4 The Error of Omission on Adjective Derivational ... 39

Table 4.5 The Error of Addition on Adjective Derivational ... 42

Table 4.6 The Error of Addition on Adverb Derivational ... 43

Table 4.7 The Error of Misformation on Noun Derivational ... 44

Table 4.8 The Error of Misformation on Verb Derivational ... 46

Table 4.9 The Error of Misformation on Adjective Derivational ... 47

Table 4.10 The Error of Misorder on Noun Derivational ... 49

Table 4.11 The Error of Misorder on Verb Derivational ... 51

Table 4.12 The Error of Misorder on Adjective Derivational ... 52

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viii

LIST OF APPENDICES

Pages Appendix A. Writing Test ... 65

Appendix B. Students’ Work Sheet ... 67 Appendix C. The Classification of Errors ... 73

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1 CHAPTER I INTRODUCTION

A. The Background of The Study

Language takes an important role in human’s daily life. People will be

difficult on expressing their ideas, opinions, and feelings without language because language is a tool of communication. English is world-widely spoken to communicate to each other in every field, such as education, economy, technology, social and cultures. The existence of the language in its using does not suddenly emerge, but it experiences morphological process to make various forms such us words, phrases, clauses and sentences.

Word formation is something fundamental that sould be known well before using the more complex language units. One of the ways in forming words is through affixation. As English is an international language, all people around the world are required to be able to master it in written or spoken. Then, the basic knowledge about affixation in English is necessity.

It can’t be denied that English has a complicated affixation, then it leads students get difficult to learn English as a second language or foreign language. This condition was experienced by the eleventh grade students of SMA Swasta

Ma’had Muhammad Saman which is based on the preliminary observation,

affixation errors were found in their English writing. For examples: 1. It makes he happy (it makes him happy)

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in this sentence, suffix-s should be added to indicate verb for singular person.

2. Money is very importance for people (Money is very important for people)

In this sentence, the form of derivational is wrong. Because it should be adjective.

3. Because you always teach us patient (because you teach us patiently) In this sentence, the word patient should be added suffix-ly to indicate adverb.

Affixation also becomes a problem for foreign students in Bandung international school. Based on the research, Indonesian affixation is a subject which is difficult to be understood by the foreign students. this matter occurs because of Indonesian grammar is different from their mother tounge’s grammar (Imroh: 2014)

The facts above indicate that affixation which is frequently neglected in classrooms and teaching materials still become the problem for students in language using. Whereas, knowledge about affixation is something important in supporting language mastery. Moreover, the using affixes can cause significant effect to the quality of writing and message delivering. As senior high school students, the ability to write various genre texts effectively is a necessity. The role of affixes is obviously needed in creating effective texts.

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Unfortunately, the students still have lack knowledge about affixation.

Students’ problem in inability to use words effectively and productively can be

seen from the average students’ writing scores for English lesson which are considered low. The writer got that their writing score is still under of the minimum criteria mastery (KKM or Kriteria Ketuntasan Maksimal).

Referring to the Educational Unit Oriented Curriculum (Kesatuan Tingkat Satuan Pendidikan or KTSP) 2006 of senior high school, the students must have an ability to write some various types of genre texts, such as report, narrative, recount, descriptive, procedure, explanation, anecdote, hortatory and analytical exposition text. In the syllabus that stated in Competence Standart of the Eleventh Grade students curriculum of English subject, there are two writing genres which must be learned by the students. They are narrative and analytical exposition text. So the writer uses those genres as the writing genres in this study.

Narrative text is a text which retells events or experiences in the past. Its purpose is either to inform or to amuse the audience, and give a moral lesson from the story. While the analytical exposition is aimed to show arguments in agreeing or disagreeing about certain topic.

As Jackson (2002: 72) there are two kinds of affixes: inflectional and derivational. An affix is basically a morpheme which is generally attached to the base morpheme, which is either the root or to a stem in order to add to the formation of a word. Affix is something that is very derivational such as English-ness and pre-, or inflectional, such as English plural-s and past tense– ed.Affixes that can change the part of speech of the root or base are derivational affixes. The

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using of affixes can cause a significant effect to the quality of writing and its’ message.

All languages have words, meanwhile word is a speech sound, or series of them, serving to communicate meaning and consisting of at least one base morpheme and the sentence. Every word in English has a basic meaning. A word normally begins with a root which perhaps the complete word, or perhaps a part of complete word. To this root may add a prefix (a word–part that appears in front of a root) or a suffix (word–part that appears in the end of a root). When root is added by prefix or suffix it will create a new word formation and sometimes by new meaning. Affixation can change a word’s part of speech or aword’s meaning within its pat of speech (Umera : 2012)

Based on the writing error which happened, the writer will analyze the students’s problem in affixation. The error analysis is useful to know what

students’ need, then the teacher can get the solution for it. The writer expects that

the finding of this study can be useful for educational progress in the future. In writing activity, the student’s error can not be separated from their writing (Hyland: 2002). Sometimes, few teacher tend to not care about it. They just go straight to the next material without giving feed back to correct their

students’ writing error. So the students become upset and can not change to get

better.It is actually not good for the teachers, they should give a correction for their students’ writing error by doing a significant error analysis. As Erdogan (2005: 57) states that error analysis enable teachers to figure out the source of error and take pedagogical precautions towards them.

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It is important then to analyze students’ problem in affixation especially in writing because it has significant role in language using. The analysis of students’ errors is something adventageous in order to know what students’ needs then finding solution for it. The writer hopes that the finding in the analysis of students’ affixation errors especially in derivational affixes can be useful for education progress.

B. The Problems of the Study

In line to background of the study above, the problemsof the study can be formulated as following:

1. What are the types of derivational affixes errors found in the narrative and analytical exposition text written?

2. Why do they make the errors as it is?

C. The Scope of the Study

The writer has to limit the problem of the study, that it deals with the error analysis. The writer focuses on derivational affixes errors, and the causes of errorswere found in narrative and analytical exposition text written by the eleventh grade students of Muhammad Saman Islamic Boarding School.

D. The Objectives of the Study

Based on the statement of the problem, the writer determines the objectives of the study as following:

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1. To identify and clasify the types of derivational affixes errors found in narrative and analytical expositiontext written by the eleventh grade students of Muhammad Saman Islamic Boarding School.

2. To find out the causes of derivational affixes errors found in narrative and analytical exposition text written by the eleventh grade students of Muhammad Saman Islamic Boarding School.

E. The Significance of the Study

The significance of the study can be formulated as following:

1. Theoretical

The finding ofthis study is expected to be useful for a reference for those who want to conduct a similar field of research, especially in Error Analysis about the derivational affixes.

2. Practical

The finding of this study is expected to be useful for teachers and students.

a. The Teachers

To inspire the English teachers to give correction and more exercises about affixation, especially about the derivational affixes.

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b. The Students

To improve the students’ awareness about affixation, especially derivational affixes in writing narrative and analytical expositiontext or another kinds of text, in order to not making the errors again.

c. The other researchers

To enrich their knowledge about errors especially in affixation, so that they can study and analyze deeper beside to give additional information for their next similar study.

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52 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions of the result of study that has been discussed in previous chapter and also suggestion for English teacher, students and another researchers.

A. Conclusions

Based on the data analysis of research at the eleventh grade students at Muhammad Saman Islamic Boarding School in Diski, the writer wants to present the conclusions. The conclusion consists of several points that are related to the problem of the study. They are:

1. The classification of errors that found in narrative and analytical exposition text written by eleventh grade students at Muhammad Saman Islamic Boarding School are omission, addition, misformation and misorder.

2. Misorder gets the highest errors in students’ writing that occured 13 cases, followed by misformation 11 cases, omission 10 cases and addition 4 cases.

3. Analytical exposition text gets the highest errors. It has 27 errors then followed by narrative text that has 11 errors.

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4. The class changing derivational are the dominant derivational errors in students’ writing. It occured 33 cases (86.8%) then followed by class maintaining derivational that occured 5 cases (13,2%).

5. The causes of derivational errors in students’ writing are intralingual transfer and interlingual transfer. Intralingual transfer is caused by overgeneralization or the ignorance the rule and structures of English and inability to apply what they have learned. When interlingual tranfer is caused of the interference of first language or mother tongue that is Indonesian language.

B. Suggestions

Considering the conclusions above, some suggestions are presented in this part. As discussed in the previous chapter, this study hopefully can give a useful informations both theoritically and practically.

1. For the teachers

a. The teachers are expected to give a proper emphasis about affixation to students.

b. The teachers are expected to discuss and remind students about the derivational affixes related to the English topics that they learn, by doing this students will be more aware about affixation.

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c. The teachers are expected to give more exercises continuously to students, then discuss it together so they would be able to know about affixation especially derivational affixes.

2. For the students

a. The students should be able to comprehend about the words formation in derivational affixes.

b. The students are expected to be more aware about affixation rules, in order to have a mastery in using English spoken and written. c. The students are expected to learn more about English affixation. d. The students are expected to do more exercises and practice about

the affixation to train their ability in using it.

3. For other researcher

It is eagerly suggested to the other researchers to conduct a further study about affixation in other kinds of texts which are considered important for students’ need in learning English.

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