CHAPTER II LITERATURE REVIEW
This chapter is aimed to describe related theories in order to fulfill theoretical truth demands of an educational research. Those related theories are the theoretical
base upon which the study outlined in Chapter I was laid down. There are two major areas of concerns which are considered in this chapter. They are theoretical
description and theoretical framework. The first part of theoretical description is concerned with discussion on the
nature of derivational knowledge. Second part, the discussion is about the development of syntactic recognition of derivational suffixes in Sang Timur Senior
high School. The theoretical framework concerns with the frame theory of the
development of syntactic recognition of derivational suffixes in Sang Timur Senior High School and the hypothesis.
A. Theoretical Description
1. Morpheme and Its Studies
a. Morpheme knowledge
Kolln 1990: 258 defines morpheme as a combination of sounds that has meaning, for some people sound is like the definition of word. Many morphemes are,
in fact, a complete word; such as develop, act and happy.
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These words consist of single morpheme. Kolln also argues that morpheme and syllable are not
synonymous; in fact, many two-syllable words in English that are single morpheme: carrot, jolly, merit, able. In contrast, many two-morpheme
words are single syllables: acts, walked, dog’s, swims. Fromkin and Rodman 1996: 114 add that morpheme may be defined as the minimal linguistic sign, a
grammatical unit in which there is an arbitrary union of a sound and a meaning. Therefore, morpheme is the smallest component of word which contributes
its meaning. Radford, Atkinson, Britain, Clahsen and Spancer 1990: 162 state that a morpheme which can also stand alone as a word is called free morpheme. In contrast,
a morpheme which cannot stand alone to convey its meaning is called bound morpheme. For example; the word reader consists of a morpheme –er attached to a
word read. In this word, the word read is a free and suffix –er is a bound morpheme. In addition, the words are made of morphemes, the minimal meaningful
linguistic unit that contains no smaller meaningful linguistics unit Anglin, 1993 via Long and Rule, 2004: 42. Long and Rule also propose that there are five major types
of words: root words, inflected words, derived words literal compounds, and idioms. Those five types of words except idioms use morphological analysis to break words
into suffixes, prefixes, and root.
b. Natural order and sequence of L2 morpheme acquisition
Dulay and Burt 1973; 1974c as cited in Ellis 1994: 91 find that the acquisition order for group English morphemes remained the same irrespective of the
learners’ L1. Eight morphemes are investigated in the study. In fact, the acquisition
orders of groups are strikingly similar, 85 errors are developmental. This finding is also confirmed by Bailey, Madden, and Krashen 1974. They investigate 73 adults
aged 17-55 years; classified as Spanish and non-Spanish-speaking members that separates in 8 ESL classes.
From the above studies then it can be inferred that natural order of acquisition in ESL learners is irrespective of age Goldschneider and DeKeyser, 2001. On the
other hand Ellis and Laporte 1997: 64 as quoted by Goldschneider and DeKeyser 2001 believe that the order acquisition can be explained by interaction between the
characteristic of the elements to be acquired and general cognitive principles of inductive learning. The significance of this findings are intended to show that age of
language learners does not refer to the natural order and sequence of their second language morpheme acquisition.
2. Knowledge of Word
Kategori