Previous Studies REVIEW OF RELATED LITERATURE

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 26 5. Sri Romadhon Eko Yuliyanti with her thesis entitled The Analysis of Derivational Process of English Nouns as Found in some of the Jakarta Post Articles Published on January, 2nd 2012. In her research she is eager to analyze derivational process of English nouns as found in some of the Jakarta post articles published on January, 2nd 2012. This research discussed about the process of English noun words that added by derivational affixes in the some of the Jakarta post articles. This research used library research. Focusing on the problem statements, there are five cases. They are what are the derived nouns found in some of the Jakarta post articles, does the process of affixation change the category of the base words, do the new derived words change in the meaning, do the affixations occur in the specific root and what are the categories of the derived noun. The result of her study is she found 90 English nouns add trough derivational process. There are megawatt, disincentives, discontent, non- European, immigrant, undertaking, and etc. A lot of number word of verbs, adjective, and nouns which derives a new English noun. And the last the derivational processes of English nouns have changes the meaning all of the new words from the original words. 49 6. Dwi Eddy Sholichin conducted a field research about An Error Analysis in Changing Verbs into Nouns Made by The Tenth Students of SMAN 1 49 Sri Romadhon Eko Yuliyanti, The Analysis of Derivational Process of English Nouns as Found in Some of the Jakarta Post Articles, Published on January,2nd 2012, Ungraduated Thesis, Sate Islamic Studies Institute STAIN Salatiga, 2012 http:ri.search.yahoo.com digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 27 Batangan Pati in the Academic year of 20082009. The population was the tenth year students of SMAN 1 Batangan which 42 students were choose as the samples. And the result of his study shows that there are 5, 3 or 155 errors made by the students in using suffix -ance. 5,2 or 108 errors in using suffix -or, 4.76 or 107 errors in using suffix -ence, 5 or 101 errors in using suffix -ment, and suffix -ant, 4.09 or 76 errors in using suffix -er, 2.76 0r 59 errors in using suffix-ur and suffix -ry, 2.73 or 58 errors in using suffix- age, 2.8 or 55 errors in using suffix- ion and suffix -ent, 2.57 or 52 errors in using suffix -ist, and 1.95 or 39 errors in using suffix al. 50 7. The previouse study has been done by Ning Mulia State University of An Analysis of the Errors on the Derivational . In her research, she focused on the types of derivational affix errors and the causes that are factors which have influenced to the occurrence of derivational affix errors. She described and counted the errors based on the causes of derivational affix errors. 8. The next is a research concerning Morphology by Ririn Kusumawati with her study entitled Morphological Error Found in the English Essays of the Fifth Semester Students of English Letters and Language. This study investigates morphological error in the essays of the fifth semester students 50 Dwi Eddy Sholichin, an error analysis in changing verbs into nouns made by the tenth students of SMAN 1 Batangan Pati in the academic year of 20082009, Ungraduated Thesis, IKIP PGRI Semarang, 2009 digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 28 of English Letters and Language Department of UIN Malang in 2008. The objectives of this study are to find out the kinds of morphological error in The result of this study shows that there are several morphological errors in are; Omission, addition, misformation and misordering except contain morpheme and article which belong to the branch of omission. The total number of morphological errors is 61 times. Based on the findings, she found that the most dominant kind of morphological error is omission with 25 times used or 40.98 . 51 Most of the previous research above analyzed about some component of morphological items such as affixes, Inflectional and derivational dealing with linguistics categories such as phonology and syntax. Nevertheless, the researcher wants to focus on analyzing the mistakes in using negative prefixes by students. 51 Ririn Kusumawati, Morphological Error Found in the English Essays of the Fifth Semester Students of English Letters and Language.Undergraduate Thesis, Universitas Islam Negri Malang. 2010 digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 29

CHAPTER III METHODOLOGY

This chapter presents the procedures used in conducting the research. It covers research design, population and sample, data collection and data analysis.

1. Research Design

As stated in the purpose of the study, the study will be conducted in order to know error in using prefixes made by the five semester students of English Education Department at Islamic University of Surabaya. Especially in negative prefixes and specified into six kind of negative prefixes, including prefix in-, prefix un-, prefix non-, prefix a-, prefix dis-, and prefix mis-. In this research the writer will be used descriptive quantitative study, because in this research the writer will count the most frequent error. According to Ary stated that descriptive research is research that asks questions about the nature, incidence, or distribution of variables; it involves describing but not manipulating variables. 1 According to Gay quantitative studies designed to describe the current condition are called survey or descriptive research. 2 From the definition, it could be clarified that the researcher will try to collect data misformation error in employing prefixes. Especially in the 1 Donald Ary, et. al, Introduction to Research in Education, Wadsworth: Cengage Learning,2010 163 2 L. R. Gay, Education Research: Competencies for Analysis and Applications USA: Pearson Education, Inc, 2003p.102 29 digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 30 form negative prefixes, and specified into six aspects, they were prefix in-, un-, non-, a-, dis-, and mis-.

2. Population and Sample

In conducting research population and sample are very important. According to Ary, the small group that is observed is called sample, and the larger group about which the generalization is made called a population. 3 According to Gay, the population is the group of interest to the researcher, the group to which the results of the study will ideally generalize. 4 In this study, the target of the study was the six semester student of English Teacher Education Department academic year 20122013 at UIN Sunan Ampel Surabaya. The total population is 120 students who are divided into four classes; A, B, C, D. They were chosen as the population because they have already learned Morphology. To conduct this study, the amount of sample will be required. Gay has ll the 5 In this study, a sample was drawn from A, B, C, D, classes. It was because each class had equal characteristic, for example; the students in each class have been given the same material especially in morphology. Therefore, the writer took the students as a sample by using cluster sampling that fell on class B consisting of 30 students. 3 Ibid 4 ibid 5 ibid digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 31

3. Research Instrument

Each techniquemethod that is used to collect the data needs an instrument. Instrument is the measurement tool in the test which potentially made the researcher easier in collecting data and analysis. 6 In short, instrument is a tool which is used by a researcher in using method during conducting the research in order to get the data better. Thus, determining instrument depends on the method used in the research. The instrument which will be used to collect the data of first research question is the question sheets which contain the question that will be answered by the students. The amount of questions was 45 items contain uncomplete sentences see appendix 1. The instrument utilized for second research question is result of the test. And the question of the test must be tried out in advance. In this study the test is administered to six semester students of English Teacher Education Department UIN Sunan Ampel Surabaya. They were not already included in sample and class A was chosen. The purpose of conducting the try out test will to establish the test validity and reliability In applying the instruments, the researchers need to analyze the validity and the reliability of the instruments before it given to the subject of the study 6 6 Sugiono, 148 digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 32 a. Validity According to Ary, et all, validity is measured what it claimed to measure. The focus of recent views of validity is not on the instrument itself but on the interpretation and meaning of the 7 So, the validity is related to the instrument of the research. For this research, the researcher chooses content validity. The standard of content validity is the degree to which the sample of items, tasks, or questions on a test are representative of some defined universe or domain of content 8 . Content validity is related to the content of the test. It means that content validity is related to the content of items in the test that is available in the curriculum. Therefore the actualization of the test objectives indicates that the test will be conducted in accordance with those objectives. The relevance between the content of the test was implies the validity will be used in this study. b. Reliability Reliability is the degree of consistency with which it measures what ever it is measuring. 9 It means that the test was said reliable if the result of the test had consistent score. 7 Donald Ary, et. al, Introduction to Research in Education, Wadsworth: Cengage Learning,2010 p. 225 8 Ibid 9 Ibid p. 249