T H E S T U D E N T S ’ M A S T E R Y O F V O C A B U L A R Y IN F L U E N C E D B Y S E X IS M IN W R IT T E N E N G L IS H (The Case Study of the Second Year Students of MTs N Filial Sucen, Simo, Boyolali in the School Year of 2003-2004) THESIS Submitte

  

T H E S T U D E N T S ’ M A S T E R Y O F V O C A B U L A R Y

  

IN F L U E N C E D B Y S E X IS M IN W R IT T E N E N G L IS H

(The Case Study of the Second Year Students of MTs N Filial Sucen,

Simo, Boyolali in the School Year of 2003-2004)

THESIS

  Submitted to the Board of Examiners in Partial Fulfilment of the Requirements for the Degree o f Sarjana Pendidikan Islam (S.Pd.I) in the English and Educational Department

  

By

DEWI W1DYAWATI

NIM: 113 00 018

EN G LISH D E PA R T M E N T OF E D U C A T IO N A L FA C U L TY

  

ST A TE ISLA M IC ST U D IES IN STITU TE

(STA IN ) SA LA TIG A

2004

DEPARTEMEN AGAMA SEKOLAH TINGGI AGAMA ISLAM NEGERI (STAIN) SALATIGA

  Jl. Tentara Pelajar 02 Telp.(0298) 323706,323433 Fax323433 Salatiga 50721 Website .

DEKLARASI

  Bisnullahirrahmanirrahim

  Dengan penuh kejujuran dan tanggung jawab, peneliti menyatakan bahwa skripsi ini tidak berisi materi yang pernah ditulis oleh orang lain atau pernah diterbitkan. Demikian juga skripsi ini tidak berisi satupun pikiran-pikiran orang lain, kecuali informasi yang terdapat dalam referensi yang dijadikan bahan rujukan.

  Apabila di kemudian hari ternyata terdapat materi atau pikiran-pikiran orang lain di luar referensi yang peneliti cantumkan, maka peneliti sanggup mempertanggungjawabkan kembali keaslian skripsi ini di hadapan sidang munaqosyah skripsi.

  Demikian deklarasi ini dibuat oleh peneliti untuk dapat dimaklumi.

  Salatiga,2 6 Juli 2004 Peneliti

DEWI WIDYAWATI

  NIM : 11300018

  Dra. Woro Retnaningsih, M.Pd The Lecturer of Educational Faculty State Islamic Studies Institute of Salatiga ATTENTIVE COUNSELOR NOTES Salatiga, July 21st 2004

  Case : Dewi Widyawati’s Thesis Assalamu'alaikum Wr. Wb.

  After reading and correcting Dewi Widyawati’s thesis entitled “THE STUDENTS’ MASTERY OF VOCABULARY INFLUENCED BY SEXISM IN

  WRITTEN ENGLISH (The Case Study of the Second Year Students of MTs N Filial Sucen, Simo, Boyolali in the School Year of 2003-2004)”. I have decided and would like to propose that if it could be accepted by educational faculty I hope it would be examined as soon as possible.

  Wassalamu'alaikum Wr. Wb.

  Dear The Head of State Islamic

  Studies Institute of Salatiga

  Dra. Retnaningsih, M.Pd N IP : 150 262 646

  D EPA R TM EN T OF RELIG IO US VFFAIRS STATE ISLAM IC STUDIES INSTITUTE SA LA TIG A

  Jl. Stadion 03 Phone (0298) 323706 Salatiga 50721

  

S T A T E M E N T O F C E R T I F I C A T I O N

THE STUDENTS’ MASTERY OF VOCABULARY INFLUENCED

BY SEXISM IN WRITTEN ENGLISH

(The Case Study of the Second Year Students of MTs N Filial Sucen, Simo,

Boyolali in the School Year of 2003-2004)

DEW I WIDYAVVATI

  

NIM: 113 00 018

  Has been brought to the^oard of examiners in July 31sl, 2004/Djumadil Tsaniyah 13rd, 1425 H and hereby considered to completely fulfillment of the requirement for the degree of Sarjana in the English and Educational Faculty.

  Salatiga, July 3E', 2004 M

  DjumadiI Tsaniyah 13,1425 H Board of Examiners Attentive Counselor

  Dra. Woro Itetnaninasih, M.Pd NIP. 150 262 646

  M O TT O “(Believers), if you help Allah, He will help you, and make you strong”

  (Surat Muhammad : 7) “Life with faith, effort and pray!”

  “where there is a will, there is a way”

  DEDICATION

  This thesis dedicated to : • My highly valued parents, my mother Wardati and my father Syukri, E.H.

• Myparents in law, my mother in law Yayuk and my father in law Pandiman • My husband, Nur Fauzan • My beloved son, Defasta Dzakiy Pradana “Dedek”
• My elder sister, Titik Nurhidayati • My younger sister, Susi Susanti and Aulia Yumna Devi • My younger brother, Agus Setiabudi • All my friends who have helped in finishing this thesis

  

ACKNOWLEDGEMENT

Assalamu'alaikum Wr. Wb.

  A lhamdul illah irobbil 'alam in, firstly the writer said as praise and thanks to Allah SWT with His blessing, finally this thesis can be completed.

  However, this success would not be achieved without the support, guidance, advice, help and encouragement from individuals and institutions.

  Therefore, let her say thanks to :

  1. Mr. Drs. Badwan, M.Ag, the Rector of State Islamic Studies Institute (STAIN) Salatiga.

  2. Mrs. Dra. Woro Retnaningsih, M.Pd, the consultant of this thesis, thanks for her careful guidance, wisdom, kindness and suggestion during the completion of this thesis.

  3. Mr. Drs. Sa’adi, M.Ag, the head of the English Department, thanks for your knowledge, suggestion, motivation and attention.

  4. All lectures of English in English Department, who have given the knowledge patiently.

  5. All of my friend in “HMl”, Siti Rohmatin, Rining, Yuli, Odi, Hafidz, Adin, Didik and those who cannot be metioned one by one.

  6. OO’ers generation of English Department

  Finally, this thesis is expected to be able provide useful information to the readers.

  Wassalamu'alaikum Wr. Wb.

  Salatiga, July 31st, 2004 ' The writer

  Dewi Widyawati

  TABLE OF CONTENT TITLE.......................................................................................................

  ATTENTIVE COUNSELOR N O T E S ................................................ PAGE OF CERTIFICATION ................................................................. MOTTO .................................................................................................... DEDICATION ......................................................................................... ACKNOWLEDGEMENT........................................................................ TABLE OF CONTENT ...........................................................................

  CHAPTER I INTRODUCTION A. The Background of the Study ................................ B. Statement of the Problems ..................................... C. The Objective and Benefit to the Study ................. D. The Theoretical Framework.................................... E. The Analysis............................................................ F. Thesis Organization ............................................... CHAPTER II THEORETICAL REVIEW A. The Nature of Vocabulary....................................... B. Vocabulary Mastery................................................ C. The Kinds of Vocabulary....................................... D. Vocabulary Teaching.............................................. E. The Importance of Vocabulary .............................. F. The Diversity of Vocabulary Influenced by Sexism

  CHAPTER III RESEARCH METHODOLOGY BIBLIOGRAPHY CURRICULUM VITAE APPENDIX

CHAPTER I INTRODUCTION A. The Background of the Study People need to communicate with others by a language because

  language is a system of arbitrary vocal symbols, which permits all people in given culture to communicate or to interact.1 By language people are able to convey the messages, feeling and thought in their mind so that they can interact with other. Wardhaugh point out:

  ... language allows people to say things to each other and express their communicative needs. Language in the comment of society, allowing people to live, work and play together, to tell the truth but also to tell a lie or lien.'

  Most of people think that language is nature but actually it can classify to become two kinds that is language for male and language for female. We can see in classify of pronoun like he and she, classify of job like a nurse for female, a doctor for male and noun like aship for female, a plane for male (it called vocabulary influenced by sexism).

  Vocabulary in English as a foreign language is taught at school for the purpose of providing the students language skills. They are listening, reading, speaking, and writing, some general statements say that the techniques of teaching writing comprehension and other (listening, speaking and reading)

1 Rirocchiro, Mary. 1985. English Language as Second Language, From Theory to Practice.

  New York: Regents Publishing Company, page 3 ' Wardhaugh, Ronald. 1977 Introduction to Linguistics. New York: Me Graw Hill. Inc.

  2

  are vouched on vocabulary. The statement above shows that vocabulary is one of the elements of a language.

  As the number of vocabulary items, which have been mastered by experts indicate that there is a difference between those needed for production skill in foreign language especially speaking and writing, and those needed for recognition skill, particularly reading and listening. Robert Lado mentions at present it is possible to guess that a speaking vocabulary of 2000 words, in an adequate minimum number for the purpose of basic communication. The idea of a minimum vocabulary necessary for basic communication. The idea of a minimum vocabulary necessary for speaking, listening, reading and writing, but the problem is more complex in speaking and writing.

  It is realized that in the production level, the students can select any words within their range of vocabulary' that they do not know. In production level however, they are forced to know all the words they read for have in order to communicate smoothly.

  So, knowing vocabulary seems as knowing it as noun, adjective, pronoun, and so on. Furthermore, every item must be taught as clear as possible so that the students may enlarge knowledge by studying the items. For example, vocabulary influenced by sexism in the written English is to know vocabulary that commonly used to show male or female for reader or listener especially for students.

  For that reason, the writer is interested in writing the thesis under title: THE STUDENTS’ MASTERY OF VOCABULARY INFLUENCED BY SEXISM IN WRITTEN ENGLISH (The Case Study of the Second year Students of MTs N Filial Sucen, Simo, Boyolali in the School Year of 2003- 2004).

B. Statement of the Problems

  Based on the background of study, the writer will formulate the problem as follows:

  1. How are the varieties of mastering of English vocabulary influenced by sexism among the second year students of MTs N Filial Sucen Simo Boyolali ?

  2. What are the sources of their errors in vocabulary usage ?

  3. What are their efforts to avoid the errors ?

C. The Objective and Benefit to the Study

  The objective of this research are:

  1. To find out varieties of mastering of English vocabulary influenced by sexism among the second year students of MTs N Filial Sucen Simo Boyolali.

  2. To find out the sources of errors of English vocabulary influenced by sexism among the second year students of MTs N Filial Sucen Simo Boyolali.

  3. To find out their appropriate efforts of solution to avoid the errors.

  4 The researcher hopes that the research will be beneficial for:

  1. The teachers By having the result of the research, the teachers will know the mastery of MTs N Filial students in giving vocabulary concord with the function. The teachers are expected to encourage the students’ mastery in writing especially in using vocabulary influenced by sexism and the most important is that the lecturers must give good examples of using vocabulary concord with the function.

  2. The Students The students will get some descriptions about “vocabulary influenced by sexism” in English as well they may be able to measure their mastery in written English vocabulary. Knowing their mastery in written

  English vocabulary mean that they must improve their mastery by themselves to have a better mastery in using vocabulary influenced by sexism in written English.

D. The Theoretical Framework

  This research is about vocabulary influenced by sexism. Here, the writer will explain the matters connected with the problems of this research.

  Further, the writer explains the meaning of terms of the research’s title:

  1. Students Students are persons who are studying at college, polytechnic or university3

3 Hornby A S 1987 Oxford Advanced Learners Dictionary o f Current English Oxford

  6

  c. L ocation : MTs N Filial Sucen Simo Boyolali

  d. Time : 2003 - 2004

  2. Sample Sample is a part of the accessible population to be investigated, and the researcher takes A class as a sample of the second year of MTs N Filial

  Sucen Simo Boyolali. The researcher just takes A class because there is no differences between A class and B class.

  3. Method of gathering data The test will be conducted to the students. The result of the test will be used as a primary data analysed to find the types and sources of the students’ mastery in using vocabulary influenced by sexism.

  4. The technique of data analysis

  a. Descriptive method Descriptive method means the thinking of every ideology and philosophy is described clearly and completely, so the similarity and differences can be treated clearly. Using this description will be known about the description of vocabulary influenced by sexism b. Percentage

  To get the percentage of the students’ mastery it will use this formula:

  P = —

  xl00%

  N

  7 Wh ere is:

  P - The percentage of students’ mastery F = Frequency of presentation N — Number of case

F. The Analysis

  The first step is finding out the data of the number of the second year students of MTs N Filial Sucen Simo Boyolali. After starting the research by collecting data this step will be done by giving the test. After collecting the data it will be done is analysed the result of the test.

  1. Statistical Analysis From that result it will be known how far the capability of the second year students of MTs N Filial Sucen Simo Boyolali vocabularis influenced by sexism. It also gives the information of the percentage of students’ mastery. To know the percentage of the students' mastery it will use this formula:

  P = — x] 00% N

  Where is:

  P = the percentage of students’ mastery F = right answer N = maximum score

  8

  2. N on-statisticai Analysis In order to find out the cause of errors the writer did non-statistical analysis based on the performance data that is the real errors made by the students:

  a. Interlingual error Interlingual error is caused by the interference of the learners mother tongue. Interference from the mother tongue is clearly a major source of difficulty in second language learning.

  b. Intralingual error Intralingual error is the negative transfer of items within the target language.

  Richards states the intralingual errors are of four categories, namely 1) overgeneralization, 2) ignorance of rule restrictions, 3) in complete application of the rule and 4) semantic error."

  c. Efforts From this case the researcher tries to find out an efforts made by students to improve their skill in mastering vocabulary influenced by sexism, that is: 1) Learning the common meaning of the word.

  2) Developing a regular and systematic method of studying words keep a vocabulary rote book.

  3) Studying the technical vocabulary of their subject matter.*

  6

  ? Richard, Jack 1974 Error Analysis: perspectives on Second Language Requisition London: Longman Group Limited, page 6

6 Dechant, Emerald. 1982. Improving the Teaching o f Reading London: Prentice Hall,

  9 Bas ed on the result, the writer can formulate the problem of the

  research: “How good the students’ mastery of vocabulary influenced by sexism of the second year students of MTs N Filial Sucen Simo Boyolali G. Thesis Organization

  This thesis of five chapter. They are:

  Chapter I: Introduction, consists of background of the study, statement of the problems, the objective and benefit of the study, the theoretical framework, methodology, the analysis and thesis organization.

  Chapter II: Theoretical review, consists of the nature of vocabulary, vocabulary mastery, the kinds of vocabulary, vocabulary teaching, criteria for selection of vocabulary, the importance of vocabulary and the diversity of vocabulary influenced by sexism.

  Chapter III: Research methodology, the location and geographical condition, the general of MTs N Filial Sucen, the description of teacher and student, population and sample, the method of analyzing the data and data presentation.

  Chapter IV: Data analysis, consists of resources of the students’ mastery, sources students’ errors. Chapter V: closure that consists of conclusion and suggestions. The last part is bibliography and appendix.

CHAPTER II THEORETICAL REVIEW A. The Nature of Vocabulary There are some experts who define vocabulary. Hornby defines as a

  total number of words which (with rule for complying them) make up the language.1 Hatch and Brown say that the term of vocabulary refers to the list or set of words for particularly language or list of words there individual

  'y

  speakers of language. We can say vocabulary is a group or sources kind of word that mastered to deliver our mind or idea to other people and to understand peoples mind.

  Vocabulary is one of the most important part of English. It is divided into two, the receptive vocabulary and the productive vocabulary. Receptive vocabulary is the words that can be recognized and understand when they occur in context or somebody deliver express with tongue (speak and write).

  They can produce correctly and use constructively in speaking and writing. Other experts state that vocabulary is divided into passive and active vocabulary rather than receptive and productive vocabulary.

  Hammer explains that basically students have four different vocabulary, namely listening vocabulary, speaking vocabulary, reading *

  'A S Hornby, 1995, Oxford Learner’s Dictionary o f Current English, Oxford University Press, page 1331 ‘ Hatch and Brown, 1995, Vocabulary Semantics and Language Education, Combridge University Press, page 1 v ocabulary, and writing vocabulary.’ Listening vocabulary' comprise all the words the students hear and understand in oral communication. The speaking vocabulary covers all the words the students use in oral communication. The writing vocabulary embraces the students use in writing. The reading vocabulary is composed of all words students recognized and understand in reading written material. The writing and speaking is language production, which belong to productive skills while listening and reading involve receiving the message and they belong to the receptive skills.

  Vocabulary is regarded as the key in learning language, especially English. The people who have enough vocabularies in English do not find difficulties in expressing their idea. On the other hand, if someone has only few vocabulary' he will not find a lot of difficulties in expressing their idea in English.

  Vocabulary involves two components, namely vocabulary as word and vocabulary as word in their meaning. It means vocabulary is one of the important factor in learn the language :

  1. Vocabulary' as a word Words are often defined as minimum free from. Lado says it is form that can occur independently, and cannot be devided into smaller part without changing or destroying the meaning. For examples : window, pillow, mirror are words because each of them cannot be devided into smaller part without changing the meaning. In a fact each of them can 1

1 Hammar, Jeremy, 199!, The Practice o f English language Teaching, Longman Group

  12 s tand alone. This definition, however fails to cover the forms like red dress, backboard, textbook, in fact, each of them consists of two free forms they are : red and dress, black and board, text and book respectively.

  To argue this part, Falk states as follows :

  To say that word is until capable of occurring as a minimum free from only partially succeeds in reflecting linguistic judgement of the speaker of English. The writer will not define all types of the vocabulary, but the writer will give the general description about them.

  Now, the writer can conclude that a word is not always a minimum free form, either. It is a unit that may consists of single formulative such as chair, useful, and happiness or it may also consists of a combination of two or more free formative such as red dress, textbook, etc.

  2. Vocabulary as words and their meaning When we hear the word “meaning” our imagination always direct to a dictionary, the meaning of word can be found in the dictionary, a. Conceptual meaning

  Gain and Radman state that there are three points of it, they are : 1) Polysemy : we use this term to describe a single word form with several different but closely related meaning. For example we can talk about “the head” of a person, “head” of an organization. 2) Homonymy : when a single word have several different meanings which are not colsely related, we use the term homonymy. For instance a file may be used for keeping paper in, or may be a tool or cutting or snooping hand substances.

  3) Synonymy : another difficulty with meaning arise with group of word that share, a general sense and so may be interchangeable in a limited number of context, but which, on closes inspection reveals

  , t

  conceptual differences. It is two or more form with very closely related meaning which are often but not always intersubstitutable in sentences. For example : mistake and error,

  b. Affective meaning We are using this term to cover the attitudinal and emotional factors, which can be expressed in on item of vocabulary'.

B. Vocabulary Mastery

  There are some vocabulary' skills that must be developed in mastering vocabulary. Students must recognize about the kind of meaning and the words.

  1. Kind of meaning There are two kinds of meaning : they are called connotation and denotation. Connotation meaning is one that has power to do that designates to make emotional, and interpretive suggestion, and sometimes its meaning can be found in analysis. Denotation meaning can be stated an in dictionary and meaning of word communication of thought in some references.

  14 Fr

  om connotation and denotation meaning above students cannot merely translate words based on a dictionary. They have to think carefully the full sentence or those words in context. Before the students look up their vocabulary, they have to try making “intelligent guessing”. It is called as deducing meaning the context.

  2. Kinds of words Vocabulary mastery deals with words and meaning. Teacher should concern what words, which are suitable to be taught to the students.

  Teacher should select and grade the words according to the level of the students in a certain way. So that students will learn much easier. Actually there are many ways that will help students expand their vocabulary' and proficiency. The following are some ways to expands their vocabulary', a. Word classification

  A word can occur in certain place of sentences and server certain place of sentences and serves certain function. It is classified based on their functional categories and called the parts of speech.

  1) Noun A word which serves the name of things. It may be the name of a person, an object, places quality and quantity of something. For example : goodness, teacher, chair, table, etc. 2) Verb

  It is a word that express an action for instance : work write, go, put, read, get, make, etc.

  15

  3) A djective It is a word which is used to describe a noun or other substitute example : dark, night, beautiful girl, big match, strong man, lazy students, etc. 4) Adverb It is a word that is used to describe an adjective or a verb.

  Adverb has been gradually extending its function to those usually performed by other parts of speech. Example : unfortunately, recently, now, tomorrow, last night, etc. 5) Pronoun

  It is a word that has function to substitute a noun, example : they, we, you, he, she and it.

  6) Preposition It is a particle of word, which is used with noun or pronoun, example : on, in, under, above, at, into, from, etc.

  b. Functional words Functional words are to express grammatical functions. They include preposition, articles, conjunctions, forms indicating numbers gender, or tense and pronouns. Look at the following sentences below :

  1) My friend does not speak English 2) The children went to the zoo happily Words such as my, does, not, the, to, above are called functional words.

  16 In Eng lish, just like in any other languages, the number of

  functional words is small and limited but these words are used both in spoken and written English much more often than the content words, however, form the bulk of the English vocabulary system. And there words especially nouns, keep on increasing in number everyday.

  c. Content Words Content words are to express cultural contents they consist of noun, verbs, adjective and adverbs. They have more or less independent meaning, surprisingly, while a sentence may consist of several content words (can eat fish). It can not build up a sentence with only several functional words. Thus, “my does not the” is not a sentence. Example :

  1) Cal eat fish 2) / study English

  Words such as cat, eat, fish, 1, study and English are called by content words.

  d. Derivational affixes Not all affixes have the same function when attached to the root or base. When the affixes change the class of a root or base then they are usually called derivational affixes.

  17 N o Root/base Affix New word 1. Happy (adjective) -ness Happiness (noun)

  2 Quick (adjective) -ly Quickly (adverb)

  3 Danger(noun) En- Endanger(verb)

  4 Wide (adjective -en Widen (verb)

  The prefix /en-/ and the suffix /-ness/, /-ly/, and /-en/ in the example above are usually called derivational affixes because /-ness/ change on adjective /happy/ into noun/ happiness/; /-ly/ changes and adjective (quick) into an adverb /quickly/; /en-/ changer a noun /danger/ into a verb /endanger/ and /-en/ changes an adjective /wide/ into a verb /widen/.

  Among the characteristics of derivational affixes there are three that will be quite important to understand.

  1) The words with which derivational suffixes combine is an arbritary matter. To make a noun from the verb adorn must add the suffix /- ment/ and no other suffix will do, whereas the verb /fai/ combines only with /-ure/ to make a noun /failure/. Yet the verb /employ/ may use three different suffixes /-ment/, /-er/, /ee/ to make three nouns with different meanings /employment/, employer/, /employee/.

  18 2) In many cases, but not all, a derivational changer the part of speech of the word to which it is added. The noun /act/ becomes an adjective by the addition of /-ive/, and to the adjective /active/ could add /-ate/, making it a verb /activate/. 3) Derivational suffixes usually do not close of a word, that is, after a derivational suffix and next, if required. For example to the word

  /fertilize/ which already ends in a derivational suffix /-ize/, can add another suffix /-er/ to make /fertilizer/.

  e. Inflectional affixes Some affixes when attached to the root or base do not change the part of speech of the root and they do not create new words. They only have certain grammatical functions. These affixes are usually called inflectional affixes. In English have inflectional affixes to indicate to indicate the following :

  1) Plural form, such as

  a) -s book — books glass — glasses — oxen

  b) -en ox child — children — fish

  c) -O fish mice d) a mouse a goose .... .......... geese a datum ............. data a phenomenon ... phenomena

  19 2)

  Possessions, such as : John’s book John and Many’s house A dog’s tail

  3) Third singular verb marker, for example Mother always cooks rice Jack goes to school He never watches TV

  4) Tense markers, such as : He worked hard yesterday, (past tense) I have repeated the lesson, (part participle) We are studying English, (present progressive)

  5) Pronouns have different forms in tenns of function As a subject : She is a teacher As an object : I meet her yesterday

  As possessive : In this bag hers? Yes, it’s her bag

  f. Compound words Compound words are formed by combining two or more words into one unit with a perceptible meaning. The two word words can be as follows :

  1) N + N — classroom 2) Adj + N —* green house 3) Prep + prep — upon, into

  20

  anting-anting

  Compound words which are written as one word, ordinarily take the /-s/ or /-es/ ending in the plural, for examples : Brother-in-law .............. brothers-in-law

  grasshopper grass hopper belalang Each of the words above consists of two parts. These two parts make-up one meaningful unit. Compound words are sometimes written as one word (basketball, cowboy), as separate words (day labourer, filing cabinet, walking stick) and sometimes hyphenated (cigarette- case, egg-cup, clothes-basket).

  bunga matahari

  sunflower sun flower

  kaca mata

  eyeglass eye glass

  pigtail P>8 tail rambut kucir earring ear ring

  4) V +■ prep — takeover, puton 5) N + V —1 sunbathe, earthquake

  jalan sempit

  catwalk cat walk

  bangunan dari kaca untuk tumbuh-tumbuhan

  greenhouse green house

  api unggun

  Part I Part 11 Meaning campfire camp fire

  Study the following diagram Words

  Passer-by........................ passers-by Commander-in-chief.....commanders-in-chief

  21

  g. B lends Blending is the fusion of two words into one, usually the first part of one word with the last part of another, so that the resultant blend consists of both of original meaning. People certainly familiar with the words motor and hotel and also familiar with the words breakfast and lunch. In English there are various ways to form new words. One of the ways is by lending two original words, that is : Motor + hotel................. motel Breakfast + lunch .......... brunch

  Thus, motel is used to mean a hotel for motorist and brunch is used to mean a meal taken instead of both breakfast and lunch.

  There is no exact rule in forming a blend Radio + telegram ........ ...... radiogram Smoke + fog ............... ......smog

  Cheese + hamburger .... ...... cheeseburger Biological + mechanic.. ......bionic

  European + A sian....... ...... Eurasian

  h. Clipped forms Cliping is a process in which a word is formed by shortening a langer one. Clipper occurs when the longer word has very common use and form result because it is simpler and as easily understood. Clipped for are usually more their way into standard usage in English. For examples.

  1) Zoo (zoology) 2) Vet (veterant) 3) Pant (pantomim) 4) Dorm (dormant) 5) Auto (autograph)

  6) Photo (photograph) 7) Bike (bicycle) 8) Tend (tender)

  9) Vocab (vocabulary) 10) Lab (laboratory)

  Clipped forms can be made plural by adding the plural marker- s. For examples : M ag................. mags Photo................photos

  Clipping occur when longer words have very common use and their shorter forms become simpler and easily understood. Generally, clipped forms are used more often in an informal speech, i. Coining

  The rarest source of new words is coining, entirely original creation, utilizing neither words from another language nor morphemes and word already in use in English. Coineges or root creation of writers, inventors, scientists and others who are in need of a term to express a given meaning or to name an item or product. For examples :

  22

  23

  1) K odak 2) Nylon 3) Toyota 4) Kleenex 5) Tipp-ex j. Acronyms

  Acronyms are the result of forming a word from the first letter or letters of each word in a phrase. Whenever possible, acronyms are pronounced as ordinary words such as NASA (National Aeronautics and Space Administration) or YMCA (Young Men Christian Association).

  Acronyms often name political, industrial, and social organizations for the are colourful and easily remembered short cut words. Some are humorous and catchy such as ACCEPT (adult child Caring for Elderly Parent), CARE (Cooperative for American Remittance to Everywhere), and WOMAN (World Organization of Mothers of All Nations).

  Most acronyms are transitory or temporary lexical items, going out of use quickly as do the organizations or situations that they describe. Yet a few number of acronyms have become permanent entries in the lexicon of English, such as : scuba (self-contained underwater breathing apparatus), radar (radio detecting and ranging) or laser (light aplification by stimulated omission of readiation).

  24

  k. Multiple meaning Most English word that use everyday have several different meanings or have more than one meaning. These words are called words with multiple meanings. People can identify the meanings of such a word only if it is used in context. Word with multiple meaning of such a word only if it is used in context. People should know some familiar English words with various meanings in order to avoid misunderstanding when involved in both oral and written communication people have less number of English words with only one meaning for each.

  Study the following pairs : Column A Column B Can opener Spring

  Violin Mark Dentist Nice Kilometer Good Kilogram Air Post-office Round Algebra Rare

  Writer can be sure that in column A each word has normally one meaning only. A can opener is a household which a house wire usually keeps at home (in the kitchen) to open a can. A violin is a

  25

  fourstringed musical instrument played with a bow. Idris Sardi plays it very beautifully. When you have a toothche you should go to the dentist, and not to the veterinarian. You can add more words with only one meaning in column A with the of your dictionary.

  The words in column B on the other hand, are still ambiguous in terms of meaning. The meaning of each word in column B will be decided by the context in which it is used. Take the word “spring” for example:

  1) I like spring better than summer, (musim semi) 2) There are sulphuric hot spring around here, (mata air) 3) My watch doesn’t work. I am afraid its spring is broken, (per)

  4) They always spring to their feet when they hear the bell for dinner, (melompat)

  It is necessary to have words with one meaning each. This is a great advantage in business and science because there is no chance of misunderstanding. When the doctor asks for a thermometer, the nurse will not give him a stethoscope. However, can you imagine if each word in English has only one meaning? There will be a great many millions of words so that you will have problems to memorize them. In fact person extend the meanings of old words to cover new events or ideas or inventions for the sake of easiness to remember. In other words, since something new is happening all the time, old words are

  26 constantly acquiring new meanings. Sometimes person invent new words.

  Inventing new words, however, is not always easy. It is sometimes even simpler to use words already know. Thus, have multiple meanings of many English words. The advantage of having several meanings for a word is that can get along with fewer words.

  Person can also extend a common idea to something new, people can tie their experiences together and more easily make sense of them. For example, from the words have already know such a eye, neck, foot can guess the meaning of the eye of the needle, the bottleneck, and the foot of a mountain. But there are two advantages of words having multiple meanings. First, a word loses meaning when it is used name a great many things (nice for example). Second, as a listener or reader have to stop and figure out which meaning of a word is intended.

  1. Synonyms A synonyms are a word having the same or nearly the same meaning as another word in the same language. In its passive communication, when person just to what other person is speaking or when person read what their have written, person are required to have more vocabulary power. For this reason, people will be studying synonyms. To know synonyms of certain words is quite important because writers of English are taught to synonyms to avoid beredom in the part of thereaders. If person know synonyms of frequently used

  27 w ords, its marvellous, they want not have to open their dictionary too often when reading English texts or novels.

  Study the following English synonyms below :

  A. Sadness : unhappiness Appearance : look Bargain : agreement Chance : possibility Disturbance : confusion

  B. Admit : confess Bind : tie Classify : arrange Declare

  : state Gain : win

  C. Sad : unhappy

  Anxious : worried Comfortable : pleasant Confidential : secret Curious

  : strange

  D. Sadly : unhappily Absolutely

  : untirely Altogether : completely Decidedly

  : certainly Gratefully

  : thankfully

  28 In column A have five nouns with their synonyms. In column B

  have five verbs with their synonyms. In column C have five adjectives also with their synonyms. Finally in the last column have five examples of adverbs with their synonyms.

  From those examples above person know that the synonym of a noun must also be a nun, the synonym of a verb must also be a verb and so on. Look at the following synonym below :

  Sad = unhappy (both are adjectives) Sadness = unhappiness (both are nuns) Sadly = unhappily (both are adverb

  It is really difficult to find two or more words having exactly the same meanings in English. Even if you do, these words with usually have different emphasis, suggestion, or usage. Look at the following synonyms below :

  A. Rich, wealthy, opulent, moneyed, affluent, well-to-do, well off B. Big, large, tremendous, enormous, great, huge, immense, titanic, vast, gigantic, monstrous

  At a first glance the adjectives in A or in B above may seem to different very little in meaning, but a moment of thought will show you that no two of the synonyms there in have precisely the some connotation. It is obvious, for example, that a man who is opulent is much wealthier than a man who is well off. Like wise, an acorn (seed

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  or fruit of the oak) may be big or large but hardly ever titanic. And a book may be huge but hardly vast. A human eye may be large but, excepting in the head of a mythical giant, say Cyclops, scarcely monstrous.

  Writers of English are taught to use synonyms. Repeating the same word too often bores the readers. When you see a new word in your reading, therefore, do not look it up immediately in the dictionary. The writer may use the idea again but with a synonym that you already know. Synonyms give the language interest and colour. They help readers increase their vocabulary. To collect lists of synonyms and to distinguish their meaning (emphasis, suggestion, usage) is one effective way to enlarge your vocabularies, m. Antonyms

  Antonyms are just the opposite of a synonym, namely an antony is a word expressing an idea directly opposite to that of another word in the same language.

  A. Sadness x happiness Saint x sinner

  Birth x death Cowardice x bravery

  B. Come Arrive

  x &

  go

  x depart Sell x buy

  30 L ive x die

  x

  x

  refusal (both nouns) succeed x fail (both verbs) sad

  x

  failure (both nouns) acceptance

  x

  Intentionally x accidentally In A, B, C and D you have four nouns, five verbs, five adjectives, and five verbs respectively each with its own antonym. Just like synonyms, antonyms should be related with the word of the same part of speech. For examples : sadness x happiness (both nouns) success

  x impolitely

  unsuccessfully Politely

  unsuitably Successfully

  Accept x refuse Sad x happy

  x

  Conveniently

  x happily

  simple Curious x uninterested Sadly

  x

  Complicated

  natural Short x tall

  x

  Artificial

  happy (both adjectives) hopeful x hopeless (both adjectives)

  31 sa dly x happily (both adverbs) hopefully x hopelessly (both adverbs)

  Sometimes it is easy to find out the exact antonym of a word such as : sad x happy, friend x enemy, good x bad, active x inactive.

  However, it is often rather difficult to find out the exact antonym of a word. The words ‘small’ and ‘tiny’ are synonymous, so are the words ‘large’, and ‘enermous’. Nevertheless it is not quite accurate to say that ‘small is the antonym o f ‘huge’ or ‘enermous’. Likewise it not accurate to say that ‘tiny’ is the antonym of ‘large’. The fact is that the more accurate antonym of the word ‘small’ is ‘large’ and the word ‘tiny’ has ‘huge’ or ‘enermous’ as its antonym.

  Like synonyms, antonyms will help you increase your vocabulary power. Yet not all words possess antonyms. There are no antonyms for words such as sorcerer, lawyer, advice, weird favourite, exquisite, as founding, negotiate, drench, boot, and spell.

C. The Kinds of Vocabulary

  You may think of yourself as having one vocabulary, but you actually have two vocabularies : a receptive vocabulary and on expressive vocabulary.