THE STUDY OF THE FORMATION OF WORDS WITH THE SUFFIX –ESE AND -(I)AN

  THE STUDY OF THE FORMATION OF WORDS WITH THE SUFFIX –ESE AND -(I)AN AN UNDERGRADUATE THESIS Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters

  By

ALFINA PRAMITASARI

  Student Number: 024214101

ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS SANATA DHARMA UNIVERSITY

  A Sarjana Sastra Undergraduate Thesis THE STUDY OF THE FORMATION OF WORDS WITH THE SUFFIX –ESE AND -(I)AN

  By

ALFINA PRAMITASARI

  Student Number : 024214101 Approved by

Dr.Fr.B. Alip, M.Pd., M.A. May 22, 2009

Advisor

J. Harris Hermansyah S., S.S.,M.Hum May 22, 2009

Co-advisor

  

A Sarjana Sastra Undergraduate Thesis

THE STUDY OF THE FORMATION OF WORDS

WITH THE SUFFIX –ESE AND -(I)AN

  

By

ALFINA PRAMITASARI

  

Student Number: 024214101

Defended before the Board of Examiners

On June 24, 2009

And Declared Acceptable

  

BOARD OF EXAMINERS

Name Signature

  Chairman : Dr.Fr.B. Alip, M.Pd., M.A Secretary : Drs. Hirmawan W., M.Hum Member : Dra. B. Ria Lestari M.S. Member : Dr.Fr.B. Alip, M.Pd., M.A Member : J. H. Hermansyah S., S.S.,M.Hum

  Yogyakarta, June 30, 2009 Faculty of Letters Sanata Dharma University Dean What a friend we have in Jesus, All our sins and griefs to bear. What a Privilege to carry Everything to God in prayer. O what peace we often forfeit, O what needless pain we bear, All because we do not carry Everything to God in prayer We have trials and temptations? Is there trouble anywhere? We should never be discouraged! Take it to the Lord in prayer! Can we find a friend so faithful, Who will all our sorrows share?

  Jesus knows our every weakness Take it to the Lord in prayer. Are we weak and heavy laden, Cumbered with a load of care? Precious Saviour, still our refuge Take it to the Lord in prayer. Do thy friend despise, forsake thee? Take it to the Lord in prayer. In his arms He’ll take and shield thee, Thou wilt find a solace there.

  

(Written by Joseph M. Scriven, cited in Andar Ismail: Selamat Pagi, Tuhan!. Jakarta: PT BPK Gunung Mulia, 2005) faith hope Charity

  I dedicate this thesis to My beloved father My lovely mother

& My best supporters (Adit and Nhanha)

  

ACKNOWLEDGEMENTS

  First of all, my thanks are due to my savior, Jesus Christ who blesses me with so much love and hope: I am really grateful for everything you have done in my life.

  I owe a debt of gratitude to my advisor, Dr. Francis Borgias Alip, M.

  

Pd., M.A., who kindly spared his time and knowledge to help me and guide me

  during the thesis writing. I also owe a debt of gratitude to J. Harris Hermansyah

  

S., S.S., M.Hum, co-advisor of my thesis. Thank you for your time and guidance

  to help me finish my thesis. I am really grateful for the knowledge that I have got from all of the lectures of English Letters Department, for the help from all of the staff of the English Letters Department and for all of facilities I have received from the staff of Sanata Dharma Library.

  My deep thanks go to my father, who teaches me with so many lessons about life that I would not forget in my lifetime; thank you so much for your patience, cares and (of course) love that I would not get from others, and to my mother who has opened my eyes widely about life; thank you for every word you have in your prayer for me (I really appreciate it so much). For my best supporters, Adit and Nhanha, thank you so much for your time, support and patience. My deep gratitude also goes to all the members of the Mangun Suwarnos and Margonos, who have helped me during my study. Thank you so

  I would like to express my thank to all of my friends; all of my friends in English Letters 2002 (Ct, Lia, Mbak Diah, Nana, Nunung, Sigid, Yacinta, Mita, Marcel, Tina, all of the members of the Matchmaker and many others; thank you so much for all of the colors you have painted in my world), all of my friends in Yogya (Mrs. Titi and family), Narlim, Ganjar’s House, Samen, Srikandi, Kalasan, and Lingua International (Thank you so much for all the experience you have shared with me.), all of my friends in my home town (Endah widi, Asih, Andri, Dini, Tody and many others), and all of my cute little friends in Kayuwalang, Wiladeg.

  Last but not least my thanks go to friends, relatives, and people around me who have helped me finish the graduating paper.

  Alfina Pramitasari

  

TABLE OF CONTENT

TITLE PAGE …………..………………………………………………….

  i

  

APPROVAL PAGE ………………………………………………………. ii

ACCEPTENCE PAGE …………………………………………………… iii

MOTTO PAGE …………………………………………………………… iv

DEDICATION PAGE ……………………………………………………. v

ACKNOWLEDGEMENTS……………………………………………….

  vi

  

TABLE OF CONTENT.......……………………………………………… viii

LIST OF TABLES………………………………………………………… x

LIST OF FIGURES……………………………………………………….. xii

ABSTRACT………………………………………………………………… xiii

ABSTRAK ………………………………………………………………….

  xv

CHAPTER I INTRODUCTION …………………………………………

  1 B. Problem Formulation………………………………………………..

  18

  4. Theories of Suffix –ese and –(i)an………………………………

  15

  a. Suffix –ese …………………………………………………

  16 b. Suffix –(i)an………………………………………………….

  16 5. Morphophonemic Process/Changes……………………………..

  17

  a. Assimilation …………………………………………………

  b. Dissimilation …………………………………………………

  b. Closed system Item…………………………………………

  20 c. Segment addition or epenthesis……………………………..

  21

  d. Segment Weakening and deletion……………………………

  21 e. Movement …………………………………………………..

  22

  f. Stress movement/shift………………………………………

  22

  15

  12

  3 C. Objective Study……………………………………………………..

  b. The Relation of Word Formation and Grammar……………

  3 D. Definition Term……………………………………………………..

  3 CHAPTER II THEORETICAL REVIEW………………………………

  5 A. Review of Related Theories………………………………………...

  5 1. Word and Words Formation…………………………………….

  5

  a. Morphology…………………………………………………

  5

  6

  a. Open-class Words……………………………………………

  2. Internal Structure of Word………………………………………

  7 a. Morpheme…………………………………………………...

  7 b. Base………………………………………………………….

  9

  c. Affixation ……………………………………………………

  1 A. Background of the Study……………………………………………

  3. Word Classes……………………………………………………

  11

  10

CHAPTER III METHODOLOGY………………………………………

  26 A. Object of the Study…………………………………………………

  26 B. Data Collection……………………………………………………...

  27 C. Data Analysis………………………………………………………..

  27 CHAPTER IV ANALYSIS………………………………………………..

  29 A. Suffix –ese……………………………………………………………

  30 1. The Class of Words Receiving Suffix –ese……………………..

  31

  2. The Meaning Produced by the Suffix –ese………………………

  32

  a. Noun Meaning………………………………………………

  33

  b. Adjective Meaning…………………………………………

  35

  3. The Morphophonemic Changes…………………………………

  35 a. Stress Shift…………………………………………………..

  36 b. Segment Weakening and Deletion…………………………..

  38 c. Vowel Change……………………………………………….

  39 B. Suffix –(i)an …………………………………………………………

  39

  1. The Class of Words Receiving Suffix –(i)an……………………

  39 a. Nouns………………………………………………………..

  40

  b. Adjectives……………………………………………………

  51

  c. Polimorphemic Words………………………………………

  52

  2. The Meaning Produced by the Suffix –(i)an……………………

  54 a. Noun Meanings……………………………………………...

  54

  b. Adjective Meanings…………………………………………

  60

  3. The Morphophonemic Changes…………………………………

  61 a. Stress Shift…………………………………………………..

  61

  b. Segment Weakening and deletion……………………………

  61 c. Vowel Change……………………………………………….

  62

  d. Assimilation…………………………………………………

  63 e. Segment addition…………………………………………….

  63

  f. Dissimilation…………………………………………………

  64 CHAPTER V CONCLUSION ……………………………………………

  65 BIBLIOGRAPHY …………………………………………………………

  67 APPENDIX…………………………………………………………………

  69

  LIST OF TABLES Table 1: Suffix –ese ……………………………………………………..

  16 Table 2: Suffix –(i)an ……………………………………………………..

  17 Table 3: Nasalization in Portuguese and French ………………………….

  19 Table 4: Table stem of words with suffix –ese ………………………….

  31 Table 5: The biographical names as stem words ………………………….

  41 Table 6: City/port/principality/province/region/state/district names as stem words..……………………………………………. 42 Table 7: Country/ancient country names as stem words…………………… 42 Table 8: Island names as stem words………………………………………. 43 Table 9: Mountain names as stem words…………………………………... 43 Table 10: River names as stem words……………………………………… 43 Table 11: Continent names as stem words…………………………………. 44 Table 12: Desert names as stem words…………………………………….. 44 Table 13: Peninsula names as stem words…………………………………. 44 Table 14: Rock shelter/cave names as stem words………………………… 44 Table 15: Straight names as stem words…………………………………… 45 Table 16: Animal species/group/class/subclass names as stem words…….. 46 Table 17: Legendary settlers of certain place’s name as stem words……… 46 Table 18: Flower names as stem words……………………………………. 47 Table 19: Contest/game names as stem words……………………………..

  47 Table 20: Era/times names as stem words…………………………………. 47 Table 21: Group of people/organization names as stem words…………….

  48 Table 22: Planet names as stem words……………………………………..

  48 Table 23: Zodiac names as stem words…………………………………….

  48 Table 24: Service club names………………………………………………

  48 Table 25: Religious order names as stem words……………………………. 49 Table 26: Dynasty names as stem words…………………………………… 49 Table 27: Method names as stem words……………………………………. 49 Table 28: Generic nouns as stem words……………………………………. 51 Table 29: Adjective words as stem…………………………………………. 52 Table 30: The examples of words mean a native or inhabitant or descendant or citizen or resident of certain place…………….. 54 Table 31: The examples of words mean languages of certain people……… 55 Table 32: The examples of words mean specialist on something or person professionally trained in something……………………… 55 Table 33: The examples of words mean members of certain animal /species/group/genus/class or subclass…………………..

  56 Table 35: The examples of words mean followers or promoters or supporter or believer or adherents of something or someone………………………………………………………….. 57

  Table 36: The examples of words mean person who lived in certain period of time……………………………………………. 58 Table 37: The examples of words means a student or former student of certain school…………………………………………. 58 Table 38: The example of word means a kind of typeface…………………. 59 Table 39: Other meanings of words with –(i)an…………………………… 60 Table 40: The examples of words having adjective meaning………………. 60 Table 41: The example of words with stress shift………………………….. 61 Table 42: The examples of words with vowel deletion…………………….. 61 Table 43: The examples of words with consonant deletion………………… 62 Table 44: The examples of words with vowel weakening………………….. 62 Table 45: The examples of words with vowel change……………………… 62 Table 46: The examples of words with assimilation……………………….. 63 Table 47: The examples of words with consonant addition………………... 63 Table 48: The examples of words with vowel addition…………………….. 64 Table 49: The examples of words with dissimilation ……………………… 64

  LIST OF FIGURES

  Figure 1: The tree diagram of the word irreplaceable …………………….. 8 Figure 2: The tree diagram of words player, boys and unhappiness……….. 10 Figure 3: Types of noun……………………………………………………. 12 Figure 4: Palatalization/affrication induced by front vowels and [j]……….. 19

  

ABSTRACT

  Alfina Pramitasari (2009). The Study of the Formation of Words with Suffix –

  

ese and –(i)an. Yogyakarta: Department of English Letters, Faculty of Letters,

Sanata Dharma University.

  Word formation is a way of forming new words from old ones. In word formation, words that already exist in English can be combined with other words or morphemes to create new words that are different from the old one. The study of the word formation helps us to recognize the grammatical class of a word by its structure and teach us that there is flexibility in the application of the grammar rules. Unfortunately the scope of word formation is very wide. Therefore, the thesis writer has limited the scope only about words formation in the affixation with suffix –ese and –(i)an.

  The purpose of this thesis is to analyze the word classes of words that receive suffix–ese and –(i)an, the meanings that are produced by the suffix –ese and –(i)an, and morphophonemic process/changes occur in the affixation process of words with suffix –ese and –(i)an.

  In analyzing the words with suffix –ese and –(i)an the writer collects words with those suffix from some dictionaries such as Longman Dictionary of

  

Contemporary English (2006), Merriam-Webster’s Collegiate Dictionary (2003)

  and Oxford Advanced Learner’s Dictionary (1995). This action was taken to collect as many as possible words with suffix –ese and -(i)an. After the words are collected, the writer restricted the numbers of the data only 20 % of the all words, with 14 words with –ese and 237 words with –(i)an) as the result.

  The research would be done in three steps, which were the organization of the stem, the organization of the meanings produced when a word receive suffix –

  

ese and -(i)an, and the identification of morphophonemic process occurred when a

  word receives suffix –ese and -(i)an. At first the writer classified the stem. Then the writer compared the meaning before receiving suffix –ese and -(i)an and after receiving suffix –ese and -(i)an in order to get the information about the new meaning which is produced by the affixation process using suffix –ese and -(i)an. The last, the writer had to compare between the phonetic transcription of the stem and the phonetic transcription of the new words (stem that receiving those two suffixes) to get the morphophonemic process inside the internal structure of the words.

  From the analysis for suffix –ese, it is found out that the word classes of the words (stem words) are nouns and adjective. The meaning that are produced by suffix –ese are classified into two groups of meaning, noun meaning and adjective meaning. The morphophonemic process or changes that happened in the internal structure of the words when they receive the suffix –ese can be stress shift, segment deletion, and vowel change.

  For suffix –(i)an, the word class of the words (stem words) that receive the suffix –(i)an can be nouns words and adjectives. The noun stems has three groups of stem which are proper nouns, generic nouns (nouns ending in –ic/-ics) and common nouns. The meanings that are produced when certain words receive suffix –(i)an are classified into two groups of meanings which are noun meanings and adjective meanings. The noun meanings vary in more specific meanings. The morphophonemic processes or changes in the internal structure of words with suffix –(i)an are stress shift, segment weakening and deletion, vowel change, assimilation, segment addition, and dissimilation.

  

ABSTRAK

  Alfina Pramitasari (2009). The Study of the Formation of Words with Suffix –

  

ese and –(i)an. Yogyakarta: Program Studi Sastra Inggris, Fakultas Sastra,

Universitas Sanata Dharma.

  Formasi kata merupakan sebuah cara untuk membentuk kata-kata baru dari kata-kata lama atau kata-kata yang sudah ada. Dalam formasi kata, kata-kata yang sudah ada dalam bahasa Inggris bisa dikombinasikan dengan kata lain atau morfem lain untuk membentuk kata baru yang berbeda dengan kata sebelumnya. Study tentang formasi kata membantu kita untuk mengenali kelas-kelas grammatikal sebuah kata melalui struktur yang dimilikinya dan mengajari kita bahwa terdapat keluwesan dalam pengaplikasian aturan-aturan grammar. Sangat disayangkan, pembahasan tentang formasi kata sangatlah luas. Oleh karena itu penulis skripsi membatasi skope bahasan hanya tentang formasi kata yang terjadi pada affiksasi dengan menggunakan suffik –ese and –(i)an.

  Adapun tujuan dari skripsi ini adalah untuk menganalisa kelas-kelas kata dari kata yang menerima suffik –ese dan suffik –(i)an, makna yang dihasilkan oleh suffik –ese dan suffik –(i)an, dan proses-proses/perubahan-perubahan morphophonemic yang terjadi di dalam proses affiksasi dengan menggunakan suffik–ese dan suffik –(i)an.

  Dalam menganalisa kata-kata dengan sufik –ese dan suffik –(i)an, penulis mengkoleksi kata-kata dengan suffik tersebut dari beberapa kamus, seperti

  

Longman Dictionary of Contemporary English (2006), Merriam-Webster’s

Collegiate Dictionary (2003) and Oxford Advanced Learner’s Dictionary (1995).

  Hal ini dilakukan untuk mengkoleksi sebanyak mungkin kata-kata dengan suffik –

  

ese and –(i)an. Setelah kata-kata sudah terkoleksi, penulis membatasai jumlah

  data hanya 20 % dari semua kata-kata yang menghasilkan 14 kata dengan sufiks – ese dan 237 kata dengan sufiks –(i)an.

  Penelitian dilakukan dalam tiga langkah yaitu pengelompokan kata dasar, pengelompokan makna yang muncul ketika sebuah kata menerima suffik –ese and

• –(i)an , dan pengidentifikasian proses-proses morphophonemics ketika sebuah kata

  menerima suffik –ese and –(i)an. Langkah pertama, penulis mengklasifikasikan kata dasarnya. Kemudian, penulis membandingkan makna sebelum menerima suffik –ese and –(i)an dan setelah menerima suffik –ese and –(i)an. Terakhir, penulis harus membandingkan diantara transkripsi fonetic dari kata dasar dan transcripsi fonetik dari kata-kata baru (kata dasar yang menerima ketiga suffix tersebut) untuk mendapatkan proses-proses morphophonemic didalam struktur internal kata-kata tersebut.

  Dari analisis suffik –ese diketemukan bahwa kelas-kelas kata (kata dasar) dari kata dengan –ese adalah kata benda dan kata sifat. Makna yang dihasilkan oleh suffik –ese diklasifikasikan menjadi dua kelompok makna, yaitu makna kata

  Untuk suffix –(i)an, kelas kata dari kata (kata dasar) yang menerima suffik

• –(i)an dapat berupa kata benda dan kata sifat. Kata dasar yang berupa kata benda

  memiliki tiga kelompok kata dasar seperti proper noun, kata benda generic (kata benda yang berakhiran –ic atu -ics) dan kata benda umum. Makna yang dihasilkan ketika kata-kata tertentu menerima suffik –(i)an diklasifikasikan dalam dua kelompok makna yaitu makna-makna kata benda dan makna-makna kata sifat. Proses atau perubahan morphophonemik yang terjadi di struktur internal dari kata- kata dengan suffik –(i)an antara lain pergeseran tekanan, pelemahan dan penghilangan segmen, perubahan vowel, assimilasi, penambahan segmen dan dissimilasi.

CHAPTER I INTRODUCTION A. Background of the Study Baugh and Cable say that the importance of the English language is very

  great (1978). This language is spoken by more than 340 million people as a first language in the United Kingdom, the United States and the former British Empire; it is the largest language in the occidental languages (Baugh and Cable, 1978:3). From what Baugh and Cable said we know that English is spoken in developed countries like United Kingdom and United States, countries where the technology and the culture are well developed. It means that the need for people from developing countries like our country Indonesia to study about the English language is greater and greater nowadays, because much information about technology is needed to develop a better future. The opportunities to speak with many people from other countries to share information also become the reason why people like to learn and use the English language.

  We already know that there are many words in English vocabulary. And in English there are many ways or process to create words. The chief processes of English processes, which are called the major word-formation process, by which the base may be modified, are: affixation, conversion, and compounding (Quirk et al, 1972: 978).

  2 language called morphemes, which consist of two kinds: bound and free morphemes. In here the position of the free morpheme is as the stem or base. And affixes stand as the bound morpheme in the internal structure of a word that have to be attached to one or more free morpheme to be meaningful.

  There are many affixes in English. As a consideration, an English affix has two kinds of type (Quirk et al, 1972: 978). The first is called prefixes, affixes which are added to the base, with or without a change of word-class. The second one is suffixes, affixes which are added to the base.

  In this thesis the writer is concerned with the suffixes in English, especially those suffixes added to noun or adjective stems to produce nouns and adjectives.

  The study of the suffixes is expected to give deeper understanding about the base for each word that goes with these suffixes and the meaning of each word also.

  The writer also tries to find morphophonemic processes that occur in the process of the attachment of these suffixes, which added to nouns/adjectives.

  The information about the suffix –ese, -(i)an and -ite are taken from many sources. It states that those suffixes are suffixes which are added to nouns/adjectives to form nouns/adjectives. Furthermore, the three suffixes are added names or proper nouns to form personal nouns (Quirk et al 996-997).

  3

  B. Problem Formulation:

  The writer has formulated three problems that will be used to explain about suffix –ese and -(i)an. The problems that will be analyzed in this thesis are:

  1. What classes of words receive the suffix –ese and -(i)an?

  2. What meanings are produced by the suffix –ese and -(i)an?

  3. What morphophonemic processes occur in the affixation process of words with suffix –ese and -(i)an?

  C. Objective Study

  This thesis has three goals or objectives. The first goal is to find out each base of English words that goes with the two suffixes, suffix –ese and -(i)an. The second goal is to find out the meaning of suffix –ese and -(i)an. And the third goal is to find out the changes which happened when those suffixes are attached to the words, because there are many words in English which change after undergo affixation processes.

  D. Definition Term

  In studying the formation of words with the suffix –ese and -(i)an, it will be very useful to have a short explanation about some terms that will be said very often before we move on to the next chapter. The terms that we are going to discuss are word and suffix.

  There are many definitions about words; however Fromkin states a very short

  4 built up a building. We arrange the bricks to give the bricks a new form. It can be a house, a bridge, a gate, a school building, a church, a mosque or other. From 1, 2, 3, or hundreds or even thousands of bricks, which are very small, a bricklayer can arrange a bigger building. The same function happened with the function of words.

  

Word is a small meaningful unit that has to be arranged in order to form phrases or

  sentences that can be used by human to communicate with others. Aichitson gives more complete definitions about what is a word. A word can be seen as a lexical item, a syntactic unit, or a morphological unit. As a lexical item, a word is a unit of sounds that is related in some way to a unit of meaning. As a syntactic unit, a word is a unit of sound, which may occur in a certain syntactic environment. And the last, as a phonological unit, a word may have more than one phonological realization (Dwijatmoko, 2002: 9).

  The second term is Suffix. It is explained in the beginning that a Suffix is an affix that are attached after a root, a stem, or a base (Katamba, 1993:42). There are many suffixes used in English, and –ese and -(i)an are some example about it. A suffix is included into bound morpheme, a smallest meaningful unit or root that always occurs with some other word-building element attached to them, which is a free morpheme.

  5

CHAPTER II THEORETICAL REVIEW A. Review of Related Theories

1. Word and Words Formation

a. Morphology

  Talking about words, we have to study about morphology. This field of linguistics is very important in this research because it concerns with the words and words formation. From morphology we can get important insights into how language works, revealing the need for different categories of words, the presence of word- internal structure, and the existence of operations that create and modify words in various ways (O’Grady et all, 2005:112).

  In many researches about morphology, words become a very important thing to be discussed. It is because words are very important in a language, because they are used in human everyday conversation. They become the mean for human to communicate with others. Further research says that words are the smallest unit of language that people can understand if it is said or written on its own (Longman

  

Dictionary of Contemporary English , 2006). Aitchison gives some more complete

  definition about what is a word. He said that a word can be seen as a lexical item, a syntactic unit, or a morphological unit. As a lexical item, a word is a unit of sounds that is related in some way to a unit of meaning. Next is word as a syntactic unit, a

  6 realization (Dwijatmoko, 2002: 9). However, human system communication not only use a word alone but they used it in a group of words that contain two or more words to tell others about things, ideas, feelings and so on. Fromkin gives another definition of words to explain this. He states that words are meaningful units that can be combined to form phrases and sentences (2003: 25).

  The next thing to be discussed is about word formation or ways of forming new words from old ones. In here, words that already exist in English can be combined with other words or morphemes to create new words that are different from the old words. The example is the word user. The base or the root is the noun

  

use , meaning the action or fact of using something. This base can be combined with

  the suffix –er, meaning someone who does something or is doing something. This combination of a word and an affix form or produce word user, which have a new meaning: someone or something that uses a product, service etc. Longman

  

Dictionary of Contemporary English (2006) gives examples to explain about the

  usage of this new word, user, which are road users, a computer user, and library users .

b. The Relation of Word Formation and Grammar

  The relation of the word formation and grammar are important because in word formation we study about the rules by which words are constructed. This study helps us to recognize the grammatical class of a word by its structure and teach us that there is flexibility in the application of the grammatical rules (Quirk et al, 1972:

  7

2. Internal Structure of Word

  To analyze the internal structure of word we have to understand further about some theories in Morphology. These theories are about elements that construct or build what people called word. In order to get a deeper understanding about the internal structure we have to understand about morpheme, base, and affixation.

  Below are some theories from some linguist that will become the background knowledge about the elements that build a word.

a. Morpheme

  It should be recognized that a word is different from a morpheme. A morpheme is the smallest difference in the shape of a word that correlates with the smallest difference or sentence meaning or in grammatical structure (Katamba, 1994: 24). Moreover, Fromkin says that morpheme is the smallest word parts that cannot be divided into even smaller part (2003: 26). In fact that a morpheme is the smallest element, it means that it cannot be broken into the smaller one anymore because it would make the units meaningless. The short way to understand this is that in a word we can have one or more than one morphemes. Some morpheme can be a word but others cannot be a word.

  A word must be differentiated from a morpheme because sometimes a word consists of more than one morpheme in the process of the word formation. The example is redeclassify. This word consists of four morphemes; they are re-, de-,

  

class , and -ify. In analyzing the structure of the word irreplaceable, we can use a tree

  8

  V V Af Af

  V V Af Af

  V V N N Af Af re- re- de- de- class class -ify -ify

  Figure 1: The tree diagram of the word redeclassify (taken from An Introduction to English Morphology , page75).

i. Free Morpheme

  Free morphemes are morphemes that can occur by themselves in a large language unit. Sometimes a free morpheme is also called as a root. Katamba says that roots that are capable of standing independently are called free morphemes. Moreover, the definition of the root itself according to Katamba is the irreducible core of a word, with absolutely nothing else attached to it (Katamba, 1994: 41-42).

  The examples of free morpheme are: man, boy, book, table, love, pure, red, hot,

  

ready , and cute. Free morphemes can be from lexical words, they are nouns

  adjectives, verbs, preposition or adverbs. The examples are; man, book, tea, sweet,

  

cook, bet, very, aardvark, pain, walk. Such morphemes like that carry most of the

  semantic content of utterance. Other free morphemes also come from function words, which signal grammatical information or logical relationship in a sentence

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ii. Bound Morpheme

  Katamba said that bound morpheme is such a root that always occurs with some other word-building element attached to them (Katamba, 1993:42). These kinds of morphemes cannot stand as an independent unit. It needs help from other morphemes in order to make it become the meaningful unit. The examples of bound morphemes are; a-, ab-, un-, -ness, -ity, -ify, -less etc. From the examples, it shows that affixes are included into bound morpheme because it needs help from other morpheme which is free morpheme to be meaningful.

b. Base

  To study the definition of base, we need to study what are a root and a stem too. It is because those three words have similarities that can confuse the reader. The base is any unit whatsoever to which affixes of any kind can be added, and all roots are bases (Katamba; 1993:.45). The example is word boy. This word is called base when attached to an inflectional affix like suffix –s to perform boys. This word also can be a base when it is attached to a derivational affixes such as -ish to form the word boyish. Katamba in his book also explained that a root is the irreducible core of a word, with absolutely nothing else attached to it. According to Merriam Webster