A MORPHOLOGICAL STUDY OF THE ENGLISH DERIVATIONAL SUFFIXES {-ENCE} AND {-ANCE} AN UNDERGRADUATE THESIS

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A MORPHOLOGICAL STUDY OF THE ENGLISH
DERIVATIONAL SUFFIXES {-ENCE} AND {-ANCE}

AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements
for the Degree of Sarjana Sastra
in English Letters

By
SAMUEL KRISTIAN
Student Number: 104214027

ENGLISH LETTERS STUDY PROGRAM
DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2014

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A Sarjana Sastra Undergraduate Thesis

A MORPHOLOGICAL STUDY OF THE ENGLISH
DERIVATIONAL SUFFIXES {-ENCE} AND {-ANCE}

By

SAMUEL KRISTIAN
Student Number: 104214027

Approved by

Dr. B. Ria Lestari, M.S.

August 29, 2014

Advisor

Dr. Fr. B. Alip, M.Pd, M.A.
Co-Advisor

August 29, 2014

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A Sarjana Sastra Undergraduate Thesis

A MORPHOLOGICAL STUDY OF THE ENGLISH
DERIVATIONAL SUFFIXES {-ENCE} AND {-ANCE}
By
SAMUEL KRISTIAN
Student Number: 104214027

Defended before the Board of Examiners
on September 26th, 2014
and Declared Acceptable

BOARD OF EXAMINERS

Name

Signature

Chairperson

: Dr. F. X. Siswadi, M.A.

Secretary

: Dra. A. B. Sri Mulyani, M.A., Ph.D.

Member 1

: Anna Fitriati, S.Pd., M.Hum.

Member 2

: Dr. B. Ria Lestari, M.Sc.

Member 3

: Dr. Fr. B. Alip, M.Pd.,M.A.

Yogyakarta, September 30th, 2014
Faculty of Letters
Sanata Dharma University
Dean

Dr. F.X. Siswadi, M.A.
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STATEMENT OF ORIGINALITY

I certify that this undergraduate thesis contains no material which has been previously
submitted for the award of any other degree at any university, and that, to the best of
my knowledge, this undergraduate thesis contains no material previously written by
any other person except where due reference is made in the text of the undergraduate
thesis

Yogyakarta, August 29, 2014

Samuel Kristian

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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH

UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma
Nama
Nomor Mahasiswa

: Samuel Kristian
: 104214027

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul

A MORPHOLOGICAL STUDY OF THE ENGLISH
DERIVATIONAL SUFFIXES {-ENCE} AND {-ANCE}
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan
dalam bentuk media lain, mengelolalnya dalam bentuk pangkalan data,
mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain
untuk kepentingan akademis tanpa perlu meminta ijin kepada saya maupun
memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai

penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal 29 Agustus 2014

Yang menyatakan,

Samuel Kristian

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THE ONLY SECRET OF SUCCESS IS WALKING IN LINE WITH THE
WORD OF GOD, PRAYING, AND LISTENING TO THE HOLY SPIRIT

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For
My Wonderful Mother,
My Cheerful Sister,
My Inspirational Aunt,
and
My Gorgeous Girlfriend

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ACKNOWLEDGEMENTS

I realize that I am only a human that have limitation of strength and knowledge
but this thesis is also the best writing I have ever written so far. However, without
these people that always help me in the process of writing this thesis, this thesis will
not be finished as good as it is.
My greatest thanks go to Jesus Christ, my true savior, for giving me His
blessing, knowledge, and wisdom. Thanks for the strength You give me through the
hard time.
I would like to say my gratitude to Dr. B. Ria Lestari, M.S. for being my
advisor. Thank you for your patience and time for consultation that you have given
me during the process of writing my thesis. My gratitude also goes to Dr. Fr. B. Alip,
M.Pd, M.A. for being my co-advisor who has read my thesis and given me many
suggestions and corrections to make my writing better.

I would also like to thank my mother for being my strong mother and for
always supporting me through prayer all the time and especially during this thesis
writing process. I thank my sister, Mike Kristina, and my aunt as well for everything
you have given me that make who I am now.
The last but not least, I would like to thank my girlfriend, Rosalind, for
accompanying me in the last two and a half years. Thanks for your cheerfulness that
always brings me smile. Thanks for your support through everything that I do.
Samuel Kristian.
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TABLE OF CONTENTS

TITLE PAGE .....................................................................................................
APPROVAL PAGE ...........................................................................................
ACCEPTANCE PAGE ......................................................................................
STATEMENT OF ORIGINALITY ...................................................................
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH .......
MOTTO PAGE ..................................................................................................
DEDICATION PAGE ........................................................................................
ACKNOWLEDGEMENTS ...............................................................................
TABLE OF CONTENTS ...................................................................................
LIST OF TABLES .............................................................................................
ABSTRACT .......................................................................................................
ABSTRAK .........................................................................................................

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CHAPTER I: INTRODUCTION ...................................................................
A. Background of the Study..................................................................
B. Problem Formulation .......................................................................
C. Objectives of the Study ....................................................................
D. Definition of Terms ..........................................................................
CHAPTER II: REVIEW OF LITERATURE ...............................................
A. Review of Related Studies ...............................................................
1. Stem Characteristics Study ........................................................
2. Meaning and Allomorphs Study ................................................
B. Review of Related Theories .............................................................
1. Theory of Morpheme .................................................................
2. Theory of Derivational Affix .....................................................
3. Theory of Meaning.....................................................................
4. Theory of Allomorph .................................................................
5. Theory of Word Class ................................................................
6. Theory of Morphophonemic Process .........................................
C. Theoretical Framework ....................................................................
CHAPTER III: METHODOLOGY ...............................................................
A. Object of the Study...........................................................................
B. Approach of the Study .....................................................................
C. Method of the Study .........................................................................
1. Data Collection...........................................................................
2. Data Analysis .............................................................................
CHAPTER IV: ANALYSIS RESULTS AND DISCUSSIONS....................
A. Analysis of Word Class of the Stem Receiving the Suffixes {-ance}
and {-ence} .......................................................................................

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1. Stem of the Suffix {-ance} .........................................................
a. Adjective Stem .....................................................................
b. Verb Stem ............................................................................
2. Stem of the Suffix {-ence} .........................................................
a. Adjective Stem .....................................................................
b. Verb Stem ............................................................................
B. Analysis of the Meaning of the Suffixes {-ance} and {-ence}.............
1. Adjective Stem ...........................................................................
2. Verb Stem ..................................................................................
C. Morphophonemic Process in the Suffixes {-ance} and {-ence} .......
1. Morphophonemic Process of the Adjective Stems Ending
with/-ənt/ ....................................................................................
2. Morphophonemic Process of the Stem Ending with –ide ..........
3. Morphophonemic Process of the Stem Ending with –ur ...........
4. Morphophonemic Process of the Stem Ending with –er ...........
5. Morphophonemic Stem of Other Stems .....................................
CHAPTER V: CONCLUSION .......................................................................
BIBLIOGRAPHY ............................................................................................
APPENDICES ..................................................................................................

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LIST OF TABLES

Table 1. Frequency of Stems Based on the Word Class ....................................
Table 2. Occurrence of the Stems by Origin ......................................................
Table 3. General Meaning of the Suffix {-ance} and {-ence} in the Adjective
Stem ....................................................................................................
Table 4. Other Meaning of the Suffixes {-ance} and {-ence} in the Adjective
Stem ....................................................................................................
Table 5. General Meaning of the Suffixes {-ance} and {-ence} in the Verb
Stem ....................................................................................................
Table 6. Other Meaning of the Suffixes {-ance} and {-ence} in the Verb Stem
Table 7. Derivation of arrogance, absence, and diligence ...............................
Table 8. Derivation of coincidence, residence, and subsidence ........................
Table 9. Derivation of concurrence, occurrence, and recurrence .....................
Table 10. Derivation of infer ..............................................................................
Table 11. Derivation of preference and reference .............................................
Table 12. Derivation of enter and remember .....................................................
Table 13. Derivation of maintain .......................................................................
Table 14. Derivation of sustain ..........................................................................
Table 15. Derivation of reverence .....................................................................
Table 16. Percentage of Occurrence of the Suffixes {-ance} and {-ence} .........

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ABSTRACT

KRISTIAN, SAMUEL. A Morphological Study of the English Derivational
Suffixes {-ence} and {-ance}. Yogyakarta: Department of English Letters, Faculty of
Letters, Sanata Dharma University, 2014.
Language is one important thing for human to communicate with each other.
Humans should have knowledge of language in order to make communication
successful. However, language is developing each day. For English, there are many
processes that show its development. One of the commonest processes of English
development is affixation. Affixation is a process of attaching a prefix, suffix, or an
infix to the stem. To be specific, suffixation is the commonest among three.
This study discusses the English suffixes {-ence} and {-ance}. The
consideration of choosing the topic is because suffixation is the most productive
process of English vocabulary development and the suffixes {-ence} and {-ance} are
often used in many English words. The researcher created a problem formulation in
order to get deeper understanding of these suffixes: (1) What stems can be attached to
the suffixes {-ance} and {-ence}? (2) What meanings are brought by the suffixes
{-ance} and {-ence} after they are attached to the stem? and (3) What
morphophonemic processes are involved in the affixation of the suffixes {-ance} and
{-ence} and what is the allomorph?
The researcher uses Oxford Advanced Learner’s Dictionary as the main
source. The researcher collected all words in the dictionary that are attached to the
suffixes {-ance} and {-ence}. After collecting the data, there are 168 words that are
attached to these two suffixes that are used as the data. The researcher divides the
words based on their word class and examines its meaning. The phonetic
transcription of every word is also analyzed by the researcher to find the
morphophonemic process.
From the analysis, it is found that the suffixes {-ance} and {-ence} can be
attached to adjective and verb. Adjectives are the most dominant stem for the
suffixes. As derivational suffixes, they definitely give new meanings to the stem. The
suffixes {-ance} and {-ence} give meaning of ‘the state/fact of’ and ‘the act of’. There
are also several additional meanings that are found by the researcher. In the process
of suffixation, there are also some morphophonemic processes that take place such as
consonant deletion, vowel change, vowel reduction, and stress shift. From the
analysis it is concluded that the suffixes {-ance} and {-ence} are variants of spelling
since they are similarly pronounced and there is no specific rule to show that they are
allomorphs, although they share the same meanings.

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ABSTRAK
KRISTIAN, SAMUEL. A Morphological Study of the English Derivational
Suffixes {-ence} and {-ance}. Yogyakarta: Department of English Letters, Faculty of
Letters, Sanata Dharma University, 2014.
Bahasa adalah salah satu hal yang paling penting bagi manusia untuk
berkomunikasi dengan orang lain. Kita harus memiliki pengetahuan bahasa supaya
sebuah komunikasi dapat berjalan lancar. Namun, bahasa berkembang setiap hari.
Dalam Bahasa Inggris, terdapat beberapa proses yang menunjukkan perkembangan
tersebut. Salah satu perkembangan dalam Bahasa Inggris yang paling umum adalah
afiksasi. Afiksasi adalah sebuah proses penambahan imbuhan, baik awalan, akhiran,
atau sisipan ke kata dasar. Lebih spesifik, imbuhan akhiran adalah proses yang paling
umum dari tiga proses tersebut.
Penelitian ini membahas tentang akhiran {-ence} dan {-ance} dalam Bahasa
Inggris. Pemilihan topik diatas karena akhiran adalah proses yang paling sering
terjadi pada kata-kata Bahasa Inggris dan akhiran {-ence} dan {-ance} juga sering
digunakan dalam banyak kata Bahasa Inggris. Tiga pokok permasalah dirumuskan
dengan tujuan untuk mendapatkan pemahaman yang lebih dalam dari akhiran
tersebut: (1) Kata dasar apa saja yang dapat dilekatkan kepada akhiran {-ance} dan
{-ence}? (2) Apa makna yang dibawa oleh akhiran {-ance} dan {-ence} setelah
dilekatkan kepada kata dasar? (3) Proses morfofonemik apa yang terlibat dalam
proses imbuhan akhiran {-ance} dan {-ence} dan apa alomorfnya?
Kamus Oxford Advanced Learner’s Dictionary oleh Hornby digunakan
sebagai sumber utama. Semua kata-kata yang dilekatkan pada akhiran {-ance} dan
{-ence} dikumpulkan. Setelah mengumpulkan semua data, terdapat 168 kata yang
melekat pada kedua akhiran tersebut yang digunakan sebagai data. Kata-kata tersebut
dipisahkan menurut kelas kata yang dimiliki dan dianalisa maknanya. Bentuk fonetik
dari tiap kata dan kata dasarnya juga dikumpulkan untuk mengetahui proses
morfofonemik yang terjadi.
Dari hasil analisa, ditemukan bahwa akhiran {-ance} dan {-ence} dapat
dilekatkan pada kata-kata dari dua kelas kata yaitu kata sifat dan kata kerja. Kata sifat
adalah kata dasar yang paling dominan bagi suffix tersebut. Sebagai imbuhan
derivasi, kedua akhiran ini memberi makna baru bagi kata dasar yang dilekatkan.
Akhiran {-ance} dan {-ence} memberi makna ‘keadaan/fakta dari’ dan ‘tindakan’.
Ada beberapa makna tambahan yang juga ditemukan. Dalam proses pengimbuhan,
ada proses morfofonemik yang terjadi seperti penghapusan konsonan, perubahan
huruf vokal, pengurangan vokal dan perubahan penekanan kata. Dari hasil analisa
disimpulkan bahwa akhiran {-ance} dan {-ence} adalah variasi penulisan karena
keduanya mempunyai pengucapan yang sama dan tidak ada aturan yang spesifik yang
menunjukkan keduanya adalah alomorf, walaupun keduanya memiliki makna yang
sama.
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CHAPTER I
INTRODUCTION
A. Background of the Study
Language is an important means for humans to communicate with each other.
Without it, humans will face difficulties in delivering what they want to say. It means
that communication cannot work well and even it will not work without having
knowledge of language. However, language does not remain the same all time,
meaning that language is developing each day. Some words that exist now may not
exist in the past. English itself has also developed from Old English era until now,
modern English era. There are many processes that show the development of a
language. Some of English vocabulary development is clipping, back formation,
acronym, blending, word coining, etc.
In the practice of using English, one of the most common development
processes that can be found is affixation. Bauer, in his book Introducing Linguistic
Morphology said, “By far, the commonest way of building new words in the
languages of the world is by using affixes. The commonest type of affix by far is the
suffix.” (Bauer, 2003: 24). P.H. Matthews also stated “In English the commonest
processes are those of suffixation (Matthews, 1991: 131). Affixation is the process of
attaching an affix, whether it is a prefix, an infix, or a suffix, to a word. This process
will create some changes in the word that is attached by affix. Prefix is an affix that is
attached in front of the stem, e.g. prefix {re-} is attached to the stem „play‟ becomes

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„replay‟ while suffix is an affix that is attached at the end of the stem. For example,
the stem „teach‟ and suffix {-er} will create a new word that is „teacher‟.
Affixation will cause some changes in the stem that is attached to it, that is a
change in its word class or a change of meaning. These are known as inflectional and
derivational affixes. Robert Beard said,
Unlike inflectional morphology, which specifies the grammatical functions of
words in phrases without altering their meaning, derivational morphology or
word formation is so named because it usually results in the derivation of a
new word with new meaning.
(Spencer, Andrew and Arnold M.Zwicky, 1998: 44)
When an inflectional affix is attached to a word, it will not change the
meaning of the stem, while a derivational affix will always change the meaning of the
stem attached to it.
In this study, the researcher is focused on the process of suffixation and the
suffix that is chosen is derivational suffix {-ance} and {-ence}. The consideration in
choosing this topic is because suffixation is one commonest process that is used in
English and the suffixes {-ance} and {-ence} are also used in many English words.
Besides, the suffixes {-ance} and {-ence} as derivational suffixes will create new
meaning and change of part of speech that this study hopefully can give more
understanding about the characteristic and the use of these two suffixes.

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B. Problem Formulation
This problem formulation is created in order to get deeper understanding on
the chosen topic by the researcher:
1. What stems can be attached to the suffixes {-ance} and {-ence}?
2. What meanings are brought by the suffixes {-ance} and {-ence} after they
are attached to the stem?
3. What morphophonemic processes are involved in the affixation of the
suffixes {-ance} and {-ence} and what is the allomorph?

C. Objectives of the Study
From the problem formulation that is created by the researcher, there are
several objectives to achieve. This study is conducted to analyze the characteristics of
the stems that are able to be attached to the suffixes {-ance} and {-ence}. The domain
of the analysis is the word class or part of speech of the stem that can be attached to
the suffixes {-ance} and {-ence}. This will be useful since the suffixes {-ance} and
{-ence} are not always able to be attached to any English words from any word class.
The researcher believes that there will be some restrictions occurred in attaching
these two suffixes. In the end, the readers will be able to differentiate whether a word
can be attached to suffix {-ance} and {-ence} or not.
As a derivational suffix, suffix {-ance} and {-ence} does not always change
the part of speech but it will cause a change in meaning of the affected stem. The

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second objective that will be discussed by the researcher is to find out the meaning
that is brought by the suffixes {-ance} and {-ence} to the stems.
The third problem formulation is created in order to know the processes that
are involved in attaching the suffixes {-ance} and {-ence} to the stem. Some English
words will use suffix {-ance} while others will use suffix {-ence} in the process of
suffixation. The researcher wants to find out what morphophonemic processes that
are involved in the suffixation of the suffixes {-ance} and {ence} and to know its
allomorph. Moreover, some words will undergo some changes in this suffixation. For
example, the word “enter” will become “entrance” instead of enterance or enterence
when making nominalization. The researcher will also analyze the process of this
kind of process.

D. Definition of Terms
1. Definition of Morpheme
“The term morpheme is used to refer to the smallest, indivisible units of semantic
content or grammatical functions which words are made up of” (Katamba, 1993: 20).
The word indivisible means that it cannot be divided into separate parts. So, it can be
said that morpheme is the smallest linguistic unit that carries a meaning.
2. Definition of Derivational Suffix
Bauer stated, “A derivational affix is one which produces a new lexeme from a base.”
(Bauer, 2003: 14). When a derivational suffix is attached to a word, it will always

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give a new meaning to the stem attached to it but it does not always change its word
class. For example, the word „drive‟ which is a verb will become a noun if it is
attached to suffix {-er}, while the word „adventure‟, which is a noun, will remain a
noun after attached to suffix {-er}, becomes „adventurer‟
3. Definition of Stem
Stem is defined as “the base to which one or more affixes are attached to create a
more complex form that may be another stem or a word.” (Fromkin, Victoria, Robert
Rodman, and Nina Hyams, 2003: 595). Root is “the morpheme that remains when all
affixes are stripped from a complex word.” (Fromkin et al., 2003: 593).
4. Definition of Allomorph
Allomorphs are the “morphs which realize a particular morpheme and which are
conditioned (whether phonetically or lexically or grammatically). (Bauer, 2003:17).
In a simpler sentence, allomorph is the variation of a particular morpheme.
5. Definition of Word Class
“One of the classes to which words (more precisely, lexemes) are allocated on the
basis of their grammatical behavior, including noun (e.g. cat, disappointment), verb
(e.g. perform, come), adjective (e.g. green, sensitive), adverb (e.g. happily, well),
preposition (e.g. on, without), pronoun (e.g. she, us), determiner (e.g. this, our, the),
conjuction (e.g. and, if, because). (Carstairs, Andrew, McCarthy, 2002: 146)

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6. Definition of Morphophonemics
Morphophonemics is defined as “Rules that account for the realization of
phonologically conditioned allomorphs of morphemes.” (Katamba, 1993: 34).
Morphophonemics shows the changes in the phonemic transcription that happen to
the stem or root after they are attached to affix.

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CHAPTER II
REVIEW OF LITERATURE

In order to get deeper understanding in analyzing the chosen topic, the
researcher will review some studies that have been done by other researchers before.
The researcher tries to get other studies that have correlation to the topic that the
present researcher has chosen. Besides, the review of related theories will also be
given in this chapter. Some relevant theories will be reviewed and the present
researcher will apply it to the analysis of study.
A. Review of Related Studies
1. Review of Study of Stem Characteristics
The study that was conducted by R.S Kristian Guntur Prasetya focused on the
characteristic of the suffixes (-age) and (-ment). The previous researcher analyzed
when a word should be attached to the suffix (-age) and when it should be attached to
the suffix (-ment). The previous researcher found that most of stems that are attached
to the suffix (-age) were derived from Latin words, such as coin-coinage; frontfrontage; and parent-parentage. Besides, other data that has been collected also
showed that other origin of the stems can also be attached to suffix. They are from
Greek, such as hermit-hermitage; and orphan-orphanage. There are also stems which

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were from old English, like band-bandage and foot-footage. The last was the stem
which was derived from old Norway language such as bag-baggage.
The difference of this study from the study that was conducted by R.S
Kristian Guntur Prasetya lies on the data or object of the study. The present
researcher focuses on the suffixes {-ence} and {-ance} while the previous researcher
focused on the suffixes {-age} and {-ment}. The study done by previous researcher
analyzed the stem characteristic that can be attached to suffix that is being discussed.
This is similar with the study by the present researcher, thus it will help the present
researcher to have a background of scope of analysis.
2. Review of Study of Meaning and Allomorphs
This study was conducted by Puspita Maharani discussing about the meaning
and allomorphs of the suffix {-cy}. From the study, the researcher found that the
English suffix {-cy} was included into derivational suffix. From the analysis, the
researcher also found some meanings from the suffixation process of the suffix {-cy}.
Those are: quality, condition, state, or fact of being, and position, rank, and office.
There were also found several less common meaning which are: the act or process of,
people who are X, and movement in the manner of X. The second topic of this study
was the allomorphs of the suffix {-cy}. The researcher found the rule of the suffix
{-cy} allomorphs.

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They are vowel and schwa insertion, vowel and consonant deletion, vowel
and consonant change, vowel reduction, and stress shift. The scope of the study
conducted by Puspita Maharani was the meaning of allomorphs of the suffix {-cy}.
It is also similar with the topic that will be discussed by the present
researcher. The difference of this study from the previous researcher‟s study lies on
the suffix that is going to be analyzed. From the previous study, the present
researcher will get a clearer scope in analyzing the meaning and the allomorph of the
suffixes {-ance} and {-ence}.

B. Review of Related Theories
In this part, some theories which are going to be used in this study will be
reviewed. It is very useful to review some relevant theories in order to give clear
understanding in analyzing the topic of the study.
1. Theory of Morpheme
Oxford Advanced Learner’s Dictionary stated that morpheme is the smallest
unit of meaning that a word can be divided into. Merriam Webster Dictionary defines
morpheme as a distinctive collocation of phonemes (as the free form pin or the bound
form -s of pins) having no smaller meaningful parts. From the two definitions above,
it can be concluded that morpheme is the smallest unit that carries a meaning. The
word „smallest‟ means it cannot be divided further into any other part. Carstairs and
McCarthy gave two characteristic of a morpheme. First, it should be identifiable from

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one word to another. The second is that it contributes in some ways to the meaning of
the whole word. The two characteristics above are to allow the meaning of some
complex words to be predictable. They emphasized,
Another general point to be made about morphemes is that, although they are
the parts out of which words are composed, they do not have to be of any
particular length.
(Carstairs et al., 2002: 17)
Morphemes are categorized into two. Those are free morphemes and bound
morphemes. A free morpheme is a morpheme that can stand by itself. It means it does
not have to be attached to other morpheme. For example „teach‟ is a free morpheme
since it carries a lexical meaning and it does not have to be attached to other
morpheme to be meaningful. A bound morpheme is a morpheme that has to be
attached to other morpheme so that it can bring a meaning. For example, the suffix
„{-er}‟ is a bound morpheme since it does not have meaning if it stands alone
(without being attached to other morpheme).
Akmajian in his book, Linguistics: An Introduction to Language and
Communication gave a figure of morpheme:
MORPHEME

FREE

INDEPENDENT WORDS

BOUND

PREFIXES

SUFFIXES

Figure 1. A basic classification of morphemes
(Akmajian, Adrian, Richard A.Demers, and Robert M.Harnish, 1988: 58)

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There is also a less common process in English namely infix which a process
of attaching an affix in the middle of a word, such as in the word „speedometer‟. The
„o‟ in there is an infix.
2. Theory of Derivational Affix
In word formation, affixation is one of the most common processes that are
used by people. An affix itself is defined as “a morpheme which only occurs when
attached to some other morpheme.” (Katamba: 1993,44). It means that an affix is
always a bound morpheme. Szymanek defines affixation as ”the combination of a
bound (derivational or inflectional) morpheme with a stem or root.” (Szymanek,
1989: 62).
Affixes are categorized into two, which are inflectional and derivational.
Bauer said, “An inflectional affix is one which produces a new word-form of a
lexeme from a base. A derivational affix is one which produces a new lexeme from a
base.” The term inflectional has meaning that it does not change the word class of the
base. On the other hand, derivational will usually change the word class of the base.
Bauer gave three ways to tell whether a suffix is inflectional or derivational. First, a
derivational affix usually changes the part of speech (word class) of the base. Second,
an inflectional affix always has a regular meaning. The third, an inflectional affix is
able to be added to all members of one class. (Bauer, 2003: 14). A derivational affix
will always give a new meaning to the base. For example, the plural suffixes {-s} or
{-es} after a noun is an inflectional suffix since it does not change the meaning of the
stem. The word „student‟ which is attached to the suffix {-s} will become „students‟

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with the same meaning of the stem. It will just give information of plural noun. The
derivational affix, as stated above, will give a new meaning to the stem. For example,
the derivational suffix {-er} is attached to the verb „teach‟ will change the meaning of
the stem into „someone who teach‟. The derivational suffix {-er} changes the word
class and the meaning of the stem.
3. Theory of Meaning
Meaning is one of several fields to analyze in linguistic study. A
communication will succeed if the speakers understand the meaning of words,
phrases, and sentences that they say. The study of meaning is called semantics. ”The
study of the linguistic meaning of morphemes, words, phrases, and sentence is called
semantics.” (Fromkin et.al., 2003: 173). The basic way to know the meaning of a
word is by consulting the dictionary. There are 2 kinds of meanings that are
introduced by John Lyons, that are lexical meaning and grammatical meaning. As we
know that the lexical meaning is the meaning of a word that is found in the
dictionary. The grammatical meaning is “that part of the meaning of lexemes (and
other expressions) which derives from their being member of one category rather than
another” (Lyons, 1995: 73). He gave example that is the words „girl‟ and „girls‟ has
the same lexical meaning but different grammatical meaning since the first one is in
singular form while the other is in plural form. (Lyons, 1995: 52)

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4. Theory of Allomorph
An allomorph is one segment that is used in this study. An allomorph is said
as different morphs represent the same phoneme. The way to identify whether a
morphs is an allomorph of the same morpheme is if they are in complementary
distribution.
Morphs are said to be in complementary distribution if they represent the
same meaning or serve the same grammatical function and they are never
found in identical context. (Katamba, 1993:27)
Katamba explains that sometimes different morphs may represent the same
morpheme (Katamba, 1993: 25). He gave an example of the past tense of regular
verbs in English which is spelled –ed is realized in speech by /Id/, /d/ or /t/.
In analyzing the allomorphs of a morpheme, Katamba has elaborated four
conditions where allomorphs can take place. Those are phonologically conditioned,
grammatically conditioned, lexical conditioned, and suppletion. Phonological
conditioning occurs if the allomorph used to represent the morpheme in a particular
context is one whose phonological properties are similar to those of sounds found in a
neighboring allomorph of some other morpheme. For example, the article „a‟ has 2
allomorphs which are /ə/ which occur before a consonant sound and /ən/ which occur
before a vowel sound. Grammatical conditioning is when an allomorph depends on
the presence of a particular grammatical element. For example, the past tense form of
the verb „study’ is „studied‟. Lexical conditioning means the use of a particular
allomorph depends on the presence of a certain word. For example, the plural form of
noun ox is oxen, instead of oxes. This is what lexical conditioning means that the

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choice of allomorph –en depends on the presence of specific noun ox. Suppletion is
when allomorphs of a morpheme are not phonetically related. For example, good and
better represent the same lexeme good.

5. Theory of Word Class
Word class is usually called as part of speech. A suffix usually will affect the
word class of the base attached to it. There are two terms which are used to indicate
it. They are class-changing and class-maintaining. Class-maintaining is a situation
which the base is still in its previous word class after it is attached to some suffixes
while class-changing is a situation in which a new word class is formed after the base
is attached to suffix. “What I have just called word classes are the same as what in
traditional terminology are called part of speech.”. (Carstairs and McCarthy, 2002:
45).
6. Theory of Morphophonemic Process
Katamba defined morphophonemic process as “rules that account for the
realization of phonologically conditioned allomorphs of morphemes.” (Katamba,
1993: 34). Thus, morphophonemic process will discuss the phonological change that
occurs in morphemes.
Wolfram and Johnson elaborated several kinds of processes. The first one is
assimilation. Assimilation is a process “in which a sound takes on the characteristics
of a neighboring sound (Wolfram and Johnson, 1982: 88). They gave example of the
occurrence of prefix {im-} as the allomorph of prefix {-in} which occurs when it is

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attached to word that the initial sound is bilabial. The second is dissimilation. This
term refers to the “process in which segments change to become less like a
neighboring segment. However they also stated that this process is not common in
English. (Wolfram and Johnson, 1982: 93). The third is the deletion rule. In this rule,
unit which occur in some contexts are lost in others. The example of this process of
this rule is the form ‘he will’ (/ hi wɪl/) becomes ‘he’ll’ (/hiːl/). Epenthesis or insertion
is a process of adding a segment. The example is inserting [p] in the medial syllable
of the word „comfort‟ [ˈkʌmpfət ]. (Wolfram and Johnson, 1982: 98). Methathesis
rule is “when two segments reverse positions.” The example is /prəˈnaʊns/ becomes
/pərˈnaʊns/ in the word ‘pronounce’. Stress shift is the term that is used when the
stressing of a word shifts to other syllable. Vowel change is the process of changing a
vowel into another vowel of a word while consonant change is the process of
changing a consonant into another consonant of a word after undergone a process.
C. Theoretical Framework
The researcher uses six theories to be the guideline in conducting this study,
those are: theory of morpheme, theory of derivational affix, theory of meaning, theory
of allomorph, theory of word class and theory of verb categories.
To answer the first problem formulation that is what stem can be attached to
the suffixes {-ance} and {-ence}, the researcher will use the theory of morpheme and
theory of word class. The first theory which is the theory of morpheme is needed
since the main data of this study is morpheme. The theory of morphemes will give the

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researcher clear understanding of the meaning of morpheme and how it is used in this
study to reach the intended goal. The second, theory of word class will directly give
the researcher the word class of a word in order to answer the first problem
formulation that is to know the word class of the data that can be attached to the
suffixes {-ance} and {-ence}.
To answer the second problem formulation that is what meaning brought by
the suffixes {-ance} and {-ence} after they are attached to the stem, theory of meaning
and theory of derivational affix is used. The researcher uses the theory of meaning to
find out the meaning of the suffixes {-ance} and {-ence} and how it affects the stems
attached to it. Theory of derivational affix is used to show that the suffixes {-ance}
and {-ence} give new meaning to the stems which is the characteristic of the
derivational affix.
To answer the third problem formulation which is what morphophonemic
process is involved in the affixation of the suffixes {-ance} and {-ence} and what is
the allomorph, the researcher will use the theory of allomorph and the theory of
morphophonemic process. The theory of morphophonemic process gives clear rules
and elaboration of how morphophonemic process can occur in a process of affixation.
The theory of allomorph provides some rules about what allomorph is and how its
distribution in words. By using this theory, the researcher will be able to conclude
whether the two analyzed suffixes are allomorph or not.

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CHAPTER III
METHODOLOGY
In this chapter, the researcher will elaborate the methodology that is used to
conduct this study. This methodology is very important since it will help the
researcher conduct the study systematically according to the method. This chapter is
divided into three parts. The first part is the object of the study which contains the
data and the source of the data that is used in this study. The second part is the
approach of the study which contains how the approach chosen is used in this study.
The last part is the method of the study which contains the process of collecting data
that is used and the steps of analysis that are used in order to be able to answer the
problem formulations.

A. Object of the Study
The objects that the researcher takes to analyze are suffix and morpheme. The
suffix that are used are suffix {-ance} and {-ence}. The data of this study are taken
from Oxford Advanced Learner’s Dictionary: 8th Edition (hereafter, it will be
abbreviated as OALD). The researcher chooses OALD since this is one of the most
reliable dictionaries to conduct this study. Moreover, OALD is also commonly used
by many people and the researcher himself so that the researcher has been familiar
with OALD dictionary. The morphemes that are analyzed are those which are
attached to the suffixes {-ance} and {-ence} to form nouns.

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B. Approach of the Study
The researcher uses morphological and phonological approaches to analyze
the data. Morphology is the study of word structure. While a morpheme, as
mentioned above, is the smallest unit that carries a meaning. A morphological
approach is suitable to answer the first problem formulation since the object of this
study is morphemes and how a morpheme is related to each other.
The semantic approach is used to answer the second problem formulation
which is to find the meaning of the suffixes to the stems. The third approach is the
morphophonemic approach. Morphophonemic approach is related to the phonological
change to a particular morpheme after it undergoes morphological process. This is
used to answer the third problem formulation that is to find the process that is
involved in suffixation of {-ance} and {-ence} to the stems and to find its allomorph.

C. Method of the Study
This part is divided into two sub parts which are: data collection that contains
the process of collecting the data and data analysis that elaborates the steps that are
used to analyze the data.
1. Data Collection
The data used in this study was taken from OALD. The researcher traced all
words in dictionary that are already attached to both suffix {-ance} and {-ence}. The
researcher then classified words that are attached to suffix {-ance} and {-ence} to

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different parts. Besides, the researcher also collected the phonetic transcription of
every word that was found in the dictionary, the stem of each words and its phonetic
transcription as well.
It was found then that not all alphabet initials in OALD have words that are
attached to suffix {-ance} and {-ence}. After listing all the data, it was found that
there are 183 words that ends with either the suffix {-ance} or {-ence}.
2. Data Analysis
There were several steps that were taken to analyze the data that were already
collected. The first step was to collect the data from the source that is OALD. The
data, as mentioned above, were all words that are attached to the suffixes {-ance} and
{-ence}. Not only collecting the words, the researcher also listed the stem of each
word, the meaning and wrote down the phonetic transcriptions.
Secondly, the researcher would categorize the word class of the stem of each
word. It would be used to answer the first problem formulation. There were several
processes to answer the first problem formulation. First, the researcher will divide the
words that ends with suffix {-ance} and words that ends with suffix {-ence} into
different division. Second, from each division, the researcher will analyze the stem
and the word class of the stem of each word. In analyzing the stem, the researcher
also used OALD to reduce error. From the steps above, the researcher would be able
to know the stem that can be attached to the suffixes {-ance} and {-ence}. The stem

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here means the word class of the stems that are attached to the suffixes {-ance} and
{-ence}.
To answer the second problem formulation, the researcher had listed all the
words that are attached to the suffixes {-ance} and {-ence} and the stems of every
word that are found. The researcher collected the meaning of the stems that are found
in OALD. From it, the researcher would be able to determine the meaning of word
ends with the suffixes {-ance} and {-ence}.
To answer the third problem, the researcher listed the phonetic transcription of
both the words that are attached to the suffixes {-ance} and {-ence} and the stem of
each word. From there, the researcher will be able to analyze the difference and
change before and after the words are attached to the suffixes {-ance} and {-ence}.
Thus, the researcher will be able to know the morphophonemic processes occurring
there.

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CHAPTER IV
ANALYSIS RESULTS AND DISCUSSIONS

This chapter contains the result of the finding that has been done by the
researcher which is the result of the data collection and the analysis of the data. At the
end of the data collection, the researcher found one hundred and eighty three words
that are attached to either the suffix {-ance} or the suffix {-ence}. The words that end
with either -ance or –ence but not as suffix such as grievance, audience, influence,
and sentence, are not included to the data that were collected by the researcher.
However, there were only one hundred and sixty eight words that will be
analyzed by the researcher in this study. The other fifteen words that will not be
included to the analysis are the words that begin with the prefixes {in-} and {dis-}.
The words that begin with the prefixes {in-} and {dis-} will give negative meaning to
the morpheme that is attached to it. For example, the word „polite‟ is attached to the
prefix {-in} becomes „impolite‟ which means „not polite‟. Thus, the words that end
with the suffixes {-ance} and {-ence} and begin with the prefixes {in-} or {dis-} will
not be analyzed since the analysis of it will be represented by the words without the
prefixes {-in} or {dis-}.

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A. Analysis of Word Class of the Stem Receiving the Suffixes {-ance} and
{-ence}
1. Stem of the Suffix {-ance}
In this part, the researcher will discuss about the word class of the stems that
are able to be attached to the suffixes {-ance} and {-ence}. From the data that are
found, there are only two word classes of the stems that can be attached to the
suffixes {-ance} and {-ence}. Those are adjective and verb. The table below will
show the numbers of words and stems that are able to be attached to the suffixes
{-ance} and {-ence}.
No.

1.

2.

Suffix

Stem

Number of Occurrence

Adjective

32

Verb

38

Adjective

65

Verb

33

{-ance}

{-ence}

TOTAL

168

Table 1. Frequency of Stems Based on the Word Class
From the table above, the researcher found that most stems that are attached to
the suffixes {-ance} and {-ence} is adjectives and followed by verbs. It strengthens

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what Szymanek said that “..-ance and –ence are clearly related to another which
typically combine with adjectives rather than verbs.” (Szymanek, 1989:149).
The researcher found that there are several words that belong to more than one
word class. For example, the word „assistance‟ comes from word „assist‟ which has
more than one word classes that are verb and noun. In this case, the researcher should
determine whether the stem of the word „assistanc