A study on the development recognition of english derivational suffixes in senior high school - USD Repository
A STUDY ON THE DEVELOPMENT OF STUDENTS’ SYNTACTIC
RECOGNITION OF ENGLISH DERIVATIONAL SUFFIXES IN
SENIOR HIGH SCHOOL
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By
Yohanes Sapta Nugraha Student Number: 011214065
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
A Thesis on
A STUDY ON THE DEVELOPMENT OF STUDENTS’ SYNTACTIC
RECOGNITION OF ENGLISH DERIVATIONAL SUFFIXES IN
SENIOR HIGH SCHOOL
By Yohanes Sapta Nugraha
Student Number: 011214065 Approved by
Sponsor Drs. F.X. Mukarto, M.S., Ph.D. Yogyakarta, 10 January 2007
A Thesis on
A STUDY ON THE DEVELOPMENT OF STUDENTS’ SYNTACTIC
RECOGNITION OF ENGLISH DERIVATIONAL SUFFIXES IN
SENIOR HIGH SCHOOL
By Yohanes Sapta Nugraha
Student Number: 011214065 Defended before the Board of Examiners on 23 January 2007
Board of Examiners
Chairperson : A. Hardi Prasetyo, S.Pd., M.A. ________ Secretary : Drs. P.G. Purba, M.Pd. ________ Member : Drs. F.X. Mukarto, M.S., Ph.D. ________ Member : Drs. J.B. Gunawan, M.A. ________ Member : A. Hardi Prasetyo, S.Pd., M.A. ________
Yogyakarta, 23 January 2006 Faculty of Teachers Training and Education Sanata Dharma University Dean, Drs. Tarsisius Sarkim, M.Ed., Ph.D.
STATEMENT OF WORK ORIGINALITY
I honestly declare that this thesis which I wrote does not contain the works or part of the works of other people, except those cited in the quotations and bibliography, as a scientific paper should.
Yogyakarta, 10 January 2007 The researcher,
Yohanes Sapta Nugraha
God didn’t promise day without pain Laughter without sorrow Sun without rain But…… He did promise strength for the day Comfort for the tears, and Light for your way
(Anonymous)
I dedicate this thesis to: Jesus
My My greatest father in heaven and beloved mother My brothers and sisters
My inspiration Andriana
ACKNOWLEDGEMENTS
I dedicate my greatest and deepest gratitude to Jesus and Mother Mary for the greatest love and strength during the completion of my thesis, now and forever.
I would like to thank:
1. Mr. Mukarto, my sponsor for his kindness and great patience in guiding me from the very beginning until the completion of my thesis.
2. Ms. Rorik for her precious time and invaluable suggestion during the finishing of my thesis.
3. Mr. Purba and his family, I thank them for the opportunity they have opened to learn more the meaning of life and how to love others.
4. Sr. Maria Stella, PIJ, the head master of Sang Timur Senior High School for the permission in gathering my data, Bu Yovita and all Sang Timur English
1 - teachers who helped me in administrating the test and students in class X 2 ,
XI -
IPA
IPS and XII IPA-IPS for becoming my respondents.
5. Th. Nangsir, my beloved father in heaven who gave me the chance to see the world and C. Djumijati, my lovely mother for her endless love and each drop of her sweat and tears in raising me up.
6. My Brothers and Sisters who encouraged me to finish this thesis. Pak Lik and
Bu Lik Marjuki, who allowed me to live in the peaceful boarding house for 3 years. Mas Mothik and Mas Bowo for the time we share together.
7. Tanti Andriana, my greatest inspiration for the smiles, love, happiness, tears and lovely times so that we could reach our dreams.
8. My Special Friends, Lingga, Son, Broom, Tony, Hening, Asti , Pom-pom, Prima, DC, Inoel, Susan, Dina-solo, and Ya2 for the beautiful moments during our study in PBI.
9. My Colleagues, Widi and Sito, Gelar and Diah, Puput, Rendy’02, Dina’98, Marta’00 and Onggo’99 for the ideas, supports and prayers that they have given to me.
10. My Friends in ‘Kisgont’, Ki-ki, Sodiq, Pak Yoyok-Shita and Mas Rindi who always remind me to finish my thesis.
11. All PBI Lectures, who gave me precious knowledge during my study, Mbk Dani and Tari, and all librarian staffs in Sanata Dharma University for the services.
12. All the people whose names could not be mentioned one by one for their help and supports in finishing my thesis. May God bless you all.
Sapta
TABLE OF CONTENTS
TITLE PAGE .................................................................................................. i PAGE OF APPROVAL .................................................................................. ii BOARD OF EXAMINERS ............................................................................ iii STATEMENT OF WORK ORIGINALITY ................................................... iv PAGE OF DEDICATION ............................................................................... v ACKNOWLEDGEMENTS ............................................................................ vi TABLE OF CONTENTS ................................................................................ viii LIST OF TABLES .......................................................................................... xi LIST OF FIGURES ........................................................................................ xii ABSTRACT .................................................................................................... xiv
ABSTRAK
......................................................................................................... xv CHAPTHER I: INTRODUCTION .............................................................
1 A. Background ......................................................................................
2 B. Problem Identification .....................................................................
3 C. Problem Limitation ..........................................................................
4 D. Problem Formulations .....................................................................
5 E. Objectives ........................................................................................
5 F. Benefits ............................................................................................
6 G. Definitions of Terms ........................................................................
6 H. Assumptions ....................................................................................
7
CHAPTER II: LITERATURE REVIEW ...................................................
8 A. Theoretical Description ...................................................................
8 1. Morpheme and Its Studies .................................................
8 2. Knowledge of Word ..........................................................
10 3. Lexical Development ........................................................
17 4. Model of Vocabulary Acquisition .....................................
19 5. Vocabulary Learning .........................................................
22 6. Lexical Mapping ................................................................
24 7. Derivational Knowledge ....................................................
24 B. Theoretical Framework ....................................................................
26 CHAPTER III: RESEARCH METHOD ....................................................
29 A. Research Design ..............................................................................
29 B. Instruments ......................................................................................
30 C. Pilot Testing .....................................................................................
32 D. Main Study ......................................................................................
33 1. Subjects .............................................................................
34 2. Data collection ...................................................................
35 3. Scoring ...............................................................................
35 4. Tabulation ..........................................................................
35 5. Data Analysis ....................................................................
37 CHAPTER IV: ANALYSIS RESULTS ...................................................... 38
A. Data presentation .............................................................................
38 1. Scores of the First Year Students ......................................
38 2. Scores of the Second Year Students ..................................
38 3. Scores of the Third Year Students ....................................
39 4. Mean, Median and Mode ..................................................
39 B. Results of Data Analysis ..................................................................
39 1. ANOVA ............................................................................
40
2. Students’ Syntactic Recognition of English Derivational Suffixes .......................................
41 C. Discussion ........................................................................................
42 CHAPTER IV: CONCLUSION AND SUGGESTIONS ........................... 46 A. Conclusion .......................................................................................
46 B. Suggestions ......................................................................................
47 1. Suggestion for Senior High School Students ....................
47
2. Suggestion for the English Teachers of Senior High School
48 3. Suggestion for Other Researchers .....................................
48 BIBLIOGRAPHY .........................................................................................
50 APPENDICES ............................................................................................... 53 Appendix A. Surat Ijin Penelitian ..................................................................
53 Appendix B. Surat Keterangan .......................................................................
54 Appendix C. The First 2000 Words of English ..............................................
55
Appendix D. Daftar Kosa Kata SMU ............................................................. 56 Appendix E. Checklist Test ............................................................................
65 Appendix F. Scores of the First, Second and Third Year Students .................
67 Appendix G. Interview Transcript ..................................................................
70 Appendix H. Output of SPSS Computations ..................................................
87
LIST OF TABLES
Table 2.1: Some English Derivational Suffixes ..............................................25 Table 3.1: Checklist Test .................................................................................
31 Table 3.2: Matrix of Test Items ......................................................................
33 Table 3.3: Length of Study .............................................................................
34 Table 3.4: Scores Tabulation ...........................................................................
36 Table 4.1: Frequencies Statistic ......................................................................
39 Table 4.2: Result of ANOVA ..........................................................................
40 Table 4.3: Multiple Comparison .....................................................................
41 Table 4.4: Means Growth ................................................................................
41
LIST OF FIGURES
Figure 2.1: Initial Stage of Lexical Development in L2 .................................18 Figure 2.2: L1 Lemma Mediation Stage Lexical Development in L2 ............
18 Figure 2.3: L2 Integration Stage .....................................................................
19 Figure 2.4: Model of Vocabulary Acquisition ................................................
20 Figure 4.1: Mean Score of the First, Second and Third Year Students ..........
42
ABSTRACT
Nugraha, Yohanes Sapta. (2007). A Study on the Development of Students’
Syntactic Recognition of English Derivational Suffixes in Senior High School
Yogyakarta: English Language Study Program, Sanata Dharma University.Since communicative English language teaching becomes the primary
concern, vocabulary learning tends to be ignored. Most of the English teachers of senior high school conduct teaching and learning vocabulary incidentally. They believe that through listening, speaking, reading, and writing activity vocabulary can be individually learnt by the learners. This condition causes other aspects of vocabulary knowledge tend to be discounted. Those aspects are word structure or morphology, syntactic category, relation with other words, such as synonymy, antonymy, and hyponymy.
This study was intended to investigate the development of students’ syntactic recognition of derivational suffixes of English words in Sang Timur Senior High school. Two research problems would be answered in this study i.e. 1) Are there any significant differences between first year, second year and third year students in their syntactic recognition of derivational suffixes of English words? 2) What are the developmental patterns of syntactic recognition of derivational suffixes of English words?
Cross-sectional design which was also a type of survey study was applied in order to answer the research problems. The main data were gathered using “Checklist” test which analyzed using One-way ANNOVA. The computations were done by SPSS 11.00 for windows release. The subjects of this study were 150 students of Sang Timur Senior High School. In order to have deeper explorations to the phenomena; simple informal interview was carried out.
The results of data analysis showed that there were significant differences between the first year, second year and third year students in their syntactic recognition of derivational suffixes of English words. The computation of multiple comparison indicated that the difference between the groups was not actually identical. On the other hand, it was found that the means growth of the students’ syntactic recognition of derivational suffixes of English words indicated positive growth. In other words, students’ syntactic recognition of derivational suffixes of English words increased in line with the length of their study in the senior high school.
ABSTRAK
Nugraha, Yohanes Sapta. (2007). A Study on the Development of Students’
Syntactic Recognition of Derivational Suffixes of English Words in Sang Timur
Senior High School Yogyakarta. Yogyakarta: English Language Study Program,
Sanata Dharma University.
Semenjak pengajaran bahasa Inggris berbasis komunikatif menjadi perhatian utama, pengetahuan vocabulary cenderung terabaikan. Sebagian besar guru-guru bahasa Inggris di sekolah menengah atas menyelenggarakan kegiatan belajar dan mengajar vocabulary sambil lalu. Mereka percaya bahwa melalui kegiatan menyimak, berbicara, membaca dan menulis vocabulary dapat dipelajari oleh siswa secara perseorangan. Konsisi seperti ini menyebabkan aspek-aspek pengetahuan yang lain tentang vocabulary tidak diperitungkan. Aspek-aspek tersebut adalah struktur kata atau morfologi, kategori (kelas) kata, hubungan dengan kata-kata lain seperti misalnya; sinonim, antonim, dan hiponim.
Penelitian ini bertujuan untuk mengetahui perkembangan siswa dalam pengenalan kategori (kelas) kata-kata turunan berbahasa Inggris yang berakhiran di SMA Sang Timur Yogyakarta. Dua permasalahan akan dipecahkan dalam penelitan ini, yakni 1) Adakah perbedaan yang berarti pada pengenalan siswa tahun pertama, kedua, dan ketiga terhadap kategori (kelas) kata-kata turunan berbahasa Inggris yang berakhiran? 2) Seperti apakah pola perkembangan pengenalan turunan berbahasa Inggris yang berakhiran?
Studi cross-sectional yang juga merupakan salah satu tipe studi survei diterapkan untuk menjawab dua permasalahan dalam penelitian ini. Data utama dikumpulkan dengan menggunakan “Checklist Test” yang diteliti dengan ANOVA satu arah. Seluruh penghitungan dikerjakan dengan SPSS 11.0. Subyek penelitian ini adalah 150 siswa di SMA Sang Timur. Dalam rangka mengexplorasi lebih mendalam terhadap fenomena yang terjadi dilakukan wawancara sederhana.
Hasil analisis data menunjukkan bahwa ada perbedaan yang berarti antara siswa tahun pertama, kedua adan ketiga pada pengenalan kategori (kelas) kata-kata turunan berbahasa Inggris yang berakhiran. Pada penghitungan multiple comparison menunjukkan bahwa perbedaan antar grup tidak benar-benar identik. Di sisi lain, ditemukan bahwa pertumbuhan pengenalan siswa terhadap kategori (kelas) kata-kata turunan berbahasa Inggris yang berakhiran menujukan pertumbuhan yang positif. Dengan kata lain pengenalan siswa terhadap kategori (kelas) kata-kata turunan berbahasa Inggris yang berakhiran meningkat sejajar dengan lamanya mereka belajar di SMA.
CHAPTER I INTRODUCTION A. Background The 2004 Competence Based Curriculum (Diknas, 2003: 14) explains that in
the context of education, English functions as medium to communicate in order to access information. In accordance with this condition, it is proposed that there are three scopes of English language learning of Senior High School in Indonesia. They are language skills (listening, speaking, reading and writing), language competences (Actional Competence, Linguistic Competence, Sociocultural Competence, Strategic Competence and Discourse Competence) and positive development towards English as a means of communication.
Discourse competence is the target competence of this curriculum. It can only be achieved if students possess the supporting competences. Therefore, students are supposed to have Actional Competence, Linguistic Competence, Sociocultural Competence and Strategic Competence first in order to achieve the target competence. Linguistic Competence then, is issued in order to conduct this research.
In this case, linguistic competence refers to the ability to understand and apply aspects of syntax, vocabulary, phonology and spelling in a text correctly (Diknas, 2003: 47).
There are also the other aspects of language such as meaning of word or semantic and morphology which are related to vocabulary. Zimmerman (in Coady & Huckin; 1997: 5) remarks that vocabulary is the central of language and words are of crucial importance to the typical language learner. Hence, vocabulary becomes the central point in language learning. Learners will be deeply concerned in vocabulary mastery of the language which is learned. For them, vocabulary mastery is a compulsory aspect.
On the other hand, there are four skills in English i.e. listening, speaking, reading and writing. Since the vocabulary is the central of language learning, learners have to pay attention more on vocabulary mastery before they learn those four skills. Here, vocabulary is the starting point before they achieve those four skills. Furthermore, possessed sufficient vocabulary mastery is a part of Second Language Acquisition.
Meanwhile, morphology deals with the understanding of word structure. Further, it is related to aspects of vocabulary such as part of speech or syntactic category (whether a word is noun, verb, adjective or adverb), inflection (go-went-
gone -going, book-books, child-children, long-longer-longest, etc.), derivation
(nation-national-nationality, like-dislike, interpret-misinterpret, etc.).Knowledge of derivational affixes holds the important role in enriching students’ vocabulary mastery. As stated by Mochizuki and Aizawa (1998: 291) that:
“Affix knowledge is considered to be an important aspect in vocabulary knowledge. It helps the learners read material containing unfamiliar words and expand their vocabulary, especially their knowledge of derivates.”
Therefore, it is important for the learners to attend to that knowledge. Syntactic recognition or recognizing syntactic category of a word becomes part of vocabulary knowledge since there are many aspects or features of a word. In line with such condition, derivational suffixes contribute large effects on the changes of syntactic category of a word.
On one side, vocabulary mastery for senior high school students holds the important roles in increasing their reading comprehension. Mochizuki and Aizawa (1998: 291) argue that affix knowledge plays an important part in reading and vocabulary development. It can be inferred from here that affix knowledge allow the language learner develop their vocabulary mastery.
Furthermore, this knowledge influences on the development of learners’ vocabulary size. By mastering the derivational knowledge, Second or Foreign Language learners can enlarge their vocabulary size. Then, their reading comprehension will increase due to large number of vocabulary size.
Understandably, when students know the word employ they are also supposed to be able to recognize the words family of it such as employment, unemployment,
employing .
Since there are many studies work on vocabulary development and focus their subject on several vocabularies use and usage, the development of syntactic recognition of the derivational suffixes of senior high school students is issued in order to enlarge the vocabulary studies concerning affixations, especially derivational suffixes.
B. Problem Identification
According to O’Grady and Dobrovolsky (1996: 144) derivation forms a word with a meaning and/or category distinct from that of its base through the addition of an affix. They add that derivation is the process by which a new word is built from a base, usually through the addition of an affix. Other words, derivational knowledge deals with the English words formation. This study intends to observe students’ syntactic recognition of derivational suffixes of English words.
On the other hand, derivational knowledge means the ability in deriving words uses derivational affixes. Derivational affixes consist of two major elements.
They are prefix and suffix. The proposed study will focus on students’ ability in recognizing part of speech of derived words. Furthermore, this study intends to search on the development of the syntactic recognition of derivational suffixes of English words which can be achieved by Sang Timur Senior High School students during their studies in the different duration.
Since vocabulary knowledge holds the significant role in the second and foreign language acquisition process, it is very important to do this research.
Possessed derivational knowledge allows language learners to have maximum effort in enriching their vocabulary size. Finally, mastering a large vocabulary size will guarantee a better reading comprehension.
C. Problem Limitation
This study is closely related to English word formation, especially word formation through the addition of derivational suffixes. The study also compares first year, second year and third year of Senior High School students’ ability in recognizing the syntactic categories of new words after the addition of derivational suffixes. The aim is to see the development of their derivational knowledge of English words concerning the length of their study during school time.
On the other hand this study is intended to investigate the developmental patterns of students’ syntactic recognition of English derivational suffixes. Therefore, this study will investigate whether the patterns of that the patterns are stable, increased or even decreased.
D. Problem Formulations
1. Are there any significant differences between first year, second year and third year students in their syntactic recognition of English derivational suffixes?
2. What are the developmental patterns of syntactic recognition of English derivational suffixes?
E. Objectives
This study will answer the questions which are stated in the problem formulation. Conducting survey by means of one checklist-test of derivational suffixes in the same time to the subjects of this study, the researcher will obtain the data to be processed in order to answer the problem formulation above. The study intends to find out whether there are significant differences in syntactic recognition of English derivational suffixes between the first, second and third year of Senior High School students or not. Then, the study is attempted to figure out the developmental patterns of their syntactic recognition of derivational suffixes of English words.
F. Benefits
Knowing the development of syntactic recognition of the derivational suffixes helps students to read reading material containing unfamiliar words. In this case, while facing the unfamiliar words the students also enrich their vocabulary size. A good reading comprehension must be supported by sufficient vocabulary size.
Under this circumstance, the study gives perspective of the necessities to the teachers that vocabulary learning need to be given considerable portion during teaching-learning activities.
G. Definitions of Terms
There are some terms which are used in this study. They are terms of development, derivation and Sang Timur Senior High School Students.
1. Development As stated in Colins Cobuild English Dictionary (2001: 418) development means: (1) the gradual growth or formation of something, (2) the growth of something such as business or an industry (3) … The word development in this research is generated from the second meaning of the above definition.
2. Pattern In Colins Cobuild English Dictionary, (1) a pattern is the repeated or regular way in which something happen or is done, (2) a pattern is an arrangement of lines or shape especially a design in which the same shape is repeated at regular over a surface, and (3) a pattern is a diagram or shape that you can use as a guide when you are making something such as a model or a piece of clothing. Then, developmental pattern in this study is defined as diagram or shape showing the growth of students’ syntactic recognition of derivational suffixes of English words.
3. Derivation As defined by O’Grady and Dobrovolsky (1989) that derivation is the process by which a new word is built from a base, usually through the addition of affix.
H. Assumptions
Several aspects are not always able to be verified in this study, but they influence on the precondition of the subject of the study. Therefore, they are assumed that:
1. The subjects of this research have experienced learning English since Junior High School, therefore all of them already have language input which is relatively equal each of others before entering to Senior High School.
2. The subjects of this research sample are willing to answer the ‘checklist’ test interview question honestly.
CHAPTER II LITERATURE REVIEW This chapter is aimed to describe related theories in order to fulfill theoretical
truth demands of an educational research. Those related theories are the theoretical base upon which the study outlined in Chapter I was laid down. There are two major areas of concerns which are considered in this chapter. They are theoretical description and theoretical framework.
The first part of theoretical description is concerned with discussion on the nature of derivational knowledge. Second part, the discussion is about the development of syntactic recognition of derivational suffixes in Sang Timur Senior high School.
The theoretical framework concerns with the frame theory of the development of syntactic recognition of derivational suffixes in Sang Timur Senior High School and the hypothesis.
A. Theoretical Description
1. Morpheme and Its Studies
a. Morpheme knowledge Kolln (1990: 258) defines morpheme as a combination of sounds that has meaning, for some people sound is like the definition of word. Many morphemes are, in fact, a complete word; such as develop, act and happy.
These words consist of single morpheme. Kolln also argues that morpheme and syllable are not synonymous; in fact, many two-syllable words in English that are single morpheme: carrot, jolly, merit, able. In contrast, many two-morpheme words are single syllables: acts, walked, dog’s, swims. Fromkin and Rodman (1996: 114) add that morpheme may be defined as the minimal linguistic sign, a grammatical unit in which there is an arbitrary union of a sound and a meaning.
Therefore, morpheme is the smallest component of word which contributes its meaning. Radford, Atkinson, Britain, Clahsen and Spancer (1990: 162) state that a morpheme which can also stand alone as a word is called free morpheme. In contrast, a morpheme which cannot stand alone to convey its meaning is called bound morpheme. For example; the word reader consists of a morpheme –er attached to a word read. In this word, the word read is a free and suffix –er is a bound morpheme.
In addition, the words are made of morphemes, the minimal meaningful linguistic unit that contains no smaller meaningful linguistics unit (Anglin, 1993 via Long and Rule, 2004: 42). Long and Rule also propose that there are five major types of words: root words, inflected words, derived words literal compounds, and idioms.
Those five types of words except idioms use morphological analysis to break words into suffixes, prefixes, and root.
b. Natural order and sequence of L2 morpheme acquisition Dulay and Burt (1973; 1974c) as cited in Ellis (1994: 91) find that the acquisition order for group English morphemes remained the same irrespective of the learners’ L1. Eight morphemes are investigated in the study. In fact, the acquisition orders of groups are strikingly similar, 85% errors are developmental. This finding is also confirmed by Bailey, Madden, and Krashen (1974). They investigate 73 adults aged 17-55 years; classified as Spanish and non-Spanish-speaking members that separates in 8 ESL classes.
From the above studies then it can be inferred that natural order of acquisition in ESL learners is irrespective of age (Goldschneider and DeKeyser, 2001). On the other hand Ellis and Laporte (1997: 64) as quoted by Goldschneider and DeKeyser (2001) believe that the order acquisition can be explained by interaction between the characteristic of the elements to be acquired and general cognitive principles of inductive learning. The significance of this findings are intended to show that age of language learners does not refer to the natural order and sequence of their second language morpheme acquisition.
2. Knowledge of Word
a. Word Bloomfield as cited from Poole (1999: 10) considers that a word to be a minimum free form, a word, then, is a free form which does not consist entirely of
(two or more) lesser free forms; in brief a word is a minimum free form. Carter (1998: 5) defines that a word is the minimum meaningful unit of language. On the other hand, Poole further argues that linguists devised the terms lexeme or lexical item to denote an item of vocabulary with a single referent. It can be inferred that a word has relation with its reference. Second language learners may be sufficient to show the equivalent meaning in their language.
Word is familiar but eludes precise definition (Taylor and Taylor, 1990) as quoted from Susilo (2001: 10). In some purposes linguists or dictionary treat words differently. Carroll et. all. (1971) as cited from Nation (1990) distinguish words entirely on the basis of form. Word form for some extent may become significant determination; for example: in the grammatical structure, word forms deal with units that are part of grammatical patterns. In that case, a word can be the subject of a sentence, the head of a modification structure, a structural signal in the form of a function word, etc. (Lado 1984). These all are concern with form of word.
Clearly, Laufer (1997) as quoted from Mukarto (1999: 31) proposes some aspects or features of word that learners need to attend to:
1. Word structure or morphology, i.e. the basic free morpheme and its derivational and, if any, inflectional morpheme.
2. Syntactic category, e.g. whether a word is a noun, an adjective or a verb; a verb in English may be mapped in to an adjective in Indonesia.
3. Relation with other words such as synonymy, hyponymy, antonymy, and common collocation and registers.
b. The aspects are involved in knowing a word A language learner needs to understand that knowing a word is not merely able to show the equal meaning in his or her language. Richards (1976) via Read
(2000: 25) has outlined eight assumptions which cover various aspects which are involved in knowing a word:
1. The vocabulary knowledge of native speakers continues to expand in adult life, in contrast to the relative stability of their grammatical competence.
2. Knowing a word means knowing the degree of probability of encountering that word in speech or print. For many words, we also know the sort of words most likely to be found associated with the word.
3. Knowing a word implies knowing the limitation on the use of word according to variations of function and situation.
4. Knowing a word means knowing the syntactic behavior associated with word.
5. Knowing a word entails knowledge of the underlying form of a word and the derivation that can be made from it.
6. Knowing a word entails knowledge of network of associations between that word and other words in the language.
7. Knowing a word means knowing the semantic value of a word.
8. Knowing a word means knowing many of the different meanings associated with a word.
(Richards, 1976: 83) The study confirms and modifies the fifth assumption. It deals with investigating Senior High School Students’ ability on the syntactic recognition of derivational suffixes of English words. Furthermore, this study also investigates the developmental patterns of syntactic recognition of English derivational suffixes.
Meanwhile, Cronbach (1942) distinguishes five aspects of lexical knowledge: generalization (knowing the definition), application (knowledge about how to use), breadth of meaning (knowing the different senses of word), precisions of meaning (knowing how to use the word in different situations) and availability (knowing how to use the word productively) (as cited from Bogaards, 2000: 491). On the other hand, Cruse (1986) via Bogaards (2000: 492)prefers to use the concept of lexical unit which is assumed to be the union of one stable meaning and a well-defined meaning. In accordance with this concept Bogaards proposes six aspects that may be learned about lexical unit in L2 as he assumes that L2 learners need to learn lexical units not only “words”:
1. form: Learners have to get acquainted with the written and/or the spoken form of the unit. Knowing that a given form does indeed belonging to a given language seems to be a first stage of knowledge. 2. meaning: Knowledge of the semantic side of a lexical unit may come in different shape. One can have a vague notion, e.g. that haematin has something to do with the blood or that a beech is some kind of tree.
3. morphology: Lexical units have their own conditions on derivation and compounding. Gracefully and graciously have relationships to two different units which shared the form grace. Even when morphological mechanisms of the L2 are well understood, many of actual relationships have to be learned one by one (see also Bogaards 1994: 53-7). Especially for productive it is difficult for L2 learners to know whether a given form is possible and in what sense it may be used.
4. syntax: A learner who knows the rule of syntax may make many mistakes by not applying the right rules to the lexical units. This applies especially to verbs and, to lesser degrees, to adjectives. Learners have to find out how many and what types of arguments are obligatory or possible with a verb in a given sense, or which prepositions have to be used with a verb or an adjective in some specific sense, e.g. with a particular lexical unit.
5. collocates: Whereas some lexical units, like very or red seem to be useable with a great number of other elements of a given category, others have a very restricted realm of use. Most of the collocations that seem so natural to native speakers make for great trouble for L2.
6. discourse: In what types of discourse and to what effect can lexical units like furthermore, moreover and what is more be used? Which lexical units are to be avoided when speaking to someone belonging to another ethnic group or when writing a letter of application? Knowledge of style, register and appropriateness of particular senses of a same grammar is notoriously difficult for L2 learners.
Nation (1990) as quoted in Susilo (2001: 12) has stated that a word is to be learned or even acquired for receptive (listening and reading) and productive use (speaking and writing).
1. Receptive (Passive) Knowledge Nation (1990) also argues that knowing a word entails being able to recognize it when it is heard (what does it sound like?) or when it is seen (what does it look like?). This includes being able to distinguish it from words with similar form and being able to judge if the word sounds right or wrong. Receptive knowledge of a word reflects on having expectation of what grammatical pattern of the word will occur in. Knowing the verbs suggest involves the expectation that an object sometimes in the form of clause will follow the word. Knowing the noun music involves that it will not usually occur in the plural form.
Furthermore, according to Nation (1990) knowing a word means knowing its form (spoken and written), its position (grammatical patterns, collocations), its function (frequency, appropriateness), and its meaning (concept and associations) as cited in Laufer and Paribhakt (1998: 367).
2. Productive Knowledge Productive knowledge is the extension of receptive knowledge (Nation,
1990). In this scope, knowing a word means knowing how to pronounce, how to write and spell it, how to use it in correct grammatical patterns along with the words it usually collocates with. Productive knowledge represents not using the word too often if it is a low-frequency word, and using it in suitable situation. Further, this knowledge also involves using the word to stand for meaning it represents and being able to think of suitable substitutes for the word if there are any. On the other hand, Lado (1984) as quoted in Susilo (2001: 14) mentions that an active vocabulary means that unit can be “recalled” almost instantaneously, put into sound through articulation of its phonemes, placed in its proper stress and intonation frame, into its proper structural positions and functions with its inflectional and derivational affixes in accord with the context.
Most writers have assumed that passive vocabulary is larger than active (Aitchison, 1989; Chanell, 1988; Laufer, 1998) as quoted from Laufer and Paribakht (1998: 369). They add that even tough no one has conclusively demonstrated how much larger it is or whether growth in passive vocabulary automatically growth in active vocabulary. c. Morphological processes of a word According to Quirk and Greenbaum (1973: 430), the chief processes of
English word-formation by which the base may be modified are:
1. Affixation: (a) adding a prefix to the base, with or without a change of word-class (b) adding a suffix to the base, with or without a change of word-class 2. Conversion, i.e. assigning the base to a different word-class without changing its form (zero affixation)
3. Compounding, i.e. adding one base to another. They add that once a base has undergone a rule of word-formation, the derived word itself may become the base for another derivation. In line with those processes, Fromkin and Rodman (1996: 117) have stated that rules which relate to the formation of word and how morphemes combine to form new words called morphological rules.
The significance of this theory is to show that the study relates to English word formation. It employs one process out of three processes as mentioned previously i.e. affixation.
On the other hand, Radford, Atkinson, Britain, Clahsen, Spencer (1999: 166) explain lexeme as the more abstract term than term of ‘word’. They describe that cat and cats are the singular and plurals of one lexeme CAT; two ‘word forms’ of one lexeme. They claim that the singular and plural forms of a lexeme are the examples of inflections; CAT inflects for the plural by taking the suffix –s.
On the other respect, they discuss the existence of the word read and reader in accordance with the lexeme/word form distinction. They notice because of the addition -er to a verb creates a new lexeme and reader and read are distinct lexemes. Of course, each of them (reader and read) has a number of word forms: reader and
readers in the case of READER, and reads, reading and read (/r
εd/) in the case of READ. Moreover, the new lexeme is of a different syntactic category from that of original lexeme (a verb become a noun). They claim that the creation of a lexeme is the province of derivational morphology (or ‘derivation’). They also notice while adverbs (ADV) are often derived from adjectives by suffixation of –ly (bad ~ bad-ly,
noisy ~ noisi-ly , etc.). The other three categories (N, A, and A) can, however, readily
be derived from each other. They add that preposition (P) does not participate in derivation in English (or most other languages for that matter).
3. Lexical development Jiang (2000:50) compares the task of vocabulary acquisition in L1 and L2.
Task of vocabulary acquisition in L1 lexical development is to understand and acquire the meanings as well as others properties of words. L1 lexical development semantic properties even become the parameter in understanding the meaning of a word. It can be inferred that lexical development in L2 consists of two aspects, representations and processing.
Jiang (2000: 52) also suggests that there are three stages of the lexical development in Second Language (L2). The first is the initial stage where L2 learners focus their attention on the formal features of word such i.e. spelling and pronunciation. In this sense, lexical item acquired by the learners is considered lexical item without lemma. Each lexical entry or vocabulary contains lexeme and lemma. Here, lemma contains the semantic and syntactic specification, for example word meanings and part of speech while lexeme contains morphological and formal specification such as phonological and orthographical. Carter (1998: 46) adds that lemmatization problem concerns the information that sometimes two lexical items are different in their meaning but have the same word-formation. Lemma (semantic and syntactic specification) of L2 learners is gained through the First Language (L1) lemma information. Figure 2.1 gives the simple illustration of the initial stage of lexical development adapted from Levelt (1989) as cited in Jiang (2000: 51).
concept
L1 word
L2 word