A RESEARCH PROPOSAL

TEACHING DERIVATIONAL AFFIXES TO ENRICH STUDENTS’

ACTIVE VOCABULARY MASTERY

MUHAMMAD FATHUR RAHMAN KHALIK

1552044005

ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND LITERATURE
STATE UNIVERSITY OF MAKASSAR
2017
 CHAPTER I

INTRODUCTION

This chapter contains background, problem statements, objectives,

significances and scope of the research.

A. Background

There are four skills that expected to develop in English, they are listening,

speaking, reading, and writing. Mastering those skills become the goal in learning

English. In order to achieve that goal, vocabulary plays a very important role. It is

the basic element that is needed to perform those skills well. In listening,

vocabulary helps students to recognize what other people say; in speaking, it helps

students to utter their ideas; in reading, it helps students to comprehend reading

text; while in writing, it helps students to express their ideas in written form. This

thought is supported by Cameron (2001:72) who states that building up

vocabulary is central to the learning of a foreign language.

As vocabulary plays an important role in English learning, students should

acquire an adequate number of vocabularies and know how to use them correctly.

It will be difficult for students to understand others or express their ideas,

emotions, and feelings if they have a very limited vocabulary. Alqahtani (2015)

states that vocabulary knowledge is often viewed as a critical tool for second

language learners because successful communication will be obstructed by a

limited vocabulary in second language. Thus, students have to enrich their

vocabulary mastery because it determines their success in English whether as

second language or foreign language.

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 The researcher has conducted an interview and observation in SMK Negeri

1 Liliriaja, Kabupaten Soppeng on December 1st, 2016. According to a teacher

who teaches in tenth grade, students problem are in vocabulary and grammar.

That statement is supported by the result of the observation. The researcher gave a

test to the students consisting of 3 sections, grammar, vocabulary, and reading.

Based on the test, the students’ lowest score is in vocabulary section. After the

test, the researcher discussed the test with the students. The researcher found that

the students understood almost all the words in the test; they just did not know

how to use it correctly in a sentence because they cannot differentiate between

noun, verb, adjective, and adverb. For example, words beauty, beautify, beautiful,

and beautifully. Based on the problem above, the researcher concludes that the

students’ problem is vocabulary mastery.

There are many techniques, strategies, and ways to enrich students’

vocabulary mastery such as by using games or pictures but the researcher assumes

that teaching derivational affixes is more effective. Reasons that underlying the

researcher assumption are, (1) the understanding of derivational affixes can help

students to get some new words just by adding affixes to a word they have already

known, and (2) derivational affixes knowledge can be used by the students

anytime they want unlike games and pictures that can be used only when they are

played or shown.

This research focuses on active vocabulary as one aspect of English

teaching. Active vocabulary is words that are used in conversation and written

texts. It means the students will not only enrich their vocabulary but also improve

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their speaking and writing skills. This research is feasible because it is based on

the researcher’s own experiences that have learned derivational affixes in

morphology class.

In relation to the explanation above, the researcher is interested to conduct a

research under the title: Teaching Derivational Affixes to Enrich Students’ Active

Vocabulary Mastery.

B. Problem Statement

As stated in the background above, the students of SMK Negeri 1 Liliriaja,

Kabupaten Soppeng have problems in vocabulary mastery. They are able to

recognise word but unable to use it in a sentence correctly because they cannot

differentiate the word class. In order to overcome that problem, the researcher

wants to teach derivational affixes to enrich students’ active vocabulary mastery.

Related to the problem above, the researcher formulates a research question as

follow:

Can teaching derivational affixes enrich students’ active vocabulary

mastery?

C. Objectives of the Research

Based on the problem statement and research question, the objective of this

research is to find out whether or not teaching derivational affixes could enrich

students’ active vocabulary mastery.

D. Significance of the Research

The results of this research consist of theoretical and practical significances.

Theoretically, the results of this research are expected to be valuable information

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and positive contribution of learning theory. Practically, they are also expected to

give contribution for practical use for the following parties:

 Teachers of English

This research is expected to be a reference for the English teachers in

implementing similar method to enrich students’ active vocabulary

mastery.

 Students of English

This research is expected to be an input for the students to enrich their

active vocabulary mastery by understanding derivational affixes.

 Other Researchers

This research is expected to be a reference for other researchers who are

going to conduct a related research.

E. Scope of the Research

The scope of this research is limited by three aspects, discipline, content,

and activity. By discipline, this research is under language teaching. By content,

this research focus on teaching derivational affixes to enrich students’ active

vocabulary. The affixes are based on the text book used by the tenth grade

students. In this case there are 15 affixes which are divided into 4 groups depend

on the word class they formed. They are noun formation (-ance; -al; -ion; -ment; -

or), verb formation (-en; -ize), adjective formation (-ful; -y; -able; -ive; -ous; -less;

un-), and adverb formation (-ly). In order to achieve vocabulary mastery, this

research will also focus on spelling and pronunciation, denotation meaning and

the use in context of present tense. Since this research deals active vocabulary

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mastery, it means this research will also deals with writing and speaking skills,

but the researcher will just focus more on writing skill. By activity, the researcher

will teach vocabulary by using derivational affixes as material. The researcher

will teach word formation by adding affixes and give some exercises to the

students in order to practice using the words.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter contains review of related findings, pertinent ideas, conceptual

framework and hypothesis of the research.

A. Review of Related Findings

Yusri (2008) in his research under the title of “Building-Up Students’

Vocabulary through the Mastery of Derivational English Morphology of the Third

Year Students of SMK Nurul Qalam Makassar” concluded that using the mastery

of derivational English morphology technique in teaching of English vocabulary

is effective and significantly builds up students’ vocabulary. He also stated that

students are interested in that technique proved by the students’ response in the

questionnaire.

His research was conducted in 4 meetings; pre-test was given in the first

meeting, and the treatment in the next two meetings and in the last meeting was

post-test. He applied pre-experimental research design which took only one group

as the sample with 30 students. The sampling technique that was used by him is

total sampling.

The similarity between this research and Yusri’s is both of them teach

derivational as the treatment. Based on Yusri’s research, teaching derivational is

effective and significantly builds up students’ vocabulary. That is why this

research will use derivational affixes as the treatment. The differences between

this research and Yusri’s are this research will only focuses on 15 affixes based on

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the text book used by students while Yusri’s teach all the affixes. This research

also will enrich active vocabulary while Yusri’s build up vocabulary in general.

B. Pertinent Ideas

Pertinent ideas consist of vocabulary including definition of vocabulary,

kinds of vocabulary, aspects of vocabulary knowledge and vocabulary

mastery, morphology, derivation, and affixes.

1. Vocabulary

a. Definition of Vocabulary

According to Bauer (2001) vocabulary is about words, where they are

from, how they change, how they relate to each other and how they are used

by us to view the world. Richards and Schmidt (2010:629) also state that

vocabulary is a set of lexemes, including single words, compound words

and idioms.

Ur (1996:60) roughly defines vocabulary as the words that are taught

in the foreign language. Vocabulary may be more than a single word. It can

be made up of two or three words but express a single idea, for example,

post office and father-in-law.

Another definition of vocabulary is taken from Oxford Dictionary,

vocabulary is:

1) All the words that a person knows or uses;

2) All the words in a language;

3) List of words with their meanings.

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 Based on the definitions above, it is understood that vocabulary is all

words belonging to a particular language including single words, compound

words and idioms that express a single idea and have meanings. Therefore

vocabulary

b. Kinds of Vocabulary

Haycraft (1986:44) divides vocabulary into two, active and passive

vocabulary. Active vocabulary refers to words that are understood by the

student, can be pronounced correctly and constructively used in speaking

and writing. Meanwhile, passive vocabulary refers to words that are

recognised and understood by the student when they occur in a context, but

they cannot be produced correctly by the student himself.

Murcia and Olshtain (in Uswatunnisa, 2015) also divides vocabulary

into two, productive and receptive vocabulary. Productive vocabulary refers

to words that are used in conversation and written texts. On the other hand,

receptive vocabulary refers to words that are understood when they occur in

a text.

Based on the definitions above, it can be concluded that active and

productive vocabulary are similar. Both of them refer to words that are used

in productive skills, speaking and writing.

c. Aspects of Vocabulary Knowledge

According to Webb (2005:33) there are 5 aspects of vocabulary

knowledge. They are orthography, syntax, association, grammatical

function, and meaning and form.

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1) Orthography

Based on Oxford Dictionary, orthography is spelling system of a

language. It means in order to gain vocabulary knowledge;

students should be able to know the spelling of the words.

2) Syntax

According to Richards and Schmidt (2010:579) syntax deals with

the ways in which words combine to form sentences and the rules

which govern the formation of sentences in a particular language.

3) Association

Association deals with the coordinates, superordinates,

subordinates, antonyms and synonyms of a word. The students are

said to get a good knowledge of a word when they are able to

know the association of a word.

4) Grammatical functions

Grammatical function is essentially a sentence construction. It

deals with the applicable rules in constructing a sentence. The

students should be able to construct a sentence from some words

and it have to be grammatical true. A sentence might be incorrect

if it is grammatically incorrect.

5) Meaning and Form

Meaning and form deal with the form of a second language word

and its meaning in the first language. The students should be able

to link the second language form with the first language meaning.

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 d. Vocabulary Mastery

Vocabulary mastery means students’ ability in understanding and

using the vocabulary. It deals with words form, meaning and use.

According to Rivers (in Alqahtani, 2015) vocabulary mastery is the

great skill in processing words of a language. It is an individual achievement

and possession. Alqahtani (2015) also states that vocabulary mastery is an

individual’s great skill in using words of a language, which is acquired

based on their own interests, needs and motivation. So, it is understood that

every person has different vocabulary mastery. A word can be mastered by

one person but not by the other person.

There are several criteria of mastering vocabulary which modified

from Wallace (1982), the student:

1) is able to recognize word in its spoken and written form,

2) is able to recall it at will,

3) is able to relate it to appropriate objects or concepts,

4) can use it grammatical correct,

5) can spell it correctly,

6) is able to pronounce it in a recognizable ways,

7) knows how to combine it with other words,

8) is able to use it on appropriate level of formality and situations.

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2. Morphology

According to Aranoff and Fudeman (2011:2) morphology refers to the

involving of mental system in word formation or to the branch of linguistics

that deals with words, their internal structure and how they are formed.

Nida (1949:1) defines morphology as the study of morphemes and

word formation by arranging them. Morpheme is the smallest meaningful

units with grammatical function. A morpheme may consist of a word such

as head, or a meaningful piece of word, such as –ed of watched, that cannot

be divided into smaller meaningful parts.

Plag (2002:22) divides morphology into two branches, inflection and

word-formation. Word-formation deals with derivation and compounding. It

is drawn in the following:

Morphology

Inflection Word-formation

Derivation Compounding

Figure 2.1: Morphology (Plag, 2002)

3. Derivation

Aranoff and Fudeman (2011:47) states that derivation involves the

formation of one lexeme from another, such as selector or selection from

select. Lyons (1995:195) also stated that derivation is process of forming

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 new words from existing words: adjectives from nouns, adjectives from

verbs, noun from verbs, and so on.

Based on those definitions above derivation is a one of word

formation process. Plag (2002:22) divides derivation into two, affixation

and non-affixation. It is drawn clearly as following:

Derivation

Affixation Non-affixation

Prefixation Infixation Suffixation Conversion Truncation Blending

Figure 2.2: Derivation (Plag, 2002)

4. Affixes

According to Zapata (2007) affixes are bound morpheme that are

usually attached to words that change the meaning or function of those

words; for example -er in player, en- in enlarge, -ing in reading, etc.

There are two different ways to classify affixes: according to their

position in the word and according to their function in a phrase or sentence.

a. According to their position in the word, affixes are classified into

prefixes, infixes and suffixes.

1) Prefixes are bound morphemes that are added to the beginning

of the word; for example, un- in unfamiliar, dis- in disagree,

etc.

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 2) Infixes are bound morphemes that are inserted within the

words. There are no infixes in English language, but there are

infixes in the language such as Indonesian.

3) Suffixes are bound morphemes that are added to the end of

the words; for example, -al in arrival, -or in actor, -s in reads,

etc.

b. According to their function in the word, affixes are classified into

derivational affixes and inflectional affixes.

1) Derivational affixes are bound morphemes that derive new

word, usually by either changing the meaning and/or the part

of speech.

2) Inflectional affixes are morphemes that serve a purely

grammatical function, such as referring to and giving extra

linguistic information about the already existing meaning of a

word, or expressing syntactic relations between words.

Word formation by adding derivational affixes is divided into four,

noun, verb, adjective, and adverb formation. Since this research only

focuses on several affixes based on the text book used, the researcher only

provides explanation about those affixes.

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a. Noun Formation

1) Suffix –ance/–ence

English nouns can be formed by adding suffix –ance/–ence to

verbs. The meaning is action or process indicated by the verb.

For example:

 accept(v) + –ance = acceptance

 clear(v) + –ance = clearance

 refer(v) + –ence = reference

2) Suffix –al

English nouns can be formed by adding suffix –al to verbs.

The meaning is action or process described by the verb. For

example:

 approve(v) + –al = approval

 arrive(v) + –al = arrival

 deny(v) + –al = denial

3) Suffix –ation/–ition/–tion/–sion

English nouns can be formed by adding suffix –ation/–ition/–

tion/–sion to verbs. The meaning is state or process described

by verb, or an instance of that process. For example:

 add(v) + –ition = addition

 combine(v) + –ation = combination

 educate(v) + ation = education

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 4) Suffix –ment

English nouns can be formed by adding suffix –ment to verbs.

The meaning is process of making or doing something or

results of a process. For example:

 agree(v) + –ment = agreement

 develop(v) + –ment = development

 move(v) + –ment = movement

5) Suffix –ar/–or/–er

English nouns can be formed by adding suffix –ar/–or/–er to

verbs. The meaning is people who do the verb or tool. For

example:

 act(v) + –or = actor

 mix(v) + –er = mixer

 teach(v) + –er = teacher

b. Verb Formation

1) Suffix –en

English verbs can be formed by adding suffix –en to nouns or

adjective. For example:

 length(n) + –en = lengthen

 strength(n) + –en = strengthen

 sharp(adj) + –en = sharpen

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 2) Suffix –ize

English verbs can be formed by adding suffix –ize to nouns.

For example:

 apology(n) + –ize = apologize

 category(n) + –ize = categorize

 summary(n) + –ize = summarize

c. Adjective Formation

1) Suffix –al

English adjectives can be formed by adding suffix –al to

nouns. For example:

 culture(n) + –al = cultural

 globe(n) + –al = global

 nature(n) + –al = natural

2) Suffix –ful

English adjectives can be formed by adding suffix –ful to

verbs. For example:

 care(v) + –ful = careful

 help(v) + –ful = helpful

 use(v) + –ful = useful

3) Suffix –y

English adjectives can be formed by adding suffix –y to nouns.

For example:

 hunger(n) + –y = hungry

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  thirst(n) + –y = thirsty

 trick(n) + –y = tricky

4) Suffix –able

English adjectives can be formed by adding suffix –able to

verbs. For example:

 eat(v) + –able = eatable

 touch(v) + –able = touchable

 measure(v) + –able = measurable

5) Suffix –ive

English adjectives can be formed by adding suffix –ive to

verbs. For example:

 express(v) + –ive = expressive

 impress(v) + –ive = impressive

 protect(v) + –ive = protective

6) Suffix –ous

English adjectives can be formed by adding suffix –ous to

nouns. For example:

 fame(n) + –ous = famous

 poison(n) + –ous = poisonous

 danger(n) + –ous = dangerous

7) Suffix –less

English adjectives can be formed by adding suffix –less to

verbs. For example:

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  care(v) + –less = careless

 help(v) + –less = helpless

 use(v) + –less = useless

8) Prefix un–

English adjectives can be formed by adding prefix un– to other

adjectives. For example:

 un– + bound(adj) = unbound

 un– + fair(adj) = unfair

 un– + sure(adj) = unsure

d. Adverb Formation

1) Suffix –ly

English adverbs can be formed by adding suffix –ly to

adjectives. For example:

 slow(adj) + –ly = slowly

 happy (adj) + –ly = happily

 beautiful(adj) + –ly = beautifully

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C. Conceptual Framework

The conceptual framework underlying this research is shown in the

following:

Teaching Vocabulary by Teaching Derivational Affixes

Noun Verb Adjective Adverb

Formation Formation Formation Formation
-ance -en -ful -less -ly
-al -ize -y un-
-ion -able
-ment -ive
-or -ous

Active Vocabulary Mastery

Word Word Word

Form Meaning Use
- Spelling - Connotation - Present Tense
- Pronunciation - Denotation

Figure 2.3: The conceptual framework

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 The research is about teaching derivational affixes to enrich students’ active

vocabulary mastery. In the process of teaching vocabulary, the researcher will also

teach derivational affixes to help enriching students’ active vocabulary.

Derivational affixes are divided into four, noun formation, verb formation,

adjective formation, and adverb formation. These affixes are based on the text

book used by the students. Noun formation consists of five affixes, -ance; -al; -

ion; -ment; and -or. Verb formation consists of two affixes, -en and –ize.

Adjective formation consists of seven affixes, -ful; -y; -able; -ive; -ous; -less; un-.

Adverb formation consists of an affixes, -ly.

In conclusion, by understanding the word formation using derivational

affixes, the students probably will enrich their active vocabulary mastery. The will

be able to understand the word based on its form, meaning and usage.

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D. Hypothesis

Based on the pertinent ideas related to the problem statements, the

researcher formulates hypothesis of this research as follows:

H0: Teaching derivational affixes could not enrich students’ active

vocabulary mastery.

H1: Teaching derivational affixes could enrich students’ active

vocabulary mastery.

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 CHAPTER III

RESEARCH METHOD

This chapter contains research design, variables, population and sample,

research instrument, procedure of collecting data and technique of data analysis.

A. Research Design

The method will be used in this research is pre-experimental using one

group pre-test and post-test. The pre-test will be administered before the treatment

to find out the students’ prior knowledge and post-test will be administered after

the treatment to measure the effect of the treatment. The design is presented as

follow:

O1 X O2

Note:

O1 : Pre-test

O2 : Post-test

X : Treatment

B. Variables and Operational Definition

This research consists of two variables. They are independent and dependent

variable. The independent variable is teaching derivational affixes while the

dependent variable is students’ active vocabulary mastery. The operational

definition of those variables is explained as follow:

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 1. Teaching Derivational Affixes

Teaching derivational affixes is transferring knowledge related to

process of forming new words by adding affixes to existing words that

change the meaning or function of those words.

2. Students’ Active Vocabulary Mastery

Students’ active vocabulary mastery is students’ ability in understanding

words from their form, meaning and use especially in writing and

speaking.

C. Population and Sample

1. Population

The population of the research will be the tenth grade students of SMK

Negeri 1 Liliriaja, Kabupaten Soppeng in 2016 – 2017 academic years,

which consists of 210 students and divided into seven classes.

2. Sample

The researcher will use cluster random sampling technique. The

researcher will take one class of the population as sample and it will be

class X TKJ 3 which consists of 32 students.

D. Research Instrument

The instrument of collecting data that will be used in this research is

vocabulary test. The test will be used in pre-test and post-test. Pre-test consists of

25 items which is divided into 10 items of arranging scramble letters, 10 items of

multiple choice, and 5 items of making a sentence. Meanwhile, post-test consists

of 35 items, 25 of them are similar with the pre-test and 10 items of determining

23
word class as addition. The pre-test will be given before the treatment to know the

students’ prior knowledge, while the post-test will be given after the treatment to

find out the effect of the treatment given.

E. Procedure of Collecting Data

Technique of collecting data in this research is as follows:

1. Pre-test

The pre-test will be given to the students before the treatment. There will

be 25 items that the students need to do in about 90 minutes (2 x 45

minutes). The aim is to find out the students’ prior knowledge.

2. Treatment

After giving pre-test, the researcher will give treatment. The procedures

of treatment are:

a. The researcher explains the outlines of derivational affixes.

b. The researcher presents the affixes that will be learned.

c. The researcher gives some examples of word formation process by

adding affixes.

d. The researcher gives exercise to the students to arrange scramble

letters and write the meaning.

e. The students practice to pronounce the words they have arranged.

f. The students make a sentence using those words.

The treatment will be conducted in five meetings. The procedure of the

treatment in each meeting will be almost same. The difference is just the

affixes presented in each meeting. It illustrate as follows:

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 a. First meeting will be focus on affixes used in noun formation. They

are suffix -ance; -al; -ion; -ment; and -or.

b. Second meeting will be focus on affixes used in verb formation.

They are suffix -en; and -ize.

c. Third meeting will be focus on affixes used in adjective formation.

They are suffix -ful; -y; -able; -ive; -ous; -less; and prefix un-.

d. Forth meeting will be focus on affixes used in adverb formation. It is

suffix -ly.

e. Fifth meeting will cover all the affixes from the first to forth

meeting.

3. Post-test

The post-test will be given to the students after the treatment and it is just

like the pre-test. The aim is to find out the students’ active vocabulary

mastery after receiving some treatments.

F. Technique of Data Analysis

The data analysis of test will be analysed quantitatively. The steps in

analysing data obtained from the test are in the following:

1. Scoring the students’ answer

2. Raw score will be converted to set score of maximum 100 using the

following simple formula

The Gain Score

Students’ score = The Maximum Scorex 100

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3. Classifying the students raw score into five levels as follows:

Criteria of Mastery Grade

86-100 Very Good
71-85 Good
56-70 Fair
41-55 Poor
≤26-40 Very Poor
(Depdikbud, 2015)

4. Computing the frequency and the rate percentage of the students’ scores

by using the following formula:

fq
P=  100%
N

Notation:
P = percentage
Fq = number of correct answer/frequency
N = the number of subjects

(Gay et al, 2011)

5. Calculating the mean score of the students answer by using the SPSS

Analysis.

6. Finding out the standard deviation of the students’ answer pre-test and

post-test by using SPSS Analysis.

7. Finding out the significant of difference of t-test value between pre-test

and post-test by using SPSS Analysis.

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