CONTRASTIVE ANALYSIS ON ENGLISH AND INDONESIAN PREFIXES AND SUFFIXES IN THE NARRATIVE TEXTS OF STUDENT’S TEXTBOOKS FOR SENIOR HIGH SCHOOL
A GRADUATING PAPER Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan Bahasa Inggris (S.Pd.I) in the English Department of English of Education Faculty State Islamic Studies Institute (STAIN) Salatiga
BY: DINA FITRIA AMALIA 113 08 076
ENGLISH DEPARTMENT OF EDUCATION FACULTY STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA 2013 i
MINISTRY OF RELIGIOUS AFFAIRS STATE INSTITUTE OF ISLAMIC STUDIES (STAIN) SALATIGA Jl. Tentara Pelajar No.02, Phone. 0298 323706 Salatiga 50721 Website: www.stainsalatiga.ac.id E-mail:
[email protected]
DECLARATION
In the name of Allah, the Most Gracious and Most Merciful.
Hereby the writer fully declares that this Graduating Paper is made by the writer and it is not containing materials written or has been published by other people except the information from references and also the writer is capable of accounting for this Graduating Paper if in future this is can be proved of containing other‟s ideas, or in fact, the writer imitates the others‟ graduating paper. In addition, the writer really hopes that this declaration can be understood for all human being.
Salatiga, September 14th 2013 The Writer
Dina Fitria Amalia NIM. 11308076
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MOTTO Always Think Positive
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DEDICATION This research is dedicated for My Beloved Father, Mother, and Brother
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ACKNOWLEDGEMENT Alhamdulillahirabbil „alamin, thanks to Allah because the writer could complete this research as one of the requirements for getting Educational Islamic Studies (S,Pd.I) in English Department of Educational Faculty of State Islamic Studies Institute (STAIN) of Salatiga in 2013. This research would not have been completed without supports, guidance, advice, and help from individual‟s institution. Therefore, I would like to express deep appreciation to: 1.
Mr. Dr. Imam Sutomo, M.Ag, the Rector of State Islamic Studies Institute (STAIN) Salatiga.
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Mr. Suwardi, M.Pd the Chair Person of Education Faculty of State Islamic Studies Institute (STAIN) Salatiga.
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Mrs. Maslihatul Umami, S.Pdi, M.A the Head of the English Department State Islamic Studies Institute (STAIN) Salatiga.
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Mrs. Rr Dewi Wahyu Mustikasari, M.Pd, the consultant of this research. Thanks for suggestion and recommendation for this research from beginning until the end.
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All lecturers of English department, the researcher deeply thanks to you all for your advice, knowledge, and kindness.
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All of staffs who help the writer in processing the research administration.
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All of the librarians who help the writer in finding the research references.
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My parents who always support and advice me.
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The deeply thanks is also sent to all of my best friends (Ria, Niken, Saniah, etc) with whom struggle for this completing the graduating paper.
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To all of my friends in TBI‟C of English Departmentwho support the writer always.
Salatiga, September 10th 2013 The writer
Dina Fitria Amalia 113 08 076
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TABLE OF CONTENTS TITLE ...................................................................................................................... i DECLARATION .................................................................................................... ii ATTENTIVE COUNSELOR NOTES .................................................................. iii PAGE OF CERTIFICATION ............................................................................... iv MOTTO .................................................................................................................. v DEDICATION ...................................................................................................... vi ACKNOWLEDGMENT ...................................................................................... vii TABLE OF CONTENT ........................................................................................ ix LIST OF TABLE .................................................................................................. xi ABSTRACT ......................................................................................................... xii CHAPTER I INTRODUCTION A. Background of the Study ..................................................................................1 B. Problems Statement ..........................................................................................5 C. Objectives of Study ...........................................................................................5 D. Benefits of the Study .........................................................................................6 E. Limitation of the Problem .................................................................................7 F. Clarification of the Key Term ...........................................................................7 G. Previous Research Review ................................................................................9 H. Graduating Paper Outline................................................................................12
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CHAPTER II THEORETICAL FRAMEWORK A. The Notion of Contrastive Analysis (CA) ....................................................13 B. English Prefixes and Suffixes .......................................................................18 C. Indonesian Prefixes and Suffixes..................................................................23 D. Narrative Text ...............................................................................................25 E. Textbook .......................................................................................................28 F. Theory of Authentic Material .......................................................................30 CHAPTER III RESEARCH METHODOLOGY A. Type of Research ..........................................................................................32 B. Object of the Research ..................................................................................34 C. Method of Collecting Data ...........................................................................36 D. Technique of Analysis Data .........................................................................36 CHAPTER IV DATA ANALYSIS A. Analysis of English Prefix and Suffix ..........................................................39 B. Analysis of Indonesian Prefix and Suffix .....................................................49 C. Analysis the Differences and Similarities Kinds between English and Indonesian Prefixes and Suffixes..............................................72 D. Pedagogical Implication ...............................................................................75 CHAPTER V : CLOSURE A. Conclusions ..................................................................................................77 B. Suggestions ...................................................................................................78 BIBLIOGRAPHY APPENDIXES
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LIST OF TABLE
Table 4.1 Type of English Prefix ...........................................................................39 Table 4.2 Words of Prefixes in Texts.....................................................................40 Table 4.3 Negation Prefixes in the Black Cat Text................................................40 Table 4.4 Negation Prefixes in the History of Jack and the Beanstalk Text ..........41 Table 4.5 Negation Prefixes in the Faithfull Lovers Text......................................41 Table 4.6 Types of English Suffix .........................................................................42 Table 4.7 Words of Suffixes in Texts ....................................................................42 Table 4.8 Nominal Suffixes in Sentence ................................................................44 Table 4.9 Adjectival Suffixes in Sentence .............................................................46 Table 4.10 Adverbial Suffixes in Sentence ............................................................47 Table 4.11 Types of Indonesian Prefix ..................................................................50 Table 4.12 Words of Forming Verb Prefixes in Texts ...........................................50 Table 4.13 Words of Forming Adjective Prefixes in Texts ...................................52 Table 4.14 Words of Forming Noun Prefixes in Texts ..........................................52 Table 4.15 Words of Forming Numeral Prefixes in Texts .....................................52 Table 4.16 Forming Verb Prefixes in Sentences ........................................................ 53 Table 4.17 Forming Adjective Prefixes in Sentence ..............................................63 Table 4.18 Forming Noun Prefixes in Sentence ....................................................64 Table 4.19 Forming Numeral Prefixes in Sentence ...............................................66 Table 4.20 Types of Indonesian Suffix ..................................................................69 Table 4.21 Indonesian Suffixes in Texts ................................................................70 Table 4.22 Forming Noun Suffixes In Sentence ....................................................70 Table 4.23 the Differences of English and Indonesian Prefixes ............................72 Table 4.24 the Similarities of English and Indonesian Suffixes ............................74
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ABSTRACT Amalia, Dina Fitria (2013): “CONTRASTIVE ANALYSIS ON ENGLISH AND INDONESIAN PREFIXES AND SUFFIXES IN THE NARRATIVE TEXTS OF STUDENT‟S TEXTBOOKS FOR SENIOR HIGH SCHOOL”. This study is aimed describing the kinds of the English and Indonesian prefixes and suffixes mostly found in the narrative text of student‟s textbooks for senior high school and finding their similarities and differences. The writer used descriptive qualitative research and contrastive methodology to find out the valid data. After investigating the data, the writer found several findings based on the analysis of the type of English and Indonesian prefixes and suffixes. There are four types of English prefix; quantified, locative, temporal, and negation prefixes. In the narrative texts the writer found four words included as negation prefixes. English suffixes have four types; nominal, verbal, adjectival, and adverbial suffixes. There were eighteen words indicated as nominal suffixes, there is no word categorized as verbal suffixes, fourteen words as adjectival suffixes, and twenty two as adverbial suffixes. On the other hand, the Indonesian prefixes had five prefixes; forming verb is seventy five words, forming adjectival is eleven words, forming noun is five words, forming numeral is twenty one words, and there is no word as forming interrogative. There were five types of Indonesian suffixes (forming, verb, adjective, noun, numeral, and interrogative). In the narrative texts, the writer only found thirteen words categorized as suffix forming noun. The writer found the differences and similarities both of them; it depends on their kinds. In English suffixes have adverbial suffixes but there were no in Indonesian suffixes. However in Indonesian suffixes have types suffixes that forming numeral and interrogative, and in English suffixes do not have these types. The same types of English and Indonesian suffixes are both of them have suffixes that forming noun, verb and adjective. Keywords: Contrastive Analysis, English and Indonesian Prefixes and Suffixes.
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CHAPTER I INTRODUCTION The first chapter of this graduating paper is introduction. This chapter explains about the background of the study, problems statement, and objectives of the study, benefits of the study, and limitation of the problem, clarification of the key term, previous research review, and graduating paper outline. A. Background of the Study Language has tens of thousands of words. Even the speaker of every language is not aware about that. Words are a crucial part of linguistic knowledge and constitute a component of grammars, but one can learn thousands of words in a language and still not know the language. Anyone who has tried to communicate in a foreign country by merely using a dictionary knows this is true. On the other hand, without words we would be unable to convey our thoughts through language or understand the thoughts of others. To convey our mind in spoken or writen clearly, people need understanding about the component of language such as structure of sentence, word, etc. According to Venhaar (2006: 10), the branches of linguistic that called “morphology” is identifying basic unit of language as grammatical unit. It means that words as the units that are analyzed as one morpheme or more can be studied in the morphology. According to Fromklin (2007: 77) the study of the internal structure of words, and of the rules by which words are formed is morphology. From this explanation the writer can conclude that words have internal structure, which xiii
is rule-governed. In this branch of linguistic can be known about parts of a word. A word can consist of one morpheme, two morphemes, and more than two morphemes. Based on Fromklin (2007:77), the linguistic term for the most elemental units of grammatical form is morpheme. The word is derived from the Greek word morphe, meaning “form”. From the statement above the writer can conclude that morpheme is the smallest bit of language that has its own meaning, either a word or a part of a word. When talking about morphology, absolutely the students also study about the parts of word or the structure of word. As stated by Mullany and Stockwell (2010: 6) word is the smallest meaningful of language in the spoken or written. A word can be produced from root, morpheme, and can be added by affix. Affix is categorized as bound morpheme because it cannot stand alone and should be attached to the root or stem or base. It is also same with prefix and suffix, because they are the types of affix. According to Broukal (2002: 139- 179), prefix is a form added in front of a word or word root to change its meaning, and suffix is a combination of letters added to the end of a word or word root. Suffixes are used either to form new words or show the function of a word. From the definition can be known that both prefix and suffix can create a new word. Besides that when prefix and suffix are added in a word so it may change the meaning of a word, and word classes.
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The nature of affix precedes or follows other morphemes. Thus, un(unexpected, undress, unhappy), pre- (premarital, prejudge, pre-school), and bi- (bipolar, bisexual, bilingual) are prefixes. They occur before other morphemes. Some morphemes occur only as suffixes, following other morphemes. The examples of English suffix morphemes are –ing (sleeping, eating, running), -er (singer, performer, reader), and –ly (friendly, motherly, manly). Those constitute some examples of prefixes and suffixes. Morphemes are the minimal linguistic sign in all languages, and many languages have prefixes and suffixes, but each language may differ in how they use and name their morphemes. For example in Indonesian language, affix is studied also in the structure of word but Indonesian people usually call affix “imbuhan”, prefix is called “awalan”, and suffix is called “akhiran”. Some examples of Indonesian prefixes and suffixes as follow: me(memakan, meminum, menulis), ber- (berjalan, bermalam, berambisi), ke(kekasih, ketua, kehendak). Those are the example of Indonesian prefixes. Then, the examples of the suffixes are –an (kampungan, cantikan, jalanan), iah (alamiah, jasmaniah, rohaniah), -if (efektif, produktif, konsumtif). From the definition above, the writer can conclude that between English and Indonesian affixes, prefixes, and suffixes are almost same. Other similarities between them, it can change the meaning of words, word classes and function of word root and the meaning can be different with the word root or the base. However, both also have differences. It may occur in the using of prefix and suffix in a word, the meaning and the function of word
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after adding prefix and suffix. From the explanation above, the writer would like to compare and to analyze the similarities and the differences between English and Indonesian prefixes and suffixes in this research. Fisiak (1981), Jackson (1981) as mentioned in Fauziati (2002: 63) said that a branch of linguistics which seeks to compare two or more languages or subsystems of languages with the aims at describing the similarities and differences between them is contrastive linguistic. It can be concluded that the nature of contrastive linguistic is to describe the similarities and differences between two or more languages. It means by describing the similarities and differences can help students in the studying foreign language easier than before. The goal of the comparison is to describe those languages may be for the sake of the languages themselves, or may be to contribute to the task of foreign language teaching. According to Fisiak (1981), Jackson (1981) as mentioned in Fuziati (2002: 63) one of the techniques associated with contrastive linguistic is contrastive analysis. It is generally defined as a systematic, comparison of selected linguistic features of two or more languages. From the discussion above, the writer concludes that by contrasting two languages can be known more about the differences and similarities of both the languages. It makes easier studying foreign language. Thus, the writer takes courage to write a graduating paper about contrasting English and Indonesian prefixes and suffixes, but then more specific. The prefixes and
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suffixes are only in the narrative texts and taken from student‟s textbooks for senior high school. Therefore, the writer takes the title “Contrastive Analysis on English and Indonesian Prefixes and Suffixes in the Narrative Texts of The Student‟s Textbooks for Senior High School”.
B. Problems Statement Based on the background of the study, the writer formulates the problem as follows: 1.
What kinds of the English and Indonesian prefixes and suffixes mostly found in the narrative text of student‟s textbooks for senior high school?
2.
What are the similarities and differences kinds between English and Indonesian prefixes and suffixes in the narrative text of student‟s textbooks for senior high school?
3.
What is the pedagogical implication of the result of this study toward English language teaching?
C. Objectives of the Study The objectives of this analysis especially are to get information about: 1.
To describe the kinds of the English and Indonesian prefixes and suffixes mostly found in the narrative text of student‟s textbooks for senior high school.
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2.
To find out the similarities and differences kinds of the English and Indonesian prefix and suffix in the narrative text of student‟s textbooks for senior high school.
3.
To know the pedagogical implication of the result of this study toward English language teaching.
D. Benefits of the Study The writer hopes that this analysis produces benefits for theoretical and practical as follows: 1.
Theoritically for : a.
The writer and the teacher can be more understanding about English and Indonesian prefix and suffix and narrative texts.
b.
The reader can improve the ability in English by comparing the two languages (English and Indonesian).
c.
To be one of source information to the next writers that is the problem related to this research for instance research about another prefix and suffix.
2.
Practically for : a.
The writer and the teacher can be easier to understand contrastive analysis between English and Indonesian prefix and suffix.
b.
The student can apply prefix and suffix in the text.
c.
The reader can deepen the knowledge about the English and Indonesian prefix and suffix.
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E. Limitation of the Problem To have specific research, the writer has restricted this study in order to make it easier to be analyzed. This study analyzes the English and Indonesian prefix and suffix. To limit the study, the writer only takes prefixes and suffixes in the narrative texts of student‟s textbooks for senior high school.
F. Clarification of the Key Terms To avoid any mistakes in interpreting the tittle of this research, it is regarded necessary to explain the term relating to it. 1.
Contrastive analysis A branch of linguistics which seeks to compare two or more languages or subsystems of languages with the aims at describing the similarities and differences between them is contrastive linguistic (Fauziati, 2002: 63). One of the techniques associated with contrastive linguistic is Contrastive Analysis. According to Crystal (1992) as quoted by James (2006: 17) Contrastive analysis is the study of foreign language learning, the identification of points of structural similarity and differences between two languages. From the definiton above, it means that the main point of contrastive analysis is comparison. By comparing two or more languages can be learned the similarities and differences about the languages. By understanding the similarities and differences of
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languages, it is highly expected can help the students in the studying foreign language. 2.
Prefix Carter (2007: 471) states that a morpheme is the smallest unit of meaning. Some words consist of just one morpheme; some consist of several. Morpheme divided into two parts; free morpheme and bound morpheme. Bound morpheme cannot stand alone and should be attached to the root or stem or base. It such a prefix, a form added in front of a word or word root to change its meaning (Broukal, 2002: 139).
3.
Suffix Suffix is also categorized as bound morpheme, such a prefix. However, it is rather different. Broukal (2002: 179) states that a suffix is a combination of letters added to the end of a word or word root. Suffixes are used either to form new words or show the function of a word.
4.
Narrative text A Narrative is a type of spoken or written text that tells a story of one character or more who face certain situations. There are various kinds of narratives such as fairy stories, mysteries, science fictions, romance, horror, etc. This type of text can be found in short story books, magazines, novels, movies etc. narrative is popular because they present a plot which consists of complications and resolutions.
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Sudarwati and Grace (2007: 62) state that narrative text is the text or paragraph that explains about actual or imaginary experiences in difference ways. The purpose of narrative text is to amuse or entertain the readers. 5.
Textbook In teaching and learning, teacher and student need guiding book to make easily transferring the subject material. Muslich (2010: 50) defines textbook is book of subject material or specific subject that formed systematically in selection based on certain purpose, orientated learning, and student‟s development.
G. Previous Research Review This subject discusses the previous study which is related to this research. The writer presents two previous studies to determine originality of this research. The first is “Contrastive Analysis between English and Indonesian Verb Phrase” written by Siti Toyibatun in 2011. She was the student of State Islamic Institute (STAIN) of Salatiga. This study focused on analyzing English and Indonesian verb phrase. She used the qualitative research was to find out the object of her study, that was English and Indonesian verb phrase and their similarities and differences. She got the data of English and Indonesian verb phrase from some books. One of the English books entitled A Practical English Grammar written by A.J Thomson and A.V Martinet, and
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the Indonesian book entitled Tata Bahasa Baku Indonesia written by Anton M. Moueliono and Soenjono Pardjowidjojo. In her result of research, she gave some example of verb phrase. First the examples English verb phrases were can take, may phone, could stay, must practice, have cut, have lived, are playing, am going, is loved, was opened, will be finished. Second the example of Indonesian verb phrases were bersenam setiap pagi, bekerja keras, menulis kembali, dapat mengajukan, berdagang kain, bertani dan beternak. In the conclusion, she explained the differences and similarities. The difference of English and Indonesian verb phrase was in the function of the verb phrase. English verb phrase has function as a predicate but Indonesian verb phrase has function not only as a predicate but also as subject, object, complement, and adverb. The similarity both of them was in the form of verb phrases that could be made from two or more words. The second previous study of this research, entitled “Contrastive Analysis between English and Indonesian Adverb of Place” written by Muhammad Nur Da‟I in 2006. He was the student of State Islamic Institute (STAIN) of Salatiga. This study focused on analyzing English and Indonesian adverb of place. He used the qualitative research was to find out the object of his study, that was English and Indonesian adverb of place and their similarities and differences. He got the data of English and Indonesian adverb of place from some books. One of the English books is written by Marcella
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Frank entitled Modern English. The Indonesian book entitled Tata Bahasa Rujukan Bahasa Indonesia written by Gorys Keraf. He mentioned the research finding of his study. He compared and analyzed English and Indonesian adverb of place. He explained that the example of English adverbs of place are here, there, upstairs, away, inside, down, in, and out, indoors, outdoors. Indonesian adverbs of place were di sini, ke sana, ke situ, dari sini, dari situ, and sampai. He concluded that between English and Indonesian adverb of phrase had similarities and differences. That is English and Indonesian adverb of phrase has similar kind; single word and prepositional phrase. However in English adverb of phrase still has type; prepositional phrase of place pronounced and written as single words, but in Indonesian there is no prepositional phrase in single words. From both of the previous researches, the writer tries to analyze “Contrastive Analysis on English and Indonesian Prefixes and Suffixes in the Narrative Text of Student‟s Textbooks for Senior High School”. Here, the writer wants to compare the English and Indonesian prefixes and suffixes in narrative text, and then determine accurately the valid similarities and the differences of this research with the researches above. That makes this research is different with the previous researches is the previous researches are only describing the differences and similarities of the object without identify their finding in the texts. Whereas this research is not only to find out the kinds of prefixes and suffixes, both similarities and
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differences, but also find out their application in the narrative texts taken from senior high school textbooks.
H. Graduating Paper Outline This research is written systematically in order that easier to read and understand. This research is divided five chapters and each chapter has several sub-chapters.
Chapter I is the introduction. It explains about the background of the study, problem statement, objective of the study, benefits of the study, and limitation of the problem, clarification of key term, previous research review, and graduating paper outline. Chapter II is the theoretical framework. It explains the notion of contrastive analysis, English prefixes and suffixes, Indonesian prefixes and suffixes, narrative text, and textbook. Chapter III is the research methodology. It is included the type of research, and object of the research, method of collecting data, and technique of analysis data. Chapter IV is the data analysis. This chapter describes the data analysis between English and Indonesian prefixes and suffixes in narrative text of student‟s textbook for senior high school, and analysis of the similarities and differences kinds between English and Indonesian prefixes and suffixes. Chapter V is the closure that consists of conclusion and suggestion.
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CHAPTER II THEORITICAL FRAMEWORK Theoritical framework is a frame or reference of data analysis in the next chapter. In this chapter the writer explains about the notion of contrastive analysis, English prefixes and suffixes, Indonesian prefixes and suffixes, narrative text, and textbook.
A.
The Notion of Contrastive Analysis (CA) Contrastive analysis (CA) was first proposed by Charles C. Fries as a crucial part of the foreign language teaching methodology (Fauziati 2002: 63). According to Al-Sibai (2004: 1) CA was born as a result of a simple assumption. That is because arising the same errors that students made in the task gradually and the teachers could predict what mistakes the majority of learners would make. Thus, the writer explains more information about contrastive analysis bellow. 1.
Definition of Contrastive Analysis (CA) Raji (2012: 1) explains that contrastive analysis is a branch of language which focuses on the study of two or more different languages, with the aim of describing their similarities and differences. Platt (1992: 17) also states that contrastive analysis describes similarities and differences among two or more languages at such as level phonology, grammar, and semantics. CA is not only comparing the element and system of linguistic in the L1 and L2 but also describing the background culture of both languages so the result can be used in teaching foreign language or target language. xxv
The writer can conclude that the main point of contrastive analysis is comparing the objects, and finds the similarities and differences of the object. In other word contrastive analysis is the study of linguistic in teaching second language. Especially, CA also can be used by the teachers to solve the difficulties and speaking problem that student made in learning foreign language.
2.
The Procedure of Contrastive Analysis Whitman as mentioned in Fauziati (2002: 68) notes that contrastive analysis involves four different procedures: description, selection, contrast, prediction. The first procedure of contrastive analysis is complete description of the two of languages to be compared. The language practitioner can use the tools formal grammar for the clear comparison. It means that description in contrastive analysis to be foundation in the comparison of two or more languages. The second procedure is the selection. Selection means choosing the elements of the two languages (L1 and L2) which will be compared or analyzed. This step can be said the step which have done to specify a topic or part of language that will be compared. The third procedure is the contrast. It is the hurt of Contrastive analysis. Here is the most difficult step. In the contrast, language practitioner stars comparing the elements of language that have been selected. That is by mapping the elements of the two languages.
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The last procedure is the prediction. After contrasting, it is time to predict elements of the languages for purposes of language teaching at schools. It means that contrastive analysis can predict the students‟ mistakes. The writer can conclude that the steps which have been described above, it can have a positive impact on teaching and learning process. However, by the contrastive analysis the teachers can found the solving problems of students in learning second language or foreign language. 3.
Theory of Contrastive Analysis Contrastive analysis is often called “contrastive linguistic”. Contrastive Linguistic is a branch of linguistics that compares between two languages synchronically so the similarities and differences are clear. According to Pranowo (1996: 42) the use of contrastive analysis in language teachings are based on some theoretical assumptions namely: a)
The most effective materials language teachings are the materials which based on the description of the language itself.
b)
By contrasting and comparing the L1 and L2 that will be learnt, one can predict and describe many particular patterns that cause the difficulties and easy of language learning.
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From the explanation above can be concluded that if students want to study language easily, they have to know also all of thing related with the language learned. Besides that by predicting the mistakes in learning language by using contrastive analysis also can find the solving problem. A linguist, Lado as quoted by Pranowo (1996: 42-43) suggests that contrasting should be done to phonology, grammatical structures, vocabulary systems, and systems of language writing. The first is contrasting phonology. It includes sound system, transferring of sound system (variant, interjection, intonation, and its connectivity to other phonemes). The second is contrasting grammatical structure. It is different from grammar. Grammatical structure is a compulsory language‟s construction taken by the native speaker in communication. It might be because there are divergences between grammar in written and spoken languages. The other elements of grammatical structure are ordering the words, inflections, correlating of forms, intonation, word impression, and junctures. The third is contrasting of vocabulary system. It is accomplished on the form, the meaning, and its distribution. This contrasting is usually cause by the change of some vocabularies appropriate to situation, velocity of speaking, and so on.
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The last is contrasting of language writing system. This is important too. Actually, the biggest problem of language learner is at the time whilst they study about written language. 4.
Contribution of Contrastive Analysis (CA) Guntur Tarigan (1996: 50) states that CA has some important contributions in the teaching learning process, for example: a.
Constructing language teaching materials. This is the basic aspect of comparing two languages.
b.
Constructing the system of pedagogical language. This is based on the linguistic theory being used.
c.
Arranging the class property in which the first language is used to help in the second language learning. This proves that contrastive analysis also has important role in
learning proses and has the advantage. It is not only help the students in studying foreign language becomes easier but also the teachers can know the students‟ difficulties and mistakes in learning foreign or target language. There are solutions to overcome the difficulties and error of the students. One of the solutions to solve the difficulties and errors of the students in learning target language is contrastive analysis. Therefore, contrastive analysis can be used as an alternative solution in second language teaching.
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B.
English Prefixes and Suffixes Before understanding prefixes and suffixes, it never hurts to know first about word and morpheme. Plag (2002: 25) introduces the crucial notion of morpheme as the smallest meaningful unit. Some words consist of just one morpheme; some consist of several. Morpheme divided into two parts; free morpheme and bound morpheme. He explains that morpheme which can stand alone and has lexical meaning is free morpheme. Whereas bound morpheme cannot stand alone and should be attached to the root or stem or base. Some of the morphemes are attached to the beginning or the end of words. These are affix. Affix is a standard set of letters attached to a root word that creates a new word. An affix is not able to be used alone in language but must be attached to another unit such as a root word, Swan (2005: 419). An affix is not able to be used alone in language but must be attached to another unit such as a root word. The word affix is a general term for a prefix, a suffix. According to Carter (2007: 471) affixes attached to the beginning of words are prefixes; those attached to the ends of words are suffixes. 1.
Prefixes Based on the explanation above, prefixes are free morphemes which added in the beginning of words. Plag (2002: 123-127) states that the prefixes can be classified semantically into the following groups. Those are:
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a)
Quantified Prefixes There is a large group that quantify over their base words meaning, for example, uni- (unilateral, unification), bi- (bilateral, bifurcation) and di- (disyllabic), multi- (multi-purpose, multilateral) and poly- (polysyllabic, polyclinic), semi- (semiconscious, semi-desert), micro- (micro-surgical, microwave), macro- (macroeconomics, macro-biotic), hyper- (hyperactive, hypermarket) and over- (overestimate, overtax).
b) Locative Prefixes There are numerous locative prefixes such as (circumnavigate,
circumscribe),
counterexample),
endo-
counter-
(endocentric,
circum-
(counterbalance,
endocrinology),
epi-
(epiglottis, epicentral), inter- (interbreed, intergalactic), intra(intramuscular, intravenous).
c)
Temporal Prefixes There are temporal prefixes expressing notions like ante(antechamber, premedical),
antedate), post-,
pre-
(preconcert,
(post-structuralism,
modern) and neo- (neoclassical, Neo-Latin).
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predetermine,
post-modify,
post-
d) Negation Prefixes The fourth group consists of prefixes expressing negation a(achromatic,
asexual),
de-
(decolonize,
deplete),
dis-
(disassociate, disconnect), in- (illegal, irregular), non- (nonbiological, non-commercial), un- (unhappy, unsuccessful).
2.
Suffixes Suffix is also categorized as bound morpheme, such a Prefix. However, it is rather different. Broukal (2002: 179) states that a Suffix is a combination of letters added to the end of a word or word root. Suffixes are used either to form new words or show the function of a word. Plag (2002: 109-123) divided suffix into several types, they are: a)
Nominal Suffixes In Plag (2002: 109) nominal suffixes are often employed to derive abstract nouns from verbs, adjectives and nouns. Such abstract nouns can denote actions, results of actions, or other related concepts, but also properties, qualities and the like. Another large group of nominal suffixes derives person nouns of various sorts. Very often, these meanings are extended to other, related senses so that practically each suffix can be shown to be able to express more than one meaning, with the semantic domains of different suffixes often overlapping.
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There are the examples of nominal suffixes. They are: –age (marriage, coverage), -al (approval, arrival), -ance (and with its variant –ence/-ency/ancy) (performance, independence), -ant (applicant,
defendant),
-ee
(employee,
interviewee),
-er
(performer, actor), -ess (stewardess, waitress), -ful (cupful, handful), -ing (running, building), -ion (education, connection), ist (novelist, scientist), -ment (development, treatment), -ness (happiness, darkness), -ship (friendship, relationship).
b) Verbal Suffixes There are four suffixes which derive verbs from other categories (mostly adjectives and nouns), -ate, -en, -ify and -ize. The examples of them are: -ate (dominate, irritate), -en (harden, lengthen), -ify (identify, magnify), -ize (feminize, Americanize).
c) Adjectival Suffixes Adjectival suffixes are the suffixes that can form adjective meaning. The word that can change into adjective is noun and verb. Suffixes form adjectival meaning from verb is –able, -ive. From noun into adjectival meaning, the suffixes are –al, -ed, ful, -ic, -ing, -ish, -less, -ly, -ous, -y.
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This is the examples of these suffixes in a word. From verb into adjectival meaning, –able (avoidable, readable), -ive (offensive, productive). Example of a word which has adjectival meaning from noun by adding suffixes; –al (informal, criminal), -ed (air-minded, bearded), -ful (grateful, helpful), -ic(al) (heroic, economical), -ing (surprising, boring), -ish (foolish, childish), -less (hopeless, priceless), -ly (manly, daily), -y (noisy, dirty), -ous (ambitious, nervous).
d) Adverbial Suffixes There are three suffixes which form adverb meaning. That is the examples of them, -ly (slowly, aggressively), -wise (clockwise, weather-wise).
C.
Indonesian Prefixes and Suffixes A large number of the words used in the Indonesian language are formed by combining root words with affixes and other combining forms. Knowing how affixes are used is the key to understanding the meanings of derived words and in learning to read Indonesian language. If you know the meaning of a root word and the rules for each type of affix, you will be better able to understand and predict the meanings of the words derived from that root word.
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Sometimes, a root word needs to add an affix so that can be used. This affixes can change the meaning, kind, and function of words becomes other words that different function with the root word. It is such English affixes, Indonesian affixes is also classified into seven groups, which are prefix, suffix, infix, simulfiks, konfiks, superfiks, combination affix. However, this research only focuses on prefix and suffix. 1.
Prefixes Kridalaksana (1992: 28) define prefixes are affix that added in front of the root word. The kinds of prefixes are: a) Forming Verb The examples of Prefixes that form verbs are: me- (memakai, membuat), ber- (berpikir, berdagang), per- (perbagus, peristri), ter- (terkenal, terpesona), ke- (ketawa, kebaca). b) Forming Adjective The examples of it are: se- (seberat, sekecil), ter- (terpanas, tersembunyi), ber- (berambisi, bersatu), me- (merakyat, mendua), pe- (pemalas, pendendam). c) Forming Noun Some prefixes that form noun are ke-, pe-, se-. Those are examples the prefixes in a word, ke- (kehendak, kekesih), pe- (penulis, penyanyi), se- (sekantor, sealiran).
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d) Forming Numeral There are two Prefixes in this type. That is ke- (kedua, keenam), and ber- (berlima, bertiga). e) Forming Interrogative This type is used for asking question. The Prefix me- (mengapa) is the only one Prefix which included in this type.
2.
Suffixes Kridalaksana (1992: 28) define Suffixes are affix that added in the end of the root word. The kinds of Suffixes are: a) Forming Verb This prefix can change the root word to be verb meaning. The example of this type is suffix –in (bikinin, doain). b) Forming Adjective There are eight suffixes which derive adjective form. That is –an (cantikan, kampungan), -al (individual, material), -il (idiil, prinsipil), -iah (alamiah, jasmaniah), -if (efektif, produktif), -is (teknis, praktis), -istis (optimistis, materialistis), -i (kimiawi, manusiawi). c) Forming Noun The example Suffixes that form noun are –an (tulisan, manisan, daratan), -at (muslimat, hadirat), -si (politisi, kritisi), -in (hadirin, muslimin), -ir (importir, eksportir), -us (politikus, kritikus), -is
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(connected with suffix -isme) (such as kapitalis, kapitalisme), -or (koruptor, diktator), -tas (kualitas, universitas). d) Forming Numeral Suffix -an in word puluhan and ratusan constitute the example of this type. e) Forming Interrogative Ini surat apaan sih!, the word apaan is attached suffix –an that form interrogative meaning.
D.
Narrative Text Genre is a word used in functional grammar and is also often called text type. Text types may be fictional (made up) or factual (information reports). Many kinds of genre or text type those are, narrative, descriptive, report, recount, procedure, news item, discussion, analytical exposition, and explanation. A narrative text is a text or paragraph in the form of stories. A chronology of events become emphasizing in the narrative text, Mafrukhi (2008: 14). Therefore the characteristics of the paragraphs of narrative are the character and storyline. There are various kinds of narratives such as fairy stories, folktales, legend, fable, mysteries, science fictions, romance, horror, etc. This type of text can be found in short story books, magazines, novels, movies, textbooks etc. Narrative is popular because they present a plot which consists of complications and resolutions.
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Sudarwati and Grace (2007: 62) state that the function of narrative text is to amuse or entertain the readers with actual or imaginary experiences in difference ways. Narrative text has generic structure or text organization and language features. They are: 1.
The Generic Structure of Narrative Text Sudarwati and Grace (2007: 62) explain the generic structure of narrative text. They are orientation, complication, resolution. a)
Orientation The position is in the beginning or introduction. Orientation introduces main characters, setting and time. The opening paragraph introduces characters / participants of the story and sets the scene (it answers the questions who, when, what and where).
b)
Complication The position is in the middle of text. The problem happens among the characters. It is about the problems which involve the main characters in the story developed.
c)
Resolution The position is in the ending of text. It is about how the problems in the story are solved (better or worse). Here, the main characters find ways to solve the problems.
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2.
Language Features of Narrative Text Sudarwati and Grace (2007: 62) mention the language features of narrative text those are: a) The use of noun phrases (a beautiful princess, a huge temple) b) The use of connective (first, before that, then, finally) c) The use of adverbial phrases of time and place (in the garden, two days ago) d) The use of simple past tense (he walked away from the village) e) The use of action verbs (sleep, walk, wake up) f) The use of saying verbs (say, tell, ask) g) The use of thinking verbs, feeling verbs, and verbs of senses (she felt hungry, she thought she was clever, she smelt something burning)
E.
Textbook In educational world, books are the important part of education. By books, the process of education can be done well. The teachers are able to organize the learning process in effectively and efficiently by using books. Also in learning process, students can study maximally by using the same books with their teacher. Therefore, a school usually use textbook because the teachers believe that by using textbook students can study easier, and it
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is able to make good communication between teachers and students in the class. Chambliss and Calfee (1998) as quoted from Muslich (2010: 50) explain clearly that textbook is the tool of student to understand and study about everything that read and to understand world (outer themselves). From statement above, it is proven that textbook has big influence for students. Textbook can be a tool to increase also the students‟ knowledge. Students can use the textbook to learn their material at home if their teacher has not finished explain at school. It means that the textbook is one of the teacher‟s major tools in guiding learning. Schorling and Batchelder (1956) as mentioned from Muslich (2010: 54) give four characteristics of good textbook. That is: 1.
Recommended by professional teachers to be the good quality textbooks
2.
The material in the textbooks appropriate with the purpose of education, students‟ and societies‟ requirement.
3.
There are a lot of texts, assignments, and drill materials.
4.
Contain illustration of material.
The writer concludes that textbook has important role in learning process. By the textbook, learning process in classroom can be done disciplinary because teacher and student will get guiding material clearly.
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From the characteristics above, it is expected can help students and teachers in the learning process. While, Hubert and Harl as mentioned in Muslich (2010: 55-56) textbook has many benefits. The benefits are for teachers, for students, and for societies. 1.
For Teachers Textbook consist of some material and crucial problem of every subject. It can help the teachers in teaching planning. Besides that there are many learning tools, such as pictures, diagram, and map. By many learning tools, teachers can create new method of learning for students so that the students do not feel bored in class. In fact, textbook can make the teachers feel free, because they do not need to look for material by themselves. Therefore, they can do other activities.
2.
For Students For students, Textbook will influence student‟s personality. Although between a student and other students is different influence. By reading Textbook, it can motivate the students thinking and doing positive thing.
3.
For Societies The benefit for society is especially for parents. By textbook, parents can accompany their children when they do their assignment. Also parents can know the children‟s understanding about material in school maximally or not. In this case, if the understanding of material has no maximally, parents know what they have to do for their children.
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F. Theory of Authentic Material Authentic material also called authentic text, according to Nunan (1988: 228) as mentioned in Erkaya (2005: 3) authentic text is any material which has not specifically been produced for the purposes of language teaching. Authentic materials are not created specifically to be used in the classroom, but they make excellent learning tools for students clearly because they are authentic. It means that authentic material can be a reference for students or teacher in learning process. Then, authentic materials help the students bridge the gap between the classroom and the outside world. Berardo (2006:64) states that the main advantages of using authentic materials in the classroom therefore include: a.
Having a positive effect on student motivation
b.
Giving authentic cultural information
c.
Showing the students about real language
d.
Relating more closely to students‟ needs
e.
Supporting a more creative approach to teaching From the explanation above, it can be concluded that authentic
materials give motivation for students in class. Using authentic material can create students‟ interest when use authentic materials because they are real text or material. Besides that, the teachers can make the learning process more colorful than before.
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CHAPTER III RESEARCH METHODOLOGY Wardi Bachtiar (1997:1) research is a logical and systematic search for new and useful information on a particular topic. It is a finding investigation of scientific solutions and social problems through objective and systematic analysis. He also states Research methodology is a set of knowledge about procedure of collecting data systematically and logically which related with some problems to be processed, analyzed, made conclusion, and found the solving problem. In this research method of study is expanded in to four points, namely (a) Type of Research (b) Object of Research (c) Method of Collecting Data (d) Technique of Analysis Data. The explanation of each point will be discussed further into wide explanation. A. Type of Research The type of research conducted by the writer was descriptive qualitative research. The writer used documentation and literary data as a form to describe the prefixes and suffixes of a word. The writer collected the data, analyzed them and conclude them without making generalization. According to Creswell (1994:1) qualitative research is defined as an inquiry process of understanding a social or human problem, based on building a complex, holistic picture, formed with words, reporting detailed views of informants, and conducted in a natural settings. Bodgan and Biklen state that descriptive method is collecting the qualitative data, analyzing it and writing the result (in Creswell, 1994:171). In line with that statement (Bodgan and Taylor in Moleong, 2004:4) state that xliii
the steps of descriptive method are collecting data, analyzing data and drawing conclusion. The first step was collecting data. Some activities had done by the writer to collect the data in this research. From looked for English and Indonesian senior high school textbooks, read all of them, and then tried to separate the narrative texts from the other texts. The second step was analyzing data. From the step one the writer had separated the narrative texts from other texts in the textbooks. Therefore, in this step the writer looked for the words which added by prefix or suffix from the narrative texts. After that, these words were classified based on the kinds of English and Indonesian prefix and suffix. The third step was drawing conclusion. After classifying all of the words, the writer tried to make conclusion. From the classifying words, the writer could find the similarities and differences between English and Indonesian prefix and suffix in a word and made the conclusion in this research. Beside used qualitative and descriptive research, the writer also used contrastive methodology so that could find the valid data. Pranowo (1996: 45) contrastive analysis methodology is the work step of contrastive analysis which describes the term of contrastive analysis. Contrastive analysis is staged into 4 phases: a.
Describing the structure of Language 1 (L1) and language 2 (L2)
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b.
Selecting the element of differences and similarities of the two languages (L1 and L2)
c.
Contrasting the differences of the two language systems
d.
Predicting the learning difficulties and language errors based on the result of contrasting above The first rule in Contrastive Analysis depends on a good description
and detail about language. In this material, the theoretical analysis of languages will be compared or contrasted from the structure of L1 and L2. The second criteria from contrastive analysis are predicting the possible interferences of the two languages.
B. Object of the Research The objects of this research were the English and the Indonesian prefixes and suffixes. The prefixes and the suffixes were found in the English and Indonesian narrative texts. The amounts of narrative text in the English textbooks were seven texts, and from the Indonesian textbooks were totally five texts. The title of the English and Indonesian narrative texts as follows: 1.
The Title of English Narrative Texts a) Thumbelina from Look Ahead (An English Course for Senior High School Student Year X). b) The Golden Snail from Look Ahead (An English Course for Senior High School Student Year X).
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c) The Stronger Man from Look Ahead (An English Course for Senior High School Student Year XI). d) The Black Cat from Look Ahead (An English Course for Senior High School Student Year XI). e) Ockok the Owl and Wak the Hawk from Look Ahead (An English Course for Senior High School Student Year XII). f)
The Faithful Lovers from Look Ahead (An English Course for Senior High School Student Year XII).
g) The History of Jack and the Beanstalk from Look Ahead (An English Course for Senior High School Student Year XII).
2.
The Title of Indonesian Narrative Texts a) Legenda Badhong Gatutkaca from Mahir Berbahasa Indonesia (Senior High School Student Year X). b) Hikayat Si Miskin dan Hikayat Marakarma from Pelajaran Bahasa dan Sastra Indonesia (Senior High School Student Year XI). c) Terjadinya Selat Bali from Pelajaran Bahasa dan Sastra Indonesia (Senior High School Student Year XI). d) Hikayat Muhasyodak from Mahir Berbahasa Indonesia (Senior High School Student Year XII). e) Asal Usul Gunung Saba Mpolulu from Mahir Berbahasa Indonesia (Senior High School Student Year XII).
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C. Method of Collecting Data There are many ways to collect the data, such as: documentation, observation, test, interview, and questionnaire. In this case, the writer used documentation through reading the material and note taking technique. According to Suharsimi (2010: 274) a documentation method is finding data that related by using book, transcript, newspaper, magazine, ancient inscription, notes of a meeting, agenda, etc. In this research, the writer used the documentation to collect the data. The data was taken from English and Indonesian textbooks of senior high school students. The writer took some texts in these textbooks especially narrative texts. English narrative texts that the writer analyzed were seven texts from three textbooks. Beside that there were five Indonesian narrative texts that analyzed. All of the data were collected on April for a month.
D. Technique of Analysis Data In analyzing the data, Tesch (1990) provided eight steps to consider, Creswell (1994: 155): 1. Read through all the transcriptions carefully. 2. Pick one document and ask what it is about. 3. When the researcher has completed the task from much information then make a list of all topics. 4. Abbreviate the topics as code. 5. Reducing the total list of categories by grouping topics. xlvii
6. Make a final decision on the abbreviation for each category. 7. Assemble the data material belonging to each category in one place and perform a preliminary analysis. 8. If necessary, the researcher will recode the existing data. The writer needed some procedure that should be done to analyze the data. These steps were selecting and categorizing. 1. Selecting In this step the writer sellected the textbooks firstly. The English textbooks entitle Look Ahead for senior high school student year X, XI, XII
were chosen because this textbook contained many example of
narrative texts. The Indonesian textbooks that the writer selected were Pelajaran Bahasa dan Sastra Indonesia for senior high school student year XI, and Mahir Berbahasa Indonesia for senior high school student year X, XII. It also had the example of narrative text. Besides that, all of the textbooks also gave the explanation of narrative is very clearly. 2. Categorizing After selecting the textbooks, then the writer separated the narrative texts with other text types contained in the English and Indonesian textbooks. Then, from the narrative texts the writer separated the words that added by prefix and suffix with the other words. After that, the words were classified based on the kinds of English and Indonesian prefix and suffix and listing the data. Finally, the writer tries to find out the similarities and the differences among them and takes the conclusion.
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CHAPTER IV DATA ANALYSIS In this fourth chapter, the writer is going to analyze the data through categorized the data into their kinds of English and Indonesian prefix and suffix. As the second analysis, the writer analyzed the differences and similarities of English and Indonesian prefix and suffix. A. Analysis of the English Prefix and Suffix Here the writer analyzed the words in the narrative text of student‟s senior high school textbooks and present the analysis in the form of table. The analysis based on the kinds of English prefixes and suffixes. A.1 Prefix The first analysis is the English prefixes and their kinds. There were four types of prefixes; quantified prefixes, locative prefixes, temporal prefixes and negation prefixes. The writer showed the data of prefixes as the table below. Table 4.1 Types of English Prefix No
Types of Prefix
Total in Number
1
Quantified Prefixes
0
2
Locative Prefixes
0
3
Temporal Prefixes
0
4
Negation Prefixes
4
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From all of the English data of prefixes, the writer did not find the words that categorizing in the quantified, locative, and temporal prefixes in the narrative texts. The prefixes data that have found in seven narrative texts was only categorizing as negation prefixes as the table below. Table 4.2 Words of Prefixes in Texts No
Title of Text
English Prefixes
1
The Black Cat
Nothing, dislike
2
The History of Jack and the Beanstalk
Disposition
3
The Faithfull Lovers
Nobody
From the seven texts, the writer found four words as negation prefixes in the three texts; the Black Cat, the History of Jack and the Beanstalk, and the Faithfull Lovers. Here is the detailed information of negation prefixes: Table 4.3 Negation Prefixes in the Black Cat Text Type of prefixes Negation
Word Nothing
Paragraph 5th
Sentence There was suddenly nothing
Prefixes
left. Dislike
7th
I soon began to dislike the cat because it often stared at me with a strange and hatred look.
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Table 4.4 Negation Prefixes in the History of Jack and the Beanstalk Text Type of
Word
Paragraph
Sentence
prefixes 1st
Negation Disposition
His follies were not owing to a
Prefixes
bad disposition but his mother had never checked on him.
Table 4.5 Negation Prefixes in the Faithfull Lovers Text Type of
Word
Paragraph
Sentence
prefixes Negation Nobody
12nd
Meanwhile,
Prefixes
the
chief‟s
daughter
mourned for her lover as for a husband and nobody could comfort her.
A.2 Suffixes The second analysis is the type of English suffixes. There are four types of suffixes; nominal suffixes, verbal suffixes, adjectival suffixes and adverbial suffixes. The writer showed the suffixes data in the table form. Table 4.6 Types of English Suffix No
Types of Suffix
Total in Number
1
Nominal Suffixes
18
2
Verbal Suffixes
0
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3
Adjectival Suffixes
14
4
Adverbial Suffixes
22
The table below mentions the words that found by the writer in the seven narrative texts as nominal, adjectival, and adverbial suffixes. Table 4.7 Words of Suffixes in Texts No
Title of Text
Types of English Suffixes Nominal
1
Thumbelina
2
The
-
Golden Princess,
Snail
The
Adverbial
Muddy
Hardly
Beautiful,
Secretly,
suffering, fiancée golden, thirsty, suddenly, meeting
3
Adjectival
Stronger
-
The Black Cat
Suspicion
touching
sadly, happily
Trashy
Fairly
Horrible,
Peacefully,
suspicious,
nearly
Man 4
5
Ockok
the Handful
-
-
Owl and Wak the Hawk 6
The
Faithfull Hunter,
Lovers
lover, Beautiful,
Suddenly,
mourning,
mysterious,
fortunately,
obstruction
curious
greedily
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7
The History of Consequence,
Enormous,
Instantly,
Jack and the attention,
delicious,
fiercely,
Beanstalk
direction,
quickly,
thickness,
surprisingly,
appearance
suddenly, loudly, really, happily,
The table below is the detailed information of nominal suffixes, adjectival suffixes and adverbial suffixes in the narrative texts: 1)
Nominal Suffixes There were eighteen words that added suffixes and classified in nominal suffixes as the table below. Table 4.8 Nominal Suffixes in Sentence
No
1
Title of text
Word
Paragraph 1st
The Golden Princess Snail
Sentence
Dewi
Galuh
Candra
Kirana was a princess from the Kingdom of Daha. 5th
Princess
I am the princess of Daha
5th
Suffering
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She
prayed,
wishing
that
Galuh
Candra
kirana‟s suffering will end soon. 6th
Fiancée
Raden
Inu
Kertapati
heard the news that his fiancée was thrown out from the palace. 7th
Meeting
The meeting was very touching.
Suffering
2
The
Black Suspicion
7th
Her suffering was over.
10th
The fourth day after the
Cat
death of my wife, the police
came
to
my
house because of my neighbor‟s suspicion.
3
12th
Ockok
the Handful
Owl
and
away! Instead, he bent
Wak
the
down and picked up a
Hawk
But Wak did not go
handful of sand and threw
it
into
his
brother‟s eyes.
4
The
3rd
Hunter
He was a good hunter
Faithfull
but he was poor and
Lovers
had a mean family.
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9th
Lover
The lover drank the water at a draught.
11th
Mourning
There
was
mourning
great
over
the
death of the five young men and for the lost lover.
Obstruction
11th
Canoes
had
to
be
portaged at great labor around the obstruction.
5
The History Consequence
1st
The consequence of her
of Jack and Attention
blind partiality was that
the
Jack did not pay the
Beanstalk
least
attention
to
anything she said. 3rd
Butcher
As he was going along, Jack met a butcher.
4th
Direction
She fiercely kicked the beans away and they flew in all directions with
some
being
scattered in the garden.
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5th
Thickness Appearance
The stalks were of an immense thickness and had so entwined that they formed a ladder almost like a chain in appearance.
2)
Verbal Suffixes The data of verbal suffixes did not find in all of the English narrative texts.
3)
Adjectival Suffixes The writer found some words that classified as adjectival suffixes amount of fourteen words and showed in the table below. Table 4.9 Adjectival Suffixes in Sentence
No
Title of text
1
Thumbelina
Word
Paragraph 5th
Muddy
Sentence At the bottom of the garden,
there
stream
with
banks,
and
was
a
muddy that
was
where the old toad lived with her son.
2
1st
The Golden Beautiful Snail
She was kind and very beautiful.
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2nd
Golden
There she was cursed and turned into a golden snail.
5th
Beautiful
Suddenly
the
snail
turned into a beautiful girl. 6th
Thirsty
After walking for hours, he became thirsty.
7th
Touching
The meeting was very touching.
3
The
5th
Trashy
Then, the general said, “I
Stronger
see it no use picking and
Man
choosing among such a trashy lot.
4
The
5th
Black Horrible
Cat
I was terrified and could not
forget
such
a
horrible sight. 12th
Suspicious
The
police
were
suspicious and they tore the wall down.
5
5th
The Faithful Beautiful lovers
Before they started, they sat down to smoke and rest beside a beautiful
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lake at the foot of a green knoll that rose from its shore.
Mysterious
5th
The knoll was covered with green grass and somehow as they look at it they had a feeling that there
was
about
it
something that
was
mysterious and uncanny. 6th
Curious
One
of
the
lover‟s
friends was so curious about it that he ventured into the knoll.
6
6th
The History Enormous of Jack and the
room. 6th
Delicious
Beanstalk
4)
He was in an enormous
He started to eat the delicious food.
Adverbial Suffixes There were twenty two words that found by the writer as the adverbial suffixes as the table below.
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Table 4.10 Adverbial Suffixes in Sentence No
Title of text
1
Thumbelina
Word
Paragraph 3rd
Hardly
Sentence “Why, the pretty little thing is hardly as big as my thumb!”
2
5th
The Golden Secretly Snail
Then, she secretly hid behind the door.
5th
Suddenly
Suddenly
the
snail
turned into a beautiful girl. 5th
Sadly
“Galuh Ajeng is very cruel,”
said
Nyai
Dadapan sadly. 7th
Happily
“My
dear
Kirana!”
he
Candra cried
happily.
2
3
The
10th
Fairly
The general looked at
Stronger
him, then burst into a
Man
laugh, “Fairly caught!”
The
1st
Black Peacefully
Cat
But in order to die peacefully must tell my
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story. 5th
Suddenly
There
was
nothing
suddenly
left,
but
a
strange thing happened. 8th
Nearly
It got between my feet and nearly made me trip down the stairs.
4
7th
The Faithful Suddenly Lovers
But,
suddenly
they
stopped.
Fortunately
8th
Fortunately, the lover‟s friend came to help him.
9th
Greedily
When the lover saw the river, he walked to the river, sprang in, and lying down in the water with his head toward land, drank greedily.
5
4th
The History Instantly
The bargain was struck
of Jack and
instantly and the cow
the
exchanged
Beanstalk
beans. 4th
Fiercely
for
the
She fiercely kicked the beans away and they
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flew in all directions with
some
being
scattered in the garden. 5th
Quickly Surprisingly
Quickly,
he
ran
downstairs
into
the
garden, where he soon discovered that some of the beans had taken root and
sprung
up
surprisingly. 7th
Suddenly
Suddenly,
he
heard
rumbling noise coming from a corner of the room.
Loudly
7th
He was snoring loudly.
Really
7th
Jack was really scared.
Quickly
8th
Jack
quickly
jumped
down from the table and grabbed some coins from the floor. 10th
Suddenly
Suddenly,
he
tripped
and fell into the floor with a crash.
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14th
Happily
The goose continued to lay golden eggs and they lived happily ever after.
B. Analysis of Indonesian Prefix and Suffix These analyses below based on the kinds of Indonesian prefixes and suffixes. The writer showed the analyzing data in the table form.
B.1 Prefix Firstly the writer analyzed the kinds of Indonesian prefixes. Indonesian prefixes had some types; forming verb, forming adjective, forming noun, forming numeral, and forming interrogative. Many words that added prefixes were found in the narrative as the table below. Table 4.11 Types of Indonesian Prefix No
Types of Prefix
Total in Number
1
Forming Verb
75
2
Forming Adjective
11
3
Forming Noun
5
4
Forming Numeral
21
5
Forming Interrogative
0
lxii
The writer shows all of the data of the words that categorized based on the type of prefixes above in the table below: a) Forming Verb Table 4.12 Words of Forming Verb Prefixes in Texts No
1
Title of Text
Legenda Badhong Gatutkaca
Indonesian Prefixes
Terkenal, mengganggu, mengalir,
berasal,
berusia, berperang, melihat,
bernama,
merasa,
menolak,
mengirim, membaca, menahan, membakar, melawan, mengutus, berusaha, menjawab, melapor,
berfikir,
mengingat, memilih, berangkat, meminta.
2
Hikayat Si Miskin atau Hikayat Mencari, Marakarma
meminta,
memuja, menyuruh, menangkap, berburu, mengngis, menaruh, mengubah,memohon
3
Terjadinya Selat Bali
Menolong, menikah, berjudi,memupuk, menangis,
lxiii
berjalan
menghutang, melihat membayar, menjawab,
merasa,
menyambung.
4
Hikayat Muhasyodak
Menolong, menghukum, mengancam, meminta,
mencoba,
mendengar, mengirim,
mencari,
menyuruh, member, mengambil, menjawab, berjalan, bertanya, membawa.
5
Asal Usul Gunung Saba Mpolulu
Berupaya,
berpikir,
melihat, mengangkat, menembak.
b) Forming Adjective Table 4.13 Words of Forming Adjective Prefixes in texts No
1
Title of Text
Legenda Badong Gatutkaca
Indonesian Prefixes
Sejenis, sepanjang, seputar,sepasang, bersatu, bersama
lxiv
2
Terjadinya Selat Bali
Terkenal, beribadat, beragama
3
Hikayat Muhasyodak
Berdusta
c) Forming Noun Table 4.14 Words of Forming Noun Prefixes in Texts No 1
Title of Text Legenda Badong Gatutkaca
Indonesian Prefixes Petunjuk, penjilat, perampok
2
Terjadinya Selat Bali
Penjudi
3
Asal Usul Gunung Saba Mpolulu
Penjaga
d) Forming Numeral Table 4.15 Words of Forming Numeral Prefixes in Texts No
1
Title of Text
Legenda Badong Gatutkaca
Indonesian Prefixes
Beberapa, seorang, kedua, ketiga,
2
Hikayat Si Miskin atau Hikayat
Seorang, seekor
Marakarma 3
Terjadinya Selat Bali
Sewaktu, kedua, beberapa, setahun
lxv
4
Hikayat Muhasyodhak
Seorang, keempat, sebuah,
5
Asal Usul Gunung Saba Mpolulu
Sekali, kedua, seorang, pertama
The tables below are the detailed information about the words that categorized as forming verb, forming adjective, forming noun, forming numeral. 1)
Forming Verb The first types of Indonesian prefixes was the prefix that forming verb. From the result of analysis, the writer found seventy five words as prefixes as forming verb and showed them in the table below. Table 4.16 Forming Verb Prefixes in Sentence
No
1
Title of text
Word
Legenda
Terkenal
Badhong
(Famous)
Paragraph 1st
Sentence
Di wilayah Yogyakarta sebelah
Gatutkaca
utara,
tidak
jauh dari Musium Seni Rupa terkenal
Affandi
yang
itu,
ada
sebuah dusun dengan sebutan Pringgodani.
lxvi
nama
Mengganggu
1st
(Annoy)
Batu
ini
kemudian
dihancurkan
sedikit
demi
sedikit
dengan
palu
besi
karena
mengganggu. 2nd
Mengalir (Flow)
Menurut beberapa ahli geologi,
jenis
batu
besar itu sama dengan jenis
batu-batu
ada
di
yang
sepanjang
Sungai Gajah Wong, yang mengalir di sisi Museum
Seni
Rupa
Affandi. 2nd
Berasal (Coming)
Dari
petunjuk
ini,
diperkirakan batu besar itu berasal dari perut Gunung Merapi yang meletus
pada
abad
yang lalu. 3rd
Berusia (Attain
the
age)
Akan tetapi, beberapa orang penduduk yang tinggal
di
Dusun
Pringgodani, terutama yang
berusia
lanjut
mempunyai pandangan yang berbeda.
lxvii
Berperang
3rd
(at war)
Menurut mereka batu besar dengan bagian atas
yang
runcing
sangat
itu
pada
mulanya
adalah
badhong
milik
Gatutkaca, tokoh
seorang
dari
pewayangan, kesatria
jagat seorang
Bima
yang
dikenal sangat terampil berperang, sakti, dan memiliki
kemampuan
terbang
dengan
kecepatan
mencapai
10.000km per detik. 4th
Melihat (Look)
Jika kita melihat tokoh wayang, baik itu tampil dalam wujud wayang orang
atau
wayang
kulit maka kita akan melihat sejumlah tokoh mengenakan semacam sayap dipunggungnya. 5th
Bernama (Named)
Salah seorang paman Gatutkaca
bernama
Brojodento,
tiba-tiba
punya pikiran aneh.
lxviii
5th
Merasa (Feel)
Disamping itu, sebagai putra
sulung
Arimbi,
Raja
Brojodento
merasa berhak tahta itu sesudah
ayahandanya
mangkat. 6th
Menolak
Konsekuen
dengan
Menghadap
keputusannya,
ia
(Refuse, face)
menolak untuk pergi menghadap
di
Kerajaan Pringgodani dan
melaksanakan
tugas-tugas
yang
dibebankan kepadanya sebagaimana layaknya punggawa
Kerajaan
Pringgodani. 6th
Mengirim (Sent)
Mereka mengirim surat lewat
salah
seorang
utusan
yang
menegaskan bahwa jika dalam minggu
waktu
satu sesudah
diterimanya surat itu, Gatutkaca tidak juga menyerahkan mahkota dan tahta kepadanya, maka
lxix
Kerajaan
Pringgodani
akan
digempur. 7th
Membaca (Read)
Membaca
surat
Garutkaca
itu
menjadi
sedih. 7th
Bernama (Named)
Adapun
pakaian
itu
berupa, pertama kutang bernama
Antakusuma
yang
membuatnya
bagaikan mengenakan jaket anti peluru. 7th
Menahan
Kedua tutup kepla yang
Membakar
diberi nama Basunda,
(Hold
semacam
back,
burn)
helm
mempunyai
kesaktian
menahan hujan deras, petir,
dan
matahari
panas yang
membakar. 7th
Melawan (Against)
Ia merasa tidak pantas perang melawan
tanding Brojodento
karena bagi Gatutkaca Brojodento
sudah
dianggap seperti orang tuanya sendiri.
lxx
7th
Mengutus (Delegate)
Dalam
keadaan
bimbang
seperti
itu,
Arimbi ibunya akhirnya mengutus
adiknya
Brojomusti
dan
Brojolamatan menemui dan
untuk
Brojodento mengingatkan
bahwa sikap yang telah dipilihnya keliru. 8th
Berusaha
Brojomusti
dan
Melawan
Brojolamatan berusaha
(Effort,
mengingatkan
against)
abangnya bahwaa apa yang ia lakukan dapat disebut makar karena telah
melawan
pemerintahan yang sah.
Menjawab
8th
(Answer)
Brojodento
menjawab
bahwa Brojomusti dan Brojolamatan
dapat
dikatakan
kesatria
penjilat karena tidak mempunyai
pendirian
yang teguh. 10th
Melapor (Report)
Dalam yang
lxxi
pertempuran semakin
tidak
seimbang
akhirnya
Brojomusti memutuskan melarikan
diri,
demikian
juga
Brojolamatan
dan
melapor kepada Raja Muda Gatutkaca. 11th
Berpikir (Think)
Mereka
berpikir
mungkin dengan cara itu
Brojomusti
dan
Brojolamatan bisa lebih mantap
dalam
membaktikan
dirinya
kepada negara.
Mengingat
13th
Dengan
mengingat
Berangkat
petuah
ibunya,
(Remember,
Gatutkaca
set out)
menghadapi pamannya
berangkat
sendiri. 13th
Memilih (Choose)
Brojodento
bingung
memilih
mana
Gatutkaca
yang
sebenarnya. 13th
Meminta (Ask)
Dalam keadaan kacau itulah, meminta
lxxii
Gatutkaca bantuan
Brojomusti
dan
Brojolamatanyang sudah merasuk dalam tangan kiri dan paha kanan.
2
Hikayat
Si Mengelilingi
1st
Adapun pekerjaan si
Miskin atau Mencari
Miskin
Hikayat
(Around,
negeri mencari rezeki
Marakarma
look for)
setiap hari adanya. 1st
Meminta (Ask)
mengelilingi
Biarpun
gentar,
terpaksa juga si Miskin meminta
mempelam
dari raja. 2nd
Memuja (Worship)
Dengan memuja dewa, sebuah
negeri
juga
muncul.
Menyuruh
2nd
(Order)
Maharaja Indra Dewa lalu
menyuruh
para
ahli nujum mengatakan bahwa anak si Miskin itu celaka adanya.
Menangkap (Catch)
3rd
Pada
hari
Marakarma
berhasil
menangkap
seekor
burung.
lxxiii
suatu
4th
Berburu (Hunt)
Pada
suatu
Mangindra
hari,
Sari
pun
pergi berburu.
Menangis
4th
(Cry)
Didapatinya
Nila
Kesuma
menangis
dibawah
pohon
waringin. 6th
Menaruh (Put)
Seekor ikan menaruh kasihan
pada
Marakarma
dan
membawanya
ke
NegeriPelinggam Cahaya dimana kapal itu singgah.
Mengubah
6th
(Change)
Dengan
mengubah
bunga,
Marakarma
dapat
berhubungan
dengan istrinya, Putri Cahaya Khairani.
Memohon (Begged)
7th
Marakarma memberitahu
siapa
dirinya
yang
sebenarnya
lxxiv
dan
memohon
supaya
Puspa
berdiri
Sari
seperti semula.
3
Terjadinya
Menolong
Selat Bali
(Help)
2nd
Begawan
Sidhimantra
selain terkenal sebagai Brahmana yang sakti, juga terkenal sebagai orang
pertapa
ramah
dan
yang senang
menolong
hingga
disegani
penduduk
sekitar padepokan. 3rd
Menikah (Married)
Sesudah
menikah
beberapa
tahun,
keluarga
itu
memperoleh putra yang sangat cakap.
Menunjuk
10th
(Indicate)
Tinggal mana
menunjuk ayam
yang
menang dan dia akan dibayar. 13th
Berjudi (Gamble)
Jadi kau mulai berjudi anakku?
13th
Memupuk (Manure)
Kalau kau suka berjudi, berartikau
telah
memupuk sifat jahat!
lxxv
Menangis
16th
(Cry)
Dia
hanya
dapat
menangis diam-diam.
Menghutang
17th
(Debt)
Dia tetap mengunjungi arena judi dan sebagai barang taruhannya, dia berani
menghutang
pada para penjudi yang lain. 20th
Berjalan (Walk)
Beberapa
hari
Begawwan Sidhimantra berjalan, yang diikuti dengan diam-diam oleh Manik Angkeran. 26th
Melihat (See)
Manik melihat
Angkeran kejadian
itu
dengan takjub.
Mendatangi
28th
Manik
Angkeran
Membayar
mendatangi
(Come, pay)
kawan berjudinya dan membayar
kawan-
hutang-
hutangnya.
Menjawab (Answer)
35th
Manik menjawab gemetar.
lxxvi
Angkeran dengan
41st
Merasa (Feel)
Aku merasa berterima kasih.
Menyambung
41st
(Connect)
Akan tetapi sahabatku, Manik Angkeran adalah satu-satunya
anakku
yang
akan
menyambung keturunanku!
Memancar
43rd
(Spray)
Dari sana memancar air yang semakin lama semakin besar.
4
1st
Hikayat
Menolong
Sejak kecil ia sudah
Muhasyodh
Menghukum
dapat
ak
(Help,
bapanya
punish)
sekalian orang didalam
menolong menghukum
dusun dengan betul dan benarnya, serta dengan keras siasatnya. 1st
Berhasil
Dia
juga
berhasil
Mengancam
menentukan siapa ibu
Membelah
dari
(Success,
dengan
threaten,
akan membelah anak
cleave)
itu menjadi dua.
lxxvii
seorang
anak
mengancam
2nd
Meminta
Keempat
guru
raja
Mencoba
meminta
izin
untuk
(Ask, try)
mencobakebijaksanaan Muhasyodhak dahulu.
Mendengar
3rd
Raja sangat sukacita
Mengirim
mendengar
istrinya
(Hear, sent)
berasalmdari
bangsa
yang
mulia,
lalu
mengirim mata benda yang
banyak
pada
mentuanya. 4th
Mencari (Look for)
Dengan
akal
juga
orang boleh mencari harta.
Menyuruh
5th
Raja
ketakutan
dan
Memanggil
menyuruh memanggil
(Order, Call)
Muhasyodhak kembali ke istana.
Menjawab
5th
(Answer)
Dengan mudah saja, Muhasyodak menjawab teka-teki itu.
Memberi (Give)
7th
Tatkala
Muhasyodhak
sudah
sampai
14th
umurnya, raja hendak memberi
lxxviii
istri
kepadanya. 7th
Meminta
Muhasyodak
meminta
Mencari
izin supaya dia boleh
(Request,
mencari istri sendiri.
look for) 8th
Berjalan (Walk)
Selang beberapa hari, Muhasyodak
pun
berjalan
pulang
bersama-sama dengan Citata. 8th
Bertanya (Ask)
Tatkala sampai ditepi sungai,
Muhasyodak
bertanya kepada Citata apakah
sungai
itu
dalam atau tohor.
Menyuruh
8th
Pada keesokan harinya,
Membawa
Muhasyodak menyuruh
(Order,
sepuluh sepuluh orang
bring)
perempuan
membawa
Citata ke hadapannya.
5
Asal
Usul Berupaya
Gunung
2nd
(Struggle)
Meskipun
begitu,
penjaga Gunung Saba
Saba
Mpolulu tetap berupaya
Mpolulu
memiliki air itu. 3rd
Berpikir
lxxix
Sesudah itu, penjaga
(Think)
Gunung Saba Mpolulu berpikir sejenak. 3rd
Melihat (See)
Penjaga Gunung Saba Mpolulu
bertambah
marah ketika melihat sikap penjaga Gunung Kamonsope.
Mengangkat
4th
(Raise)
Sebagai jalan terakhir, penjaga Saba Mpolulu mengangkat hendak
senjata memerangi
penjaga
Gunung
Kamonsope.
Menembak (Fire)
5th
Kini,
tiba
penjaga
giliran Gunung
Kamonsopo
yang
menembak
penjaga
Gunung Mpolulu.
2) Forming Adjective The second type of Indonesian prefixes was adjective prefixes. There are eleven words that detectable into this type as the table below.
lxxx
Table 4.17 Forming Adjective Prefixes in Sentence No
1
Title of text
Word
Paragraph
Legenda
Sepanjang
Badong
(As long as)
2nd
Sentence
Menurut beberapa ahli geologi,
Gatutkaca
jenis
batu
besar itu sama dengan jenis
batu-batu
ada
di
yang
sepanjang
Sungai Gajah Wong, yang mengalir di sisi Museum
Seni
Rupa
Affandi. 2nd
Sejenis
Batu besar itu juga
Sepanjang
sejenis
Seputar
dapat
dengan
yang
dilihat
di
(Same,
as
sepanjang Kali Krasak,
long
as,
di seputar perbatasan
around)
antara Yogyakarta dan Magelang. 7th
Sepasang (A pair)
Ketiga,
sepasang
terompah yang diberi nama Madu Kacreman. 13th
Bersatu,
Sebelum
ia
Bersama
menghembuskan nafas
(Together)
yang terakhir, ia minta pada
Gatutkaca
jika
diperkenankan dia juga
lxxxi
ingin
bersatu
tubuh
dalam
Gatutkaca
bersama
kedua
saudranya yang lain.
2
2nd
Terjadinya
Terkenal
Selat Bali
(Famous)
Begawan
Sidhimantra
selain terkenal sebagai Brahmana yang sakti, juga terkenal sebagai orang
pertapayang
ramah
dan
senang
menolong disegani
hingga penduduk
sekitar padepokan.
Beribadat
13th
Ayah
adalah
Beragama
yang
beribadat,
(Religious)
beragama,
orang taat dan
disegani orang.
3
Hikayat
Berdusta
Muhasyodh
(Lie)
8th
Citata tidak mengenal Muhasyodhak
ak
dan
dituduh berdusta lalu dikurung dalam sebuah rumah kecil.
lxxxii
3) Forming Noun The third type is prefixes that forming noun and the writer found five words that included forming noun prefixes, as the table form below. Table 4.18 Forming Noun Prefixes in Sentence No
1
Title of text
Word
Legenda
Petunjuk
Badong
(Clue)
Paragraph 2nd
Sentence
Dari
petunjuk
ini
diperkirakan batu besar
Gatutkaca
itu berasal dari perut Gunung Merapi yang meletus pada abad lalu. 8th
Penjilat (Bootlicker)
Brojodento
menjawab
bahwa Brojomusti dan Brojolamatan
dapat
dikatakan penjilat
kesatria karena
mempunyai
tidak
pendirian
yang teguh.
Perampok
8th
(Robber)
Brojodento menambahkan Arimbi
bahwa adiknya,
demikian
juga
Gatutkaca,
ibaratnya
adalah
perampok
mahkota dan tahta yang seharusnya
lxxxiii
jatuh
ke
tangan Brojodento.
2
13th
Terjadinya
Penjudi
Selat Bali
(Gambler)
Pada akhirnya kau akan menjadi penjudi besar kalau
tidak
mau
hentikan sekarang!
3
Asal
Usul Penjaga
Gunung
2nd
(Keeper)
Air
milik
Gunung
Mpolulu
penjaga Kamonsope
diminta oleh penjaga Gunung Saba Mpolulu. 3rd
Sesudah
itu,
penjaga
Gunung Saba Mpolulu berpikir sejenak. 4th
Penjaga Gunung Saba Mpolulu semakin kesal.
5th
Kini,
tiba
penjaga Kamonsope menembak
giliran Gunung yang penjaga
Gunung Saba Mpolulu.
lxxxiv
4) Forming Numeral The fourth types of Indonesian prefixes are the prefix that forming numeral. From the result of analysis, the writer found twenty one words as prefixes as forming verb and showed them in the table below. Table 4.19 Forming Numeral Prefixes in Sentence No
1
Title of text
Word
Legenda
Beberapa
Badhong
(Some)
Paragraph 2nd
Sentence
Menurut beberapa ahli geologi,
Gatutkaca
jenis
batu
besar itu sama dengan jenis
batu-batu
ada
di
yang
sepanjang
Sungai Gajah Wong, yang mengalir di sisi Museum
Seni
Rupa
Affandi. 6th
Seorang (Someone)
Ia mengirimkan surat lewat seorang utusan yang menegaskan jika dalam
waktu
minggu
satu
sesudahnya
surat
diterima
Gatutkaca tidak juga mau
menyerahkan
mahkota kepadanya,
lxxxv
dan
tahta maka
kerajaanya
akan
digempur.
Kedua
7th
(Twice)
Kedua, yang
tutup
kepala
diberi
nama
Basunda semacam helm yang
mempunyai
kesaktian
menahan
hujan deras, petir, dan panas matahari yang membakar.
Ketiga
7th
(Third)
Ketiga,
sepasang
terompah yang diberi nama Madu Kacreman.
Kedua
11th
(Twice)
Demikianlah, paman
itu
kedua merasuk
kedalam telapak tangan kiri dan paha sebelah kanan Gatutkaca.
Kedua
13th
(Twice)
Seketika,
kedua
saudara
berubah
menjadi
kekuatan
mahadahsyat menyembur
itu keluar
dengan sentakan penuh dan
langsung
menghntam Brojodento.
lxxxvi
2
Hikayat
1st
Si Seorang
Tersebutlah perkataan
Miskin atau (Someone)
seorang raja keindraan
Hikayat
yang
Marakarma
Batara Indra. 6th
Seekor (a)
kena
Seekor
sumpah
ikan
menaruh
nun kasihan
Marakarma
dan
membawanya ke Negeri Pelinggam Cahaya di mana kapal itu singgah.
3
Terjadinya
Sewaktu
Selat Bali
(When)
1st
Konon, kisah ini terjadi sewaktu
pulau
Jawa
dan pulau Bali belum terpisah.
4th
Kedua (Twice)
Ia merupakan jantung hati
kedua
orang
tuanya.
Beberapa
20th
(Some)
Beberapa
hari
Begawan
Sidimantra
berjalan, yang diikuti dengan diam-diam oleh Manik Angkeran.
lxxxvii
38th
Beberapa Setahun
harta
yang
kuberi beberapa waktu
(Some,
a
yang lalu tidak akan
year)
4
Rasanya
habis dalam setahun.
Hikayat
Seorang
Muhasyodh
(Someone)
1st
Tersebut
perkataan
seorang saudagar Buka
ak
Sakti
namanya
yang
tiada beranak.
Keempat
1st
(Fourth)
Raja
juga
hendak
menjadikannya
dia
pegawai menteri, tetapi keempat
orang
guru
tidak setuju. 8th
Sebuah (a)
Citata tidak mengenal Muhasyodhak
dan
dituduh berdusta lalu dikurung dalam sebuah rumah kecil.
5
Asal
2nd
Usul Sekali
Sekali peristiwa, kedua
Gunung
Kedua
gunung ini berkelahi
Mpolulu
(Once,
gara-gara air.
twice)
Seorang
3rd
(Someone)
Dalam
“Sesungguhnya aku ini laki-laki,
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hatinya,
sedangkan
penjaga
Kamonsope
seorang perempuan. 4th
Pertama (First)
Tembakan tidak
pertama mengenai
sasaran. 4th
Kedua (Twice)
Tembakan
kedua,
peluru
sampai
tidak
kena sasaran.
5)
Forming Interrogative In the last types of Indonesian prefixes, the writer was not found the prefixes that forming interrogative in the Indonesian narrative texts.
B.2 Suffix Secondly the writer analyzed the kinds of Indonesian suffixes. From all of the kinds of Indonesian suffixes (forming verb, forming adjective, forming noun, forming numeral, and forming interrogative), the writer did not find the suffixes that categorized as forming verb, forming adjective, forming numeral, and forming interrogative in the Indonesian narrative texts. Therefore, the writer only showed the data that categorized as suffixes forming noun amount of thirteen, as the table below.
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Table.20 Types of Indonesian Suffix No
Types of Suffix
Total in Number
1
Forming Verb
0
2
Forming Adjective
0
3
Forming Noun
13
4
Forming Numeral
0
5
Forming Interrogative
0
The suffixes data that have found in five narrative texts was only categorizing as suffix that can forming noun, the words is in the table below. Table 4.21 Indonesian Suffixes in Texts No
Title of Text
English Suffixes
1
Legenda Badong Gatutkaca
Pandangan, gambaran, tantangan, pakaian, pimpinan, bantuan
2
Terjadinya Selat Bali
Hartawan
3
Hikayat Muhasyodak
Pakaian, makanan
4
Asal Usul Gunung Saba Mpolulu
Tembakan, giliran
sasaran,
From the explanation above, the writer gives detailed information about the suffixes that forming noun as the table below:
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Table 4.22 Forming Noun Suffixes in Sentence No
1
Title of text
Word
Legenda
Pandangan
Badhong
(View)
Paragraph 3rd
Sentence
Akan tetapi, beberapa orang penduduk yang
Gatotkaca
tinggal
di
dusun
Pringgodani, terutama yang berusia lanjut, mempunyai pandangan yang berbeda.
Gambaran
4th
(Picture)
Namun
demikian,
badhong
bukan
gambaran
sayap;
benda itu sebenarnya menggambarkan peraba atau semacam sayap dipunggungnya.
Tantangan (Challenge)
7th
Membaca Gatutkaca
surat
itu
menjadi
sedih; demikian pula Arimbi ibunya, sebab jika
Gatutkaca
melayani
tantangan
Brojodento,
berarti
Gatutkaca berhadapan
akan dengan
pamanya sendiri.
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Pakaian
7th
(Cloth)
Secara fisik Gatutkaca tidak takut karena oleh para dewa telah diberi sejumlah
pakaian
khusus yang memiliki kekuatan tertentu.
Pimpinan
12th
Dalam waktu singkat
(Leadership
datanglah
)
dibawah
pasukan pimpinan
Brojodento.
Bantuan
13th
(Helping)
Dalam keadaan kacau itulah,
Gatutkaca
meminta
bantuan
Brojomusti
dan
Brojolamatan
yang
sudah merasuk dalam telapak tangan kiri dan paha kanan.
2
17th
Terjadinya
Hartawan
Mereka
tidak
Selat Bali
(Wealthy
meragukannya karena
person)
Bedawan
Sidimantra
terkenal pula sebagai seorang selain Brahmana.
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hartawan sebagai
3
Hikayat
Pakaian
Muhasyodak
(Cloth)
7th
Dengan
memakai
pakaian darji (tukang jahit) dan membawa pundi yang berisi kain perca, benang, jarum
Makanan
8th
Pada
malamnya,
Pakaian
Muhasyodak menyuruh
(Food,
orang
cloth)
makanan dan pakaian
mengantarkan
kepada Citata. 4
Asal
Usul Tembakan
4th
Tembakan
Gunung Saba Sasaran
tidak
Mpolulu
sasaran.
(Shoothing,
pertama mengenai
target) 5th
Giliran (Turn)
Kini, giliran penjaga Gunung yang
Kamonsope menembak
penjaga Gunung Saba Mpolulu.
C. Analysis of the Differences and Similarities Kinds between English and Indonesian Prefixes and Suffixes From the analyses data above, the writer can recognize the differences and similarities kinds of English and Indonesian prefixes and suffixes.
xciii
C.1 Differences Table 4.23 the Differences of English and Indonesian Prefixes No
Difference
1
Kinds of Prefixes
English
Indonesian
In English prefixes, In
Indonesian
there are no types of prefixes, there are prefixes that forming no types of prefixes verb, adjective, noun, that and interrogative.
show
the
meaning as locative, temporal,
and
negation prefixes. 2
Kinds of Suffixes
In
English
suffixes There
is
no
there are no types that adverbial suffixes in forming numeral and Indonesian suffixes interrogative.
These examples are: 1. English Prefixes Negation prefixes: There was suddenly nothing left. 2. Indonesian Prefixes a)
Forming verb: Membaca surat itu Garutkaca menjadi sedih
b) Forming adjective: Begawan Sidhimantra selain terkenal sebagai Brahmana yang sakti, juga terkenal sebagai orang pertapayang
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ramah dan senang menolong hingga disegani penduduk sekitar padepokan. c)
Forming noun: Pada akhirnya kau akan menjadi penjudi besar kalau tidak mau hentikan sekarang!
d) Forming numeral: Ia merupakan jantung hati kedua orang tuanya. 3. English suffixes a)
Nominal suffixes: I am the princess of Daha.
b) Adjectival suffixes: She was kind and very beautiful. c)
Adverbial suffixes: Then, she secretly hid behind the door.
4. Indonesian suffixes Forming noun: Pada malamnya, Muhasyodak menyuruh orang mengantarkan makanan dan pakaian kepada Citata.
C.2 Similarities Table 4.24 the Similarities of English and Indonesian Suffixes No 1
Similarity
English
Indonesian
Both have a same In English is called In type
of
prefixes quantified prefixes.
that show number
Indonesia
called
prefix
forming numeral.
or quantity.
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is
2
Between and have
English The types Indonesian called
three
same suffixes,
types of suffixes
suffixes,
usually The types usually nominal called forming noun, verbal forming
verb,
adjectival forming adjective
suffixes
These examples are: 1. English prefixes Quantified prefixes: Indonesia has multi-ethnic because have many cultures from different province. 2. Indonesian prefixes Forming numeral: Ia merupakan jantung hati kedua orang tuanya. 3. English suffixes a) Nominal suffixes: The meeting was very touching. b) Verbal suffixes: They identify the data that found. c) Adjectival suffixes: After walking four hours, he became thirsty. 4. Indonesian suffixes a) Forming noun: Kini, giliran penjaga Gunung Kamonsope yang menembak penjaga Gunung Saba Mpolulu. b) Forming verb: Bikinin ayah sarapan! c) Forming adjective: Cantikan mana antara Anis dan Bella?
xcvi
D. Pedagogical Implication of the Result The pedagogical implications of the result of this syudy are: 1. This result can be an authentic material for students in language learning. For example in writing skill, the language focus becomes the authentic material to make prefixes and suffixes and apply them in the sentence or text. 2. By seeing the contrastive of English and Indonesian prefixes and suffixes, the students will more understand the prefixes and suffixes because they recognize the linguistic theory that is being used. 3. By contrasting the L1 and L2 especially English and Indonesian prefixes and suffixes, the teachers can help the students to acquire the L2.
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CHAPTER V CLOSURE This chapter is closure. It consists of conclusion and suggestion. A. Conclusion From the previous explanation of the analysis data, the writer can conclude that: 1.
English prefixes that mostly found in the narrative text of student‟s textbooks for senior high school are negation prefixes, and the suffixes are nominal suffixes and adjective suffixes.
2.
Indonesian prefixes that mostly found in the narrative text of student‟s textbooks for senior high school are prefix that forming verb, and the suffixes are suffix that forming noun.
3.
The similarities between English and Indonesian prefixes and suffixes are both of their prefixes have the same type that is prefix that shows a quantity. Then, the same types of English and Indonesian suffixes are both of them have suffixes that forming noun, verb and adjective.
4.
The differences of English and Indonesia prefixes are in their types. In English prefixes have types; locative, temporal, and negation. The types of Indonesian prefixes are forming verb, adjective, noun, and interrogative. Their kinds are so different in the meaning when added in a word. In English suffixes have adverbial suffixes. It is not own in Indonesian suffixes. However in Indonesian suffixes have types suffixes that forming numeral and interrogative, and in English suffixes do not have these types.
xcviii
5.
The pedagogical implication of this study are this result can be an authentic materials for students in language learning, contrasting of English and Indonesian prefixes and suffixes make the students more understand the prefixes and suffixes and the teachers can help the students to acquire the L2.
B. Suggestion Being interested in analyzing prefixes and suffixes between English and Indonesian language, the writer tries to give some suggestions as follows: 1.
The analysis of this graduating paper is limited. Therefore, the writer suggests the students of English Department who are interested in this field, to do further research, particularly about the grammatical form concern.
2.
The writer hopes this graduating paper could be a reference for those want to do further research in English and Indonesian language.
3.
The last, the writer fully realizes that this graduating paper is still far from being perfect; therefore any constructive criticism will be highly appreciated.
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