THE ANALYSIS OF DERIVATIONAL AFFIXATION IN A SHORT STORY ENTITLED GENTLEMEN AND PLAYERS BY E.W HORNUNG AND THE APPLICATION IN LANGUAGE TEACHING
A THESIS
Submitted in Partial Fulfillment of the Requirements to Acquire Sarjana Pendidikan Degree in English Education Program of Teacher Training and Education Faculty Muhammadiyah University of Purworejo
RISMA KARLINDA 102120063
ENGLISH EDUCATION PROGRAM TEACHER TRAINING AND EDUCATION FACULTY MUHAMMADIYAH UNIVERSITY OF PURWOREJO
2014 THE ANALYSIS OF DERIVATIONAL AFFIXATION IN A SHORT STORY ENTITLED GENTLEMEN AND PLAYERS BY E.W HORNUNG AND THE APPLICATION IN LANGUAGE TEACHING
A THESIS
Submitted in Partial Fulfillment of the Requirements to Acquire Sarjana Pendidikan Degree in English Education Program of Teacher Training and Education Faculty Muhammadiyah University of Purworejo
RISMA KARLINDA 102120063
ENGLISH EDUCATION PROGRAM TEACHER TRAINING AND EDUCATION FACULTY MUHAMMADIYAH UNIVERSITY OF PURWOREJO
2014
i
APPROVAL SHEET
THE ANALYSIS OF DERIVATIONAL ATFIXATION IN A SHORT STORY ENTITLT,D GENTLEMEN AND PLAYERS BY E.W HORNUNG AND TI{E APPLICATION IN LANIGUAGE TEACHING
RISMA KARLII\DA t02120063
This thesis has been approved to be defended in front of the team of Thesis Examiners
Approved by:
Consultant I Consultant II i? M\J Zulia Chasanah, S.S.rM. Ismawati Ike N., S.S., M.Hum. NIDN.0616127401 qrffir0NrP. 19790610 200501 2 0a2 English Education Program //i 's',I .. l:& gM aw * -:t NIDN.0624057001
11 RATIFICATION SHEET
THE ANALYSIS OF DERIVATIONAL ATFIXATION IN A SHORT STORY ENTITLT,D GENTLEMEN AND PLAYERS BY E.W HORIIUNG AND THE APPLICATION IN LANGUAGE TEACHING
RISMA KARLINDA rc2120a63
The thesis has been defended in front of the team of Thesis aExaminers Teacher Training and Education Faculty Muhammadiyah University of Purworejo On the date of gthAugust 2014
The Board of Examiners
First Examiner : Ismawati Ike N., S.S., M. Hum.
Second Examiner : Dr. Sudar, M.Pd.
Third Examiner z Zulia Chasanah, S.S., M.Pd.
Purworejo, rrlA.ugust 20 I 4 The Dean of the T er Training and Education Faculty *,tutivtar-\ J* */i. q#i '1" rlffi , ;(#* i:" :w, /- 'tsl 2\ .t? .,I,,',l)fSJE - , /.,:Ei(fci..i \, '" ,'t;'$itti" 105 198103 I 002
111 MOTTOS
What you can do, or dream you can do, begin it. Boldness has genius,
power and magic in it.
(Goethe)
Pleasure in the job puts perfection in the work.
(Aristotle)
Imagination is more important than knowledge
(Albert Einstein)
Learn today, lead tomorrow
(The Researcher)
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DEDICATIONS
With a great of love, this thesis is especially dedicated to:
Allah SWT, The Almighty and The Merciful, because of His blessing the
researcher can finished this research.
My beloved father and mother, Tri Suhadi and Sri Mulyani who gave me a
great love and support. Both of you is everything for me and thanks for
your support, advice, love and prays for my success.
My beloved brother, Brammanu Candra. Thank for your love, care and
you are my great brother I have.
Thank you for Suyudi Nayoko who gave me spirit, motivation, love and
care in my life.
All of the members of my big family and all my friends wherever you are.
Thank you for Mb Ulil, Rizky, Isti, and all of my friends in class B of
English Education Program.
All of my friends in English Education Program of UMP thanks for your
kindness.
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ACKNOWLEDGEMENTS
Praise and gratitude always be to Allah SWT. Just because of His blessing, finally the researcher could finish in writing this thesis entitled The Analysis of
Derivational Affixation in a Short Story Entitled Gentlemen and Players by E. W
Hornung and the Application in Language Teaching as a requirement for obtaining the Sarjana Pendidikan Degree from English Education Program of
Muhammadiyah University of Purworejo.
Writing this thesis is not simple because the researcher definitely found her time for this. However, it has given her invaluable experiences. This study would not have been completed without contributions and supports from some peoples.
The researcher would like to express her greatest gratitude and appreciation to:
1. Drs. H. Supriyono, M.Pd, as the Rector of Muhammadiyah University
of Purworejo.
2. Drs. H. Hartono, M.M, the Dean of Teacher Training and Education
Faculty.
3. Semi Sukarni, M.Pd, the Head of English Education Program of
Teacher Training and Education Faculty.
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4. Zulia Chasanah, S.S, M.Pd, the only consultant, for her valuable
guidance, help, ideas, suggestion and encouragement, motivation and
valuable time in correcting every part of this thesis with all her
patience.
5. All of the Lecturer English Education Program for being so kind and
generous in giving her meaningful knowledge.
Finally, the researcher truly realizes that this thesis still needs constructive criticism and suggestions from the readers in order to make it perfect and hopefully it can be useful, especially for English Education Program students. The last, the researcher prays to Allah SWT may this thesis is useful and may Allah
SWT bless us. Amiin.
Purwore.fo, i August 2014 TheW Researcher Risma Karlinda
vti STATEMENTS
I who signed below:
Name Risma Karlinda
NIM t02t20063
Faculty Teacher Training and Education
Title The Analysis of Derivational Affixation in a Short Story
Gentlemen and Player.r by E.W Hornung and The Application in
Language Teaching
Declared that this thesis entitled The Analysis of Derivational
Affixation in a Short Story Gentlemen and Players by E.W Hornung and The
Application in Language Teaching is really my own work and the content of this thesis is not written by someone else except in certain parts that have been taken as references. If this statement is untrue, it fully becomes my responsibility.
Purworejo, i August 2014
Declaration Maker &'- Risma Karlinda
vlll TABLE OF CONTENTS
Title page ...... i Approval Sheet ...... ii Ratification Sheet ...... iii Mottos ...... iv Dedications ...... v Acknowledgements ...... vi Statements ...... viii Table of Contents ...... ix Abstract ...... xi List of Tables ...... xii List of appendices ...... xiii CHAPTER I INTRODUCTION
A. Background of the Study ...... 1 B. Identification of the Problem ...... 3 C. Statement of the Problem ...... 3 D. Objective of the Study ...... 4 E. Limitation of the Study ...... 4 F. Significance of the Study ...... 5
CHAPTER II REVIEW OF RELATED LITERATURE
A. Previous Study ...... 6 B. Vocabulary ...... 7 C. Affixation ...... 9 D. Short Story ...... 20 E. Gentlemen and Player ...... 25 F. E.W Hornung ...... 27
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G. The Application of Derivational Affixation in a Short Story in Language Teaching ...... 28
CHAPTER III RESEARCH METHODOLOGY
A. Research Design ...... 31 B. Object of the Study ...... 32 C. Source of Data ...... 32 D. Research Instrument ...... 33 E. Technique of Collecting the Data ...... 33 F. Technique of Analyzing the Data ...... 34
CHAPTER IV RESEARCH FINDING AND DISCUSSION
A. Research Finding ...... 35 B. Discussion ...... 38
CHAPTER V CONCLUSSIONS AND SUGGESTIONS
A. Conclusions ...... 67 B. Suggestions ...... 68
References ...... 69
Appendices ...... 70
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ABSTRACT
Karlinda, Risma. 2014. Thesis. The Analysis of Derivational Affixation in a Short Story Entitled Gentlemen and Players by E.W Hornung and the Application in Language Teaching. English Education Program of Teacher Training and Education Faculty Muhammadiyah University of Purworejo. Consultant: Zulia Chasanah, S.S, M.Pd Key words : Derivational Affixation, Gentlemen and Players, E.W Hornung, Application, Language Teaching Having knowledge about the process of affixation, which is one of the ways of forming new words, helps the readers of English text to guess the meaning difficult words which involves the affixes. This study aims at describing the derivational affixation in a short story Gentlemen and Players by E.W Hornung. In particular, it describes kinds of affixes which are used in the sentences and the application of derivational affixation in language teaching. This research employs the descriptive qualitative method. The subject of this research is a short story entitled Gentlemen and Players written by E.W Hornung. The techniques for collecting the data are by reading the short story entirely, collecting the words which contain derivational affixes, and classifying the words into derivational affixes. The data analysis is done by observing the data, classifying the data base on derivational affixes, rechecking the data, describing and discussing the kinds of derivational affixes, and drawing conclusion. The result of this research shows that derivational affixes are used in the short story entitled Gentlemen and Players by E.W Hornung. Derivational affixes classified into two categories, they are class-changing derivational and class- maintaining derivational. Class-changing derivational divided into noun derivational, verb derivational, adjective derivational, and adverb derivational. Class-maintaining derivational divided into noun, verb and adjective pattern. The application of affixation in a short story Gentlemen and Player in Language Teaching is to teach vocabulary in English lesson at twelfth grade in Vocational High School. The researcher hopes that the students are suggested to learn the used of derivational affixation. By learning the affixation, the student can improve their knowledge of new vocabulary.
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CHAPTER 1
INTRODUCTION
This chapter presents the discussion on the background of the study, identification of the problem, statements of the problem, objectives of the study, limitation of the study, and significance of the study.
A. Background of the Study
Humans are social creatures who cannot stand alone to fill their needs.
Humans need to interact with each other. Language is the media of
communication between one individual from another person. Communication
can be created with any language, and language can also be created due to the
support and the desire of every individual to communicate.
Language is generally described as a system of sounds used to link sound
using words and sentences to meaning. Language can be described as a
symbolic system in which sounds and meanings are assigned to each other,
allowing humans to communicate what we are thinking and how we are
feeling. In other words, there is an arbitrary aspect of language with meanings
assigned to words and sounds. As native speakers of a language, we know that
words are arbitrarily given meaning to express ideas. As a system, the language
consists of components - components which are regularly arranged according
to certain patterns.
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2
Linguistic is the science of language or the field of the study, where the subject of the study is the language. It is a scientific knowledge which can be applied to all languages in the world. Linguistic covers several aspects which includes Phonology, Morphology, Syntax, Semantic and also some other sciences that are related to Linguistic like Sociolinguistic, Psycholinguistic, and Comparative Linguistic.
In this thesis, the researcher would like to describe one of linguistic aspects, i.e. Morphology. Morphology is the branch of linguistics studying how words are structured and how they are put together from smaller parts. For example, the English word unfriendly is formed from friend, the adjective- forming suffix –ly and the negative prefix un-.
The word-formation process or the morphological process is the process of forming new words with the rules of morphology. Even though some languages recognize a part of the word-formation processes, in morphology there are fourteen word-formation processes and one of them is affixation.
Affixation is the adding of bound morphemes to the base to form a word. The bound morphemes added initially to the base are called prefixes, those inserted into the base are called infixes, and those added to the end of the base are called suffixes. English has many prefixes and suffixes. There are two types of affixation. There are inflectional and derivational.
The researcher would like to analyze derivational affixation in a short story. She wants to analyze the kinds of derivational affixation. Short story can be used as a media of learning. Media can support the process of learning.
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B. Identification of the Problem
Affixation is an interesting object to be analyzed because in the
morphological process the productive in forming a new word is affixation. As
the researcher knows, most of the people have difficulties in identifying
affixation. So learning affixation is one of important efforts to master English
well.
Knowledge of using prefixes and suffixes can help the readers decode the
meaning of words in the short story and help construct new vocabulary using
roots and stems of words they already know. The researcher chooses an
analysis on the usage of derivational affixation in a short story entitled
Gentlemen and Player. Because the researcher interested in further
understanding what derivational affixation is and there are a lot of word using
affixes. The researcher only focuses on a view class-changing and class-
maintaining derivational affixes.
C. Statements of the Problem
In this thesis, the researcher will discuss about:
1. What types of derivational affixation categories are used in a short story
entitled Gentlemen and Player by E.W Hornung?
2. How is the application of derivational afixation in a short story entitled
Gentlemen and Player by E.W Hornung in language teaching?
4
D. Objectives of the Study
This study is focused to answer the statement of the problems of the study.
The objectives of the study are:
1. To find the types of derivational affixation categories used in a short story
entitled Gentlemen and Player by E.W Hornung.
2. To find the application of derivational affixation in a short story entitled
Gentlemen and Player by E.W Hornung in language teaching.
E. Limitation of the Study
To be well focused, the limitation of the study need to be clarified. The
scope in this research is limited. This study is focused on discussing the
derivational affixation; one of the processes of word formation in English
language, used in the short story entitled Gentlemen and Players by E. W
Hornung.
F. Significance of the Study
This thesis is expected to give some significance for readers. They are:
1. For the Teacher
This study is expected to contribute some materials about derivational
affixation in their subject for example Vocabulary and Grammar.
5
2. For the Students
The research can help to add students‟ knowledge about derivational
affixation.
3. For the Researcher
It can be used as reference by other researchers who want to conduct a
research related to the study of derivational affixation in English or similar
study.
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher discusses about previous of study, affixation, short story, Gentlemen and Players, and application in language teaching.
A. Previous Study
The researcher gives previous study about affixation. There is an
example of it. The example is thesis by Siti Nurjanah (2012) entitled “The
Analysis of Affixation in a Short Story entitled The Storm by Kate Chopin.
The objectives of this research is to find how many affixation that use in
short story entitled The Storm by Kate Chopin and to found affixation
categories that use in sentences in short story entitled The Storm by Kate
Chopin. In this research, the researcher used qualitative types of research. It
means collecting, analyzing, and interpreting the primary data and supporting
data in as much detail as possible to draw conclusion. The method of
collecting data in this research is taken from short story The storm itself and
quoted some information which were relevant to the content of the thesis, and
of course, related to the main objective of the thesis which was word analysis.
The researcher did some steps which were: read the story, understand the
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7
story entirely, take the data related in the story including its dialogue, and
classify the words. In this thesis the researcher found 256 affixes that use in
short story The Storm. There were two kinds of affixes. There were prefixes
and suffixes. There were four kinds of suffixes: Noun, verb, adjective, and
adverb. Prefixes 0,8 %, suffixes noun 35,9 %. Suffixes verb 53,2 %, suffixes
adjective 3,5 %, and suffixes adverb 6,6 %.
Then it becomes the inspirations of the researcher in conducting her
research. The researcher would like to study about affixation. The researcher
is interested to conduct the research entitled The Analysis of Derivational
Affixation in A Short Story Entitled Gentlemen and Players by E.W Hornung
and the Application in Language Teaching. The similarity with this thesis is
the researcher used the qualitative type of research. The differences between
this thesis are the subject and the affixation. The subject of this thesis is short
story entitled Gentlemen and Players and this thesis analyzes the derivational
affixation. While the subject of Siti Nurjanah‟s thesis is The Storm and her
thesis analyses the affixation.
B. Vocabulary
1. Definition of Vocabulary
Learning language cannot be separated from learning vocabulary.
Vocabulary supports the speaker to express their opinions, ideas, and
feelings in communication.
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To know what vocabulary is, the following are definitions about vocabulary:
Oxford Advanced Learner‟s Dictionary (1995: 1331) has applied a meaning of vocabulary as follow:
1. all the words that a person knows or uses
2. all the words in a particular language.
3. the words that people use when they are talking about a particular
subject.
4. a list of words with their meanings, especially in a book for learning a
foreign language.
According to Kamil & Hiebert (2007: 7) in their article accessed from internet, they broadly define; vocabulary is knowledge of words and word meanings. Richards (2001:4) says that vocabulary is one of the components of language and one of the first things applied linguists turned their attention to. Meanwhile, Hornby (1995:959) defines vocabulary is a total number of words which make up a language with definition or translations.
According to the definitions above, the researcher concluded that vocabulary is a word that a person knows in a particular language and one of components of language that has a meaning and definition.
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2. Why Study Vocabulary
It is undeniable that vocabulary, like grammar and phonetics, plays an
important role in mastering a foreign language. Teaching vocabulary plays
important role in language acquisition because the mastery of vocabulary
will help students in mastery all the language skills; listening, speaking,
reading, and writing. Vocabulary will make the students practice the
structure more easily; it is useful for the students in order to communicate
in daily life and will strengthen belief that English can be used to express
some ideas or feeling they express in their native language.
The other reason is that a large vocabulary helps the English learners
in studying other English subjects such as Sociolinguistics,
Psycholinguistics, Business Correspondence, etc. It will help them to
understand and define many concepts, ideas, expressions that they get in
such subjects. In conclusion, vocabulary learning is an unseparated thing
from language learning because whenever people think of it, they usually
think of vocabulary learning and vocabulary mastery. It is a key for the
English learners to get a success in their learning process.
C. Affixation
The general term of bound morpheme that is added to roots or stems is
affix. Affixes are classified according to whether they are attached before or
after the form to which they are added. Here are some examples of affixation:
Globe + al = global
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Global + ise = globalise
Globalise + ation = globalisation
If an affix appears before the root or stem, it is a prefix, if it appears after the root or stem, it is a suffix.
Jackson and Amvela (2000:71) based on Words, Meaning, and
Vocabulary, there are two types of affixation. There are inflectional and derivational.
1. Inflectional
Inflection is a general grammatical process which combines words and
affixes (always suffixes in English) to produce alternative grammatical
forms of words. For example, the plural morpheme is an inflectional
morpheme. This implies that the plural form of roses, for instance, does
not represent a lexical item fundamentally different from the singular form
rose; it is simply inflectional variant of the same word. Similarly, the
addiction of the comparative inflection {-er} to the adjective cold gives
colder, which is not different lexical item, but an inflectional variant of the
same word.
a. Inflectional affixes
1) Definition and examples
Inflectional affixes may be described as „relational
markers‟ that fit words for use in syntax. This means that once the
inflection or relational marker is added to a stem, that stem does
not change classes, but its distribution is the limited in the syntactic
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structure. For example, the addition of the possessive suffix fits the inflected noun for use in syntax as noun modifier (i.e. like an adjective). The noun with the possessive marker can only be used as a modifier of another noun, never a head or main element in a given structure. Thus, John + possessive become John’s as in
John’s book. However, the word class of the noun has not changed.
Note that although John’s does function like an adjective, it is still not adjective: it cannot take the affixes {-er} „comparative‟ and {- est} „superlative‟ which are characteristic of many monosyllabic members of that class.
Similarly, when the plural inflection is added to dog to form dogs, both dog and dogs are nouns and the addition of the plural inflection does not change the grammatical class of the word, but they do not have the same distribution in syntactic structures. Hence we say „The dog is barking‟ but „The dogs are barking‟. To give another example, suffixing the past participle morpheme to the verb speak give us spoken, which is still a verb; but both verbs cannot always occur in the same linguistic context.
For instance, of we have the structure „John could have spoken‟ we cannot replace the inflected verb form spoken by the corresponding uninflected form speak. Hence,‟*John could have speak‟ is ungrammatical, i.e. not built according to theriles of English syntax.
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2) Characteristics of inflectional affixes
One of the most important characteristics of inflectional
suffixes is that they tend to lend themselves to paradigms which
apply to the language as a whole. The paradigm of a major word
class consists of a single stem of that class with the inflectional
suffixes which the stem may take. The paradigm may be used as a
suitable way of defining the word class in the sense that if a word
belongs to that class it must take at least some of the suffixes
characteristic of that set as opposed to suffixes characterizing other
paradigms. However, to belong to a class, a word need not take
every inflectional suffix in the paradigm. Inflectional suffixes of
nouns, adjectives, and verbs may be tabulated and illustrated as
follows:
Noun show the following inflectional contrasts:
Base Stem + Stem + Stem + plural+ possessive from plural possessive Boy Boys Boy‟s Boys‟ Child Children Child‟s Children‟s Student students Student‟s Students‟
Adjectives (that are gradable and mono- or di-syllabic) show the
following inflectional contrasts:
Base form Stem + comparative Stem + superlative Cold Colder Coldest Happy Happier Happiest sad sadder saddest
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Verbs (except the verb be and modals) show the following
Inflectional contrasts:
Base form Stem + 3rd Stem + Stem + past Stem + person past tense participle present singular participle Eat Eats Ate Eaten Eating Sing Sings Sang Sung Singing Work Works Worked Worked Working
2. Derivational
Derivation is a lexical process which actually forms a new word
out of an existing one by the addition of a derivational affix. For instance,
the suffixes –ation and –ure may be added to the verbs resign and depart
respectively to derive the nouns resignation and departure, which are
different words. Similarly, the suffixes –dom and –ful may be added to the
adjective free and the noun hope respectively to derive the noun freedom
and the adjective hopeful, which again are different words. Following
Jackson and Amvela (2000: 71), it may be said that „strictly speaking, the
term “derivation” refers to the creation of a new word by means of the
addition of an affix to a stem‟.
b. Derivational affixes
1) Definition and examples
English has over sixty common derivational affixes, and
there is no theoretical limit to their number. Derivations have a
„low functional load‟, in the sense that each single derivation
occurs rarely and is limited to a few specific combinations with
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particular stems. In other words, they tend not to be paradigms
which apply to sets of words as a whole. Even though derivational
affixes do have characteristics which may enable us to distinguish
them from inflectional suffixes, it should be noted that the
distinction between the two types of affixes is not always clear-cut,
e.g. the „past participle‟ suffix –ed is used to form adjectives of the
red-haired type.
Derivational affixes can change the word class of the item
they are added to and establish words as members of the various
word classes. They are inner with respect to inflections, so that if
derivations and inflections co-occur, derivations are inner, closer to
the stem, and inflections are outer, furthest from the stem, as
shown in the table below:
Example Base form + Derivation + Inflection Frightened fright -en -ed Activating active -ate -ing Payments Pay -ment -s Resignations resign -ation -s
2) Types of derivational affix
Derivational affixes are of two kinds: class-changing and
class-maintaining.
Class-changing derivational affixes change the word class
of the word to which they are added. Thus, resign a verb + -ation
gives resignation, a noun. Class-maintaining derivational affixes do
15
not change the word class of the word but change the meaning of the derivative (i.e. the word which results from the derivation).
Thus, child, a noun + -hood gives childhood, still a noun, but now an „abstract‟ rather than a „concrete‟ noun.
Class-changing derivational affixes, once added to a stem, form a derivative which is automatically marked by that affix as a noun, verb, adjective, or adverb. The derivation are said to determine or govern the word class of the stem. We shall discuss in turn noun, verb, adjective, and adverb derivational affixes. Each of them has two distinct patterns of derivation depending on the word class with which the affix is associated.
For example, nouns may be derived from either verbs or adjectives; verbs from either nouns or adjectives; adjectives from either nouns or verbs; and adverbs from either adjectives or nouns.
As will be shown below, English class-changing derivations are mainly suffixes.
Noun derivational affixes are also called „nominalizers‟, e.g.
Verb Affix Noun Leak -age Leakage Argue(e) -ment Argument Betray -al Betrayal Resign -ation Resignation Defen(d) -ce Defence Disturb -ance Disturbance Refer -ee Referee Depart -ure Departure
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Consult -ant Consultant Farm -er Farmer Enquir(e) -y Enquiry Brag -art Braggart Conclude -ion Conclusion Im‟port (stress) „import
Adjective Affix Noun Accurat(e) -y Accuracy Social -ist Socialist Electric -ity Electricity Free -dom Freedom Good -ness Goodness Tru(e) -th Truth Social -ite Socialite
Verb derivational affixes, also known as a „verbalizers‟ are used to form verbs from other stems. When compared with other derivational affixes, they are rather for by the fact that verbs are the most basic form in English: while they are used to derive other words, they themselves are not readily derived from the other form.
More English verbalizers are characterized by the fact that they are causatives.
Noun Affix Verb Fright -en Frighten Pressur(e) -ize Pressurize Friend be- Befriend Glory -fy Glorify Title en- Entitle
Adjective Affix Verb Soft -en Soften
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Able En- Enable Pur(e) -ify Purity Legal -ize Legalize
Adjective derivational affixes or „adjectivizers‟ are used to form adjectives when added to a given stem. In English, adjectives are generally formed from nouns, more rarely from verbs.
Noun Affix Adjective Season -al Seasonal Wretch -ed Wretched Care -less Careless Suburb -an Suburban Gold -en Golden Life -like Lifelike Hope -ful Hopeful Day -ly Daily Station -ary Stationary Fam(e) -ous Famous Passion -ate Passionate Child -ish Childish Cream -y Creamy
Verb Affix Adjective Argu(e) -able Arguable Creat(e) -ive Creative Depend -ent Dependent Sens(e) -ory Sensory Tire -some Tiresome
Adverb derivational affixes or „adverbalizers‟ are affixes which form adverbs when added to a given stem. Adverbs, in
English, are generally formed from adjectives, sometimes from
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nouns. Once it is formed, the adverb can no longer be used to form words of other classes such as nouns, verbs, or adjectives.
Adjectives Affix Adverb Consistent -ly Consistently Slow -ly Slowly Obvious -ly Obviously -ly is the most productive of all derivational affixes.
Noun Affix Adverb Home -ward Homeward Sky -wards Skywards Clock -wise Clockwise Shore a- Ashore
Class-maintaining derivations refer to those derivations which do not change the word class of the stem to which they are added although they do change its meaning. Unlike class-changing derivations, which are mainly suffixes, English class-maintaining derivations are mainly prefixes.
Noun patterns:
Noun Affix Noun Malaria Anti- Anti-malaria Chief -dom Chiefdom Scholar -ship Scholarship Priest Ex- Ex-priest Child -hood Childhood Duke -y Duchy
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Verb patterns:
Verb Affix Verb Join Ad- Adjoin Agree Dis- Disagree Open Re- Reopen Locate Col- Collocate Judge Pre- Prejudge Tie Un- Untie Claim Pro- Proclaim
Adjective patterns:
Adjective Affix Adjective Social; Anti- Anti-social Kind -ly Kindly Possible Im- Impossible Green -ish Greenish
As already pointed out, English adverbs are not used to derive words of other classes; consequently, we cannot speak of
English adverb patterns to parallel the noun, verb, and adjective patterns discuss above.
The symbols n, v, aj, and av correspond to nouns, verbs, adjectives, and adverb respectively. The derivational affixes are marked as input ->> output. Thus, D.n-n means a noun becoming a noun; D.v-aj, a verb becoming an adjective; and so on. In class- maintaining derivations both input and output consist of the same symbol (D.n-n, D.v-v, D.aj-aj).
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Once formed, the derivate is treated as the simplest member
of the same word class, both in syntax and in the addition in
inflectional suffixes. Thus, dog, argument, and childhood behave
similarly as shown below:
Stem class ->>Noun ->> Verb -„adjective -„adverb 1. Noun D.n-n child- D.n-v D.n-aj D.n-av hood pres-surize hopeful clockwise 2. Verb D.v-n argu- D.v-v pre- D.v-aj D.v-av no ment judge creative case 3. adjective D.aj-n soc- D.aj-v D.aj-aj D.aj-av ialism soften unreal hardly
Dog dogs dogs‟ argument arguments argument‟s childhood childhoods childhood‟s
푑표𝑔 푑표𝑔푠 The 푎푟𝑔푢푚푒푛푡 is … but The 푎푟𝑔푢푚푒푛푡푠 are … 푐ℎ𝑖푙푑ℎ표표푑 푐ℎ𝑖푙푑ℎ표표푑푠
In conclusion, affixation is the formation of words with the help of derivational affixes. Affixation is subdivided into prefixation and suffixation.
There are two types of affixation. There are inflectional and derivational. A derivational affix is an affix by means of which one word is formed (derived) from another. The derived word is often of a different word class from the original. An inflectional affix is an affix that is used to form a grammatical variant of a word. For example, the inflectional suffix -ed changes a verb into its past tense.
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D. Short Story
The content of a story is considered to be good if it involves interesting
characters, a clear plot and an ending which can make students feel surprised
(Cameron,2001: 23). Emerging from earlier oral storytelling traditions in the
17th century, the short story has grown to encompass a body of work so
diverse as to defy easy characterization. At its most prototypical the short
story features a small cast of named characters, and focuses on a self-
contained incident with the intent of evoking a single effect or mood. In doing
so, short stories make use of plot, resonance, and other dynamic components
to a far greater degree than is typical of an anecdote, yet to a far lesser degree
than a novel. While the short story is largely distinct from the novel, authors
of both generally draw from a common pool of literary techniques.
Short stories have no set length. In terms of word count there is no
official demarcation between an anecdote, a short story, and a novel. Rather,
the form's parameters are given by the rhetorical and practical context in
which a given story is produced and considered, so that what constitutes a
short story may differ between genres, countries, eras, and
commentators. Like the novel, the short story's predominant shape reflects the
demands of the available markets for publication, and the evolution of the
form seems closely tied to the evolution of the publishing industry and the
submission guidelines of its constituent houses.
The short story has been considered both an apprenticeship form
preceding more lengthy works, and a crafted form in its own right, collected
22
together in books of similar length, price, and distribution as novels. Short story writers may define their works as part of the artistic and personal expression of the form. They may also attempt to resist categorization by genre and fixed form.
Short stories have frequently been adapted for radio dramas, as on NBC
Presents: Short Story (1951–52). A popular example of this is The Hitch-
Hiker, read by Orson Welles. Sometimes, short stories are adapted into television specials, such as 12:01 PM, Nightmare at 20,000 feet, The Lottery, and Button, Button. Others have been made into short films, often rewritten by other people, and even as feature length films, such is the case of Children of the Corn, The Shawshank Redemption, The Birds, Brokeback Mountain,
Who Goes There?, Duel, A Sound of Thunder, The Body, Total Recall, The
Lawnmower Man, Hearts in Atlantis, and The Secret Life of Walter Mitty.
1. Length
Determining what exactly separates a short story from longer fictional
formats is problematic. A classic definition of a short story is that one
should be able to read it in one sitting, a point most notably made in Edgar
Allan Poe's essay Thomas Le Moineau (Le Moile) (1846). Interpreting this
standard nowadays is problematic, since the expected length of one sitting
may now be briefer than it was in Poe's era. Other definitions place the
maximum word count of the short story at anywhere from 1,000 to 4,000.
In contemporary usage, the term short story most often refers to a work of
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fiction no shorter than 1,000 and no longer than 20,000 words (5 to 20
pages). Stories of fewer than 1,000 words are sometimes referred to as
short short stories, or flash fiction.
As a point of reference for the genre writer, the Science Fiction and
Fantasy Writers of America define short story length Nebula
Awards for science fiction submission guidelines as having a word
count of fewer than 7,500.
Longer stories that cannot be called novels are sometimes considered
"novellas" or novelettes and, like short stories, may be collected into the
more marketable form of collections, often containing previously
unpublished stories. Sometimes, authors who do not have the time or
money to write a novella or novel decide to write short stories instead,
working out a deal with a popular website or magazine to publish them for
profit.
2. Characteristics
As a concentrated form of narrative prose fiction, the short story has
been theorised through the traditional elements of dramatic
structure: exposition (the introduction of setting, situation and main
characters), complication (the event that introduces the conflict), rising
action, crisis (the decisive moment for the protagonist and his commitment
to a course of action), climax (the point of highest interest in terms of the
conflict and the point with the most action) and resolution (the point when
24
the conflict is resolved). Because of their length, short stories may or may not follow this pattern. For example, modern short stories only occasionally have an exposition, more typically beginning in the middle of the action (in medias res). As with longer stories, plots of short stories also have a climax, crisis, or turning point. However, the endings of many short stories are abrupt and open and may or may not have a moral or practical lesson. As with any art form, the exact characteristics of a short story will vary by creator. Short stories tend to be less complex than novels. Usually a short story focuses on one incident; has a single plot, a single setting, and a small number of characters; and covers a short period of time. The modern short story form emerged from oral story-telling traditions, the brief moralistic narratives of parables and fables, and the prose anecdote, all of these being forms of a swiftly sketched situation that quickly comes to its point. With the rise of the realistic novel, the short story evolved in a parallel tradition, with some of its first distinctive examples in the tales of E. T. A. Hoffmann. The character of the form developed particularly with authors known for their short fiction, either by choice (they wrote nothing else) or by critical regard, which acknowledged the focus and craft required in the short form. An example is Jorge Luis Borges, who won
American fame with The Garden of Forking Paths, published in the
August 1948 Ellery Queen's Mystery Magazine. Another example is O.
Henry (author of Gift of the Magi), for whom the O. Henry Award is
25
named. American examples include Flannery O'Connor, John Cheever,
and Raymond Carver.
In conclusion, short story is a brief prose fiction that includes all
intrinsic elements such as character, plot, setting, theme and point of view
that can be read in one single setting. A short story is one that is meant to
be read in one setting. Typically, a short story ranges from 2000 to 7500
words in length. Short story is less complex than novels, often focusing on
a single incident. (http://en.wikipedia.org/wiki/Short_story)
E. Gentlemen and Players
Arthur J. Raffles is a character created in the 1890s by E. W. Hornung, a
brother-in-law to Arthur Conan Doyle (the creator of Sherlock Holmes). He is
in many ways the antithesis of Holmes; a gentleman thief, who plays Cricket
for England and supports himself by ingenious burglaries. This story is one of
the fascinating series, chronicled by Raffles' sidekick "Bunny" Manders.
Arthur Raffles is a prominent member of London society, and a national
sporting hero. As a cricketer he regularly represents Englandin Test matches.
He uses this as a chance to commit a number of burglaries, primarily stealing
valuable jewellery from his hosts. In this he is assisted by his friend, the
younger, idealistic Bunny Manders. Both men are constantly under the
surveillance of Inspector Mackenzie of Scotland Yard who is always thwarted
in his attempts to pin the crimes on Raffles.
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The Raffles stories have two distinct phases. In the first phase, Raffles and Bunny are men-about-town who also commit burglaries. Raffles is a famous gentleman cricketer, a marvellous spin bowler who is often invited to social events that would be out of his reach otherwise. "I was asked about for my cricket", he comments after this period is over. It ends when they are caught and exposed on an ocean voyage while attempting another theft;
Raffles dives overboard and is presumed drowned. These stories were collected in The Amateur Cracksman. Other stories set in this period, written after Raffles had been killed off were collected in A Thief in the Night.
The second phase begins some time later when Bunny – having served a prison sentence – is summoned to the house of a rich invalid. This turns out to be Raffles himself, back in England in disguise. Then begins their professional period, exiled from Society, in which they are straightforward thieves trying to earn a living while keeping Raffles's identity a secret. They finally volunteer for the Boer War, where Bunny is wounded and Raffles dies in battle after exposing an enemy spy. These stories were originally collected in The Black Mask, although they were subsequently published in one volume with the phase one stories. The last few stories in A Thief in the Night were set during this period as well.
Like Sherlock Holmes after his disappearance into the Reichenbach
Falls, Raffles was never quite the same after his reappearance. The classic
Raffles elements are all found in the first stories: cricket, high society, West
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End clubs, Bond Street jewellers – and two men in immaculate evening dress
pulling off impossible robberies.
(http://en.wikipedia.org/wiki/gentlemen_and_players)
F. E. W Hornung
Ernest William Hornung (7 June 1866 – 22 March 1921) was an English
author and poet perhaps best known for writing the A. J. Raffles series of
stories about a gentleman thief in late 19th-century London. Hornung was
educated at Uppingham School; as a result of poor health he left the school in
December 1883 to travel to Sydney, where he stayed for two years. He drew
on his Australian experiences as a background when he began writing,
initially short stories and later novels.
In 1898 he wrote In the Chains of Crime, which introduced Raffles and
his sidekick, Bunny Manders; the characters were based partly on his
friends Oscar Wilde and his lover, Lord Alfred Douglas, and also on Sherlock
Holmes and Dr. Watson. The series of Raffles short stories were collected for
sale in book form in 1899, and two further books of Raffles short stories
followed, as well as a poorly received novel. Aside from his Raffles stories,
Hornung was a prodigious writer of fiction, publishing numerous books from
1890, with A Bride from the Bush to his 1914 novel The Crime Doctor.
The First World War brought an end to Hornung's fictional output. His
son, Oscar, was killed at the Second Battle of Ypres in July 1915. Hornung
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joined the YMCA, initially in England, then in France, where he helped run a
canteen and library. He published two collections of poetry during the war,
and then, afterwards, one further volume of verse and an account of his time
spent in France, Notes of a Camp-Follower on the Western Front. Hornung's
fragile constitution was further weakened by the stress of his war work. To
aid his recuperation, he and his wife visited the south of France in 1921. He
fell ill from influenza on the journey, and died on 22 March 1921, aged 54.
Although much of Hornung's work has fallen into obscurity, his Raffles
stories continued to be popular, and have formed numerous film and
television adaptations. Hornung's stories dealt with a wider range of themes
than crime: he examined scientific and medical developments, guilt, class and
the unequal role played by women in society. Above all there are two threads
that run through a sizeable proportion of his books: Australia and cricket, the
latter was also a lifelong passion.
(http://en.wikipedia.org/wiki/E._W._Hornung)
G. The Application of Derivational Affixation in a Short Story in Language
Teaching
Having knowledge about the process of affixation, which is one of the
ways of forming new words, helps the readers of English text to guess the
meaning of difficult words which is involves the affixes. The meaning of the
difficult words can be guessed through the change of part of speech, and the
meaning of the difficult words as the effect of attaching those affixes to the
29
base. By knowing the process of affixation, the readers will be able to separate the affixes from the base or the stem. The affixes and the base words have their own meaning. By understanding their meaning, each affixes and the base words, the meaning of the difficult words can be guessed.
The implementation of morphological competence in derivational affixation learning improves students‟ vocabulary acquisition in Vocational
High School. Teacher taught affixation in language teaching to Vocational
High School students, in a way that resulted in significant improvement through mastery of several affixes used in affixation process to create new words they would need. Language teaching is the teaching of a language to students for whom it is not their mother tongue. (Hornberger and McKay,
2010:291). For example, the teacher investigated whether tenth, eleventh, twelfth graders use the affixation to understand complex words in translating short story. Participants were given a training session of affixation two weeks before a test. They were tested on words they learned; one group studied the words related to affixation analysis and the other group did not. The teacher discovered that the students who studied affixation performed better, and participants understood new meaning by morphological generalization of those words sharing the same roots. Teacher researched how effectively explicit instruction on affixes and roots help students to unlock the meaning of newly encountered words that were unfamiliar in short story. The result indicated that students who received instruction on affixes and roots outperformed the other students who were not taught them.
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Understanding the meaning of prefixes, suffixes, and roots enhances the comprehension of text being read. The manipulation of affixes can impact the part of speech that a word denotes. Having this knowledge enhances text comprehension as well. Direct instruction of morphology is an effective means to help with understanding and applying word structure for decoding, spelling, and studying vocabulary in Vocational High School.
Specifically, students can be taught strategies to segment or manipulate words according to their affixes and roots. As a result, students may be able to recognize an unfamiliar word simply by identifying the affixes and the remaining base word or root. Students who understand how words are formed by combining prefixes, suffixes, and roots tend to have larger vocabularies and better reading comprehension than peers without such knowledge and skills.
Therefore, studying vocabulary with affix systems or patterns would seem to be much more effective language learners than just memorizing words. Furthermore, using affixation strategies has another benefit, which is that it helps learners naturally expand their knowledge of meaning or grammatical categories. Thus, teachers and learners of English should seriously consider using affixation-based instruction and learning of vocabulary.
CHAPTER III
RESEARCH METHODOLOGY
In this chapter the researcher would like to present the method how to carry out the research. The discussion includes: Research Design, Object of the
Study, Source of Data, Research Instrument, Technique of Collecting the Data, and Technique of Analysing the Data.
In conducting a research, an appropriate methodology plays an important role because it deals with a system of ways of doing or studying something.
Sugiyono (2009:2) states that research is a process of steps used to collect and analyze information to get specific aim and advantages.
While Arikunto (2006:160) states that method is the way in which a researcher collects the data.
A. Research Design
In this research the researcher used the descriptive qualitative of research.
It means collecting, analyzing, and interpreting the primary data and
supporting data in as much detail as possible to draw conclusion. Sugiyono
(2009:306) states that qualitative research is as human instrument. One of the
characteristic of qualitative research is researcher as key instrument. This
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research is categorized as qualitative research since the data are taken from
words. The data in a short story Gentlemen and Players are in the form of
words.
B. Object of the study
Dealing with this study, the researcher attempts to present object of the
study. The object of the study is short story entitled Gentlemen and Players.
C. Source of Data
Data are the result of observation consisting of things that researcher
analyses (Arikunto, 2006: 172). Data are also the information or material
which is used in some research and is taken from the data source.
There are two kinds of sources in collecting data which are needed for
analyzing the short story as follows:
a. Primary Data
Primary data is the data collected by the researcher themselves. In this
research, the data are taken from the short story itself. That is the main
source of the data.
b. Supporting Data
Supporting data is data that already exist. The data of this kind include
some information, which are taken from other references outside the short
33
story has being analyzed, for example, English dictionary and grammar
book.
D. Research Instrument
Sugiyono (2009:306) states that in qualitative research is human
instrument, and his function appoint research focuses, choose informant as
the data source, collect the data, appraise data‟s quality, predict the data,
analyze the data, and make conclusion upon his finding. In this case, pieces of
paper are used to make note of the data, and the researcher is to be the
instrument of the research.
E. Technique of Collecting the Data
Without knowing the technique of collecting data, the researcher will not
get data that is fulfil the standard of set in data (Sugiyono, 2009: 308).
The following steps are dined to collect the data, they are;
1. Reading Gentlemen and Players several times to understand the short
story entirely.
2. Collecting derivational affixes from Gentlemen and Players short story
including the dialogue.
3. Classifying the data into derivational affixes.
4. Categorizing the classification into the data sheet.
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F. Technique of Analyzing the Data
According to Sugiyono (2009: 334), data analysis is a process of finding
and arranging systematically the data found from interviews, field notes, and
documentation. In this research the researcher used descriptive analysis as the
technique of the data analysis. The researcher collected the data based on the
statement of the problem.
The researcher analyzed the data by using the steps are presented as
follows:
1. Observing the data available in the data sheet.
2. Classifying the data from the short story based on derivational affixes.
3. Rechecking and making sure all data are well organized.
4. Describing and discussing the kinds of derivational affixes.
5. Drawing conclusion as the result of the research.
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
In this chapter, the researcher would like to discuss about the results or the findings of the research. For the first, the researcher presents research finding and the second is discussion.
A. Research Finding
This research is conducted by using descriptive qualitative method. As
mentioned in the previous chapter, the analysis will cover two points as the
aims of this research. Those aims are to find the types of derivational
affixation in a short story Gentlemen and Players by E.W Hornung and to
explain the application of derivational affixation in a short story Gentlemen
and Players by E.W Hornung in English language teaching.
In this thesis the researcher found derivational affixes that used in a
short story Gentlemen and Players. There are two categories of affixes. They
are prefixes and suffixes. The reseacher found types of derivational affixes
that used in this short story. There are two types of derivational affixation.
There are class-changing derivation and class-maintaining derivation. Class-
maintaining derivations divided into noun, verb and adjective pattern. And
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36
class-changing derivation divided into noun derivational, verb derivational, adjective derivational, and adverb derivational affixes.
The researcher analyzed the data and the result is:
Table 1. The Examples of Affixation Categories
No Affixation Categories Examples 1. Prefix Discover, return, inability, insignificant, infinite, unable, recapture, nobody, unnecessary, interminable 2. Suffix Criminal, cricketer, bowler, excitement, comparison, reputation, conviction, journalism, player, slightness, Characterized, Exceptional, dangerous, hateful, rusty, glorious, likely, woody, thankful, Incredibly, exactly, simply, really, absolutely, positively, perfectly, wistfully
From the table above could represent the types of derivational affixation in short story Gentlemen and Players by E.W Hornung. There are two kinds of affixation, they are prefix and suffix. The researcher gave examples of each category of affixation.
Table 2. The Examples of Types Derivational Affixation
No Types of Derivational Affixes Examples Page Line 1. Class-maintaining derivation a. Noun Criminal 1 1 Cricketer 1 1 Journalism 1 23 Inability 5 13 Nobody 12 3 b. Verb Discover 1 7
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Return 3 9 Recapture 8 10 c. Adjective Insignificant 5 13 Infinite 5 19 Unable 10 29 Unnecessary 10 6 Interminable 10 23 2. Class-changing derivation a. Noun derivational Bowler 1 3 Excitement 1 9 Comparison 1 9 Reputation 1 9 Conviction 1 20 Player 2 12 Slightness 2 21 b. Verb derivational Characterize 8 4 c. Adjective derivational Exceptional 1 1 Dangerous 1 2 Hateful 1 5 Rusty 1 11 Glorious 1 14 Likely 1 24 Woody 7 17 Thankful 8 6 d. Adverb derivational Incredibly 1 3 Exactly 1 17 Simply 1 18 Really 1 21 Absolutely 2 7 Positively 2 15 Perfectly 2 19 Wistfully 3 9
From the table above, there are two types of derivational affixation.
There are class-changing derivation and class-maintaining derivation. Class- maintaining derivations divided into noun, verb and adjective pattern. And class-changing derivation divided into noun derivational, verb derivational,
38
adjective derivational, and adverb derivational affixes. The researcher gave
example of each kind of derivational affixation.
B. Discussion
1. Types of derivational affixation categories are used in a short story
entitled Gentlemen and Player by E.W Hornung
In the short story Gentlemen and Players, the researcher found
derivational affixes divided into class-maintaining derivation and class
changing derivation. Class-maintaining derivations divided into noun, verb
and adjective pattern. And class-changing derivation divided into noun
derivational, verb derivational, adjective derivational, and adverb derivational
affixes.
a. Class-maintaining Derivation
Class-maintaining derivational affixes do not change the word
class of the word but change the meaning of the derivative. Class-
maintaining derivations refer to those derivations which do not change the
word class of the stem to which they are added although they do change its
meaning. English class-maintaining derivations are mainly prefixes.
1) Noun patterns
a) It may have been pure self- consciousness on my part, but I could
have sworn that the trouble was their inability to secure the great
Raffles without his insignificant friend.(page 5 lines 13)
39
This part of the short story takes place in the cricket field.
This is the naration of Bunny. Bunny tells about Raffles. He do not
want to embarrass Raffles in the field because the real Raffles is
not only as cricketer but also as a burglar. Bunny is a Raffles
assistant, so he must secure Raffles in any situations.
The prefix in- added to the noun ability to derive the noun
inability, which is different word. The meaning of inability in
Indonesian is ketidakmampuan. b) "Say what you like, my dear fellow, if it really isn't you and I that
Mackenzie's after."
"Well, then, it isn't, and it couldn't be, and nobody but a born Bunny
would suppose for a moment that it was! Do you seriously think he
would sit there and knowingly watch his man playing pool under his
nose? Well, he might; he's a cool hand, Mackenzie; but I'm not cool
enough to win a pool under such conditions.
This is one of conversations in the short story. The
participants of the conversation are Bunny and Raffles. The
conversation takes place in an inn. They are talking about Inspector
Makanzie. Both of men are constantly under the surveillance
of Inspector Mackenzie. c) Old Raffles may or may not have been an exceptional criminal, but
as a cricketer I dare swear he was unique. (page 1 lines 1)
40
This part tells about Old Raffles. Bunny explains about
Raffles character. He is a cricketer and he is unique. Bunny
explains his opinion about Raffles. He gives good explanation
about Raffles‟s character.
The suffix -al added to the noun crime to derive the noun
criminal, which are different words. The meaning of criminal in
Indonesian is penjahat. d) Old Raffles may or may not have been an exceptional criminal, but
as a cricketer I dare swear he was unique. (page 1 lines 1)
This part tells about Old Raffles. Bunny explains about
Raffles character. He is a cricketer and he is unique. Bunny
explains his opinion about Raffles. He gives good explanation
about Raffles‟s character.
The suffix -er added to the noun cricket to derive the noun
criketer, which are different words. The meaning of cricketer in
Indonesian is pemain kriket. e) That's why I want you to cultivate journalism, my boy, and sign all
you can. And it's the one and only reason why I don't burn my bats
for firewood." (page 1 lines 23)
This part takes place in field. The participants of the
conversation are Bunny and Raffles. This part tells about Bunny
gives advice for Raffles. Raffles must be able to cultivate
journalism because it is useful for Raffles‟s career in public.
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The suffix -ism added to the noun journal to derive the noun
journalism, which are different words. The meaning of journalism
in Indonesian is jurnalistik.
2) Verb pattern
a) "Cricket," said Raffles, "like everything else, is good enough sport
until you discover a better.( page 1 lines 7)
The participant of the conversation are Raffles and Bunny.
The conversation takes place in cricket yard. They are talking
about cricket game. Raffles explains about cricket game to Bunny.
In Raffles opinion, cricket is good enough sport.
The prefix dis- added to the verb cover to derive the verb
discover, which are different words. The meaning of discover in
Indonesian is menemukan.
b) Soon I was looking wistfully for his return, and at length I saw him
beckoning me from the palings to the right. (page 3 lines 9)
This part tells the situation when Bunny in the field with
Raffles. This part of the short story takes place in field. Bunny
comes to see Raffles perform. Bunny feels bored with the game. He
is waiting for Raffle‟s return from the match.
The prefix re- added to the verb turn to derive the verb
return, which are different words. The meaning of return in
Indonesian is kembali.
42
c) This lasted quite a long time, and really interested me; but a great
deal that followed did not, and, obviously to recapture my
unworthy attention, Miss Melhuish suddenly asked me, in a
sensational whisper, whether I could keep a secret. (page 8 lines
10)
This part of the story takes place in an inn. The participant on
this part is Bunny and Miss Melhuish. Bunny feels bored in there.
Suddenly, Miss Melhuish come and asks him about robberies. Miss
Melhuish asks Bunny to keep the secret.
The prefix re- added to the verb capture to derive the verb
recapture, which are different words. The meaning of recapture in
Indonesian is menangkap kembali.
3) Adjective pattern
a) It may have been pure self- consciousness on my part, but I could
have sworn that the trouble was their inability to secure the great
Raffles without his insignificant friend.(page 5 lines 13)
This part of the short story takes place in cricket field. This
is the naration of Bunny. Bunny tells about Raffles. He do not want
to embarrass Raffles in the field because the real Raffles is not only
as cricketer but also as a burglar. Bunny is a Raffles assistant, so he
must secure Raffles in any situations.
43
The prefix in- added to the adjective significant to derive the
adjective insignificant, which are different words. The meaning of
insignificant in Indonesian is tak berarti. b) One had not to be a cricketer oneself to appreciate his perfect
command of pitch and break, his beautifully easy action, which
never varied with the varying pace, his great ball on the leg-stump
- his dropping head-ball - in a word, the infinite ingenuity of that
versatile attack. (page 5 lines 19)
This part of the short story takes place in the pavilion at
cricket field. This is narration from Bunny. Bunny sits at the
pavilion to watch Raffles‟s performance. Raffles starts to play the
cricket game. Raffles‟s performance is beautiful, he is perfect
cricketer.
The prefix in- added to the adjective finite to derive the
adjective infinite, which are different words. The meaning of
infinite in Indonesian is tak terbatas. c) He had not come to play in the matches (he told me), but to obtain
for Lord Amersteth such a series of cricket photographs as had
never been taken before; whether as an amateur or a professional
photographer I was unable to determine. (page 10 lines 29)
This part of the short story takes place in billiard-room at an
inn. It is happen when the time for dinner. Bunny spares his feeling
44
with Miss Melhuis. He explains about Rafflles to her. Raffles had
not come in the matches.
The prefix un- added to the adjective able to derive the
adjective unable, which are different words. The meaning of
unable in Indonesian is tidak dapat. d) The Dowager Marchioness of Melrose was one of the few persons
whom it had been unnecessary to point out to me. (page 10 lines 6)
This part of this short story takes place in the dinner room in
the inn. This part is narration from Bunny. Bunny explains the
situation in the dinner. There are many rich people. And then
Bunny‟s sight is focused on diamond and sapphires necklace.
The prefix un- added to the adjective necessary to derive the
adjective unnecessary, which are different words. The meaning of
unnecessary in Indonesian is tidak perlu. e) In the drawing-room I had the mortification of hearing him talk
interminable nonsense into the ear-trumpet of Lady Melrose,
whom he knew in town. (page 10 lines 23)
This part of the short story takes place in the drawing room.
This part is narration from Bunny. In this part, Bunny explains
about Raffles. He sees Raffles talk interminable nonsense to Lady
Melrose. Lady Melrose is woman whom Raffles knew in the town.
45
The prefix in- added to the adjective terminable to derive
the adjective interminable, which are different words. The meaning
of interminable in Indonesian is tak henti-hentinya.
b. Class-changing Derivation
Class-changing derivational affixes change the word class of the
word to which they are added. Class-changing derivational affixes, once
added to a stem, form a derivative which is automatically marked by that
affix as a noun, verb, adjective, or adverb. The derivation are said to
determine or govern the word class of the stem. English class-changing
derivations are mainly suffixes.
1) Noun Derivational
a) Himself a dangerous bat, a brilliant field, and perhaps the very
finest slow bowler of his decade, he took incredibly little interest in
the game at large. (page 1 lines 3)
This part tells about Old Raffles. Bunny explains about
Raffles character. He is a good cricketer. Bunny explains his
opinion about Raffles. He gives good explanation about Raffles‟s
character. Raffles is talented cricketer and good bowler.
The suffix -er added to the verb bowl to derive the noun
bowler, which are different words. The meaning of bowler in
Indonesian is pelempar bola.
46
b) As a source of excitement it isn't in it with other things you wot of,
Bunny, and the involuntary comparison becomes a bore. (page 1
lines 9)
The participants of the conversation are Raffles and Bunny.
The conversation takes place in cricket yard. They are talking
about cricket game. There are excitement and bore in cricket
game. Raffles try to explains about more about cricket.
The suffix -ment added to the verb excite to derive the noun
excitement, which are different words. The meaning of excitement
in Indonesian is kegembiraan. c) As a source of excitement it isn't in it with other things you wot of,
Bunny, and the involuntary comparison becomes a bore. (page 1
lines 9)
The participants of the conversation are Raffles and Bunny.
The conversation takes place in cricket yard. They are talking
about cricket game. There are excitement and bore in cricket
game. Raffles try to explains about more about cricket.
The suffix -ion added to the verb compare to derive the noun
comparison, which are different words. The meaning of
comparison in Indonesian is perbandingan. d) Mr. Peace, of pious memory, disarmed suspicion by acquiring a
local reputation for playing the fiddle and taming animals, and it's
my profound conviction that Jack the Ripper was a really eminent
47
public man, whose speeches were very likely reported alongside
his atrocities.(page 1 lines 19)
This is part of the short story. This part tells about Raffles
give advice to Bunny. The participants of the conversation is
Raffles and Bunny. This conversation takes place in cricket yard.
Raffles‟s advice is useful for Bunny‟s career in public.
The suffix -ation added to the verb repute to derive the
noun reputation, which are different words. The meaning of
reputation in Indonesian is reputasi. e) Mr. Peace, of pious memory, disarmed suspicion by acquiring a
local reputation for playing the fiddle and taming animals, and it's
my profound conviction that Jack the Ripper was a really eminent
public man, whose speeches were very likely reported alongside
his atrocities. (page 1 lines 20)
This is part of the short story. This part tells about Raffles
gives advice to Bunny. The participants of the conversation is
Raffles and Bunny. This conversation takes place in cricket yard.
Raffles‟s advice is useful for Bunny‟s career in public.
The suffix -ion added to the verb convict to derive the
noun conviction, which are different words. The meaning of
conviction in Indonesian is keyakinan.
48
f) You might have seen us there, side by side, during the greater part
of the Gentlemen's first innings against the Players (who had lost
the toss) on the second Monday in July. (page 2 lines 12)
This part of the story takes place in Field. This is narration
from Bunny. Bunny tells the situation when he was on the field in
Raffles‟s matches. Bunny is very loyal became Raffles‟s assistant.
He always accompanies Raffles in all matches.
The suffix -er added to the verb play to derive the noun
player, which are different words. The meaning of player in
Indonesian is pemain. g) I did not know the boy by sight, nor did Raffles introduce us; but
their conversation proclaimed at once a slightness of
acquaintanceship and a license on the lad's part which combined
to puzzle me. (page 2 lines 21)
This part of the short story takes place in field. This is
narration from Bunny. Bunny tells about the situation when he is
at the match. There is a man came to Raffles. They are making a
conversation and Raffles do not introduce the man to Bunny.
The conversation is very secret and it makes Bunny puzzled.
The suffix -ness added to the adjective slight to derive
the noun slightness, which are different words. The meaning of
slightness in Indonesian is kerapuhan.
49
2) Verb derivational
a) She informed me of both facts before the soup reached us, and her
subsequent conversation was characterize by the same engaging
candor. (page 8 lines 4)
The part of the short story takes place in Milchester Abbey.
The participants is Miss Melhuis and Bunny. Miss Melhuis gives
some information to Bunny. Bunny and Miss Milhuis make a
conversation.
The suffix -ize added to the noun character to derive the
verb characterized, which are different words. The meaning of
characterize in Indonesian is menggambarkan.
3) Adjective Derivational
a) Old Raffles may or may not have been an exceptional criminal, but
as a cricketer I dare swear he was unique. (page 1 lines 1)
This part tells about Old Raffles. Bunny explains about
Raffles character. He is a cricketer and he is unique. Bunny
explains his opinion about Raffles. He gives good explanation
about Raffles‟s character.
The suffix -al added to the noun exception to derive the
adjective exceptional, which are different words. The meaning of
exceptional in Indonesian is luar biasa.
50
b) Himself a dangerous bat, a brilliant field, and perhaps the very
finest slow bowler of his decade, he took incredibly little interest in
the game at large. (page 1 lines 2)
This part tells about Old Raffles. Bunny explains about
Raffles character. He is a good cricketer. Bunny explains his
opinion about Raffles. He gives good explanation about Raffles‟s
character. Raffles is talented cricketer and good bowler.
The suffix -ous added to the noun danger to derive the
adjective dangerous, which are different words. The meaning of
dangerous in Indonesian is berbahaya. c) Nor was this mere hateful egotism on his part. (page 1 lines 5)
This part tells about Old Raffles. Bunny explains about
Raffles character. He is a good cricketer. Bunny explains his
opinion about Raffles. He gives good explanation about Raffles‟s
character. Raffles is talented cricketer and good bowler.
The suffix -ful added to the verb hate to derive the adjective
hateful, which are different words. The meaning of hateful in
Indonesian is benci. d) Still, if you can bowl a bit your low cunning won't get rusty, and
always looking for the weak spot's just the kind of mental exercise
one wants. (page 1 lines 11)
The participants of the conversation are Raffles and Bunny.
The conversation takes place in cricket yard. They are talking
51
about cricket game. There are excitement and bore in cricket game.
Raffles try to explains about more about cricket.
The suffix -y added to the noun rust to derive the adjective
rusty, which are different words. The meaning of rusty in
Indonesian is berkarat. e) But I'd chuck up cricket to-morrow, Bunny, if it wasn't for the
glorious protection it affords a person of my proclivities." (page 1
lines 14)
The participants of the conversation are Raffles and Bunny.
The conversation takes place in cricket yard. They are talking
about cricket game. There are excitement and bore in cricket game.
Raffles try to explains about more about cricket.
The suffix -ous added to the noun glory to derive the
adjective glorious, which are different words. The meaning of
glorious in Indonesian is mulia. f) Mr. Peace, of pious memory, disarmed suspicion by acquiring a
local reputation for playing the fiddle and taming animals, and it's
my profound conviction that Jack the Ripper was a really eminent
public man, whose speeches were very likely reported alongside
his atrocities. (page 1 lines 24)
This is part of the short story. This part tells about Raffles
give advice to Bunny. The participants of the conversation are
52
Raffles and Bunny. This conversation takes place in cricket yard.
Raffles‟s advice is useful for Bunny‟s career in public.
The suffix -ly added to the noun like to derive the
adjective likely, which are different words. The meaning of likely
in Indonesian is bagus. g) Milchester Abbey is a gray, quadrangular pile, deep-set in rich
woody country, and twinkling with triple rows of quaint windows,
every one of which seemed alight as we drove up just in time to
dress for dinner. (page 7 lines 17)
This part of this story takes place in Milchester Abbey on
Monday. The situation in there was raining. The country full with
woody house with triple rows of quaint windows. The people in
there are in time for dinner. Milchester Abbey is a place which
full with pomp, majesty, and dominion.
The suffix -y added to the noun wood to derive the
adjective woody, which are different words. The meaning of
woody in Indonesian is berkayu. h) It exposed what was little short of a mania for imparting
information. I had simply to listen, to nod, and to be thankful.
(page 8 lines 6)
This part of this story takes place in Milchester Abbey.
This part of the story happen when dinner time. Bunny feels
53
uncomfortable at the dinner. And then, Miss Melhuish gives some
information to the Bunny and he is listening and to be thankful.
The suffix -ful added to the verb thank to derive the
adjective thankful, which are different words. The meaning of
thankful in Indonesian is berterimakasih.
4) Adverb Derivational
a) Himself a dangerous bat, a brilliant field, and perhaps the very
finest slow bowler of his decade, he took incredibly little interest in
the game at large. (page 1 lines 3)
This part tells about Old Raffles. Bunny explains about
Raffles character. He is a good cricketer. Bunny explains his
opinion about Raffles. He gives good explanation about Raffles‟s
character. Raffles is talented cricketer and good bowler.
The suffix -ly added to the adjective incredible to derive the
adverb incredibly, which are different words. The meaning of
incredibly in Indonesian is luar biasa.
b) "How so?" said I. "It brings you before the public, I should have
thought, far more than is either safe or wise."
"My dear Bunny, that's exactly where you make a mistake. (page
1 lines 17)
This is part of the short story. This part tells about Raffles
give advice to Bunny. The participants of the conversation are
54
Raffles and Bunny. This conversation takes place in cricket yard.
Raffles‟s advice is useful for Bunny‟s career in public.
The suffix -ly added to the adjective exact to derive the
adverb exactly, which are different words. The meaning of exactly
in Indonesian is persis. c) To follow Crime with reasonable impunity you simply MUST have
a parallel, ostensible career - the more public the better. (page 1
lines 18)
This is part of the short story. This part tells about Raffles
give advice to Bunny. The participants of the conversation are
Raffles and Bunny. This conversation takes place in cricket yard.
Raffles‟s advice is useful for Bunny‟s career in public.
The suffix -ly added to the adjective simple to derive the
adverb simply, which are different words. The meaning of simply
in Indonesian is hanya. d) Mr. Peace, of pious memory, disarmed suspicion by acquiring a
local reputation for playing the fiddle and taming animals, and it's
my profound conviction that Jack the Ripper was a really eminent
public man, whose speeches were very likely reported alongside
his atrocities. (page 1 lines 21)
This is part of the short story. This part tells about Raffles
give advice to Bunny. The participants of the conversation are
55
Raffles and Bunny. This conversation takes place in cricket yard.
Raffles‟s advice is useful for Bunny‟s career in public.
The suffix -ly added to the adjective real to derive the adverb
really, which are different words. The meaning of really in
Indonesian is sangat. e) Raffles's practice cost him either eight or nine sovereigns; but he
had absolutely first-class bowling all the time; and he made fifty-
seven runs next day. (page 2 lines 7)
This is part of the story. This part takes place in the field. In
this part, Bunny explains about Raffles‟s performer in the field.
Raffles does exercises in the field. He is good cricketer because
he had first-class bowling all the time.
The suffix -ly added to the adjective absolute to derive the
adverb absolutely, which are different words. The meaning of
absolutely in Indonesian is benar. f) Merely taciturn with me, he was positively rude to more than one
member who wanted to know how it had happened, or who
ventured to commiserate him on his luck; there he sat, with a straw
hat tilted over his nose and a cigarette stuck between lips that
curled disagreeably at every advance. (page 2 lines 15)
This part of the story takes place in field. This part of the
story explains Bunny‟s opinion about Raffles. Raffles merely
taciturn with Bunny, but with the other people Raffles is rude.
56
The suffix -ly added to the adjective positive to derive the
adverb positively, which are different words. The meaning of
positively in Indonesian is nyata-nyata. g) I was therefore much surprised when a young fellow of the
exquisite type came and squeezed himself in between us, and met
with a perfectly civil reception despite the liberty. (page 2 lines 19)
This is part of this story. This part of this story takes place
in field. This part explains about situation in the field. There is a
man who comes to Bunny, he looking for Raffles. Raffles does not
introduce the man to the Bunny. And then, the man asks Raffles to
meet with the other‟s father.
The suffix -ly added to the adjective perfect to derive the
adverb perfectly, which are different words. The meaning of
perfectly in Indonesian is dengan sempurna. h) Soon I was looking wistfully for his return, and at length I saw him
beckoning me from the palings to the right. (page 3 lines 9)
This part tells the situation when Bunny in the field with
Raffles. The part takes place in field. Bunny comes to see Raffles
perform. Bunny feels bored with the game. He is waiting for
Raffle‟s return from the match.
The suffix -ly added to the adjective wistful to derive the
adverb wistfully, which are different words. The meaning of
wistfully in Indonesian is sendu.
57
Based on the data analysis, in the short story Gentlemen and Player contains words of derivational affixation. The researcher found two categories of affixation, they are prefix and suffix. There are two kinds of derivational affixation. There are class-changing derivation and class- maintaining derivation. Class-maintaining derivations divided into noun, verb and adjective pattern. And class-changing derivation divided into noun derivational, verb derivational, adjective derivational, and adverb derivational affixes. The researcher gave examples and discussions of each kind of derivational affixation.
a. The application of derivational affixation in the short story entitled
Gentlemen and Player by E.W Hornung in language teaching
One of the ways that native speaker enlarge their vocabulary is
through knowledge of word building devices like affixes. Gaining control
over affixes helps understand knew words by relating them to known
words or prefixes and suffixes and help us build new words. In fact,
affixation is the common way of forming new words. Affixation process
helps the readers of English text to guess the meaning of difficult words
which is involves the affixes.
The application of derivational affixation can be seen in the material
on Vocational High School. Affixation is the one of teaching material in
Vocational High School at second semester of twelfth grades. It can be
applied in teaching and learning vocabulary. Affixation material is one
58
way of studying the different types of word that exist in English. In other words, if we know how complex lexical items are made by the association of different constituent morphemes, then we can also analyze any complex word into its various constituents. For example, if we know that disturbance and payment are made by addition of the suffixes –ance and – ment to the verb disturb and pay respectively, and then we can also analyze any complex noun inflected by any of this suffixes into its constituent parts.
The short story entitled Gentlemen and Players contains the words of affixes. Therefore, it can help students to improve new vocabulary on the twelfth grade students of vocational high school. The indicator is students can learn kinds of derivational affixation correctly. The teacher can apply this short story in the following steps: a. Pre Teaching
In the pre-teaching, the teacher greets the students by saying
Assalamu’alaikum, Good Morning? How are you today? Then the
teacher asks the leader of the class to start praying before beginning the
class. After that, the teacher checks the students‟ attendance. Next, the
teacher gives little explanation about affixation and explains the
objective of the lesson to the students. The objectives of the study are
the students are able to response the short story Gentlemen and Players
and the students are able to understand the kinds of affixation. Then, to
predict the students‟ knowledge about affixation, the teacher gives easy
59
question about affixation to the students, for example what is
affixation? Can you give me some example of affixation? b. Whilst Teaching
In main teaching, there are exploration session, elaboration
session, and confirmation session. Exploration session is part of
procedure where teacher explore the students‟ knowledge. In this part,
teacher builds students‟ knowledge of the field. In exploration session,
the teacher asks the students about affixation, for example what is kind
of affixation? Give some example of word that contains affixation? It is
done by teacher to predict the students‟ knowledge about affixation.
Next, the teacher gives explanation of affixation to the students. To give
more explanation about the material of affixation, the teacher using
short story entitled Gentlemen and Players in the classroom.
In elaboration session, the teacher gives the short story to being
analyzed by the students. The students are asked to find words that
contain derivational affixation in the short story. The students start to
analyze the short story after the teacher explained about the process of
affixation. After that, the students try to classify the words base on
types of affixes that is prefix and suffix. And then, the students discuss
about the affixes to find the base form of the words and they should be
able to show the prefixes and suffixes that contained in the words. From
this process, the student are able to find the base form of the word and
60
easy to guess the meaning. There are some examples of prefixes and suffixes in Gentlemen and Players:
1. Prefix
Word Affix Meaning Discover Dis- Menemukan Return Re- Kembali Infinite In- Tak terbatas
2. Suffix
Word Affix Meaning Criminal -al penjahat Cricketer -er Pemain kriket Excitement -ment kegembiraan Protection -tion Perlindungan
From the table, we can see the words that contain affixation. The prefixes dis- and re- may be added to the verbs cover and turn respectively to derive the verbs discover and return. And then, the suffixes –ment and –tion may be added to the verbs excite and protect respectively to derive the nouns excitement and protection, which are different words.
Confirmation session is a part to give students feedback. In confirmation session, the teacher gives positive feedback and confirmation about affixation to the students. After giving feedback, the teacher gives chance to the students to ask about the difficulties in learning material of affixation, then the teacher answer it. In the last, the
61
teacher gives motivation to the students who are less active in the class.
The teacher tries to improve the passion of the students in learning
English, especially affixation. c. Post Teaching
In the post teaching, the teacher asks the students to make
summary about the lesson of affixation. The summary of the lesson are
the definition of affixation and the kinds of affixation. Then to give
more understanding about the lesson what has been implemented in the
class, the teacher gives homework to the students. In the last activity,
the teacher asks the leader of the class to start praying for ending the
lesson. After that the teacher leave taking to the students by saying
thanks for your coming. Good bye! Wassalamu’alaikum.
In conclusion, the application of derivational affixation in short story Gentlemen and Player in Language Teaching is to teach vocabulary in English lesson at second semester of twelfth grade in Vocational High
School. The indicator is students can learn kinds of derivational affixation correctly. The teacher can apply affixation in the short story entitled
Gentlemen and Players in language teaching in three main steps. They are pre teaching, whilst teaching, and post teaching. Affixation is one of the ways of forming new words, helps the readers of English text to guess the meaning of difficult words which is involves the affixes. Affixation can guess the meaning of new word to improve the student‟s vocabulary.
62
NALP NOSSEL
Subject : English
Sub skill : Writing
Grade : XII
Semester : 1
Time : 2 x 45 minutes
A. Standard Competence
Communicate with English equivalent to Intermediate Level.
B. Basic Competence
Understanding monologue that appears in certain work situations
C. Indicators
Responding discourse short story: Gentlemen and Players
Understanding the different kinds of affix through in-depth reading
D. Goal Objectives
Students are able to respond the the short story: Gentlemen and
Players
Students are able to understand the different kinds of affix through in-
depth reading
E. Teaching Materials
Materials for Teaching:
A. Affix 1. Prefix a. a- : atheist, amoral
63
b. anti- : antioxidant, antibiotic c. dis- : disable, dislike, discover d. un- : unnecessary, unpleasant e. in- : infinite, infamous f. re- : return, recapture 2. Suffix 1) Suffixes to form noun a. -ment : development, improvement, movement b. -ation/tion : action, rotation c. -once/-ence : difference, admittance d. -t : complaint, flight e. -er/-or/-ist/-ant/-ent : teacher, instructor, typist, applicant f. -ation/ior : admiration g. -al : arrival, burrial 2) Suffixes to form adjective a. -y : sandy, healthy, wealthy b. -ful : beautiful c. -less : careless, worthless d. -ous/-ious : dangerous, delicious e. -al/-tal/-ial/-tial: accidental, differential f. -ic/-tic/-atic : basic, sympathetic g. -ish : redish, bluish, childish, boyish 3) Suffixes to form verb a. -en : frighten, fasten, lengthen b. -ze : apologize, colonize, criticize, memorize c. -fy/-ify : beautify, classify, terrify d. -(z) (s) : house (z) e. -d (s) : applaud, succeed, defend f. -ve (f) : believe, prove
64
F. Methods
Three-phase-techniques
G. Learning Activities
1. Initial activities
a. Opening the meeting with a greeting.
b. Doing apperception as an introduction to get into the material to be
delivered
c. Motivating members regarding the importance of knowing what the
affixation
2. Main Activities
Exploration
In its activities:
a. Provide a stimulus for the provision of material by the teacher about the
affixation
b. Students are given a short story and Gentlemen Player.
Elaboration
In the elaboration of activities teachers:
a. The teacher explains the material about affixation.
b. Learners discuss the material about affixation.
c. Teachers and students together to read short stories Gentlemen and
Players.
65
d. The teacher asks the students to find the words containing affix in the
short story Gentlemen and Players.
e. Students classify these words according to the kinds of affix, i.e prefix
and suffix.
f. Students discover the meaning of the words that has been grouped.
Confirmation
In this activity the teacher:
a. Provide feedback to the learners by giving verbal reinforcement in the
form of the learners who have been able to complete the task.
b. Provide confirmation on the results of work already being done through
a source other books.
c. Provide motivation to the participants who are still less and have not
been able to follow in a matter of the material affixation.
3. Closing
a. Students read their work in front of the class.
b. Closes with a greeting.
H. Learning Source
a. Internet
b. English for Vocational School book 3.
c. Get Along with English
d. English dictionary
66
I. Assessment A. Question a. Find prefixes and suffixes from the short story below! b. Put the affixes that you found from the short story to the table below!
prefix suffix
noun verb adjective adverb
CHAPTER V
CONCLUSION AND SUGGESTION
Chapter V is the last chapter of this thesis. In this chapter the researcher gives conclusion and suggestion for all whom related to this study.
A. Conclusion
After discussing the short story Gentlemen and Players in the chapter IV
the researcher gives the conclusion about the thesis. The conclusions are:
1. The researcher found kinds of derivational affixation. There are two kinds
of affixation categories, they are prefixes and suffixes. There are two types
of derivational affixation. There are class-changing derivation and class-
maintaining derivation. Class-maintaining derivations divided into noun,
verb and adjective pattern. And class-changing derivation divided into
noun derivational, verb derivational, adjective derivational, and adverb
derivational affixes.
2. The application of affixation in short story Gentlemen and Player in
Language Teaching is to teach vocabulary in English lesson at second
semester of twelfth grade in Vocational High School. The indicator is
students can learn kinds of derivational affixation correctly. The teacher
can apply affixation in the short story entitled Gentlemen and Players in
language teaching in three main steps. They are pre teaching, whilst
67
68
teaching, and post teaching. Affixation is one of the ways of forming new
words, helps the readers of English text to guess the meaning of difficult
words which is involves the affixes. Affixation can guess the meaning of
new word to improve the student‟s vocabulary.
B. Suggestion
After finishing this thesis the researcher has some suggestions:
1. For teachers
The teacher hopefully can consider the linguistic aspect from the
object of the research to be used as his teaching material. The teacher
should give the students homework related to affixation and asked
them to exercise affixes orally in the class.
2. For students
The students should learn the used of derivational affixation that
categorized into prefix and suffix. By learning the affixation, the
student can improve their knowledge of new vocabulary.
3. For the other researchers
The researcher should be delight in reading to the foreign short
story to develop their ability in mastering foreign language and used as
reference by other researchers who want to conduct a research related
to the study of affixation in English or similar study.
REFERENCES
Arikunto, Suharsimi. 2006. Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta: PT. Rineka Cipta. Cameron, L. (2001). Teaching Languages to Young Learners. New York: Cambridge University Press.
Hornberger, Nancy and Sandra Lee Mckay. 2010. Sociolinguistic and Language Education: New Perspectives on Language Education. Bristol: Multilingual Matters. Hornby, A.S. 1995. Oxford Advanced the Learner’s Dictionary of Current English. Oxford: Oxford University Press. Jackson, Howard and Etiene Ze Amelva. 2000. Words, Meaning, and Vocabulary. London: The Cromwell Press.
Kamil & Hiebert. 2007. A Focus on Vocabulary. http:/www.prel.org/products/re_/ES0419.htm accessed on April 1, 2014
Murcia Elite Olstain & Marianne Celce. 2000. Discourse and Context in Language Teching. Cambridge: University Press.
Plag, Ingo. 2003. Word-Formation in English. Cambridge: Cambridge University Press. Richard, Jack C. 2001. Curriculum Development in Language Teaching. Cambridge: University Press.
Sugiyono. 2009. Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.
(http://en.wikipedia.org/wiki/short-story). Accessed on January 8, 2014 at 11.00 a.m. (http://www.eastoftheweb.com/short-stories/UBooks/GentPlay.shtm) Accessed on March 14, 2014 at 10.00 a.m.
(http://en.wikipedia.org/wiki/gentlemen_and_players). Accessed on March 14, 2014 at 11.00 a.m.
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(http://en.wikipedia.org/wiki/E._W._Hornung). Accessed on March 14, 2014 at 12.00 a.m.
(file:///C:/Users/Downloads/Word%20Formation%20In%20English.pdf) Accessed on March 16, 2014 on 02.00 p.m.
(http://www01.sil.org/linguistics/GlossaryOfLinguisticTerms/WhatIsAnAffixLing uistics.htm) Accessed on January 1, 2014 at 11.00 a.m
70
UI{TVERSITAS MI]HAMMADIYAH PURWOREJO FAKULTAS KEGURUAN DAN ILMU PENI}IDIKAN Alamat: Jalan K.H.A.DahIan No.3 Telepon/Fax (A275) 321494 PURWOREJO 54III
SURAT KEPUTUSAN PEIYETAPAN DOSEN PEMBIMBING SKRIPSI Nomor: 13 17 8l A.40|FKIPruMP/V1/201 4
Berdasarkan irsulan Ketua Prograrn Studi Pendidikan Bairasa Inggris tentang Pembimbing Skripsi, Dekan FKIP Universitas Muhammadiyah Purworejo menetapkan:
1. Nama Zrl.lia Chasanahn S.S., M. Pq NIPA{BMA{IDN 0616127401 .Jabatan Akademik Asisten Ahli Sebagai Pembimbing I,
2. Nama Ismawati Ike Nr. S.S., M. Hum MP/NIBM/NIDN 19790610 200501 2AA2 _- Jabatan Akademik Asisten Ahli Sebagai Pembimbing II,
Dalam penyusunan skripsi mahasiswa: Nama Risma Karlinda NIM rc 212 0063 Program Studi Pendidikan Bahasa Inggns Judul Skripsi The Analysis of Derivation Afrixation in A Short Story Entitled Gentlenten and Players by E.W. flornung and the Applieation in Language Teaching
Demikian ketetapan ini dibuat agar dilaksanakan dengan sebaik-baiknya.
Purworejo, 14l:ur;li2}1,4
Hartono, M. M 105 198103 Gentlemen and Players E. W. Hornung
Old Raffles may or may not have been an exceptional criminal, but as a cricketer I dare swear he was unique. Himself a dangerous bat, a brilliant field, and perhaps the very finest slow bowler of his decade, he took incredibly little interest in the game at large. He never went up to Lord's without his cricket-bag, or showed the slightest interest in the result of a match in which he was not himself engaged. Nor was this mere hateful egotism on his part. He professed to have lost all enthusiasm for the game, and to keep it up only from the very lowest motives.
"Cricket," said Raffles, "like everything else, is good enough sport until you discover a better. As a source of excitement it isn't in it with other things you wot of, Bunny, and the involuntary comparison becomes a bore. What's the satisfaction of taking a man's wicket when you want his spoons? Still, if you can bowl a bit your low cunning won't get rusty, and always looking for the weak spot's just the kind of mental exercise one wants. Yes, perhaps there's some affinity between the two things after all. But I'd chuck up cricket to-morrow, Bunny, if it wasn't for the glorious protection it affords a person of my proclivities."
"How so?" said I. "It brings you before the public, I should have thought, far more than is either safe or wise."
"My dear Bunny, that's exactly where you make a mistake. To follow Crime with reasonable impunity you simply MUST have a parallel, ostensible career - the more public the better. The principle is obvious. Mr. Peace, of pious memory, disarmed suspicion by acquiring a local reputation for playing the fiddle and taming animals, and it's my profound conviction that Jack the Ripper was a really eminent public man, whose speeches were very likely reported alongside his atrocities. Fill the bill in some prominent part, and you'll never be suspected of doubling it with another of equal prominence. That's why I want you to cultivate journalism, my boy, and sign all you can. And it's the one and only reason why I don't burn my bats for firewood."
< 1 >
Nevertheless, when he did play there was no keener performer on the field, nor one more anxious to do well for his side. I remember how he went to the nets, before the first match of the season, with his pocket full of sovereigns, which he put on the stumps instead of bails. It was a sight to see the professionals bowling like demons for the hard cash, for whenever a stump was hit a pound was tossed to the bowler and another balanced in its stead, while one man took number 3 with a ball that spreadeagled the wicket. Raffles's practice cost him either eight or nine sovereigns; but he had absolutely first-class bowling all the time; and he made fifty-seven runs next day. It became my pleasure to accompany him to all his matches, to watch every ball he bowled, or played, or fielded, and to sit chatting with him in the pavilion when he was doing none of these three things. You might have seen us there, side by side, during the greater part of the Gentlemen's first innings against the Players (who had lost the toss) on the second Monday in July. We were to be seen, but not heard, for Raffles had failed to score, and was uncommonly cross for a player who cared so little for the game. Merely taciturn with me, he was positively rude to more than one member who wanted to know how it had happened, or who ventured to commiserate him on his luck; there he sat, with a straw hat tilted over his nose and a cigarette stuck between lips that curled disagreeably at every advance. I was therefore much surprised when a young fellow of the exquisite type came and squeezed himself in between us, and met with a perfectly civil reception despite the liberty. I did not know the boy by sight, nor did Raffles introduce us; but their conversation proclaimed at once a slightness of acquaintanceship and a license on the lad's part which combined to puzzle me. Mystification reached its height when Raffles was informed that the other's father was anxious to meet him, and he instantly consented to gratify that whim.
< 2 >
"He's in the Ladies' Enclosure. Will you come round now?"
"With pleasure," says Raffles. "Keep a place for me, Bunny."
And they were gone.
"Young Crowley," said some voice further back. "Last year's Harrow Eleven."
"I remember him. Worst man in the team."
"Keen cricketer, however. Stopped till he was twenty to get his colors. Governor made him. Keen breed. Oh, pretty, sir! Very pretty!"
The game was boring me. I only came to see old Raffles perform. Soon I was looking wistfully for his return, and at length I saw him beckoning me from the palings to the right.
"Want to introduce you to old Amersteth," he whispered, when I joined him. "They've a cricket week next month, when this boy Crowley comes of age, and we've both got to go down and play."
"Both!" I echoed. "But I'm no cricketer!"
"Shut up," says Raffles. "Leave that to me. I've been lying for all I'm worth," he added sepulchrally as we reached the bottom of the steps. "I trust to you not to give the show away." There was a gleam in his eye that I knew well enough elsewhere, but was unprepared for in those healthy, sane surroundings; and it was with very definite misgivings and surmises that I followed the Zingari blazer through the vast flower-bed of hats and bonnets that bloomed beneath the ladies' awning.
Lord Amersteth was a fine-looking man with a short mustache and a double chin. He received me with much dry courtesy, through which, however, it was not difficult to read a less flattering tale. I was accepted as the inevitable appendage of the invaluable Raffles, with whom I felt deeply incensed as I made my bow.
< 3 >
"I have been bold enough," said Lord Amersteth, "to ask one of the Gentlemen of England to come down and play some rustic cricket for us next month. He is kind enough to say that he would have liked nothing better, but for this little fishing expedition of yours, Mr.-----, Mr.-----," and Lord Amersteth succeeded in remembering my name.
It was, of course, the first I had ever heard of that fishing expedition, but I made haste to say that it could easily, and should certainly, be put off. Raffles gleamed approval through his eyelashes. Lord Amersteth bowed and shrugged.
"You're very good, I'm sure," said he. "But I understand you're a cricketer yourself?"
"He was one at school," said Raffles, with infamous readiness.
"Not a real cricketer," I was stammering meanwhile.
"In the eleven?" said Lord Amersteth.
"I'm afraid not," said I.
"But only just out of it," declared Raffles, to my horror.
"Well, well, we can't all play for the Gentlemen," said Lord Amersteth slyly. "My son Crowley only just scraped into the eleven at Harrow, and HE'S going to play. I may even come in myself at a pinch; so you won't be the only duffer, if you are one, and I shall be very glad if you will come down and help us too. You shall flog a stream before breakfast and after dinner, if you like."
"I should be very proud," I was beginning, as the mere prelude to resolute excuses; but the eye of Raffles opened wide upon me; and I hesitated weakly, to be duly lost.
"Then that's settled," said Lord Amersteth, with the slightest suspicion of grimness. "It's to be a little week, you know, when my son comes of age. We play the Free Foresters, the Dorsetshire Gentlemen, and probably some local lot as well. But Mr. Raffles will tell you all about it, and Crowley shall write. Another wicket! By Jove, they're all out! Then I rely on you both." And, with a little nod, Lord Amersteth rose and sidled to the gangway.
< 4 >
Raffles rose also, but I caught the sleeve of his blazer.
"What are you thinking of?" I whispered savagely. "I was nowhere near the eleven. I'm no sort of cricketer. I shall have to get out of this!"
"Not you," he whispered back. "You needn't play, but come you must. If you wait for me after half-past six I'll tell you why."
But I could guess the reason; and I am ashamed to say that it revolted me much less than did the notion of making a public fool of myself on a cricket-field. My gorge rose at this as it no longer rose at crime, and it was in no tranquil humor that I strolled about the ground while Raffles disappeared in the pavilion. Nor was my annoyance lessened by a little meeting I witnessed between young Crowley and his father, who shrugged as he stopped and stooped to convey some information which made the young man look a little blank. It may have been pure self- consciousness on my part, but I could have sworn that the trouble was their inability to secure the great Raffles without his insignificant friend.
Then the bell rang, and I climbed to the top of the pavilion to watch Raffles bowl. No subtleties are lost up there; and if ever a bowler was full of them, it was A. J. Raffles on this day, as, indeed, all the cricket world remembers. One had not to be a cricketer oneself to appreciate his perfect command of pitch and break, his beautifully easy action, which never varied with the varying pace, his great ball on the leg-stump - his dropping head-ball - in a word, the infinite ingenuity of that versatile attack. It was no mere exhibition of athletic prowess, it was an intellectual treat, and one with a special significance in my eyes. I saw the "affinity between the two things," saw it in that afternoon's tireless warfare against the flower of professional cricket. It was not that Raffles took many wickets for few runs; he was too fine a bowler to mind being hit; and time was short, and the wicket good. What I admired, and what I remember, was the combination of resource and cunning, of patience and precision, of head-work and handiwork, which made every over an artistic whole. It was all so characteristic of that other Raffles whom I alone knew!
< 5 >
"I felt like bowling this afternoon," he told me later in the hansom. "With a pitch to help me, I'd have done something big; as it is, three for forty-one, out of the four that fell, isn't so bad for a slow bowler on a plumb wicket against those fellows. But I felt venomous! Nothing riles me more than being asked about for my cricket as though I were a pro. myself." "Then why on earth go?"
"To punish them, and - because we shall be jolly hard up, Bunny, before the season's over!"
"Ah!" said I. "I thought it was that."
"Of course, it was! It seems they're going to have the very devil of a week of it - balls - dinner parties - swagger house party - general junketings - and obviously a houseful of diamonds as well. Diamonds galore! As a general rule nothing would induce me to abuse my position as a guest. I've never done it, Bunny. But in this case we're engaged like the waiters and the band, and by heaven we'll take our toll! Let's have a quiet dinner somewhere and talk it over."
"It seems rather a vulgar sort of theft," I could not help saying; and to this, my single protest, Raffles instantly assented.
"It is a vulgar sort," said he; "but I can't help that. We're getting vulgarly hard up again, and there's an end on 't. Besides, these people deserve it, and can afford it. And don't you run away with the idea that all will be plain sailing; nothing will be easier than getting some stuff, and nothing harder than avoiding all suspicion, as, of course, we must. We may come away with no more than a good working plan of the premises. Who knows? In any case there's weeks of thinking in it for you and me."
But with those weeks I will not weary you further than by remarking that the "thinking," was done entirely by Raffles, who did not always trouble to communicate his thoughts to me. His reticence, however, was no longer an irritant. I began to accept it as a necessary convention of these little enterprises. And, after our last adventure of the kind, more especially after its denouement, my trust in Raffles was much too solid to be shaken by a want of trust in me, which I still believe to have been more the instinct of the criminal than the judgment of the man.
< 6 >
It was on Monday, the tenth of August, that we were due at Milchester Abbey, Dorset; and the beginning of the month found us cruising about that very county, with fly-rods actually in our hands. The idea was that we should acquire at once a local reputation as decent fishermen, and some knowledge of the countryside, with a view to further and more deliberate operations in the event of an unprofitable week. There was another idea which Raffles kept to himself until he had got me down there. Then one day he produced a cricket-ball in a meadow we were crossing, and threw me catches for an hour together. More hours he spent in bowling to me on the nearest green; and, if I was never a cricketer, at least I came nearer to being one, by the end of that week, than ever before or since. Incident began early on the Monday. We had sallied forth from a desolate little junction within quite a few miles of Milchester, had been caught in a shower, had run for shelter to a wayside inn. A florid, overdressed man was drinking in the parlor, and I could have sworn it was at the sight of him that Raffles recoiled on the threshold, and afterwards insisted on returning to the station through the rain. He assured me, however, that the odor of stale ale had almost knocked him down. And I had to make what I could of his speculative, downcast eyes and knitted brows.
Milchester Abbey is a gray, quadrangular pile, deep-set in rich woody country, and twinkling with triple rows of quaint windows, every one of which seemed alight as we drove up just in time to dress for dinner. The carriage had whirled us under I know not how many triumphal arches in process of construction, and past the tents and flag-poles of a juicy-looking cricket-field, on which Raffles undertook to bowl up to his reputation. But the chief signs of festival were within, where we found an enormous house-party assembled, including more persons of pomp, majesty, and dominion than I had ever encountered in one room before. I confess I felt overpowered. Our errand and my own presences combined to rob me of an address upon which I have sometimes plumed myself; and I have a grim recollection of my nervous relief when dinner was at last announced. I little knew what an ordeal it was to prove.
< 7 >
I had taken in a much less formidable young lady than might have fallen to my lot. Indeed I began by blessing my good fortune in this respect. Miss Melhuish was merely the rector's daughter, and she had only been asked to make an even number. She informed me of both facts before the soup reached us, and her subsequent conversation was characterized by the same engaging candor. It exposed what was little short of a mania for imparting information. I had simply to listen, to nod, and to be thankful.
When I confessed to knowing very few of those present, even by sight, my entertaining companion proceeded to tell me who everybody was, beginning on my left and working conscientiously round to her right. This lasted quite a long time, and really interested me; but a great deal that followed did not, and, obviously to recapture my unworthy attention, Miss Melhuish suddenly asked me, in a sensational whisper, whether I could keep a secret.
I said I thought I might, whereupon another question followed, in still lower and more thrilling accents:
"Are you afraid of burglars?"
Burglars! I was roused at last. The word stabbed me. I repeated it in horrified query. "So I've found something to interest you at last!" said Miss Melhuish, in naive triumph. "Yes - burglars! But don't speak so loud. It's supposed to be kept a great secret. I really oughtn't to tell you at all!"
"But what is there to tell?" I whispered with satisfactory impatience.
"You promise not to speak of it?"
"Of course!"
"Well, then, there are burglars in the neighborhood."
"Have they committed any robberies?"
"Not yet."
"Then how do you know?"
< 8 >
"They've been seen. In the district. Two well-known London thieves!"
Two! I looked at Raffles. I had done so often during the evening, envying him his high spirits, his iron nerve, his buoyant wit, his perfect ease and self- possession. But now I pitied him; through all my own terror and consternation, I pitied him as he sat eating and drinking, and laughing and talking, without a cloud of fear or of embarrassment on his handsome, taking, daredevil face. I caught up my champagne and emptied the glass.
"Who has seen them?" I then asked calmly.
"A detective. They were traced down from town a few days ago. They are believed to have designs on the Abbey!"
"But why aren't they run in?"
"Exactly what I asked papa on the way here this evening; he says there is no warrant out against the men at present, and all that can be done is to watch their movements."
"Oh! so they are being watched?"
"Yes, by a detective who is down here on purpose. And I heard Lord Amersteth tell papa that they had been seen this afternoon at Warbeck Junction!"
The very place where Raffles and I had been caught in the rain! Our stampede from the inn was now explained; on the other hand, I was no longer to be taken by surprise by anything that my companion might have to tell me; and I succeeded in looking her in the face with a smile.
"This is really quite exciting, Miss Melhuish," said I. "May I ask how you come to know so much about it?"
"It's papa," was the confidential reply. "Lord Amersteth consulted him, and he consulted me. But for goodness' sake don't let it get about! I can't think WHAT tempted me to tell you!"
< 9 >
"You may trust me, Miss Melhuish. But - aren't you frightened?"
Miss Melhuish giggled.
"Not a bit! They won't come to the rectory. There's nothing for them there. But look round the table: look at the diamonds: look at old Lady Melrose's necklace alone!"
The Dowager Marchioness of Melrose was one of the few persons whom it had been unnecessary to point out to me. She sat on Lord Amersteth's right, flourishing her ear-trumpet, and drinking champagne with her usual notorious freedom, as dissipated and kindly a dame as the world has ever seen. It was a necklace of diamonds and sapphires that rose and fell about her ample neck.
"They say it's worth five thousand pounds at least," continued my companion. "Lady Margaret told me so this morning (that's Lady Margaret next your Mr. Raffles, you know); and the old dear WILL wear them every night. Think what a haul they would be! No; we don't feel in immediate danger at the rectory."
When the ladies rose, Miss Melhuish bound me to fresh vows of secrecy; and left me, I should think, with some remorse for her indiscretion, but more satisfaction at the importance which it had undoubtedly given her in my eyes. The opinion may smack of vanity, though, in reality, the very springs of conversation reside in that same human, universal itch to thrill the auditor. The peculiarity of Miss Melhuish was that she must be thrilling at all costs. And thrilling she had surely been.
I spare you my feelings of the next two hours. I tried hard to get a word with Raffles, but again and again I failed. In the dining-room he and Crowley lit their cigarettes with the same match, and had their heads together all the time. In the drawing-room I had the mortification of hearing him talk interminable nonsense into the ear-trumpet of Lady Melrose, whom he knew in town. Lastly, in the billiard-room, they had a great and lengthy pool, while I sat aloof and chafed more than ever in the company of a very serious Scotchman, who had arrived since dinner, and who would talk of nothing but the recent improvements in instantaneous photography. He had not come to play in the matches (he told me), but to obtain for Lord Amersteth such a series of cricket photographs as had never been taken before; whether as an amateur or a professional photographer I was unable to determine. I remember, however, seeking distraction in little bursts of resolute attention to the conversation of this bore. And so at last the long ordeal ended; glasses were emptied, men said good-night, and I followed Raffles to his room.
< 10 >
"It's all up!" I gasped, as he turned up the gas and I shut the door. "We're being watched. We've been followed down from town. There's a detective here on the spot!"
"How do YOU know?" asked Raffles, turning upon me quite sharply, but without the least dismay. And I told him how I knew.
"Of course," I added, "it was the fellow we saw in the inn this afternoon."
"The detective?" said Raffles. "Do you mean to say you don't know a detective when you see one, Bunny?"
"If that wasn't the fellow, which is?"
Raffles shook his head.
"To think that you've been talking to him for the last hour in the billiard-room and couldn't spot what he was!"
"The Scotch photographer--"
I paused aghast.
"Scotch he is," said Raffles, "and photographer he may be. He is also Inspector Mackenzie of Scotland Yard - the very man I sent the message to that night last April. And you couldn't spot who he was in a whole hour! O Bunny, Bunny, you were never built for crime!"
"But," said I, "if that was Mackenzie, who was the fellow you bolted from at Warbeck?"
"The man he's watching."
"But he's watching us!"
Raffles looked at me with a pitying eye, and shook his head again before handing me his open cigarette-case. "I don't know whether smoking's forbidden in one's bedroom, but you'd better take one of these and stand tight, Bunny, because I'm going to say something offensive."
I helped myself with a laugh.
< 11 >
"Say what you like, my dear fellow, if it really isn't you and I that Mackenzie's after."
"Well, then, it isn't, and it couldn't be, and nobody but a born Bunny would suppose for a moment that it was! Do you seriously think he would sit there and knowingly watch his man playing pool under his nose? Well, he might; he's a cool hand, Mackenzie; but I'm not cool enough to win a pool under such conditions. At least I don't think I am; it would be interesting to see. The situation wasn't free from strain as it was, though I knew he wasn't thinking of us. Crowley told me all about it after dinner, you see, and then I'd seen one of the men for myself this afternoon. You thought it was a detective who made me turn tail at that inn. I really don't know why I didn't tell you at the time, but it was just the opposite. That loud, red-faced brute is one of the cleverest thieves in London, and I once had a drink with him and our mutual fence. I was an Eastender from tongue to toe at the moment, but you will understand that I don't run unnecessary risks of recognition by a brute like that."
"He's not alone, I hear."
"By no means; there's at least one other man with him; and it's suggested that there may be an accomplice here in the house."
"Did Lord Crowley tell you so?"
"Crowley and the champagne between them. In confidence, of course, just as your girl told you; but even in confidence he never let on about Mackenzie. He told me there was a detective in the background, but that was all. Putting him up as a guest is evidently their big secret, to be kept from the other guests because it might offend them, but more particularly from the servants whom he's here to watch. That's my reading of the situation, Bunny, and you will agree with me that it's infinitely more interesting than we could have imagined it would prove."
< 12 >
"But infinitely more difficult for us," said I, with a sigh of pusillanimous relief. "Our hands are tied for this week, at all events."
"Not necessarily, my dear Bunny, though I admit that the chances are against us. Yet I'm not so sure of that either. There are all sorts of possibilities in these three-cornered combinations. Set A to watch B, and he won't have an eye left for C. That's the obvious theory, but then Mackenzie's a very big A. I should be sorry to have any boodle about me with that man in the house. Yet it would be great to nip in between A and B and score off them both at once! It would be worth a risk, Bunny, to do that; it would be worth risking something merely to take on old hands like B and his men at their own old game! Eh, Bunny? That would be something like a match. Gentlemen and Players at single wicket, by Jove!"
His eyes were brighter than I had known them for many a day. They shone with the perverted enthusiasm which was roused in him only by the contemplation of some new audacity. He kicked off his shoes and began pacing his room with noiseless rapidity; not since the night of the Old Bohemian dinner to Reuben Rosenthall had Raffles exhibited such excitement in my presence; and I was not sorry at the moment to be reminded of the fiasco to which that banquet had been the prelude.
"My dear A. J.," said I in his very own tone, "you're far too fond of the uphill game; you will eventually fall a victim to the sporting spirit and nothing else. Take a lesson from our last escape, and fly lower as you value our skins. Study the house as much as you like, but do - not - go and shove your head into Mackenzie's mouth!"
My wealth of metaphor brought him to a stand-still, with his cigarette between his fingers and a grin beneath his shining eyes.
< 13 >
"You're quite right, Bunny. I won't. I really won't. Yet - you saw old Lady Melrose's necklace? I've been wanting it for years! But I'm not going to play the fool; honor bright, I'm not; yet - by Jove! - to get to windward of the professors and Mackenzie too! It would be a great game, Bunny, it would be a great game!"
"Well, you mustn't play it this week."
"No, no, I won't. But I wonder how the professors think of going to work? That's what one wants to know. I wonder if they've really got an accomplice in the house? How I wish I knew their game! But it's all right, Bunny; don't you be jealous; it shall be as you wish."
And with that assurance I went off to my own room, and so to bed with an incredibly light heart. I had still enough of the honest man in me to welcome the postponement of our actual felonies, to dread their performance, to deplore their necessity: which is merely another way of stating the too patent fact that I was an incomparably weaker man than Raffles, while every whit as wicked.
I had, however, one rather strong point. I possessed the gift of dismissing unpleasant considerations, not intimately connected with the passing moment, entirely from my mind. Through the exercise of this faculty I had lately been living my frivolous life in town with as much ignoble enjoyment as I had derived from it the year before; and similarly, here at Milchester, in the long-dreaded cricket-week, I had after all a quite excellent time.
It is true that there were other factors in this pleasing disappointment. In the first place, mirabile dictu, there were one or two even greater duffers than I on the Abbey cricket-field. Indeed, quite early in the week, when it was of most value to me, I gained considerable kudos for a lucky catch; a ball, of which I had merely heard the hum, stuck fast in my hand, which Lord Amersteth himself grasped in public congratulation. This happy accident was not to be undone even by me, and, as nothing succeeds like success, and the constant encouragement of the one great cricketer on the field was in itself an immense stimulus, I actually made a run or two in my very next innings. Miss Melhuish said pretty things to me that night at the great ball in honor of Viscount Crowley's majority; she also told me that was the night on which the robbers would assuredly make their raid, and was full of arch tremors when we sat out in the garden, though the entire premises were illuminated all night long. Meanwhile the quiet Scotchman took countless photographs by day, which he developed by night in a dark room admirably situated in the servants' part of the house; and it is my firm belief that only two of his fellow-guests knew Mr. Clephane of Dundee for Inspector Mackenzie of Scotland Yard.
< 14 >
The week was to end with a trumpery match on the Saturday, which two or three of us intended abandoning early in order to return to town that night. The match, however, was never played. In the small hours of the Saturday morning a tragedy took place at Milchester Abbey.
Let me tell of the thing as I saw and heard it. My room opened upon the central gallery, and was not even on the same floor as that on which Raffles - and I think all the other men - were quartered. I had been put, in fact, into the dressing-room of one of the grand suites, and my too near neighbors were old Lady Melrose and my host and hostess. Now, by the Friday evening the actual festivities were at an end, and, for the first time that week, I must have been sound asleep since midnight, when all at once I found myself sitting up breathless. A heavy thud had come against my door, and now I heard hard breathing and the dull stamp of muffled feet.
"I've got ye," muttered a voice. "It's no use struggling."
It was the Scotch detective, and a new fear turned me cold. There was no reply, but the hard breathing grew harder still, and the muffled feet beat the floor to a quicker measure. In sudden panic I sprang out of bed and flung open my door. A light burnt low on the landing, and by it I could see Mackenzie swaying and staggering in a silent tussle with some powerful adversary. "Hold this man!" he cried, as I appeared. "Hold the rascal!"
But I stood like a fool until the pair of them backed into me, when, with a deep breath I flung myself on the fellow, whose face I had seen at last. He was one of the footmen who waited at table; and no sooner had I pinned him than the detective loosed his hold.
< 15 >
"Hang on to him," he cried. "There's more of 'em below."
And he went leaping down the stairs, as other doors opened and Lord Amersteth and his son appeared simultaneously in their pyjamas. At that my man ceased struggling; but I was still holding him when Crowley turned up the gas.
"What the devil's all this?" asked Lord Amersteth, blinking. "Who was that ran downstairs?"
"Mac - Clephane!" said I hastily.
"Aha!" said he, turning to the footman. "So you're the scoundrel, are you? Well done! Well done! Where was he caught?"
I had no idea.
"Here's Lady Melrose's door open," said Crowley. "Lady Melrose! Lady Melrose!"
"You forget she's deaf," said Lord Amersteth. "Ah! that'll be her maid."
An inner door had opened; next instant there was a little shriek, and a white figure gesticulated on the threshold.
"Ou donc est l'ecrin de Madame la Marquise? La fenetre est ouverte. Il a disparu!"
"Window open and jewel-case gone, by Jove!" exclaimed Lord Amersteth. "Mais comment est Madame la Marquise? Est elle bien?"
"Oui, milor. Elle dort."
"Sleeps through it all," said my lord. "She's the only one, then!"
"What made Mackenzie - Clephane - bolt?" young Crowley asked me.
"Said there were more of them below." "Why the devil couldn't you tell us so before?" he cried, and went leaping downstairs in his turn.
He was followed by nearly all the cricketers, who now burst upon the scene in a body, only to desert it for the chase. Raffles was one of them, and I would gladly have been another, had not the footman chosen this moment to hurl me from him, and to make a dash in the direction from which they had come. Lord Amersteth had him in an instant; but the fellow fought desperately, and it took the two of us to drag him downstairs, amid a terrified chorus from half-open doors. Eventually we handed him over to two other footmen who appeared with their nightshirts tucked into their trousers, and my host was good enough to compliment me as he led the way outside.
< 16 >
"I thought I heard a shot," he added. "Didn't you?"
"I thought I heard three."
And out we dashed into the darkness.
I remember how the gravel pricked my feet, how the wet grass numbed them as we made for the sound of voices on an outlying lawn. So dark was the night that we were in the cricketers' midst before we saw the shimmer of their pyjamas; and then Lord Amersteth almost trod on Mackenzie as he lay prostrate in the dew.
"Who's this ?" he cried. "What on earth's happened?"
"It's Clephane," said a man who knelt over him. "He's got a bullet in him somewhere."
"Is he alive?"
"Barely."
"Good God! Where's Crowley?"
"Here I am," called a breathless voice. "It's no good, you fellows. There's nothing to show which way they've gone. Here's Raffles; he's chucked it, too." And they ran up panting.
"Well, we've got one of them, at all events," muttered Lord Amersteth. "The next thing is to get this poor fellow indoors. Take his shoulders, somebody. Now his middle. Join hands under him. All together, now; that's the way. Poor fellow! Poor fellow! His name isn't Clephane at all. He's a Scotland Yard detective, down here for these very villains!" Raffles was the first to express surprise; but he had also been the first to raise the wounded man. Nor had any of them a stronger or more tender hand in the slow procession to the house.
In a little we had the senseless man stretched on a sofa in the library. And there, with ice on his wound and brandy in his throat, his eyes opened and his lips moved.
< 17 >
Lord Amersteth bent down to catch the words.
"Yes, yes," said he; "we've got one of them safe and sound. The brute you collared upstairs." Lord Amersteth bent lower. "By Jove! Lowered the jewel-case out of the window, did he? And they've got clean away with it! Well, well! I only hope we'll be able to pull this good fellow through. He's off again."
An hour passed: the sun was rising.
It found a dozen young fellows on the settees in the billiard-room, drinking whiskey and soda-water in their overcoats and pyjamas, and still talking excitedly in one breath. A time-table was being passed from hand to hand: the doctor was still in the library. At last the door opened, and Lord Amersteth put in his head.
"It isn't hopeless," said he, "but it's bad enough. There'll be no cricket to-day."
Another hour, and most of us were on our way to catch the early train; between us we filled a compartment almost to suffocation. And still we talked all together of the night's event; and still I was a little hero in my way, for having kept my hold of the one ruffian who had been taken; and my gratification was subtle and intense. Raffles watched me under lowered lids. Not a word had we had together; not a word did we have until we had left the others at Paddington, and were skimming through the streets in a hansom with noiseless tires and a tinkling bell.
"Well, Bunny," said Raffles, "so the professors have it, eh?"
"Yes," said I. "And I'm jolly glad!"
"That poor Mackenzie has a ball in his chest?"
"That you and I have been on the decent side for once."
He shrugged his shoulders.
< 18 >
"You're hopeless, Bunny, quite hopeless! I take it you wouldn't have refused your share if the boodle had fallen to us? Yet you positively enjoy coming off second best - for the second time running! I confess, however, that the professors' methods were full of interest to me. I, for one, have probably gained as much in experience as I have lost in other things. That lowering the jewel-case out of the window was a very simple and effective expedient; two of them had been waiting below for it for hours."
"How do you know?" I asked.
"I saw them from my own window, which was just above the dear old lady's. I was fretting for that necklace in particular, when I went up to turn in for our last night - and I happened to look out of my window. In point of fact, I wanted to see whether the one below was open, and whether there was the slightest chance of working the oracle with my sheet for a rope. Of course I took the precaution of turning my light off first, and it was a lucky thing I did. I saw the pros. right down below, and they never saw me. I saw a little tiny luminous disk just for an instant, and then again for an instant a few minutes later. Of course I knew what it was, for I have my own watch-dial daubed with luminous paint; it makes a lantern of sorts when you can get no better. But these fellows were not using theirs as a lantern. They were under the old lady's window. They were watching the time. The whole thing was arranged with their accomplice inside. Set a thief to catch a thief: in a minute I had guessed what the whole thing proved to be."
"And you did nothing!" I exclaimed.
"On the contrary, I went downstairs and straight into Lady Melrose's room--"
"You did?"
< 19 >
"Without a moment's hesitation. To save her jewels. And I was prepared to yell as much into her ear-trumpet for all the house to hear. But the dear lady is too deaf and too fond of her dinner to wake easily."
"Well?"
"She didn't stir."
"And yet you allowed the professors, as you call them, to take her jewels, case and all!"
"All but this," said Raffles, thrusting his fist into my lap. "I would have shown it you before, but really, old fellow, your face all day has been worth a fortune to the firm!"
And he opened his fist, to shut it next instant on the bunch of diamonds and of sapphires that I had last seen encircling the neck of Lady Melrose. Appendix 2. The Result of Types of Derivational Affixation
No Types of Derivational Affixes Words Page Line 1. Class-maintaining derivation a. Noun Criminal 1 1 Cricketer 1 1 Reputation 1 19
Journalism 1 23
Acquaintanceship 2 21
Cricketer 3 6 Cricketer 3 13 Cricketer 4 8 Cricketer 4 10 Cricketer 5 3 Cricketer 5 16 Inability 5 13 Exhibition 5 19 Resource 5 24 Characteristic 5 26 Swagger 6 9 Houseful 6 9 Criminal 6 26 Cricketer 7 8 Station 7 14 Question 8 12 Neighbourhood 8 22 Rectory 10 3 Rectory 10 13 Photography 10 27 Photographer 10 30 Photographer 11 12 Photographer 11 14 Offensive 11 23 Nobody 12 2 Cricketer 16 24 Cricketer 17 16 Precaution 19 12 b . Verb Discover 1 7 Return 3 9 Recapture 8 10 c . Adjective Involuntary 1 8 Infamous 4 9 Insignificant 5 13 Infinite 5 19 Unnecessary 10 6 Interminable 10 23 Unable 10 29 Unnecessary 12 12 Unpleasant 14 14 2. Class-changing derivation a. Noun derivational Bowler 1 3 Excitement 1 9 Comparison 1 9
Satisfaction 1 9 Protection 1 13 Conviction 1 20 Performer 2 1 Bowler 2 5 Pleasure 2 9 Player 2 12 Player 2 14 Conversation 2 20 Slightness 2 21 Pleasure 3 2 Governor 3 6 Expedition 4 3 Expedition 4 5 Approval 4 6 Readiness 4 9 Duffer 4 16 Grimness 4 21 Information 5 11 Consciousness 5 12 Bowler 5 15 Action 5 17 Significance 5 20 Bowler 5 23 Combination 5 24 Patience 5 24 Precision 5 25 Bowler 6 3 waiter 6 11 Suspicion 6 18 Reticience 6 23 Judgement 7 1 Reputation 7 3 Operation 7 5 Shower 7 11 Carriage 7 19 Construction 7 20 Reputation 7 21 Festival 7 22 Conversation 8 4 Information 8 5 Comparison 8 8 Possession 9 3 Consternation 9 4 Embarassment 9 5 Detective 9 8 Movement 9 12 Detective 9 14 Companion 9 18 Goodness 9 23 Freedom 10 7 Companion 10 10 Indiscretion 10 15 Satisfaction 10 15 Importance 10 15 Reality 10 17 Conversation 10 17 Auditor 10 18 Peculiarity 10 18 Mortification 10 22 Improvement 10 26 Distraction 10 31 Attention 10 31 Conversation 10 31 Detective 11 2 Detective 11 6 Detective 11 7 Inspector 11 14 Situation 12 6 Detective 12 8 Recognition 12 12 Confidence 12 17 Confidence 12 18 Detective 12 19 Situation 12 21 Possibilities 13 4 Combination 13 6 Player 13 10 Contemplation 13 12 Rapidity 13 13 Excitement 13 15 Presence 13 15 Professor 14 3 Professor 14 6 Postponement 14 10 Performance 14 11 Consideration 14 15 Enjoyment 14 17 Disappointment 14 19 Congratulation 14 23 Encouragement 14 24 Detective 15 13 Adversary 15 17 Detective 15 19 Direction 16 27 Darkness 17 3 Detective 17 17 Procession 17 19 Suffocation 18 13 Gratification 18 15 Professor 18 19 Professor 19 3 Hesitation 20 1 Professor 20 6 b. Verb derivational Characterize 8 4 c. Adjective derivational Exeptional 1 1 Dangerous 1 2 Hateful 1 5 Rusty 1 11 Glorious 1 14 Reasonable 1 18 Likely 1 24 Professional 2 4 Healthy 3 17 Easy 5 17 Athletic 5 19 Intelectual 5 20 Tireless 5 21 Professional 5 22 Artistic 5 25 Venomous 6 3 Shaken 6 25 Speculative 7 15 Woody 7 17 Juicy 7 20 Thankful 8 6 Sensational 8 11 Satisfactory 8 19 Confidental 9 22 Lengthy 10 24 Professional 10 29 Forbidden 11 22 Noiseless 13 13 Considerable 14 21 Countless 14 30 Admirably 14 31 Breathless 15 10 Powerful 15 17 Breathless 17 13 Senseless 17 21 Hopeless 18 11 Noiseless 19 11 Hopeless 19 12 Hopeless 19 12 Lucky 19 12 d. Adverb derivational Incredibly 1 3 Exactly 1 17 Simply 1 18 Really 1 21 Absolutely 2 7 Positively 2 15 Perfectly 2 19 Instantly 2 23 Wistfully 3 9 Deeply 3 23 Easily 4 6 Certainly 4 6 Slyly 4 14 Weakly 4 20 Savagely 5 2 Beautifully 5 17 Obviously 6 10 Instantly 6 16 Vulgarly 6 17 Entirely 6 24 Simply 8 6 Conscientiously 8 9 Really 8 9 Obviously 8 10 Suddenly 8 11 Really 8 17 Calmly 9 7 Exactly 9 11 Really 9 20 Surely 10 15 Lastly 10 20 Sharply 11 3 Really 12 1 Seriously 12 3 Knowingly 12 3 Really 12 19 Evidently 12 20 Particularly 12 13 Necessarily 13 18 Eventually 13 1 Really 14 7 Incredibly 14 17 Intimately 14 23 Entirely 14 23 Lately 14 24 Similarly 14 25 Actually 14 33 Simultaneously 16 3 Nearly 16 24 Gladly 16 25 Desperately 16 28 Eventually 16 29 Barely 17 11 Excitedly 18 8 Positively 18 2 Easily 20 3 Really 20 7
SILABUS
NAMA SEKOLAH : SMK Tunas Bangsa Tawangsari MATA PELAJARAN : BAHASA INGGRIS KELAS/SEMESTER : XII/5-6 STANDAR KOMPETENSI : Berkomunikasi dengan Bahasa Inggris setara Level Intermediate KODE STANDAR KOMPETENSI : ALOKASI WAKTU : 168 X 45 menit
ALOKASI KOMPETENS MATERI KEGIATAN WAKTU SUMBER NILAI INDIKATOR PENILAIAN I DASAR PEMBELAJARAN PEMBELAJARAN T PS PI BELAJAR PBKB M 3.1 Memaham Pertanyaan mengenai Short talks Vocabulary games Tes lisan 16 30 Days Kerja i monolog informasi umum (general (advertisements, reports, Listening to retelling, to the Keras yang information) yang terkait announcements, dll) recorded short talks summarizi TOEIC Rasa muncul dengan monolog dijawab Discussion ng Test Ingin pada dengan benar. Relevant vocabulary. Questions and Vocabul Tahu, situasi Pertanyaan mengenai isi answers Tes tertulis ary Book Gemar kerja monolog (detailed Antonym, synonym. Membaca secara menjawab Kamus Membaca tertentu information) dijawab seksama teks pertanyaan Sinonim- Tanggung dengan benar. Affixes : prefixes, suffixes. monolog yang telah pilihan Antonim Jawab Monolog yang muncul disediakan. ganda atau , Inggris- Mandiri pada situasi kerja tertentu Membuat essay Indonesi Kerja ditulis kembali dalam pertanyaan a keras bentuk intisari/summary berdasarkan teks Demokrat (taking notes). monolog yang telah is Memahami berbagai disediakan. Bersahab macam monolog melalui at membaca secara mendalam. Membuat pertanyaan berdasarkan teks monolog secara berkelompok. ALOKASI KOMPETENS MATERI KEGIATAN WAKTU SUMBER NILAI INDIKATOR PENILAIAN I DASAR PEMBELAJARAN PEMBELAJARAN T PS PI BELAJAR PBKB M 3.2 Memaham Ungkapan-ungkapan untuk Percakapan di telepon Listening: Tes lisan 15 Elementary Toleransi i membuat reservasi yang tentang reservasi − Dialogues about mempera Communic Kerja Keras percakapa dilakukan oleh penutur asli - Can I book two rooms for reservations, gakan ation Kreatif n terbatas ditanggapi dengan tepat. Saturday night, please? complaints, dialog Games Mandiri dengan Ungkapan-ungkapan untuk Reservation forms arrangements, secara English for Bersahabat/ penutur mengajukan keluhan yang Future tense confirmations, berpasan Hotel Komunikatif asli dilakukan oleh penutur asli Response to complaints cancellations, gan Journey II Cinta Damai ditanggapi dengan tepat. - I am very sorry, Sir imaginations, Grammar Demokratis Ungkapan-ungkapan untuk Expressions dealing with interviews. Tes tertulis in Use membuat kesepakatan arrangementt − Questions and Melengk Grammar (arrangement) digunakan - What about tonight? answers about api Dimension dengan tepat. - I’m sorry. I have got the dialogues dialog (Platinum Ungkapan-ungkapan untuk something to do mentioned above dan Edition) memastikan dan tomorrow. What about Pronunciation pilihan American membatalkan kesepakatan Sunday? practice ganda Business dilakukan dengan tepat. Expressions dealing with Speaking: English Ungkapan-ungkapan untuk confirmation and − Dialogue practice menyatakan keinginan atau cancellation: with the above situasi yang tidak nyata - I’d like to confirm my matters baik untuk masa depan, flight to Singapore. Reading masa kini atau masa - I regret to tell you that I comprehension: lampau (conditional have to cancel our − Reading sentences and subjunctive appointmnet. dialogues and or wish) digunakan dengan Modals Auxiliary: letters tepat. WOULD − Questions and Ungkapan-ungkapan yang Expressions dealing with answers dipakai dalam wawancara unreal condition. Writing: digunakan secara tepat. - If you came, you would − Working in pairs Mempraktikkan ungkapan- see him. to compose ungkapan yang telah Conditional Types 2 and 3 dialogues based dipelajari secara Subjunctives with wish, if on the situations berpasangan di depan kelas only, would rather. given by the dengan sungguh-sungguh. Answering typical teacher. questions asked in Grammar review interviews about modal - My name is.... auxiliary “Would”, - I apply for this position conditional because ... sentences (types 1 - I’m interested in and 2), and working here because subjunctives. ... ALOKASI KOMPETENS MATERI KEGIATAN WAKTU SUMBER NILAI INDIKATOR PENILAIAN I DASAR PEMBELAJARAN PEMBELAJARAN T PS PI BELAJAR PBKB M 3.3 Menyajika Outline laporan prakerin Presentation skills: Lecturing and Presentasi 9 Laporan Bersahaba n laporan ditulis didalam powerpoint - How to open a speech discussiong about prakerin t/Komuni slide atau transparansi - How to propose ideas presentation skills Tanya- Tips in katif dengan menggunakan - How to elaborate ideas Konsultasi dengan jawab Giving Cinta kalimat yang singkat dan - How to close a speech guru tentang tentang isi Presentat Damai padat. - How to handle questions penyiapan laporan presentasi ions Mengharg Laporan prakerin disajikan - How to use body language prakerin How to ai Prestasi secara lisan dalam bentuk - How to maintain audience’s Writing Give a Kreatif presentasi yang benar. attention - How to use − Menyiapkan Good Mandiri Menyelesaikan pembuatan presentation aids. outline laporan Presentat Jujur laporan secara tepat waktu prakerin dalam ion Tanggung sesuai dengan batas waktu tayangan Jawab yang telah ditetapkan Powerpoint atau Disiplin secara individu. transparansi Speaking: − Menyajikan laporan prakerin − Questions and answers.
ALOKASI KOMPETENS MATERI KEGIATAN WAKTU SUMBER NILAI INDIKATOR PENILAIAN I DASAR PEMBELAJARAN PEMBELAJARAN T PS PI BELAJAR PBKB M 3.4 Memaham Pertanyaan-pertanyaan Manuals: (telephone Vocabulary game Tes lisan 12 Various Kerja i manual yang terkait dengan isi installation, computer Understanding and Retelling / manuals Keras penggunaa manual penggunaan alat installation, maintenance discussing about questions Global Kreatif n dijawab dengan benar. and repair, etc.) the manuals and Access Mandiri peralatan Petunjuk penggunaan Relevant vocabulary Questions and answers to the Gemar peralatan (minimal dua Antonym/Synonym answers World of Membaca manual) diungkapkan Affixes: prefixes, suffixes. Retelling the Tes tertulis Work Tanggung kembali dengan kata-kata content of the multiple 30 Days Jawab sendiri secara tepat. manuals. choice / to the Bersahaba Mempresentasikan manual essay TOEIC t/Komuni penggunaan sebuah alat di Test katif depan kelas dengan Kamus sungguh-sungguh. Sinonim- Antonim , Inggris- Indonesi a 3.5 Memaham Pertanyaan yang terkait Business documents: Vocabulary game Tes lisan 11 English Kerja i surat- dengan isi surat-surat letters, faxes, memos, Understanding and Retelling / for Keras surat bisnis dijawab dengan advertisements, brochures, discussing about questions Secretari Mandiri, bisnis benar. forms, questionnaires, etc. business letters and es Kreatif sederhana Isi surat bisnis diceritakan Relevant vocabulary Questions and answers English Gemar kembali dengan benar. Antonym/synonym answers Business Membaca Membuat surat bisnis. Affixes: prefixes/suffixes Retelling the Tes tertulis Letters Kerja Menemukan, content of business multiple Vocabul Keras menghafalkan, dan letters. choice / ary Book Mandiri memahami sinonim dan essay Kamus Kreatif antonim. Sinonim- Gemar Antonim Membaca , Inggris- Mengharg Indonesi ai Prestasi a ALOKASI KOMPETENS MATERI KEGIATAN WAKTU SUMBER NILAI INDIKATOR PENILAIAN I DASAR PEMBELAJARAN PEMBELAJARAN T PS PI BELAJAR PBKB M 3.6 Memaham Pertanyaan yang terkait SOP from a specific Vocabulary game Tes lisan 9 SOP Kerja i dengan isi Standard workplace (receptionist, Understanding and Retelling from Keras dokumen- Operating Procedure (SOP) waiter, etc.) discussing about workplac Rasa dokumen dijawab dengan benar. Relevant vocabulary Standard Operating Tes tertulis e Ingin teknis Standard Operating Antonym/synonym Procedures (SOP) composing Vocabul Tahu Procedure (SOP) di tempat Affixes: prefixes, suffixes Questions and ary Book Gemar kerja diceritakan kembali answers Kamus Membaca dengan kata-kata sendiri Retelling the Sinonim- Kreatif dengan benar. content of Standard Antonim, Mengharg Menyusun sebuah Standar Operating Inggris- ai Prestasi Operating Procedure (SOP) Procedures (SOP). Indonesi dengan benar. Synonym – a antonym Affixes: prefixes and suffixes
ALOKASI KOMPETENS MATERI KEGIATAN WAKTU SUMBER NILAI INDIKATOR PENILAIAN I DASAR PEMBELAJARAN PEMBELAJARAN T PS PI BELAJAR PBKB M 3.7 Menulis Surat-surat bisnis (tawaran, Samples of business letters Understanding and Tes tertulis 12 America Kerja surat pesanan, enquiry dll) Parts of a letter: discussing about compositio n Keras bisnis dan dibuat secara sederhana. - The letter head parts of business n Business Kreatif laporan Surat-surat bisnis (tawaran, - Date letters. English Mandiri sederhana pesanan, enquiry dll) - Inside address Understanding and English Bersahaba dibalas secara tertulis - Opening salutation discussing the Business t/Komuni dengan benar. - The body content of samples Letters katif Iklan lowongan pekerjaan - Closing salutation of business letters. Jujur direspon dengan membuat - Signature Understanding and Mengharg surat lamaran dengan Samples of advertisement discussing about ai Prestasi benar. on job vacancy advertisements on Laporan prakerin disajikan Samples of letters of job vacancies. dalam bentuk laporan application Writing: tertulis. − Composing the Laporan prakerin yang reply of business telah selesai di letters. presentasikan − Composing menggunakan power point. application letters to respond the above mentioned advertisements − Composing report of Job Training (prakerin).
PROGRAM STT}I}I PENDIDIKAI\I BAHASA INGGRIS FAKT]L'TAS KEGURUAN DAN ILMU PENDII}IKAII UNTVERSITAS MUHAMMAI}TYAII PI'RWOREJO Alamat: JIn. K.H.A DahlanNo.3 Telp. (0275) 321494 PURWOREJO
KARTU BIMBINGAN SKRIPSI
Nama Risma Karlinda
NIM 102120063
Program Studi Pendidikan Bahasa Inggris
Judul Slaipsi The Analysis of Derivational Affixation in a Short Story Entitled Gentlemen and Plrtyers by E.W Homung and the Application in Language Teaching
Pembimbing I Zulia Chasanah, S. S, M.Pd
No Tanggal Materi yang HasiU Catatan Paraf Dikonsultasikan Mahasiswa Dosen
Chapter I Revised fri t7 1"\.,*0 1. 11-03-2014 (*u\ 2. 10-04-2014 Chapter I,II Accepted,Revised W 1 31-05-2014 Chapter II,III Accepted,Revised V? h{a 4. a7-06-2AU Chapter III Accepted w (4 5. 14-A6-2014 Chapter IV Revised W ,{.(i, 6. t7-06-2A14 Chapter IV Revised flW W{,) 7. 24-06-2014 Chapter IV Accepted V Den0 qv$ 8. 05-a7-2A14 Chapter V Revised V 9. 18-07-2014 Chapter V Accepted V u 10. 2t-a7-zA14 Abstract Accepted Y; )
Zulia ehaiiqnah" S. S, IrzI.Pd NIDN.0616127401 PROGRAM STUDI PENDIDIKAI\ BAHASA INGGRIS FAKT}LTAS KEGURUAN DA}[ ILMU PENDIDII(AI{ I]NTVERSITAS MUHAMMADTYAII PTIRWORSJO Alamat: Jln. K.H.A DahlanNo.3 Telp. (0275) 321494 PI-TRWOREJO
KARTU BIMBINGAN SKRIPSI
Nama Risma Kmlinda
NIM 102120063
Progxam Studi Pendidikan Bahasa Inggris
Judul Skripsi The Analysis of Derivational Affixation in a Short Story Entitled Gentlemen and Players by E.W Homung and the Application in Language Teaching
Pembimbing II Ismawati Ike Nugraheni, S.S, M.Hum.
No Tanggal Materi yang HasiU Cstatan Paraf Dikonsultasikan Mahasiswa Dosen 1. 13-03-2014 Chapter I Revised e W t I.. ) 14-04-2014 Chapter I Accepted ( E-Z ?hr J. 02-06-2014 Chapter II Revised W { tr{-l 4. 08-06-2014 Chapter II,III Accepted,Revised Y t h 5. 17-06-2A14 Chapter III,IV Accepted,Revised V llLr 6. 20-06.2014 Chapter IV Revised P t fl. 1 26-46-2014 Chapter IV Accepted Y 8. 08-07-2014 Chapter V Revised V -& o 21-47-2414 Chapter V Accepted W qbr 10. 24-07-2014 Abstract Accepted Y t Dr.
Dosen Pembimbing II 4tA Ismaqgti Ike Nugrahegi. S.S. M.Hum NrP. 19790610 200s012 002