Journal of Teaching Volume 5 Nomor 1, Juni 2018 http://ojs.ikipmataram.ac.id/index.php/joelt e-ISSN: 2548-5865

COMPARATIVE STUDY BETWEEN SASAKNESE AND ENGLISH AFFIXATION TO IMPROVE STUDENTS‘ VOCABULARY MASTERY

Baiq Zuhrotun Nafisah1), Sugianto2), Taufik Suadiyatno3) Faculty of Language and Art Education Institute of Teacher Training and Education [email protected]), [email protected]), [email protected])

Abstract The research is aimed at finding out the distinctive between Sasak language and English language affixation in which this is the starting point of investigating whether or not it has some similarities or may differences. The similarities will bring the easiness to the students while the differences will bring the difficulties. The result of the study is very particularly aimed to improve students‘ vocabulary mastery during the classroom teaching action. Hopefully, it will bring some positive effect on students‘ mastery regarding to the worse condition of vocabulary mastery. The interview was conducted closely to the research participants to dig up the information on how the affixation might change the meaning of particular word in Sasak language which then confirmed to that of English language have. The data collected through the interview process then will be transcribe and reduced based on research need for the sake of answering the research question. The research conclusion was made based on data finding during the field interview process. The research result than applied in the classroom teaching practice and published widely on journal of English language teaching.

Keywords: Sasak, English, Affixation, Vocabulary Mastery

INTRODUCTION compulsory subject at elementary school, English is the most dominant junior high school, senior high school, up language which is spoken by almost all to university; even English has become one countries all over the world, even English of the three subjects that should be passed called as the international language for its by all students in national examination. role to connecting the people who use This fact proved that English has played a different languages. English is used as a very important role among the education in medium of conveying knowledge, as the . proof lets we have a look into the libraries, Learning English cannot be there are a lot of books are written in separated from learning vocabulary or English, the research are written in mastering vocabulary, because it is one of English, some science also written in the most significant elements of language English, even all product in our which functions to express what the environment also written in English. So, speaker want or need. It is impossible for English is completely needed for learning the students to be able to speak without various kind of knowledge such as science, mastering the vocabulary what would they history, culture, politics, and economy. say if the students have no vocabulary at Concerning the existence of English all. Reading without mastering vocabulary in the world then, in Indonesia, English used in the text is the same with reading was considered as the most important without knowing what you read for foreign language taught at almost all levels because you cannot grasp what messages of school. It has been studied as a actually deliver in the text. That also

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Journal of English Language Teaching Volume 5 Nomor 1, Juni 2018 http://ojs.ikipmataram.ac.id/index.php/joelt e-ISSN: 2548-5865 happen in speaking and listening, one of vocabulary learning. His view is echoed cannot grasp the messages deliver by in this advice to students from a recent someone through his/her speech till you course book —if you spent most of your know the vocabularies have just said by time studying , your English will the speakers. not improve very much. You will see most Thus, it can be inferred that the more improvement if you learn more words and students‘ vocabulary mastery the better expression. You can say very little with students‘ English (listening. speaking, grammar, but you can say everything with reading, and writing). Because those four words“ (Scoot Thombury: 2002: 13) skills also need to be supported by Sasak language is spoken primary by vocabulary mastery which construct each about two millions —dengan Sasak“ Sasak element of those skills. speakers‘ who majority lived in Most of English teacher admitted Island and used as the —mother language“ that it is not easy to teach English since the first language in daily conversation, teaching English as a foreign language still and commonly grouped into —bahasealus“ faces a lot of problems. Those problems and —bahasebiase“ where bahasealus is the found commonly come from the teaching property of the —menak“ noble group and learning process which involve which has lexical differentiation for the problem in method of instruction, teaching high style, and bahasebiase refers to media, materials and method of teaching or ordinary group teaching strategy. One of endeavors made Actually in Sasak language (which is through the research which is aimed at manifested in a range of regional and enriching the learning material of English social variety) has various kinds of dialect and even to compare and contrast between that sometimes intelligible between others students‘ mother tongue and target dialect. Based on the data, Sasak language language being learned. divided into seven dialects, evidently take The statement of the problem of the look on this data below: research is —what are the differences Kuto-Kute (Around Bayan, and between affixation made in Sasaknese and North Sasak) those which is made in English language?“ Ngeto-Ngete (Around Suralaga and meanwhile the objective of the research is Sembalun) to find out the differences between Meno-Mene (Around Praya, Central affixation made in Sasaknese and those Sasak) which is made in English language. Ngeno-Ngene (Central east to north Particularly, this research was focused on coast, and Central West coast Sasak) finding out the differences between Mriak-Mriku (Central South Sasak affixation made in Sasaknese and those around Bonjeruk, Sengkol, and Pujut) which is made in English language. Menu-Meni (Central, and Shout East Sasak) Review of Related Literature Menung-Mening (Central East Without grammar very little can be Sasak) conveyed, without vocabulary nothing can These indicated that the term be conveyed. This is how the linguist —Sasak“ always refers to regional variation David Wilkins summed up the importance

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Journal of English Language Teaching Volume 5 Nomor 1, Juni 2018 http://ojs.ikipmataram.ac.id/index.php/joelt e-ISSN: 2548-5865

The interest in examining Sasak This research was conducted at morphological process arises from the fact Bayan, North Lombok, West Nusa that there are some questions which related Tenggara. Bayan is a region with particular to the word construction in Sasak language ethnic who live there still defense the and made the author become insisted to unique of language, culture and ethic explain through writing activity and now among the society. With this special exist as this working paper. characters of the society, the ethnic then In Sasak language also found one fulfill the criteria to be the place or the term that we couldn‘t found in English research setting where the research will be language and gave more sense of conducted. interesting to examine this language. The Bayan people use one unique term that mentioned previously is dialect that seems different from any other ”konfiks“, where the word constructed by ethnic live in Lombok. Bayan ethnic use adding two there are prefix in the kuto-kute dialect in their speaking between beginning and suffix in the end whereby member of the society. Anyway, the word adding both of these affix will change the —Bayan“ is taken from Arabic language meaning of previous word at all. that the first Moslem religions come to Lastly, hopefully, this working paper Lombok Warta (2010: 51). Dialect Kuto- represent the anxious of the other ethnic Kute spread across northern of Lombok, who has another language but really want starting from the around Meninting to the to know more about Sasak language, and Bayan village. self-satisfaction of the author who has The research object of the study is accomplished this very challenging project Sasaknese or Sasak language. Sasak use as the value experience for the first language is one of the local languages time constructing and explaining my own spoken among in Lombok. It language into the other language. is used as a means of communication by the Sasak ethnic group, inhabiting Lombok RESEARCH METHOD island which make up the majority of the The research design used in this population of Lombok. Sasak language is study is descriptive qualitative; the first native language after Indonesian, ethnography study. The kind of the study used by most group of people in Lombok itself, ethnography study is the systematic island in their daily communication. study on particular ethnic, society Sasak language has various dialects, behavior, or culture of particular group of one of them is Kuto- Kute dialect. The people. It is designed to explore cultural dialect has three levels that are according phenomena where the researcher observes to the use and context: (1) Soft language is society from the point of view of the the language used by a group of nobles. (2) subject of the study. Thus, an ethnography The Madya language or intermediate study is a means to represent graphically language is a language that has been and in writing the culture of a group, while entered by soft language, used by middle the report of the research reflects the class. (3) Ordinary language is the knowledge and the system of meanings in language used by the group or the general the lives of a cultural group. public rows of coral

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Journal of English Language Teaching Volume 5 Nomor 1, Juni 2018 http://ojs.ikipmataram.ac.id/index.php/joelt e-ISSN: 2548-5865

In this study, the researcher used Table 1. Sasak and English Language interview sheet as the instrument. The Prefix interview sheet guided the researcher in Sasak Language English Language Atta Atta interviewing the research participants, Meani Prefi Meani Prefix ched ched ng x ng giving the information of what should and to to what should not to be collected in the to form —again research, meaning that the data related. In te- verb passiv re- verb “ this study the researcher used interview e technique to collect the intended data from voice —to the research participants. The interview is nou cause —cause n, somet adjec to aimed to dig up the information on how is pe- en- the meaning influenced by the affixation adje hing tive becom ctive becom e“ added into the steam of the words in Sasak e“ language which then compared to the same to form —oppo way in English affixation, or might be the be- verb intran de- verb site“ vice versa. The result of this comparison sitive will be used as the evidence in teaching verb Tellin English vocabulary in the classroom g about —apart teaching practice. me- verb dis- verb presen “ t FINDING AND DISCUSSION action The similarities and the differences of affixation in Sasak Suffix: Based on the data which has been language Kuto-Kute dialect and English analyzed. Sasak language has only one language in terms of the form and suffix, differ from English which has 4 meaning are classified according to the four suffixes, the same number with the scope of the study and research findings prefixes it has. As it can be seen from the found out in this research. These table below. It shows that Sasak language similarities and differences of both suffix is /-an/ang/. This suffix can be languages‘ affixation are briefly presented attached to adjective, verb, and noun. and discussed in the lines that follow. Prefix: Prefixes in Sasak language Table 2. Sasak and English Language KutoKute dialect has 4 prefixes. They are Suffix /te-/, /pe-/, /be-/, /me-/. While in English it Sasak Language English Language Attac Attac has also 4 prefix, they are /un-/, /dis-/, /de- Meani Suff Suffix hed hed Meaning ng ix /, /re-/. It can be show that Sasak and to to adjec —make English have similarity in terms of the -en tive more“ number of prefix. But in terms of meaning —denotes boun and the word classes that can be attached adjec offices d -an / - tive, —causin -ate or by those prefix are difference. It can be morp ang verb, g“ functions heme seen from the table below: noun “ —put adjec -ify into“, tive —become

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Journal of English Language Teaching Volume 5 Nomor 1, Juni 2018 http://ojs.ikipmataram.ac.id/index.php/joelt e-ISSN: 2548-5865

“, suffix) while clusters of can be —provide wih“ used to form complex words. —put Sasak and English have prefix and into“ adjec suffix to form a new word, especially for —become -ize tive, “, verb words. The prefix both in Sasak and noun —provide English has the same number of prefixes. wih“ In Sasak, it has prefixes /te-/ in word Simulfix: Sasak language KutoKute —tepongkaq“, /pe-/ in word —penerang“, dialect has /te-an/ as the combination of /be-/ in word —beganggu“, /me-/ in word “ . prefix /te-/ and suffix /-an/ as it can be —melampaq While in English, it has seen from the table below. prefixes /en-/ in word —enrich“, /dis-/ in word —disagree“, /de-/ in word Table 3. Sasak Language Simulfix —decompose“, /re-/ in word —return“. In terms of meaning, there one Sasak Language English Language prefixes from both languages that has the Attac Si Attac same meaning, which those prefixes has Simulf Meani Meanin hed mul hed function ”to cause something to become“, ix ng g to fix to they are prefix /pe-/ in Sasak language and prefix /en-/ in English language. Both —tellin prefixes also can be attached by the same g word class adjective. passiv In terms of differences of affixation, verb, /te-an/ e - - - English language does not have simulfix noun voice“, like in Sasak language. Simulfix is a type of affix that changes one or more existing —put phonemes in order to modify the meaning on“ of a . Based on the finding, Sasak has simulfix /te-an/. Based on the finding that shown in the table. It tells that both English and REFERENCES Sasak share similarity and differences. Abdul, Chaer. 2003. Linguistik Umum. Jakarta: Rineka Cipta. CONCLUSION Aridawati, Ida Ayu. (1995). Struktur Based on the research finding, it is Bahasa Sasak Umum. Jakarta: Pusat inferred that both Sasak and English Pembinaan undergo word-formation process through Creswell, J. W. (2008). Educational affixation to form verb. Affixation the research: Planning, conducting, and process of adding a morpheme or affix to a evaluating quantitative and word to create either a different form of qualitative research (3rd ed.). Upper that word or a new word with a different Saddle River, NJ: Pearson meaning. The two primary kinds of Education, Inc. affixation are prefix (the addition of a prefix) and suffix (the addition of a

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Journal of English Language Teaching Volume 5 Nomor 1, Juni 2018 http://ojs.ikipmataram.ac.id/index.php/joelt e-ISSN: 2548-5865

Departemen Pendidikan Nasional. (2003). Sukri, Muhammad. (2015). [men] Sebagai Kurikulum 2004: Standar Afiks Derivasional dan Infleksional Kompetensi Mata. Gama Media. dalam Bahasa Pelajaran Bahasa Mahsun. (2006). Kajian Dialektologi Inggris Sekolah Menengah Atasdan Diakronis Bahasa Sasak di Pulau Madrasah Aliyah. Jakarta: Lombok.Yogyakarta. Departemen Pendidikan Nasional. Raja, P. (2003) The Language of an Suryati, N. (2005) Teaching Various Indonesian Child Named Mika in the Monologue Texts. A paper presented Telegraphic and Simple Sentence in One-Day Workshop on Making the Stages. Unpublished doctoral Most of Various Monologue Texts in dissertation. Malang: Universitas the Teaching of English. Malang. Negeri Malang. State University of Malang. Sasak Dialek Kuto-Kute. RETORIKA: Warta, I Ketut. (2011). Nominal and Jurnal Ilmu Bahasa, Vol. 1, No.1. Verbal in Dialect Sasak Kuto-Kute Bayan, West Lombok.

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