MORPHOLOGICAL ERROR FOUND IN THE ENGLISH

ESSAYS OF THE FIFTH SEMESTER STUDENTS OF

ENGLISH LETTERS AND LANGUAGE DEPARTMENT OF
UIN MALANG IN 2008
THESIS

Presented to the Faculty of Humanities and Culture
in Partial Fulfillment of the requirements for the Degree of
SARJANA SASTRA

Advisor
Dra. Hj. Syafiyah, MA

By:
Ririn Kusumawati
(04320134)




ENGLISH LETTERS AND LANGUAGE DEPARTMENT
FACULTY OF HUMANITIES AND CULTURE
MAULANA MALIK IBRAHIM STATE ISLAMIC UNIVERSITY
OF MALANG
2010

APPROVAL SHEET

This is to certify that the thesis of Ririn Kusumawati entitled
Morphological Error Found in the English Essays of the Fifth Semester Students
of English Letters and Language Department of UIN Malang in 2008 has been
approved by the advisor for further approval by the board of examiners as one of
the requirements for the Degree of Sarjana Sastra (S.S) in English Letters and
Language department.

Malang, 22
nd
of April 2010

Approved by
The advisor
Aknowledged by,
The Head of English Letters
and Language Department




Dra. Hj. Syafiyah, MA
NIP. 19660910 199103 2 002





Galuh Nur Rohmah, M. Pd. M. Ed
NIP. 19740211 199803 2 002





The Dean of Faculty Humanities and Culture




Drs. KH. Chamzawi, M. HI
NIP. 19510808 198403 1 001







LEGITIMATION SHEET

This is to certify that the Sarjana's thesis of Ririn Kusumawati entitled
Morphological Error Found in the English Essays of the Fifth Semester Students
of English Letters and Language Department of UIN Malang in 2008 has been
approved by the Board of Examiners as the requirement for the degree of Sarjana
Sastra.



The Board of Examiners signature

1. Prof. Dr. H. Dimjati Ahmadin, M. Pd (Chair of Examiner) ( )
NIP. 19441003 196307 1 001



2. Ika Faricha Hentihu, S.Pd (Main Examiner) ( )
NIP.19700307 199903 2 002

3. Dra. Hj. Syafiyah, MA (Advisor) ( )
NIP. 19660910 199103 2 002



The Dean of Faculty Humanities and Culture




Drs. KH. Chamzawi, M. HI
NIP. 19510808 198403 1 001


MOTTO


Alam Nasyrah: 5

Karena Sesungguhnya sesudah kesulitan itu ada
kemudahan.
























DEDICATION




My thesis is dedicuted to:

^, co.cv ^on vnv Ivv
Thank you for
Your endless love, advise, prayer, attention, and understanding
To me

^, co.cv onc. vnv .i.c.
M. Wildan Suyudi&wife
M. Edy Suyanto&wife
And
Ari Indahwati&husban
Thank you for
The prayer and support. So, I can finish my study.

^, nic.c vnv ncnc.
Reza, Huril, and Fia
Thank you for your nice and sweet smile

^, nv.vnv
who always company me in any kinds of situations
thanks for the love and understanding me







ACKNOWLEDGEMENTS
First, the researcher thanks Alloh SWT., who gives her ability to write this
thesis. Sholawat and Salam are dedicated to the prophet Muhammad S.A.W., who
has guided us from the darkness into the lightness that is Islam. This thesis is
intended to fulfill the requirement for achieving the degree of Sarjana in English
Letters and Language Department/S1 at Maulana Malik Ibrahim State Islamic
University of Malang.
Finishing this thesis was not a simple thing at all and she definitely spent
her great deals of time but gave her valuable experience. This study would not
have been completed without some contributions and support from many people.
She wants to express her gratitude to:
1. Prof. Dr. H. Imam Suprayogo as the Rector of Maulana Malik Ibrahim State
Islamic University of Malang, who allowed her to study in this university.
2. Drs. H. Chamzawi, M. Hi. as the Dean of Faculty Humanities and Culture.
3. Galuh Nur Rohmah, M. Pd. M. Ed. as the Head of English Letters and
Language Department
4. Dra. Hj. Syafiyah, MA for her valuable guidance as well as her constructive
suggestions.
5. All of lecturers of the States Islamic Maulana Malik Ibrahim University of
Malang, especially English Letters and Language Department for being so
kind, patient and generous in leading to the world that she never knows before
with valuable knowledge.

6. Her beloved Mom and Dad who have been giving the opportunity to get the
adequate education, both materials and spiritual supports to the researcher
until she can finish her thesis.
7. Her beloved brother and sister (M. wildan Suyudi and wife, M. Edy
Suyantoand wife, Ari Indahwati and husband), her niece and nephew (Reza,
Huril and Fia) for his/her care, support and pray. I love you all...
8. Her friends in English Letters and Language Department, especially Ern, Irma,
Pipe, Oshy, Alafah, Nita, lily, yu2n, imtilak, Eka and all friends in 2004.
Thanks for being gathered and great moment.
9. My friends in AHAF, aspecially in MADIN (mb Arni, Pipe, Irma, Lia, Di2k,
Chopy, Rina, Aim, Mery, Dwi, Choir, lelis, Eva, Sundus). Thanks for
everything
10. My cute, funny, charming, and smart students in TPQ MADIN AL-HIKMAH
Joyosuko. You teach me be a patient person. I love you. I miss you all
11. My entire friend who cannot I mention one by one. Thanks for your help.
Finally, she truly realizes that this thesis still needs the constructive
criticism and suggestions from the readers in order to make it perfect and
hopefully it can be useful, especially for the English Letters students.
Malang, 22
nd
of April 2010

Ririn Kusumawati





ABSTRACT

Kusumawati, Ririn.2010. Morphological Error Found in the English Essays of the
Fifth Semester Students of English Letters and Language
Department of UIN Malang in 2008.
Advisor : Dra. Hj. Syafiyah, MA
Key word : Error, Morphology.

This study investigates morphological error in the essays of the fifth
semester students of English Letters and Language Department of UIN Malang in
2008. The objectives of this study are to find out the kinds of morphological error
in students writings and describe the dominant morphological error found.
This study uses descriptive qualitative approach. The data collected from
the essays of the fifth semester students of English Letters and Language
Department of UIN Malang in 2008.
The result of this study shows that there are several morphological errors
in English students essays of UIN Malang in the fifth semester (2008). The
researcher found all types of morphological error in students writings, they are;
Omission, addition, misformation and misordering except contain morpheme and
article which belong to the branch of omission. The total number of
morphological errors is 61 times. Based on the findings, she found that the most
dominant kind of morphological error is omission with 25 times used or 40.98 %.
Since this study does not investigate the composition from native of other
country, finally she suggestes to next researchers to conduce further research of
English composition of various native from various country and compare them.








TABLE OF CONTENTS

COVER ................................ .............................................. .................. ........ i
APPROVAL SHEET .................................................................................... ii
LEGITIMATION SHEET .......................................................................... iii
MOTTO ........................................................................................................ iv
DEDICATION ............................................................................................... v
ACKNOWLEDGEMENT ........................................................................... vi
ABSTRACT ................................................................................................. viii
TABLE OF CONTENTS ............................................................................. ix
LIST OF TABLE .......................................................................................... xi
LIST OF APPENDICES .............................................................................xiii

CHAPTER I: INTRODUCTION ................................................................ 1
1.1 Background of the Study .................................................................. 1
1.2 Statement of the Problem ................................................................. 5
1.3 Objective of the Study ...................................................................... 5
1.4 The Scope and Limitation of the Study............................................ 5
1.5 Significance of the Study ................................................................. 6
1.6 The Definition of the Key Terms ..................................................... 7

CHAPTER II: REVIEW OF THE RELATED LITERATURE .............. 9
2.1 Morphology ..................................................................................... 10
2.1.1 Morpheme .............................................................................. 11
2.1.1.1 Types of Morpheme ...................................................... 10
2.1.1.1.1 Free Morpheme .................................................... 10
2.1.1.1.2 bound morpheme .................................................. 36
2.1.1.2 Morphological Process .................................................. 36
2.1.1.2.1 Addition ............................................................... 37
2.1.1.2.2 Multiplication/Reduplication ............................... 38
2.1.1.2.3 Subtraction ........................................................... 38
2.1.1.2.4 Change/Suppletion ............................................... 38
1. Acronym .......................................................................... 39
2. Back Formation ............................................................... 39
3. Blending .......................................................................... 40
4. Clipping ........................................................................... 40
5. Coinage ........................................................................... 40
6. Functional Shift ............................................................... 40
7. Morphological misanalysis(false etymology) ................. 40
8. Proper Name.................................................................... 41
2.2 The Definition of Error ................................................................... 41
2.3 Categories of Errors ........................................................................ 42
2.3.1 Surface Strategy Taxonomy ................................................... 43
2.3.1.1 Omission ....................................................................... 43
2.3.1.1.1 Omission of Content Morpheme .......................... 44
2.3.1.1.2 Omission of Grammatical Morpheme .................. 44

2.3.1.2 Addition ........................................................................ 45
2.3.1.2.1 Double Marking .................................................. 45
2.3.1.2.2 Regularization ...................................................... 46
2.3.1.2.3 Simple addition Error ........................................... 47
2.3.1.3 Misformation ................................................................. 47
2.3.1.3.1 Regularization ...................................................... 47
2.3.1.3.2 Archy-forms ......................................................... 48
2.3.1.3.3 Alternating form ................................................... 49
2.3.1.4 Misordering .................................................................. 49
2. 4 Previous Studies ............................................................................. 50

CHAPTER III: RESEARCH METHOD ................................................... 51
3.1 Research Design .............................................................................. 51
3.2. Data Sources................................................................................... 51
3.3 Research Instrument ........................................................................ 52
3.4 Data Collection................................................................................ 53
3.5 Data Analysis .................................................................................. 53

CHAPTER IV: FINDING AND DISCUSSION ....................... 54
4.1 Data Presentation and Analysis ....................................................... 54
4.2 Finding ............................................................................................ 66
4.1.1 The types of morphological errors ......................................... 66
4.1.1.1 Omission of Grammatical morpheme .......................... 66
4.1.1.1.1 Omission of preposition ...................................... 69
4.1.1.1.2 Omission of auxiliaries ....................................... 69
4.1.1.1.3 Omission of Noun inflection ............................... 70
4.1.1.1.4 Omission of verb inflection ................................. 70
4.1.1.2 Addition ........................................................................ 71
4.1.1.2.1 Simple Addition ................................................... 71
4.1.1.2.2 Regularization ...................................................... 72
4.1.1.2.3 Double Marking ................................................... 72
4.1.1.3 Misformation .................................................................. 73
4.1.1.3.1 Regularization Error ............................................. 74
4.1.1.3.2 Archi-Form ........................................................... 75
4.1.1.3.3 Alternating Form .................................................. 75
4.1.1.4 Misordering ...................................................................... 77

CHAPTER V: CONCLUTION ................................................. 79
5.1 Conclution ....................... . .. 79
5.2 Suggestion ....................... 80

REFERENCES





LIST OF TABLE

Table 2.1: Various Verbal Forms and Their use ........ ................................. 11
Table 2.2: Possibilities Irregular Verbs Form ............ ................................. 14
Table 2.3: Various Uses and Forms of Auxiliary do . ................................. 20
Table 2.4: Summary of Auxiliary Verbs .................... ................................. 22
Table 2.5: Kinds of Prepositions and Prepositional Phrases ........................ 27
Table 2.6: Error of Double Marking in L2 Production ................................ 44
Table 2.7: Simple Addition Error... ........................... ................................. 45
Table 2.8: Regularization Error in Misformation ...... ................................. 46
Table 4.1: Omission of Noun Inflection .................... ................................. 54
Table 4.2: Omission of Verb Inflection ..................... ................................. 55
Table 4.3: Omission of Auxiliary... ........................... ................................. 56
Table 4.4: Omission of Preposition ........................... ................................. 57
Table 4.5: Simple Addition Error... ........................... ................................. 57
Table 4.6: Regularizatiion Error in Addition ............. ................................. 58
Table 4.7: Double Marking .......................................................................... 59
Table 4.8: Regularization Error in Misformation ........................................ 59
Table 4.9: Archi form ................................................................................... 60
Table 4.10: Alternating Form ....................................................................... 61
Table 4.11: Misordering ............................................................................... 62
Table 4.12.1: Two Possible Errors (a) ......................................................... 62
Table 4.12.2: Two Possible Errors (b) ......................................................... 63

Table 4.12.3: Two Possible Errors (c) ......................................................... 63
Table 4.12.4: Two Possible Errors (d) ......................................................... 64
Table 4.12.5: Three possible Errors ............................................................. 64
Table 4.13 : Error of Grammatical Morpheme ............................................ 67
Table 4.14 : Error of Eddition ...................................................................... 71
Table 4.15 : Misformation............................................................................ 73
Table 4.16 : Misordering .............................................................................. 77
Table 4.17 : The Frequency of Error in Morphology Found in Students Essays of
English Letter and Language Department of UIN Malang in the fifth
Semester(2008) .......................................................................... 77

























LIST OF APPENDICES

Appendix 1: Data Sourses
Appendix 2: Summary of Finding
Appendix 3: Evidence of Thesis Consultation
Appendix 4: Certificate of Thesis Outhorship

































CHAPTER I
INTRODUCTION

In this chapter, the background of the study, the statement of the problems,
object of the study, scope of limitation of the study, significance of the study, and
the definition of the key terms are discussed.

1.2 Background of the Study
Any language has its own system which is different from one another. As
a foreign language, the system of English is different from Indonesian language.
Therefore English is considered difficult to be learned. Corder (1950:22) said that
it still remains to be shown that the process of learning second language is
fundamentally different nature from the process of primary acquisition.
As the learner of foreign language, students especially from English
department expect to master English not only in one skill but also in any kinds of
skills, as in listening, speaking, and writing. However they still have some
difficulties using it, something like error in applying their second language as like
English. Corder (1967:20) said we live in an imperfect world; consequently
errors will always occur in spite of our best effort. It seems reasonable they make
some errors.
Students errors may occur in different components of language: in
Grammar, lexicon, or pronunciation. In other words, students errors occur in


different linguistics categories such as phonology, morphology, syntax, and
discourse.
One language component which is crucial to be considered is grammatical
structure. One of which is morphology. Morphological item is one of the
important things dealing with word formation, as said in (Frank Palmer, 1984: 99)
Morphology is essentially the grammar of words and deal with form of words, the
relation between take and took, dog and dogs and etc.
Matthews (1986:55) stated Morphology is the subfield of linguistics that
studies the internal structure of words and the interrelationships among words.
Morphology is study of how words are structured and how they are put together
from smaller parts called as morpheme. Morpheme is the smallest meaningful part
of word. Morpheme may either free or bound morphemes. Free morphemes can
stand by themselves, while bound morphemes never occur in isolation. Free
morphemes are usually bases, whereas bound morphemes are usually affixes.
Yule(in Zuhriyah, 2005: 8) says that morphemes which can stand by them selves
as single word e.g. sit, walk, door, etc, are called free morphemes. In contras,
bound morpheme is morpheme that cannot stand alone, but typically attached to
another form, e.g. ist, -ed, -s, etc.
Akmajian et. al.(1984:119) said Both derivational and inflectional
morphemes are bound forms and are called affixes. It shows that there are two
kinds of affixes; inflectional and derivational. Both inflectional and derivational
are important factors of making grammatical sentences. In addition, derivational
affixes are one of efficient way in enlarging ones vocabulary. Yet, students often

face difficulties in using them appropriately. The difficulties in applying those
affixes show the students grammatical competence in producing the language.
Thus, the students difficulty in learning inflectional and derivational affixes
needs more attention. One way to know the students difficulty is by analyzing
their errors. As Corder said what has come to be known as error analysis has to
do with the investigation of the language of second-language learner.
The students difficulties in learning about inflectional and derivational
affixes on morphological item have been examined by several studies;
Written by Gabriele Miceli, Rita Capasso, Alfonso Caramazza(2003).
The relationships between morphological and phonological errors in aphasic
speech. The fact that phonological errors can occur either in isolation or in
association with morphological errors could be attributed to the functional
heterogeneity of phonological errors, and to the separability of the neural
substrates involved in processing various aspects of phonological information.
Akinmade Timothy Morphological Errors in the English Usage of Some
Nigerian. The study revealed that (a) the pupils competence in English
morphology is very low and (b) the errors were caused by such factors as the
inconsistency in the morphological rules of English, overgeneralization of rules,
misapplication of rules as well as the interference of the subjects mother tongue
on English.
Diah (1993), Morphological Errors Made by Fourth Year Students of the
English Department IKIP Malang. She attempted to study errors on inflectional
and derivational affixes. From her research she found that inflectional errors

occurred much more then derivational errors. On the basis of the Surface Strategy
taxonomy, the 176 errors found in the students compositions revealed that the
highest frequency of occurrence of inflectional errors was reached by omission
(54.09%), while the highest frequency of occurrence of derivational errors was
reached by misformation(47.06%).
Anastasia (1989) studied inter lingual and intra lingual errors in English
composition of S1 students of English department of IKIP Malang. She wanted to
identify, classify, and describe the error in their English writing. She focused on
the morphological and syntactical errors caused by interlingual and intralingual
inferences. She administered free argumentative composition test. She found that
the source of error which most interfered is the interlingual errors in syntax, and
the most difficult grammatical categories are preposition and simple past tense.
Due to the fact that students commonly face the problems in learning the
target language and considers the importance of teaching learning strategy in
producing well-formed sentences. Most of the previous studies studied about
some component of morphological items such as affixes, Inflectional and
derivational dealing with linguistics categories such as phonology and syntax.
Here the researcher wants to focus on analyzing the component of Morphological
item only not dealing with other linguistics study as like phonology and syntax;
they are about inflectional affixes and the things related with functional
morpheme. It all will be analyzed by using the theory taxonomy of Dulay.
The researcher conducted this study to find the answer whether or not the
students of English Letters and Language Department of UIN Malang who were

in the fifth semester(2008) face the problems in learning English as the target
language, in learning morphological item as the word formation. From their
compositions she classified it according to the theory of Dulay; surface strategy
taxonomy.
1.2 Statements of the Problem
From the statement above, the researcher wants to explore the following
research problems:
1. What are the types of Morphological errors found in the students essays?
2. What is the most dominant type of morphological error found in the
students essays?
1.7 Objectives of the Study
The objectives of the studies are:
1. To find out the types of morphological errors in the students essays.
2. To find out the dominant type of morphological error in the students
essays.
1.8 The Scope and Limitation of the Study
To be well focused, the scope and limitation of this study needs to be
classified especially the specific aspects discussed. This study focuses on the
morphological error analysis especially in inflectional affixes and functional
morpheme. The theory of error used in this study proposed by Dulay starategy
taxonomy.
The researcher chooses the Students compositions of English letters and
language department of UIN Malang who were in the fifth semester (2008), when

they got final exam in writing III, as the data sources. She took only 8 writings
from them that got trouble on morphology. Because she wanted to focuse on it.
She does not analyze another types of error from other writing, since it only
analyze morphological error on 8 writings as stated above. And the finding does
not picture that all students in the fifth semester (2008) got trouble in morphology,
except the 8 students whose writing were analized.

1.9 Significance of the Study
Hopefully this study can give contribution to the related study both
theoretically and practically.
1. Theoretical Significance
The result of this study is expected to enlarge the view on linguistics
especially on Morphology.
2. Practical significance
Besides the theoretical, the result of this study is also expected to be more
practical.
For The students:
a. The students who interested on Morphology are expected to recognize the
well-formed or ill-formed word to make understanding and good sentences
in their writing.
For the teacher:

a. teacher understand the source of the errors so that he/she can be aware on
giving explanation and example errors on morphology as appear in
finding.
b. Errors tell the teacher how far towards the goal the learner has progressed
and what remains for him to learn (Corder, 1987). It is useful to measure
and evaluate the successful of her/his teaching process.


1.10 The Definition of the Key Terms
To avoid the ambiguity and misinterpretation in understanding this study,
the researcher provides the following key terms:
1. Morphology
Morphology is essentially the grammar of words and deals with the
forms of words, the relation between take and took, dog and dogs. Frank
Palmer (1984:99)
2. Grammar Error
Brown (1987: 170) defined an error as noticeable deviation from the adult
grammar of native speaker, reflecting the interlingual competence of the
learner. They are the clearest evidence for the learner developing system
(Littlewood, 1984: 22).
3. Morphological Error

From the definition in number one and number two above, it can be
concluded that morphological error is the error on forming word either
deleting or addition such an item which against the grammatical rules.
4. Compounding
A compound is a word formed by the combination of two independent
words. (Matthew, 1986:129-131).
5. Affixation
Affixation is the processes of attached bound morpheme and free
morpheme to other morphemes. They change the meaning or the
grammatical function of the word. The kinds of Affixes are prefix, infix,
and suffix. Matthew (1986:119).
6. Reduplication
Reduplication is the processes word formation using either total
reduplication or partial reduplication. Matthew (1986:130).
7. Suppletion
Suppletion is the occurrence of a completely different stem form. Elson
and Pickett (in Mualifatul Z., 2005:17)












CHAPTER II
REVIEW OF THE RELATED LITERATURE

This chapter reviews the related literature of the study and the review
comprises; the morphology, definition of error, category of errors, and previous
studies.

2.4 Morphology
Matthews (1986:55) stated Morphology is the subfield of linguistics that
studies the internal structure of words and the interrelationships among words.
While, Frank Palmer (1984:99) said that Morphology is essentially the grammar
of words and deals with the forms of words, the relation between take and took,
dog and dogs.
From the definition above, the researcher can conclude that morphology is
related with word formation process/the grammar of words where the words can
be constructed from the smallest part, which usually called as morpheme in well-
formed.

2.4.1 Morpheme
Gleason (1950: 52-53) stated that, morpheme can be defined as the
smallest unit which is grammatically pertinent. Or it can be described as the
smallest meaningful units in the structure of language. Yule (1996:75) said that
there are two kinds of morphemes; those are free and bound morphemes.

Free morphemes are morpheme that can stand by them as single word, e.g. open.
And bound morpheme is those which cannot normally stand alone like -ist, -ed, -s,
-en. Both free and bound morpheme will be explained breavely as follows.

2.1.1.1 Types of Morpheme
Yule(1996:75) said that there are two kinds of morphemes; they are free
and bound morpheme, for further explanation, the writer would like to describe
them as below:

2.1.1.1.1 Free Morpheme
Nida (1957:119) said that morphemes which can stand alone as words are
said to be free morpheme, e.g. ripe.
Free morphemes fall into two categories, first, is a set of nouns, adjectives,
and verbs. They are categorized as lexical morphemes. For example: boy,
handsome, walk etc. The second category is called functional morpheme, such as
conjunctions, prepositions, articles pronoun. For example: but, of, by, in, the, a,
etc. The first category will be presented as follows.

a) Verbs
There are derivational suffixes that are typical of the class of verbs:
-en : broaden, darken, and lengthen
-ify : glorify, nullify, simplify
-ize,lize : economize, nationalize, scandalize

Most English verbs can add four inflectional morphemes to the base:
1. S3 : 3
rd
person singular present tense indication
2. ed1 : past tense
3. ed2 : -ed participle
4. ing : -ing participle
The various verbal forms and their uses are exemplified in table below.
Table 2.1: Various Verbal Forms and Their use
Form Use Examples


BASE



BASE + {S3}

BASE +
{ed1}
BASE +
{ed2}
BASE +
{ing}
1. infinitive

2. imperative
3. present tense indicative
(except 3
rd
pers. Sing.)
4. present tense subjunctive
3
rd
person singular present
tense indicative
Past tense
-ed participle
-ing participle
1. he must live in London
He used t live in London
2. Live now, pay later
3. I/you/we/they live in
London

4. Long life the Queen!
He lives in London

He lived in London
He has lived in London
He is living in London
F.Aarts&J. Aarts(1982:32)
The present tense morpheme {S3} is regularly realized in three ways:
/s/ : after base ending in voiceless sounds except sibilant, eg:
Walks, coughs, stops, prints
/z/ : after bases ending in voiced sounds except sibilants, eg:

Frees, mars, chews, purrs, snores, destroys, dries, pays, glows, rubs, begs,
climbs, grins, settles, breathes.
/iz/ : after bases ending in a sibilant:
/s/: mixes, promises, tosses
/z/: freezes, loses, seizes
//: fishes, rushes, washes
/ /: camouflages, rouges
/t/: catches, screeches, touches
/d /: alleges, budges, lodges
The past tense morpheme {ed1} and the ed participle morpheme
{ed2} of regular verbs are realized in three ways:
/t/ : after bases ending in voiceless sounds except /t/, eg:
Kissed, tripped, walked
/d/ : after bases ending in voiced sounds except /d/, eg:
Loathed, sinned, played
/id/ : after bases ending in /t/ or /d/, eg:
Parted, rotted, loaded, scolded
The -ing form participle morpheme {ing} is always realized as /i/
Playing, nodding, kissing
The regular spelling of the present tenses suffix {S3} is s or es.
The letter spelling is found in:
1. Verbs ending in s, -z, -ch, -sh, and x eg:
Hisses, buzzes, catches, fishes, taxes

2. Verbs ending in consonant symbol + o, eg:
Echoes, goes, vetoes. Note the pronunciation of does /d
3. Verbs ending in a consonant symbol + y, (y change in to i), eg:
Cries, fancies, tries.
The regular spelling of the past tenses and ed participle suffixes
{ed1} and {ed2} is -ed or d. spelling is found when the verb ends in mute e,
eg: baked, loved, moved.
In four cases the spelling of the base is affected before the ending ed:
1. in verbs ending in a consonant symbol + -y (where y changes in to i), eg:
denied, fancied, pitied, tried;
2. in verbs ending in a consonant symbol preceded by a single vowel symbol
the final consonant symbol is doubled if the verb is monosyllabic or ends
in a stressed syllable, eg: hugged, nodded, rubbed, stopped, admitted,
occurred, preferred, regretted.
Note the following exceptions to this rule: humbugged handicapped,
kidnapped, worshipped;
3. in verbs ending in l, preceded by a single vowel symbol, l is doubled:
cancelled, quarreled, rebelled, signaled, traveled;
4. Final c is changed into ck: bivouacked, picnicked, and trafficked.
In tree verbs final y is changed into i before the ending d:
Lay - laid, pay paid, say said /sed/.
The spelling of the ing participle suffix is always -ing. Before this
ending the bases undergoes the spelling changes mentioned under 2, 3, and

4 above in connections with the past tense and ed participle suffixes.
Hence we find:
- Doubling of final consonant : nodding, stopping, admitting,
regretting, worshipping.
- Doubling of final l : cancelling, quarrelling, and
travelling.
- C => ck : picnicking, trafficking
In addition, the spelling of the base is affected in the following
cases:
1. mute e is dropped, eg: changing, having, taking
Exception : age ageing, dye dyeing, hoe hoeing.
2. ie changes in to y, eg: dying, lying, vying.
English has well over 200 irregular verbs. An irregular verb forms
its past tense or ed participle (or both) in other ways than those described
above for regular verbs. There are four possibilities, as illustrated in table
below:
Table 2.2: Possibilities Irregular Verbs Form
BASE BASE + {ed1} BASE + {ed2}
All three forms identical,
eg:





Burst
Cast
Cost
Cut
Hit
Put
Set
Burst
Cast
Cost
Cut
Hit
Put
Set
Burst
Cast
Cost
Cut
Hit
Put
Set


All three forms different,
eg:







{ed1}={ed2}, eg:








Base = {ed2}
Begin
Choose
Do
Drink
Go
Lie
Swim
Wear
Bring
Find
Hang
Keep
Lead
Sit
Teach
Win
build
come
run
Began
Chose
Did
Drank
Went
Lay
Swam
Wore
brought
found
hung
kept
led
sat
taught
won
built
came
ran
Begun
Chosen
Done
Drunk
Gone
Lain
Swum
Worn
brought
found
hung
kept
led
sat
taught
won
built
come
run
J.Aarts&F. Aarts(1982:34)
A number of verbs (all of which are followed by to- infinitive), such as
tend to, happen to, fail to, seem to, appear to, turn out to, be to, have to, and be
going to, are sometimes treated as constituting a class (the so- called semi-
auxiliaries) intermediate between auxiliary verbs and lexical verbs. We shall look
upon them as lexical verbs.



a.1) Auxiliary verbs
As a rule an auxiliary verb cannot stand on its own it must be followed by
a lexical verb (sometimes with other sentence constituents) is understood:
Can Harry come? Yes, he can (come)
Will Marry meet us at the station? Yes she will (meet us at the station)
Auxiliary verbs (or helping verb) fall into two classes: modal auxiliaries
and primary auxiliaries. There are two differences between modal auxiliaries
and primary auxiliaries. The former are always finite and invariably occur as the
first element of the verb phrases. The primary auxiliaries have and be have finite
as well as non- finite forms and may occur in initial as well as in medial position
in the verb phrase. The primary auxiliary do always occurs initially, is in variably
finite and does not generally co-occur with other auxiliaries. Compare:
Finite/initial Non-finite/medial Lexical verb
May
May
May
May
Has
Is
Does
-
Have
Be
Be
Been
Being
-
Write
Written
Writing
Written
Writing
Written
Write
J.Aarts&F. Aarts(1982:36)

a.1.1) Modal Auxiliaries
The class of modal auxiliaries comprises the following items: can, may,
must, shall, and will. In English modal auxiliaries are mutually exclusive.

Dare, need, ought (to), and used (to), are marginal members of this class of
auxiliaries because of the following reason:
1. dare and need, can be used both as auxiliaries and as lexical verbs:
LV : He dares to ask me that!
Aux : He darent ask me that
LV/aux: He doesnt dare (to) ask me
that
Aux : Dare he ask me that?
LV/Aux: Does he dare (to) ask me that?
LV : He needs to be careful
Aux : He neednt be careful
LV/aux: He doesnt need to be careful
Aux : Need he be careful?
LV/Aux: Does he need to be careful?

2. Unlike the other auxiliaries ought and used are followed by to infinitive. In
addition used may co-occur with do in negative and interrogative sentences:
He usednt to drive a car
Used he to drive a car?
He didnt use(d) to drive a car
Did he use(d) to drive a car?

a.1.2) Primary Auxiliaries
English has three primary auxiliaries: do, have, and be.
Do differs from have and be in that it usually co-occurs with lexical verbs
only. This means that verb phrases with do contain only two verbs form, since
verb phrases cannot have more than one lexical verb.
Do come, John!
Do you believe him?
You dont believe him

Have and be co-occur not only with lexical verbs but also with modal auxiliaries;
they always follow the letter:
He may have escaped
You will be punished
You should be preparing the lecture.
Have and be also co-occur with each other; have always precedes be:
He has been sent abroad
The children have been messing about in the library
The prisoners have been being interrogated by the police

a.1.2.1) Do
Do is used as an auxiliary of periphrasis. In the former function it occurs in
negative sentences with not, in interrogative sentences (with the exception of
WH- question opening with the subject) and in declarative sentences opening
with the negative Adverbial. Example : He does not realize what he is doing
I did not see John last night
Interrogative : Do you think you can come?
Who did he see? (of who saw him?)
Negative/interrogative: why doesnt he leave tonight?
Didnt you get up in time?
Negative adverbial : Only then did he realize his position
Rarely did they leave the house

Emphatic do can be used in declarative sentences, in WH-questions opening with
the subject and in imperative sentence. Example:
Declarative : He does know what he is talking about I did lock the
door, you know
WH-questions opening with the subject: but who does understand him?
What then did cause the explosion?
Imperative : Do try and be careful!
Do be sensible!
Note that the emphatic forms of periphrastic do also occur in sentence like the
following in which do is required as an auxiliary anyway:
Negative : but he doesnt know the answer!
Interrogative : but does he know the answer?
But does he know the answer?
Negative/interrogative : but doesnt he know the answer?
Periphrastic and emphatic do do not co-occur with be except in negative and
emphatic imperatives,
He doesnt be careful
He does be careful
Dont be a fool!
Dont be tempted!
Dont be saying things like that!
Do be careful!

Periphrastic do is optional in negative and interrogative sentences containing the
verb have meaning possess, eg:
He hasnt any money He doesnt have any money
Has she any money? - Does she have any children?
The use periphrastic do is as a rule preferred in the past tense. Sentences like He
didnt have any money and Did he have any children? Are more common than He
hadnt any money and Had he any children?
The various uses and forms of the auxiliary do are listed in table below:
Table 2.3: Various Uses and Forms of Auxiliary do
Use Forms
Periphrastic do in: -negative sentences
Interrogative
-sentences(except WH- questions
opening with the subject)
- sentences opening with a negative
adverbial
Do, does, did
Emphatic do in: - declarative sentences
- WH-question opening with the
subject
- Imperative sentences
Do, does, did
J.Aarts&F. Aarts(1982:39)
Apart from its use as an auxiliary there are two other uses of do (in both
uses do has the full range of forms):
1. Lexical verb. Examples
He is doing a good job
Does Jennifer do the household?

2. Pro-verb substituting for the verb phrase (often together with other elements
of the sentences). In this function do may co-occur with so, example:
Who knows the answer? John does
Peter knows the answer. So does John/So he does
Who broke the vase? I think Marry did that
Peter promised to send me his knew novel next week but I doubt if he will do
it.

a.1.2.2) Have and Be
Have and be function as auxiliaries of aspect. Have is auxiliary of the
perfective aspect when followed by the ed participle of another verb. Be is
auxiliary of the progressive aspect when it combines with the ing participle
of another verb, example:
He has written a new novel
He ma have written a new novel
He is writing a new novel
He may be writing a new novel
The following examples illustrate co-occurrences of have and be as
aspectual auxiliaries:
He has been writing anew novel
He may have been writing a new novel
Be is also used as auxiliary of passive voices when followed by the -ed
participle of a transitive (lexical verb):

The theatre was built in 1970
The theatre may be built next year
The following examples illustrate co-occurrences of be as auxiliary of the
passive voice with the aspectual auxiliaries have and be:
The theatre has already been built
The theatre is being built
The theatre has been being built for three years now.
Both aspectual and passive be exhibit all finite and non-finite forms. So
does aspectual have with the exception of the ed participle.
Apart from their use as auxiliaries have and be also occur as lexical verbs.
Example:
Did you have a good time?
He has two children
Johns wife is a good cook
The meeting is at six
The above explanation of auxiliary verbs is summarized in this table:
Table 2.4: Summary of Auxiliary Verbs
A
u
x
i
l
i
a
r
y

Modal auxiliary CAN, MAY, MUST, SHALL, WILL, DARE,
NEED, OUGHT (TO)
Primary Auxiliary
Do Auxiliary of periphrasis
- Auxiliary of emphasis
HAVE - Auxiliary of the perfective aspect
BE - Auxiliary of the progressive aspect
- Auxiliary of the passive voice
J.Aarts&F. Aarts(1982:40)

b.) Nouns
According to Thomson&Martinet (1986:24) there are four kinds of noun
in English they are:
1. Common nouns : dog, man, table
2. Proper nouns : France, Madrid, Mrs. Smith, Tom
3. Abstract noun : beauty, charity, courage, fear, joy
4. Collective noun : crowd, flock, group, swarm, team
A noun can function as:
- The subject of a verb : Tom arrived
- The complement of the verb be, become, seen: Tom is an actor
- The object of a verb : I saw Tom
- The object of preposition : I spoke to Tom
- A noun can also be possessive case: Toms books

c) Adjectives
Thomson&Martinet (1986:33) also explained that there are main Kinds of
adjectives;
The main kinds are:
- Demonstrative : this, that, these, those
- Distributive : each, every, either, neither
- Quantitative : some, any, no, little, few, many, much, one, twenty
- Interrogative : which, what, whose
- Possessive : my, your, his, her, its, our, your, their

- Of quality : clever, dry, fat, golden, good, heavy, and square
Participles used as adjectives
Both present participles (ing) and past participles (ed) can be used as
adjectives. Care must be taken not to confuse them. Present participle adjectives,
amusing, boring, tiring, etc., are active and mean having this effect. Past
participle adjectives, amused, tired etc., are passive and mean affected in this
way.
The play was boring (the audience was bored)
The work was tiring (the workers were soon tired)
The scene was horrifying (the spectator was horrified)
An infuriating woman (she made us furious)
An infuriated woman (something had made her furious)
Many adjectives /participles can be followed by prepositions: good
at, tired of, etc.
The first category of free morpheme have axplained breavely above. Here
is the second category of free morpheme(conjunction, preposition, and article)
according to Thomson&Martinet(1986).
1. Conjunction
Co-ordinating conjunctions: and, but, bothand, or, eitheror,
neithernor, not onlybut also.
Example:
He plays squash and rugby.
He is small but strong.
She doesnt smoke or drink.

He cant (either) read or write
He can neither read or write
Not only men but also women were chosen
Besides, however, nevertheless, otherwise, so, therefore, still, yet,
though.
These conjunctions can join clauses or sentences and are then often known as
conjuncts. But they can also with the exception of nevertheless and therefore
(conjunct), be used in other ways. Their position will vary according to how
they are used.
1.a. besides (conjunct) means in addition .
I cant go now; Im too busy. Besides, my passport is out of date.
1.b. however (conjunct) usually means but. I can precede or follow its clause
or come after the first word or phrase:
Ill offer it to Tom. However, he may not want it or He may not want it
however or Tom, however, may not want it.
1.c. otherwise (conjunct) means if not/or else:
We must be early; otherwise we wont get a seat.
We must be early or (else) we wont get a seat.
1.d. so (conjunct) precedes its clause:
Our cases were heavy, so we took a taxi.
1.e. therefore can be used instead of so in formal English.
It can come at the beginning of the clause of after the first word or phrase;
or before the main verb:

There is fog at Heathrow; the plane, therefore, has been diverted/the plane
has therefore been diverted/therefore the plane has been diverted.
1.f. still and yet (conjunct) come at the beginning of clauses.
Still means admitting that/nevertheless.
Yet means in spite of that/all the same/nevertheless.
You arent rich; still, you could do something to help him.
They are ugly and expensive; yet people buy them.
1.g. though/although normally introduce clauses of concession
Though/although theyre expensive, people buy it.
Though (but not although) can also be used to link two main clauses.
Though used in this way means but or yet and is placed sometimes at the
beginning but more often at the end of its clause:
He says hell pay, though I dont think he will or
He says hell pay; I dont think he will, though.

2. Preposition
According to Thomson&Martinet(1986:91) Preposition are words
normally placed before noun or pronoun. Preposition can also be followed by
verbs but, except after but and except, the verb must be in the gerund form:
He is talking of emigrating
They succeeded in escaping

The student has two main problems with prepositions. He has to know (a)
whether in any construction a preposition is required or not, and (b) which
preposition to use when one is required.
The first problem can be especially trouble some to a European student,
who may find that a certain construction in his own language requires a
preposition, whereas a similar one in English does not, and vice versa: e.g. in most
European languages purposed is expressed by a preposition + infinitive; in
English it is expressed by the infinitive only:
I come here to study.
Here Kinds of Prepositions and Prepositional Phrases according to Betty
Azar(1999:A3) as in table below.
Table 2.5: Kinds of Prepositions and Prepositional Phrases
PREPOSITIONS AND PREPOSITIONAL PHRASES
Common prepositions
About beyond since
Above by through
Across despite throughout
After down till
Against during to
Along for toward(s)
Among from under
Around in until
At into up
After like upon
Behind near with
Below of within
Beneath off without

Beside on
Besides out
Between over
a) The student studies in the library
(Noun)

b)We enjoyed the party at your house
(Noun)
An important element of English
sentences is the prepositional phrase. It
consists of preposition (Prep) at its
object (O).The object of preposition is a
noun or pronoun. In (a): in the library
is a prepositional phrase.
c)We went to the zoo in the afternoon
(Place) (time)

d)In the afternoon, we went to the zoo
In (c): In most English sentences,
place comes before time.
In (d): sometimes a prepositional phrase
comes at the beginning of a sentence.
(Betty Azar, 1999:A3)

3. Articles
F. Aarts& J.Aarts (1982:41) said that English has two types of articles which
exclusively as constituents of the noun phrase. The definite article is spelled the,
the indefinite article is spelled a (before consonan) or an (before vowels)
According to Martinet&Thomson(1986: 15-22) articles can be displayed as
follows.
3.1. a/an (the indefinite article)
The form a is used before a word beginning with the consonant, or a vowel
with a consonant sound:
A man A hat A University A European
A one-way street


The form an is used before words beginning with a vowel (a, i, u, e, and o) or
words beginning with a mute h:
An apple An island An uncle

a/an is used:
- Before a singular noun which is countable (i.e. of which there is more
that one) when it is mentioned for the first time and represents no
particular person or thing:
I need a visa. They live in a flat. He bought an ice-cream.

- Before singular countable noun which is used as an example of a class
of things:
A car must be insured = All cars/Any car must be insured
A child needs love = All children need/ any child needs love
- With a noun complement. This includes names of professions:
It was an earthquake. Shell be a dancer. He is an actor.

- In certain expressions of quantity:
A lot of
A great many
A great deal of
A couple
A dozen(one dozen
is possible)

- With certain numbers:

a hundred a thousand
- In expressions of price, speed, ratio etc:
5p a kilo
10p a dozen
Four times a day Sixty kilometres an hour

- In exclamations before singular, countable nouns:
Such a long queue!
Such long queues!
What a pretty girl!
What pretty girls!
But,

- A can be place before Mr/Mrs/Miss + surname:
A Mr Smith a Mrs Smith a Miss Smith
A/an is ommited before plural nounsb, uncountable nouns, and names of
meals, except when these are preceded by an adjective:
We have breakfast at eight
He gave us a good breakfast
The article can be used when it is special meal given to celebrate
something or in someones honor:
I was invited to dinner (at their house, in the ordinary way)
I was invited to a dinner given to welcome the new ambassador.

3.2. The (definite article)
The is the same for singular and plural and for all genders:
the boy the girl the day
the boys the girls the days

The definite article is used:
1. When the object or group of objects is unique or considered to be
unique:
The earth, the sea, the sky, the equator, the star
2. Before a noun which have become definite as a result of being
mentioned a second time:
His car struck a tree; you can still see the mark on the tree.
3. Before a noun made definite by the addition of phrase or clause:
the girl in blue the man with the banner
4. Before a noun which by reason of locality can represent only one
particular thing:
Ann is in the garden. (the garden of his house)
Please pass the wine. (the wine on the table)
The postman. (the one who comes to us)
The car. (our car)
The newspaper (the one we read)
5. Before superlatives and first, second, etc. used as adjectives or
pronouns, and only:
the first week the best day the only way

The + singular noun can represent a class of animals or things:
The whale is in danger of becoming extinct.
The can be used before a member of a certain group of people:
The small shopkeeper is finding life increasingly difficult.

The + adjective represent a class of persons:
The old = old people in general
The is used before certain proper names of seas, rivers, group of island, chains of
mountains, plural name of countries, deserts, regions:
The Atlantic the Netherlands
And before certain other names:
The City the Mall the Sudan

The is used also before names consisting of noun + of + noun:
The Cape of Good Hope the United States of America
The is used before names consisting of adjectives + noun (provided the adjective
is not east, west, etc).
The Arabian Sea the new forest the high street
The is used before adjectives east/west etc. + noun in certain names:
The east/west End the East/west Indies

But it is normally omitted:
South Africa North America West Germany
The, however, is used before east /west etc. when these are nouns:
The North of Spain

The is used before other proper names consisting of adjective + noun or noun + of
+ noun:
The Tower of London The National Gallery


The with name of people has very limited use. The + plural surname can be used
to mean the family
The Smiths = Mr and Mrs Smith (and Children)
The + singular name + clause /phrase can be used to distinguish one person from
another of the same name:
We have two Mr Smiths. Which do you want? I want the Mr
Smith who signed this letter

Omission of The
Here are the rule when we can ommit The as follows:
1. Before names of place except as shown above, or before names of
people
2. Before abstract nouns except when they are used in particular sense:
Men fear death but
The death of the Prime Minister left his party without a leader.
3. After a noun in the possessive case, or possessive adjective:
the boys uncle = the uncle of the boy
4. Before names of meals:
the wedding breakfast was held in the fathers house.
5. Before names of games: He plays golf
6. Before part of the body and articles of clothing, as this normally
prefer a possessive adjective:
Raise your right hand he took off his coat

7. before home, Church, hospital, prison, school/collage/university
etc. and before work, sea and town.
The is not used before the nouns listed above when those places are visited
or used for their primary propose. We go:
To bed to sleep to hospital as patients
To church to pray to prison as prisoners
To court as litigants etc. to school/collage/university to study
When these places are visited or used for other reasons the is necessary:
I went to the Church to see the stained glass
He goes to the prison sometimes to gives lectures.
We go to sea as sailors. To be at sea = to be on a voyage (as passengers
or crew). But to go to or be at the sea = to go to or be at the seaside. We
can also live by/near the sea.
work (= place of work) is used without the:
He is on his way to work he is at work
He isnt back from work yet
Office (= place of work) needs the: He is at /in the office
To be in office (without the) means to hold an official (usually political)
position. To be out off office = to be no longer in power

town
the can be omitted when speaking of the subjects or speakers own town:
We go to town sometimes to buy clothes
We were in town last Monday.




2.1.1.1.2 Bound Morpheme
Morphemes which cannot normally stand alone, but typically attached to
another form, e.g. ist, ed, s, etc are called bound morphemes.
Bound morphemes also can be categorized into two types; derivational and
inflectional morphemes. Some morpheme derives (create) new words by either
changing the meaning (happy vs. unhappy, both adjectives) or the part of speech
(syntactic category e.g. ripe an adjective, vs. ripen, a verb) or both. These are
called derivational morpheme. Whether morpheme which serve a purely
grammatical function, never creating different word, but only different form of the
same word, are called inflectional morpheme( Nida, 1957:119).
All bound morphemes have different way in attaching to kinds of words. It
all will be expalined in morphological process as follows.

2.1.1.2 Morphological Process
Nida Eugene (in Jamil, 2003: 9) sated that all languages so far as is known
construct word. Various language employ different methods, but these are
distinctly limited number of basic processes, when one has completed the study of
these processes, one has analyzes all the possible ways in which any language in
the world may form words. One may conveniences list this processes in the
mathematical terms: 1) addition, 2) multiplication/reduplication, 3) subtraction, 4)
change.



2.1.1.2.1 Addition
Addition is words which are compounded in to two parts, they are
compounding and affixation. Compounding is the processes addition of stem to
stem. Matthew said a compound is a word formed by the combination of two
independent words. The parts of the compound can be free morphemes, derived
words, or other compounds, in nearly combination:
Girlfriend
blackbird
Aircraft
Air conditioner
Working girl
Looking glass
Self-determination
Well-formed
Ill-formed

Affixation is the processes addition of bound forms to stem. There are
basically three kinds of affixes: Prefixes (added to the beginning of free
morphemes or other prefixes), suffixes (added to the end of free morphemes or
other suffixes), and infixes (inserted into morpheme). English has many prefixes;
re-, anti-, dis-, etc. and many suffixes; -ment, -ly, -ed, -s, -s, etc. but it has no
infixes.

2.1.1.2.2 Multiplication/Reduplication
Multiplication/reduplication is kind of addition involving the repetition of
the underlying form. In reduplication either all of a morpheme is doubled (total
reduplication) or part of reduplication (partial reduplication) e.g. to play =>
playful In English, total reduplication occurs only sporadically and it usually
indicates intensity.

Thats a big, big dog! (Big is drawn out)
(Young children frequently reduplicate words or part of words)

2.1.1.2.3 Subtraction
It is just as significant to lose a part of the underlying form as to add or
multiply such an element. In Indonesian For example:
Laki : lelaki
Merengek : merengek-rengek

2.1.1.2.4 Change/Suppletion
Besides adding an affix to a morpheme (affixation) or copying all or part
of the morpheme (reduplication) to make morphological distinction, it is also
possible to make morpheme internal modifications or suppletion. For example:
Man => men
Goose=> geese
Bit =>bit=> bit
Cut=>cut=>cut
Break=>broke=>broken
Sing =>sang =>sung
walk=>walked=>walked
blat =>blatted =>blatted
Break=>broke=>broken
Sing =>sang =>sung
walk=>walked=>walked
blat =>blatted =>blatted
(Nida, 1957:131)

According to Nida (1957: 133) there are also other ways to form new
words, which do not put morphemes together in the familiar way. The parts which
are put together are sometimes parts of morphemes or are not morphemes at all.
They are;

1. Acronyms: these words are formed by taking the initial sounds (or letters)
of the words of a phrase and uniting them into a combination which is
itself pronounceable as a separate word. Thus NATO is an acronym for
North Atlantic Treaty Organization, Laser for light amplification through
the stimulated emission of radiation, and radar for radio detection and
ranging.
2. Back Formation: back formation makes use of a process called analogy
to derive new words, but in rather back words like revision and revise,
supervision and supervise. Revision is formed by regular derivation from
revise and ion. When television was intended, the verb televise was back
formed on the basis of analogy with revision and revise, that is:
Revision: Revise, television: X
To cite another example, the verb donate was formed on the basis of pairs
like creation create. We borrowed donation from French and back
formed donate
Creation: create, donation: X
3. Blending: A blend is a combination of the parts of two words, usually the
beginning of one word and the end of another: smog from smoke and fog,
brunch from breakfast and lunch, and chortle from chuckle and snort.
(Lewis Carroll invented this blend and his poem Jabberwocky contains
several other examples of interesting blends)
4. Clipping: frequently we shorten words without paying attention to the
derivational morphology of the word (or related words).Exam has been

clipped from examination, dorm from dormitory, and either taxi or cab
from taxi cab, it clipping from taximeter cabriolet.
5. Coinage: words may also be created without using any of the methods
described above and without employing any other word or word parts
already in existence; that is, they may be created out of thin air. Such
brand names as Xerox, Kodak, and Exxon were made up without reference
to any other word, as were the common words pooch and snob.
6. Functional shift: A new word may be created simply by shifting the part
of speech to another one without changing the form of the word. Laugh,
run, buy, and steal are used as noun as well as verb. While position,
process, contrast are noun from which verb have been formed.
7. Morphological misanalysis (false etymology): sometimes people hear a
word and misanalyses either because they hear a familiar word or
morpheme in the word, or for other, unknown reason. These misanalyses
can introduce words or morphemes. For example, the suffix burger
results from misanalyzing humburger as hum plus burger. Humberger is a
clipping from humberger steak. burger has since been added to other
types of food: cheeseburger, pizza burger, and steak burger.
8. Proper names: Many places, inventions, activities, etc. are named for
persons somehow connected with them; example, Washington D.C (for
George Washington-and district of Columbia for Christopher Columbus),
German Kaiser and Russian tsar (for Julius Caesar), and ohm and watt (for
George Simon Ohm and James Watt).

Those are kinds of morphological precess which can enlarge the word.

2.2 The Definition of Error
Errors are defined as any deviation from a selected norm of language
performance, no matter what the characteristic or causes of the deviation might
be. They are those parts of conversation or composition that deviate from some
selected norm of mature language performance (Dulay et.al., 1982: 138-139).
Brown (1987: 170) defined an error as noticeable deviation from the adult
grammar of native speaker, reflecting the interlingual competence of the learner.
Despite of the imperfection, errors are not seen as signs of failures. On the
contrary, they are the clearest evidence for learner developing system (Littlewood,
1984: 22).
According to Corder, errors are breach of the code, meaning that they are
against the grammatical rules of the language, which result in acceptable
utterances. They are not physical failures but the sign of imperfect knowledge of
the code. Errors are systematic and provide the researcher insight into the learner
process.

2.3 Categories of Errors
Actually, it is hard to classify errors precisely. There has been no error
categorization which is simple and agreed upon by all analysts. Every analyst
seems to have his or her own approach. This may make researchers have different
finding for the same data with respect to the ways in categorizing errors. To

counter those obstacles in categorizing and classifying errors, this present study
limits itself to the descriptive aspect of error taxonomies based on assumption
proposed by Dulay et. al. they stated that the accurate description of error is
separate activity from the task of inferring the sources of those errors (Dulay, et.
al., 1982: 145).
Dulay et. al., (1982: 146-197`) stated that the most useful and commonly used
bases for the descriptive classification of errors are: 1) linguistic category
taxonomy; 2) surface strategy taxonomy; 3) comparative analysis; 4)
communicative effect.
Here the researcher uses Dulay surface strategy taxonomy, because this
research wants to describe the error on morphological only. Furthermore, the
object of this research is not in communication but in form of writing.

2.3.1 Surface Strategy Taxonomy
This category highlights the way surface structures are altered. Analyzing
errors from this taxonomy hold much promise for researchers for as it is
concerned with identifying cognitive processes that underlie the learners
reconstruction of the new language. This also gives us consideration that students
errors are not the result of the laziness or sloppy thinking but are based on some
logics, as the result of the learners use of interim principles to produce a new
language (Dulay, et.al., 1982: 150).
The types of errors which belong to surface strategy taxonomy are: 1) omission;
2) addition; 3) miss formation, and 4) miss ordering.

2.3.1.1 Omission
This type of error is characterized by the absence of an item which must
not appear in a well-formed utterance. Although any morpheme or word in a
sentence is a potential candidate for omission, some types of morpheme are
omitted more than others.
Contain morphemes carry the bulk of the referential meaning of a
sentence: nouns, verbs, adjectives, adverbs. For example, in the sentence
Mary is the president of the new company
The words Mary, president, new and company are the content morphemes that
carry the burden of meaning. If one heard
Mary president new company
One could deduce a meaningful sentence, while if one heard
Is the of the
One couldn't even begin to guess what the speaker might have had in mind.
Is, the, and of are grammatical morphemes. Those little words play a minor
role in conveying the meaning of sentence.
From the explanation above we can conclude that; there are two main
kinds of omission, they are:

2.3.1.1.1 Omission of Content Morpheme
This type of omission is related to the major constituent of a sentence such
as nouns, verb, and adverbs. For example:
She him nothing

In this sentence, the writer omits a needed verb and third singular marker s. It
should be She gives him nothing.

2.3.1.1.2 Omission of Grammatical Morpheme
This type of omission does not carry the burden meaning. In other words,
it places a minor role in conveying the meaning of sentence. It includes noun and
verb inflections (e.g. the s in birds, the s in mothers book, the -ed in looked, the
-ing in laughing, etc); conjunctions (and, or, but, because, if, although, etc); verb
auxiliaries (is, will, can, etc); prepositions (in, on, under, of, by, ); and articles
(a/an, the, those, these, etc), for example:
Marry is beautiful girl
In this sentence, indefinite article before a singular countable noun as omitted. It
should be Marry is a beautiful girl.

2.3.1.2 Addition
This type of error is characterized by the presence of an item which must
not appear in a well-formed utterance. This error type is divided into
subcategories namely: double marking, regularization, and simple addition
(Dulay, 1982:156).

2.3.1.2.1 Double Marking
This error is described as the failure to delete certain items which are
required in some linguistic construction but in others. For example:

He doesnt knows your name
This sentence shows the failure of deleting third singular marker s where the
auxiliary does is required. This sentence should be He doesnt know your name.

Table 2.6: Error of Double Marking in L2 Production
No Semantic
feature
Error Example of error
1 Past tense Past tense is marked in the
auxiliary and the verb
She didnt went/goed
2 Present
tense
Present tense is marked in
the auxiliary and the verb
He doesnt eats
3 Negation Negation is marked in the
auxiliary and the quantifier
Negation is marked in the
auxiliary and the adverb
She didnt give him none.
He dont got no wings.
They dont hardly eat.
4 Equational
predicate
Equation is marked in two
copula positions
Is this is a cow?
5 Object The object is both
topicalized and expressed in
the object pronoun
Thats the man who I saw
him
6 Past tense The auxiliary is produced
twice
Why didnt mommy dont
make dinner?
Taken from Dulay et.al. (1982: 157)








2.3.1.2.2 Regularization
A rule typically applies to a class of linguistic items, such as the class of
main verbs or the class of nouns. In most languages, however some members of a
class are exceptions to the rule. For example the word eat does not become eated,
but ate; the noun sheep is also sheep in plural, not sheeps.
There are both regular and irregular forms in language; students some
times get confuse to apply the correct form in certain construction. Sometimes,
they apply the rule used to produce the regular ones to those that are irregular.
This type of error is called error of regularization (Dulay, 1982:157). For
example:
I putted my bag on the table.
The word putted is the example of regularization in which the regular past tense
ed has been added to the item. It should be I put my bag on the table.

2.3.1.2.3 Simple addition Error
This error is one of sub categories of addition that is neither a double
marking nor regularization. For example:
We stay in over there
The addition of preposition in is not appropriate used. It should be We stay
over there.
Table 2.7: Simple Addition Error
No Linguistic item added Example
1 Third person singular s The fishes doesnt live in the water

2 Past tense irregular The train is gonna boke it
3 Article a A this
4 Preposition In over here
Taken from Dulay, et. al. (1982: 158)

2.3.1.3 Misformation
This type of error is characterized by the use of the wrong form of
morpheme or structure. While in omission errors the item is not supplied at all. In
misformation errors the learner supplies something, although it is in correct.
This error type has three sub categories , namely: regularization, archi-
forms, and alternating forms (Dulay, 1982:158).

2.3.1.3.1 Regularization
A regular marker is used in place of in a regular one. For example:
She runned so fast
The correct form of this sentence is She ran so fast.
Table 2.8: Regularization Error in Misformation
No Linguistic item misformation Example
1 Reflexive pronoun Hisself => himself
2 Regular past I falled => fell
3 Plural Gooses => geese
Childs => children
Taken from Dulay et. al. (1982: 159)


2.3.1.3.2 Archi-forms
The selection of one member of a class of forms to represent others in
class is often made by learners. The form chosen by the learners is called as archi-
form. For example, a learner may temporarily select just one of the English
demonstrative adjective (this, that, those, these). For example:
That dog
That dogs
Here that is the archi-demonstrative which represents the entire class of
demonstrative adjective.
Learners may also select one member of the class of personal pronounce to
function for several others in the class. For example:
Give me that
In the production of certain complex sentence, the use of the infinitive as
an archi-form for the other complement types (e.g. gerunds and the clauses) has
also been observed. For example:
I finish to watch TV
She suggested him to go

2.3.1.3.3 Alternating form
As the learners vocabulary and grammar grow, the use of archy-forms
often gives way to the apparently fairly free alternation of various members of a
class each other. Thus, we see for demonstratives:
Those cat

This cows
In the case of pronouns, we see:
1) Masculine for feminine (or vice versa), as in: he for she
2) Plural for singular (or vice versa), as in they for it
3) Accusative for nominative case (or vise verse), as in her for she
In the production of verbs, the participle form (-en, as in taken) is also
being acquired. It may be alternated with the past irregular, as in:
I see her yesterday
He would have saw him

2.3.1.4 Misordering
This type of error is characterized by the incorrect placement of a
morpheme or group of morphemes in an utterance. For example:
What daddy is doing?
The question is incorrect. It should be what is daddy doing?
After discussing the kinds of errors above, the last discussion in this
chepter is about previous studies which has relation with this research.

2. 4 Previous Studies
Written by Gabriele Miceli, Rita Capasso, Alfonso Caramazza (2003).
The relationships between morphological and phonological errors in aphasic
speech. The fact that phonological errors can occur either in isolation or in
association with morphological errors could be attributed to the functional

heterogeneity of phonological errors, and to the separability of the neural
substrates involved in processing various aspects of phonological information.
Akinmade Timothy Morphological Errors in the English Usage of Some
Nigerian. The study revealed that (a) the pupils competence in English
morphology is very low and (b) the errors were caused by such factors as the
inconsistency in the morphological rules of English, overgeneralization of rules,
misapplication of rules as well as the interference of the subjects mother tongue
on English.
Diah (1993) Morphological Errors Made by Fourth Year Students of The
English Department IKIP Malang, she said that inflectional errors occurred
much more then derivational errors. On the basis of the Surface Strategy
taxonomy, the 176 errors found in the students compositions revealed that the
highest frequency of occurrence of inflectional errors was reached by omission
(54.09%), while the highest frequency of occurrence of derivational errors was
reached by misformation(47.06%).
Nur Chamimah (2007) discussed the lexical errors on the English writing
made by students of UIN Malang who study from several departments. From her
study she found 234 errors, the most prominent error from the data is distortion
category with 136 errors, while in formal miss election has 72 occurrences, then
followed by error miss formation with 26 errors.
Anastasia (1989) studied inter lingual and intra lingual errors in English
composition of S1 students of English department of IKIP Malang. She wanted to
identify, classify, and describe the error in their English writing. She focused on

the morphological and syntactical errors caused by interlingual and intralingual
inferences. She administered free argumentative composition test. She found that
the source of error which most interfered is the interlingual errors in syntax, and
the most difficult grammatical categories are preposition and simple past tense.
The previous studies studied about some component of morphological
items such as affixes, Inflectional and derivational dealing with linguistics
categories such as phonology and syntax. Here the researcher wants to focus on
analyzing the component of Morphological item only not dealing with other
linguistics study as like phonology and syntax; they are about inflectional affixes
and the things related with functional morpheme. it all will be analyzed by using
the theory taxonomy of Dulay.
























CHAPTER III
RESEARCH METHOD
This chapter presents the research method and the procedures designed to
answer the research questions. The discussion covers: the research design, data
sources, research instrument, data collection, and data analysis.

3.1 Research Design
This study used descriptive qualitative method. It is called qualitative
research because the data are in the forms of words in written language rather than
number, and are taken in natural setting. This study is called descriptive research,
because the data of this study are explained descriptively. This study analyzed
sentences in students writings as the data source, and the data were the words,
phrases or clauses taken from the students writings .
This design is chosen because it is intended to describe the morphological
error and the dominant error found in students writings. In analyzing the data, the
researcher used the theory of taxonomy by Dulay .

3.2. Data Source
The data sources of this study were from students writings of English
Letters and Language Department of UIN Malang. These writing were the result
of their assignment when they got writing III at the fifth semester (2008) in final
exam.


The researcher has chosen those writings as the data sources of this study, because
she wanted to know whether or not the students of English Letters and Language
Department of UIN Malang still got difficulties on morphological processes even
they were in writing III.

3.3 Research Instrument
Research instrument is very important to obtain the result of the study. It is
a set of methods, which is used to collect and analyze the data. The main
instrument of this study was the researcher herself. She spent a great deal of time
reading and understanding the composition to find the words or sentences as the
data of this study. It aimed to identify and classify the morphological errors found
in students compositions of English Letters and Language Department of UIN
Malang in their final exam when they were in the fifth semester (2008).

3.4 Data Collection
In the process of obtaining the data, the researcher used some steps as
follows: First, the researcher read and observed the students writings thoroughly.
Afterward, the researcher selected and picked up the data which are relevant to the
problems of the study (morphological errors). Finally, the researcher classified the
data selected based on the kinds of morphological errors (addition, missformation,
and omission) and numbered them.



3.5 Data Analysis
After getting the data, the data were analyzed through the following steps;
first, she wrote down some data to present the types of morphological error. Then,
the data were analyzed and classified according to the theory of Dulay surface
strategy taxonomy. Afterward, she displayed all morphological errors found in
students compositions. And finally she measured the frequency of each
morphological error types to find the error which mostly appear in students
writings. In this case, the function of percentage is to support the description of
the data.



























CHAPTER IV
FINDING AND DISCUSSION
This chapter presents the data presentation and findings of analysis based
on formulated research questions as stated in chapter I. The finding is then
continued to further discussion.

4.1 Data Presentation and Analysis
Here are the data that researcher found in English students writing and
followed by the data analysis as below:

4.1.1. Omission
4.1.1.1 Omission of Grammatical Morpheme
Omission of grammatical morpheme is the absence of words that play a
minor role in conveying the meaning of sentences. They include noun and verb
inflections ex. (the-s in birds, the s in mothers, the ed in looked, the ing in
laughing, etc); articles (a, the, etc); verb auxiliaries (is, will, can, etc); (is, was,
am, etc); and preposition (in, on, under, etc).

4.1.1.1.1Omission of Noun Inflection
Table 4.1: Omission of Noun Inflection
Data
Omission of Grammatical
Morpheme
Noun Inflection
-s(pl) -ing
Most of audience enjoy the program (1) x
The danger of smoke still become marginal issue (2) X


Data Analysis
In the datum (1) the learner omitted s as the plural marker, because the
word audience is countable noun and the word before is most of that pictures
plural form, so the word audience should be added by noun inflection s,
most of audiences not most of audience. While in datum (2) the student
omitted ing form after the word preposition of, The danger of smoke should
be The danger of smoking

4.1.1.1.2 Omission of Verb Inflection
Table 4.2: Omission of Verb Inflection
Data
Omission of Grammatical
Morpheme
Verb Inflection
-s -ed
Radar Malang sometimes make mistake in writing
some words (3)
x
Any factor still need to be improve by the government
(4)
X

Data Analysis
In datum (3) the student omitted s as the verb inflection, in other side
she/he used the word sometimes as the adverb of time in the same sentence. In
the fact sometimes is adverb of time of present tense. So, if the subject is noun
as Radar Malang, the verb followed should be added by verb inflection s.
Radar Malang sometimes make mistake should be Radar Malang sometimes
makes mistake.

While in datum (4) the student omitted Ed in the verb be improve. It is
kind of passive form, the correct form is be

+ V3 so it should be Any factor
still need to be improved.

4.1.1.1.3 Omission of Auxiliary
Table 4.3: Omission of Auxiliary
Data
Omission of Grammatical
Morpheme
Auxiliary
is be Are
That smoking forbidden (5) x
They assume that boxing important for their
children (6)
x
Some people get advantage of it and the
others not (7)
X
The food will placed in the free market (8) x

Data Analysis
In datum (5) is kind of passive sentence. The word Forbidden is V3
from forbid (V1). Here the student omitted tobe is before the word forbidden
(V3). The correct one from the sentence That smoking forbidden is That
smoking is forbidden. The datum (8) is also passive sentence, but it should be
added by auxiliary be, because there is modal will before.
While in datum (6) and datum (7) are nominal sentences. It should be
added by auxiliary. Here because boxing is uncountable noun so the auxiliary is
is the appropriate one before the noun important. The correct sentence is
boxing is important not boxing important. And it should be added the
auxiliary are after the word others in datum (7), because it identifies the
plural one as others.

4.1.1.1.4 Omission of Preposition
Table 4.4: Omission of Preposition
Data
Omission of Grammatical
Morpheme
Preposition
of by
Parents get difficulties in protecting their
children because globalization (9)
x

Data Analysis
Thomson and Martinet in Practical English Grammar page 91 said that
preposition are words normally placed before nouns or pronouns. However, Here
the learner didnt put preposition of after the wordbecause and before the
word globalization as the noun. The correct sentence is Parents get difficulties in
protecting their children because of globalization.

4.1.1.2 Addition
4.1.1.2.1 Simple Addition

Table 4.5: Simple Addition Error

Data
Additional
Error
Simple
Addition
The better in printing the better in quality (10) In
In order we can breathed it in other tip (11) ed
And it is can follow until he is become old (12) Is
Adults has an important role in developing of our country (13) Of
And it is proved in Olah Rasas Magazine (14) -s

Data Analysis
In datum (10) the student added Preposition in in the word in printing, in
quality. While in datum (13) the student added Preposition of in the word

developing of our country. Those are simple addition error that should not appear
in well form sentence.
The better in printing the better in quality (False)
The better printing the better quality (Correct)
And,
developing of our country (False)
developing our country (Correct)

In datum (11) the student added ed, an error verb inflection. The student
did not pay attention that there is modal before the verb. So, the verb comes after
the modal should be bare infinitive. Can breathed should be Can breath.
In datum (12) the student added auxiliary is before modal. It is also
simple addition error that should not come in well form sentence. We cannot put
any kinds of auxiliaries together with modal in a sentence. Just omit is tobe
it can not it is can.
In datum (14) the student added possessive marker -s. Olah Rasa is
identity or the name of magazine, not possessive one.
And it is proved in Olah Rasas Magazine. Should be,
And it is proved in Olah Rasa Magazine



4.1.1.2.2 Regularization
Table 4.6: Regularizatiion Error in Addition
Data
Additional Error
Regularization
It proven happened that many medias such as Jawa Post
(15)
Medias




Data Analysis
In datum (15) the learner applied the rule used to produce the regular one
to those that are irregular. He/she added the plural marker s to the exceptional
item that does not take the marker, as in the sentence;
It proven happened that many medias such as Jawa Post
It should be;
It proven happened that many media such as Jawa Post



4.1.1.2.3 Double marking
Table 4.7: Double Marking
Data
Additional Error
Double
Marking
You will can make any kinds of food (16) Will can

The learner was failure on deleting double modal in a sentence. If both of
them should be used in a sentence, one of them should be changed in to the
similar one.
You will can make any kinds of food
should be;
You will be able to make any kinds of food


4.1.1.3 Misformation
4.1.1.3.1 Regularization
Table 4.8: Regularization Error in Misformation
Data Regularization
Most of man have to smoking (17) Men-man
Government event elite figure also still confused to make
low from this phenomena. (18)
Phenomenon-
phenomena
We have know that TV is a box which produce good Known-know

pictures (19)
It lied to us and make us in great imagination (20) Made-make
Data Analysis
The sentence (17) the learner put the word man for men. They wanted to
say plural form but did not pay attention about the word identifying it.
Most of man (sg) -> most of men (pl)
In datum (18) from this phenomena, actually the student wanted to
say the single thing, but she/he did not know the word form should come.
Phenomenon(sg) => Phenomena(pl)
In sentence (19) has cleared that after auxiliary have/has should be
followed by past participle. So the correct forms from those data are;
have know => have known
In sentence (20) It lied to us and make us in great imagination, is content
of parallelism so the verb from one another should be the same form;
Lied and make => lied and made
4.1.1.3.2 Archi Form
Table 4.9: Archi form
Data Archy Form
We know the cigarette there is specific character (21) Has-there is
We must stopping to smoke (22) -ing
The children has gotten bad influence (23) Have-has
The people afraid to loosing their daily working (24) of-to
Data Analysis
Here the learner selected the wrong form on his/her sentences as follow;
In sentence (21) the learner is still influenced by her/his first language.
We know the cigarette there is specific character. should be,
We know the cigarette has specific character

In sentence (22) actually the learner wanted to prohibit smoking, but
she/he does not understand the usage of the word stop. There are two function of
the word stop. The first is followed by to infinitive and the second is followed by -
ing form. Each of them has different function;
Stop to infinitive => invites to do something, while
Stop verb ing => invites not to do something.
So, the correct sentence from We must stopping to smoke is We must stop
smoking, means that the learner invites the reader not to smoke anymore.
In datum (23) the learner did not pay attention that the subject is plural, the
auxiliary comes should be the same as the subject form;
children(pl) has(sg) = (false)
children(pl) have(pl) = (true)

In datum (24) afraid to losing. The student substituted preposition
of for to. The correct preposition is afraid of losing.

4.1.1.3.3 Alternating Form
Table 4.10: Alternating Form
Data Alternating
Form
They are lazy to study. It will make he/her lazy (25) Him-he
For the children who always watch TV, he less in their
memory (26)
They-he

Alternating form is kinds of misformation processes in forming word.
Here the learner use the word he for him. He/she failure on choosing the correct
form of pronoun as in this sentence;

It will make he/her lazy (25)
For the children who always watch TV, he less in their memory(26)

It should be
It will make him/her lazy (25)
For the children who always watch TV, they less in their memory(26)

4.1.3.4 Misordering
Table 4.11: Misordering
Data Misordering
Which having the meaning beneficial and useful (27)

Misordering errors are characterized by incorrect placement of morpheme
or group of morpheme such as in this sentence;
Which having the meaning beneficial and useful (27)
Here the learner put the words beneficial and useful in incorrect place. Those
adjective words actually pictures the noun word meaning, it should be
Adjective + noun => beneficial and useful meaning
Adjective noun

4.1.1.5 Two or three different Possible Errors
Table 4.12.1: Two Possible Errors (a)
Data
Possible morphological errors
Simple addition Omission of Noun
Inflection
There is two type of cigarette
(28)
Is -s

Here the student put wrong auxiliary. She/he wrote the word two (pl) but
she/he used auxiliary is for are. Beside of that she/he also omitted plural

marker in the word type. The sentence There is two type of cigarette It should
be There are two types of cigarette

Table 4.12.2: Two Possible Errors (b)
Data
Possible morphological errors
Omission of Verb
Inflection
Omission of
Preposition
Warning smoker about the danger of
health that causes smoking, for
example; lung cancer or heart
attack(29)
-ed By

Here the student doing an error by omitting ed in the word cause and
preposition by before the word smoking. To make well form sentence, the
student should add ed and by as sentence below;
the danger of health that causes smoking, for example; lung cancer
the danger of health that caused by smoking, for example; lung cancer


Table 4.12.3: Two Possible Errors (c)
Data
Possible morphological errors
Omission of
Auxiliary
Omission of Verb
Inflection
It must stop and erase from television
program(30)
be -ed

Here to make a passive sentence the student omitted be and -ed. It is
an error sentence. More over she/he also put modal. She/he should add be after
modal and -ed in the verb comes after.
It must stop and erase from television program. Should be;
It must be stopped and erased from television program







Table 4.12.4: Two Possible Errors (d)
Data
Possible morphological errors
Simple addition of
Auxiliary
Simple additions of Verb
Inflection
It is cannot stopping the
habit(31)
Is -ing

As in table above, the student added two simple addition is and -ing.
She/he did not pay attention about the modal there. We cannot add any kinds of
auxiliary before modal and any kinds of verb inflection in the verb come after. So,
Just omit is and -ing to get the well form sentence. The correct one from that
sentence is It cannot stop the habit.

Table 4.12.5: Three possible Errors
Data Possible morphological errors
Omission of
preposition
Simple
additions of
Verb Inflection
Simple addition
of Noun
Inflection
Most Moslem scholar in
Indonesia only giving
advises(32)
of -ing -s

In sentence Most Moslem scholar in Indonesia only giving advises, the
student added three morphological errors, they are;
1. The student added verb inflection -ing in wrong case. Because
it is not progressive sentence or gerund. So it should be omitted.
2. The student added noun inflection s in the word advice. The
word advice is uncountable noun. So it does not need inflection
s or plural marker.

3. The student omitted preposition of in the word most Moslem,
because it pictures part of Moslem, so the student needed to add
preposition of.
Most Moslem scholar in Indonesia only giving advises. Should be,
Most of Moslem scholar in Indonesia only give advice
In this section, the researcher identified morphological errors made by the
students from English Letters and Language Department. Here the researcher
identifies morphological errors using Dulays Surface Strategy Taxonomy, which
consists of four types: omission, addition, misformation, and misordering. Then,
errors in omission are classified into two types: omission of content morpheme
and omission of grammatical morpheme. Next, errors in addition are classified
into three types: double marking, regularization, and simple addition. The same as
errors in addition, misformation is classified into three types: regularization,
archy-form, and alternating form. The last part from Dulays Surface Strategy
Taxonomy is misordering.
Here the learner found all types of morphological error based on Dulays
Surface Strategy Taxonomy that is omission, addition, misformation, and
misordering. Except omission of contain morpheme and omission of article which
part of omission.
To answer the research question number one, What are types of
Morphological errors found in English students essays, the learner only take
some data to present each error in presentation and analysis. But, more error in
each part will be presented in finding and discussion to answer the research

question number two What is the most dominant type of morphological error
found in English students essays.

4.2 Finding and Discussion
After analyzing the data, the researcher found out that there are many
kinds of morphological errors in their writings. Morphological errors found in
English students writings will be presented more as follow:

4.1.1 The types of morphological errors
The types of errors which belong to surface strategy taxonomy are: 1)
omission; 2) addition; 3) misformation, and 4) misordering.

4.1.1.1 Omission
Omission errors are characterized by the absence of an item that must
appear in a well-formed utterance.
Actually these omission errors are divided into two categories they are,
omission of grammatical morpheme, and omission of content morpheme.
However, the errors of omission of content morpheme did not appear in students
writings. Here the researcher only found omission of grammatical morpheme.

4.1.1.1.1 Omission of Grammatical morpheme
Omission of grammatical morpheme is the absence of words that play a
minor role in conveying the meaning of sentences. They include noun and verb

inflections ex. (the-s in birds, the s in mothers, the ed in looked, the ing in
laughing, etc); articles (a, the, etc); verb auxiliaries (is, will, can, etc); (is, was,
am, etc); and preposition (in, on, under, etc).
The researcher found some omission of grammatical errors; noun and verb
inflection, auxiliaries, and preposition. Here the students made 25 errors of
grammatical morpheme in their writing. It consists of 4 omissions of prepositions,
7 omissions of auxiliaries, 4 omissions of noun inflections, and 10 omissions of
verb inflection.
Table 4.13 : Error of Grammatical Morpheme
Data Types of Omission Error Correct
Sentences
Grammatical Morpheme

Noun
Inflection
Verb
Inflection
Auxilia
ries
Preposition
Radar Malang
sometimes make
mistake in writing
some words (1)
-s Radar Malang
sometimes makes
mistake in writing
some words
There is two type of
cigarette (6)
-s There are two types
of cigarette
Warning smoker
about the danger of
health That causes
smoking, for
example; lung
cancer or heart
attack. (7,8)
-ed

By Warning smoker
about the danger of
health That cussed
by smoking, for
example; lung
cancer or heart
attack.
On contrary if some
one start to smoke at
adolescent age. (9)
-s On contrary if some
one starts to smoke
at adolescent age.
The first reason just
to try (13)
Is The first reason is
just to try
The danger of smoke
still become
marginal issue (16)
-ing The danger of
smoking still
become marginal
issue
The danger of smoke
still become
marginal issue (17)
-s The danger of
smoke still becomes
marginal issue

That smoking
forbidden (22)
Is That smoking is
forbidden,
Dr. Yusuf Qordhawi
make statement that
cigarette proscribed
(23)
-s Dr. yusuf Qordhawi
makes statement
that cigarette
proscribed
Dr. Yusuf Qordhawi
make statement that
cigarette proscribed
(24)
Is Dr. Yusuf Qordhawi
make statement that
cigarette is
proscribed
It add of research of
badness from
habitually of smoke
(25)
-s It adds of research
of badness from
habitually of smoke
It add of research of
badness from
habitually of smoke
(26)
-ing It add of research of
badness from
habitually of
smoking
Because that, the
smoking is danger in
our healthy (28)
Of Because of that, the
smoking is danger in
our healthy
They assume that
boxing important
for their children
(38)
Is They assume that
boxing is important
for their children
It must stop and
erase from television
program (39,40)
-ed be It must be stopped
and erased from
television program
That program
influence very much
(41)
-s That program
influences very
much
Some people get
advantage of it and
the others not (44)
are Some people get
advantage of it and
the others are not
Most of audience
enjoy the program
(45)
-s(pl) Most of audiences
enjoy the program
The program
sometimes show
about sex (46)
-s The program
sometimes shows
about sex
Any factor still need
to be improve by the
government (52)
-ed Any factor still need
to be improved by
the government
Parents get
difficulties in
protecting their
Of Parents get
difficulties in
protecting their

children because
globalization (55)
children because of
globalization
The food will placed
in the free market
(57)
Be The food will be
placed in the free
market
Most Moslem
scholar in Indonesia
only giving
advises(19)
of Most of Moslem
scholar in Indonesia
only giving advises

a. Omission of preposition
Thomson and Martinet in Practical English Grammar page 91 said that
preposition are words normally placed before nouns or pronouns. However, Here
the learners did not put two kinds of preposition in their sentences after the words
(danger, because, afraid). The first and second is omitting the word of in datum
(19), (28) and datum (55).
And omission by which should come after the word cause as in datum (8).
Actually the learner wanted to make passive sentence, however, she/he did not
add past form -ed in the word cause and add the word by as the preposition
comes after the verb participle and before an object as the sentence (8).

b. Omission of auxiliary
be is used as auxiliary of passive when followed by the -ed participle.
Here the student omitted be in verbal sentences as datum (57). While auxiliary
is/are should come after subject in nominal and passive sentences as the
sentences (13), (38), (22), (24), and (44).
As stated above, the auxiliary be+ V3 is characteristic of passive sentence.
In sentence (39), actually the learner intended to write passive sentence. However,

he/she ignored the rule of it. Consequently, he/she made an error word formation.
For example;
It must stop and erase from television program (39).
Should be;
It must be stopped and erased from television program (39).

c. Omission of Noun inflection
In the sentence (45) the learner omitted -s as the plural marker, because
the word audience is countable noun and the word before is most of, that
pictures plural form, so the word audience should be added by noun inflection -
s, as in datum (6) the word two type also needs noun inflection s as plural
marker. While in datum (16) and (26) the student omitted ing form after
preposition of.
The danger of smoke should be The danger of smoking.
habitually of smoke should be habitually of smoking.

d. Omission of verb inflection
Here most of the learners made omission of verb inflection. There are 10
sentences found by researcher. 7 of them are omitted s as the verb inflection. as
follow; in data (1), (9), (17), (23), (25), (41), (46), They did not pay attention if
the subject is in the form of noun or the name of single person, the verb follows
should be added by s/es in the present simple.

While others are 3 omission of verb inflection ed as in data (7), (40), and
(52); because all those data saying in passive form, so the verb should be in the
past participle.

4.1.1.2 Addition
Addition errors are the opposite of omission. They are characterized by the
presence of an item which must not appear in a well-formed utterance. Based on
Dulays surface strategy taxonomy, there are three types of addition errors they
are; double marking, regularization, and simple addition. After analyzing the
students writing, the researcher found one double marking, one regularization,
and 18 simple addition as follow:
Table 4.14 : Error of Eddition
Data

Types of Error Correct
Sentences

Double
Marking
Regularization Simple
Addition
The better in printing
the better in quality (2)
In The better printing
the better quality
In order we can
breathed it in other tip.
(4)
-ed In order we can
breathe it in other
tip.
In Indonesia smoking is
become popular culture
(10)
Is In Indonesia
smoking becomes
popular culture
Most of man have to
smoking (12)
-ing Most of man have
to smoke
And it is can follow
until he is become old
(14)
Is And it can follow
until he is become
old
And it is can follow until
he is become old (15)
Is And it is can follow
until he becomes
old
Most Moslem scholar in
Indonesia only giving
advises (20,21)
-ing &-s Most Moslem
scholar in Indonesia
only give advises
At journal of Annal -ing At journal of Annal

Internal of medicine
concluding that (27)
Internal of
medicine conclude
that
It is cannot stopping the
habit (29,30)
Is & -
ing
It cannot stop the
habit
We must stopping to
smoke (31)
-ing We must stop to
smoke
Which having the
meaning beneficial and
useful (33)
-ing Which have/has the
meaning beneficial
and useful
It proven happened that
many medias such as
Jawa Post (35)
Medias It proven happened
that many media
such as Jawa Post
Adults has an important
role in developing of
our country (54)
Of Adults has an
important role in
developing our
country
Those problems are also
caused by lacking of sex
education (56)
-ing Those problems are
also caused by lack
of sex education
It will caused the
diseases attack our body
(58)
-ed It will cause the
diseases attack our
body
You will can make any
kinds of food (59)
Can You will be able to
make any kinds of
food
And it is proved in Olah
Rasas Magazine (60)
s And it is proved in
Olah Rasa
Magazine
To manage their
familys harmony (61)
s To manage their
family harmony


4.1.1.2.1 Double Marking
The learner was failure on deleting double modal in a sentence. If both of
them should be used in a sentence, one of them should be changed in to the
similar one. As in datum (59) in table above.



4.1.1.2.2 Regularization
Here the learner applied the rule used to produce the regular one to those
that are irregular. He/she added the plural marker s to the exceptional item that
does not take the marker, as in the sentence;
It proven happened that many medias such as Jawa Post (35)
It should be;
It proven happened that many media such as Jawa Post (35)

4.1.1.2.3 Simple Addition
Here the learners used an item that should not appear in a well-formed
utterence which not belong to the double marking nor a regularization. There are
18 simple addition errors which found in students writing; as in datum (2), (4),
(10), (12), (14), (15), (20),(21), (27), (29), (30), (31), (33), (54), (56), (58),(60),
(61).

4.1.1.3 Misformation
This type of error is characterized by the use of the wrong form of morpheme
or structure. In misformation errors the learner supplies something, although it is
incorrect. Here the learners made misformation on three sub categories, they are:
06 errors in regularization, 07 errors in archi-form, and 02 errors in alternating
form as in table below;
Table 4.15 : Misformation
Data

Misformation Correct
Sentences

Regularization Archy Form Alternating
Form
We know the
cigarette there is
Has-
there is
We know the
cigarette has

specific character (3) specific character
There is two type of
cigarette (5)
Are-is There are two types
of cigarette
Most of man have to
smoking (11)
Men-man Most of men have to
smoking
Government event
elite figure also still
confused to make
low from this
phenomena. (18)
Phenomen
on-
phenomen
a
Government event
elite figure also still
confused to make
low from this
phenomenon.
We must stopping to
smoke (32)
-ing We must stop
smoking
Makes children be
egoisman and
selfishman (36)
Men-man Makes children be
egoismen and
selfishmen
So many negative
effects we was
known (37)
Have-
was
So many negative
effects we have
known
TV has became the
most favorite
electronic (42)
become-
became
TV has become the
most favorite
electronic
The children has
gotten bad influence
(43)
Have-
Has
The children have
gotten bad influence
We have know that
TV is a box which
produce good
pictures (47)
Known-
know
We have known that
TV is a box which
produce good
pictures
It lied to us and
make us in great
imagination (48)
Mad-make It lied to us and
made us in great
imagination
They are lazy to
study. It will make
he/her lazy (49)
Him-he They are lazy to
study. It will make
him/her(them) lazy
For the children who
always watch TV, he
less in their memory
(50)
They-he For the children
who always watch
TV, they less in
their memory
The people afraid to
loosing their daily
working (51)
of-to The people afraid of
loosing their daily
working
Adults has an
important role in
developing of our
country(53)
Have-
Has
Adults have an
important role in
developing of our
country


4.1.1.3.1 Regularization Error
In datum (11) and (36), the learner put the word man for men. They
wanted to say plural form but did not pay attention about the word identifying it.
Most of man(sg) => most of men(pl)
Children be egoisman(sg) => children be egoismen(pl)
In datum (18) from this phenomena, actually the student wanted to
say the single thing, but she/he did not know the word form should come.
Phenomenon(sg) => Phenomena(pl)
In datum (42) and (47) have cleared that after auxiliary have/has should be
followed by the past participle. So the correct form from those data are;
has became => has become
have know => have known
In sentence (48) It lied to us and make us in great imagination, is content
of parallelism so the verb form from one another should be the same;
Lied and make => lied and made

4.1.1.3.2 Archi-Form
The learners selected the wrong form on their sentences as follow;
In sentence (3) the learner is still influenced by her/his first language. While in
data (5), (37), (53) and (43), the learner did not pay attention that the subject is
plural. The correct one is the auxiliaries come are the same as the subject forms.
there is two types => there are two types
we was known => we were known

children has => children have
Adults has => Adults have
In sentence (32) actually the learner wanted to prohibit smoking, but
she/he did not understand the usage of the word stop. There are two functions of
the word stop. The first is followed by to infinitive and the second is followed by -
-ing form. Each of them has different function;
Stop to infinitive => invites to do something, while
Stop verb ing => invites not to do something.
So, the correct sentence from We must stopping to smoke is We must stop
smoking, means that the learner invites the reader not to smoke anymore.
In datum (51) afraid to losing. The student substituted preposition
of for to. The correct preposition is afraid of losing.

4.1.1.3.3 Alternating Form
Alternating form is kinds of misformation processes in forming word.
Here the learner use the word he for him. He/she failure on choosing the correct
form of object pronoun as below;
It will make he/her lazy (49)
For the children who always watch TV, he less in their memory(50)
It should be
It will make him/her lazy (49)
For the children who always watch TV, they less in their memory(50)


4.1.1.4 Misordering
Table 4.16 : Misordering
Original Misordering Revised
Sentence
Which having the meaning
beneficial and useful (34)
Which having the beneficial and
useful meaning

Misordering errors are characterized by incorrect placement of morpheme or
group of morpheme. Here the researcher only found one misordering such as in
this sentence;
Which having the meaning beneficial and useful (34)
Here the learner put the words beneficial and useful in incorrect place. Those
adjective words actually pictures the noun word meaning, it should be
Adjective + noun => beneficial and useful meaning
Adjective noun

Based on the finding of this study, it can be concluded as follow:
Table 4.17 : The Frequency of Error in Morphology Found in Students Essays of
English Letter and Language Department of UIN Malang in the fifth
Semester(2008)
No Types of Morphological Error Frequency % %% %
1. Omission 25 40,98 % %% %
2. Addition 20 32,79 % %% %
3. Misformation 15 24,59 % %% %
4. Misordering 01 1,64 % %% %
TOTAL 61 100 % %% %


The table above shows that the total number of morphological error based
on strategy taxonomy of Dulay found by the researcher in this writing is 61 times.
Based on the findings, she found that the most dominant kind of morphological
error is omission with 25 times used or 40.98 %. While frequency of addition
error is 20 times or 32. 79 %. Then misformation is 15 times or 24. 59 %. And the
smallest one is misordering with only one time or 1.64%.
































CHAPTER V
CONCLUSION

After analyzing the data, the researcher comes to the conclusion and
suggestion formulated in this chapter as drawn below:

5.1 Conclusion
Based on the research question and discussion of the data presentation, the
following conclusion can be described.
The researcher found all types of morphological error in Students writings
of English Letters and Language Department of UIN Malang when they were in
the fifth semester(2008). The types of morphological errors found are Omission,
addition, missformation and missordering except contain morpheme and article
which belong to the branch of omission. The total number of morphological errors
is 61 times. Based on the findings, she found that the most dominant kind of
morphological error is omission with 25 times used or 40.98 %. While frequency
of addition error is 20 times or 32. 79 %. Then missformation is 15 times or 24. 59
%. And the smallest one is misordering with only one time or 1.64%.






5.2 Suggestion
After analyzing the morphological Error in students Essays of English
Lentters and Language Departement of UIN Malang in the fifth semester(2008),
the suggestion are directed toward the lecturer and next researcher;

5.2.1 To the Lecturer
Based on this research, because the dominant morphological error found in
students Essays is omission, so it is expected to the lecturer to give more
attention in morphological processes and give the example of possible errors
especially about omission as found in chapter IV.

5.2.2 To the next Researcher
Based on the result of this research in the analysis of error on morphology,
it can be suggested that this research can be discussed from other topics by the
next researcher, for instance using other writing, not the essays from Indonesions
students but foreign students like Indian, Japan even English. And it will be more
attractive if you compare them.









REFERENCES

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Akmajian, Andrians et. Al.1984, Linguistics: An Introduction to Language
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Bloomfield, Leonard, 1933, Language, New York: Holt, Rinehart and Winston.
Chamimah, Nur, 2007, Lexical Errors of English Writing Written by the Students
of The State Islamic University of Malang at Al-Hikmah Al-
Fathimiyyah, Thesis, Degree of Sarjana Sastra of UIN Malang.
Nida, E,1956, Morphology: The Description Analysis of word, USA
Fromkin, Victoria A, 1999, Linguistics, Florida: Harcourt
Gleason, Jr. H.A, 1961, An Introduction to Descriptive Linguistics, New York:
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Hockett, Charles F. 1960, A Course Modern Linguistics, New York: Macmillan
Company.
Huddleston, Rodney, 1984, Introduction to the Grammar of English, New York:
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Indriati, Diah. 1993, Morphologycal Errors Made by Fourth Year Students of The
English Department IKIP Malang, Thesis, Department of English
Education, IKIP Malang.
Jamil, BS, 2003, A Morphological Analysis on Reduplication of Sumenep Dialect
Madurese, Theses, Degree of Sarjana Sastra of STAIN Malang.
Matthews, P.H. 1986, Morphology: An Introduction to theTtheory of Word
Structure. Cambridge University Press: New York.
Miceli, Gabriele, 2003, Alfonso The relationships between morphological and
phonological errors in aphasic speech, Harvard University USA.
Nirmalasari, 1988, An Introduction to Linguistics, Jakarta: Proyek
PengembanganLembaga Pendidikan dan Tenaga Kependidikan.
Richards, Jack C, 1974, Error Analysis, Singapore: Ban Wash Press Pte Ltd.
Samsuri, 1983, Analisis Wacana, Jakarta: Erlangga.

Thomson & Martenet, 1986, A Practical English Grammar, Berlin: Oxford
University press.
Vecide Erdogan, research assistant, Mersin University Faculty of Education.
Mersin niversitesi Egitim Fakltesi Dergisi, Cilt 1, Sayi 2, Aralik
2005, ss. 261-270. Mersin University Journal of the Faculty of
Education, Vol. 1, Issue 2, December 2005, pp. 261-270.
Zuhriyah, Mualifah, 2005, A Morphological Study on Javanese Compounds Used
in Blitar, Thesis, Degree of Sarjana Sastra of UIN Malang.


























Appendix 2: Summary of Finding
No

Sentence

Omission Addition Misformation Misordering
GM CM DM Rn SA RE Ar AF
1 Radar Malang sometimes make mistake in writing some words X
2 The better in printing the better in quality X
3 We know the cigarette there is specific character X
4 In order we can breathed it in other tip. X
5 There is two type of cigarette X
6 There is two type of cigarette X
7 Warning smoker about the danger of health That causes smoking, for
example; lung cancer or heart attack.
X
8 Warning smoker about the danger of health That causes smoking, for
example; lung cancer or heart attack.
X
9 On contrary if some one start to smoke at adolescent age. X
10 In Indonesia smoking is become popular culture X
11 Most of man have to smoking X
12 Most of man have to smoking X
13 The first reason just to try X
14 And it is can follow until he is become old X
15 And it is can follow until he is become old X
16 The danger of smoke still become marginal issue X
17 The danger of smoke still become marginal issue X
18 Government event elite figure also still confused to make low from
this phenomena.
X
19 Most Moslem scholar in Indonesia only giving advises X
20 Most Moslem scholar in Indonesia only giving advises X
21 Most Moslem scholar in Indonesia only giving advises X
22 That smoking forbidden, X

23 Dr. Yusuf Qordhawi make statement that cigarette proscribed X
24 Dr. Yusuf Qordhawi make statement that cigarette proscribed X
25 It add of research of badness from habitually of smoke X
26 It add of research of badness from habitually of smoke X
27 At journal of Annal Internal of medicine concluding that X
28 Because that, the smoking is danger in our healthy X
29 It is cannot stopping the habit X
30 It is cannot stopping the habit X
31 We must stopping to smoke X
32 We must stopping to smoke X
33 Which having the meaning beneficial and useful X
34 Which having the meaning beneficial and useful X
35 It proven happened that many medias such as Jawa Post X
36 Makes children be egoisman and selfishman X
37 So many negative effects we was known X
38 They assume that boxing important for their children X
39 It must stop and erase from television program X
40 It must stop and erase from television program X
41 That program influence very much X
42 TV has became the most favorite electronic X
43 The children has gotten bad influence X
44 Some people get advantage of it and the others not X
45 Most of audience enjoy the program X
46 The program sometimes show about sex X
47 We have know that TV is a box which produce good pictures X
48 It lied to us and make us in great imagination X
49 It will make he/her lazy X
50 For the children who always watch TV, he less in their memory X
51 The people afraid to loosing their daily working X

52 Any factor still need to be improve by the government X
53 Adults has an important role in developing of our country X
54 Adults has an important role in developing of our country X
55 Parents get difficulties in protecting their children because
globalization
X
56 Those problems are also caused by lacking of sex education X
57 The food will placed in the free market X
58 It will caused the diseases attack our body X
59 You will can make any kinds of food X
60 And it is proved in Olah Rasas Magazine X
61 To manage their familys harmony X

Notes:

GM : Grammatical Morpheme
CM : Content Morpheme
DM : Double Marking
Rn : Regularization in Addition
SA : Simple Addition
RE : Regularization in Omission
Ar : Archi Form
AF : Alternating Form


KARTU KENDALI KONSULTASI SKRIPSI

1. Nama : Ririn Kusumawati
2. NIM : 04320134
3. Jurusan/Fakultas : B. Inggris / Humaniora dan Budaya
4. Judul : Morphological Error Found in the English Essays of the
Fifth Semester Students of English Letters and Language
Department of UIN Malang in 2008
5. Pembimbing : Dra. Hj. Syafiyah, MA.


No Tanggal Materi Konsultasi Saran-saran
Pembimbing
TTD
Mahasiswa Dosen
1 15/05/2008 konsultasi Bab 1
2 25/07/2008 Revisi Bab 1
3 24/10/2008 Konsultasi Bab 2-3
4 18/03/2009 Revisi Bab 2-3
5 30/04/2009 Pengajuan Bab 1-3
6 27/05/2009 Revisi Bab 1-3
7 02/08/2009 konsultasi Bab 4
8 02/09/2009 Revisi Bab 4
9 11/10/2009 Konsultasi Bab 4
10 04/04/2010 Konsultasi Bab 1-
5& Abstract

11 17/04/2010 ACC Keseluruhan

Mengetahui,
Ketua Jurusan Bahasa dan Sastra Inggris


Galuh Nur Rohmah, M. Pd. M. Ed
NIP. 19740211 199803 2 002











Appendix 4



CERTIFICATE OF THESIS OUTHORSHIP


Name : Ririn Kusumawati
NIM : 04320134
Faculty/Departement : Faculty of Humanities and Culture/ English Letters and
Language Departement

Certify that the thesis I wrote fulfill the requirement for the degree of Sarjana
Sastra entitled Morphological Error Found in the English Essays of the Fifth Semester
Students of English Letters and Language Department of UIN Malang in 2008 is truly
my original work. It dose not incorporate any materials previously written or published
by another person, except those indicated in the in notes and references. Due to this fact,
I am the only person responsible for the thesis if there is any objection from others.

Malang, 22
nd
of April 2010




Ririn Kusumawati