CHAPTER 5 Eca Fixs

CHAPTER V
CONCLUSION AND SUGGESTION
In this fifth chapter, the researcher serves the conclusion and the
suggestion based on the study that the researcher conducts entitled a First
Language Interference on Morphological Derivational Affixes found in the 11 th
grader writing Narrative text at Assalam Senior High School Dawuan-Subang.
This fifth chapter concludes the finding and the discussion that the researcher
analyzed. Furthermore, the researcher also serves the suggestion concern with the
study.
5.1 Conclusion
Based on the findings and discussion in the previous chapter, the
researcher can conclude that
1. Derivational affixes provide a big influence and contribution in
enriching vocabulary.
2. The kind of first language interference found on derivational affixes
used in 11th grader writing narrative text are prefixes, suffixes and
combination between prefix + suffix in which there are no infixes at
all.
3. The function of L1 interference of derivational affixes found is
changes the class of part of speech.
4. The Interference occurred when students don’t know how to write
English well especially on used affixes.
67
68
5. First language or mother tongue of students influenced their English
writing ability as foreign language.
6. To overcome the interference on morphology derivation affixes the
teacher the teacher focuses on adjusting the teaching method to suit
the students’ level, introduce the vocabulary with its part of speech,
how to use the affixes, and how to find out the part of speech on
vocabulary.
5.2 Suggestion
Based on the findings above, the researcher would like to give some
suggestion for the English teacher, students, and other researcher that might be
wanted to give suggestion to any aspect based on problem in this research. Based
on the research findings, the researcher would like to give some suggestions for
the English teacher, students, and other researchers that might be beneficial for the
further research:
1) For the English teacher, when learning in vocabulary, the teacher is
expected to be more attention with the parts of speech, so the
students will know the class of that words than in writing activity,
the teacher is expected to be more attention on student choose, ways
and arranges the word to write English text and the teacher is
expected to make correction and give further explanation towards
students’ interference during learning when they get interference on
arranges the word to make an affixes.

69
2) For the student, student should be able to mastery vocabulary on
practice writing especially on uses derivational affixes, to improve
their knowledge in English words as part of speech and affixes in
order to minimalize even prevented the interference when they write
English text.
3) For further researcher, the research try to find out the students’
interference on selection of word and phrase of students’ write.

70
References
Adelia, v. b., & Rosa, r. n. (2020). the analysis of error made by the third year
students of english dapertment in tranlating narrative text. E-journa of
english languange and literature, 428.
Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktek . Jakarta:
Rineka Cipta.
Baker, P., & Elleces, S. (2011). key term in discourse analysis . New York:
continuun international Pub. Group.
Booij. (2007). The grammar of words. Oxford: Oxford University Press.
Chaer, A. (2003). Psikolinguistik Kajian Teoritik. Jakarta: Rineka Cipta.
Chaer, A. (2009). Linguistik Umum: sintaksis bahasa indonesia pendekatan
proses.
Jakarta: Rineka Cipta.
Chaer, A. (2015). Psikolinguistik Kajian Teoritik. Jakarta: Rineka Cipta.
Chaer, A., & Agustina, L. (2010). Sosiolinguistik Perkenalan Awlal. Jakarta:
Rineka Cipta.
Chaer, A., & Agustina, l. (2014). Sosiolinguistik perkenalan awal. Jakarta: Rineka
Cipta.
Cohen, L., & Manion, L. (2007). Research Methods and Education 4th Edition.
New York: Rothledge.
Creswell. (2009). Educational Research Planing, Conducting,and Evaluating
Quantitative and Qualitative Research 4th edition. melbourne: sage.
Creswell. (2013). Educational Research: Planing, Conducting and Evaluating
Quantitative and Qualitative 4th edition. melbourne : Sage.
Creswell. (2018). Research Design Qualitative, Quantitative, and Mix Method
Approaches. Melnourne: Sage.
Darlington, Yvonne, & Dorothy. (2002). Qualitative research in Practice: .
Australia: Allen & Unwin.
71
Dimroth, C. (2009). Function Categories in Learner Language: Study on

Language
Acquisition. Berlin: Sigurd Wendland.
Ellis, R. (2007). Oxford Introduction to Language Study : second Language
Acquisition. New York: oxford university press.
Farkhan, M. (2006). An Introduction to Linguistics . Jakarta: Lembaga Penelitian
UIN Jakarta.
Harmer, J. (2001). The practice of english language teaching. academia
accelerating
the world's research, 370.
Hornby. (2007). Oxford Advanced Learners’s Dictionary. Oxford : oxford
university press.
Justice, P. (2004). Relevant Linguistic an Introduction to the Structure ond use of
English for teacher. CA: CSLI Publication.
Katamba. (2009). Introducing Morphology. cambridge: Cambridge University .
Komariah, S. (2008). Interfensi Bahasa Inggris Dalam Bahasa Indonesia, pada
surat
kabar di Surabaya. Sidoarjo: Balai Bahasa.
Kushartanti. (2014). The Acquisition of Stylistic Variation by Jakarta Indonesia
Children. Netherlands: LOT Trans 10.
L Gaetz, S. P. (2011). the writer's word Boston. MA: person education print.
Lao, Y. A. (2017). FIRST LANGUAGE INTERFERENCES INTO ENGLISH
WRITING. international journal of research-granthaalayah, 5(12), 40-42.
lekova. (2009). language interference and methods of its overcoming in foreign
teaching. Trakia journal of science, 8, 8.
Marjusma, M. (1993). Physicolinguistic. Padang : Ikip Padang Press.
Mu'in, F. (2008). Interference and Integration.
O'Grady, W., & Guzman, V. (2010). Morphology the Analysis of word. Edinburg:
Longman Person Education Ltd.
72
O'Grady, W., & Gyzman, L. (1996). Morphology the analysis of word structure.
Edinburg: longman person education Ltd.
Pardiyono. (2017). Teaching Genre-Based Writing. Yogyakarta: Andi Offiser .
Plag, I. (2003). Word-Formation in English. New York: Cambridge University
Press.
Purba, R. (2018). Improving the Achievement on Writing Narrative text though
Discussion Starter Story Technique . Advances in Language Literarary
Studies, 29.
Rachmadie, S. (1990). Buku Materi Pokok Vocabulary. Jakarta: Kurnia Jakarta
Universitas Terbuka.
salim. (2018). Metodologi Penelitian Qualitatif. Medan: Cipta Pustaka Media.
Saville, & Troike. (2006). Introducing Second Language Acquisition. New York:
Combridge Universiti Press.
Suhendra, Y. (1994). Teori Terjemah: Pengantar ke arah pendekatan linguistik
dan sosiolinguistik. Bandung: Mandar Maja.
Sutarman, S. (2017). Derivactional and Inflectional Affixation in menu meni
Dialect of sasah language . journal longman, 121-136.
wati, a. (2018). the analysis of derivation in conversation script. S1-English
dapertment, 2, 181.
Wayan, P. (2017). Avoidance and Overuse of Indonesia Language among
Baliness Children. IJELS Education For the future, 32.
Webster, M. (2000). Collegrate Dictionary. USA: Springfield Massachu Setts.
73
APPENDIX
APPENDIX 1: The Name List of the Participant
Name Code
AIDA MAPAJA student 1
ANGGA DIPA SAPUTRA student 2
BAGAS AJI PANGESTU student 3
DIKI OKTA RAMADHAN student 4
ELISA DWI UTAMI student 5
FAUZ IZDIHAR WANDI student 6
FRISCA FRISILIANTI student 7
HIMMATUL ALIYAH student 8
IDRAKI BARRA student 9
FATHURRAHMAN
M. DZIKRI MAULANA student 10
ALDAFI
MARSUDI ADI SAPUTRA student 11
MUHAMMAD BAHRUL student 12
FIKRI
QALAM CIPTA ALPHA student 13
PAKAYA
RADHIN MAULIDI PUTRA student 14
TEGUH KARDIANSAH student 15
GUMELAR
WULAN RESFIA student 16
FEBRIANICA
ZAIDAN IBNU ARIFIN student 17
ZIDNY SYAFARA ISMAIL student 18
ZIELONA GORA ZAMAN student 19
74
APPENDIX 2: 11th Grader writing Narrative text

75
76
77
78
79
80
81
82
Appendix 3: Transcription and Description of Interference on derivational
affixes
The sentences Incorrect Correct
The poor rabbit would get his meal No known Unknown

which doesn’t known to the papa bear.
I not happy while for away from them Not happy Unhappy
Come here and backthe coat that I lent Back Return

you last week.”
The rabbit thought this was not possible Not possible Impossible
With Sudden, he saw a bird's nest in the With sudden Suddenly

top of a tall tree. Inside there are little
birds singing
They were screaming with loud because With loud Loudly
of fear.
Then he walked with quick while the With quick Quickly
bird was in his hand
Don't insult people who are more low More low Lower
than you
The more young child was very kind to More young Youngest
the rabbit.
Slow left the place because the bears do With slow Slowly
not want to touch the dead creatures
Has your tyranny and heart hard Heart hard Hardness
reached this limit?
than he getting closer to the one of more More big Bigger
big between other elephants
83
The sentences Incorrect Correct
he lay down on the ground not breath No breath Breathless

and pretended to be a dead man
The more fine in the whole country More fine Finest
Soon it carried her with safe to dry With safe Safety

ground
It was no hope for him to escape from No hope Hopeless
the trap
I can run more fast than you. More fast Faster
The Horse won by easy With easy Easily
not understanding the pain and sad Sad Sadness

caused by the separation from his
family that the bird felt.
Final the man asked the child Final Finally
I used to be a prison in prison for 3 Prison Prisoner
years
by her foolish the tiger looked in the With foolish Foolishly

river and surely saw another tiger in the
water
but so and so and soon he passed the So and so Steadily
rabbit
The more old monkey decided to build More old Oldest
a house from brick.
The child then direct counted the birds Direct Directly
then said
So dear, the crocodile was very hungry So dear Unfortunately
He also so roared until the mouse heard So road Uncontrollably

it.
84
she slipped and fell not intentional into No intention Unintentionally

the water.
The lion thanked him so deep deep So deep deep Profusely
85
APPENDIX 4: Interview
INTERVIEW GUIDELINES
L1 Interference on morphology derivational affixes on 11th grader writing
narrative text
(A Case Study at Assalam Senior High School Dawuan-Subang)
In an effort to obtain data, this study uses interviews as a method to
conduct an in-depth data assessment. The type of interview used is a semi-
structured interview. The question for a semi-structured interviews are prepared in
advance. The researcher may change inquiries throughout the interview procedure
to obtain additional details and comprehension.
The purpose of the interview:
1. To obtain information directly in describing and explaining a certain situation
and condition.
2. To obtain data in order to influence a particular situation or person
3. To supplement a scientific research or investigation.

86
Source
Research Problem Indicators Question Items
of Data
1) How to 1. Student 1. The 1. Do you
overcome first difficulties have any
language in learning difficulti
interference on English es when
morphology lesson you
derivational learning
affixes on English?
student writing
skill?
2. The 2. Do you
difficulties have
of writing difficulti
English es when
lesson you
write
English?
3. The factor 3. Do you
of L1 write
interference Indonesi
a first or
direct
into
English?
Source : https://www.jurnal.uinsu.ac.id/index.php/ijlres/article/view/5632/2537
87
Source
Research Problem Indicators Question Items
of Data
1. How to 1. Teache 1. The student 1. Are you going
overcome r effort to to ask the
first overcome teacher for
language the clarification on
interference interference issues that have
on been mentioned
morphology above?
derivational 2. the kind of 2. Do you give
affixes on approache treatment to
student teacher students who
writing used. write English
skill? used Indonesian
pattern?
3. the 3. Do you guide
strategies student on used
teacher used vocabulary?
in teaching
vocabularies
4. the teacher 4. Do you handle
role to L1 interference
overcome on student
L1 writing?
interference
Source : https://www.jurnal.uinsu.ac.id/index.php/ijlres/article/view/5632/2537
88
INTERVIEW INSTRUMENT
Date/time : November 19th, 2022
Place : MAs Assalam - Dawuan
Informant : Student 1
Response
Indicators Question Item Descriptions
Yes No
The difficulties in 1. Do you have any Yes I have

learning English difficulties when difficulties on part
lesson you learning √ writing and
English? listening, because
different how to
pronounce and
write, that’s make
me hard on writing
The difficulties of 1. Do you have yes, I am dizzy
writing English difficulties when when I write,
lesson you write √ arrange sentences
English? and determine the
part of speech.
The factor of L1 1. Do you write yes I do, I write
interference Indonesia first or Indonesian first than
direct into √ translate to English
English?
The student effort to 1. Are you going to yes I will ask my
overcome the ask the teacher teacher about my
interference for clarification √ problem in English
on issues that learning
have you been
mentioned ?
89
Informant : Studen 2
Response
Yes No
The difficulties in 1. Do you have Yes because the

learning English any different written and
lesson difficulties √ spoken.
when you
learning
English?
The difficulties of 2. Do you have yes, I don’t know
writing English difficulties about used affixes
lesson when you √ and how to arrange
write word in sentence.
English?
interference Indonesia Indonesian first than
first or direct √ translate to English
into English?
The student effort to 4. Are you yes I will ask my
overcome the going to ask teacher about my
interference the teacher √ problem in English
for learning
clarification
on issues that
have you
been
mentioned ?
90
Informant : student 3
Response
Yes No
The difficulties in 1. Do you have Yes I have

learning English any difficulties on part
lesson difficulties √ writing and
when you listening, because
learning different how to
English? pronounce and
me hard on writing
The difficulties of 2. Do you have yes, I I don’t know
writing English difficulties how to use new
lesson when you √ vocabulary and
write arrange the word.
English?
The factor of L1 3. Do you write No, I write in
interference Indonesia English directly
first or direct √
into English?
The student effort to 4. Are you yes I will ask my
overcome the going to ask teacher about my
interference the teacher √ problem in English
for learning, but before
clarification I ask my classmate
on issues that
have you
been
mentioned?
91
Response
Yes No
The difficulties in 1. Do you have any Yes. Writing and

learning English difficulties when reading.
lesson you learning √
English?
The difficulties of 2. Do you have yes, I am confuse
writing English difficulties when when I determine
lesson you write √ the vocabulary and
English? part of speech
English?
on issues that learning and than
have you been discuss with my
mentioned? friends
92
Response
Yes No

different how to
pronounce and
me hard on writing
The difficulties of 2. Do you have yes, because the
writing English difficulties when written and spoken
lesson you write √ different and a I
English? don’t know the part
of speech.
English?
on issues that learning and I will
have you been search on
mentioned ? dictionary.
93
Response
Yes No

learning English difficulties when difficulties on
lesson you learning √ listening, speaking
English? and writing.
The difficulties of 2. Do you have Yes confuse with
writing English difficulties when the pattern and
lesson you write √ sometime use the
English? Indonesia pattern.
The factor of L1 3. Do you write No I write directly
interference Indonesia first or into English.
direct into √
English?
The student effort to 4. Are you going to Maybe I will ask the
overcome the ask the teacher teacher but I will
interference for clarification √ found it first in
on issues that dictionary.
have you been
mentioned ?
94
Response
Yes No
The difficulties in 1. Do you have any Yes, I don’t like

learning English difficulties when English lesson.
English?
The difficulties of 2. Do you have Yeah just a little
writing English difficulties when sometime
lesson you write √
English?
The factor of L1 3. Do you write No, I directly into
interference Indonesia first or English.
direct into √
English?
on issues that learning.
have you been
mentioned ?
95
Response
Yes No
The difficulties in 1. Do you have Yes, I confuse when

learning English any difficulties listening part.
lesson when you √
learning
English?
The difficulties of 2. Do you have Yes, sometime
writing English difficulties difficult when
lesson when you write √ determine the word.
English?
The factor of L1 3. Do you write No, I lazy I direct to
interference Indonesia first English text.
or direct into √
English?
The student effort to 4. Are you going yes I will ask my
overcome the to ask the teacher about my
interference teacher for √ problem in English
clarification on learning
issues that have
you been
mentioned ?
96
Response
Yes No

different how to
pronounce and
me hard on writing
part of speech,
sometime I mixed
with Indonesia
pattern.
The factor of L1 3. Do you write No, I direct into
interference Indonesia first or English but
direct into √ sometime use
English? Indonesia pattern.
have you been
mentioned ?
97
Response
Yes No

lesson you learning √ Reading and writing
English?
The difficulties of 2. Do you have Confuse how to
writing English difficulties when write in English.
English?
English?
on issues that learning or I search
have you been by my self in
mentioned ? dictionary.
98
Response
Yes No

learning English difficulties when difficulties
English?
The difficulties of 2. Do you have yes, the written and
writing English difficulties when spoken are different.
English?
English? and I arrange word
by word.
have you been
mentioned ?
99
Response
Yes No
The difficulties in 1. Do you have Yah sometime

learning English any difficulties
lesson when you √
learning
English?
The difficulties of 2. Do you have Yeah, in speaking
writing English difficulties part and just a little
lesson when you write √ more in writing.
English?
The factor of L1 3. Do you write Yeah I do.
interference Indonesia first
or direct into √
English?
The student effort to 4. Are you going yes I will ask my
overcome the to ask the teacher about my
interference teacher for √ problem in English
clarification on learning
issues that have
you been
mentioned ?
100
Response
Yes No

different how to
pronounce and
me hard on writing
part of speech.
English?
have you been
mentioned ?
101
Response
Yes No

learning English difficulties when difficulties because
lesson you learning √ English is
English? complicated.
The difficulties of 2. Do you have No for me is
writing English difficulties when listening
English?
The factor of L1 3. Do you write No I write English
interference Indonesia first or directly but I
direct into √ translate word by
English? word.
have you been
mentioned ?
102
Response
Yes No

lesson you learning √ listening and
English? writing.
The difficulties of 2. Do you have yes, I because the
writing English difficulties when spoken and writing
lesson you write √ different.
English?
English? but I arrange word
by word.
have you been
mentioned ?
103
Response
Yes No

lesson you learning √ English learning.
English?
The difficulties of 2. Do you have yes, I don’t know to
writing English difficulties when write English
lesson you write √ correctly.
English?
English?
on issues that learning and I
have you been would to found the
mentioned ? word in dictionary.
104
Response
Yes No

learning English difficulties when difficulties
lesson you learning √ especially on
English? writing
writing English difficulties when when I arrange the
lesson you write √ word and the
English? determine the
pattern and I often
adapted Indonesia to
my English text.
English? and arrange word by
word.
have you been
mentioned?
105
Response
Yes No

lesson you learning √ reading and writing
English?
The difficulties of 3. Do you have yes, I confuse with
writing English difficulties when the part of speech.
English?
The factor of L1 3. Do you write No. I direct into
interference Indonesia first or English.
direct into √
English?
have you been
mentioned ?
106
Response
Yes No

different how to
pronounce and
me hard on writing
The difficulties of 4. Do you have Yes, I don’t know to
writing English difficulties when determine the word
lesson you write √ in part of speech.
English?
English?
have you been
mentioned ?
107
Date/time :19th November, 2022
Place : Husnayain office
Informant : Mrs. Fitria Dianiati, S.Pd
Response
Yes No
the kind of 1. Do you give Sometime I often

approache teacher treatment to focuses on students’
used students who √ speaking.
write English
used Indonesian
pattern?
the strategies teacher 1. Do you guide Sometime when
used in teaching student on used students ask for the
vocabularies vocabulary? √ mean of vocabulary
the teacher role to 1. Do you handle I focused on

overcome L1 L1 interference students’ speaking
interference on students’ √ and pronounced.
writing?
108
APPENDIX 5: Documentation
109
110

CHAPTER 5 Eca Fixs

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

CHAPTER 5 Eca Fixs

Uploaded by

Copyright:

Available Formats

CHAPTER V

CONCLUSION AND SUGGESTION

Language Interference on Morphological Derivational Affixes found in the 11 th

grader writing Narrative text at Assalam Senior High School Dawuan-Subang.

Based on the findings and discussion in the previous chapter, the

researcher can conclude that

1. Derivational affixes provide a big influence and contribution in

2. The kind of first language interference found on derivational affixes

combination between prefix + suffix in which there are no infixes at

3. The function of L1 interference of derivational affixes found is

changes the class of part of speech.

4. The Interference occurred when students don’t know how to write

English well especially on used affixes.

5. First language or mother tongue of students influenced their English

writing ability as foreign language.

6. To overcome the interference on morphology derivation affixes the

teacher the teacher focuses on adjusting the teaching method to suit

1) For the English teacher, when learning in vocabulary, the teacher is

expected to be more attention with the parts of speech, so the

the teacher is expected to be more attention on student choose, ways

expected to make correction and give further explanation towards

students’ interference during learning when they get interference on

arranges the word to make an affixes.

2) For the student, student should be able to mastery vocabulary on

practice writing especially on uses derivational affixes, to improve

their knowledge in English words as part of speech and affixes in

order to minimalize even prevented the interference when they write

interference on selection of word and phrase of students’ write.

Dimroth, C. (2009). Function Categories in Learner Language: Study on

APPENDIX 1: The Name List of the Participant

APPENDIX 2: 11th Grader writing Narrative text

Appendix 3: Transcription and Description of Interference on derivational

The sentences Incorrect Correct

The poor rabbit would get his meal No known Unknown

Come here and backthe coat that I lent Back Return

With Sudden, he saw a bird's nest in the With sudden Suddenly

The sentences Incorrect Correct

he lay down on the ground not breath No breath Breathless

Soon it carried her with safe to dry With safe Safety

The Horse won by easy With easy Easily

not understanding the pain and sad Sad Sadness

I used to be a prison in prison for 3 Prison Prisoner

by her foolish the tiger looked in the With foolish Foolishly

He also so roared until the mouse heard So road Uncontrollably

she slipped and fell not intentional into No intention Unintentionally

L1 Interference on morphology derivational affixes on 11th grader writing

(A Case Study at Assalam Senior High School Dawuan-Subang)

In an effort to obtain data, this study uses interviews as a method to

conduct an in-depth data assessment. The type of interview used is a semi-

structured interview. The question for a semi-structured interviews are prepared in

to obtain additional details and comprehension.

The purpose of the interview:

1. To obtain information directly in describing and explaining a certain situation

2. To obtain data in order to influence a particular situation or person

3. To supplement a scientific research or investigation.

Date/time : November 19th, 2022

Place : MAs Assalam - Dawuan

The difficulties in 1. Do you have any Yes I have

Date/time : November 18th, 2022

Place : MAs Assalam - Dawuan

The difficulties in 1. Do you have Yes because the

Date/time : November 18th, 2022

Place : MAs Assalam - Dawuan