ENGLISH MORPHOLOGY

(Morphology In Our Life)

Complited by : Ringgit Rahayu Munthe

(0304183189)
Lecturer : Vieny Nazrillah Siregar, M. Hum

ENGLISH DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING
S TA TE I S LA MI C UN I V ER S I TY OF N OR TH SU MA TER A
MEDAN 2020
 PREFACE

First of all, give thanks for God’s love and grace for us. Thanks to God for helping me and
give us chance to finish this assignment timely. And we would like to say thank you to mam as
the lecturer that always teaches us and gives much knowledge about how to practice English well
especially in English Morphology.

This assignment is one of English task that contains of the english Morphology. I realized
this assignment is far from perfect. But I hope it can be useful for me. Critics and Suggestions
are needed here to make this assignment be better.

Hopefully we are, as student in English Department can work more professional by using
English as the second language in every activity we do. Thank you.
 CHAPTER I

INTRODUCTION

Background

Language is very important in communication both written and oral. So that its use must be
based on language and vocabulary rich and complete. Likewise with the Indonesian language
which is the property of the Indonesian people is an effective and efficient communication tool
in unifying this nation.

Grammar must take place in accordance with the norm of its use so that it can be accepted
by all users, namely standard grammar. Standard grammar is a language that is fluent in its use
and is not constraining for the language concerned. Language has the structure and form that
makes up a word. Therefore the language of morphology that studies the structure and form of
words is very important to be studied by this nation both from the lower levels to the upper
levels.

Problem Formulation

1.What is Morphology?

2. How can we take the morphology in classroom?

Purposes

1. To know the definition of morphology

2. To know the step to take the morphology in classroom and important morphology
 CHAPTER II

MAIN BODY

A word Morphology is from Greece “morphe “that has meaning “forms”. It means the
morphology is a science of language that focuses on language and how that language special
word formed.Morphology is the study of the basic building blocks of meaning in language.
Morphology is the study of how words are put together or “shaped” by using morphemes, which
include prefixes, roots, and suffixes.

Knowing the different morphemes in a word allows one to not only figure out its definition,
but also determine whether it’s a noun, verb, or adjective. The words morphology and morpheme
both come from the Greek root word morph meaning “shape;” morphology is therefore the study
of the “shape” words take, whereas morphemes are those building blocks which “shape” the
word.

Morphology refers is the words of language (Fronklim, Rodman, Hyams, 2011:36). Words
are an important part of linguistic knowledge and constitute a component of out mental
grammars, but one can learn thousands words in a language and still not know the language.
Anyone who tried to communicate in a foreign country by merely using a dictionary knows this
is true. On the other hand, without words we would be unable to convey our thoughts through
language or understand the thoughts of others.

Morphology is the study of how words are structured and how they are put together from
smaller parts (Language Files, 1988:117). Despite the popular notion that the word is the
smallest meaningful unit, the smallest unit with meaning is actually the morpheme. A word may
be made up of several morphemes. Morphology is the study of formal relationships between
words (Singh, Starosta 2003:18). Morphology is at the conceptual centre of linguistics. This is
not because it is the dominant subdiscipline, but because morphology is the study of word
structure, and words are at the interface between phonology, syntax and semantics. Words have
phonological properties, they articulate together to form phrases and sentences, their form often
reflects their syntactic function, and theirparts are often composed of meaningful smaller
pieces.It is true that there are some words whose sound seems to reflect their meaning fairy
directly. These include so-called onomatopoeic words, such as words for animal cries: bow-
wow, miaow, cheep, cock-a-doodle-doo ( Carstairs 2002:6-7 ).

A. Types of Morphemes

The term morpheme is used to refer to the smallest unit that has meaning or serves a
grammatical function in a language. Morphemes are the atoms with which words are built
( Katamba, 1994:20). A morpheme can be made up of one phoneme, e.g. the plural /z/, or more
than one phoneme as in /dɒg/. We can equate morphemes with what we call ‘words’, since cats
is one word but two morphemes. Nor can we equate morphemes with syllables, since elephant
has three syllables but is one morpheme. Morphemes are the minimal meaningful units which
may constitute words or parts of words, e.g. re-, de-, un-, -ish, -ly, - ceive, - mand, tie, boy, and
like in the combinations receive, demand, untie, boyish, likely (Nida, 1967:1). The morpheme
arrangements which are treated under the morphology of a language include all combinations
that form words or parts of words. Combinations of words into phrases and sentences are treated
under the syntax. A morpheme is the minimal linguistic unit which has a meaning or
grammatical function. Although many people think of words as the basic meaningful elements of
a language, many words can be broken down into still smaller units, called morphemes.

From the understanding of morphology above, one example of morphological analysis of

teaching can be taken which can produce many other words in different categories and meanings
of words, such as: learning, student, lesson, instructor, teaching, teaching, teaching, teaching,
learning, teaching, teaching, teaching, teaching, teaching, etc. Try discussing with friends

From the definition of morphology stated above it can be mentioned that the object
commonly called morphology is the formation of words, the effect of word formation on word
groups, and the effect of word formation on word meanings. In word formation, we must recall
about the original form and basic form, various affixes or affixes, re-words, and compound
words. Consider the sentence below:

1. He runs fast.

2. The child is running around.

 3. Clothes are good.

4. He is in blue.

5. The child has plastic surgery.

The first sentence consists of words consisting of one morpheme, namely: he, one
morpheme, run, one morpheme, fast, one morpheme. The second sentence consists of three
words, namely: child, one morpheme, that, one morpheme, running, three morphemes which are
formed from: ber, one morpheme as affixed morpheme, running, one morpheme as the basic
form of running, and the second run, one morpheme as a repeat morpheme. The third sentence
consists of three words, each one morpheme, namely: clothes, one morpheme, that, one
morpheme, and good, one morpheme. The fourth sentence consists of three words, namely: he,
one morpheme, dressed, two morphemes, are: bers, one morpheme, as a clothes affix morpheme,
one morpheme as a form of blue origin, one morpheme The fifth sentence consists of four words,
namely: child, one morpheme, that, one morpheme, undergoes, three morphemes, which are
formed from: meN-, one morpheme as an affix morpheme, the way, one morpheme as the
original form morpheme, and -i, one morpheme as an affix morpheme. plastic surgery, two
morphemes, are: surgery, one morpheme, plastic, one morpheme.

If we pay attention to the form of the word shirt in the sentence Shirt is good, with the word
shirt in the sentence He is in blue. The shirt class includes nominal words (nouns), while shirts
with words include verbal words (verbs). This change in word group is caused by a change in
word form. In the area of meaning, the words run, run, and run all have different meanings.
Likewise the words fruit, fruit, fruit, and souvenir have different meanings. This is caused by
changes in the form of words.

Students learn the language as fast as possible. One of the ways in which they could achieve
this, as suggested by authors such as Graves (2006), Kieffer (2009) and Kieffer and Lesaux
(2012a/2012b), is to enable learners to acquire morphological awareness and help them
recognize and manipulate new words. Reasonably, language learnerswho recognize how English
words are created, by combining prefixes, suffixes, and roots, tend to have more words and
comprehend texts better .
 Morphological awareness is defined as “children’s conscious awareness of the morphemic
structure of words and their ability to reflect on and manipulate that structure” Carlisle (1995, p.
194). In other words, it means learners’ understanding of the structure of words as combinations
of the smallest meaningful elements that we refer to as morphemes. This definition includes
learners’ knowledge of both derivations and inflections in language at the same time.
Derivational morphology comprises our knowledge of prefixes (e.g., -un in undo or -dis in
disconnect), suffixes (e.g., -ation in specialization or formation), and compounding (e.g.,
homework and highlight are both compound words). On the other hand, inflectional morphology
deals primarily with indicating grammatical changes in words (e.g., -s in boys or - ed in wanted
are both grammatical inflections). This awareness of both inflectional and derivational
morphology occurs when the learner understands relationships among words and word forms and
decomposes morphologically complex words into the smallest meaningful units (Kieffer and
Lesaux, 2012a, p. 25). To put it another way, derivational morphological awareness is of
particular interest for language teaching and it plays a crucial role in understanding the language
development of learners. This canbe manipulated when learners can manipulate derived word
forms, to understand connections between different morphological forms of a word, and to create
new derivations of known words.

B. How Can We, Then, Take Morphology Into The Language Classroom?

1. Building on previous research in this area, some scholars such as Kieffer & Lesaux
(2007/2009/2012a) propose four main instructional principles that can also be used in the
language classrooms.

a. . Teaching morphology explicitly and as a separate component of vocabulary

teaching.

2. Teaching students “as a cognitive strategy” with explicit steps. In order to break a word
down into morphemes, learners must complete the following four steps:

a. Recognize that they do not know the word or do not have a deep understanding of the meaning
of the word.
 3. b. Analyze the word for recognizable morphemes in the roots, prefixes, and suffixes.

c. Think of a possible meaning based upon the parts of the word.

d. Check the meaning of the word against the context.

4. And now i will explain you why the morphology is important.

5. Some important reasons for studying language morphology:

 Add knowledge

 Make it easy to use morpheme

 knowing of some word functions

 Make it easy for someone to communicate.

 CHAPTER III

CLOSING

A. Conclusion

Morphology is one aspect in linguistic specially studies about a word and linguistic studies
about language, to make a good language we must study about morphology because morphology
is one of basics thing in linguistic. Morphology is very important for every people, because if we
understand morphology, we will easy to make new word.

Free morphemes are those that can stand alone as words.Free morphemes are also
referred as roots.Bound morphemes can occur only in combination—they are parts of a
word.Bound morphemes are also referred to as affixes, among which there are prefixes, Infixes,
and suffixes

B. Suggestion

I am as the writers of this paper just want to say Happy Reading for all of you. I know this
paper is not great enough and for that we still accept all of your comment, suggestion, advices,
and others, Thank you.