SCIENTIFIC PAPER

WORD ANALYSIS
Created for fulfill the task

Subject: Basic Reading

Lecturer: Reknosari, M.Pd

Creators:

1. Fadillah Isnaeni : (201912500647)

2. Intan Septiana : (201912500638)

3. Irma Sri Rejeki Talis : (201912500609)

4. Umrotul Azizah : (201912500625)

5. Falentina Pardede : (201912500589)

English Education
Faculty of Language dan Art
Indraprasata PGRI University
2020
PREFACE

In the name of Allah SWT, the Gracious, the merciful. Alhamdulillah rise to

Allah SWT for bless and finally the author can finished this paper as well. This

paper is a research for completing Basic Reading project with Word Analysis

chapter. The author realized that this paper is far from perfect in the arrangement

or in the content of the paper. The writer hopes that the suggestions from the

reader can be a support to make her better in the next paper project.

Over all, the author consciously that this paper is far away from good thing

and perfect one, so we are accepting all of suggest and critics for more paper in

the future. The last but not least, the author thanked for all participant which join

and help us in this project, we hope this is can be useful and beneficial.

Jakarta, June 2020

The Author

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TABLE OF CONTENTS

PREFACE........................................................................................................................... i

TABLE OF CONTENTS ................................................................................................. ii

CHAPTER I INTRODUCTION .................................................................................... 1

A. Abstract ................................................................................................................... 1

B. Writing Purpose ...................................................................................................... 2

C. Formulation of The Problem ................................................................................... 2

CHAPTER II DISCUSSION .......................................................................................... 3

A. The Process of Develop Reading Vocabulary ........................................................ 3

B. Prefixes ................................................................................................................... 6

C. Suffixes ................................................................................................................... 9

D. Present and Past Participles as Adjectives ............................................................ 13

CHAPTER III CONCLUTIONS.................................................................................. 13

A. Resume .................................................................................................................. 13

B. Suggestion ............................................................................................................. 13

BIBLIOGRAPHY

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CHAPTER I

INTRODUCTION

A. Abstract

At higher education, reading becomes important as a way of

knowledge gaining. The reality reading takes roles in absorbing and

disseminating information to readers. Tony Buzan stated in his book,

“reading is understanding what the writer intended, taking in the written

word, and also the assimilation of printed information” (Buzan, 1991).

Reading is a process of extracting a message from a text which has been

constructed by a writer using orthographic symbols, a writer encodes the

message a reader decodes it.

Readers use their background of knowledge and experience to

compose meaning from the text in reading process. In this process, the

readers connect the ideas in the text to what they already know in order to

get the comprehension of the text. In addition, most people can understand

the material they read after reading word-by-word and spending a lot of time

repeating the difficult term.

Word analyzing or word study is breaking words down into smallest

units of meaning, called morphemes. Each morpheme has a meaning that

contributes to the whole word. Students‟ knowledge of morphemes helps

them to identify the meaning of words and builds their vocabulary. Being

able to analyze words is not only a critical foundational reading skill, it also

is essential for vocabulary development.

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B. Writing Purpose

1. Analyzing skills and critical thinking;

2. Knowing the process to developing reading vocabulary ;

3. Find patterns-prefixes, suffix, word structure;

4. Help understand words mean in that context;

5. Comprehend past and present participle as adjective;

6. Spelling, fluency, and comprehension.

C. Formulation of The Problem

1. Theoretical Benefit

Increase knowledge for readers to be able to analyze the words

and understanding the process to develop reading vocabulary as well

and so that it can be used in everyday life both academically and non-

academically.

2. Practical Benefit

The practical benefit can the author gets beside as a task is for

improve skills, interest in reading, writing also as a reference for

another paper in the future.

CHAPTER II

DISCUSSION

A. The Process of Develop Reading Vocabulary

Vocabulary plays a fundamental role in the reading process and is

critical to reading comprehension. We learn the meanings of most words

indirectly, through everyday experiences with oral and written language.

Other words are learned through carefully designed instruction. Vocabulary

refers to the words we must understand to communicate effectively.

Educators often consider four types of vocabulary: listening, speaking,

reading, and writing. Listening vocabulary refers to the words we need to

know to understand what we hear. Speaking vocabulary consists of the

words we use when we speak. Reading vocabulary refers to the words we

need to know to understand what we read. Writing vocabulary consists of

the words we use in writing.

Vocabulary plays an important part in learning to read. Beginning

readers must use the words they hear orally to make sense of the words they

see in print. Kids who hear more words spoken at home learn more words

and enter school with better vocabularies. This larger vocabulary pays off

exponentially as a child progresses through school. Consider, for example,

what happens when a beginning reader comes to the word dig in a book. As

she begins to figure out the sounds represented by the letters d, i, g, the

reader recognizes that the sounds make up a very familiar word that she has

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heard and said many times. It is harder for a beginning reader to figure out

words that are not already part of their speaking (oral) vocabulary.

Vocabulary is a key to reading comprehension. Readers cannot

understand what they are reading without knowing what most of the words

mean. As we learn to read more advanced texts, they must learn the

meaning of new words that are not part of their oral vocabulary. The

scientific research on vocabulary instruction reveals that most vocabulary is

learned indirectly and that some vocabulary must be taught directly. Thus,

research supports using a combination of both indirect and direct

approaches.

1. Indirect Vocabulary Learning

We learn the meanings of most words indirectly, through

everyday experiences with oral and written language. We learn word

meanings indirectly in three ways:

• They engage daily in oral language;

• They listen to adults read to them;

• They read extensively on their own.

2. Direct Vocabulary Learning

Although a great deal of vocabulary is learned indirectly, some

vocabulary should be taught directly. Direct instruction helps students

learn difficult words, such as words that represent complex concepts

that are not part of students every day experiences. Direct instruction
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of vocabulary relevant to a given text leads to better reading

comprehension.

Direct instruction includes:

• Providing students with instruction in specific words that are

important to us content learning or understanding of a particular

text

• Teaching students more general word-learning strategies that they

can apply to a variety of words, such as analyzing parts of words

(e.g., root words)

Have you wondered how as an adult you can grow your

vocabulary should you take a class? Make vocabulary cards and post

around the house? Those could work, but there is another way to do it

as you read throughout the day. If you are an avid reader, this will

much easier since you are in the world of books already much of the

time. In all honesty, can you say that you know the meaning of every

single word that you read? You might be surprised at how many you

are not completely sure of.

The general ideas of vocabulary learning strategies is almost

similar with language learning strategies as it is a subcategory in the

framework of language learning strategies but it more focuses on

vocabulary learning. Takac, defined vocabulary learning strategies as

some activities, behaviors, steps or techniques used by learners to help

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them to discover lexical items of the word, meaning and form, and

then store it in their brain.

B. Prefixes

Prefixes are letters which we add to the beginning of a word to make a

new word with a different meaning. Prefixes can, for example, create a new

word opposite in meaning to the word the prefix is attached to. They can

also make a word negative or express relations of time, place or manner.

Base Word Prefixed Word Type Of Meaning

Possible Impossible opposite

Able Unable opposite/negation

Payment Non-Payment negation

War Pre-War time (before)

Terrestrial Extraterrestrial place (outside of/beyond)

Cook Overcook manner (too much)

Examples :

 I‟m sorry I was unable to attend the meeting.

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 Non-payment of fees could result in a student being asked to leave the

course.

 Has anyone ever really met an extraterrestrial being? (meaning a being

from another planet)

 The meat was overcooked and quite tasteless.

1. List of Common Prefixes

Prefix Meaning Examples

a on aboard (onboard)
in asleep (in sleep)
from arise (rise from)
up awake (wake up)
not atheist (not a theist)
without apathy (without pathy)

ab bad abuse (bad use)

not abnormal (not normal)

ad to adjoin (to join)

ante before antedate (before date)

anti against antiseptic (against septic)

opposite of anticlimax (opposite of climax)

auto self autobiography (self-biography)

bi two bilateral (two sides)

co with co-exist (exist with)

de down detrain (down train)

reversal demerit

di two dioxide (two oxides)

dia through diameter

dis not disallowed (not allowed)

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opposite dishonor (opposite of honor)

en on enact (on action)

in encage (in the cage)

ex out of extract (out of anything)

former ex-student

il opposite of illegal (opposite of legal)

im the opposite of impossible (opposite of possible)

in the opposite of inability (opposite of ability)

ir the opposite of irrational (opposite of rational)

inter within interschool (within the school)

fore before foretell (telling before)

hemi half hemisphere (half sphere)

homo like/same homogeneous (same species)

hyper beyond/over hypersensitive (oversensitive)

hypo under hypothesis (under thesis)

mal bad malpractice (bad practice)

ill malnutrition (ill nutrition)

mis bad misconduct (bad conduct)

mono single monologue (single logue)

non not/opposite nonsense (opposite of sense)

post after postmodern (after modern)

pre before pretext (before text)

peri round perimeter (round meter)

re again regain (again gain)

semi half semifinal (half final)

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sub backup/alternate subway (alternate way)

super over/beyond supernatural (beyond natural)

to this today (this day)

trans across transform (across form)

ultra beyond ultramodern (beyond modern)

un not/opposite unable (not able)

vice alternative of vice-captain (alternative of captain)

C. Suffixes

Suffixes are the letter/s which are added at the end of a stem to make

new words. The affixes used in the suffixed words are different from the

affixes used in the prefixed words, and they make different kinds of words.

A suffix (also called ending) is an affix that is placed after the stem of a

word.

Example:

Reader = „read‟ is the stem of the word which has different meaning

and different grammatical function in a sentence but the affix „er‟ changes

both the meaning and the grammatical function of the word to make a new

word.

 Reading

 Readable

 Creator

 Creation
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Note: It is not necessary that a suffix change both meaning and grammatical

property of the words. It can perform either of them.

1. List of Common Suffixes

A suffix can make a word/stem of a word a noun, verb, adverb,

or adjective. A suffix can also make a transition in the degree of an

adjective or in the tense of a verb.

a) Noun Suffixes

Suffix Meaning Example

-age a condition leakage, bondage, marriage

-al an action denial, removal, approval

-ar one who performs the beggar, liar, scholar

action

-cy state urgency, emergency, fallacy

quality accuracy, decency, lunacy

-dom place kingdom, dukedom, earldom

state of being boredom, freedom, stardom

-ee one who performs an interviewee, internee, employee,

action nominee

-er one who performs the reader, driver, maker, painter

action

-hood state of being boyhood, childhood, manhood

-ion condition union, opinion

-ism doctrine or belief marxism, Sufism, egotism

-ist one who is something dentist, chemist, Marxist, atheist

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-ice the result of an action service, cowardice

-logy theory biology, geology, ecology

-ment the condition of an acknowledgement, punishment,

action agreement

- doer artisan, citizen, surgeon

on/en/
an

-ness state of being sadness, happiness, rudeness,

business

-nce state abundance, absence, presence

quality brilliance, endurance, obidience

-or one who performs the creator, supervisor, sailor

action

-ship position held internship, partnership, kinship

-sion state of being illusion, inclusion, extension

-tion state of being creation, information,

confirmation

-tude result of an action fortitude, magnitude, servitude

-ty quality flexibility, sensibility, frailty

state
serenity, safety, reality

b) Verb Suffiex

Suffix Meaning Example

-ate do captivate, annihilate, exterminate

-en do broaden, awaken, strengthen

-er do chatter, glitter, glimmer

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-ish do publish, nourish, punish, banish

-fy make rectify, simplify, amplify

-ize become humanize, organize, socialize,

legalize

c) Adjectives Subject

Suffix Meaning Example

-able capable of being presentable, readable, believable

-al belonging to legal, local, mental, mortal, fatal,

musical

-ar quality familiar, regular, circular

-ed quality gifted, talented, learned, cultured

-en made of golden, wooden, woolen, leaden

-ful notable for beautiful, wonderful, doubtful

-ible capable of admissible, divisible, sensible

-ic pertaining to allergic, mythic, domestic, historic

-ish belonging to selfish, Turkish, Irish, Polish,

childish

-istic characterized by an fantastic, pessimistic, optimistic,

attribute sarcastic

-ile having the nature of fragile, juvenile, servile

- belonging to Indian, American, Russian,

ian/an Victorian

-ive having the nature of creative, punitive, divisive,

decisive

-less without fearless, helpless, endless, tireless

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-ous characterized by an studious, pious, religious, joyous

attribute

-y characterized by smelly, healthy, greedy, wealthy

D. Present and Past Participles as Adjectives

1. Participles

A participle is a word that is made from a verb and usually ends

in -ING or -ED. For example, the verb “to surprise” can be made into

the words “surprising” and “surprised.”

Participles can act as one of three parts of speech:

a) A verb tense when used with the verb “to be”;

b) A gerund;

c) An adjective.

2. Adjectives

Participial adjectives are used just like normal adjectives. In

other words, they can appear before a noun, such as in the words

“surprising results.” Or, they can appear after linking verbs, such as in

the sentence, “The results were surprising.”

3. Present Participle as an Adjective

The present participle as an adjective has an active meaning.

And, adjectives with -ING endings often describe a quality of a

person, thing or idea. They describe the thing that causes a feeling or

emotion.
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Example:

a) Last night was an embarrassing situation;

b) The book is very satisfying.

4. Past Participle as an Adjective

The past participle as an adjective has an passive meaning.

Adjectives with -ED endings tell us how people feel about something

or someone. It is less common for words with the –ED ending to

describe non-living things, situations or ideas.

Example:

a) The terrified villagers ran for their lives from eruption;

b) I was shocked by the president‟s words.

CHAPTER III

CONCLUTION

A. Resume

Word analyzing or word study is breaking words down into smallest

units of meaning, called morphemes. Each morpheme has a meaning that

contributes to the whole word. Students‟ knowledge of morphemes helps

them to identify the meaning of words and builds their vocabulary. Being

able to analyze words is not only a critical foundational reading skill, it also

is essential for vocabulary development. In conclusion, the least frequent

strategy used is asking the teacher to put new word in another sentence.

Although dictionary was not the first most strategy used, however it is still

the best reference in looking for the meaning of the words. Both students

with higher GPA score and students with lower GPA score had the same

idea only in choosing the first most frequent strategy and the first less one

B. Suggestion

The author suggest from this paper discussion is realized that this paper

far from perfectly and pretty cool. Ao the author hope that the readers could

give a feedback like critics and suggest for better paper in the future.

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BIBLIOGRAPHY

LearnGrammar.Net. (2011, Augustus 7). Prefixes: Definition with Examples.

Retrieved June 17, 2020, from Learn English:
https://www.learngrammar.net/english-grammar/prefixes

Razali, K., & Razali, I. (2013). STRATEGIES IN IMPROVING READING

COMPREHENSION THROUGH VOCABULARY ACQUISITION.
Englisia, 1-5.