STRESS CHANGES IN ENGLISH AGENTIVE NOMINALIZATION OF ...
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STRESS CHANGES IN ENGLISH AGENTIVE
NOMINALIZATION OF SUFFIXES
{-EE} AND {-ANT}
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements
for the Degree of Sarjana Sastra
in English Letters
By
IKA SEPTIYANA
Student Number: 144214132
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
UNIVERSITAS SANATA DHARMA
YOGYAKARTA
2018
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STRESS CHANGES IN ENGLISH AGENTIVE
NOMINALIZATION OF SUFFIXES
{-EE} AND {-ANT}
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements
for the Degree of Sarjana Sastra
in English Letters
By
IKA SEPTIYANA
Student Number: 144214132
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
UNIVERSITAS SANATA DHARMA
YOGYAKARTA
2018
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Don’t put till TOMORROW
What you can do TODAY
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ACKNOWLEDGEMENTS
Firstly, I would like to express my deepest gratitude to God who gives me
a chance in my life to complete my studies so that I can finish this undergraduate
thesis.
My sincere thanks also goes to my thesis advisor, Arina Isti’anah S.Pd.,
M.Hum., for all her time, guidance, patience and advice in writing this
undergraduate thesis. Her guidance helped me in all the time of research and
writing this thesis. I could not have imagined having a better thesis advisor for my
linguistic study. I also would like to thank my co-advisor, Adventina Putranti
M.Hum., for the correction, suggestion, and motivation, so I can improve my
writing.
Besides my thesis advisor, my gratitude also goes to my beloved family
for never being tired to support me in any situation. I am owning gratitude to my
father, Supriyanto, for his support both financial and spiritual and my mother,
Jarwati, for her trust and love to me. Moreover, I feel grateful for having brothers
and sisters who really care of me.
I would like to thank my friends: Elsa, Rea, Handy, Agung, and Gaby for
being my second family in Yogyakarta and for making good memories together.
Especially I thank Luthfi who kindly supports me for the last four years and never
being tired to accompany me in any condition. Last but not least, I would thank
my KKN friends for being really nice to me and making more colors in my life.
Ika Septiyana
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TABLE OF CONTENTS
TITLE PAGE ..................................................................................................... ii
APPROVAL PAGE .......................................................................................... iii
ACCEPTANCE PAGE ..................................................................................... iv
STATEMENT OF ORIGINALITY .................................................................. v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA
ILMIAH ............................................................................................................. vi
MOTTO PAGE ................................................................................................ vii
ACKNOWLEDGEMENTS ............................................................................ viii
TABLE OF CONTENTS .................................................................................. ix
LIST OF FIGURES ......................................................................................... xii
LIST OF TABLES .......................................................................................... xiv
ABSTRACT ..................................................................................................... xv
ABSTRAK ........................................................................................................ xvi
CHAPTER I: INTRODUCTION ...................................................................... 1
A. Background of the Study .......................................................................... 1
B. Problem Formulation ................................................................................ 5
C. Objectives of the Study ............................................................................. 5
D. Definition of Terms .................................................................................. 5
CHAPTER II: REVIEW OF LITERATURE................................................... 7
A. Review of Related Studies ........................................................................ 7
B. Review of Related Theories .................................................................... 11
1. Morphology ........................................................................................ 11
a. Morpheme ...................................................................................... 11
b. Suffix ............................................................................................. 12
2. Phonology .......................................................................................... 14
a. Types of Stress ............................................................................... 14
i. Ultimate Stress ........................................................................... 15
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ii. Penultimate Stress ..................................................................... 15
iii. Antepenultimate Stress ............................................................. 16
b. Syllable Weight .............................................................................. 16
c. Morphophonemic Process .............................................................. 18
C. Theoretical Framework ........................................................................... 19
CHAPTER III: METHODOLOGY ................................................................ 20
A. Object of the Study ................................................................................. 20
B. Approach of the Study ............................................................................ 20
C. Method of the Study ............................................................................... 21
1. Data Collection ................................................................................... 21
2. Data Analysis ..................................................................................... 22
CHAPTER IV: ANALYSIS (RESULTS AND DISCUSSIONS).................... 24
A. Base Categories in English Agentive Nominalization of Suffixes {-ee}
and {-ant} ............................................................................................... 24
1. Base Categories of the Suffix {-ee} .................................................... 25
a. Adjective Bases .............................................................................. 25
b. Noun Bases .................................................................................... 26
c. Verb Bases ..................................................................................... 28
2. Base Categories of the Suffix {-ant} ................................................... 30
a. Verb bases ...................................................................................... 30
B. Stress Types Change in English Agentive Nominalization of Suffixes
{-ee} and {-ant} ..................................................................................... 32
1. Types of Stress Change in English Agentive Nominalization of
the Suffix {-ee} .................................................................................. 33
a. Primary Stress to Ultimate Stress of the Suffix {-ee} ...................... 33
b. Ultimate Stress to Ultimate Stress of the Suffix {-ee} ..................... 35
c. Penultimate Stress to Ultimate Stress of the Suffix {-ee} ................ 38
d. Ultimate Stress to Penultimate Stress of the Suffix {-ee} ................ 40
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2. Types of Stress Change in English Agentive Nominalization of
the Suffix {-ant} ................................................................................ 43
a. Primary Stress to Penultimate Stress of the Suffix {-ant} ................ 43
b. Ultimate Stress to Penultimate Stress of the Suffix {-ant} .............. 46
c. Penultimate Stress to Antepenultimate Stress of the Suffix {-ant} .. 48
d. Penultimate Stress to Penultimate Stress of the Suffix {-ant}.......... 51
e. Ultimate Stress to Antepenultimate Stress of the Suffix {-ant} ....... 52
f. Ultimate Stress to Ultimate Stress of the Suffix {-ant} .................... 54
g. Antepenultimate Stress to Antepenultimate Stress
of the Suffix {-ant} ........................................................................ 56
CHAPTER V: CONCLUSION ....................................................................... 59
REFERENCES ................................................................................................ 61
APPENDICES .................................................................................................. 64
Appendix 1: The Words Attached by the Suffix {-ee} ................................ 64
Appendix 2: The Words Attached by the Suffix {-ant} ............................... 67
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LIST OF FIGURES
Figure 1 The Syllable Structure of the Words “grand” and “train” ...................... 34
Figure 2 The Syllable Structure of the Word “grandee” ...................................... 35
Figure 3 The Syllable Structure of the Word “trainee” ....................................... 35
Figure 4 The Syllable Structure of the Word “intern” ......................................... 36
Figure 5 The Syllable Structure of the Word “return” ......................................... 37
Figure 6 The Syllable Structure of the Word “internee” ..................................... 37
Figure 7 The Syllable Structure of the Word “returnee” ..................................... 38
Figure 8 The Syllable Structure of the Word “mortgage” ................................... 40
Figure 9 The Syllable Structure of the Word “mortgagagee” .............................. 40
Figure 10 The Syllable Structure of the Word “commit” .................................... 41
Figure 11 The Syllable Structure of the Word “employ” .................................... 42
Figure 12 The Syllable Structure of the Word “committee” ................................ 42
Figure 13 The Syllable Structure of the Word “employee” ................................. 43
Figure 14 The Syllable Structure of the Words “claim” and “serve” ................... 44
Figure 15 The Syllable Structure of the Words “claimant” and “servant” ........... 45
Figure 16 The Syllable Structure of the Word “inform” ..................................... 47
Figure 17 The Syllable Structure of the Word “account” .................................... 47
Figure 18 The Syllable Structure of the Word “informant” ................................. 48
Figure 19 The Syllable Structure of the Word “accountant” ............................... 48
Figure 20 The Syllable Structure of the Word “combat” ..................................... 50
Figure 21 The Syllable Structure of the Word “combatant” ................................ 50
Figure 22 The Syllable Structure of the Word “enter” ........................................ 51
Figure 23 The Syllable Structure of the Word “entrant” ..................................... 52
Figure 24 The Syllable Structure of the Word “command” ................................. 53
Figure 25 The Syllable Structure of the Word “commune” ................................. 53
Figure 26 The Syllable Structure of the Word “commandant” ............................ 54
Figure 27 The Syllable Structure of the Word “communicant” ........................... 54
Figure 28 The Syllable Structure of the Word “confide” .................................... 55
Figure 29 The Syllable Structure of the Word “confidant” ................................. 56
Figure 30 The Syllable Structure of the Word “celebrate” .................................. 57
Figure 31 The Syllable Structure of the Word “deviate” ..................................... 57
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Figure 32 The Syllable Structure of the Word “celebrant” .................................. 58
Figure 33 The Syllable Structure of the Word “deviant” ..................................... 58
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LIST OF TABLES
Table 1 Adjective Bases of the Suffix {-ee} ....................................................... 26
Table 2 Noun Bases of the Suffix {-ee} ............................................................. 27
Table 3 Verb Bases of the Suffix {-ee} .............................................................. 28
Table 4 Verb Bases of the Suffix {-ant} ............................................................. 30
Table 5 Stress Changes from Primary Stress to Ultimate Stress
of the Suffix {-ee} ................................................................................. 33
Table 6 Stress Changes from Ultimate Stress to Ultimate Stress
of the Suffix {-ee} ................................................................................. 36
Table 7 Stress Changes from Penultimate Stress to Ultimate Stress
of the Suffix {-ee} ................................................................................. 39
Table 8 Stress Changes from Ultimate Stress to Penultimate Stress
of the Suffix {-ee} ................................................................................. 41
Table 9 Stress Changes from Primary Stress to Penultimate Stress
of the Suffix {-ant} ................................................................................ 44
Table 10 Stress Changes from Ultimate Stress to Penultimate Stress
of the Suffix {-ant} ................................................................................ 46
Table 11 Stress Changes from Penultimate Stress to Antepenultimate Stress
of the Suffix {-ant} ................................................................................ 49
Table 12 Stress Changes from Penultimate Stress to Penultimate Stress
of the Suffix {-ant} ................................................................................ 51
Table 13 Stress Changes from Utimate Stress to Antepenultimate Stress
of the Suffix {-ant} ................................................................................ 52
Table 14 Stress Changes from Utimate Stress to Ultimate Stress
of the Suffix {-ant} ................................................................................ 55
Table 15 Stress Changes from Utimate Stress to Ultimate Stress
of the Suffix {-ant} ................................................................................ 56
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ABSTRACT
SEPTIYANA, IKA. (2018). Stress Changes in English Agentive
Nominalization of Suffixes {-ee} and {-ant}. Yogyakarta: Department of English
Letters, Faculty of Letters, Universitas Sanata Dharma.
Stress is one of phenomenon in linguistics which has an important role in
communication. Stress is important because different stress placement on words
might change the meaning of words. Therefore, this study focuses on stress
changes in English agentive nominalization of suffixes {-ee} and {-ant}. The aim
is to know the change of stress types in words with additonal of suffixes {-ee} and
{-ant}.
There are two objectives in this study. The first is to find out the base
categories in English agentive nominalization of suffixes {-ee} and {-ant}. The
second is to find out the stress types changed in English agentive nominalization
of suffixes {-ee} and {-ant}.
Oxford Advanced Learner’s Dictionary was used as the source in
collecting the data. Based on the source, there were 49 words which could be
attached to suffixes {-ee} and {-ant} in forming agentive nominalization.
Furthermore, to make it more specific, morphological approach was used to find
out the base categories and phonological approach was used to find out the stress
types change.
Based on the problem formulation, the first finding is that there were 1
adjective bases, 5 noun bases, and 17 verb bases ending with the suffix {-ee}.
Moreover, there were 26 verb bases ending with suffix {-ant}. The second finding
is that there were 4 types of stress changes in English agentive nominalization of
the suffix {-ee}: primary stress to ultimate stress, ultimate stress to ultimate stress,
penultimate stress to ultimate stress, and ultimate stress to penultimate stress.
Furthermore, there were 7 types of stress changes in English agentive
nominalization of the suffix {-ant}: primary stress to penultimate stress, ultimate
stress to penultimate stress, penultimate stress to antepenultimate stress,
penultimate stress to penultimate stress, ultimate stress to antepenultimate stress,
ultimate stress to ultimate stress, and antepenultimate stress to antepenultimate
stress. In conclusion, stressed syllable must be heavy, meanwhile a heavy syllable
does not have to be stressed. In addition, most of the ambisyllabic words were
heavy syllables.
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ABSTRAK
SEPTIYANA, IKA. (2018). Stress Changes in English Agentive
Nominalization of suffixes {-ee} and {-ant}. Yogyakarta: Program Studi Sastra
Inggris, Fakultas Sastra, Universitas Sanata Dharma.
Penekanan adalah salah satu fenomena dalam bidang bahasa yang
mempunyai peranan penting dalam komunikasi. Penekanan adalah hal yang
penting karena perbedaan penempatan penekanan pada sebuah kata dapat
mengakibatkan perubahan makna pada kata tersebut. Oleh karena itu, studi ini
difokuskan pada perubahan penekanan pada kata benda orang yang berimbuhan
dengan imbuhan {-ee} and {-ant} dalam bahasa Inggris. Tujuannya adalah untuk
mengetahui perubahan tipe penekanan pada kata-kata yang berimbuhan {-ee} dan
{-ant}.
Ada dua tujuan utama dalam studi ini. Yang pertama adalah untuk
menemukan kata dasar bahasa Inggris apa saja yang dapat menyandang imbuhan
{-ee} dan {-ant} yang berfungsi sebagai kata ganti orang. Yang kedua adalah
untuk menemukan perubahan tipe penekanan pada kata benda orang yang
berimbuhan dengan imbuhan {-ee} and {-ant} dalam bahasa Inggris.
Kamus Oxford Advanced Learner’s Dictionary digunakan sebagai sumber
untuk mengumpulkan data. Berdasarkan sumber, ditemukan 49 kata dasar yang
dapat menyandang imbuhan {-ee} dan {-ant} agar membentuk kata benda orang.
Selanjutnya, untuk membuat studi lebih spesifik, metode morphology digunakan
untuk menemukan kata dasar dan metode phonology digunakan untuk
menemukan perubahan tipe penekanan.
Berdasarkan formulasi masalah, penemuan yang pertama adalah bahwa
ada 1 kata sifat, 5 kata benda, dan 17 kata kerja yang berakhir dengan imbuhan {-
ee}. Selain itu, ada 26 kata kerja yang berakhir dengan imbuhan {-ant}. Penemuan
yang kedua adalah ada 4 tipe perubahan penekanan pada kata benda orang yang
berimbuhan dengan imbuhan {-ee} dalam bahasa Inggris: penekanan kata primer
ke suku kata terakhir, penekanan pada suku kata suku kata terakhir, penekanan
kata pada suku kata kedua dari belakang ke suku kata terakhir, dan penekanan
pada suku kata terakhir ke suku kata kedua dari belakang.
Selanjutnya, ada 7 tipe perubahan penekanan pada kata benda orang yang
berimbuhan dengan imbuhan {-ant} dalam bahasa Inggris: penekanan kata primer
ke suku kata kedua dari belakang, penekanan pada suku kata suku kata terakhir ke
suku kata kedua dari belakang, penekanan pada suku kata kedua dari belakang ke
suku kata ketiga dari belakang, penekanan pada suku kata kedua dari belakang ke
suku kata kedua dari belakang, penekanan pada suku kata suku kata terakhir ke
suku kata ketiga dari belakang, pada suku kata suku kata terakhir ke suku kata
terakhir, dan penekanan pada suku kata ketiga dari belakang ke suku kata ketiga
dari belakang. Pada kesimpulannya, penekanan biasanya jatuh pada suku kata
yang berat, sedangkan suku kata berat belum tentu memiliki penekanan. Ditambah
lagi sebagian besar suku kata yang ambisyllabic merupakan suku kata berat.
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CHAPTER I
INTRODUCTION
A. Background of the Study
Language has an important role in human life, especially as a tool of
communication. Through language, people can communicate to each other as long
as they know language. However, at this time people have spread widely and far
from their own region. Therefore, learning other languages beside our native
language is important in order to improve the ability of communication.
According to Crystal (2006), there were approximately 400 million native
speakers of English. In addition, Crystal said that there were 400 million speakers
of English as a second language (para. 1). The fact that English is spoken by 1.5
billion people in the world makes English popular and learned by its non-native
speakers (para. 3). However, most people have difficulty to learn a new language
which has different rules and systems from their mother tongue. Moreover, the
differences of grammar, vocabularies, and other rules that are used in a language
can cause errors in communication.
Basically, through language people speak to gain information and also to
give information. However, not all of them speak in the right way. In order to
speak fluently, people have to pronounce the word correctly because wrong
pronunciation can cause misunderstanding in communication. Furthermore,
segmental and supra-segmental feature in speech have to be considered in order to
have proper communication.
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Segmental and supra-segmental features are the classification of sounds in
phonology. On the one hand, segmental feauture studies the way speech can be
analyzed into discrete units, or segments, that constitute the basis of the sound
system (Crystal, 1981, p. 23). On the other hand, supra-segmental feature refers to
phonological property of more than sound segment. Supra-segmental feature
applies to several linguistic phenomena such as stress, pitch and intonation
(Nordquist, 2018, para. 1).
According to Ogden as cited in Nordquist (2018), suprasegmentals are
important to mark all kinds of meanings, in particular speakers' attitudes or
stances to what they are saying (or the person they are saying it to), and to mark
out how one utterance relates to another (e.g. a continuation or a disjunction)
(para. 5). Moreover, both forms and functions of suprasegmentals are less tangible
than those of consonants and vowels, and they often do not form discrete
categories (Ogden as cited in Nordquist, 2018, para. 5). Therefore, supra-
segmental feature represents kindly complex areas of this research. It can be
observed through the penomena of word stress.
Stress is important because different stress placement on words might
change the meaning of words, such as in the word “desert”. The word “desert” has
a meaning as “barren land, waterless and treeless, often sand-covered” when it is
stressed on the first syllable, whereas the word “desert” stressed on the second
syllable means “leave, go away from” (Hornby, 1995, p. 233).
Actually, as Indonesian people who are non-native speakers of English
have difficulty to determine the stress in a word since stress is not common
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feature in our language. Usually, people do not know how to stress a word and
most of them stressed the words in the first syllable or no stress at all. The
problem happens because people have not gained the knowledge before.
Moreover, stress changes can create serious barriers to intelligibility, even when
the individual sounds in a word are pronounced correctly or near correctly”
(Gilbert, 2005, p. 15). Similarly, Kenworthy (1987, p. 28) also explains that
correct word stress is very important for English learners because the wrong stress
pattern which has been produced by non-native speaker can create difficulties for
English listener in understanding the word though most of individual sounds have
been well pronounced.
In this thesis, the researcher attempts to discuss the stress changes in
English words. According to Szymanek (1989), ssuffixes are widely used in
various languages in the world and often used in daily communication (p. 63). In
order to make it more specific, this study is limited to the stress changes in
English agentive nominalization of suffixes {-ee} and {-ant}. Suffixes {-ee} and
{-ant} are chosen because they can influence the stress placement of a word and
formed noun agent.
Suffix is one phenomenon in morphology because it is a part of word
structure. Acording to O’Grady and Archibald (2010), affix that is attached to the
end of its base is termed a suffix (p. 6). Usually, the people who are non-native
speakers of English are confused to determine the word stress with the additional
of suffix. For instance, the word “address” which is pronounced as /əˈdres/ has
stress placement in the second syllable. After the additional of suffix {-ee} it
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becomes “addressee” pronounced as /ˌædreˈsiː/, which undergoes stress changed
in the third syllable.
In English, stress placement is not entirely random. According to Roach
(2009), there are some information that can be used to decide stress placement
such as kind of the word, whether it is simple or complex as a result either of
containing one or more affixes (e.g. prefixes or suffixes) or of being a compound
word, the grammatical category of the word is (noun, verb, adjective, etc.), how
many syllables the word has, and the phonological structure of those syllables (p.
87). Commonly, stress in some words change position when suffixes (word-
endings) are added or changed. For example, when you add the suffix {-ion} to
the base word “acˈcommodate” the stress moves to “accommoˈdation.” (Cheung,
2015, para. 1).
This study focuses on the stress changes in English agentive nominalization
of suffixes {-ee} and {-ant}. In English grammar, nominalization is a type
of word formation in which a verb or an adjective (or other part of speech) is used
as (or transformed into) a noun (Nordquist, 2017, para. 1). In addition, the suffixes
{-ee} and {-ant} are suffixes that construct words into noun. The method of this
study is morphophonological approach through the morphophonemic process. The
data are collected from Oxford Advanced Learner’s Dictionary. Moreover,
through this study, the base word can be categorized in English agentive
nominalization of suffixes {-ee} and {-ant} and also the types of stress change in
those words can be observed. Therefore, this study expects to give deeper
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understanding about the stress changes in English agentive nominalization of
suffixes {-ee} and {-ant}.
B. Problem Formulation
In order to analyze stress changes in English agentive nominalization of
suffixes {-ee} and {-ant} and to limit the scope of the study, the researcher
formulates the problem for this study as followed:
1. What are the base categories in English agentive nominalization of suffixes
{-ee} and {-ant}?
2. What types of stress change are found in English agentive nominalization of
suffixes {-ee} and {-ant}?
C. Objectives of the Study
Based on the problem formulation, the current researcher attempts to
achieve two objectives at the end of the study. First of all, this study is aimed to
find out the word categories in the base of suffixes {-ee} and {-ant} and to
identify the stress of the base. The second aim is to find out stress types change in
English agentive nominalization of suffixes {-ee} and {-ant}.
D. Definition of Terms
In order to avoid misunderstanding, in this part the researcher discusses
some terms dealing with what the researcher attempts to do throughout this re-
search. The important terms used in this study are agent, agentive,
nominalization, agentive nominalization, suffix, and stress. The first term is
agent. Agent is a person who does something or causes something to happen
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(Hornby, 1995, p. 23). The second term is agentive. According to Leech (1981),
agentive are “nouns denoting the person who has some active role in a relation”
(p. 209).
The third term is nominalization. In English grammar, nominalization is a
type of word formation in which a verb or an adjective (or other part of speech) is
used as (or transformed into) a noun (Nordquist, 2017, para. 1). The fourth term is
agentive nominalization. Deverbal nominalization traditionally referred to as
Names of Agents are formed in English very productively, potentially from vast
majority of verbs (Syzmanek, 1989, p. 174). Thus, Quirk and Greenbaum (1980),
argued that agentive nominalizations have the status of “full productivity” (p.
436).
The fifth term is suffix. There are two definitions of suffix. The first one,
according to O’Grady and Archibald (2010), an affix that is attached to the end of
its base is termed a suffix (p. 120). Another definition is stated by Akamajian et
al. that gives the definition that suffix is bound morpheme that are attached to the
end of another morpheme” (2001, p. 18).
The last term is Stress. According to O’Grady and Dobrovolsky (1987),
stress is “a cover term for the combined effects of pitch, loudness and length the
result of which is vowel prominence” (p. 40). Stressed syllables in English are
produced with a stronger burst in initiatory energy – a more powerful contraction
of the chest muscles – than unstressed syllables are (Giegerich, 1992, p. 179). Fur-
thermore, the stress discussed is focused on stress changes in English agentive
nominalization of suffixes {-ee} and {-ant}.
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CHAPTER II
REVIEW OF LITERATURE
This chapter is divided into three main parts which are review of related
studies, review of related theories, and theoretical framework. Review of related
studies consists of review of the previous studies such as journal articles, theses,
or other studies that have similar topic to the present study. Review of related
theories consists of the theories that are relevant with this study. Moreover,
theoretical framework elaborates the distribution of the theories applied in order
to solve the problem of this study.
A. Review of Related Studies
This study takes two undergraduate theses and two journal articles. Those
jounal articles and theses are needed as the comparison for the present study.
Moreover, the researcher can give suggestions, critics, or even find new
discoveries related to the previous studies. Furthermore, each related studies are
discussed below.
The first related study is taken from Sitoresmi’s undergraduate thesis
(2017) entitled A Morphological Analysis of the Suffix {-ure}. There are three
objectives in this study. First is to find out the base words that can be attached
with suffix {-ure}. Second is to discover the morphophonemic process that occurs
when a word attached to the suffix {-ure}. Third is to indentify the meaning of the
suffix {-ure} (p. 3).
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Some results are obtained in this study which are the suffix {-ure} attaches
to the base word ending with letters ‘t’, ‘e’, ‘x’, ‘d’, ‘l’, ‘s’, ‘n’, and phonemes /t/,
/z/, /s/, /d/, /l/, /n/, and/v/. There are five phonological changes occur in the words
receiving the suffix {-ure} which are consonant change, segment insertion, vowel
change, segment deletion, and vowel reduction. The suffix {-ure} has five
meanings which are ‘the act of-‘, ‘the result of-‘, the art of-‘, and ‘the feeling of-‘
(pp. 54-55).
The second related study is taken from Denistia’s undergraduate thesis
(2009) entitled The Distribution of the Agentive Nominalizer of the suffixes {-er},
{-ist}, and {-an}. She explains that affixation is the most common process to
create a new word. The study focuses on the suffixes {-er}, {-ist}, and {-an}.
Moreover, there are three objectives in this study. First is to find out the
characteristics of stems receiving suffixes {-er}, {-ist}, and {-an}. Second is to
find out the meaning of the suffixes {-er}, {-ist}, and {-an}. Third is to find out
the distribution of the suffixes {-er} and {-an} (p. 3).
Some results are obtained in this study. First, suffixes {-er}, {-ist}, and {-
an} are derivational suffixes to form an agentive nominalization. Those suffixes
are attached to certain verbs, adjectives, and nouns, except for the suffix {-an}.
Second, Suffix {-er} has one meaning when it is attached to adjective, and eight
meanings when it is attached to certaion nouns. Suffix {-ist} has three meanings
when it is attached to certain verbs, two meanings when it is attached to
adjectives, and seven meanings when attached to nouns. Suffix {-an} has three
meanings when it is attached to adjectives, and five meanings when it is attached
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to nouns. Third, the allomorph of the suffix {-er} are –or, -eer /ɪər/, and –ier /ɪər/,
while the allomorph of the suffix {-an} are –ian /ʃn/, -ian /ɪən/, and –ean /ɪən/ (pp.
103-105).
The third related study is taken from Haryani’s, Ohoiwutun’s, and
Hastani’s journal article (2016) entitled The Analysis of Students’ Errors in Stress
Placement in English Pronunciation. They explain that stress as one of
suprasegmental features is an essential part that need to be taught in teaching
pronunciation. There are three objectives of the study which are to identify and to
analyze the errors made by grade XI students of SMA Negeri 5 Palu in locating
stress in English pronunciation and also to find out the reason why errors occured
(p. 1).
Some results are found in the study. First, the students made an error
which categorized as inter-lingual (mother tongue factors) and intra-lingual
(target/native language errors. Third, errors occured because of the mother tongue
and their lack understanding of target language. Last, the total percentage of errors
are 74.75% which categorized as high error (pp. 8-9).
The last related study is taken from Wulandari’s journal article (2014)
entitled A Morphological Analysis of Derivational Suffixes in Short Stories. she
explains that derivational is one type of word formation in studying morphology.
In addition, word formation is a characteristic of human language which is
potential to create a new word. There are two objectives of the study which are to
describe the form and the function of derivational suffixes in short stories whether
they change the grammatical category or not (p. 1).
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Some results are found in this study. First, there are 14 forms of
derivational suffixes which are {–ance}, {-ence}, {-ation}, {-ment}, {–ion}, {-
ness}, {–ity}, {-ize}, {–able}, {-ful}, {-less}, {-al}, {–ous}, {–ly}. Second,
suffixes {–ance}, {-ence}, {-ation}, {-ment}, and {–ion} have a function to
change verb into noun. Suffixes {–ion}, {-ness}, and {–ity} have a function to
change adjective into noun. Suffix {-ize} has a function to change noun into verb.
Suffixes {-less}, {–ous}, {–able}, {-ful}, and {-al} have a function to change
noun into adjective. Suffix {-ly} has a function to change noun into verb, verb
into adverb, and adjective into adverb (pp. 14-15).
The researcher considers that those four related studies are relevant with
this study. The first undergraduate thesis from Sitoresmi (2017) and the last
journal article from Wulandari (2014) have similarity to this study which is the
analysis of suffix. The second undergraduate thesis from Denistia (2009) also has
the similarity to this study which is the analysis of English agentive
nominalization of some suffixes. The third is journal article from Haryani,
Ohoiwutun, and Hastani (2016) has similarity in analyzing the stress placement.
However, it is different in a way that the researcher would like to do this
study on the different object. The first dissimilarity is found in the first related
study by Sitoresmi and the journal article from Wulandari. Sitoresmi discusses the
suffix {-ure} and Wulandari discusses suffixes in short stories while this study
focuses on the suffixes {-ee} and {-ant}. The second dissimilarity is also found in
the second related study by Denistia. She discusses the distribution of agentive
nominalization of the suffixes {-er}, {-ist}, and {-an} while this study focuses on
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the stress changes in English agentive nominlization of the suffixes {-ee} and {-
ant}. The last dissimilarity is found in the Haryani’s, Ohoiwutun’s, and Hastani’s
journal article. They discuss the stress placement errors in English pronunciation
while this study focuses on how the stress changes.
Based on the four related studies above, this study is proposed to combine
the study about suffix and stress. It can improve the study in the field of
morphology and phonology. This present study is conducted in order to develop
the morphophonology field because the stress changes in English agentive
nominalization of the suffixes {-ee} and {-ant} have never been analyzed before.
B. Review of Related Theories
1. Morphology
Morphology is a branch of linguistic dealing with the internal structure
and word formation (Szymanek, 1989, p. 13). According to Aronoff and Fudeman
(2011), the etymology of morphology is Greek: morpho- means ‘shape, form’,
and morphology is the study of form or forms. In linguistics morphology refers to
the mental system involved in word formation or to the branch of linguistics that
deals with words, their internal structure, and how they are formed (pp. 1-2). In
order to grasp the scope of morphology it is necessary to define two concepts
which are the concept of word and the concept of morpheme.
a. Morpheme
A definition of the morpheme which has become particularly influential in
modern linguistics is the one offered by (Bloomfield, 1933, p. 161), a linguistic
form which bears no partial phonetic-semantic resemblance to any other form, is a
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simple form or morpheme. According to Hockett (1958), morpheme is the
smallest individually meaningful element in the utterances of a language (p. 123).
Basically, there are two kinds of morphemes, which are free morpheme
and bound morpheme. Since it can function as an independent word called free
morpheme such as mean, the, element, etc. Meanwhile, bound morpheme is a
morpheme which can never occur in isolation, so as to form an independent word.
Affixes are instances of bound morpheme (Szymanek, 1989, p. 14).
Affixation is probably the most frequent and wide-spread method of
producing morphologically complex words in human language. In general, it may
be defined as the combination of a bound (derivational or inflectional) morpheme
with a stem or root. This morpheme added the stem is called an affix (Szymanek,
1989, pp. 62-63). According to O’Grady and Archibald (2010), affixes can be
divided into some types, depending on the position of an affix attached to its base
word. There are three types of affixes which are prefix, infix, and suffix (p. 120).
Prefix is an affix which attached in front of the base form. It is contrast with
suffix, which is an affix that follows the base form. Meanwhile, infix is an affix
that inserted into the base form (Szymanek, 1989, pp. 63-65).
b. Suffix
According to O’Grady and Archibald (2010), an affix which is placed in
the end of the base word or its base is called a suffix (p. 120). There are many
examples of suffixes such as suffix {-ity} in the word personality, {-ic} in the
word dinamic, {-ing} in the word singing, {-ment} in the word judgement, and so
on.
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Suffixes {-ee} and {-ant} are the other examples of suffix that affect the
stress placement. Those two suffixes are belong to the category of agentive
nominalization. Traditionally, deverbal nominalizations referred to as Names of
Agents are formed in English very productively, potentially from a vast majority
of verbs (Syzmanek, 1989, pp. 174-182). First, suffix {-ee} clearly conveys the
idea of a human agent. However, people sometimes confused to determine the use
of suffixes {-ee} and {-ant}.
Evidently the meaning of “standee” is somebody who stands is in all
important respects analogical to the meaning of “walker” somebody who walks
(Syzmanek, 1989, p. 182). In short, suffix {-ee} indicates that something happens
to a person while suffix {-er} indicates that a person does something. Therefore,
suffix {-ee} categorizes as agentive nominalization while suffix {-er} categorizes
as instrumental nominalization. In four cases blocking appears to prevent the use
of {-er}: “adaptee” (“adapter” is an instrument), “knockee” (“knocker” is an
instrument, “mergee” (“merger” is what the mergees are a party to) and “waitee”
(“waiter” is a profession) (Bauer as cited in Syzmanek, 1989, p. 182).
Second, suffix {-ant} appears chiefly with base verbs of Latinate origin.
When approached from the formal point of view, its major function is that of
deriving deverbal adjectives (e.g. “depend” – “dependant”). But {-ant} has given
rise, as well, to a considerable number of agentive nouns (Syzmanek, 1989, p.
180). Some examples of suffixes {-ee} and {-ant} such as in the word “apply” and
“employ” which are verb after attached to the suffixes {-ee} and {-ant} became
“applicant” and “employee” are noun or the agent.
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2. Phonology
According to Collins and Mess (2003), phonology produces deeper
insights into the structures and patterns of language sound systems. In phonology,
sounds emitted by organs of speech work together with supra segmental aspects;
stress, rhythm, and intonation (pp. 76 – 108).
a. Types of Stress
According to O’Grady and Dobrovolsky (1987), stress is a cover term for
combined effects of pitch, loudness, and length the result of which is vowel prom-
inence (p. 40). The stress is done by “saying that syllable slightly louder, holding
the vowel a little longer, and pronouncing the consonants very clearly” (Kenwor-
thy, 1987, p. 10).
Word stress is the best way to understanding spoken English. Native
speakers of English use word stress naturally. Moreover, native speaker of Eng-
lish don't even know they use word stress. Non-native speaker who speak English
to native speakers without using word stress, find two problems which are they
find it difficult to understand native speakers, especially their speaking fast and
the native speakers find difficulties to understand non-native speaker.
According to Englishclub (1997-2018), there are two very simple rules
about word stress. First, one word has only one stress. It is true that stress divided
into two kinds that are primary stress and secondary stress, but secondary stress is
less important than primary stress. Therefore, the study is focus on the primary
stress of the words. Second, stress tends to fall on the heavy syllable (para. 1).
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Stress is important to study in English language because it is part of lan-
guage. According to Prator and Robinett (1972), stress is the key to the pronuncia-
tion of an English word, and the location of the accent should always be learned
with the word. Moreover, they argued that if the wrong syllable is stressed, it may
be quite impossible for anyone listening to understand what you are trying to say
(p. 16). In addition, the error placement of word stress could change the part of
speech of the words. For example, in the word “pervert” which has two syllables,
if we stress the word in the first syllable it becomes a “noun” but if we stress the
word in the second syllable it becomes a “verb”. Furthermore, there are three
types of stress which help to identify the stress changes which are ultimate,
penultimate, amd antepenultimate stress.
i. Ultimate Stress
According to Torkenczy (2013), ultimate stress is a stress position on the
last syllable (p. 6). The example of the words which bear ultimate stress such as
word “permit” (verb) /pə.’mɪt/, “command” (verb) /kə.ˈmɑːnd/, “escape” (noun)
/ɪˈskeɪp/, and so on as long as the word has the primary stress on the first syllable
from the end.
ii. Penultimate Stress
Stress on the penultimate means the words have stress on the second
syllable from the end (Giegerich, 1992, p. 187). For exampe are in the word
/ˈlaɪ.sns/, /tə.ˈmɑː.təʊ/, /ˈgræfɪk/, and so on. Moreover, according to Kopecky
(2010), there are some rules to bear stress on penultimate syllable:
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With words (adjectives) ending in suffix {–ic}, such as “syllabic” /sɪˈlæbɪk/,
“epidemic” /epɪˈdemɪk/, “intrinsic” /ɪnˈtrɪnsɪk/, “autocratic” /ˌɔːtəˈkrætɪk/,
“historic” /hɪˈstɔːrɪk/.
With words (nouns) ending in suffix {–sion} or {–tion}, such as
“distribution” /ˌdɪstrɪˈbjuːʃən/, “decision” /dɪˈsɪʒən/, “intuition” /ˌɪntjuːˈɪʃən/,
“prevention” /prɪˈvenʃən/
iii. Antepenultimate Stress
Stress on the antepenultimate means the words have stress two syllables
from the end for example in the word A’merica, ‘camera, and ‘dicipline
(Giegerich, 1992, p. 187). Moreover, there are some general rules to bear stress on
antepenultimate syllable (Kopecky, 2010, para. 6).
With words (nouns) ending in suffixes {–cy}, {-ty}, {-phy}, {-gy}, such as
“democracy” /dɪˈmɒkrəsɪ/, “entity” /ˈentɪtɪ/, “photography” /fəˈtɒgrəfɪ/,
“energy” /ˈenəʤɪ/.
With words (adjectives) ending in the suffix {–cal}, such as “medical”
/ˈmedɪkəl/, “surgical” /ˈsɜːʤɪkəl/, “practical” /ˈpræktɪkəl/.
b. Syllable Weight
According to Fromkin, Rodman, and Hyams (2009), words are composed
of one or more syllables. A syllable is a phonological unit composed of one or
more phonemes. Every syllable has a nucleus, which is usually a vowel (but
which may be a syllabic liquid or nasal). The nucleus may be preceded and/or
followed by one or more phonemes called the syllable onset and coda. Using the
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IPA symbol σ for the phonological syllable, the hierarchical structure of the
monosyllabic word “splints” can be shown:
σ
Onset Rhyme
Nucleus Coda
S p l i n t s
Giegerich (1992) states that syllable weight can be divided into two, light
and heavy syllable based on its rhyme (p. 146). Syllables containing filled codas
are called heavy syllables. Syllables containing no codas (e.g. the first – and
unstressed – syllables of “appal”, “aghast”) are called light syllables (McCully,
2009, p. 103). Moreover, according to Goldsmith (1990), syllables are light if they
are of the form CV; all CV: (i.e. with a long vowel and CVC syllables are heavy
(p. 115).
Furthermore, syllable structure takes part in determining the stress
placement because they are related to each others. In order to be able to bear
stress, a syllable must satisfy certain structural requirements. First, stressed
syllables must be heavy while unstressed syllables may be light: any stressed
syllable, whether it is a monosyllable or part of a polysyllablic word, must have a
complex rhyme (Giegerich, 1992, p. 182).
Second, ambisyllabicity – the association of consonant with two syllables
at the same time is connected with stress for example in the word “pity”, the
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medial consonant is ambisyllabic because the Syllable-Boundary-Rule places a
syllable boundary before it, thereby making the /t/ part of the second syllable,
while the complex-rhyme condition on stressed syllables ensures that this
consonant is also part of the first syllable (Giegerich, 1992, p. 182).
3. Morphophonemic Process
According to Katamba (1993), morphophonemic is a combination of
morphology and phonology. Hence, in Europe, it is known as morphophonology.
Morphophonemic process is a phonological process in a language that accounts
for realization of phonologically conditioned allomorphs of morphemes (p. 34).
Moreover, there are four phonological processes which are vowel reduction,
vowel loss, consonant loss, and assimilation (Kreidler, 2004, p. 223). First, vowel
reduction means that a vowel sound pronounced as [ə] or also known as “schwa”
instead of another tense vowel. For example, the letter “a” in the word “about” is
not pronounced [ɑ] but it is pronounced as /əˈbaʊt/ because the vowel sound [ɑ] is
reduced to [ə].
Second, vowel loss is another familiar process of rapid, casual speech. It
means that a word-initial unstressed vowel may be deleted, for example as in the
word “especially” /iˈspɛʃəli/ becomes /iˈspɛʃli/. Third, consonant loss is like vowel
loss, it is process of deleting consonant cluster as in the word “suggest” /səˈdʒɛst/
and “arctic” /ˈɑːktɪk/. The last phonological process is assimilation, a change in
which a feature of one consonant, such as [+voice], ‘spreads’ to a neighboring
consonant. For example, the regular plural suffix appears as [z] in “bags” but as
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[s] in “cats”. The regular past tense suffix is [d] in “lived” but as [t] in “sniffed”
(Kreidler, 2004, p. 234).
C. Theoretical Framework
In this study, the researcher uses three main theories. The first theory is
morphology. It consists of two parts which are morpheme and suffix. The second
theory is phonology. It consists of two parts also which are types of stress and
syllable weight. The last theory is morphophonemic process. Those three theories
are used to prove the relation among each other and to answer the problems of this
study.
The first theory is morphology from Szymanek which is applied in this
study to answer the first question of problem formulation. The theory of
morpheme is needed because this study discusses suffixes {-ee} and {-ant} which
are the examples of bound morpheme. Furthermore, the theory of suffix is used to
find out the word categories in the base of suffixes {-ee} and {-ant}.
The second theory applied in this study is the theory of phonology from
Collin and Mess. Moreover, types of stress and syllable weight theories are used
to answer the second question of problem formulation. The contribution of those
theories are to analyze the process on how stress chganged in English agentive
nominalization of the suffixes {-ee} and {-ant}. The last theory is
morphophonemic process by Katamba which is applied in this study to identify
the types of stress in each data before and after the addition of suffixes {-ee} and
{-ant}.
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CHAPTER III
METHODOLOGY
This chapter is divided into three parts which are object of the study,
approach of the study, and method of the study. First, object of the study consists
of the data description and the source of the data. Second, approach of the study
explains approaches used in analysing the data and the reason why the approaches
is used. Third, method of the study describes the method which is used in
collecting the data.
A. Object of the Study
Words with the suffixes, which were one phenomenon in phonology, were
used as object of the study. Moreover, the researcher analyzed the words which
are attached to the suffixes {-ee} and {-ant} and formed agentive nominalization.
The data were taken from Oxford Advanced Learner’s Dictionary. Oxford
Advanced Learner’s Dictionary was chosen as the source of the data because it is
mostly used by students. The number of the data that the researcher attempted to
analyze was all of the base words in the dictionary that can be attached with
suffixes {-ee} and {-ant} which formed noun agent.
B. Approach of the Study
There were two approaches that the researcher used which are
morphological and phonological approaches. First, according to Aronoff, Mark &
Fudeman (2011), morphology refers to the mental system involved in word
formation or to the branch of linguistics that deals with words, their internal
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21
structure, and how they are formed (pp. 1-2). Based on that definition,
morphological approach was applicable in this study because it discussed the base
worsds which can be attached to suffixes {-ee} and {-ant}. Moreover, this
approach was used to know the form-changing of the words which got the
additional of the suffix {-ee} and {-ant}.
The second approach used by the researcher was phonological approach.
According to Collins and Mess (2003), phonology produces deeper insights into
the structures and patterns of language sound systems. In phonology, sounds
emitted by organs of speech work together with supra segmental aspects; stress,
rhythm, and intonation (pp. 76 – 108). Based on that definition, it can be
concluded that phonological approach was applicable to this study because it
discussed supra-segmental feature which is stress. Moreover, the combination of
morphology and phonology known as morphophonology (Katamba, 1993, p. 34)
C. Method of the Study
In order to make a brief explanation, method of the study was divided into
two main parts which are data colletion and data analysis.
1. Data Collection
Oxford Advance Learner’s Dictionary was chosen as the primary source to
collect the data because it is mostly used by students in studying English
language. There are so many words in the dictionary. Moreover, the researcher
chosen population method to collect the data. Population method was chosen
because the researcher takes all the words which formed agentive nominalization
as the data (Creswell, 2012, p. 142). Moreover, the study limited the data on the
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base words that can be attached with suffixes {-ee} and {-ant} and those suffixes
have a function to form agentive nominalization, the words which are not
included as agentive nominalization were rejected. Furthermore, 23 words ending
with the suffix {-ee} and 26 words ending with the suffix {-ant} which formed
noun agent were found out in the dictionary as the data.
2. Data Analysis
There were some steps organized to analyze the data. The first step was
collecting all the words ending with suffixes {-ee} and {-ant} which formed noun
agent from dictionary. The second step was looking for the base word from the
dictionary. The third step was writing down the transcription from the dictionary
and composing the syllabification of each word to determine the stress placement.
The fourth step was classifying the data into syllable. The fifth step was
combining the base words with suffixes {-ee} and {-ant}. The sixth step was
analyzing the stress changes which might be happened in the base words which
have been collected by the researcher. The last step was drawing conclusion from
the data analysis.
From those steps the researcher was able to answer the problem
formulation that appears. There were two problems which are analyzed: base
categories of English agentive nominalization of suffixes {-ee} and {-ant} and
types of stress change in English agentive nominalization of suffixes {-ee} and {-
ant}. First, in order to find out the base words categories in English agentive
nominalization of suffixes {-ee} and {-ant}, the data had been analyzed by using
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23
morphological method from Szymanek. Morphological method was used to
analyze the base word that can be attached to suffixes {-ee} and {-ant}.
Second, in order to identify types pof stress change in English agentive
nominalization of suffixes {-ee} and {-ant}, the data had been analyzed by using
phonological method from Collin and Mess. First was identifying the base
categories of the words that can be attached to suffixes {-ee} and {-ant}. After
that, the words would be transribed in order to identify the stress placement.
Moreover, morphophonemic process which occured in the data was able to be
analyzed including the stress changes.
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CHAPTER IV
ANALYSIS RESULTS AND DISCUSSIONS
This chapter consists the analysis of this study which is conducted to solve
the problem formulation mentioned in chapter one. There are two parts discussed
in this chapter. The first part discusses the base categories of words that can be
attached to suffixes {-ee} and {-ant}, whether they are verbs, nouns, adjectives or
other lexical categories. The second part discusses the process on how the word
stress changed after the attachment of suffixes {-ee} and {-ant}.
The data of this study are taken from Oxford Advanced Learner’s
Dictionary. Moreover, the present researcher has found 23 words ending with
suffix {-ee} and 26 words ending with suffix {-ant}. Actually, the present
researcher has found more or less 254 words ending with suffixes {-ee} and {-
ant}. However, the present researcher only chosen the words that have a function
as agentive nominalization.
A. Base Categories in English Agentive Nominalization of Suffixes {-ee} and
{-ant}
Base category or lexical category is used to identify whether the meanings
of the words before and after the addition of suffixes {-ee} and {-ant} are related
or not. Based on the data collected from Oxford Advanced Learner’s Dictionary,
there are 23 words attachhed to the suffix {-ee} and 26 words attached to the
suffix {-ant}. Moreover, the data collected have the different base category. There
are three base categories found on the base of suffixes {-ee} and {-ant} which are
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adjective, verb, and noun. The base category which mostly found is verb and the
rests are noun and adjective. Some examples of the data are shown as follows:
Grand (Adj) Grandee (N)
Train (V) Trainee (N)
Pay (N) Payee (N)
Claim (V) Claimant (N)
The words on the left side are bases with their categories while the words
on the right side are the result after the addition of suffixes {-ee} and {-ant}. The
word “grand” is an adjective, “train” and “claim are verb, and “pay” is a noun.
Moreover, after the addition of suffixes {-ee} and {-ant}, their base categories
turn into nouns. The process of word formation which formed nouns known as
nominalization.
1. Base Categories of the Suffix {-ee}
Based on the data collected from Oxford Advanced Learner’s Dictionary,
23 base words that can be attachhed to the suffix {-ee} consisting of 1 adjective, 5
nouns, and 17 verbs. The further analysis will be discussed in the following
explanation:
a. Adjective Bases
In this part, the data are analyzed based on the classification of word
categories as adjectives which can be attached to the suffix {-ee}. Based on the
dictionary which used as the source of data collection, the researcher has found
one base included as adjective base of the suffix {-ee}. The data are shown in the
table below.
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Table 1 Adjective Bases of the Suffix {-ee}
Word
Categories
No. Base Stem (N)
Adjective 1. Grand Grandee
The adjective base is “grand” which has meaning as “magnificent,
splendid, big, of great importance”. After the addition of the suffix {-ee}, it
becomes a noun agent “grandee” which means “a person of high rank or
impportance” (Oxford Advanced Learner’s Dictionary, 1995).
However, there are some adjective bases that are not included as adjective
bases of the suffix {-ee}. For example, the word “puree” is not involved as the
data though “pure” is clasified as an adjective. It is because the meaning of the
word “pure” and “puree” is not related. The adjective base “pure” has a meaning
as “not mixed with any other substance, colour, emotion, etc”. Meanwhile, the
word “puree” which is noun has a meaning as “food in the form of a thick liquid
made eg by crushing fruit or cooked vegetables in a small amount of water”
(Oxford Advanced Learner’s Dictionary, 1995).
b. Noun Bases
In this part, the data are analyzed based on the classification of word
categories as nouns which can be attached to the suffix {-ee}. Based on the
dictionary which used as the source of data collection, the researcher has found 5
bases included as noun bases of the suffix {-ee}. The data are shown in the table
below.
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Table 2 Noun Bases of the Suffix {-ee}
Word
Categories
No. Base Stem (N)
Nouns
1. Franchise Franchisee
2. License Licensee
3. Refuge Refugee
4. Town Townee
5. Pay Payee
According to the table above, there are 5 noun bases which can be attached
to the suffix {-ee}. Even though all the base words do not undergo change of
lexical categories, which are nouns, the meaning of the words after the addition of
the suffix {-ee} change into noun agentive. For instance, first is the word “town”
which is a noun and has a meaning as “a place with many houses, shops and other
buildings that is larger than a village but smaller than a city” changed into
“townee” which is a noun agentive with the meaning as “a person who lives in a
town or city, especially one who is ignorant of country life” (Oxford Advanced
Learner’s Dictionary, 1995).
The second is the word “pay” which has meaning as “money paid to
someone for doing work” changed into “payee” which has meaning as an agent of
“a person to whom something is paid or person that receives miney” (Oxford
Advanced Learner’s Dictionary, 1995).
The third noun base is “license” which has meaning as “an official
document showing that permission has been given to do, own or use something”
changed into “licensee” which has meaning as “a person who has a license,
especially to sell alcoholic drinks” (Oxford Advanced Learner’s Dictionary,
1995).
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c. Verb Bases
In this part, the data are analyzed based on the classification of word
categories as verbs which can be attached to the suffix {-ee}. Based on the
dictionary which used as the source of data collection, the researcher has found 17
bases included as verb bases of the suffix {-ee}. The data are shown in the table
below.
Table 3 Verb Bases of the Suffix {-ee}
Word
Categories
No. Base Stem (N)
Verbs
1. Appoint Appointee
2. Absent Absentee
3. Address Addressee
4. Commit Committee
5. Draft Draftee
6. Detain Detainee
7. Devote Devotee
8. Employ Employee
9. Escape Escapee
10. Enroll Enrollee
11. Intern Internee
12. Mortgage Mortgagee
13. Patent Patentee
14. Return Returnee
15. Refer Referee
16. Train Trainee
17. Trust Trustee
Based on the data, the words that can be attach to the suffix {-ee} are
mostly found in a verb base. There are 17 verb bases from the data that have been
collected. The analysis shows that all the words undergo change of base
categories from verb into noun agentive. The first is “train” which is a verb and it
has meaning as “to teach a person or an animal to perform a particular job or skill
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well, or to behave in a particular way, by regular instruction and practice”
changed into noun agentive “trainee” which means “a person being trained for a
job, etc” (Oxford Advanced Learner’s Dictionary, 1995).
The second is the verb base “appoint” which means “to choose somebody
for a job or position of responsibility” changed into noun agentive “appointee”
that has meaning as “a person appointed to a job or position” (Oxford Advanced
Learner’s Dictionary, 1995). The agent is shown in the word “appointee” bacause
the addition of the suffix {-ee} which means a person who is doing something.
The third is “employ” which is a verb with the meaning of “to give work
to somebody usually for payment” changed into noun agentive “employee” which
has meaning as “a person who works for somebody or for a company in return for
wages” (Oxford Advanced Learner’s Dictionary, 1995). The agent is shown in the
word “employee” bacause the addition of the suffix {-ee} which means a person
who is doing something.
Moreover, there are some words which have more than one base
categories such as the word “absent” which has two lexical categories. The first
one is “absent” as an adjective which means “not present; at another place”. The
second one is “absent” as a verb which means “to decide not to be present; to stay
away”. However, most of the data have the verb patterns. Therefore, the verb base
of the word “absent” which means “to decide not to be present; to stay away at
another place” (Oxford Advanced Learner’s Dictionary, 1995) is chosen as the
words that can be attached to the suffix {-ee}.
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2. Base Categories of the Suffix {-ant}
Based on the data collected from Oxford Advanced Learner’s Dictionary,
26 base words that can be attachhed to the suffix {-ant}. All of the words are in
the form of verb bases. There are no adjective and noun bases. The data are served
with the table as follows:
a. Verb Bases
In this part, the data are analyzed based on the classification of word
categories as verbs which can be attached to the suffix {-ant}. Based on the
dictionary which used as the source of data collection, the researcher has found 26
bases included as verb bases of the suffix {-ant}. The data are shown in the table
below.
Table 4 Verb Bases of the Suffix {-ant}
Word Categories No. Base Stem (N)
Verbs
1. Account Accountant
2. Apply Applicant
3. Assail Assailant
4. Assist Assistant
5. Attend Attendant
6. Celebrate Celebrant
7. Claim Claimant
8. Combat Combatant
9. Command Commandant
10. Commune Communicant
11. Complain Complainant
12. Confide Confidant
13. Consult Consultant
14. Defend Defendant
15. Depend Dependant
16. Descend Descendant
17. Determine Determinant
18. Deviate Deviant
19. Emigrate Emigrant
20. Enter Entrant
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Verbs
21. Inform Informant
22. Inhabit Inhabitant
23. Litigate Litigant
24. Migrate Migrant
25. Participate Participant
26. Serve Servant
Based on the data collection, verbs become the most frequent base that can
be attached to the suffix {-ant}. Moreover, there are some rules applied to the
words ending with the suffix {-ant} especially when the base word is a verb. First,
when the verbs ending in {-ate}, the suffix {-ant} can be used to change the verb
into noun. For example, in the word “participate” which is verb can be attached
with the suffix {-ant} to form noun which is “participant”. Second, suffix {-ant}
can be attached to the base words “confide”, “determine”, and “serve” which turn
into noun forms “confidant”, “determinant”, and “servant”.
The researcher has found 26 verb bases that can be attached to the suffix
{-ant}. All the verb bases undergo change into noun agentive after the the addition
of suffix {-ant}. The first is the verb base “apply” which has meaning as “to make
a formal request” changed into noun agentive “applicant” with the meaning of “a
person who applies for something, eg for a job, a place on a course, or a loan”
(Oxford Advanced Learner’s Dictionary, 1995).
The second is “serve” which is a verb and it has meaning as “to work for
somebody, especially as a servant” changed into noun agentive “servant” which
has meaning as “a person who works in somebody else’s household for wages,
and often for food and lodging” (Oxford Advanced Learner’s Dictionary, 1995).
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The third is verb base “inhabit” which means “to live in a place; to occupy
something” changed into noun agentive “inhabitant” which has meaning as “a
person or an animal living in a place” (Oxford Advanced Learner’s Dictionary,
1995). The agent is shown in the word “inhabitant” bacause the addition of the
suffix {-ant} which means a person who is doing something.
The last example is the verb base “assist” with the meaning of “somebody
in doing something to help” changed into noun agentive “assistant” which has
meaning as “a person who helps or supports somebody, especially in their job”
(Oxford Advanced Learner’s Dictionary, 1995).
Furthermore, there are some words that have more than one base
categories such as “account”, “claim”, “contest”, and “combat”. Those words
have two base categories as noun and verb. However, verb bases are chosen as the
data because verbs are the frequent pattern found by the researcher.
B. Stress Type Changes in English Agentive Nominalization of Suffixes {-ee}
and {-ant}
Stress changes in english agentive nominalization of suffixes {-ee} and {-
ant} are the main problems that will be discussed in this part. Based on the
previous discussion, the researcher has classified the data into some base
categories in order to make the analysis of stress chages easier. Moreover, in this
part the data will be classified based on the types of stress changes in order to
identify how stress changed in english agentive nominalization of suffixes {-ee}
and {-ant}.
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1. Types of Stress Change in English Agentive Nominalization of the Suffix
{-ee}
Based on the previous analysis of base categories in English agentive
nominalization of suffixes {-ee} and {-ant}, the researcher has found 23 base
words that can be attached to the suffix {-ee}. Moreover, stress changed in those
words can be analyzed based on the classification of stress types. For further
analysis is presented in the table as follow.
a. Primary Stress to Ultimate Stress of the suffix {-ee}
Mostly monosyllabic words have primary stress, which is stress that falls
on its syllable because there is no other syllable (Gussenhoven and Jacobs, 2011,
p. 216). Meanwhile, according to Torkenczy (2013), ultimate stress is a stress
position on the last syllable. In this part, the researcher discusses the process on
how stress changed from primary stress to ultimate stress. In order to make the
analysis more detail, the researcher has been served the data in the table below:
Table 5 Stress Changes from Primary Stress to Ultimate Stress of the Suffix
{-ee}
Word
Categories
Base Stem (N) Types of Stress
Adjective /ˈgrænd/ /grænˈdiː/ Primary stress ultimate
Nouns /ˈtaʊn/ /taʊˈniː/ Primary stress ultimate
/ˈpeɪ/ /ˌpeɪˈiː/ Primary stress ultimate
Verbs
/ˈdrɑːft/ /ˌdrɑːfˈtiː/ Primary stress ultimate
/ˈtrʌs/ /trʌˈstiː/ Primary stress ultimate
/'treɪn/ /ˌtreɪˈniː/ Primary stress ultimate
Based on the table above, there are 6 monosyllable words that have been
classified. They consist of 1 adjective, 2 nouns, and 3 verbs. The analysis shows
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that all the base words which are monosyllable words have the primary stress on
the syllable itself or they are automatically stressed on the available syllable.
Stress syllables happened on those monosyllabic words because they are heavy
syllable. Heavy syllable is the syllable which contains tense vowel, diphtong, or
filled codas (McCully, 2009, p. 103). For example in the word /ˈgrænd/ and
/'treɪn/. The syllable structure can be seen by the tree diagram as follows:
Figure 1 The Syllable Structure of the Words “grand” and “train”
From the tree diargram above, we can see that primary stress falls on the available
syllable because the word “grand” and “train” are monosyllabic words. Moreover,
those two words are heavy syllable with the existence of diphthong [æ]; codas [n,
d] in the word /grænd/ and diphthong [eɪ]; coda [n] in the word /'treɪn/.
After the addition of the suffix {-ee}, the word /ˈgrænd/ and /'treɪn/
undergo stress changed on the ultimate position /grænˈdiː/ and /ˌtreɪˈniː/. Ultimate
stress is stress position on the last syllable. Stress changes happen because the
attachment of the suffix {-ee} causes the change of the syllable number. The
syllable structure can be seen by the tree diagram as follows:
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Figure 2 The Syllable Structure of the Word “grandee”
Figure 3 The Syllable Structure of the Word “trainee”
Based on the tree diagrams above, stress changed from primary stress to the
ultimate stress because the last syllables of the word /grænˈdiː/ and /ˌtreɪˈniː/ have
tense vowels /iː/ which indicate heavy syllable.
b. Ultimate Stress to Ultimate Stress of the Suffix {-ee}
According to Torkenczy (2013), ultimate stress is a stress position on the
last syllable. In this part, the researcher discusses the process on how stress
changed from ultimate stress to ultimate stress. In order to make the analysis more
detail, the researcher has been served the data in the table below:
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Table 6 Stress Changes from Ultimate Stress to Ultimate Stress of the Suffix
{-ee}
Word
Categories
Base Stem (N) Types of Stress
Verbs
/əˈdres/ /əˌdreˈsiː/ Ultimate ultimate
/əˈpɔɪnt/ /əˌpɔɪnˈtiː/ Ultimate ultimate
/dɪˈteɪn/ /ˌdiːteɪˈniː/ Ultimate ultimate
/dɪˈvəʊt/ /ˌdevəˈtiː/ Ultimate ultimate
/ɪˈskeɪp/ /ɪˌskeɪˈpiː/ Ultimate ultimate
/ɪnˈrəʊl/ /ɪnˌrəʊˈliː/ Ultimate ultimate
/ɪnˈtɜːn/ /ˌɪntɜːˈniː/ Ultimate ultimate
/rɪˈtɜːn/ /rɪˌtɜːˈniː/ Ultimate ultimate
/rɪˈfɜː(r)/ /ˈrefə'riː/ Ultimate ultimate
Based on the data, the researcher has found 8 bisyllabic words which
undergo stress change from ultimate to ultimate as the data which consist of 8
verbs. From the data we can see that all of the base words bear the ultimate stress.
Ultimate stress has been found in the bisyllabic words where the second syllable
is heavy. Heavy syllable is the syllable which contains tense vowel, diphtong, or
filled codas (Giegerich, 1992, p. 146). For example in the word /ɪnˈtɜːn/ and
/rɪˈtɜːn/. The syllable structure can be seen by the tree diagram as follows:
Figure 4 The Syllable Structure of the Word “intern”
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Figure 5 The Syllable Structure of the Word “return”
Based on the tree diagrams above, the words /ɪnˈtɜːn/ and /rɪˈtɜːn/ have
tense vowel /ɜː/ in the second syllable which indicates a heavy syllable.
Meanwhile, the first syllable is light because it has a lax vowel [ɪ]. Therefore, the
second syllable of the words /ɪnˈtɜːn/ and /rɪˈtɜːn/ bear the primary stress.
After the addition of the suffix {-ee}, the word /ɪnˈtɜːn/ and /rɪˈtɜːn/
changed into noun agentive /ˌɪntɜːˈniː/ and /rɪˌtɜːˈniː/. Moreover, the number of
the syllable of those words have changed and it affects the stress placement. The
stress changes of the word /ˌɪntɜːˈniː/ and /rɪˌtɜːˈniː/ can be seen through the tree
diagrams below:
Figure 6 The Syllable Structure of the Word “internee”
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Figure 7 The Syllable Structure of the Word “returnee”
Based on the tree diagrams above, after the suffix {-ee} is attached to the
base words /ɪnˈtɜːn/ and /rɪˌtɜːˈniː/, the stress changed to the third syllable because
the third syllable is heavy with the existence of tense vowels [iː]. Even though the
stress has changed, the type of stress does not undergo change which is from ulti-
mate to ultimate because of the changed of syllable number after the addition of
the suffix {-ee}. This situation happens because the number of the syllable also
changes and the stress falls on the first syllables from the end which are heavy
syllable.
Moreover, ultimate stress also found in the bisyllabic words which has a
schwa [ə] such as in the word /əˈdres/ and /əˈpɔɪnt/. In this case, schwa [ə] can
not bear a stress because it is a reduced vowel. Therefore, the stress falls on the
ultimate position /’dres/ which has a lax vowel /e/ and one coda /s/ which
indicates a heavy syllable.
c. Penultimate Stress to Ultimate Stress of the Suffix {-ee}
Penultimate stress is a stress position on the second syllable from the end.
Meanwhile, ultimate stress is a stress position on the last syllable. In this part, the
researcher discusses the process on how stress changed from penultimate stress to
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ultimate stress. In order to make the analysis more detail, the researcher has been
served the data in the table below:
Table 7 Stress Changes from Penultimate Stress to Ultimate Stress of the
Suffix {-ee}
Word
Categories
Base Stem (N) Types of Stress
Nouns
/ˈfrænʧaɪz/ /ˌfrænʧaɪˈziː/ Penultimate ultimate
/ˈpæt(ə)nt / /ˌpæt(ə)nˈtiː/ Penultimate ultimate
/ˈrefjuːʤ/ /ˌrefjuˈʤiː/ Penultimate ultimate
Verb /ˈæbsənt/ /ˌæbsənˈtiː/ Penultimate ultimate
/ˈmɔːɡɪʤ/ /ˌmɔːɡɪˈʤiː/ Penultimate ultimate
Based on the table above, there are 5 bisyllabic words which undergo
stress changed from penultimate stress to ultimate stress. The data consist of 3
nouns, and 2 verbs. All of the base words above bear penultimate stress which is
stress on the second syllable from the end. Penultimate stress happen because the
first syllable fulfill the requirements as a stress syllable.
For example, in the word “mortgage” /ˈmɔːɡɪʤ/ where the first syllable is
heavy because it has tense vowel /ɔː/, while the second syllable is light because it
has a lax vowel /ɪ/. Therefore, stress falls on the penultimate position because
stress syllable must be heavy (Giegeriech, 1992, p. 182). The syllable structure
can be seen in the tree diagram as follows:
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Figure 8 The Syllable Structure of the Word “mortgage"
Moreover, after the suffix {-ee} is attached to the base word /ˈmɔːɡɪʤ/,
stress changed to the ultimate position which is stressed on the first syllable from
the end /ˌmɔːɡɪˈʤiː/. This phenomenon happened because the base word
undergoes changed of syllable number and and it changes the last syllable into
heavy syllable because of the existence of tense vowel [iː]. The syllable structure
can be seen in the tree diagram below:
Figure 9 The Syllable Structure of the Word “mortgagee"
d. Ultimate Stress to Penultimate Stress of the Suffix {-ee}
According to Torkenczy (2013), ultimate stress is a stress position on the
last syllable. Meanwhile, penultimate stress is a stress position on the second
syllable from the end. In this part, the researcher discusses the process on how
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stress changed from ultimate stress to penultimate stress. In order to make the
analysis more detail, the researcher has been served the data in the table below:
Table 8 Stress Changes from Ultimate Stress to Penultimate Stress of the
Suffix {-ee}
Word Cat-
egories
Base Stem (N) Types of Stress
Verbs /kəˈmɪt/ /kəˈmɪti/ Ultimate penultimate
/ɪmˈplɔɪ/ /ɪmˈplɔɪiː/ Ultimate penultimate
Based on the data classification, there are only two base words that under-
go stress change from ultimate stress to penultimate stress. The word /kəˈmɪt/ and
/ɪmˈplɔɪ/ have primary stress on the ultimate position which is first syllable from
the end because the syllables are heavy. The heavy syllable was indicated with the
existence of lax vowel /ɪ/ and coda /t/ in the word /kəˈmɪt/ and tense vowel /ɔɪ/ in
the word /ɪmˈplɔɪ/. The syllable structure can be seen in the tree diagrams below:
Figure 10 The Syllable Structure of the Word “commit”
The word “commit” is ambisyllabic because consonant /m/ in the first syllable
/kəm/ also becomes the onset of the second syllable /mɪt/.
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Figure 11 The Syllable Structure of the Word “employ”
Moreover, after the addition of the suffix {-ee} the words /kəˈmɪt/ and
/ɪmˈplɔɪ/ undergo stress changed on the penultimate position /kəˈmɪtiː/ and
/ɪmˈplɔɪiː/. There are two reasons which affect stress placement on those two
words. First, it is because the second syllable /mɪ/ and /plɔ/ are more prominent
than the other syllable. Second, suffix {-ee} moves stress into the syllable before
the suffix. The syllable structure can be seen through tree diagrams below:
Figure 12 The Syllable Structure of the Word “committee”
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Figure 13 Syllable Stucture of the Word “employee”
2. Types of Stress Change in English Agentive Nominalization of the Suffix
{-ant}
Based on the previous analysis of base categories in English agentive
nominalization of suffixes {-ee} and {-ant}, the researcher has found 26 base
words that can be attached to the suffix {-ant}. Moreover, stress changed in those
words can be analyzed based on the classification of stress types. For further
analysis is presented in the table as follow.
a. Primary Stress to Penultimate Stress of the Suffix {-ant}
Mostly monosyllabic words have primary stress, which is stress that falls
on its syllable because there is no other syllable. Meanwhile, penultimate stress is
a stress position on the second syllable from the end. In this part, the researcher
discusses the process on how stress changed from primary stress to penultimate
stress. In order to make the analysis more detail, the researcher has been served
the data in the table below.
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Table 9 Stress Changes from Primary Stress to Penultimate Stress of the
Suffix {-ant}
Word
Categories
Base Stem (N) Types of Stress
Verbs
Verbs
/'kleɪm/ /ˈkleɪmənt/ Primary stress penultimate
/ˈsɜːv/ /ˈsɜːvənt/ Primary stress penultimate
Based on the table above, the researcher has found 2 verb bases which
undergo stress changed of primary stress to the penultimate position after the
addition of suffix {-ant}. Moreover, all the base words are monosyllabic words
which are heavy syllables. Therefore, the primary stress automatically falls on the
syllable that available. For example in the word /'kleɪm/ which has a tense vowel
/eɪ/ and a coda /m/. It indicates a heavy syllable and automatically bear the
primary stress on its syllable. The other example is in the word /ˈsɜːv/ which has a
tense vowel [ɜː] and a coda [v] and it also idicates a heavy syllable. The syllable
structure can be seen in the tree diagrams below:
Figure 14 The Syllable Structure of the Words “claim” and “serve”
Furthermore, after suffix {-ant} attached to the base words /'kleɪm/ and
/ˈsɜːv/, stress changed to the penultimate position which is stress on the second
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syllable from the end /ˈkleɪmənt/ and /ˈsɜːvənt/. The syllable structures are shown
in the tree digram as follow:
Figure 15 The Syllable Structure of the Words “claimant” and “servant”
Basically, seen from the table, there are no stress changed in the base
words after the addition of suffix {-ant}. Actually, the stress is changed because
the number of the syllable also changed. For example in the word /ˈsɜːv/, the
primary stress is on the first syllable or on the available syllable, after the
attachment of the suffix {-ant} the word /ˈsɜːv/ changed into /ˈsɜːvənt/ with the
stress also on the first syllable. However, it will be different if we count the
syllable from the end. Stress cahnged from primary stress to the penultimate
position which is stress on the second syllable from the end.
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b. Ultimate Stress to Penultimate Stress of the Suffix {-ant}
According to Torkenczy (2013), ultimate stress is a stress position on the
last syllable. Meanwhile, penultimate stress is a stress position on the second
syllable from the end. In this part, the researcher discusses the process on how
stress changed from ultimate stress to penultimate stress. In order to make the
analysis more detail, the researcher has been served the data in the table below.
Table 10 Stress Changes from Ultimate Stress to Penultimate Stress of the
Suffix {-ant}
Word
Categories
Base Stem (N) Types of Stress
Verbs
/əˈkaʊnt/ /əˈkaʊntənt/ Ultimate penultimate
/əˈseɪl/ /əˈseɪlənt/ Ultimate penultimate
/əˈsɪst/ /əˈsɪstənt/ Ultimate penultimate
/əˈtend/ /əˈtendənt/ Ultimate penultimate
/kəmˈpleɪn/ /kəmˈpleɪnənt/ Ultimate penultimate
/kənˈsʌlt/ /kənˈsʌltənt/ Ultimate penultimate
/dɪˈfend/ /dɪˈfendənt/ Ultimate penultimate
/dɪˈpend/ /dɪˈpendənt/ Ultimate penultimate
/dɪˈsend/ /dɪˈsendənt/ Ultimate penultimate
/ɪnˈfɔːm/ /ɪnˈfɔːmənt/ Ultimate penultimate
/maɪˈgreɪt/ /ˈmaɪgrənt/ Ultimate penultimate
Based on the data, the researcher has found 11 base words which undergo
stress change after the addition of the suffix {-ant}. All the base words bear the
ultimate position which is stress on the first syllable from the end before the at-
tachment of suffix {-ant}. The primary stress is born by ultimate position because
most of the base words are heavy on the second syllable. For example is in the
word “inform” /ɪnˈfɔːm/ which has a tense vowel /ɔː/ on the second syllable.
Meanwhile, the first syllable is light because of the existence short vowel [ɪ]. In
addition, some base words also start with a [ə] which is a reduced vowel that can-
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not bear a stress such as in the word /əˈkaʊnt/. Therefore, the primary stress has to
fall on the ultimate position. The syllable structure can be seen in the tree
diagrams as follow:
Figure 16 The Syllable Structure of the Word “inform”
Figure 17 The Syllable Structure of the Word “account”
Moreover, after the addition of the suffix {-ant} to the base words
/ɪnˈfɔːm/ and /əˈkaʊnt/, the primary stress changed to the penultimate position
which is stressed on the second syllable from the end /ɪnˈfɔːmənt/ and
/əˈkaʊntənt/. The syllable structures are shown in the tree diagram below:
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Figure 18 The Syllable Structure of the Word “informant”
Figure 19 The Syllable Structure of the Word “accountant”
Stress changed on the penultimate position because of some reasons. First,
the second syllable in the word /ɪnˈfɔːmənt/ and /əˈkaʊntənt/ are more prominant
than the other syllables. Second, the first syllable have short vowel [ɪ] and [ə]
which is a reduced vowel therefore it can not bear a stress. Third, the vowel [a] of
the suffix {-ant} changed into schwa [ə] after it is attach to the base words
/ɪnˈfɔːmənt/ and /əˈkaʊntənt/. Therefore, the last syllable which contains suffix
can not bear a stress.
c. Penultimate Stress to Antepenultimate Stress of the Suffix {-ant}
Penultimate stress is a stress position on the second syllable from the end
(Giegerich, 1992, p. 187). Meanwhile, antepenultimate stress is a stress position
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49
on the third syllable from the end (Giegerich, 1992, p. 187). In this part, the
researcher discusses the process on how stress changed from penultimate stress to
antepenultimate stress. In order to make the analysis more detail, the researcher
has been served the data in the table below:
Table 11 Stress Changes from Penultimate Stress to Antepenultimate Stress
of the Suffix {-ant}
Word
Categori
es
Base Stem (N) Types of Stress
Verbs /ˈkɒmbæt/ /ˈkɒmbətənt/ Penultimate antepenultimate
/ɪnˈhæbɪt/ /ɪnˈhæbɪtənt/ Penultimate antepenultimate
Based on the table above, there are 2 verb bases which undergo stress
changed from penultimate stress to antepenultimate stress. Before the addition of
the suffix {-ant} all the base words have the primary stress on the penultimate po-
sition which is stressed on the second syllable from the end. The second syllable
bears the penultimate stress because it is heavy syllable which indicates by the
tense vowel. For example, the word /ˈkɒmbæt/ has a tense vowel /ɒ/ on the sec-
ond syllable which makes that syllable bear the primary stress because it is a
heavy syllable. The syllable structure is shown in the tree diagram as follows:
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Figure 20 The Syllable Structure of the Word “combat”
Moreover, after the suffix {-ant} attached to those base word /ˈkɒmbæt/,
the stress changed to the antepenultimate position which is stressed on the third
syllable from the end /ˈkɒmbətənt/. The syllable structure can be seen through the
tree diagram below:
Figure 21 The Syllable Structure of the Word “combatant”
Basically, the stress seems not changed because the stress is still on the first sylla-
ble. However, if we count the syllable from the end, the stress is actually changed
because after the addition of suffix {-ant}, the number of the syllable aslo
changed.
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d. Penultimate Stress to Penultimate Stress of the Suffix {-ant}
Penultimate stress is a stress position on the second syllable from the end
(Giegerich, 1992, p. 187). In this part, the researcher discusses the process on how
stress changed from penultimate stress to penultimate stress. In order to make the
analysis more detail, the researcher has been served the data in the table below:
Table 12 Stress Changes from Penultimate Stress to Penultimate Stress of the
Suffix {-ant}
Word Cat-
egories
Base Stem (N) Types of Stress
Verb /ˈkɒntest/ /kənˈtestant/ Penultimate penultimate
/ˈentə(r)/ /ˈentrənt/ Penultimate penultimate
Based on the data collection, the researcher has found 2 bisyllabic words
which undergo stress change from penultimate stress to penultimate stress. From
the table above, we can see that all the base words have the primary stress on the
penultimate position which is stressed on the second syllable from the end. For
example, the first syllable of the word /ˈentə(r)/ bears penultimate stress because it
has a tense vowel [e] and a coda [n] which indicate heavy syllable. Meanwhile,
the second syllable is not stressed because it has a reduced vowel [ə]. The syllable
structure can be seen through the tree diagrams below:
Figure 22 The Syllable Structure of the Word “enter”
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Furthermore, after the suffix {-ant} attached to the base word /ˈentə(r)/,
the stress changed to the second syllable /ˈentrənt/ because the second syllable is
more prominent than the other syllable. Even though the stress changes, the type
of stress does not undergo change which is from penultimate to penultimate be-
cause of the changed of syllable number after the addition of the suffix {-ant}.
The syllable structure can be seen in the tree diagram below:
Figure 23 The Syllable Structure of the Word “entrant”
e. Ultimate Stress to Antepenultimate Stress of the Suffix {-ant}
Ultimate stress is a stress position on the last syllable. Meanwhile,
antepenultimate stress is a stress position on the third syllable from the end. In this
part, the researcher discusses the process on how stress changed from ultimate
stress to antepenultimate stress. In order to make the analysis more detail, the
researcher has been served the data in the table below:
Table 13 Stress Changes from Utimate Stress to Antepenultimate Stress of
the Suffix {-ant}
Word
Catego-
ries
Base Stem (N) Types of Stress
Verbs /əˈplaɪ/ /ˈæplɪkənt/ Ultimate antepenultimate
/kəˈmɑːnd/ /'kɒməndænt/ Ultimate antepenultimate
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/kəˈmjuːn/ /kəˈmjuːnɪkənt/ Ultimate antepenultimate
Based on the data, the researcher has only found 3 bisyllabic base words
which undergo stress changed from ultimate to antepenultimate. The table above
shows that all the base words have the primary stress on the second syllable or the
ultimate position because the first syllable have a reduced vowel [ə] which cannot
bear a stress. In addition, the second syllables are also indicated as heavy syllables
because they have tense vowel such as tense vowel /ɑː/ in the word /kəˈmɑːnd/
and tense vowel /uː/ in the word /kəˈmjuːn/. The syllable structure can be seen in
the tree diagrams below:
Figure 24 The Syllable Structure of the Word “command”
Figure 25 The Syllable Structure of the Word “commune”
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Furthermore, after the suffix {-ant} is attached to the base words
/kəˈmɑːnd/ and /kəˈmjuːn/, stress changed from ultimate to penultimate stress
/'kɒməndænt/ and /kəˈmjuːnɪkənt/. The syllable structures are shown below:
Figure 26 The Syllable Structure of the Word “commandant”
Figure 27 The Syllable Structure of the Word “communicant”
Based on the tree diagrams above, stress changes to antepenultimate position
which is stress on the third syllable from the end because the third syllables are
heavy. In the word /'kɒməndænt/, heavy syllable can be indicated by the existence
of tense vowel [ɒ]. Meanwhile, in the word /kəˈmjuːnɪkənt/, heavy syllable can be
indicated by the existence of tense vowel [uː].
f. Ultimate Stress to Ultimate Stress of the Suffix {-ant}
Ultimate stress is a stress position on the last syllable. In this part, the
researcher discusses the process on how stress changed from ultimate stress to
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55
ultimate stress. In order to make the analysis more detail, the researcher has been
served the data in the table below:
Table 14 Stress Changes from Utimate Stress to Ultimate Stress of the Suffix
{-ant}
Word Cat-
egories
Base Stem (N) Types of Stress
Verbs /kənˈfaɪd/ /kɒnfɪˈdɑːnt/ Ultimate ultimate
Based on the table above, the word /kənˈfaɪd/ is the only one datum that
undergoes stress change from ultimate to ultimate stress. Even though the type of
stress does not change, the stress position changes. The word /kənˈfaɪd/ has the
primary stress on the second syllable / faɪd/ because it has vowel /aɪ/ which
indicates a heavy syllable. Meanwhile, the first syllable /kən/ is light. The syllable
structure can be seen through the tree diagram below:
Figure 28 The Syllable Structure of the Word “confide”
Moreover, after the addition of the suffix {-ant}, the primary stress
changed to the third syllable /dɑːnt/ because it is a heavy syllable with the exist-
ence of tense vowel /ɑː/. However, the type of stress does not change because of
the syllable number changes. The syllable structure can be sen in the tree diagram
below:
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Figure 29 The Syllable Structure of the Word “confidant”
g. Antepenultimate Stress to Antepenultimate Stress of the Suffix {-ant}
Antepenultimate stress is a stress position on the third syllable from the
end. In this part, the researcher discusses the process on how stress changed from
antepenultimate stress to antepenultimate stress. In order to make the analysis
more detail, the researcher has been served the data in the table below:
Table 15 Stress Changes from Utimate Stress to Ultimate Stress of the Suffix
{-ant}
Word
Catego
ries
Base Stem (N) Types of Stress
Verbs
/ˈselɪbreɪt/ /ˈselɪbrənt/ Antepenultimate antepenult
/ˈdiːvieɪt/ /'diːviənt/ Antepenultimate antepenult
/ˈemɪgreɪt/ /ˈemɪgrənt/ Antepenultimate antepenult
/ˈlɪtɪgeɪt/ /ˈlɪtɪgənt/ Antepenultimate antepenult
/pɑːˈtɪsɪpeɪt/ /pɑːˈtɪsɪpənt/ Antepenultimate antepenult
Based on the data, the researcher has found 5 pollysyllabic words which
undergo changed from antepenultimate to antepenultimate stress. Most of the base
words bear the primary stress on the antepenultimate position because the third
syllables from the end are heavy syllables. For instance, the pollysyllabic word
/ˈselɪbreɪt/ has a tense vowel /e/ in the first syllable that makes the syllable bear
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57
antepenultimate stress because it is a heavy syllable and it is more prominent than
the other syllable. The other example is the word /ˈdiːvieɪt/ stressed on the
antepenultimate position bcause the existence of tense vowel [iː] which indicates
heavy syllable. The syllable structure can be seen in the tree diagrams as follow:
Figure 30 The Syllable Structure of the Word “celebrate”
Figure 31 The Syllable Structure of the Word “deviate”
Moreover, after the suffix {-ant} is attached to the base words /ˈselɪbreɪt/
and /ˈdiːvieɪt/, the base words do not undergo stress changed. Stress remains on
the same position which is on the antepenultimate position in the word /ˈselɪbrənt/
and /'diːviənt/. The syllable structure can be seen in the tree diagrams below:
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58
Figure 32 The Syllable Structure of the Word “celebrant”
Figure 33 The Syllable Structure of the Word “deviant”
This phenomenon happened because after the addition of the suffix {-ant}, the
number of syllable does not changed. Therefore, the types of stress are remain on
the same position as before the addition of the suffix {-ant}.
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CHAPTER V
CONCLUSION
This chapter discusses the conclusion of the previous chapter based on the
answer of the problem formulation. The first problem formulation is to identify
the base categories of English agentive nominalization of suffixes {-ee} and {-
ant}.
In analyzing the base categories of English agentive nominalization of
suffixes {-ee} and {-ant}, the meanings of the words are needed in order to decide
whether the meaning of the base words and word form after the addition of
suffixes {-ee} and {-ant} are related or not. Moreover, the word formation of
suffixes {-ee} and {-ant} which are not in the form of noun agentive have to be
eliminated. There are three base categories of the word ending with suffixes {-ee}
and {-ant}. First, adjective bases consist of 1 data ending with the suffix {-ee}.
Second, noun bases consist of 5 data ending with suffixes {-ee}. Third, verb bases
consist of 43 data ending with suffixes {-ee} and {-ant}.
The second problem formulation is to find out stress types change in
English agentive nominalization of suffixes {-ee} and {-ant}. There were 4 types
of stress changed in English agentive nominalization of the suffix {-ee}: primary
stress to ultimate stress, ultimate stress to ultimate stress, penultimate stress to
ultimate stress, and ultimate stress to penultimate stress.
Furthermore, there were 7 types of stress changed in English agentive
nominalization of the suffix {-ant}: primary stress to penultimate stress, ultimate
stress to penultimate stress, penultimate stress to antepenultimate stress,
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penultimate stress to penultimate stress, ultimate stress to antepenultimate stress,
ultimate stress to ultimate stress, and antepenultimate stress to antepenultimate
stress. The analysis on the previous chapter shows that stress tends to fall on the
heavy syllables. The heavy syllables can be characterized with the existence of
tense vowel or diphthong, and the existence of filled codas.
Moreover, the syllables which have a schwa [ə] cannot bear the primary
stress because the vowel schwa [ə] is reduced. Basically, a reduced vowel schwa
[ə], a vocalic consonant, and a lax vowel /ʊ/ cannot be found on the stressed
syllable. Meanwhile, tense vowel or diphthong can be found in unstressed syllable
or light syllable. Therefore, in conclusion, the stressed syllable must be heavy
syllable, menwhile a heavy syllable does not have to be stressed. In addition, most
of the ambisyllabic words are heavy syllabe such as in the word “account”,
“committee”, “communicant”, etc.
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APPENDICES
Appendix 1: The Words Attached by the Suffix {-ee}
No. Stem (N) Meaning Base Meaning
1. Absentee (N) Person who is
absent from a
place, event, etc
where he or she
was expected
Absent (V)
To decide not to
be present; to stay
away
2. Addressee (N) Person to whom a
letter, etc is
addressed
Address (V)
To write on a
letter, parcel, etc
the name and
address of the
person that it is to
be delivered to
3. Appointee (N) Person appointed
to a job or
position
Appoint (V) To choose sb for a
job or position of
responsibility
4. Committee (N) A group of people
appointed, usu by
a larger group, to
deal with a
particular matter
Commit (V) To do something
that is illegal or
wrong
5. Detainee (N) Person who is
detained by
police, etc
Detain (V) To keep sb in an
official place
6. Devotee (N) Person who is
extremely keen on
something
Devote (V) To give one’s
time, energy, etc
to somebody/
something
7. Draftee (N) Person who is
drafted
Draft (V) To order some-
body to serve in
the armed forces
8. Employee (N) Person who works Employ (V) To give work to
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for sb or for a
company in return
for wages
somebody, usually
for payment
9. Escapee (N) Person who has
escaped, esp from
prison
Escape (V)
To become free;
to get away from a
place where one
has been a
prisoner
10. Enrollee (N) Person who has
enrolled in a
class, school, etc
Enroll (V) To become or
make sb a member
of a group, a
student on a
course, etc
11. Franchisee (N) Person, company,
etc holding a
franchise
Franchise
(N)
The right to vote
at public election
Formal permission
to sell a
company’s goods
or services in a
particular area
12. Grandee (N) Person of high
rank or
impportance
Grand (Adj) Magnificent,
splendid, big, of
great importance
13. Internee (N) Person who is
interned
Intern (V) To confine sb, esp
for political or
military reasons,
in a prison or
within a place,
without allowing
them to leave
14. Licensee (N) Person who has a
license, esp to sell
alcoholic drinks
License (N)
An official
document
showing that
permission has
been given to do,
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own or use sth
15. Mortgagee (N) Person or an
organization that
lends money in
mortage
agreements
Mortgage
(V)
To give somebody
the legal right to
take possession of
a house or some
other property as a
security for
payment of money
lent
16. Patentee (N) Person who
obtains or holds
patent
Patent (V) To get a right in
making or selling
products
17. Payee (N) Person to whom
something is paid
Pay (N) Money paid to
someone for doing
work
18. Refugee (N) Person who has
been forced to
leave his or her
country, home,
etc for political or
religious reasons,
or because there is
a war, shortage of
food
Refuge (N) Shelter or
protection from
danger, trouble,
etc
19. Returnee (N) Person who
returns or is taken
home from
abroad, esp
unwillingly
Return (V)
To go back to a
place
20. Referee (N) Person who is
asked to settle a
dispute, an
argument, etc
Refer (V) To mention or
speak of sb/ sth
21. Trainee (N) Person being
trained for a job,
Train (V) To teach a person
or an animal to
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etc perform a
particular job or
skill well, or to
behave in a
particular way, by
regular instruction
and practice
22. Trustee (N) Person who is
responsible for
managing a trust
Trust (V) To believe that
someone or some-
thing is reliable,
good, honest, ef-
fective, etc
23. Townee (N) Person who lives
in a town or city,
esp one who is
ignorant of
country life
Town (N) A place with
many houses,
shops and other
buildings that is
larger than a
village but smaller
than a city
Appendix 2: The Words Attached by the Suffix {-ant}
No. Stem (N) Meaning Base Meaning
1. Accountant (N) Person who
checks financial
account
Account (V) To think of
something in
specified way
2. Applicant (N) Person who
apply
Apply (V) make formal
request
3. Assailant (N) Person who
attacks sbd
Assail (V) To attack
somebody
4. Assistant (N) Person who helps Assist (V) To help
5. Attendant (N) Person whose job
is to provide
services
Attend (V) To be present,
serve
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6. Celebrant (N) Person who
celebrate
Celebrate
(V)
To do special
event
7. Claimant (N) Person who
claim
Claim (V) To state or
declare
8. Combatant (N) Person involved
in fighting
Combat (V) To fight against
(someone)
9. Commandant
(N)
An officer in
military
Command
(V)
To have authority
and control over
10. Communicant
(N)
Person who
receives
communion
Commune
(V)
To communicate
in very persponal
or spiritual way
11. Complainant
(N)
Person who
complains
Complain
(V)
To express
unhappiness
12. Confidant (N) Person that one
trusts to speak to
about one’s
secret
Confide (V) To tell a secret to
somebody
13. Consultant (N) Person who gives
expert advice
Consult (V) To go to a
person, book, etc
jto get an advice
14. Contestant (N) Person who
participates in a
contest
Contest (V) To try to win
something
15. Defendant (N) A person accused
in a legal case
Defend (V) To protect sth/ sb
from harm
17. Dependant (N) Person who
depends on
others
Depend (V) To hang down/
depend on sth/ sb
18. Descendant (N) Person or animal
that has another
as an ancestor
Descend (V) To have sb as an
ancestor
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19. Deviant (N) Person who is
different in
moral/ social
standards
Deviate (V) To change from
what is normal or
usual
20. Emigrant (N) Person who
emigrates
Emigrate (V) To leave one’s
own country and
go to live
permanently in
another
21. Entrant (N) Person who
enters sth
Enter (V) To go or come
into
22. Informant (N) Person who gives
information
Inform (V) To give sb facts
or information
23. Inhabitant (N) Person or animal
living in a place
Inhabit (V) To live in a place
24. Litigant (N) Person involved
in a claim or
dispute brought
before a lawcourt
Litigate (V) To take a claim
or dispute to a
lawcourt
25. Migrant (N) Person or animal
that migrates
Migrate (V) To move from
one place to go to
live or work in
another
26. Participant (N) Person who takes
part in sth
Participate
(V)
To take part or
become involved
in an activity
27. Servant (N) Person who
works in sb
else’s household
for wages, food,
and lodging
Serve (V) To work for sb
espas a servant
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