PAPER

INTRODUCTION TO LINGUISTIC

“MORPHOLOGY”

ARRANGED BY :

JIHAN FAHRINA SALAHUDDIN

JUSRIANI MULBAR

ARMILA

TANIA MAHARANI

STKIP MUHAMMADIYAH BONE

2018/2019
 PREFACE

First at all, give thanks for God 's love and grace for us.

Thanks to God for helping me and giving me the chance to finish this assumption
timely. And I would like to say thank you to Mr. Syamsuddin S.Pd., M.Pd as the lecturer that
always teaches us and gives muchknowledge about Introduction to Linguistic

I hope this papers ican be useful for us. Critics and suggestions are needed here to
make this assumption better.

Thank you.

Bone, April 2019

Penyusun
 CHAPTER I
INTRODUCTION

Recent work in sociolinguistics has raised once again a long-standing question: can
linguistic change be observed while it is actually occuring? In modern linguistics the answer
to that question has usually been a resounding negative. Following the example of two of
the founders of the modern discipline, Saussure (1959) and Bloomfield (1933), most linguist
have maintained that change itself cannot be observed; all that you can possibly hope to
observe are the consequences of change. The important consequences are those that make
some kind of difference to the structure of a language. At any particular time, it certainly
may be possible for linguists to observe variation in language, but that variation is of little
importance. As indicated earlier, such variation was to be ascribed either to dialect mixture,
that is, to a situation in which two or more system have a degree of overlap, or to free
variation, that is, to unprincipled or random variation. Only in recent years have some of
them seen in it a possible key to understanding not only how languages are distributed in
Morphology is concerned with the internal structure of words and the rules for
forming words from their subparts, which are called morphemes.
Morphemes are the smallest units in the structural analysis of words. [[[ green ] ish ]
ness] [un [break [able]]]It is often said that morphemes are the smallest units of meaning,
butthis is not quite accurate. They are the smallest structural units thelearner identifies; to
be identified as such a morpheme must have anidentifiable grammatical behavior, but not
necessarily an identifiable meaning.
[ trans [ mit ]] [ trans [ miss ]] ion]
[ per [ mit ]] [ per [ miss ]] ion]
Although we know that the subparts of these words once had constant meanings (L
trāns ‘across, per ‘through’, cum ‘with’, mitt-ere ‘to send’) the learner of contemporary
English does not know this (ordinarily).
• In any case the words don’t mean ‘send across, send, through, send with’
• However, the root [mit] shows an identifiable contanst grammatical behavior: it
changes to [miss] when the verb is used to make the corresponding noun through
suffixation of [-ion]
 CHAPTER II
CONTENT

Morphology according to wikipedia is identification , analysis and description of the

structure of morphemes and other units of meaning in the language like words, affixes, and
part of speech and intonation/stress, implied context ( word in lexicon are the subject
metter of lexicology).
Morpholgy according to Dr. C. George Boeree is Morphology is the study of
morphemes, obviously. Morphemes are words, word stems, and affixes, basically the unit
of language one up from phonemes. Although they are often understood as units of
meaning, they are usually considered a part of a language's syntax or grammar. It is
specifically grammatical morphemes that this chapter will focus on.
Morphology according to Hadi Rukkiyah is Morphology or morphemic means
learning how to form words (word-organization). It is a branch of linguistics which deals with
the organization of phonemes into meaningful groups called morphs. A morph is the
smallest meaningful part of language.

Morphology is the study of words. Morphemes are the minimal units of words that
have a meaning and cannot be subdivided further. There are two main types: free and
bound. Free morphemes can occur alone and bound morphemes must occur with another
morpheme. An example of a free morpheme is "bad", and an example of a bound
morpheme is "ly." It is bound because although it has meaning, it cannot stand alone. It
must be attached to another morpheme to produce a word.
Free morpheme: bad
Bound morpheme: -ly
Word: badly
When we talk about words, there are two groups: lexical (or content) and function
(or grammatical) words. Lexical words are called open class words and include nouns, verbs,
adjectives and adverbs. New words can regularly be added to this group. Function words, or
closed class words, are conjunctions, prepositions, articles and pronouns; and new words
cannot be (or are very rarely) added to this class.
 Affixes are often the bound morpheme. This group includes prefixes, suffixes, infixes,
and circumfixes. Prefixes are added to the beginning of another morpheme, suffixes are
added to the end, infixes are inserted into other morphemes, and circumfixes are attached
to another morpheme at the beginning and end. Following are examples of each of these:
Prefix: re- added to do produces redo
Suffix: -or added to edit produces editor
Infix: -um- added to fikas (strong) produces fumikas (to be strong) in Bontoc
Circumfix: ge- and -t to lieb (love) produces geliebt (loved) in German
There are two categories of affixes: derivational and inflectional. The main difference
between the two is that derivational affixes are added to morphemes to form new words
that may or may not be the same part of speech and inflectional affixes are added to the
end of an existing word for purely grammatical reasons. In English there are only eight total
inflectional affixes:
-s 3rd person singular present she waits
-ed past tense he walked
-ing progressive she's watching
-en past participle she has eaten
-s plural three tables
-'s possessive Holly's cat
-er comparative you are taller
-est superlative you are the tallest
The other type of bound morphemes are called bound roots. These are morphemes
(and not affixes) that must be attached to another morpheme and do not have a meaning of
their own. Some examples are ceive in perceive and mit in submit.
English Morphemes
A. Free
1. Open Class
2. Closed Class
B. Bound
1. Affix
a. Derivational
b. Inflectional
 2. Root
There are six ways to form new words. Compounds are a combination of words,
acronyms are derived from the initials of words, back-formations are created from removing
what is mistakenly considered to be an affix, abbreviations or clippings are shortening
longer words, eponyms are created from proper nouns (names), and blending is combining
parts of words into one.
Compound: doghouse
Acronym: NBA (National Basketball Association) or scuba (self-contained underwater
breathing apparatus)
Back-formation: edit from editor
Abbreviation: phone from telephone
Eponym: sandwich from Earl of Sandwich
Blending: smog from smoke and fog

In many language, what appear to be single form actually turn out contain a large
number of ‘word-like’ elements. For example, in swahili ( spoken throughout East Africa),
the form nitacupenda conveys what, in English, would have to be represented as something
like i will love you. Now, is the swahili form a single word? If it is a ‘word’ then it seems to
consist of a number elements which ,in English. Turn up a separate ‘wod’. A very rough
correspondence can be presented in the following way:
Ni –ta –ku -penda
I will you love
It seems as if the swahili ‘word’ is rather different from what we think of as an
English ‘word’’ Yet, there clearly is some similarity between the languages, in that similar
elements of the whole message can befound in both. Perhaps a better way of looking at
linguistic forms in different languages would be to use this notion of elements in the
message, rather than to dipend on identifying ‘word’. The type of exercise we have just
performed is an example of investigating forms in language generally known as morphology.
This term, which literally means ‘the study of form’, was originally used in biology, but,
since, the mid nineteenth century, has also been used to describe that type of investigation
which analyzes all those basic ‘elements’ which are used in a language.
 Morphology in the tme thechild 3 years old, he or she going beyound telegraphic
speech forms and incorporating some of the inflectional morphemes with grammatical
function of the noun and verb. The first to appears is the usually the –ing form. For
example cat sitting and mommy reading book. Then comes to marking of plural with the –s
as boys and cats. When the alternative pronunciation of the plural morphemused in house (
i.e ending |-ez|) comes into use. It too is given on overgeneralized application and form
such as boyses or footses can appear. At the some time as this overgeneraization is taking
place. It also begin using irregular plurals such as men quite appropriately for a while, but
then try out the general rule on the forms producing expressions like some mens and two
feets/ even two feetses.
The use possesive inflections –‘s occurs in expressions such as girls and mummy’s
book and the different forms of the verb ‘to be’, such as are and was, turn up . The
appearanceof forms such as was and, at about the same time, went and came should be
noted. These are irregular past tense forms which one would not expect to appear before
the more regular forms. However, they do typically precede the appearance of the –ed
inflection. Once the regular past tense forms begin appearing in the child’s speech ( e.g.
walked, played ), then, interestingly, the irregular forms disappear for a white and are
replaced by over generalized versions such as goed and comed. For a period, there is often
minor chaos as the –ed inflection is added to everything , producing such oddities as
walkeded and wanted. As with the plural forms, however the child works out, finally , the
regular –s marker on third person singular present tense verb appears it occurs intially with
full verbs (comes, looks ) and then with auxiliaries (does, has )
Throughout this sequence there is, of course, a great deal of variability, individual
children may produce ‘good’ forms comes day and ‘odd’ forms the next. It is important to
remember that hte child is working out how to use linguistic system while actually using it as
a means of communication. For the child, the use of forms such as goed and foots is simply
a means of trying to say what he or she means during particular stage of development. The
embrassed present who insist that the child didn’t hear such things at home are implicitly
recognizing that ‘ imitation’ is not the primary force in child language acquisition.
 CHAPTER III
CONCLUSION

Linguistics explains the description and description of language and is not contained
in regulations, instructions from the language. Linguistics does not need to know many
languages and Linguistics does not translate. There are several linguistic branches, one of
which is mopr
Morphology is concerned with the internal structure of words and the rules for
forming words from their subparts, which are called morphemes.