CHAPTER I

INTRODUCTION
1.1 Background of Paper
Every speaker of every language knows tens of thousands of words. Webster’s
Third International Dictionary of the English Language has over 450,000 entries.
Most speakers don’t know all these words. It has been estimated that a child of six
knows as many as 13,000 words and the average high school graduate about 60,000.
A college graduate presumably knows many more than that, but whatever our level
of education, we learn new words throughout our lives.
Words are an important part of linguistic knowledge and constitue a component
of our mental grammars. But one can learn thousands of words in a language and
still not know the language. Anyone who has tried to be understood in a foreign
country by merely using a dictionary knows this is true. On the other hand, without
words we would be unable to convey our thoughts through language.
People must understand structure of language and can use it as well as possible;
language is needed by people so far they need to interaction with each other.
Therefore, we must understand it. People not only understand but also how the way
uses a good language to commutate each other. As we see today, communication is
very need by all people because first tool of interaction is language.
Human life in the world need to interaction with the other people to cover our
need. In addition, we cannot life as individual in this world and we must make
interaction and communication each other. In their interaction and communication,
we must use tool to understand what we want. Language as a toll of communication
so if we understand and be able to use it as well as we can interact and communicate
with each other but if we do not understand and cannot use it as well as, we cannot
interact and communicate with them.
As we know in our interaction, language as tool of communication to express
our need like thoughts and feeling Therefore, we must learn language to understand
people’s thoughts and feeling and to understand and use language we must
understand the pattern because language has some of pattern to construct it
sentence, phrase and word, like how to mike like become dislike. English is one of

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 popular language in this era and English has some of pattern to construct it word,
phrase and sentences.
One of pattern in English language about how a word has same meanings
because of addition some of Alfa bates in beginning or end of word. This pattern
called morphology in English. Morphology in English language has different
processes and some of them make new meaning and part of speech.

1.2 Problem Identification

1. What is the definition of Morphology ?
2. What is the different between Content Words and Function Words ?
3. What are type of Morphemes ?
1.3 Limitation of Problem
1. To know what is the definition of Morphology.
2. To know what is the different between Content Words and Function Words.
3. To know what are type of Morphemes.

CHAPTER II
DISCUSSION

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2.1 Morphology
A word Morphology is from Greece “morphe “that has meaning “forms”. It
means the morphology is a science of language that focuses on language and how
that language special word formed. Morphology is the study of the basic building
blocks of meaning in language. Morphology is the study of how words are put
together or “shaped” by using morphemes, which include prefixes, roots, and
suffixes.
Knowing the different morphemes in a word allows one to not only figure out
its definition, but also determine whether it’s a noun, verb, or adjective. The words
morphology and morpheme both come from the Greek root word morph meaning
“shape;” morphology is therefore the study of the “shape” words take, whereas
morphemes are those building blocks which “shape” the word.
These building blocks, called morphemes, are the smallest units of form that
bear meaning or have a grammatical function. A morpheme can be defined as a
minimal unit having more or less constant meaning and more of less constant form.
For example, linguists say that the word buyers is made up of three
morphemes{buy} +{er} +{s}. The evidence for this is that each can occur in other
combinations of morphemes without changing its meaning. We can find {buy} in
buying, buys, and {er} in seller, fisher, as well as buyer. And {s} can be found in
boys, girls, and dogs. The more combinations a morpheme is found in, the more
productive it is said to be.

2.2 Content Words and Function Words

Languages make an important distinction between kinds of words-content
words and function words. Nouns, verbs, adjectives, and adverbs are the content
words. These word denote concepts such as object, actions, attributes, and ideas
that we can think about children, anarchism, soar, and purple. Content words are
sometimes called the open class words because we can and regularly do add new
words to these classes. A new words, steganography, which is the art of hiding
information in electrinic text, entered English with the internet revolution. Verbs
like disrespect and download entered the language quite recently, as have nouns
like byte and email.

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 There are other classes of words that do not have clear lexical meaning or
obvious concepts associated with them, including conjuctions such as and, or, and
but; preposition such as in and of; the articles the, a/an, and pronouns such as it
and he.
These kinds of words are sometimes called function words because they have
a grammatical function. For example, the articles indicate wheter a noun is
definite or indefinite –the boy or a boy. The proposition of indicates possesions as
in “the book of yours, “but this world indicates many other kinds of relations too.
Function words are sometimes called closed words. It is difficult to think of new
conjuctions, propositions, or pronouns that have recently entered the language.
The small set of personal pronouns such as I, me, mine, he, she, and so on are part
of this class. With the growth of the feminist movement, some proposals have
been made for adding a neutral singular pronoun that would be neither masculine
for feminine and that could be used as the general, or generic, form. If such a
pronoun existed, it might have prevented the department chairperson in a large
university form making the incongruous statement: “we will hire the best person
for the job regardless of his sex.”the UCLA psychologist Donald MacKay has
suggested that we use “e,”pronounced like the letter name, for this pronoun with
various alternative forms. Others point out that they and there are already being
used as neutral third-person singular forms, as in “Anyone can do it if they try
hard enough” or “Everyone can do their best.” The use of the various forms of
they is standard on the BBC (British Boardcasting system) as pronoun
replacement for anyone and everyone , which may be regarded as singular or
plural.
The difference between content and function words is illustrated by the
following test that circulated recently over the internet :
Please count the number of F’s in the following text :

FINISHED FILES ARE THE

RESULT OF YEARS OF SCIENTIFIC

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STUDY COMBINED WITH THE
EXPERIENCE OF YEARS.
If you are like most people, your answer will be 3. That answer is wrong. The
correct answer is 6 count again. This time pay attention to the function word OF.
What this little test illustrates is that the brain treats content and function word
differently. Indeed, there is a great deal of psychological and neurological
evidence to support this claim. For example, the effect that we just illustrated with
the OF test is much more pronounced in brain –damaged people. As discussed in
chapter 2, some braindamaged patients have greater difficulty in using,
understanding, or reading function words than they do with content words. Some
are unable to read function words like in or which but can read the lexical content
words inn witch. Other patients do just the opposite. The two classes of words
also seem to function differently in slips of the tongue produced by normal
individuals. For example, a speaker may inadvertently switch words producing
“the journal of the editor” instead of “the editor of the journal,” but the switching
or exchanging of function words has not been observed. There is also evidence for
this distinction from language acquisition. In the early stages of development,
children often omit function words from their speech, for example, “doggie
barking.” These two classes of words have different functions in language.
Content words have semantic content (meaning).

2.3 Type of Morphemes

In linguistic terminology the minimal parts of words that we have analyzed
above are called morphemes. Morphemes come in different varieties, depending
on whether they are
· free or bound and
· inflectional or derivational

a. Free morphemes

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 Free morphemes can stand by themselves (i.e. they are what what we
conventionally call words) and either tell us something about the world (free lexical
morphemes) or play a role in grammar (free grammatical morphemes). Man, pizza,
run and happy are instances of free lexical morphemes, while and, but, the and to
are examples for free grammatical morphemes. It is important to note the difference
between morphemes and phonemes: morphemes are the minimal meaning-bearing
elements that a word consists of and are principally independent from sound. For
example, the word zebra (ˈziːbrə) consists of six phones and two syllables, but it
contains only a single morpheme. Ze- and -bra are not independent meaning-
bearing components of the word zebra, making it monomorphemic. (Bra as a free
morpheme does in fact mean something in English, but this meaning is entirely
unrelated to the -bra in zebra.)

b. Bound morphemes
Not all morphemes can be used independently, however. Some need to be
bound to a free morpheme. In English the information “plural number” is attached
to a word that refers to some person, creature, concept or other nameable entity (in
other words, to a noun) when encoded in a morpheme and cannot stand alone.
Similarly the morpheme -er, used to describe “someone who performs a certain
activity” (e.g. a dancer, a teacher or a baker) cannot stand on its own, but needs to
be attached to a free morpheme (a verb in this case). Bound morphemes come in
two varieties, derivational and inflectional, the core difference between the two
being that the addition of derivational morphemes creates new words while the
addition of inflectional words merely changes word form.

c. Derivational morphemes
The signature quality of derivational morphemes is that they derive new words.
In the following examples, derivational morphemes are added to produce new
words which are derived from the parent word.
happy – happiness – unhappiness
frost – defrost – defroster
examine – examination – reexamination

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In all cases the derived word means something different than the parent and the
word class may change with each derivation. As demonstrated in the examples
above, sometimes derivation will not cause the world class to change, but in such a
case the meaning will usually be significantly different from that of the parent word,
often expressing opposition or reversal.
probable – improbable
visible – invisible
tie – untie
create – recreate
Independently of whether or not word class changes and how significantly meaning
is affected, derivation always creates (derives) new words from existing ones, while
inflection is limited to changing word form.

d. Inflectional morphemes
Inflection (the process by which inflectional morphemes are attached to words)
allows speakers to morphologically encode grammatical information. That may
sound much more complicated than it really is – recall the example we started out
with.
The word girls consists of two morphemes
· the free lexical morpheme girl that describes a young female human being
and
· the bound inflectional morpheme -s that denotes plural number
Examples for the morphological encoding of other grammatical categories are
tense (past tense -ed as in walked), aspect (progressive aspect as in walking), case
(genitive case as in Mike‘s car) and person (third person -s as in Mike drives a
Toyota).
You are likely to notice that
· overall, English grammar has fairly few inflections and
· some inflectional endings can signify different things and more than one piece
of grammatical information at once
The first point can easily be demonstrated by comparing English with German,
which makes more use of inflection. Compare the following two pairs of sentences.

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Der Mann sah den Hund
Den Hund sah der Mann
vs.
The man saw the dog
The dog saw the man
If you focus on the meaning of the two German sentences you’ll see that it
does not change, even though we’ve changed the word order. The man is still the
one who sees the dog, not the other way around. By contrast, the English expression
changes its meaning from the first to the second sentence.
Why is this the case? In the German example the definite article is inflected
for accusative case (den Hund), telling us who exactly did what to whom. This
allows us to play around with the word order without changing the meaning of the
sentence. English gives us no way of doing the same. We are forced to stick to a
fixed word order due to a lack of case inflection (except for personal pronouns).
Languages such as Latin that indicate a high degree of grammatical information via
inflection (so-called synthetic languages) generally have a freer word order than
analytic languages like English which have only reasonably very few inflections
and rely on word order to signal syntactic relations (another popular example for a
strongly analytic language is Chinese).

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 CHAPTER III
FINAL

3.1 Conclusion

A word Morphology is from Greece “morphe “that has meaning “forms”.

Morphology is the study of the basic building blocks of meaning in language.
Morphology is the study of how words are put together or “shaped” by using
morphemes, which include prefixes, roots, and suffixes.
The difference between content and function words is Nouns, verbs,
adjectives, and adverbs are the content words. These word denote concepts such
as object, actions, attributes, and ideas that we can think about children,
anarchism, soar, and purple. Content words are sometimes called the open class
words because we can and regularly do add new words to these classes. A new
words, steganography, which is the art of hiding information in electrinic text,
entered English with the internet revolution. Verbs like disrespect and download
entered the language quite recently, as have nouns like byte and email.
There are other classes of words that do not have clear lexical meaning or
obvious concepts associated with them, including conjuctions such as and, or, and
but; preposition such as in and of; the articles the, a/an, and pronouns such as it
and he.
These kinds of words are sometimes called function words because they have
a grammatical function. For example, the articles indicate wheter a noun is
definite or indefinite –the boy or a boy. The proposition of indicates possesions as
in “the book of yours, “but this world indicates many other kinds of relations too.
Function words are sometimes called closed words. It is difficult to think of new
conjuctions, propositions, or pronouns that have recently entered the language. The
small set of personal pronouns such as I, me, mine, he, she, and so on are part of
this class. With the growth of the feminist movement, some proposals have been
made for adding a neutral singular pronoun that would be neither masculine for
feminine and that could be used as the general, or generic, form.
Type of Morphemes are Free morphemes,Bound morphemes,Derivational
morphemes, and Inflectional morphemes.

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 BIBLIOGRAPHY

http://kakikusakitsekali.blogspot.com/2012/06/makalah-morpology.html

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Fromkin,Victoria.Rodman,Robert.Hyams,Nina.2003.AnIntroductiontoLanguage.
Boston:MichaelRosenberg.

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