This study aims to determine the inflectional morpheme contained in the short story entitled "The Child's Story" by Charles Dickens. The analysis shows that there are 108 inflectional morphemes found in the short story "The Child's Story". There are 35 plural nouns “-s”, “-es” with 32.5% percentage as the most dominant inflectional morphemes found in this story. Next, possessive nouns “-'s”, “-s'” and comparative adjectives “-er” both show 2 data (1.8%), superlative adjectives “-est” shows 3 data (2.7%), 3rd person singular/present tense “-s” shows 4 data (3.7%), verb past tense “-ed”/”-d” shows 29 data (26.9%), Present participle “-ing” shows 32 data (29.7%), past participle verb “-en” shows 1 data (0.9%). In addition, Inflectional does not change the grammatical category of words consisting of "-s, -'s, -er, -est, -s, -ed, -ing, and -en". The suffix “-s” means plural. The suffix “-'s”, “-s'” means possessive. The ending “-er” means comparative. The suffix “-est” means superlative. The ending “-ed” means past. The ending “-ing” means current (continuous). The ending “-en” means participle. Keywords: Morphology, Words, Inflectional, Morphemes, Suffixes.
This study is concerned with the realization of Brown’s theory of assessing reading on the English national examination. This study focused on the English national examination for junior high schools in the academic year 2018/2019. It aimed to know what types of assessing reading were used and what the most dominant types were used on the English national examination based on the realization of Brown’s theory. The qualitative approach was employed. The method of analysis used was descriptive research. Based on the data analysis, there was only one type of the four types of reading assessment which was implemented on the English national examination. It was interactive reading. The tasks which were used in interactive reading are impromptu reading plus comprehension question as many as 49 questions which are included in 17 texts and ordering tasks as many as 1 question which was included into 1 text. All of them were spread into 17 texts. The most dominant type of assessing reading was interactive reading (50 questions) which consisted of 49 questions of impromptu reading plus comprehension questions and 1 question of ordering tasks.
Teaching collocations becomes very important for ESL/EFL students to achieve language fluency since the students spend a great amount of time interacting with their textbooks. This study aims to investigate the comparison of lexical collocations used in two textbooks used regularly in senior high school level in Semarang namely Aim High Student’s Book 1 and Bahasa Inggris Kelas X. This study applied descriptive qualitative method. The documentary method was used in collecting the data. The data were analyzed based on collocation theories proposed by Benson, et al. (1997) and Lea (2002). The result showed that there were three similarities found regarding the lexical collocation occurrence in all parts of the textbooks, the highest frequency of the lexical collocations occurrence in the exercise part of the textbooks, and the highest frequency of the types of lexical collocations in the textbooks. Meanwhile, there are three differences found regarding the number of lexical collocation frequency in each textbook, the order in using lexical collocations from the highest to the lowest frequency, and the way the authors of the textbooks in introducing and teaching lexical collocations to the students. Furthermore, it was also found that Bahasa Inggris Kelas X produced some inaccurate lexical collocations.
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