I. Introduction.

1. Rationale for the study.

Language is considered the most effective method of human communication, as
it allows for the nuanced and complex exchange of ideas, emotions, and information. It
can be expressed through spoken language, written language, and sign language, each
offering unique ways for individuals to connect and interact with one another. Thanks
to language, people can convey their thoughts, opinions, and emotions in a structured
and understandable manner, facilitating not only basic communication but also the
sharing of culture, knowledge, and history. However, language is more than just a set
of words. It also involves word comprehension to arrange words into meaningful
sentences.
Regarding the construction of linguistic terms, distinguishing between -ing and
-ed suffixes brings many difficulties to English learners. So take an in-depth look at
these two suffixes that are a common problem for many learners.
The above reasons inspired me to write about the topic "The suffixes "-ing, -ed"
2. Aim of the study.
The aims of the study are to:
+ Providing knowledge about the suffixes -ing and -ed.
+ Giving ways of how to use the suffixes -ing and -ed.
3. Research questions.
+ What are the suffix -ing and the suffix -ed?
+ How to use the suffixes -ing and -ed?
4. Scope of the study
This research only focuses on learning about the suffixes -ing and -ed and how to
use them in terms of lexicology.
5. Significance of the study.
This study was conducted to provide comprehensive knowledge about the
suffixes -ing and -ed, aiming to elucidate their various functions and applications
within the English language. By examining the roles these suffixes play in forming
different verb tenses, adjectives, and other grammatical structures, the study seeks to
demystify their usage and highlight the distinctions between them.
6. Structure of the study.
Section I: Introduction: Consists of the rationale, the aims, the scope, the significance,
the methods, and the structure of the study.
Section II: Review of literature: Provide an overview of the suffix -ing and the suffix -
ed.
Section III: Research methodology:
Section IV: Expected results:
II. Review of literature.

1. Suffix

1.1. The definition of suffix.

English has two kinds of affixes. While prefixes attach to the beginnings of roots,
suffixes attach to the end of roots. Common suffixes include -full, -less, -ed, -ing, -ed,
-s, and -en.
1.2. Type of suffix.
According to Laurel J. Brinton and Donna M. Brinton (2010:85), when we add
suffixes to base words, the affixation process is either derivational or inflectional.
1.2.1. Derivational suffixes.
When the word's meaning or the word class (e.g., noun, adjective, verb, etc.)
completely changes, the process is derivational. For example, adding '-er' to the end of
the based word 'teach' changes the verb (teach) to a noun (teacher).
Romiyanti Hayoto (2018:4) claimed that there are three types of derivational
suffixes:
(1) Noun derivational suffixes which are found - er,- ion, -ing, - ate, - ship, - ies,
-ance, -or, - ment, - ship, - ity. It occurs when the root of the word as a verb and an
adjective changes to become a noun because of adding the suffix. For example, light
(V) is added by the suffix ‘er’ to become lighter (N), and human (adj) is added by the
suffix ‘ity’ to become humanity(N).
(2) Verb derivational suffixes which are found: –es, -ing, - ed. It occurs when the
root of the word as a noun and an adjective changes to a verb. For example, go (verb)
is added by the suffix ‘es’ to become goes (verb), and advance (adj) is added by the
suffix ‘ed’ to become advanced (verb).
(3) Adjective derivational suffixes which are found: –ed, , -ar,, -ies, -ive. It occurs
when the root of the word as a verb and an adjective changes to an adjective. For
example, graduate (verb) is added by the suffix ‘ed’ to become graduated (adj), and
intense (Adj) is added by the suffixes ‘ive’ to become intensive (adj).
1.2.2. Inflectional suffixes.
Inflectional suffixes show a grammatical change within a word class - this means
the word class always remains the same. For example, adding the suffix '-ed' to the
verb 'talk' to create the verb 'talked' shows us that the action happened in the past.
Example:
• walking (shows the progressive aspect)
• shoes (shows plurality)
• likes (shows 3rd person singular, e.g., he likes coffee)
2. The suffix -ing.
Plag (2003) gave examples of this suffix, boring and changing. He mentioned
that the grammatical status of suffix-ing is sometimes unclear. The suffix-ing can be
analyzed as an adjective in the changing weather. However, it is classified as a verb in
" The weather is changing". Whereas in "The film was boring", the suffix-ing is
classified as an adjective because boring describes the film. Carstairs and McCarthy
(2002) added an example of "a not very interesting book" in which the word
interesting belongs to an adjective. In these two cases, the suffix -ing is classified as a
participial adjective. The English participial adjectives are classified into two types:
the present adjectives participles which are labeled as the -ing form, and the-en or-ed
adjectival word class at the same time. Reilly I (2013) justified that the -ing adjectives
can be derived from transitive verbs of psychological states which show emotions like
interesting, and boring, and from transitive verbs of action with their intransitive
equivalent like increasing.
3. The suffix -ed.
Plag (2003) says that the meaning of suffix -ed is 'having X, being provided
with X' as seen in broad-minded, pig-headed, wooded, empty-headed, pig-headed, air-
minded, headed, air-minded, and fair-minded. Suffix -ed is mostly attached to
compounds or phrases.
The suffixed is as the participial adjectives like -ing. Thus, it can be derived
from transitive verbs that show emotions (interesting-interested), and from transitive
verbs of action with their intransitive equivalent (increasing-increased). The ed form is
also common to be derived Harem Gloriam from nouns which is called denominal; a
cleft in a cleft sentence, and a talent in a talented girl (Nofal, 2012).
4. Morphological functions.
4.1. Verb forms.
4.1.1. Suffix -ing forms the present participle and gerund.
Junaida in his book “Complete English Grammar (2011)” states that gerund is
the -ing form of a verb that functioned as a noun by add -ing behind this verb. It is also
stated by Thompson and Martinet (1986: 228) stated that the gerund and present
participle have the same form, ending-ing form. In other words, it can be concluded
that gerund is the -ing form of a verb used as a noun, it can function as a subject and
object sentence and also as an object preposition.
4.1.2. Suffix -ed forms the past tense and past participle.

In English, the suffix ed is added to a verb (Hiromi Otaka,2019:98) to make it

either past tense or past participle form. This transformation is applicable to regular
verbs, where the verb retains its base form and simply appends "-ed" to indicate
actions that have occurred in the past or to form perfect tenses (e.g., "age" becomes
"aged" in both the simple past and past participle). However, this rule does not apply
to irregular verbs, which do not follow a consistent pattern for their past tense and past
participle forms. For instance, the verb "eat" changes to "ate" in the past tense and
"eaten" in the past participle, illustrating a deviation from the regular "-ed" suffix
pattern. Irregular verbs have unique conjugations that must be memorized individually,
as they do not adhere to the standard "-ed" suffix rule for indicating past actions or
states.
4.2. Adjectival forms.
Most -ed adjectives come from regular past participles of verbs
(William,2020:3) that describe a noun that has experienced a specific action or state.
These adjectives often describe a feeling or condition resulting from an action. While
the "-ing" suffix forms adjectives that describe the characteristics of a noun by
indicating an ongoing action or state. These adjectives often describe something that
causes a feeling or reaction.
III. Research methodology.

IV. Expected results.

References.
2. **Phonological and Orthographic Changes**:

- Rules and patterns of spelling change when these suffixes are added (e.g., "run" to
"running" and "stop" to "stopped").

3. **Semantic Roles**:

- Differences in meaning when these suffixes are applied (e.g., "bored" vs. "boring").

4. **Syntax and Usage**:

- The syntactic roles of words formed with these suffixes in sentences.

- How their use affects sentence structure and meaning.