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THE CORRELATION BETWEEN VOCABULARY SIZE ANDMORPHOLOGICAL AWARENESS OF THE FIRST SEMESTER
STUDENTS , ENGLISH EDUCATION DEPARTMENT,MUHAMMADIYAH UNIVERISTY OF YOGYAKARTA
A THESIS
Presented as a Partial Fulfillment of the Requirementsto Obtain the Magister Humaniora (M.Hum.) Degree
in English Language Studies
by
Andi WirantakaStudent Number : 126332025
The Graduate Program of English StudiesSanata Dharma University
Yogyakarta2016
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE CORRELATION BETWEEN VOCABULARY SIZE Al[D tMORPHOLOGICAL AWARENESS OF THE I'IRST SEMESTER
STUDENTS, ENGLISH EDUCATION DEPARTMENT,MUHAMMADIYAII T]NIVER.SITY OF YOGYAKARTA
A THESIS
Yogyakarta, February 2, 2A16
Approved by
C,IFX. Mukarto. Ph.D.Advisor
o,.,D\s
e-/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A THESIS
THS CORRELATTON BETWEEN VOCABT]LARY SIZE ANDMORPIIOLOGICAL AWAREI{ESSOf TIIE rIRST SEMESTER
srtlrlENTs , s,NGLrsH EDUCATTON DSPARTMET{T,MUNTYERISTYOFYOGYAKARTA 1
by
AadiWirartaka
Student Number'. 126332025
Yogyakarta February 2, 2A16
ilt
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TEIWSM .M' O*IGIFIALTIY
This istoerdffe$e$ i&as, $ra sGffief,oes' *t-T offierwirc st{kd, tre fte
id€ss, phlasgs, and senffies of &e fufu wriEr. The wriffi urdcrsaruk ffle'full
conseqrcnces irrchding d€gree camefi*im if he took smebody else's ik,phras6 or t€n*eltffi**hr*Pspc ffi.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PER TYATAATT PERSETUJUAN
PTiBITKAf}I KARYA ILMIAH I}NTT}I. KEPENTINGAN AXAI}EIIfiS
Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Andi lVirantaka
NIM :126332025
Demi pengembcngan ilmu pengetahuarq saya memberika* kepada
Universitas Sanata Dharma karya ilmiah saya yang krjudul:
Perpustakean
TIIE CORRELATTON BETWEEN VOCABT}LARY SIZE AI{DMORPHOLOGICAL AWAREFTESS OT TIIE FIRST SEMESTERSTI}DENTS, ENGLI$I EDUCATION DEPARTMENT,MT'IIAMMADTYAH UNTYERSITY, YOGYAKARTA
beserta pe.rangkat yang diperlukan {bila ada}. Dengaa dsmikian, saya meinberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mergalihkan dalam bentuk media lain, mengslalanya dalam beneft pangkalan
datq mendistribusikannya di Internet atau media lain untuk kepentingan akademis
tanpa perlu meminta ijin maupun mefiiberilmo royalty kepada saya selama tetap
mencantumkan nama saya sebagai perulis.
Demikian pemyataffi ini saya buat dengan sebenamya.
Dibust di YogyakartaPada tanggal : 2 Februari 2016
Yaagmenyatakn,
Andi lMirantrkr
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vi
ACKNOWLEDGEMENTS
Alhamdulillah… All praise be to Allah SWT, the Almighty, the Merciful,
the Beneficial, the Ever Precious for the abundant blessing and ease given to me
in accomplishing this thesis.
First of all, I would like to express the greatest gratitude to my consultant,
FX. Mukarto, Ph.D, who has been willing to spare his valuable time not only for
reading, correcting and improving my thesis but also for encouraging me to finish
this thesis. I am deeply grateful for his significant suggestion, intelligent advice,
support, and patience during the completion of this thesis. My gratitude also goes
to the lecturers of Graduate Programe Sanata Dharma University, Yogyakarta who
have guided and taught me very well.
My sincere gratitude goes to my beloved mother, Ibu Sumiyem, S.Pd. and
my great father, Bapak Rosidig, S.Pd. for their support, care, prayer and endless
love. I thank them for every sacrifice they have done to make me what I am now.
My deepest thanks are also addressed to my brothers, Ade Irawan and Arbi
Triyanto. My special thank is also for my fiancé, Ririn Indrayati.
Finally, I would like to thank my friends, especially, the afternoon class of
English Language Studies 2012 for all of their support, friendship, togetherness
during the learning process.
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TABLE OF CONTENTS
COVER OF THESIS ................................................................................ iAPPROVAL SHEET ................................................................................ iiDEFENSE APPROVAL SHEET .............................................................. iiiSTATEMENT OF ORIGINALITY .......................................................... ivLEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI .................... vACKNOWLEDGMENTS ........................................................................ viTABLE OF CONTENTS .......................................................................... viiLIST OF TABLES .................................................................................... ixLIST OF FIGURE ..................................................................................... xLIST OF APPENDICES ........................................................................... xiABSTRACT .............................................................................................. xiiABSTRAK ................................................................................................ xiii
CHAPTER I: INTRODUCTION
A. Introduction.…………………………………………………………….. 1B. The Place of the Current Study……………………………………….… 1C. Statement of the Problem……………………………………………….. 6D. Research Questions………………………………………………………. 7E. Scope and Limitation of the Study………………………………………. 9F. Significance of the Study………………………………………………… 10G. Definition of Key Terms………………………………………………… 11
CHAPTER II: THEORETICAL REVIEW AND CONCEPTUAL
FRAMEWORK
A. Theoretical Review ............................................................................ 151. Vocabulary.......................................................................................... 15
a. Definition of Vocabulary ............................................................... 16b. Knowing a Word ........................................................................... 17c. Importance of Vocabulary ............................................................. 19d. Kinds of Vocabulary ..................................................................... 19e. Number of Words .......................................................................... 21f. Vocabulary Size ............................................................................ 23g. Words to Count…………………………………………………… 25h. Choosing Words to Test………………………………………….. 25i. Receptive and Productive Vocabulary…………………………… 26
2. Morpheme ........................................................................................ 273. Morphological Awareness.................................................................. 28
a. Concept of Morphological Awareness……………………………. 29b. Two aspects of Morphological Awareness……………………….. 32
B. Conceptual Framework ..................................................................... 37
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viii
CHAPTER III: RESEARCH METHODOLOGY
A. Type of the Study ................................................................................. 39B. Setting ................................................................................................... 39C. Research Subjects ................................................................................. 40D. Data of the Research ............................................................................. 41E. Data Collection Techniques................................................................... 41F. Research Instruments………………………………………………….. 42G. Validity and Reliability of the Instruments …………………………… 44H. Data Analysis ........................................................................................ 45
CHAPTER IV: FINDINGS AND DISCUSSION
A. Findings ................................................................................................ 47B. Discussion ............................................................................................ 55
CHAPTER V: CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
A. Conclusions .......................................................................................... 62B. Implications .......................................................................................... 63C. Suggestions............................................................................................ 64
REFERENCES ........................................................................................ 67
APPENDICES .......................................................................................... 70
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LIST OF TABLES
Table 1 Data Distribution of the Tests .................................................... 48
Table 2.1 The Result of Linearity Test between Vocabulary Size and
Morpheme Identification Awareness........................................... 49
Table 2.2 The Result of Linearity Test between Vocabulary Size and
Morphological Structure Awareness............................................ 49
Table 2.3 The Result of Linearity Test between Morpheme Identification
Awareness and Morphological Structure Awareness .................. 50
Table 3.1 The Result of Correlation between Vocabulary Size and
Morpheme Identification Awareness........................................... 51
Table 3.2 The Result of Correlation between between Vocabulary Size
and Morphological Structure Awareness..................................... 53
Table 3.3 The Result of Correlation between Morpheme Identification
Awareness and Morphological Structure Awareness .................. 54
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LIST OF FIGURE
Figure 1 Conceptual Framework................................................................ 38
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LIST OF APPENDICES
Appendix 1 The Result of Normality Test ................................................. 70
Appendix 2 The Result of Linearity Test................................................... 71
Appendix 3 The Result of Correlation of Pearson Product Moment ........ 72
Appendix 4 The Data of the Research ....................................................... 74
Appendix 5 Vocabulary Size Test.............................................................. 76
Appendix 6 Morphological Awareness Tests ............................................ 83
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ABSTRACT
Andi Wirantaka. 2015. The Correlation between Vocabulary Size andMorphological Awareness of the First Semester Students, English EducationDepartment, Muhammadiyah University, Yogyakarta. Yogyakarta: EnglishLanguage Studies, Graduate Program, Sanata Dharma University.
This current study aims at finding out the correlation between vocabularysize and morphological awareness. Vocabulary is believed to be the importantfactor for L2 learners to identify the structure of the words. In addition,vocabulary is also important for L2 learners to construct new words especiallycomplex words. It is also believed that the ability to break down and identifycomplex words has correlation to the ability to construct new words. Sincemorphological awareness comprises two aspects, morpheme identification andmorphological structure, this study specifically focuses on three correlations. Thefirst is correlation between vocabulary size and morpheme identification. Thesecond is correlation between vocabulary size and morphological structure. Thethird is correlation between morpheme identification and morphological structure.
This study was quantitative in nature. The data of the research wasinterval. The data were taken from three tests i.e. the vocabulary size test,morpheme identification awareness test, and morphological structure awarenesstest. The subjects of the research were 66 students of the English EducationDepartment of Muhammadiyah University of Yogyakarta. This study employedSPSS version 21 to do the analysis. The statistical analysis used was Correlationof Pearson Product Moment. The result of the statistical analysis was r coefficientcorrelation that was used to determine the p-value.
The findings showed that there was a significant correlation betweenvocabulary size and morpheme identification as p-value (0.03) < (0.05). Therewas also a significant correlation between vocabulary size and morphologicalstructure as p-value (0.001) < (0.05). The last finding showed that there was asignificant correlation between morpheme identification and morphologicalstructure as p-value (0.023) < (0.05). The findings implied that vocabulary sizehad its role to the L2 learners’ ability to identify the components of the words.Vocabulary size also had its role in the L2 learners’ ability to construct newwords. The last, the finding found both ability to identify the complex words andability to construct new words were correlated. To sum up, the knowledge ofvocabulary was essential for the development of the morpheme knowledge, andthe morpheme knowledge was important for the development of vocabulary aswell.
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ABSTRAK
Andi Wirantaka. 2015. The Correlation between Vocabulary Size andMorphological Awareness of the First Semester Students of EnglishEducation Department of Muhammadiyah University of Yogyakarta.Yogyakarta: English Language Studies, Graduate Program, Sanata DharmaUniversity.
Penelitian ini bertujuan untuk menemukan hubungan antara jumlah kosakata dengan kesadaran morfologis. Jumlah kosa kata dipercaya merupakan faktorpenting bagi pelajar bahasa Inggris sebagai bahasa kedua untuk mengidentifikasistruktur kata. Selain itu, jumlah kosa kata juga merupakan factor penting bagipelajar bahasa Inggris sebagai bahasa ke dua untuk membentuk kata baru terutamakata-kata yang komplek. Ini juga diyakini bahwa kemampuan untuk memecahsekaligus mengidentifikasi kata berhubungan dengan kemampuan membentukkata baru. Karena kesadara morfologis terdiri dari dua aspek, yaitu kesadaranpengidentifikasian morfem dan kesadaran struktur morfologi, penelitian inimemfokuskan pada tiga jenis hubungan. Yang pertama adalah hubungan antarajumlah kosa kata dan kesadaran pengidentifikasian morfem. Yang ke dua adalahhubungan antara jumlah kosa kata dan kesadaran struktur morfologi. Yang ketigaadalah hubungan antara kesadaran pengidentifikasian morfem dan kesadaranstruktur morfologi.
Penelitian ini adalah penelitian kuantitatif. Data dalam penelitian iniadalah data interval. Data didapatkan dari tiga macam test yaitu tes jumlah kosakata, tes kesadaran pengidentifikasian morfem, dan tes kesadaran strukturmorfologi.. Subjek dalam penelitian ini berjumlah 66 mahasiswa jurusanPendidikan Bahasa Inggris Universitas Muhammadiyah Yogyakarta. Penelitian inimenggunakan program SPSS versi 21 dalam melakukan analisis. Analisa statistikdalam penelitian ini adalah korelas Pearson Product Moment. Hasil dari analisisstatistic adalah koefisien korelasi yang digunakan untuk menentukan p-value.
Hasil menunjukkan bahwa terdapat hubungan yang signifikan antarajumlahkosa kata dan kesadaran pengidentifikasian morfem dengan p-value (0.03)< (0.05). Selain itu terdapat hubungan yang signifikan antara jumlah kosa katadan kesadaran struktur morfologi dengan p-value (0.001) < (0.05). Hasil yangterakhir menunjukkan bahwa terdapat hubungan yang signifikan antara kesadaranpengidentifikasian morfem dan kesadaran struktur morfologi dengan p- value(0.023) < (0.05). Temuan dalam penelitian ini mengimplikasikan bahwa jumlahkosa kata mempunyai pengaruh terhadap kemampuan pelajar dalammengidentifikasi komponen kata. Jumlah kosa kata juga mempunyai peranan bagipelajar untuk membuat kata-kata baru. Temuan yang terakhir menunjukkan bahwakesadaran pengidentifikasian morfem dan kesadaran struktur morfologiberhubungan. Jadi, pengetahuan kosa kata penting dalam pengembanganpengetahuan morfem, dan di sisi yang lain pengetahuan morfem juga mempunyaiperanan yang penting terhadap pengembangan kosa kata.
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CHAPTER 1
INTRODUCTION
A. Introduction
The study will investigate the relationship between vocabulary size and
morphological awareness of English department students in their language
acquisition. The understanding of the relation can be utilized to place each
variable as the factor which influences the language acquisition, and also to
consider the role of each variable in language acquisition.
This chapter discusses the place of the current study in the context of
vocabulary knowledge, the research of vocabulary acquisition, and morphological
awareness. It focuses on the relationship between morphological awareness and
vocabulary size in the language acquisition first semester students of English
Education Department of Muhammadiyah University of Yogyakarta. Three
research questions are formulated and then the scope and significance of the
current study will be presented.
B. The Place of the Current Study
Vocabulary is one of the keys of language leaning success. Language
learners may easily read a text and comprehend the content of the text if they have
adequate number of vocabulary. Language learners also benefit from the
vocabulary which enables them to use the words to communicate in receptive or
productive use. Although vocabulary is not merely the only factor, vocabulary still
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2
has important role in language acquisition. Hence, vocabulary learning is still
relevant in whatever curriculum or trends of language teaching and learning.
One of the strategies that can be used by the language learners to improve
the vocabulary acquisition is by using word part clues or morphemes. Morpheme
is the name for meaningful word parts that readers can identify and put together to
determine the meaning of an unfamiliar word. Knowing morphemes or word
structure plays a valuable role in word learning from context as readers can use
such knowledge to examine unfamiliar words and figure out the meanings. Morin
(2003) proposed the strategy of using morphological knowledge in inferring word
meanings, and with it, the need to develop morphological awareness in the L2
would become more realized. She characterizes morphological awareness as the
ability to reflect on and manipulate morphemes and word formation rules in a
language (Morin, 2003).
In the present study, four of the morphological word types (root words,
inflected words, derived words and literal compounds) were used to investigate
the two types of morphological awareness. The first is morpheme identification
awareness that is defined as the ability to distinguish different meanings across
homophones. The second is morphological structure awareness that is defined as
the ability of learners to make use of linguistic knowledge to derive new meaning
(Zhang and Koda, 2011). In fact, in this current study, the morpheme
identification awareness test examines the students’ knowledge of root words and
use of morphemes to guess meaning, whereas the morphological structure
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awareness test assesses the ability to create literal compounds, inflected, and
derived words.
In order to investigate the role of morphological awareness in developing
vocabulary for L2 learners, Morin (2003) studied Spanish classes to examine the
acquisition of derivational morphology. She studied the use of suffixes that can
change the part of speech and the causes of the variations in meaning by native
English-speaking learners of Spanish. In addition, Bertram, Laine and Virkkala
(2000) examined the role that morphology in vocabulary acquisition of L1
Finnish. Systematically, they investigated the role of affixes frequency and
productivity that influenced the development of the children’s knowledge of
words. The results showed that the Finnish elementary school children benefit
significantly in determining words meaning by using morphology. In contrast to
the research done on morphological awareness in L1, there were only a few
studies that focused on the morphological awareness in L2.
Very few studies have involved training for morphological awareness, and
most of them have examined the question of whether the development of
morphological awareness would be beneficial to reading. In particular, a study by
Nunes, T., Bryant P., & Bindman, M. (2006) evidenced a positive impact of
morphological training on reading. However, this impact was not specific since it
could not be differentiated from possible effects of phonological training. It was
because the authors used a standard reading score that specifically assessed the
use of morphological rules in reading. Finally, the impact of morphology training
was both stronger and more specific on the spelling tests than on the reading tests.
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Another study by Tabatabei in 2011 of the using of instructional approach
of morpheme or root word families in teaching vocabulary for ESL learners
showed that the learners could develop their vocabulary better when vocabulary
were taught by morphological analyses rather than through more traditional class
instruction methods. However, these findings were not clear about EFL learners
and were asked for deeper investigation. This paper built on this body of research
by examining the relationship between the English vocabulary size of EFL
mathematics high school students in Iran and their morphological awareness. The
study attempted to evaluate and possibly extend findings from the previous
studies to the context of EFL learning in Iran.
Zhang and Koda in 2011 investigated the contribution of morphological
awareness and lexical inferring ability to L2 vocabulary knowledge and reading
comprehension among advanced EFL learners. The study revealed that
morphological awareness contributed to L2 vocabulary knowledge directly and
indirectly through the mediation of learners’ lexical inferring ability. It was also
observed that morphological awareness made no significant unique or direct
contribution to reading comprehension after adjusting for vocabulary knowledge.
Its indirect effects on reading comprehension were significant both through the
mediation of vocabulary knowledge alone and the multiple mediations of lexical
inferring ability.
Words are the primary carriers of meaning, and it is widely believed that
there was a strong relationship between the individual’s vocabulary size and
his/her general language proficiency (Vermeer, 2001; Zimmerman, 2005). In their
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5
studies, they revealed that methods for learning vocabulary were important parts
of language learning. Learners and teachers could adopt various strategies for
teaching and learning vocabulary. Specifically, the studies found that the learners’
vocabulary size was one of the keys of language proficiency. Hence, any efforts to
enhance the vocabulary size may be very beneficial to improve the learners’
language proficiency. Moreover, few studies (Morin, 2003; Chang et al., 2005;
and Schiff & Calif, 2007) had examined the role of morphological awareness in
L2 vocabulary development. The findings suggested that different aspects of
morphological awareness were useful for vocabulary building.
Gu and Johnson (1996) in Zhang and Koda (2011) found that Chinese
college EFL readers’ rating on their use of strategy in paying attention of word
formation was positively and significantly correlated with their vocabulary size.
The word formation knowledge had significant relationship to the vocabulary size
the learners had. It can be inferred that the higher vocabulary level a learner has,
the better morphological awareness a learner may develop.
Few studies have examined the issues related to the morphological
awareness and reading comprehension among the English L2 learners. Kieffer and
Lesaux in 2008 tracked the development of the three competencies and other
reading-related skills among a group of Spanish-speaking English as Second
Language (ESL) readers from Grade 4 to 5 in the United States. The result
showed that there was a significant independent contribution of learners’
morphological awareness and vocabulary knowledge to reading comprehension in
Grade 5. Similarly, Wang et al. (2006 ,2009) in Zhang and Koda (2011) found
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that Chinese and Korean immigrants’ ESL morphological awareness significantly
predicted their English reading comprehension. Similarly, Prince (2007) reported
a study which indicated that a learner understood how a word was formed by
combining prefixes, suffixes, and roots to have larger vocabulary and better
reading comprehension.
Unlike the previous studies, Qian’s study (1999) showed that there was no
unique contribution of the morphological awareness to the reading comprehension
over and above vocabulary knowledge among the Chinese and Korean ESL
readers in Canadian universities. This study was different from the previous study
as there were some factors which influenced the result of the study. It made the
study did not confirm the previous studies.
To sum up, there is not yet a comprehensive picture of the contribution of
the morphological awareness to vocabulary knowledge especially in EFL learning
in Indonesian context. The studies conducted have not given the clear
understanding to the scope of this area. Hence, further study is needed to model
the complex relations between the variables within an integrated framework. This
study will specifically investigate the correlation between vocabulary size and
morphological awareness in EFL context of Indonesia.
C. Statement of the Problem
Zhang and Koda (2011) in their study stated that many research in the area
of vocabulary acquisition showed that morphological awareness was the
contributor of the vocabulary knowledge. However, most of the studies focused
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on the L1 acquisition done by children in their first language acquisition. There
were only few studies which talked about the relationship between the
morphological awareness and vocabulary knowledge in L2, more specifically to
adult learners.
In addition, some researchers (Morin, 2003; Chang, et al., 2005; and Schiff
& Calif, 2007) have focused considerable attention on the value of teaching roots,
prefixes, and suffixes for purpose of vocabulary development. Only few research
discussed the advantages of the morphological awareness and the vocabulary size.
By doing this research, it is hoped that the current study can reveal the correlation
between morphological awareness and vocabulary size.
Thus, there should be an effort to find out the relationship between
morphological awareness and vocabulary size. It will be beneficial to uncover the
relationship of variables especially toward the adult learners in order to improve
the language proficiency.
D. Research Questions
An attempt will be made in this study to seek appropriate answers to the
following three questions:
1. Is there a significant correlation between students’ vocabulary size and
morpheme identification awareness?
2. Is there a significant correlation between students’ vocabulary size and
morphological structure awareness?
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3. Is there a significant correlation between students’ morpheme identification
awareness and morphological structure awareness?
Research question 1 concerns the relationship between English department
students’ vocabulary size and morpheme identification awareness. It will try to
reveal the correlation between the two variables and determine the strength of the
relationship between them. The result will give the information about the
relationship between the number of words the learners know and the ability to
break down and recognize the elements of complex words.
Research question 2 concerns the relationship between the English
department students’ vocabulary size and morphological structure awareness. This
study wants to figure out the relationship between the two variables. The
information about the relationship will be useful to comprehend the influence of
the number of the vocabulary and the ability to construct new words.
Research question 3 concerns the relationship between English department
students’ morpheme identification awareness and morphological structure
awareness. It will uncover the significance of the relationship between the
variables. The variables are included in morphological awareness aspect. The
findings will give the picture of the level of the relationship. It will give the
judgment to the theoretical relationship between the variables and explain the
relationship. It will figure out whether the ability to break down and recognize
elements of the complex words will have relationship to the ability to construct
new words.
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This study will try to test the null hypothesis. The result of the statistical
analysis will be used to reject or not to reject the null hypothesis. The hypotheses
of the current study are as follows.
1. There is no correlation between students’ vocabulary size and morpheme
identification awareness.
2. There is no correlation between students’ vocabulary size and
morphological structure awareness.
3. There is no correlation between students’ morpheme identification
awareness and morphological structure awareness.
E. Scope and Limitation of the Study
As the language proficiency covers many aspects of macro and micro
skills of the language acquisition, the current study limits the scope of the study
by focusing on the vocabulary size and morphological awareness (morpheme
identification awareness and morphological structure awareness). This study will
cover the area of the vocabulary acquisition where the morphological awareness
and vocabulary size lay. By having focused to the area of the research, the current
study will have specific concern to investigate.
This current study is limited in certain aspects. First, the vocabulary size
test used in this current study was only limited to test the number of the word
families in receptive written use that was vocabulary useful to read English texts.
It was not to test the total number of words in English.
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Second, this current study used two classes which were occupied by
relatively homogenous students. This study did not take into account the influence
of gender, social background, educational background, and learning motives of
the language learning. They were some factors which might influence the result of
the research.
Third, the instruments of morphological awareness, i.e morpheme
identification awareness test and morphological structure awareness test, did not
cope all morphemes in English. They only included some morphemes in the tests
which might represent the general knowledge of morphemes.
F. Significance of the Study
Theoretically, the study is expected to contribute to the better
understanding of vocabulary size and its relation to morphological awareness
(morpheme identification awareness and morphological structure awareness). The
results of the study are also expected to be the input for further research by other
researchers who are interested in conducting research within the area of
vocabulary acquisition.
Practically, the study is expected to contribute to the better application on
the teaching techniques which improve the morphological awareness of the
students as the way for vocabulary learning. In addition, the results of the study
are also expected to be the input for the students to improve their morphological
awareness as the way to enrich vocabulary.
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G. Definition of Key Terms
This current study has operational definition of the key terms. The key
terms in this current study are morphological awareness, morpheme identification
awareness, morphological structure awareness, and vocabulary size.
1. Morphological Awareness
Morphological awareness is the ability to reflect upon and manipulate
morphemes and morphological structure of words (Carlisle, 2003; Kuo &
Anderson, 2006). They define morphological awareness as the ability to recognize
the structure of the words as well as to construct new words based on the
knowledge they have known. In addition McBridge (2005) defines morphological
awareness as “an awareness of and access to the meaning and structure of
morphemes in relation to words”. It means that morphological awareness is the
ability to know the meaning of the words elements or morphemes and relate its
knowledge to form new words. However, in this study, the morphological
awareness refers to the students’ ability to breakdown and recognize the
morphemes of complex words and manipulate the morphemes to construct new
words especially in their way to improve vocabulary acquisition. Since
morphological awareness covers two aspects, analytic and syntactic aspect, it
comprises the morpheme identification awareness and morphological structure
awareness.
2. Morpheme Identification Awareness
Chang, C. M., Wagner, R. K., Muse, A., W. Y. B., & Chow, H. S. (2005)
define morpheme identification awareness as the ability to distinguish different
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meanings across homophones. For example, a learner has morpheme
identification awareness if she/he understands that flower in flowerpot is
represented by a plant with petals as opposed to a sack of white powder (flour).
Based on the definition, the morpheme identification awareness refers to the
students’ ability to differentiate the meaning of the words which have the same
way in pronouncing. However, this current study uses another operational
definition of morpheme identification awareness. The previous definition is
related to definition of morpheme as sounds, while this study defines morpheme
as smallest meaningful unit of language in the form of word. Hence, morpheme
identification awareness in this current study is the ability to breakdown the words
and recognize the meaning of the word components.
3. Morphological Structure Awareness
Morphological structure awareness requires learners to make use of
linguistic knowledge to derive new meaning (Chang, C. M., Wagner, R. K., Muse,
A., & Chow, H. S., 2005). Here, in this current study, the morphological structure
awareness deals with the students’ ability to develop the words meaning by
utilizing their knowledge of the words’ structures they have known. It requires the
students’ ability to construct morphemes into complex words.
4. Vocabulary Size
In this current study, the vocabulary size is the estimated number of words
the students have known during their learning of the language (Nation, 2001).
There are some ways used to count the English vocabulary. However, in this
study, the vocabulary size refers to the rough estimation of the total 14,000 word
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families the students have for written receptive use as estimated by Nation
(2001). The vocabulary size is counted in the level of word family. For instance,
when the students know the meaning of the word play, plays, played and playing,
then they have known one word family as those words are in one word family
play. They are words with inflectional endings.
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CHAPTER II
THEORETICAL REVIEW AND CONCEPTUALFRAMEWORK
Theories of vocabulary, morpheme, and morphological awareness will be
presented in this chapter to achieve a comprehensive understanding of the area of
the research. Moreover, the conceptual framework will be constructed to get the
pre-understanding of the research.
However, the previous studies will be presented first before the theoretical
review to give a brief understanding about this current study regarding to the
previous studies in the same area. Morin in 2003 conducted a study and she
proposed the strategy of using morphological knowledge in inferring word
meanings. She suggested that there was an urgent need for the teacher to develop
morphological awareness for the L2 learners especially for guessing meaning
from the context. Morphological knowledge was essential for L2 learners to
develop their skills in guessing. Moreover, Zhang and Koda in 2011 investigated
the contribution of morphological awareness and lexical inferring ability to L2
vocabulary knowledge and reading comprehension among advanced EFL learners.
They found that morphological awareness contributed to L2 vocabulary
knowledge directly and indirectly through the mediation of learners’ lexical
inferring ability. Similarly, Chang, C. M., Wagner, R. K., Muse, A., & Chow, H.
S. (2005), and Schiff & Calif, (2007) found that some aspects of morphological
awareness might be useful for vocabulary building. The last study was conducted
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by Tabatabei in 2011.The study revealed that the L2 learners can develop their
vocabulary better when vocabulary was taught by morphological analyses rather
than through more traditional class instruction methods. The studies above
showed that there was a contribution of the morphological awareness to
vocabulary knowledge. However, they did not detailed picture in this area.
Hence, further study is urgent to model the complex relations between the
variables within an integrated framework.
A. Theoretical Review
The theoretical review covers the theories of the study. The first theory is
about the vocabulary. It will cover some sub-chapters that will discuss definition
of vocabulary, knowing a word, importance of vocabulary, kinds of vocabulary,
number of words, vocabulary size, words to count, choosing words to test, as well
as receptive and productive vocabulary. The second theory is about morpheme. It
covers the sub-chapters of morpheme definition, morpheme identification
awareness, and morphological structure awareness.
1. Vocabulary
This part will present the concept of vocabulary size which includes the
theories of vocabulary, knowing a word, kinds of vocabulary, importance of
vocabulary, vocabulary size for reading, and vocabulary learning and acquisition.
The theories will uncover the nature of vocabulary and specifically give clearer
understanding on how vocabulary can influence the language acquisition.
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a. Definition of Vocabulary
Nation (2001) defines vocabulary as a number of words which have low or
high frequency in the utilization that is adapted bearing on situation or condition.
It means that context essentially affects the meaning of a word. Context is seen to
be the main factor to consider in determining the meaning of a word. In addition,
there is a differentiation between low frequency words and high frequency words
stated by Nation which allows the learner to choose which words should be
learned. This infers that words have dichotomy as high or low frequency words. It
implies that a language learner should know the kind of the words to learn based
on the differentiation. I can be summed up from Nation’s definition that
vocabulary is seen as a number of often-used and rarely-used words which are
inevitably influenced by context in determining the meaning.
Hornby in Bahri (2009) states that vocabulary is the total number of words
which (with rules for combining them) make up a language. This definition
explicitly states that language consists of words. Those words are combined with
the language rule to make them be used as means of communication. The
grammar of the language is the rule to use vocabulary. The vocabulary should
follow such rule to be used correctly. In other word, vocabulary is the total
number of words which has fixed regulation of the composition to construct
language.
According to Richards (2002), vocabulary is the core component of
language proficiency and provides much of the basis for how well learners speak,
listen, read, and write. He defines vocabulary by relating it to the macro-skills.
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Vocabulary is defined as the major element which will greatly influence the
language learners in mastering the speaking, listening, reading, and writing skill.
The definitions share similar aspect in general. Nation and Hornby state
that vocabulary is a number of words while Richards states that vocabulary is the
core of language proficiency. However, they also specify the definition in certain
aspects. Nation puts emphasis on context while Hornby concerns on the rule of
the words to construct the language. The third definition is more specifically about
the role of vocabulary for four macro-skills. Hence, it can be summarized that
vocabulary is a total number of words in which the meanings of the words are
based on the context, and each word represents different meaning based on the
context it is used in reading, writing, listening, and speaking.
b. Knowing a Word
One may assume to know a word by knowing its form and meaning but
knowing a word is not merely limited to its extent. Knowing a word may have
broader area. It includes some more aspects to know. There are some
perspectives about knowing a word.
Cameron (2001) suggests that knowing a word involves knowing its form
(how it sounds, how it is spelt and the grammatical changes that can be made to
it), its meaning (its conceptual content and how it relates to other concepts and
words), and its use (its pattern of occurrence with other words, and particular
types of language use). Cameron gives very simple definition to knowing a word.
These three main areas can be applied to the four macro skills.
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Meanwhile, Thornbury (2002) states that knowing a word involves
knowing its form and its meaning (grammatical function, collocations, and
connotation which includes register and cultural assertion). Differently with
Cameron, Thornbury does not include knowing the use as the part of knowing a
word.
Nation (2001) gives a more detailed description of knowing a word
differently for both language knowledge (productive and receptive). From
Nation’s points of view of receptive knowledge, knowing a word involves, firstly,
being familiar to recognize the word when it is heard. Secondly, it is about
knowing a word involves being familiar with its written form so that it is
recognized when it is met in reading. Thirdly, it also involves recognizing its
word structure and being able to relate the parts to its meaning. Fourthly, Nation
suggests that one should know what the word means in the particular context in
which it has just occurred. Fifthly, one has to know the concept behind the word
which will allow the understanding in variety of context. Sixthly, knowing a word
covers knowing the related words. Seventhly, one is required to be able to
recognize whether the word has been used correctly in the sentence in which it
occurs. The last ability in receptive knowledge of knowing a word is to be able to
recognize the word’s collocates.
Cameron, Thornbury, and Nation have their own view about knowing a
word. We can obviously see the difference from the explanation above. Although
there are some differences, we will find the relation between all experts’ views
above. At some points, they refer to the same idea about knowing a word. In brief,
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it can be concluded that knowing a word involves knowing its form, its meaning
and its use. In relation to the four macro skills, one who knows a word should be
able to use it while reading, listening, writing and speaking. In other word, one
should be able to use the word receptively and productively.
c. Importance of Vocabulary
“Without grammar very little can be conveyed, without vocabulary
nothing can be conveyed” is what Wilkin in Thornbury (2001) has stated on how
important vocabulary is. This is how Wilkin views the importance of vocabulary.
Knowing little grammar of the language will cause many problems, but knowing
nothing about the language vocabulary will cause all problems of the language.
The definition means that the English learners will not improve their
English considerably if the spend too much time on grammar instead learning
more words. In addition, vocabulary is important to master since the ability to
understand the target language greatly depends on one’s knowledge of
vocabulary.
d. Kinds of Vocabulary
Clark and Clark (1977) in Bahri (2009) mention two terms of vocabulary,
that is, comprehension and production vocabulary. Comprehension vocabulary is
the words produced by the process of understanding which requires that the
listeners to take in an utterance, analyze it, construct an interpretation, and utilize
what they have understood in the way of the speaker intends. Production
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vocabulary is the words obtained by the process of comprehending of words
where speakers have to come with a way of conveying information to someone
else. They must plan what to say, choose the right words, determine appropriate
speech act, and finally produce their utterances.
Jennings (1980) in Bahri (2009) uses two terms of vocabulary which are a
bit different from Clark and Clark’s terms. Those are active vocabulary and
recognition vocabulary. Active vocabulary is vocabulary which constitutes the
words used in speaking and writing. Moreover, recognition vocabulary is
vocabulary which is composed by the words which are heard and read, but not
ordinarily used in speaking and writing.
Wallace (1982), Bright and Mc Gregor (1970) in Bahri (2009) use the
terms receptive and productive vocabulary which refers to active and recognition
vocabulary. They make a distinction between receptive and productive vocabulary
but they do not give explanatory definition.
Similarly, Nation (2001) uses the terms receptive and productive
vocabulary. In receptive vocabulary, we will obtain language input from others
through listening and reading and we will try to comprehend it. Receptive
vocabulary use involves perceiving the form of a word while listening and reading
and retrieving its meaning. In productive vocabulary, we will produce language
forms by speaking or writing to convey messages to the others. Productive
vocabulary use involves attempt to express a meaning by retrieving and producing
the appropriate spoken or written word form through speaking and writing. The
distinction between receptive and productive vocabulary is the result of different
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type of association between words. Productive vocabulary can be activated by
other words because it has many incoming and outgoing links with other words.
e. Number of Words
The English language is said to contain around 54,000 word families when
these are counted in a large dictionary (Nation and Waring in Cameron, 2001).
Whereas Webster’s Third New Dictionary, the largest non-historical dictionary of
English, contains around 114,000 words families excluding proper names.
First and second language learners’ vocabulary stretch in vocabulary size
differently. An educated native speaker is estimated to have around 20,000 word
families (Cameron, 2001). It is resulted by adding a thousand to 5,000 words a
year by age of five. In the other hand, most adult of second language learners will
only acquire around 5,000 word families even after several years of study. The
most important thing to remember is that the first language learners can easily
learn to the language in their daily life. They have all access to the language use.
Television, magazines and communication with other native speakers are the best
way to improve their vocabulary. In contrast, second language learners cannot do
the same thing. They should attend to the school to learn English. No real
atmosphere of the real English is provided. They rarely use the authentic material
of English. It makes hard for the second language learners to have the same
amount of vocabulary compared to the first language learners. By the great
amount of words of English, a second language learner seems to have lower word
acquisition than native learner.
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However, there is a minimum level of vocabulary that should be mastered
as stated by Cameron (2001). He states that the core vocabulary around 2,000 is
sufficient for learner to serve in most situations. It is the number of words in daily
conversation of native speakers. In addition, 2,000 more frequent words will
provide the learner a better understanding to the written texts where it is estimated
that the learner will know nine out of every ten words in most written texts. Most
researchers recommend a basic vocabulary of at least 3,000 word families, while
for more specialized need, over 5,000 word families are desirable. By the various
amounts of the words explained above, it can be assumed that a second language
learner can achieve a level where he can communicate and comprehend the
written text well if he/she can acquire up to 5000 word families.
It is important to note that not all words are equally useful in using the
language. High frequency words are more beneficial to learn than low frequency
words. High frequency words are frequently used in communication and occur in
the written text while low frequency words are frequently used in scientific
written text. When words are considered in terms of their frequency of use in
written texts, it seems that the most frequent 20,000 English words account a large
portion (80 % or more) of all text (Nation, 2001). So we can say that another
30,000 word families from the total 54,000 word families (Nation and Waring in
Cameron, 2001) are regarded less important to learn than the 20,000 high
frequency words.
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f. Vocabulary Size
There is a totally ambitious goal for EFL learner to know all words in the
language. It is almost impossible for a language learner especially who learn L2 or
foreign language to know all words in the target language. Even a native speaker
does not know all words in the language. There are, what Nation called,
‘specialized vocabulary” that only a small group of people in the area who know
the words. To have better understanding of this area, Nation differentiates the
word counted that fall into four categories. They are tokens, types, lemmas, and
word families.
Tokens are the running words in the sentence, clause, paragraph, or text.
Whatever words occur, it is counted as tokens. The way is simply to count the
words occur even if they are the same words. For example, the sentence ‘ I have
to go to the market’ has seven tokens, even though it occurs twice in the sentence.
Types are rather different from tokens. If we see the same word again, we do not
count it again. So in the sentence ‘ I have to go to the market’, there are six types
as the second it is not counted. Lemmas consist of headword and some of its
inflected and reduced n’t form. Usually all items included under the lemmas are in
the same part of speech ( Francis and Kucera in Nation, 2001). Hence, the plural,
present tense, past tense, past participle, comparative, superlative, -ing, possessive
are under the same lemma. The emphasis of the lemmas is that the words are in
the same part of speech. The idea of the lemmas is lying behind the learning
burden. The learning burden of an item is the amount of effort required to learn it
(Nation, 2001). Word families are the last thing to count about the words of the
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language. If lemmas only focus on inflectional forms, word families deal with
both inflectional and derivational forms. This includes the affixes like – ment, -ly,
-ness, pre-, un-, etc. The major problem in counting the words by using word
families is to decide what should be included in the word family and what should
not. It is inevitably true that the learner’s knowledge of affixes develop as he gains
more experience of the language. What a learner may be familiar to certain word
families may not happen to the other learners. It is necessary to set up the scale of
the word families from the elementary level or the simplest one to the less obvious
possibilities.
The vocabulary size of the second and foreign learners aims at knowing to
the number of vocabulary a learner has in a certain time of his language
acquisition. If the native speakers grow their vocabulary through direct teaching
and accidental learning in their growth, second and foreign learners tend to have
merely direct teaching and limited accidental learning.
Nation (2001) proposes two methods of measuring vocabulary size. They
are based on sampling from a dictionary and a corpus or frequency list derived
from corpus. The dictionary-based method involves choosing a dictionary that is
large enough to contain all the words the learners might know. Whereas the
corpus-based method can be applied in two ways: to collect corpus in a language
used by a person or group of people and see how many words it consists of.
This current study capitalizes vocabulary size as the number of words of
which some aspects of meaning are known by the learners. Vocabulary size is
contrasted to vocabulary depth that refers to how well a word is known. In
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addition, this current study more specifically focuses on the written receptive
vocabulary size, that is the number of words required for reading.
g. Words to Count
This question may result more fundamental question about what involves
in knowing a word. Another crucial issue related to the question is about what is
included to be in a word. It may involve the issue of the proper noun such as Tim,
Davis, or Cathrine to be as a word, or we can also involve foreign word like
perestroika, Latin term, or Sanskrit to be included as a word as well. This should
be a decision about the issues of the question as it will affect to the counting of the
word size.
However, by referring to the British National Corpus frequency list, the
ideal unit of counting the words is based on the word family. Word family is
chosen, rather than the word type or lemma, firstly because research has shown
that word families are psychologically real. Secondly, knowing one members of
word family and having control of the most common and regular word-building
process make it possible to work out the meaning of previously unmet member of
family (Nagy, Anderson, Schommer, Scott & Stallman, 1989; Bertram, Laine, and
Virkkala, 2000).
h. Choosing Words to Test
It has been hard to choose the words to test by the teacher. It happens
especially in dictionary-based vocabulary size and becomes the major source of
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weaknesses of this method. The source of the problem is that in a dictionary, high
frequency words have more entries per word and each entry takes more space than
low-frequency words. If the sample contains too many high frequency words, the
learners’ vocabulary size will be overestimated as high-frequency words are more
known than low-frequency words. It does not cover up both high and low
frequency words equally.
To select the words to test, there should be some considerations to
maintain the balance of the number of low and high frequency words. The teacher
should determine the appropriate words to test and consider the level of difficulty
of each word.
i. Receptive and Productive Vocabulary Size
From the studies that had been done by Laufer and Waring, Nation (2001)
, it can be found that learners’ receptive vocabulary is greater than their
productive vocabulary size. In addition, the ratio of receptive to productive
vocabulary is not constant. Moreover, as learners’ vocabulary increases, the
proportion of receptive vocabulary becomes greater. The gap between receptive
and productive vocabulary becomes greater at the lower-frequency levels.
Furthermore, a large portion of the high-frequency vocabulary is known both
receptively and productively. The last is that an increase in vocabulary size as
measured by direct measures of vocabulary (decontextualised vocabulary test) is
not necessarily reflected in an increase in vocabulary in use (proportion of low
frequency words used in writing a composition).
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j. Types of Language Test
Nation (2011) states that there is a variety of purposes of the language test.
The first purpose of the language test is to find out where the learners are
experiencing difficulty so that something can be done about it. It is kind of
diagnostic test where the result of the test is used to improve or fix something.
The second purpose is to see whether a recently studied group of words has been
learned. It will be best fitted to achieve the result by having short term
achievement test. The third purpose is to see whether a course has been successful
in teaching particular words. Unlike the previous objective, this will be best fitted
to achieve the result by having a long term achievement test. The fourth purpose is
to see how much vocabulary the learners know. It can be achieved by having
proficiency test done toward the learners. In this current study, proficiency test is
the kind of test that will be done to know the estimated vocabulary the learners
know.
From the four purposes of the language test proposed by Nation, the last
purpose is what the current study wants to figure out. Through the proficiency test
done by the learners, it will result the estimated number of vocabulary the learners
know.
2. Morpheme
Morpheme refers to the smallest, visible unit of semantic content or
grammatical function of which words are made up (Katamba, 1993). Morpheme
can be categorized into four general classes : free, bound, derivational and
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inflectional morphemes. Free morphemes are morphemes which can stand alone
such as in word book, car, and boy. Bound morphemes are morphemes which
must be attached to other morphemes like pre-, dis-, and poly-. Derivational
morphemes are morphemes which create new words by changing the part of
speech meaning, e.g. develop / development. Inflectional morphemes are
morphemes which add a grammatical element to the word without changing its
meaning or part of speech, e.g. play/plays. However, in English, the same
morpheme –s can be both.
Morpheme also can be seen as a combination of sounds that have a
meaning. A morpheme does not necessarily have to be a word. Example: the
word cats has two morphemes. Cat is a morpheme, and -s is a morpheme. Every
morpheme is either a base or an affix. An affix can be either a prefix or a suffix.
Cat is the base morpheme, and -s is a suffix
Morphemes can be classified as free and bound morphemes. Free
morphemes are those that can exist in their own or stand alone (e.g. car), whereas
bound morphemes cannot (e.g. –s in cars). The word reformation can be broken
down into three morphemes: re-, form, and –tion. Form is called the root. The
root is the core of the word where other morphological units are attached.
3. Morphological Awareness
Since one of the main variables of the research is morphological
awareness, it is necessary to present the concept of the morphological awareness
which comprises the definitions of the morphological awareness and aspects of
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morphological awareness. In addition, it is also important to present the scope of
the morphological awareness in which the learners may experience in their
language acquisition. The importance of the morphological awareness related to
previous studies is then presented to give understanding on its significance to
language acquisition.
a. Concept of Morphological Awareness
Morphological awareness refers to the learners’ knowledge of morphemes
and morphemic structure, allowing them to reflect and manipulate morphological
structure of words (Carlisle & Stone, 2003). Awareness of inflectional form is
gained earlier than awareness of derivational forms. It can be assumed that
language learners can more easily master the inflectional forms as inflectional
forms do not change the part of speech and are relatively few. In other hand, the
language learners master derivational form latter as derivations change the part of
speech and there is significant number of derivational forms in English.
McBridge (2005) defines morphological awareness as “an awareness of
access to the meaning and structure of morphemes in relation to words”. In other
words, he defines morphological awareness as the conscious thought and the
ability to form new meaning and structure in its relation to the words construction.
The language learners should be critical to notice what words can be formed
together into larger unit and what a unit may consist of.
Differently, Carlisle (1995) defines morphological awareness as
“children’s “conscious awareness of the morphemic structure of words and their
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ability to reflect on and manipulate that structure”. In this definition, Carlisle is
focusing on children’s abilities to distinguish and manipulate morphemes at the
word level. She concerns on the early stage of the language acquisition
experienced by the children especially in constructing and manipulating the
words.
Kuo and Anderson (2006) state that morphological awareness is the
understanding of complex words as the combinations of meaningful smaller units
which are including prefixes, suffixes, and roots. They focus on the elements of
words in term of morphemes. Morphological awareness means that the students
are able to know the meaning of complex words together with their language
properties such as the base and suffixes. They also need to be able to construct
and combine the elements together with the meaning they carry to form new
words.
Based on the definitions above, it can be concluded that there are two
main definitions of morphological awareness. The first definition deals with the
young learners‘ ability to differentiate the words within homophones. It is closely
related to early acquisition of the language that the young learners acquire. The
second definitions are related to the adult learners’ ability to know the words
construction both in breaking down the elements or constructing the elements of
the words.
There are some perspectives to see the study of morphological awareness.
The first perspective is to see the study of morphological awareness among young
learners. The second perspective is to examine the study of morphological
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awareness among adult learners. Most studies of morphological awareness among
young learners talked about the children’s ability to recognize the sound.
Meanwhile most of the studies of morphological awareness among adult
learners talked about the learners’ ability to recognize the form and meaning.
Tabatabei (2011) found that the instructional approach of morpheme or root word
families in teaching vocabulary for ESL learners showed that the learners can
develop their vocabulary better when vocabulary is taught by morphological
analyses rather than through more traditional class instruction methods. Another
study by Zhang and Koda (2011) revealed the contribution of morphological
awareness and lexical inferring ability to L2 vocabulary knowledge and reading
comprehension among advanced EFL learners. The study revealed that
morphological awareness contributed to L2 vocabulary knowledge directly and
indirectly through the mediation of learners’ lexical inferring ability. Those
studies regarded morphological awareness as the learners’ ability to recognize the
form and meaning.
It is should be noted that language learners may confuse morphology
acquisition and morphological awareness. The concept of morphological
awareness implies learners’ use of meta-cognitive strategies of reflecting and
manipulating word formation rules to derive the meaning of new words in the
absence of communicative context. In other hand, the concept of morphology
acquisition does not necessarily entail meta-cognitive strategies. Morphology
acquisition merely means the cognitive abilities to use and comprehend
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morphological structure in natural speech (Kuo and Anderson, 2006). Thus,
morphological awareness falls under the umbrella of morphology acquisition.
Morphological awareness is contrasted with phonological awareness.
Phonological awareness refers to the phonological sensitivity to syllable
segmentation, rhyming and phoneme segmentation (Carroll et al., 2003). Some
studies have explored the relation between morphological awareness, reading
comprehension and vocabulary knowledge independently of phonological
awareness (e.g. Carlisle, 2000; Fowler and Liberman, 1995; Mahony et al., 2000
), whereas other studies compared the effect of morphological awareness with the
effect of phonological awareness on promoting reading skills and proficiency after
controlling for short- term memory and vocabulary (McBride- Chang, 2005;
Singson et al., 2000). In this current study, morphological awareness is studied
independently of phonological awareness. However, this study puts phonological
awareness not to be completely separated from morphological awareness.
In this study, morphological awareness refers the knowledge of
morphemes that enables them to recover the meaning of new complex words by
means of morpheme identification or decomposition (i.e. analysis), and to
recombine morphemes to construct new meaning by means of morphological
structure (i.e. synthesis).
b. Two Aspects of Morphological Awareness
Morphological awareness covers the ability to breakdown and construct
the words. The ability is categorized into two different aspect, syntactic and
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synthesis aspect. The syntactic aspect is morpheme identification awareness,
while the synthesis aspect is morphological structure awareness.
1) Morpheme Identification Awareness
First aspect of morphological awareness is the morpheme identification
awareness. McBridge (2005) defines morpheme identification awareness as “the
ability to distinguish different meanings across homophones”. She demonstrated
this skill by giving example when a language learner understands that the flower
in flowerpot is represented by a plant with petals as opposed to a sack of white
powder (flour). Another example is when the language learner can differentiate
the sound of the word dead in dead body to the sound of the word debt in a
spoken language. Here the emphasis is what the learner can develop for his
vocabulary acquisition based on his acquired word in term of homophone, and
how the learner can differentiate the homophones.
However, this current study uses another operational definition of
morpheme identification awareness. The previous definition is related to
definition of morpheme as sound, while this study defines morpheme as smallest
meaningful unit of language in the form of word. Hence, morpheme identification
awareness in this current study is the ability to distinguish different meanings by
examining the components of the word construction. It is the learners’ ability to
figure out the meaning of words by examining the components which construct
the words.
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2) Morphological Structure Awareness
The second aspect of morphological awareness is morphological structure
awareness. It is the ability to create new meanings by making use of familiar
morphemes (Berko in McBridge, 2005). He studies this ability in which children’s
grammatical knowledge illustrates this skill. A child who understands that the
famous concept of greater than one wug is represented by the word wugs,
involving two morphemes, demonstrates morphological structure awareness skill.
This particular example reflects inflectional knowledge of morphology.
Similarly, (Chang, Wagner, Muse & Chow, 2005) define morphological
structure awareness as the ability of the learners to make use the linguistic
knowledge to derive new meaning. It is similar to the previous definition as the
aspects cover the language elements and new meaning. It relates the receptive
skills to be performed as productive skills. The learners who are able to know the
concept of present participle will recognize that the present participles are derived
from present verbs plus –ing. Thus, they can produce new meaning of the words
that are recognized as present verbs to be added –ing to make it as present
participles. In addition, since present participles can transform into adjectives, the
learners can also produce new words as adjectives from other present participles
e.g. confusing, amazing, boring. Morphological structure awareness requires
complete awareness to construct new meaning and to confirm whether the words
exist in English. For instance, one may construct new word derived from the
words cactus by adding –es to the word. So the word is cactuses. However the
new word is incorrect since cactus cannot be added –es instead of cacti. In other
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words, the learners should be equipped by sufficient knowledge of the morphemes
to be able to construct new words correctly.
To sum up, morphological structure is closely related to the ability to
construct new words from the morphemes the learners have learnt. It requires the
learners to know affixes (inflections and derivations) together with their meaning
and use. The ability requires the learner to perform productive skills from the
knowledge they get through receptive language activities e.g. reading and
listening.
c. Importance of Morphological Awareness
Morphological awareness and vocabulary knowledge are often discussed
in the specific context of literacy learning as well. For example, Carlisle (2000)
found individual differences in morphological awareness for third- and fifth-grade
students to be uniquely predictive of their reading comprehension. Based on this
study, morphological awareness is beneficial for the prediction of the reading
comprehension. More specifically, morphological awareness will improve the
ability to predict the unfamiliar words by examining the structure of the word.
This will influence the reading comprehension as the more vocabulary the
students know, the more reading comprehension they will get. Another study of
second-grade readers by Nagy, Berninger, Abbott, Vaughan, & Vermeulen (2006)
also demonstrated that morphological awareness uniquely predicted reading
comprehension in children, although not in fourth graders at risk for writing
difficulties.
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Fowler and Liberman (1995) showed that word reading was significantly
correlated with tasks of morphological awareness, even controlling for age and
vocabulary level, among second to fourth graders. Their study focuses on the
advantage of morphological awareness in reading especially in elementary level.
In addition, a study by Carlisle and Nomanbhoy (1993) also found that a measure
of morphological production significantly predicted word reading in first graders,
once phonological awareness was statistically controlled. Similarly to the previous
result of the research, Carlisle and Nomanbhoy stated that the controlled
phonological awareness is useful for elementary language learner as it can be used
to predict the word reading. The last study also found that morphological
production measured in first grade was significantly related to word recognition
and reading comprehension in second grade, with phonological awareness
controlled as well (Carlisle, 1995). Those three studies show that the
morphological awareness is beneficial for the reading as it has significant
relationship and can be the way to predict the word reading, especially for the
elementary language level.
More specifically, morphological awareness is useful both in receptive and
productive skills. In receptive skills, morphological awareness is mainly useful for
guessing the meaning from its structures. In productive skills, morphological
awareness is beneficial especially to construct new words.
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B. Conceptual Framework
Vocabulary size is the number of words that have been known by the
students after they have learnt the language in certain period of time.
Morphological awareness covers the students’ ability to recognize morphemes of
the words and also the ability to manipulate the words’ structure to find the
meaning of new words. Morphological awareness is beneficial to the
improvement of the vocabulary size as one of the strategies of the vocabulary
development by enhancing the words’ morphological knowledge of the language
learners. Vocabulary size is also essential of the morphological awareness
development as the more vocabulary size the learners have, the more
morphological awareness they will learn.
It emerges an assumption that the vocabulary is the base of the
morphological awareness. The elements of words are used to construct the
meaning of the words. In addition, the complex words consist of morphemes
which can be understood by examining the elements of the construction. In other
hand, morphological awareness enables the learners to create new words by
making use the knowledge of the known words and the morphemes.
There is a two-way benefit that the learners can take advantages of
vocabulary development. They can learn the elements of the word, and they can
independently form new words from the knowledge of morphemes they have
learnt. Morpheme identification awareness enables the learners to know the
meaning of the morphemes that construct the words. The morphemes can be
utilized to guess the meaning of other words. In addition, morphological structure
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enables the learners to make use the knowledge of the morpheme to construct new
words as a productive performance in writing. Thus, the both abilities are
beneficial in reading as well as in writing.
The correlations between the variables are assumed to exist. The
vocabulary size is assumed to correlate to morpheme identification awareness as
vocabulary has the key factor for morpheme identification. It is also assumed that
vocabulary size also has correlation to the morphological structure awareness. The
ability to construct new word is also determined by the vocabulary and also
morpheme. The last correlation between morpheme identification awareness and
morphological structure awareness is assumed to exist as the ability to break down
complex words will be in line with the ability to construct new words. Thus, the
framework of the concepts will be presented in figure 1.
Figure 1. Conceptual Framework
Vocabulary Size
MorphemeIdentification
Awareness
MorphologicalStructure
Awareness
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CHAPTER III
RESEARCH METHODOLOGY
This chapter subsequently put an emphasis on the research methodology
comprising the type of the study, the setting, research subjects, data of the
research, procedure of data collection, the research procedure, the data collection
technique, the research instruments, and the data analysis technique.
A. Type of the Study
The type of the study is quantitative research. They data obtained were
quantitative data from three tests: Vocabulary Level Test, Morpheme
Identification Awareness Test, and Morphological Structure Awareness Test.
B. Setting
The study was conducted in English Department of Muhammadiyah
University of Yogyakarta. It is located in Kasihan, Bantul , Yogyakarta.
Muhammadiyah University of Yogyakarta is one of the private universities in
Yogyakarta. It was established in 1980. Meanwhile, the English department was
one of the majors in Language Education Faculty. It was established in 2010 so
that the department was relatively young compared to other similar majors in
Yogyakarta. English department was a major which produced future English
teachers. The curriculum used in English department was KKNI. It was a
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curriculum which focused on the students’ competence to use the language in real
usage. In addition, the curriculum included the theories of teaching and also
teaching training. The purpose of the English Department of Muhammadiyah
University was to produce the future English teachers who had good English
command and teaching competence suitable with Islamic values. The English
Department of Muhammadiyah University of Yogyakarta also highlighted the
teaching of hard skills and soft skills. Hard skills were related to cognitive
competences of English (reading, listening, writing, and speaking), while soft
skills were about the affective competences
The participants of the research were the first semester students of English
Education Department of Muhammadiyah University of Yogyakarta. There were
two classes that participated to the research consisting of 66 students. Class B
consisted of 32 students and class D consisted of 31 students. There were 15 male
students and 17 female students in class B. In addition, there were 15 male
students and 16 female students in class D. In general, the students of class B and
D were highly motivated English learners. They joined the English class
enthusiastically. They were eager to learn English although they had low English
proficiency. The researcher knew the condition of the classes in general because
he was the lecturer of the two classes.
C. Research Subjects
The subjects of the study were 66 students of English Education Department
of Muhammadiyah University of Yogyakarta in the first semester. As they were in
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the first semester, the students were regarded to have the same English proficiency
as the senior high school students. The students came from different area and had
different English proficiency. In general, the students were motivated to learn
English. The students had five classes in the first semester, and this current study
was conducted is one of the classes that was Academic Reading and Writing. It
was because the researcher was also the lecturer of the class.
D. Data of the Research
Data of the study was quantitative in nature. It was the score the students got
from three kinds of test. The current study employed three kinds of data taken
from three kinds of test, e.g. vocabulary size test, morpheme identification test,
and morphological structure test. Thus the data gathered were vocabulary size,
morpheme identification awareness score, and morphological structure awareness
score. All the data gathered from three kinds of test were interval data.
E. Data Collection Techniques
The data of the study were obtained from vocabulary size test, morpheme
identification awareness test, and morphological structure awareness test. . The
tests were given to the students in one meeting. The students were given the
information about what the tests were for and how to do the test. The students
were allowed to do the test in given time. The first test was vocabulary size test.
The students who had finished vocabulary size test could continue to do the
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morpheme identification awareness test. The last test was morphological structure
awareness test. The allocation for all tests was 90 minutes.
The tests were scored manually. The data gathered were used as the input
data for further data analysis. The score for each test was analyzed to know
whether the data was linear and normally distributed. Correlation of Pearson
Product Moment was then operated to get the correlation between the variables.
F. Research Instruments
There were three instruments used in this research. They were Vocabulary
Size Test, Morpheme Identification Awareness Test, and Morphological Structure
Awareness Test.
1. Vocabulary Size Test
Vocabulary Size Test was a test by Nation. This instrument was used to
measure the students’ written receptive vocabulary size. It was chosen as it was
commonly used for testing the vocabulary size with easy administration and
scoring. This vocabulary size test aimed at measuring the number of words
known by the students in term of word family. The instrument measured written
receptive vocabulary size that was the vocabulary needed for reading. It was
neither measuring listening vocabulary size nor vocabulary needed for writing and
speaking. It was also not a test to measure reading skill although vocabulary size
was essential in reading skill. It was based on an assumption that vocabulary size
was just one of the factors which influenced reading skill. The result indicated
only little effect on how well the words could be used in speaking and writing.
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This test consisted of 140 questions which reflected the 140,000 word
families in English used in written receptive. Each correct answer was multiplied
by 100 to get the estimation of the rough word family the students had. This test
had been widely used to measure the vocabulary size and suitable both for L1
speakers or L2 speakers. This test was also suitable for intermediate level learner
such as the first-semester students of English Department of Muhammadiyah
University of Yogyakarta.
2. Morphological Awareness Test
The instrument to test the students’ morphological awareness was
Morphological Awareness Test by Chang, C. M., Wagner, R. K., Muse, A. &
Chow, H. S. (2005). This test consisted of two parts: Morpheme Identification
Awareness Test and Morphological Structure Awareness Test.
a. Morpheme Identification Awareness Test
Morpheme Identification Awareness Test was a test to measure the
students’ ability to breakdown complex words into elements or morphemes. It was
a test by Chang, C. M., Wagner, R. K., Muse, A. & Chow, H. S (2005). It
consisted of ten questions. The questions were ten complex words, and the
students were asked to breakdown the words into morphemes. In addition, they
were asked to state the meaning of each morpheme. The total score of the test was
20 as each word worth 2 points. The complex words varied from compound
words, words with inflections, and words with derivations. The students needed to
answer the questions by stating the meaning of the words and the meaning of each
morpheme the word had.
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b. Morphological Structure Awareness Test
The other kind of Morphological Awareness Test used in this research was
Morphological Structure Awareness Test. It aimed at measuring the students’
ability of morphological structure awareness. It required the students to make use
the linguistic knowledge to derive new meaning. There were ten questions in the
test of morphological structure awareness. Each question provided an example
sentence as the clue for the question. The students needed to relate the clue of the
example sentence to be applied to the questions as the answer. It required the
students to produce words or phrases after examining the clue in the example
sentence. One point was given for every correct answer. The total score was ten.
Correct spelling was important because misspelling might affect the meaning of
the words. The questions varied from plural noun, S-V agreement, past verbs, and
compound words.
G. Validity and Reliability of the Instruments
All of the instruments used in this current study were instruments which
widely used in the language research. Nation was well known for his instruments
which measure some aspects of vocabulary. One of the instruments was
Vocabulary Size Test. The instrument was proven to be valid and reliable. This
current study adopted the instrument to be used to obtain the data of vocabulary
size. A pilot project was conducted to get the picture of the data of the tests.
In addition, the current study adopted the instrument of morphological
awareness test from the study done by Farsi (2008). Originally, the instrument
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was adapted from the original version of Morphological Awareness Test by
Chang, C. M., Wagner, R. K., Muse, A. & Chow, H. S (2005). There were two
kinds of test i.e. Morpheme Identification Awareness Test and Morphological
Structure Awareness Test.
H. Data Analysis
The data obtained was analyzed by SPSS program. The statistical technique
used to analysis the data was Correlation of Pearson Product Moment. The first
step the data analysis was about the normality and linearity of the data distribution
.It was used to fulfill the requirement for further analysis. Correlation of Pearson
Product Moment was used to measure the correlation of the variables. The
coefficient correlation was used to find p-value for each analysis. The p-value was
used to reject or not to reject the null hypotheses. Null hypothesis was rejected if
p-value < (0.05), while null hypothesis was not rejected if p-value > (0.05).
The first data analysis was about the correlation between vocabulary size
and morpheme identification awareness. The null hypothesis “ There is no
correlation between vocabulary size and morpheme identification” was rejected if
p-value < (0.05). In other word, there was a correlation between vocabulary size
and morpheme identification awareness. The second analysis was the correlation
between vocabulary size and morphological structure awareness. The null
hypothesis “ There is no correlation between vocabulary size and morphological
structure awareness” was rejected if p-value < (0.05). It meant that there was a
correlation between vocabulary size and morphological structure awareness. The
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third analysis was about the correlation between morpheme identification
awareness and morphological structure awareness. The null hypothesis “ There is
no correlation between morpheme identification awareness and morphological
structure awareness ” was rejected if p-value < (0.05). It proved that there was a
correlation between morpheme identification awareness and morphological
structure awareness.
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CHAPTER IV
FINDINGS AND DISCUSSION
This chapter subsequently focuses on description of the findings and
discussion. The findings are elaborately explained by showing the data and data
analysis results as well as the supporting tables. In addition, the discussion is
presented to give the interpretation of the findings related to theories in the area of
study.
A. Findings
Pre-analysis tests were done before employing Correlation of Pearson
Product Moment. These tests included the test of normality and test of linearity.
The pre-analysis of the data of vocabulary size test, morpheme identification
awareness test, and morphological structure awareness test is presented as
follows.
1. Test of Normality
Test of normality of the data was operated before analyzing the data by
using Correlation of Pearson Product Moment. Test of normality is essential to
ensure that the sample data used in the study is normally distributed. The result of
the normality test is presented as follows.
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Table (1) Data Distribution of the Tests
Mean Std Dev N KS P-value
Vocabulary_Size_Test 63.83 12.16 66 0.007 > 0.150
Morpheme_Identification_Awareness_Test
14.53 2.062 66 0.090 > 0.150
Morphological_Sturcture_Awareness_Test
6.561 1.746 66 0.031 > 0.150
From the table above, it can be seen that all data distribution of the three
kind of tests resulted p-value >0.15. H0 is not rejected as p-value (>0.15)>
(0,05). Thus, the data of the three variables are all normally distributed. In other
words, the data taken are from normal population.
2. Test of Linearity
Test of linearity was one of the tests done before Correlation of Pearson
Product Moment was operated. It was to test whether the data of the variable
were linearly correlated. The test of linearity compared the data from two
variables. The results of the test of linearity will be shown in the tables below.
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Table (2.1) The Result of Linearity Test between Vocabulary Size andMorpheme Identification Awareness
Sum of
Squares Df
Mean
Square F Sig.
Vocabulary_Size
Test *
Morpheme_Identi
fication_Test
Between
Groups
(Combined) 2282.591 8 285.324 2.220 .039
Linearity 687.133 1 687.133 5.347 .024
Deviation from
Linearity
1595.458 7 227.923 1.774 .110
Within Groups 7324.575 57 128.501
Total 9607.167 65
From the data, it can be found that p-value is 0.024. H0 is rejected if p-
value< (0.05). The result shows that p-value (0.024) < (0.05) so that H0 is
rejected. Therefore, vocabulary size and morpheme identification awareness is
linearly correlated.
Table (2.2) The Result of Linearity Test between Vocabulary Size andMorphological Structure Awareness
Sum of
Squares df
Mean
Square F Sig.
Vocabulary_Size
*
Morphological_S
tructure_Test
Between
Groups
(Combined) 3188.469 8 398.559 3.539 .002
Linearity 1565.815 1 1565.81
5
13.90
5
.000
Deviation from
Linearity
1622.654 7 231.808 2.059 .063
Within Groups 6418.698 57 112.609
Total 9607.167 65
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The result shows that p-value (0.000) < (0.05) so that H0 is rejected.
Thus, vocabulary size and morphological structure awareness are linearly
correlated.
Table (2.3) The Result of Linearity Test between MorphemeIdentification Awareness and Morphological Structure Awareness
Sum of
Squares df
Mean
Square F Sig.
Morpheme_Identifica
tion_Test *
Morphological_Struct
ure_Test
Betwee
n
Groups
(Combined) 38.939 8 4.867 1.168 .334
Linearity 21.560 1 21.560 5.174 .027
Deviation from
Linearity
17.379 7 2.483 .596 .757
Within Groups 237.500 57 4.167
Total 276.439 65
From the data, it can be found that p-value is 0.027. H0 is rejected if p-value
< (0.05). The result shows that p-value (0.027) < (0.05) so that H0 is rejected.
So, morpheme identification awareness and morphological structure awareness
are linearly correlated.
To sum up, the data distribution of the variables is all normally distributed.
In addition, the variables are also linearly correlated. The pre analysis fulfils the
requirement to do the next analysis. The next step is to compute the data using
Correlation of Pearson Product Moment. The analysis by using Correlation of
Pearson Product Moment will be presented as follows.
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1. Correlation between Vocabulary Size and Morpheme IdentificationAwareness
The first statistical analysis is about the correlation between vocabulary
size and morpheme identification awareness. SPSS version 21 was used to
compute the data taken from vocabulary size test and morpheme identification
awareness test. The result of the statistical analysis by using Correlation of
Pearson Product Moment is presented below.
Table (3.1) The Result of Correlation between Vocabulary Size andMorpheme Identification Awareness
Correlations
Morpheme_Identification
_TestVocabulary_
Size
Morpheme_Identification_Test
PearsonCorrelation
1 .267*
Sig. (2-tailed) .030
N 66 66
Vocabulary_Size PearsonCorrelation
.267* 1
Sig. (2-tailed) .030
N 66 66
*. Correlation is significant at the 0.05 level (2-tailed).
The first result is to test the first hypothesis H0 “ There is no significant
correlation between vocabulary size and morpheme identification “ and Ha “There
is significant relationship between vocabulary size and morpheme identification”.
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From the table, there is p-value (0.03) < (0.05). That is H0 is rejected and Ha is
accepted. Thus the hypothesis “There is no significant relationship between
vocabulary size and morpheme identification” is rejected. By looking at the table r
= 0.267 show us that the degree of the correlation is low. In addition, the
correlation of the variable is positive meaning that the increase of the vocabulary
size is in line with the increase of the morpheme identification. To sum up, by
looking at the data interpretation, it can be concluded that there is a positive
correlation between vocabulary size and morpheme identification. It confirms the
previous study by Tabatabei in 2011 which studied the vocabulary size and
morphological awareness of Saudi Arabia students. The study showed that there
was a positive contribution of the vocabulary size to morphological awareness. In
addition, it is in line with the study by Wang and Chen in 2006 which resulted that
Chinese learners got positive advantage by knowing the structure of the English
words.
2. Correlation between Vocabulary Size and Morphological StructureAwareness
The next statistical analysis is about the correlation between vocabulary
size and morphological structure awareness. The result of the statistical analysis
by using Correlation of Pearson Product Moment is as follows.
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Table (3.2) The Result of Correlation between Vocabulary Size andMorphological Structure Awareness
Correlations
Vocabulary_Size
Morphological_Structure_
Test
Vocabulary_Size PearsonCorrelation
1 .404**
Sig. (2-tailed) .001
N 66 66
Morphological_Structure_Test
PearsonCorrelation
.404** 1
Sig. (2-tailed) .001
N 66 66
**. Correlation is significant at the 0.01 level (2-tailed).
The second result is to test the second hypothesis H0 “ There is no
correlation between vocabulary size and morphological structure “ and Ha “There
is significant relationship between vocabulary size and morphological structure”.
From the table there is p-value (0.001) < (0.05). That is H0 is rejected and Ha is
accepted. Thus the hypothesis “There is no significant relationship between
vocabulary size and morpheme identification” is rejected. By looking at the table
r = 0.404 show us that the degree of the correlation is moderate. In addition, the
correlation of the variable is positive meaning that the increase of the vocabulary
size is in line with the increase of the morphological structure awareness. It is in
line with the study by Tabatabei in 2011 showed that the students had better
morphological structure awareness if they had more vocabulary size. Another
study conducted by Deacon and Kirby in 2004 found that morphological
awareness could help the learners to reach better reading comprehension. Since
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the reading comprehension was greatly influenced by vocabulary coverage and
learners’ vocabulary size, it was believed that indirectly the study showed the
contribution of the vocabulary size and the ability to construct new meaning of the
words. To sum up, by looking at the data interpretation, it can be concluded that
there is a positive correlation between vocabulary size and morphological
structure.
3. Correlation between Morpheme Identification Awareness andMorphological Structure Awareness
The last statistical analysis is about the correlation between morpheme
identification and morphological structure. The table below will show us the result
of the analysis.
Table (3.3) The Result of Correlation between Morpheme IdentificationAwareness and Morphological Structure Awareness
Correlations
Morpheme_Id
entification_T
est
Morphological
_Structure_Te
st
Morpheme_Identification
_Test
Pearson Correlation 1 .279*
Sig. (2-tailed) .023
N 66 66
Morphological_Structure
_Test
Pearson Correlation .279* 1
Sig. (2-tailed) .023
N 66 66
*. Correlation is significant at the 0.05 level (2-tailed).
The third result is to test the second hypothesis H0 “There is no correlation
between morpheme identification and morphological structure “ and Ha “There is
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significant relationship between morpheme identification and morphological
structure”. From the table there is p-value (0.023) < (0.05). That is H0 is
rejected and Ha is accepted. Thus the hypothesis “There is significant relationship
between vocabulary size and morpheme identification” is rejected. By looking at
the table r = 0.279 show us that the degree of the correlation is low. In addition,
the correlation of the variable is positive meaning that the increase of the
morpheme identification is in line with the increase of the morphological
structure. A study by Tabatabei (2011) found that the ability to break down the
words structure influenced the ability to construct new words. The learners
developed receptive and productive skill of words formation if they had complete
thought of the words formation. To sum up, by looking at the data interpretation,
it can be concluded that there is a positive correlation between morpheme
identification and morphological structure. Feldman (1995) suggested that the
learning of morpheme should be done in whole mode. The students should
develop the awareness to recognize the elements of the words and synthesize the
words elements to ensure that they could use the words in macro skills.
B. Discussion
The questions addressed by this current study are whether correlations
exist between vocabulary size and morpheme identification; vocabulary size and
morphological structure; and morpheme identification and morphological
structure. It was expected that the number of vocabulary size will positively
correlate with morpheme identification and morphological structure. In addition,
this current study also assumed that there is a positive correlation between
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morpheme identification and morphological structure. Generally, this current
study reveals that there is a significant correlation between vocabulary size and
morpheme identification. In addition, there is also a significant correlation
between vocabulary size and morphological structure. This current study also
finds that there is a significant correlation between morpheme identification and
morphological structure. However the level of correlation varies. The results
reflect that the level of the correlation of the variables were not high. The level of
the correlation between vocabulary size and morpheme identification was low. A
bit different with the first result, the correlation between vocabulary size and
morphological structure is in the moderate level. Yet the correlation between
morpheme identification and morphological structure was again similar to the first
result, that was in the low level.
1. The Correlation between Vocabulary Size and Morpheme Identification
Awareness
The assumption is based on the understanding that higher vocabulary
size will influence the ability to breakdown the elements of the word. The result
showed that the p-value is 0.03. Ho is rejected as p-value (0.03)< (0,05)
meaning that there is a significant correlation between vocabulary size and
morpheme identification. The correlation is positive meaning that the increase of
the vocabulary size is in line with the increase of the morpheme identification.
However, by looking at the table r = 0.267 show us that the degree of the
correlation is low.
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There are some findings based on the data of vocabulary size test and
morpheme identification test which show that, in some cases, a student with
relatively low vocabulary size get higher score of morpheme identification than
the student with good vocabulary size. The finding was different with the study
done by Tabatabei (2011). It can be examined by looking at the perspective of the
nature of vocabulary size test and morpheme identification test. Vocabulary size
test is a kind of test which measures the rough word families a language learner
has. It measures the number of the word families a learner has after learning for
certain period of time. The result will measure the actual number of the word
families without too many factors affected. Without studying in advance one may
get good score as long as she/he has mastered great number of vocabulary..
Differently, morpheme identification is closely related to morpheme. It requires
the knowledge of morpheme as the elements which form a word. Carlisle (1995)
stated that morphological awareness occurred accidentally depending on the
number of language exposure the learner got. Morpheme- focused learning will
maximize the quality and quantity of the morphemes the students learned.
Moreover, Nation (2001) suggested that the students should make use the
language skills learning for morphemes learning. The students will benefit from
the learning activities if they are aware of the elements of the words they learn.
One may specifically learn the morpheme in a certain period of time and has
known sufficient amount of morpheme. Bertram, Laine and Virkkala (2000)
stated that inflections and derivations are essential in morpheme identification
.Good learner will learn both inflection and derivation to complete the
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understanding of the free and bound morpheme. In addition, the knowledge of
part of speech is also important especially for the derivations (Zang and Koda,
2011). The result of the test showed that the students frequently failed to state the
right meaning of a word because of incapability of part of speech change.
2. The Correlation between Vocabulary Size and Morphological Structure
Awareness
This correlation is based on the assumption that by having higher
vocabulary size, a learner can construct a new word from the knowledge he has
known. The result of the statistical analysis using Pearson Product Moment
showed that p-value (0.03). The result indicated that there was a significant
correlation between vocabulary size and morphological structure as p-value
(0.001) < (0,05).. There was also a positive correlation between the variables.
Yet the level/degree of the correlation was moderate r = 0.404.
Constructing new word from the elements of the word is not a simple
matter. There are some knowledge to know before we actually form the word.
Nation (2001) stated that there are at least four steps of constructing a word. The
first is to determine the intended meaning of the word. The second is to choose the
right morpheme or word to construct. The third is to determine the word order.
The last is to give the right punctuation. The morphological structure test doesn’t
only require the test takers to write the constructed words, but also considering the
previous aspects as the consideration to construct new words. Some data of the
test showed that the incapability of determining the right part of speech and word
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order make them fail to construct the correct words. Studies by Cameron (2001)
and also Wu and Zumbo (2008) put emphasize of the importance of part of speech
in word formation. The students should be able to determine the kind of words to
be used correctly.
3. The Correlation between Morpheme Identification Awareness and
Morphological Structure Awareness
The correlation is based on the assumption that a learner who has good
knowledge in breaking down complex word will have good knowledge of words
structure. Thus, a learner may be able to construct new words from the known
knowledge. However, the correlation between morpheme identification and
morphological structure is low. So there is only a weak/ low correlation between
morpheme identification and morphological structure. There are some factors
which may influence the findings. From the table there is p-value (0.023)
< (0,05). That is Ho is rejected and Ha is accepted. Thus the hypothesis “There
is significant relationship between vocabulary size and morpheme identification”
is accepted. By looking at the table r = 0.279 show us that the degree of the
correlation is low. In addition, the correlation of the variable is positive meaning
that the increase of the morpheme identification is in line with the increase of the
morphological structure.
It is questionable to see that the correlation between morpheme
identification and morphological structure is low. We may easily assume that the
ability to breakdown the complex words will be in line with the ability to
construct the morphemes into new words. However the result showed us that the
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correlation is low. The increase of the morpheme identification score is not
significantly followed by the increase of morphological structure score. It
confirms the study by Farsi in 2008 which found that there was a low correlation
between morpheme identification awareness and morphological structure
awareness of the Omani EFL students. It may be because of several reasons. The
first factor can be about the nature of the test. The test of morpheme identification
consists of several types of questions. Meanwhile the test of morphological
structure consists of relatively different types of question. The second factor can
be about the knowledge the learners have. If the learners only master the
knowledge of certain kinds of morphemes, it may cause that they only perform
well in certain test. Morphological awareness is complex and the learners need
adequate knowledge of morphemes to achieve its awareness. Bertram, Laine and
Virkkala (2000) suggested that the learner should have sufficient period of time to
develop morphological awareness during the time they learn the language. It will
be improved significantly if they have the prior intention for every possible
morphological awareness learning.
However, this current study has limited scope of discussion. The
vocabulary size in this research only covers the rough number of word families
used in receptive written use. It does not cover the total word families in English
language. The ideal vocabulary size should cover all word families in English
language.
In addition, the study employed an instrument as morpheme
identification awareness test which did not cover all forms of word formations.
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The instrument is only limited on the affixation and compounding as the way of
word formation. To get the complete result of the students’ ability of the
morpheme identification, the ideal instrument should have the whole types of
word formation such as affixation, compounding, acronym, abbreviation, etc.
Thus, the current study only gives result on some word formations.
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CHAPTER V
CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
A. Conclusions
Chapter one to chapter four present us how the current study was conducted
from the first chapter that comprised the background of the problem to the fifth
chapter that comprised the research process, findings, and discussions. Now, in the
chapter five, the research findings will be summarized and the conclusions will be
withdrawn.
This current study examined the first semester students of English Department
of Muhammadiyah University of Yogyakarta. The study aims at finding out the
correlation between vocabulary size and morpheme identification; vocabulary size
and morphological structure; and morpheme identification and morphological
structure.
The results illustrate that, for the first result, there is a significant correlation
between vocabulary size and morpheme identification. The second result shows that
there is a significant correlation between vocabulary size and morphological structure
awareness. The third result shows that there is a significant correlation between
morpheme identification awareness and morphological structure awareness.
However, this study doesn’t show strong correlation among the variables. The
level or degree of the correlation between vocabulary size and morpheme
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identification awareness is low. Meanwhile, the level or degree of the correlation
between vocabulary size and morphological structure awareness is moderate. The
last, the degree or level of the correlation between morpheme identification
awareness and morphological structure awareness is low.
B. Implications
The results of the study imply several aspects in language learning. However
the implication will be limited on the area of vocabulary learning. In chapter two, it
is explained that the current study is in the area of vocabulary learning. There are the
implications of the result of the research which has been conducted.
The first implication is related to the vocabulary learning. The number of
vocabulary size the students have in this current research implies that there should be
some strategies that enable the students to develop their vocabulary size. The
teachers have to find learning strategies to improve the vocabulary size of the
students. Vocabulary size is essential especially for the reading comprehension. By
having adequate number of vocabulary, more specifically in morphemes, the
learners may have good ability to perform several strategies in language acquisition
such as guessing meaning from context. Moreover, they can also produce new words
for writing or speaking. Since the focus is on reading, the vocabulary learnt should
be considered as the appropriate vocabulary useful for reading.
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The second implication will be related to the morphological awareness. In
general, the students’ ability to break down the complex words and construct the
morphemes is not adequate. There should be a morpheme-focused learning which
enables the students to learn the morphemes as one focused-learning. The students
should be taught the morphemes intentionally and consciously to ensure that they
know the meaning of morphemes, more specifically derivations and inflections. The
problem for the students who have good vocabulary size is that they haven’t been
able to comprehend the concept of inflectional and derivational endings sufficiently.
It makes them unable to predict the meaning of words after suffixes are added.
The third implication is related to word changes in term of part of speech.
There are a lot of mistakes done by the students related to derivations. They are
unable to change the part of speech of certain words because of its part of speech
changes. Part of speech focused learning is urgent to be taught to the students. It is
beneficial as part of speech is the key to determine the meaning of the words.
C. Suggestions
This current study has found that there is correlation between vocabulary size
and morpheme identification awareness. In addition, there is also a significant
correlation between vocabulary size and morphological structure awareness. The
study also finds that there is a significant correlation between morpheme
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identification awareness and morphological structure awareness. The results of this
current study give suggestions to the students, English teacher and other researchers.
1. The students
The students need to learn language especially the vocabulary in a more
comprehensive way. In one hand they need to enrich their vocabulary. In other hand,
they have to consciously learn the vocabulary together with the affixes. Affixes are
useful when the construct a new words or break down complicated words.
2. The English teacher
The English teachers should be aware that the vocabulary size and
morphological awareness is correlated. It will be beneficial if the English teachers can
teach the students the vocabulary enrichment and morphemes. In one hand that
students can develop the number of vocabulary especially high frequency words used
in reading. In other hand, the knowledge of suffixes will equip them with the ability
to guess the meaning of unfamiliar words found in reading text. The vocabulary can
be taught through direct or indirect learning. However, the teachers should teach the
affixes intentionally. It is because the students should consciously know the use of the
morphemes and give full focus on the affixes learning.
3. Other researchers
It is important to keep in mind that this current study is limited on specific
aspect. It only studies the vocabulary size in term of word family. In addition, the
total word families are only those used in written receptive use. Moreover, the objects
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of the study are limited only the first semester students. There should be further
research which study broader area of vocabulary learning and also cope broader
scope of study. It will be useful to contribute and give bigger picture of the research
in vocabulary and morphological awareness.
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Bertram, R., Laine, M., & Virkkala, M. M. (2000). The role of derivationalmorphology in vocabulary acquisition: get with a little help from mymorpheme friends. Scandinavian Journal of Psychology, 42: 287-296.
Cameron, L.( 2001). Teaching Language to Young Learner. Cambridge:Cambridge University Press
Carlisle, J. F. (1995). An exploratory study of morphological errors in children'swritten stories. Reading and Writing: An Interdisciplinary Journal, 8: 61-72.
Carlisle, J. F. (1995). Morphological awareness and early reading achievement. InL. B. Feldman (Ed.), Morphological aspects of language processing(189–209).
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Chang, C. M., Wagner, R. K., Muse, A., & Chow, H. S. (2005). The role ofmorphological awareness in children's vocabulary acquisition in England.Applied Psycholinguistics, 26: 415-435.
Deacon, S. H., and Kirby, J. R. (2004). Morphological awareness: just‘morphological’? The roles of morphological and phonologicalawareness in reading development. Applied Psycholinguistics, 25: 223-238.
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Kuo, L. J., & Anderson, R. C. (2006). Morphological awareness and learning toread: A cross-language perspective. Educational Psychologist, 41(3):161-180.
McBridge. C, Wagner. R, Muse. A, Bonnie. W, and Shu. H.(2005). The role ofmorphological awareness in children vocabulary acquisition in English.Applied Psycholinguistics 26 (2005), 415–435.
Morin, R. (2003). Derivational morphological analysis as a strategy forvocabulary acquisition in Spanish. The Modern Language Journal, 87:200-221.
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Nagy, W. E., Berninger, V., & Abbott, R. (2006). Contributions of morphologybeyond phonology to literacy outcomes of upper elementary and middle-school students. Journal of Educational Psychology, 98: 134–147.
Nation, I.S.P. (1993.) Vocabulary size, growth and use. In. R. Schreuder, & B.Weltens (Eds). The bilingual lexicon, 14: 115-134.
Nation, I.S.P. (2001). Learning Vocabulary in Another Language. VictoriaUniversity of Wellington: Cambridge University Press
Nunes, T., Bryant P., & Bindman, M. (2006). The effects of learning to spell onchildren awareness of morphology. Reading and Writing, 19: 767-787.
Prince, R. E. C. (2007). Morphological analysis: New light on a vital reading skill(Electronic Version).
Schiff, & Calif, S. (2007). Role of phonological and morphological; awareness inL2 oral word reading. Language learning, 57: 271-298.
Smith, F. (1971). Understanding reading: A psycholinguistic analysis of readingand learning to read. New York: Holt, Rinehart and Winston
Tabatabaei, M. (2011). The Relationship between Morphological Awareness andVocabualry Size of EFL Learners. English Language Teaching, Vol 4262-273.
Thornbury,S. ( 2002). How to Teach Vocabulary. London: LongmanVermeer, A. (2001). Breadth and depth of vocabulary in relation to L1/L
Acquisition and frequency of input. Applied Psycholinguistics, 22: 217-234.
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Wang, M., Cheng, C., & Chen, S.-W. (2006). Contribution of morphologicalawareness to Chinese- English biliteracy acquisition. Journal ofEducational Psychology, 98: 542–553.
Wu, A. D., & Zumbo, B. D. (2008). Understanding and using mediators andmoderators. Social Indicators Research, 87: 367–392.
Zhang, D. & Koda, K. (2011). Contribution of morphological awareness andlexical inferencing ability to L2 vocabulary knowledge and readingcomprehension among advanced EFL learners: testing direct and indirecteffects. Springer Science and Business Media B.V. 25: 1195–1216.
Zimmerman, K. (2005). Newly placed versus continuing students: comparingvocabulary size. TESL Reporter, 38: 52-60.
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Appendix 1The Results of Normality Test
Mean Std Dev N KS P-value
Vocabulary_Size_Test 63.83 12.16 66 0.007 > 0.150
Morpheme_Identification_Awareness_Test
14.53 2.062 66 0.090 > 0.150
Morphological_Sturcture_Awareness_Test
6.561 1.746 66 0.031 > 0.150
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Appendix 2The Results of Linearity Test
Linearity Test between Vocabulary Size and Morpheme IdentificationAwareness
Sum of
Squares Df
Mean
Square F Sig.
Vocabulary_Size
Test *
Morpheme_Identi
fication_Test
Between
Groups
(Combined) 2282.591 8 285.324 2.220 .039
Linearity 687.133 1 687.133 5.347 .024
Deviation from
Linearity
1595.458 7 227.923 1.774 .110
Within Groups 7324.575 57 128.501
Total 9607.167 65
Linearity Test between Vocabulary Size and Morphological StructureAwareness
Sum of
Squares df
Mean
Square F Sig.
Vocabulary_Size
*
Morphological_S
tructure_Test
Between
Groups
(Combined) 3188.469 8 398.559 3.539 .002
Linearity 1565.815 1 1565.81
5
13.90
5
.000
Deviation from
Linearity
1622.654 7 231.808 2.059 .063
Within Groups 6418.698 57 112.609
Total 9607.167 65
Linearity Test between Morpheme Identification Awareness andMorphological Structure Awareness
Sum of
Squares df
Mean
Square F Sig.
Morpheme_Identifica
tion_Test *
Morphological_Struct
ure_Test
Betwee
n
Groups
(Combined) 38.939 8 4.867 1.168 .334
Linearity 21.560 1 21.560 5.174 .027
Deviation from
Linearity
17.379 7 2.483 .596 .757
Within Groups 237.500 57 4.167
Total 276.439 65
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Appendix 3The Results of the Correlation of Pearson Product Moment
Correlation between Vocabulary Size and Morpheme IdentificationAwareness
Morpheme_Identification
_TestVocabulary_
SizeMorpheme_Identification_Test
PearsonCorrelation
1 .267*
Sig. (2-tailed) .030N 66 66
Vocabulary_Size PearsonCorrelation
.267* 1
Sig. (2-tailed) .030N 66 66
*. Correlation is significant at the 0.05 level (2-tailed).
Correlation between Vocabulary Size and Morphological StructureAwareness
Vocabulary_Size
Morphological_Structure_
TestVocabulary_Size Pearson
Correlation1 .404**
Sig. (2-tailed) .001N 66 66
Morphological_Structure_Test
PearsonCorrelation
.404** 1
Sig. (2-tailed) .001N 66 66
**. Correlation is significant at the 0.01 level (2-tailed).
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Correlation between Morpheme Identification Awareness andMorphological Structure Awareness
Morpheme_Id
entification_T
est
Morphological
_Structure_Te
stMorpheme_Identification_Test
Pearson Correlation 1 .279*
Sig. (2-tailed) .023N 66 66
Morphological_Structure_Test
Pearson Correlation .279* 1Sig. (2-tailed) .023N 66 66
*. Correlation is significant at the 0.05 level (2-tailed).
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Appendix 4
The Data of the Research
Name Vocabulary SizeMorpheme
Identification TestMorphologicalStructure Test
Zulkifli Iqbal 75 16 6Adam Al Hakim 68 16 4Eka Dewiyana 72 15 7Novikha A 63 14 5Jeklin R 69 15 8Harsa Danang P 116 17 10Dian Aggraeni P 70 16 8Winda Kurnia 65 15 8Elika Aji 67 16 8Lulu Bianglala 65 16 8Islahul Mauliya 52 15 7Syarifah Nawla 60 15 8Nurlinda Fitriyanti 51 16 5Ade Lina 80 15 7Rasti Fadilla 56 16 6Kiki Rachmawati 66 14 6Fajar Maulana 66 13 2Trida satrio 55 16 5Dwi Setyorini 61 12 5Dicky Fajar 70 15 5Mohamad Luqman 48 16 5Ahmad Andriawan 63 14 3Ardianto 41 15 6Rahmi Kartika 69 15 7Yustria Eka 64 13 9Sigro Hanengging 51 15 3Melati Rahma 64 16 7Roihan Satapo 48 14 8Fitriani 47 13 8Apika Putri 55 16 5Oktavia Nur 66 17 6Larasati Santosa 72 16 7
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Siti Zuhriyah 76 17 10Rangga Zulfikar 78 17 8Danang Wijayanto 77 17 9Noor Fitri 75 16 8Thomi Bariq 84 18 10Althof Sobrun 69 13 7Gemala Fitria 71 17 5Nila Mujiyati 51 14 7Putri Azwarini 62 8 5Sigro Hanengging 55 13 5Ilyas Ghifari 59 16 7Bella Mulia 54 16 9Rahmat Arkhom 54 12 6Eka Sinta 41 16 5Nandiva Yasmine 47 5 6Risca Ayu 62 11 4Alvrista Reviana 64 13 9Rama K 74 15 9Riski Rianafitri 70 8 4Lailati Nazula 73 16 6Umi Salimah 45 13 4Sepriyani 39 9 5Welly Putra 61 13 8Haidar Aziz 77 13 7Isana Paramita 70 15 7Lia Rahayu 67 14 7Ana hartiwati 66 16 6Bonita Saputri 76 9 6Gemila Lestari 53 15 7Danti Hidayati 69 14 8Zulfa Fadhila 75 11 5Asik Hanita 56 7 4Laras Sekar 58 9 8Muhammad Yudi 71 13 6Sabikhisma 53 12 6Herfani Winata 59 11 5Dina Hamidatun 59 18 7Agin 63 14 5
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Vocabulary Size Test1
Circle the letter a-d with the closest meaning to the key
word in the question.
1. SEE: They saw it. a. cut
b. waited for c. looked at d. started 2. TIME: They have a lot of time. a. money b. food c. hours d. friends 3. PERIOD: It was a difficult period. a. question b. time c. thing to do d. book 4. FIGURE: Is this the right figure? a. answer b. place c. time d. number 5. POOR: We are poor. a. have no money b. feel happy c. are very interested d. do not like to work hard 6. DRIVE: He drives fast. a. swims b. learns c. throws balls d. uses a car 7. JUMP: She tried to jump. a. lie on top of the water b. get off the ground suddenly c. stop the car at the edge of the road d. move very fast 8. SHOE: Where is your shoe? a. the person who looks after you b. the thing you keep your money in c. the thing you use for writing d. the thing you wear on your foot
9. STANDARD: Her standards are very
high. a. the bits at the back under her shoes b. the marks she gets in school c. the money she asks for d. the levels she reaches in everything 10. BASIS: This was used as the basis. a. answer b. place to take a rest c. next step d. main part
1 The test is created by Paul Nation, Victoria University of
Wellington, and found at http://www.lextutor.ca/. This test
is freely available and can be used by teachers and
researchers for a variety of purposes.
Second 1000 1. MAINTAIN: Can they maintain it? a. keep it as it is b. make it larger c. get a better one than it d. get it 2. STONE: He sat on a stone. a. hard thing b. kind of chair c. soft thing on the floor d. part of a tree 3. UPSET: I am upset.
a. tired b. famous c. rich d. unhappy 4. DRAWER: The drawer was empty. a. sliding box b. place where cars are kept c. cupboard to keep things cold d. animal house 5. PATIENCE: He has no patience. a. will not wait happily b. has no free time c. has no faith d. does not know what is fair 6. NIL: His mark for that question was nil. a. very bad b. nothing c. very good d. in the middle 7. PUB: They went to the pub. a. place where people drink and talk b. place that looks after money c. large building with many shops d. building for swimming 8. CIRCLE: Make a circle. a. rough picture b. space with nothing in it c. round shape d. large hole 9. MICROPONE: Please use the microphone. a. machine for making food hot b. machine that makes sounds louder c. machine that makes things look bigger d. small telephone that can be carried around 10. PRO: He's a pro. a. someone who is employed to find out
important secrets b. a stupid person
c. someone who writes for a newspaper d. someone who is paid for playing
sport etc
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Third 1000 1. SOLDIER: He is a soldier. a. person in a business b. student c. person who uses metal d. person in the army 2. RESTORE: It has been restored. a. said again b. given to a different person c. given a lower price d. made like new again 3. JUG: He was holding a jug.
a. A container for pouring liquids b. an informal discussion c. A soft cap d. A weapon that explodes 4. SCRUB: He is scrubbing it. a. cutting shallow lines into it b. repairing it c. rubbing it hard to clean it d. drawing simple pictures of it 5. DINOSAUR: The children were pretending
to be dinosaurs. a. robbers who work at sea b. very small creatures with human
form but with wings c. large creatures with wings that
breathe fire d. animals that lived a long time ago 6. STRAP: He broke the strap. a. promise b. top cover c. shallow dish for food d. strip of material for holding things
together 7. PAVE: It was paved. a. prevented from going through b. divided c. given gold edges d. covered with a hard surface 8. DASH: They dashed over it. a. moved quickly b. moved slowly c. fought d. looked quickly 9. ROVE: He couldn't stop roving. a. getting drunk b. travelling around c. making a musical sound through
closed lips d. working hard
10. LONESOME: He felt lonesome. a. ungrateful b. very tired c. lonely d. full of energy
Fourth 1000 1. COMPOUND: They made a new
compound. a. agreement b. thing made of two or more parts c. group of people forming a business d. guess based on past experience 2. LATTER: I agree with the latter. a. man from the church b. reason given c. last one d. answer
3. CANDID: Please be candid. a. be careful b. show sympathy c. show fairness to both sides d. say what you really think 4. TUMMY: Look at my tummy. a. cloth to cover the head b. stomach c. small furry animal d. thumb 5. QUIZ: We made a quiz. a. thing to hold arrows b. serious mistake c. set of questions d. box for birds to make nests in 6. INPUT: We need more input. a. information, power, etc. put into
something b. workers c. artificial filling for a hole in wood d. money 7. CRAB: Do you like crabs? a. sea creatures that walk sideways b. very thin small cakes c. tight, hard collars d. large black insects that sing at night 8. VOCABULARY: You will need more
vocabulary. a. words b. skill c. money d. guns 9. REMEDY: We found a good remedy. a. way to fix a problem b. place to eat in public c. way to prepare food d. rule about numbers 10. ALLEGE: They alleged it.
a. claimed it without proof b. stole the ideas for it from someone
else c. provided facts to prove it d. argued against the facts that
supported it
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Fifth 1000 1. DEFICIT: The company had a large
deficit. a. spent a lot more money than it
earned b. went down a lot in value c. had a plan for its spending that used
a lot of money d. had a lot of money in the bank 2. WEEP: He wept. a. finished his course b. cried c. died
d. worried 3. NUN: We saw a nun. a. long thin creature that lives in the
earth b. terrible accident c. woman following a strict religious life d. unexplained bright light in the sky 4. HAUNT: The house is haunted. a. full of ornaments b. rented c. empty d. full of ghosts 5. COMPOST: We need some compost. a. strong support b. help to feel better c. hard stuff made of stones and sand
stuck together d. rotted plant material 6. CUBE: I need one more cube. a. sharp thing used for joining things b. solid square block c. tall cup with no saucer d. piece of stiff paper folded in half 7. MINIATURE: It is a miniature. a. a very small thing of its kind b. an instrument to look at small objects c. a very small living creature d. a small line to join letters in handwriting 8. PEEL: Shall I peel it? a. let it sit in water for a long time b. take the skin off it c. make it white d. cut it into thin pieces 9. FRACTURE: They found a fracture. a. break b. small piece c. short coat d. rare jewel
10. BACTERIUM: They didn't find a single
bacterium. a. small living thing causing disease b. plant with red or orange flowers c. animal that carries water on its back d. thing that has been stolen and sold
to a shop
Sixth 1000 1. DEVIOUS: Your plans are devious. a. tricky b. well-developed c. not well thought out d. more expensive than necessary 2. PREMIER: The premier spoke for an
hour. a. person who works in a law court b. university teacher c. adventurer d. head of the government
3. BUTLER: They have a butler. a. man servant b. machine for cutting up trees c. private teacher d. cool dark room under the house 4. ACCESSORY: They gave us some accessories. a. papers allowing us to enter a country b. official orders c. ideas to choose between d. extra pieces 5. THRESHOLD: They raised the threshold. a. flag b. point or line where something changes c. roof inside a building d. cost of borrowing money 6. THESIS: She has completed her thesis. a. long written report of study carried out
for a university degree b. talk given by a judge at the end of a
trial c. first year of employment after
becoming a teacher d. extended course of hospital treatment 7. STRANGLE: He strangled her. a. killed her by pressing her throat b. gave her all the things she wanted c. took her away by force d. admired her greatly 8. CAVALIER: He treated her in a cavalier manner. a. without care b. politely c. awkwardly d. as a brother would 9. MALIGN: His malign influence is still felt. a. evil b. good c. very important d. secret
10. VEER: The car veered. a. went suddenly in another direction b. moved shakily c. made a very loud noise d. slid sideways without the wheels turning
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Seventh 1000 1. OLIVE: We bought olives. a. oily fruit b. scented pink or red flowers c. men's clothes for swimming d. tools for digging up weeds 2. QUILT: They made a quilt. a. statement about who should get their
property when they die b. firm agreement c. thick warm cover for a bed d. feather pen 3. STEALTH: They did it by stealth. a. spending a large amount of money
b. hurting someone so much that they agreed to their demands
c. moving secretly with extreme care and quietness
d. taking no notice of problems they met 4. SHUDDER: The boy shuddered. a. spoke with a low voice b. almost fell c. shook d. called out loudly 5. BRISTLE: The bristles are too hard. a. questions b. short stiff hairs c. folding beds d. bottoms of the shoes 6. BLOC: They have joined this bloc. a. musical group b. band of thieves c. small group of soldiers who are sent ahead
of others d. group of countries sharing a purpose 7. DEMOGRAPHY: This book is about demography. a. the study of patterns of land use b. the study of the use of pictures to show facts
about numbers c. the study of the movement of water d. the study of population 8. GIMMICK: That's a good gimmick. a. thing for standing on to work high above
the ground b. small thing with pockets to hold money c. attention-getting action or thing d. clever plan or trick 9. AZALEA: This azalea is very pretty. a. small tree with many flowers growing in
groups b. light material made from natural threads c. long piece of material worn by women in
India
d. sea shell shaped like a fan 10. YOGHURT: This yoghurt is disgusting. a. grey mud found at the bottom of rivers b. unhealthy, open sore c. thick, soured milk, often with sugar and
flavouring d. large purple fruit with soft flesh
Eighth 1000 1. ERRATIC: He was erratic. a. without fault b. very bad c. very polite d. unsteady 2. PALETTE: He lost his palette. a. basket for carrying fish b. wish to eat food c. young female companion d. artist's board for mixing paints 3. NULL: His influence was null. a. had good results b. was unhelpful
c. had no effect d. was long-lasting 4. KINDERGARTEN: This is a good
kindergarten. a. activity that allows you to forget your
worries b. place of learning for children too young
for school c. strong, deep bag carried on the back d. place where you may borrow books 5. ECLIPSE: There was an eclipse. a. a strong wind b. a loud noise of something hitting the water c. The killing of a large number of people d. The sun hidden by a planet 6. MARROW: This is the marrow. a. symbol that brings good luck to a team b. Soft centre of a bone c. control for guiding a plane d. increase in salary 7. LOCUST: There were hundreds of locusts. a. insects with wings b. unpaid helpers c. people who do not eat meat d. brightly coloured wild flowers 8. AUTHENTIC: It is authentic. a. real b. very noisy c. Old d. Like a desert 9. CABARET: We saw the cabaret. a. painting covering a whole wall b. song and dance performance c. small crawling insect d. person who is half fish, half woman 10. MUMBLE: He started to mumble. a. think deeply b. shake uncontrollably
c. stay further behind the others d. speak in an unclear way
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Ninth 1000 1. HALLMARK: Does it have a hallmark? a. stamp to show when to use it by b. stamp to show the quality c. mark to show it is approved by the
royal family d. Mark or stain to prevent copying 2. PURITAN: He is a puritan. a. person who likes attention b. person with strict morals c. person with a moving home d. person who hates spending money 3. MONOLOGUE: Now he has a monologue. a. single piece of glass to hold over his
eye to help him to see better b. long turn at talking without being
interrupted c. position with all the power d. picture made by joining letters
together in interesting ways 4. WEIR: We looked at the weir. a. person who behaves strangely b. wet, muddy place with water plants c. old metal musical instrument played
by blowing d. thing built across a river to control
the water 5. WHIM: He had lots of whims. a. old gold coins b. female horses c. strange ideas with no motive d. sore red lumps 6. PERTURB: I was perturbed. a. made to agree b. Worried c. very puzzled d. very wet 7. REGENT: They chose a regent. a. an irresponsible person b. a person to run a meeting for a time c. a ruler acting in place of the king d. a person to represent them 8. OCTOPUS: They saw an octopus. a. a large bird that hunts at night b. a ship that can go under water c. a machine that flies by means of
turning blades d. a sea creature with eight legs 9. FEN: The story is set in the fens. a. low land partly covered by water b. a piece of high land with few trees c. a block of poor-quality houses in a city d. a time long ago
10. LINTEL: He painted the lintel. a. Beam over the top of a door or window b. small boat used for getting to land from
a big boat c. beautiful tree with spreading branches
and green fruit d. board showing the scene in a theatre
Tenth 1000 1. AWE: They looked at the mountain with awe. a. worry b. interest c. wonder d. respect 2. PEASANTRY: He did a lot for the peasantry. a. local people b. place of worship c. businessmen's club d. poor farmers 3. EGALITARIAN: This organization is egalitarian. a. does not provide much information about itself to
the public
b. dislikes change c. frequently asks a court of law for a judgement d. treats everyone who works for it as if they are
equal 4. MYSTIQUE: He has lost his mystique. a. his healthy body b. the secret way he makes other people think
he has special power or skill c. the woman who has been his lover while he is
married to someone else d. the hair on his top lip 5. UPBEAT: I'm feeling really upbeat about it. a. upset b. good c. hurt d. confused 6. CRANNY: We found it in the cranny! a. sale of unwanted objects b. narrow opening c. space for storing things under the
roof of a house d. large wooden box 7. PIGTAIL: Does she have a pigtail? a. a rope of hair made by twisting bits together b. a lot of cloth hanging behind a dress c. a plant with pale pink flowers that hang down
in short bunches d. a lover 8. CROWBAR: He used a crowbar. a. heavy iron pole with a curved end b. false name c. sharp tool for making holes in leather d. light metal walking stick 9. RUCK: He got hurt in the ruck. a. hollow between the stomach and the
top of the leg b. pushing and shoving c. group of players gathered round the
ball in some ball games
d. race across a field of snow 10. LECTERN: He stood at the lectern. a. desk to hold a book at a height for reading b. table or block used for church sacrifices c. place where you buy drinks d. very edge
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Eleventh 1000 1. EXCRETE: This was excreted recently. a. pushed or sent out b. made clear c. discovered by a science experiment d. put on a list of illegal things 2. MUSSEL: They bought mussels. a. small glass balls for playing a game b. shellfish c. large purple fruits d. pieces of soft paper to keep the
clothes clean when eating 3. YOGA: She has started yoga. a. handwork done by knotting thread
b. a form of exercise for body and mind c. a game where a cork stuck with feathers
is hit between two players d. a type of dance from eastern countries 4. COUNTERCLAIM: They made a counterclaim. a. a demand made by one side in a law case
to match the other side's demand b. a request for a shop to take back things
with faults c. An agreement between two companies to
exchange work d. a top cover for a bed 5. PUMA: They saw a puma. a. small house made of mud bricks b. tree from hot, dry countries c. very strong wind that sucks up
anything in its path d. large wild cat 6. PALLOR: His pallor caused them concern. a. his unusually high temperature b. his lack of interest in anything c. his group of friends d. the paleness of his skin
7. APERITIF: She had an aperitif. a. a long chair for lying on with just one
place to rest an arm b. a private singing teacher c. a large hat with tall feathers d. a drink taken before a meal 8. HUTCH: Please clean the hutch. a. thing with metal bars to keep dirt out of
water pipes b. space in the back of a car for bags c. metal piece in the middle of a bicycle wheel d. cage for small animals 9. EMIR: We saw the emir. a. bird with long curved tail feathers b. woman who cares for other people's
children in Eastern countries c. Middle Eastern chief with power in his land d. house made from blocks of ice 10. HESSIAN: She bought some hessian. a. oily pinkish fish b. stuff producing a happy state of mind c. coarse cloth d. strong-tasting root for flavouring food
Twelfth 1000 1. HAZE: We looked through the haze. a. small round window in a ship b. unclear air c. strips of wood or plastic to cover a window d. list of names 2. SPLEEN: His spleen was damaged. a. knee bone b. organ found near the stomach c. pipe taking waste water from a house d. respect for himself
3. SOLILOQUY: That was an excellent soliloquy! a. song for six people b. short clever saying with a deep
meaning c. entertainment using lights and
music d. speech in the theatre by a character
who is alone
4. REPTILE: She looked at the reptile. a. old hand-written book b. animal with cold blood and a hard outside c. person who sells things by knocking on
doors d. picture made by sticking many small
pieces of different colours together 5. ALUM: This contains alum. a. a poisonous substance from a common plant b. a soft material made of artificial threads c. a tobacco powder once put in the nose d. a chemical compound usually involving
aluminium 6. REFECTORY: We met in the refectory. a. room for eating b. office where legal papers can be signed c. room for several people to sleep in d. room with glass walls for growing plants 7. CAFFEINE: This contains a lot of caffeine. a. a substance that makes you sleepy b. threads from very tough leaves c. ideas that are not correct d. a substance that makes you excited 8. IMPALE: He nearly got impaled. a. charged with a serious offence b. put in prison c. stuck through with a sharp instrument d. involved in a dispute 9. COVEN: She is the leader of a coven. a. a small singing group b. a business that is owned by the workers c. a secret society d. a group of church women who follow a strict
religious life 10. TRILL: He practised the trill. a. ornament in a piece of music b. type of stringed instrument c. Way of throwing a ball d. dance step of turning round very fast
on the toes
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Thirteenth 1000 1. UBIQUITOUS: Many weeds are ubiquitous. a. are difficult to get rid of b. have long, strong roots c. are found in most countries d. die away in the winter 2. TALON: Just look at those talons! a. high points of mountains b. sharp hooks on the feet of a hunting bird c. heavy metal coats to protect against weapons d. people who make fools of themselves without
realizing it 3. ROUBLE: He had a lot of roubles. a. very precious red stones
b. distant members of his family c. Russian money d. moral or other difficulties in the mind 4. JOVIAL: He was very jovial. a. low on the social scale b. likely to criticize others c. full of fun d. friendly 5. COMMUNIQUE: I saw their communiqué . a. critical report about an organization b. garden owned by many members of a
community c. printed material used for advertising d. official announcement 6. PLANKTON: We saw a lot of plankton. a. poisonous weeds that spread very quickly b. very small plants or animals found in
water c. trees producing hard wood d. grey clay that often causes land to slip 7. SKYLARK: We watched a skylark. a. show with aeroplanes flying in patterns b. man-made object going round the earth c. person who does funny tricks d. small bird that flies high as it sings
8. BEAGLE: He owns two beagles. a. fast cars with roofs that fold down b. large guns that can shoot many
people quickly c. small dogs with long ears
d. houses built at holiday places 9. ATOLL: The atoll was beautiful. a. low island made of coral round a
sea-water lake b. work of art created by weaving
pictures from fine thread c. small crown with many precious
jewels worn in the evening by women d. place where a river flows through a
narrow place full of large rocks 10. DIDACTIC: The story is very didactic. a. tries hard to teach something b. is very difficult to believe c. deals with exciting actions d. is written in a way which makes the
reader unsure of the meaning
Fourteenth 1000 1. CANONICAL: These are canonical
examples. a. examples which break the usual rules b. examples taken from a religious book c. regular and widely accepted examples d. examples discovered very recently 2. ATOP: He was atop the hill. a. at the bottom of b. at the top of c. on this side of d. on the far side of 3. MARSUPIAL: It is a marsupial. a. an animal with hard feet
b. a plant that grows for several years c. a plant with flowers that turn to face
the sun d. an animal with a pocket for babies 4. AUGUR: It augured well. a. promised good things for the future b. agreed well with what was expected c. had a colour that looked good with
something else d. rang with a clear, beautiful sound
5. BAWDY: It was very bawdy. a. unpredictable b. enjoyable c. rushed d. rude 6. GAUCHE: He was gauche. a. talkative b. flexible c. awkward d. determined 7. THESAURUS: She used a thesaurus. a. a kind of dictionary b. a chemical compound c. a special way of speaking d. an injection just under the skin 8. ERYTHROCYTE: It is an erythrocyte. a. a medicine to reduce pain b. a red part of the blood c. a reddish white metal d. a member of the whale family
9. CORDILLERA: They were stopped by the
cordillera. a. a special law b. an armed ship c. a line of mountains d. the eldest son of the king 10. LIMPID: He looked into her limpid eyes. a. clear b. tearful c. deep brown d. beautiful
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Appendix 6Morphological Awareness Test
Name :Student Number :Class :
MORPHOLOGICAL AWARENESS TEST
1. Morphological Structure Awareness Test
Example:
There is a kind of box or lunch, we call it a
lunchbox.
There is another kind of box for tools, we call it a
toolbox.
1. There is a dish called meatballs. It
contains meat formed into a ball shape.
If the meat is formed into a loaf shape, the dish will
be called ...............................
2. People with you in a class are called
classmates.
What do you call the people living with you in the
room?...............................
3. Some people wear rings on their ears,
they called them earrings.
Some people wear rings in the nose, what should
we call them? ...............................
4. There is a kind of train that runs under
the ground. We call that an
underground train.
If the train runs over the ground. That would be
called ...............................
5. Look at Jhon. Jhon is stotting. Yesterday he did the same thing. What did he do
yesterday? Yesterday, he………..
6. Ahmad is training in the company.
Ahmad is a trainee.
The doctor examined Maha. Maha is an
...............................
7. This is a musical instrument called a
hux.
If we have three of them, we should call them
...............................
8. Yesterday, my mother cooked lunch for
us.
Now it is lunch time and she is
...............................
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9. A box used to store mail is called a
mailbox.
Some people use a tray to store mail. What should
we call that? ...........................
10. Some buildings are built very high,
and we call them high, and we call them
high-rise buildings.
Some buildings are built very low, what do we call
them? ...............................
2. Morpheme Identification Awareness Test
WordMeaning of the
wordPart 1 + Meaning Part 2 + Meaning
1. flowerpot
2. hyperactive
3. freedom
4. handshake
5. discomfort
6. driver
7. antibacterial
8. monolingual
9. biology
10. sandstorm
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