MORPHOLOGICAL AWARENESS AND ITS RELATIONSHIP TO ENGLISH VOCABULARY SIZE OF SMART COURSE STUDENTS IN PARE
A THESIS
Submitted as Partial Fulfillment of the Requirements for the Sarjana Degree of English Department Faculty of Arts and Humanities
Islamic State University of Sunan Ampel Surabaya
By:
NUR AINI
Reg. Number A83212176
ENGLISH DEPARTMENT
FACULTY OF ARTS AND HUMANITIES
ISLAMIC STATE UNIVERSITY OF SUNAN AMPEL SURABAYA
MORPHOLOGICAL AWARENESS AND ITS RELATIONSHIP TO ENGLISH VOCABULARY SIZE OF SMART COURSE STUDENTS IN PARE
A THESIS
Submitted as Partial Fulfillment of the Requirements for the Sarjana Degree of English Department Faculty of Arts and Humanities
Islamic State University of Sunan Ampel Surabaya
By:
Nur Aini
Reg. Number: A83212176
ENGLISH DEPARTMENT
FACULTY OF ARTS AND HUMANITIES
ISLAMIC STATE UNIVERSITY OF SUNAN AMPEL
SURABAYA
ABSTRACT
Aini. Nur. 2016. Morphological Awareness and Its Relationship to English Vocabulary Size of Smart Course Students in Pare. Thesis. English Department. Faculty of Arts and Humanity. Islamic State University of Sunan Ampel Surabaya.
Thesis Advisor: Murni Fidiyanti, MA.
This study examines the relationship of students’ morphological awareness and their English vocabulary size of Smart course in Pare. Morphological awareness (M A) is the access to create new meaning to get new vocabulary. M A is considered correlated to vocabulary size of students in school and university. However, research on students in a course is still rare. This study is conducted to
measure the relationship of students’ morphological awareness and their English vocabulary size in a course. The objective of this study is to investigate whether there is significant relationship between morphological awareness and vocabulary size of Smart course students in Pare, Kediri.
The method used in this study is Co-relational design. This study took place at Smart Course in Pare, Kediri. The subjects of this study were 42 students in grammar class and speaking class. The data of this study are morphological awareness tests adapted by Al-Farsi (2008) & McBride-Chang et al (2005) and vocabulary level test (VLT) adapted by I.S.P.Nation (2000). The result of those tests is used to correlate the relationship between morphological awareness and vocabulary size. The data are analyzed by Pearson Product Moment Formula and SPSS version 16.0.
The result of the study showed that there was an average positive correlation of 0,578, which means that morphological awareness was found to be averagely correlated with English vocabulary size. This result was shown in the hypothesis testing that the coefficient correlation is in the average, in the significant at 0,05 –level margin of error. The coefficient correlation is higher than the critical value of rtable (0,578 > 0,304). Therefore, it can be concluded that there is significant relationship between morphological awareness and vocabulary size of Smart course students in Pare. This study implied that morphological awareness can be applied as vocabulary learning strategy to improve students’ vocabulary size.
ABSTRAK
Aini. Nur. 2016. Morphological Awareness and Its Relationship to English Vocabulary Size of Smart Course Students in Pare. Skripsi. Fakultas Adab dan Humaniora. Universitas Islam Negeri Sunan Ampel Surabaya.
Dosen Pembimbing: Murni Fidiyanti, MA.
Penelitian ini menguji hubungan antara kesadaran morfologi siswa dengan kosakata bahasa inggris mereka di kursusan Smart, Pare. Kesadaran morfologi merupakan akses dalam membuat makna kosa kata baru. Kesadaran morfologi seringkali dihubungkan dengan tingkat kosakata pada murid di tingkat sekolah menengah dan universitas. Namun, penelitian ini masih jarang diakukan pada murid di kursusan. Penelitan ini dilakukan untuk mengukur hubungan antara kesadaran morfologi dengan kosa kata murid. Adapun tujuan penelitian ini adalah untuk mengetahui apakah ada hubungan antara kesadaran morfologi dengan kosa kata murid kursusan Smart di Pare, Kediri.
Metode yang digunakan dalam penelitian ini adalah desain korelasi. Penelitian ini dilaksanakan di kursusan di Smart di Pare, Kediri. Subjek dari penelitian ini adalah murid Smart yang diambil dari kelas grammar dan speaking yang berjumlah 42. Data penelitian ini adalah uji kesadaran morfologi yang diadaptasi dari Al-Farsi (2008) dan McBride-Chang et al (2005) dan uji tingkat kosakata. Hasil dari uji tersebut digunakan untuk mengetahui hubungan antara kesadaran morfologi dan kosa kata. Data tersebut dianalisa dengan rumus Pearson Product Moment dan dibantu dengan perhitungan SPSS versi 16.0.
Hasil penelitian ini menujukkan adanya hubungan positif dalam tingkatan sedang 0,578 yang bermakna bahwa kesadaran morfologi ditemukan berhubungan dengan kosa kata bahasa inggris dalam tingkatan sedang. Dari hasil tersebut dapat diketahui uji hipotesa dalam tingkat sedang dan dalam signifikasi tingkat kesalahan 0,05. Koefisien korelasi ini lebih tinggi dari nilai table (0,578 > 0,304). Sehingga, hal ini dapat disimpulkan bahwa terdapat hubungan antara kesadaran morfologi dan kosa kata bahasa inggris pada murid-murid kursusan Smart di Pare. Pnelitian ini memberikan implementasi bahwa kesadaran morfologi dapat di aplikasikan terhadap proses pembelajaran kosa kata untuk meningkatkan kosa kata mereka.
Thesis Advisor’s Approval Page ... v
Thesis Examiner’s Approval Page ... vi
Acknowledgment ... vii 1.1. Background of the Study ... 1
1.2. Statement of the Problem ... 5
1.3. Objective of the Study ... 6
1.4. Significance of the Study... 6
1.5. Scope and Limitation of the Study ... 7
1.6. Definition of Key Terms ... 8
4.1.1. The Extent of Students’ Morphological Awareness Tets ... 42
4.1.2. The Extent of Vocabulary Size Test ... 50
4.1.3. The Relationship between M A test and VLT scores ... 59
4.1.4. Hypothesis Testing ... 65
4.2. Discussion ... 66
LIST OF TABLES
Table 2.1: Prefix with the Meaning “not” ... 14
Table 2.2: Other verb prefixes with specific meanings ... 14
Table 2.3: Verb + Suffix ... 15
Table 2.4: Adjective + Suffixes ... 15
Table 2.5: er/-or and –ist ... 16
Table 2.6: Adjective Suffixes ... 17
Table 3.1: Interpretation of r Product Moment Pearson ... 38
Table 4.1: Total Scores of MA test of students ... 40
Table 4.2: Scores of MA Test of Students in Grammar Class ... 42
Table 4.3: Frequency Distribution Mean Score of MA test ... 44
Table 4.4: Quality of Variable of The Score Students’MA test ... 45
Table 4.5: Scores of MA Test of Students in Speaking Class ... 46
Table 4.6: Frequency Distribution Mean Score of MA test ... 48
Table 4.7: Quality of Variable of The Score Students’ MA test ... 49
Table 4.8: Total Scores of VLT of Students ... 50
Table 4.9: Scores of VLT’s Students in Grammar Class ... 52
Table 4.10: Frequency Distribution Mean Score of VLT of Grammar Class ... 54
Table 4.11: Quality of Variable of The Score Students’ VLT test ... 55
Table 4.12: Scores of VLT Students in Speaking Class ... 56
Table 4.13: Frequency Distribution Mean Score of VLT in Speaking Class ... 58
Table 4.14: Quality of Variable of the Result Students’ VLT test ... 58
Table 4.15: Table of Pearson Product Moment ... 60
1
CHAPTER I
INTRODUCTION
This part introduces the present study. It describes background of the study, research problem, research objective, significance of the study, scope and limitation of the study, definition of the key terms, and hypothesis.
1.1.Background of The Study
Morphology is the study of the structure of words. In linguistics morphology refers to the mental system involved in word formation or to the branch of linguistics that deals with words, their internal structure, and how they are formed (Aronoff & Fudeman, 2005:1-2). As morphology deals with words, the concept of ‘word’ itself in English tends to be smaller unit than sentences. A sentence can be
broken down into smaller units (words). Then, the words can be broken down into smaller and meaningful parts. The smallest meaningful part of a word itself is called a morpheme.
2
smaller meaningful parts. Based on the definition above, the purpose of morphology is the study of morphemes and their arrangements in forming words.
3
whilts, morphological structure awareness is the ability to create new meanings by making use of familiar morphemes. Yet, is there any relationship between this morphological awareness and vocabulary knowledge in Smart Course?
Vocabulary is total number of words in language. Learning language should know the vocabulary in that language, so vocabulary has important role in learning language. Many researchers have studied about the importance of knowing a sufficient number of words to be able to function in the language. According to Nation as cited in Wahyuni (2015), one of the critical factors in successful guessing the words from a context is the students’ vocabulary size, because this will affect the frequency of unknown words in a text. The term “vocabulary size” or also known as vocabulary breadth refers to quantity or
number of words that the students know at particular levels of language proficiency. Thus, the development of vocabulary size needs to be examined in order to know the level of learner’s ability in mastering vocabulary.
In addition in the previous study in understanding the relationship between vocabulary size and morphological awareness, as stated by Nurhemida (2007), “in
learning a language, specifically for vocabulary goals, there are three aspects to be looked at: the number of words in the language, the number of words known by the native speakers, and the number of words needed by a learner to use the language productively.” The number of words in English and number known by
4
focuses on the third aspect: the words needed to use English productively, specifically for students in Smart Course, Pare. According to Laufer & Goldstein as cited by Shahov (2012:38), the meaning of productive knowledge is usually associated with speaking and writing. Thus, the writer intends to examine the vocabulary size of Smart course students into grammar class and speaking class.
Previous studies were done by some researchers. Therefore, this study builds on this body of research by examining the relationship between morphological awareness and English vocabulary size of Smart course students as some considerations; Smart course students in Pare are learners who study English. As they learn language, it correlates to vocabulary knowledge. Morphological awareness is used by the writer to examine the relationship between its morphological awareness and vocabulary knowledge. As the writer examines the relationship between vocabulary knowledge and morphological awareness, students of grammar class and speaking class were taken to be place to measure it because these classes are productive language, both of them need vocabulary knowledge and there are different area of focus of study which are speaking is to increase the ability in speaking skill, and grammar is the ability to build good writing skill.
5
showed that there was a significant relationship between students’ morphological
awareness and vocabulary knowledge. The same object of the study was also done by Rosalina (2012). She analyzed the correlation between morphological awareness and vocabulary size of students in senior high school in Bandar Lampung. The result of her study was there was correlation between students’
morphological awareness and vocabulary size. If the result of two previous studies was positive correlation between morphological awareness and vocabulary size of EFL students, the next study has different result. Al-Farsi (2008) examined Omani EFL University students’ morphological awareness and its relationship to their
vocabulary knowledge and morphological complexity. He found that the there was no significant relationship between students’ morphological awareness and
vocabulary knowledge. Thus, students in Smart course as EFL students comes to be the writer’s gap in order to know whether any relationship between their
morphological awareness and vocabulary size.
1.2.Statement of the Problems
This study is conducted to answer the problem formulated in the following questions:
1.2.1. What is the extent of morphological awareness of students in Smart course, Pare?
6
1.2.3. Is there any relationship between morphological awareness and vocabulary size of students in Smart course, Pare?
1.3.Objectives of the Study
Based on the problems above, the objectives of the study are:
1.3.1. To find out the extent of morphological awareness of students in Smart course, Pare.
1.3.2. To find out the extent of vocabulary size of students in Smart course, Pare.
1.3.3. To find out whether there is relationship between morphological awareness and their vocabulary size.
1.4.Significance of the Study
This study is expected to be beneficial in these points. Theoretically, it is expected that the result of this study could contribute an insight about the relationship between morphological awareness and vocabulary size by examining students in one of courses in Pare. Thus, it is expected that the study could extend finding from previous study to the context of English as Foreign Language (EFL) learners in Indonesia.
7
between vocabulary knowledge and morphological awareness in another area of study, the result of the measurement in this study might be useful to be taken into consideration.
Practically, the result of this study is expected to be useful for reader to know the relationship between morphological awareness and vocabulary size. Thus, the reader is able to use morphological learning to acquire vocabulary knowledge.
1.5.Scope and Limitation of the Study
In this study, the writer gave two kinds of tests. One test was for measuring students’ vocabulary levels by using Vocabulary Level Test (VLT), and another
was for measuring morphological awareness test by using morphological awareness test. The writer adapted I.S.P. Nation test to measure VLT test. Meanwhile, morphological awareness test consisted of two parts. Part one was morpheme identification test which adapted from Al-Farsi (2008) and part two was morphological structure test which adapted from McBride Chang et al (2005). The scope of this measurement was measuring the level of students’
8
1.6.Definition of the Key Terms
Morphology: the study of forms. Linguistics morphology refers to the study of words, their internal structure and the mental process that are involved in word formation (Arnoff anf Fudeman, 2005: 3)
Morphological awareness: the awareness of morphemic structure of words and
the ability to reflect on the structure (Wolter and Green, 2013:27)
Vocabulary: the knowledge of words and word meanings (Butler et al, 2010:1)
Vocabulary size: also known as vocabulary breadth, refers to the quantity or number of words that the students know at particular levels of language proficiency (I.S.P Nation, 2000:573)
Smart ILC: English course located in Pare, Kediri-East Java.
1.7.Hypothesis
The hypothesis in this study might be:
“There is relationship between morphological awareness and vocabulary size of
CHAPTER II
LITERATURE REVIEW
This chapter discussed theoretical framework and related studies. Theoretical frameworks discussed the description of morphology, morpheme, inflectional morphology, derivational morphology, affixes, morphological awareness, vocabulary, and vocabulary size. Then related studies discussed morphological awareness and vocabulary size.
2.1.
Theoretical Framework2.1.1.
MorphologyMorphology is the study of form or forms. According to Aronoff and Fudeman (2005:1-2), morphology in linguistics refers to the mental system involved in word formation or to the branch of linguistics that deals with words, their internal structure, and how they are formed. Talking about words, it relates to the the sentence as sentence is formed by combining that words. The sentences itself can be broken into smaller unit and meaningful parts. The smallest meaningful part of a word is called a morpheme. It will be discussed in the following section.
2.1.2.
Morphemes
10
morpheme may consist of a word, such as hand, or a meaningful piece of a word, such as the –ed of looked, that cannot be divided into smaller meaningful parts. Another linguist identifies three criteria of what it takes to be a morpheme. They are meaningfulness, recurrence, and regular interchanges (Coates, 1999:04). Meaningfulness means that a morpheme should have a meaning or function (e.g. morpheme pre which has meaning “before” in sentence He gives some preview before present the presentation).
Recurrence means that recur in other words with a related meaning (e.g. prefix un in the sentences: He is unbelievable stingy and It was unhappy married). Regular interchanges means that it should be involved in a pattern of interchange (e.g. suffix est in word longest). Those examples (pre in preview, un in unbelievable, and est and longest) are kinds of boundary morpheme that includes of types of morpheme.
Coates (1999:3) then, divided two types of morphemes; bound morphemes and free morphemes. Bound morpheme is a morpheme that cannot stand alone, but need the support of other morphemes; e.g. -s (dogs), -ly (quickly), -ed (walked). Free morphemes are morphemes that can stand by themselves as words; e.g. book (bookshelf), think (thinking), care (careless). The overwhelming majority of morphemes, free or bound, have one or more meanings of their own. Typical morphemes are meaningful.
11
morphemes (-s in books, -ed walked). Lexical morphemes are part of derivational morphology that focused on the processes involved in building lexical form. Grammatical morphemes are part of inflectional morphology that concerns with the process involved in building grammatical word forms. In this study, the writer focused on identifying knowledge of English morphology which is knowledge of both inflectional and derivational process. Knowledge of inflectional morpheme plays a key role in grammatical accuracy while knowledge of derivational plays a role in the development of vocabulary size (Rosalina, 2012:11). Thus, Smart course students are taken as the role of knowledge on both inflectional and derivational process in the development of English vocabulary.
2.1.3.
Inflectional morphologyAccording to Fromkin et al., (1988:129), inflectional morphemes are morphemes that never change the syntactic category of the words or morphemes to which they are attached (e.g. Bella ate an apple and Bella ate three apples. The suffix -s in apples indicates the plural form of base word). In addition, targeting awareness of inflectional morphemes should focus on associating the grammatical forms with their meanings. This may involve mapping the concept of “more than one” with the plural -s (apples) or the
12
(Walter and Green, 2013:31). Inflectional morphemes change form of a word based on its grammatical function, for example in the sentences:
1) We walk to the library together. 2) We walked to the library yesterday.
In the sentences above, walk becomes walked to indicate activity in the past.
2.1.4. Derivational Morphology
Fromkin et al., (1998:120) stated that derivation process changes the category, or grammatical class of words, when a prefix or suffix is joined to others morphemes (or words), a new word is derived or formed. Derivational process focuses on the change of a word to give additional meaning to the original words (e.g. the word possible becomes impossible), for examples: 1) The possible situation is she ran away from the robbers directly. 2) The impossible situation is she ran away from the robbers directly.
The morpheme im adds meaning “not” to word “possible” which means no possibility.
Derivational morphemes also change grammatical classes (e.g. create as verb, becomes creative as an adjective), for examples:
1) They create a younger image in their company.
2) The creative employee will get reward from his company
13
Derivational morphemes usually occur by the addition of an affix. Wolter and Green (2013:34) stated that derivational morphemes change the semantic roles played by words within sentences. Derivational modifications can transform an adjective to a noun (electric, electrician), a verb to a noun (communicate, communication), or a verb to an adjective (create, creative). These forms allow for syntactic flexibility in speaking and writing.
If knowledge of inflectional morphology plays a key role in grammatical accuracy, knowledge of derivational morphology plays a role in the development of vocabulary size. Its knowledge of derivational morphology involves in affixes.
2.1.4.1. Affixation
Affix is a morpheme that is not a root, but it is always bound which is joined before or after stem word. There are two kinds of affixes in English, prefixes (adding morpheme at the beginning of a word) and suffixes (adding morpheme at the end of a word). To create new words, the speaker commonly uses prefix and suffix. These prefix and suffix are also as the key for the learners to develop their vocabulary.
a) Prefixes
14
a. Prefixes with the meaning “not”
Table 2.1
Prefix Function Examples
un used with many different word
dis used before adjective dishonest, disadvantage
in used before a limited number of words
Invisible
b. Other verb prefixes with specific meanings
Table 2.2
Prefix Meaning Example
re Again The shop closed down but will reopen next month.
over Too much I went to bed very late and I overslept this morning.
mis Badly or incorrectly
15
b) Suffixes
Suffix comes after stem of a word. It is placed at the end of a word, (e.g. suffix –able in valuable). There are several suffixes that used by speakers (Redman, 1997:20-22):
a. Noun suffixes
verb + suffixes:
Table 2.3
Verb Meaning Suffix Noun
Improve Get better ~ment Improvement
Manage For shop/business ~ment Management
elect Choose somebody by voting ~ion Election
discuss Talk about something by
seriously
~ion Discussion
inform Tell someone something ~ation Information
Jog Running to keep fit or for pleasure
~ing Jogging
adjective + suffixes:
Table 2.4
Adjective Meaning Suffix Noun
Weak ≠ strong ~ness Weakness
16
Dark at night, when you can’t see ~ness Darkness
Stupid ≠intelligent ~ity Stupidity
Punctual Always arrives at the right time ~ity Punctuality
Similar Almost the same, ≠different ~ity Similarity
er/-or and –ist:
Table 2.5
Suffix Noun Verb Noun Suffixes
~er dance dancer
sing singer
farm farmer
Football Footballer
~or operate Operator
translate Translator direct Director
~ist Art Artist
17
b. Adjective suffixes
Table 2.6
Noun/Verb Suffix Adjectives Meaning
danger ~ous dangerous The possibility of harm music ~al Musical Relates to music economics ~al economical Saves you money
cloud ~y Cloudy With clouds
dirt ~y Dirty ≠clean
create ~ive Creative Able to produce new idea attract ~ive Attractive Pretty, nice to look at
2.1.5. Morphological Awareness
18
As this morphological awareness is useful for vocabulary building, Chang et al (2005:420) proposed two aspects for learners to asses this morphological awareness; morpheme identification and morphological structure awareness. Those aspects are used as testing to measure morphological awareness of learners. Morpheme identification test measures learners’ ability to guess
meaning by using morpheme, whereas morphological structure awareness test measures learners’ ability to create new meaning by making use of inflected
and derived words. These tests were used by the writer to asses students’ morphological awareness in Smart course, Pare-Kediri as those tests would give the results of students’ ability to create new meaning which allows them to get
new vocabulary.
2.1.6. Vocabulary
Vocabulary is generically defined as the knowledge of words and word meanings (Butler et al, 2010:1). Webster (1988:124) stated that vocabulary is a collection or list of words used in language by class, individual, or in field of knowledge. As cited by Butler et al, The National Reading Panel (NRP) stated that vocabulary plays an important role both in learning to read and in comprehending text: readers cannot understand text without knowing what most of the words mean. Thus, vocabulary is one of language that should be learned by someone who wants to master language.
19
vocabulary has important role for people to learn language. In addition, vocabulary brings to the role in communication. Vocabulary is needed in order to communicate with other people. Indeed, people should master a lot of vocabulary in order to understand what someone say and write.
In addition, Burton (1982:98) explained that a large number of vocabularies help you to express the idea precisely, without repetition of words. He also mentioned that the larger our vocabulary is, the better we can perform in all aspects of English language works. As vocabulary is important for learners to study language, many ways are given to master vocabulary and to build vocabulary.
Anglin (1993: 58) as cited in Rosalina (2012), proposed three approaches in the research literature to the development of vocabulary knowledge:
1) Direct instruction of vocabulary in school.
2) Learning words and their meanings from context, especially during reading activities. In addition, Zimmerman (2005) emphasizes that the primary method for acquiring new vocabulary (breadth) and deepen understanding for existing vocabulary (depth) is through extensive reading. Furthermore, Krashen, (1985, 1989, as cited in Morin, 2003) believes that reading is the most efficient way to learn vocabulary naturally.
20
The third approach is the focus of this study. The writer applied morphological awareness of students in Smart course to increase vocabulary knowledge.
2.1.7. Vocabulary Size
Vocabulary size is also known as vocabulary breadth, refers to the quantity or number of words that the students know at particular levels of language proficiency (I.S.P Nation, 2000:573). To measure whether the high frequency words have been learned by students, and where the students are in the learning of low frequency vocabulary is by giving test. The test is called Vocabulary Level Test (VLT).
2.2. Related Studies
The role of morphology in vocabulary building has been abundantly researched. A series of researches have been done by some researchers who correlate morphological awareness and vocabulary knowledge (Chang et al, 2005; Maag, 2007; Nurhemida, 2007; Farsi, 2008; Tabatabei & Yakhabi, 2011; Latifi et al, 2012; Rosalina, 2012; Singgih, 2013; Wahyuni, 2015; Jawad & Yasin, 2015). These studies have been reviewed and the results of the previous studies presented as follows.
Chang et al (2005) examined the role of morphological awareness in children’s vocabulary acquisition in English. Two aspects of test are given to
21
Those aspects are Morpheme Identification and Morphological Structure Test. The results of the tests showed that the morphological structure task was a significant predictor of vocabulary knowledge in the kindergarten, second-grade, and combined samples. In contrast, the morphological identification task was a significant final predictor of vocabulary for the kindergarten and combined samples only. Thus, tasks of morphological awareness were good predictors of children’s vocabulary knowledge. The tools in taking the result, Chang et al used
22
In addition, the writer only used the test of morphological structure test as a consideration: Chang et al’s morpheme identification test did not appropriate to
this study as it is used by Chang et al to measure the children morphological awareness relating to their phonological ability. Meanwhile, in this study, the writer only needed to measure the morphological awareness of Pare students. Thus, this study was different with Chang et al in subject of population and the test used by between the writer and Chang et al.
In the same tests of measuring morphological awareness of students, Nurhemida (2007) investigated the relationship between morphological awareness and vocabulary knowledge in the context of English as Foreign Language (EFL) for senior high school students in Indonesia. She took 2 different area of studies; social science class and natural science. Nation’s Vocabulary Level Test (VLT) which tested knowledge of words drawn from level 2000, 3000, and 5000 was taken to measure their vocabulary size. Then, morpheme identification and morphological structural awareness were taken to measure morphological awareness. The VLT result revealed that students performed better at 2000 level than two higher frequency levels. And morpheme identification result showed that both class major did better in this test, whereas Natural Science did better in morphological structure test than social science. For the final result of the study showed that there was significant relationship between the students’ performance in the vocabulary level test and the
23
subjects; EFL students in Indonesia. However, this study did not take the same area of subjects. The writer did not take the subjects of research in area of high students but in the area of course which focus on English language. In addition, the research instruments of this study was different from previous study, that the writer did not use morpheme identification test that used by Nurhemida.
In addition, Al Farsi (2008) examined his thesis under the title Morphological Awareness and Its Relationship to Vocabulary Knowledge and Morphological Complexity among Omani EFL University Students. He found that the students’ overall morphological awareness and vocabulary size were limited and the relationship between the two constructs could not be established, owing to the appearance of floor effect in test scores and task difficulty. This study is different from him as the study was taken in students’ course.
24
25
CHAPTER III
RESEARCH METHOD
This chapter discussed research design, research variables, subjects of the study, research instrument, instrument validation, scoring system, research procedures, data analysis, and hypothesis testing.
3.1.Research Design
In this study, the research design was Co-relational design. Correlation is one of the types in quantitative approach. Correlation is used when the researcher wants to relate one variable to another variable (Hatch & Lazaration, 1999:425). In this study, the writer used Ex Post Facto design as she wanted to investigate whether morphological awareness correlates with vocabulary size of students in Smart course, Pare. Hatch and Lazaration (1999:99) stated “Ex Post Facto design
looks at the type of connection between independent and dependent variables or the strength of the connection without considering what went before. No treatment is involved. Good design requires, however, that you consider all the possible threats to the validity of the study and try to control for as many of them as possible.” Ex post facto design is as follows:
X y
Note:
26
3.2.Research Variables
There are two variables analyzed in this study:
1. Independent Variable
According to Hatch and Lazaraton (1999:63-64), an independent variable is a variable that the reseacher’s suspects may relate to or influence the dependent variable. In this study, independent variable is morphological awareness.
2. Dependent Variable
Meanwhile, a dependent variable is a variable that is influenced by independent variable. The dependent variable in this study is vocabulary size.
3.3.Subjects of Study
The subjects of this study are students in Smart course, Pare. As Smart course has three focus of class: grammar class, speaking class, and pronunciation class, the writer only took the students from speaking class and grammar class. Students who take speaking class mean that they must take pronunciation class. It becomes the reason for the writer to leave pronunciation class as they are the same subjects in speaking class. Furthermore, in Smart course, each class takes a month to finish their study. There are two periods to start studying, on 10th and 25th every month. In this study, the writer takes 25th period on June.
27
general classes in their camp. The classes are in the evening (after Maghrib) and in the morning (after Shubuh). The participants in Spring house were 21 (male) students. Meanwhile, students who study speaking stay in S’TORY (Smart
Dormitory). This S’tory are divided into two S’tory; female S’tory (S’tory 2) and
male S’tory (S’tory 5). They only focus on speaking and have two general
classes in their camp (in the evening and in the morning). The participants in S’tory 2 were 10 students and the participants in S’tory 5 were 11 students. Thus,
total of the participants both grammar and speaking class were 42 students. In Smart course, each class takes a month to finish their study. There are two periods to start studying, on 10th and 25th every month. In this study, the writer takes 25th period on June.
3.4.Research Instruments
28
A.Vocabulary Level Test (VLT)
Vocabulary Level Test (VLT) is a test based on word frequency count. In this study, the writer used vocabulary level test version 2 adapted by I.S.P Nation (2000). This test was prepared to assess the students’ vocabulary size. The aim of this test is to measure the students’ vocabulary size based on
certain levels. This test consists of three levels (2,000 word level, 3,000 word level, and 5,000 word level). Each level consists of ten parts that include six lexical items and three phrases, so there are 30 items in every level and 90 items overall. The test used a matching format that correspond the lexical items to the phrases as in the following example, where three lexical items are being tested (horse, pencil, and wall):
1 business
2 clock _____ part of house
3 horse _____ animal with four legs 4 pencil _____ something used for writing 5 shoe
6 wall
29
test takers do not really know the meaning of a lexical item, they are not allowed to guess the answer. This was aimed to get the valid result of their vocabulary knowledge.
B.Morphological Awareness Test
The morphological awareness test is adapted from McBride-Chang et al (2005) and Al-Farsi (2007). This test was used to measure the ability of students to reflect and manipulate morphemic units in English. Chang et al (2005:421) stated that this test requires students to make use of linguistic knowledge to derive new meaning. This test is divided into two parts: morpheme identification test and morphological structure test as in the following description.
1. Morpheme identification test
The morpheme identification test measures the ability of students to guess the meaning by using morpheme. This test was adapted from Al-Farsi (2007). This test was compromised of 14 test items. In this test, the students were given complex words and asked to segment each item into meaningful chunks. In the following example is the instructions and sample item of the morpheme identification test.
Instruction
30
Your task is segmenting each item into meaningful chunks. There is no separated answer sheet so that directly write your answer in the box.
Look at the following example:
The word “childhoods” can be segmented into three meaningful chunks:
child, hood, and ~s. The meanings of each chunk are child (little human being), hood (the state of being), and ~s (bound morpheme indicating plural form). So, you write your answer in the following way.
2. Morphological Structure Test
Morphological structure test measures the ability of students to create new meaning by making use of inflected and derived words. This test is adapted from McBride-Chang et al (2005). This examines the students’ knowledge of lexical structure and the relation to words and within words and their constituents. All the items in this test contain neutral morphemes. This test consists of 20 items. There were two types in this test. In type 1, there are 14 items for students to complete this test. Each question consists of two sentences which contain certain word(s) typed in bold. Students are required to complete the question in the second sentence using the form as shown in the first sentence. Here is an example of type 1:
Childhoods:
31
Type 1 (Question 1-14)
There is a paper that is white in color, we call that white paper. Now there is a paper that is red in color, what do we call it?____________(red paper)
The answer for that blank space question is red paper, as it follows the form shown in the first sentence.
Meanwhile, type 2 was the test for number 15 to 20. Each question consists of two sentences which contain certain word(s) typed in bold. It is required students to answer the second sentence by giving new word forms so that it is well structured. Here is an example of type 2.
Example 1:
A. Mike is teaching Mathematic in class right now. Yesterday he did this. What did he do yesterday? Yesterday, he ____________(taught).
As the context of time indicate the past time, so the word “teaching” should
be transformed into “taught” (past tense). Therefore, you should answer by
completing the word “taught”.
Example 2:
32
As the context of noun indicates noun plural, the word “doll” should be added
by bound morpheme ~s into “dolls” (plural form). Therefore, you should answer “dolls” on your answer sheet.
The scoring was based on the correct answer, that is, one correct answer is scored 1; one wrong answer is scored 0. Morpheme identification test is segmenting the word(s) into meaningful chunks, so the score of this test is based on number of meaningful chunks. There are 36 total points of meaningful chunks which contain 3 inflectional affixes, 18 stem words, and 15 derivational affixes. Meanwhile, the score of morphological structure test is counted in each item. This test consists of 20 items which means that the total score of this test is 20 points. Therefore, the total score of morphological awareness tests are 56 points.
3.4.1. Instrument Validation
The test can be said valid if the test measures the objects to be measured. An instrument should be valid for the purpose of testing something (Hatch & Lazaraton, 1991:539-540). To measure whether the test has a good validity, the writer used content validity and face validity.
a. Content Validity
33
get the content validity, the test for vocabulary size which is adapted from I.S.P. Nation is tried out to various students. The try out test was the original test from Nation. As the participants in this study were students in a course whom are in the various ages and major of previous study, the writer gave the try out to various students; 2 fresh graduated students from Senior High School, 1 student in semester 2 majoring English, 1 student in semester 4 majoring English, 1 student in semester 6 majoring English, 1 student in semester 8 majoring English, I student in semester 6 majoring non-English, and 1 student from master’s program. The total participants were 8 students
from different major and ages.
Those participants were not only did try out of VLT test but also Morphological Awareness test as it was also tests adapted from McBride-Chang et al and Al-Farsi. Besides, this try out test is to measure whether the content is valid or not, this was also held to measure the time to conduct the real test.
b. Face Validity
34
English lecturer in UIN-SA Surabaya, Miss Ika Fitriani, M.Pd. This process of face validation took 3 days. First day, the writer got many revisions. Then in the second day, the writer got the assignment to valid the test of this study with a minor revision which was revised in day 3.
3.4.2. Scoring System
In this study, the writer used Arikunto’s formula to score the result test of
students. The score of the tests were calculated by using the following formula: S = 100
Where:
S : the score of the test
R : the total of the right number N : the total items
(Arikunto, 1997: 212)
3.5.Research Procedures
In conducting this study, the writer used the steps as follows: 1) Stating research problem
2) Determining the objective
The objective in this study was to find out whether there is any relationship between students’ morphological awareness and their English
35
3) Determining the subject of study
In this study, the participants of this study were students of Smart Course, Pare who study in grammar class and speaking class.
4) Constructing research instrument The test consists of two tests:
Test 1 Vocabulary Level Test (90 items)
Test 2 Morphological Awareness Test (36 items) 5) Conducting Validation
Expert validation: it was conducted by an English lecturer.
Try out validation: the try out was conducted in different ages and majors. Students who are from English department, non-English department, fresh graduated from senior high school, and master’s
program were taken to conduct the try out. The aim of this try out was to know the quality of the test and the result of time duration during doing the test, and determine which item of the test should be revised for the real test and determine the long duration during doing the test. 6) Conducting the test
36
students had spent more than 25 days in their camp and course. This test was conducted in each camp; Spring house, S’tory 2, and S’tory 5. The
participants received the question papers and answer sheet with instructions for each test clearly. They were given 30 minutes on each test day to complete the test.
7) Analyzing data
a. The data were divided into grammar class and speaking class. The writer used the frequency distribution score and mean (Subana et al, 2000:48) b. The total score of MA and VLT’s students both in grammar and speaking
class was analyzed by Pearson Product Moment Correlation Formula. After getting the result, the writer then calculated once more which is computed by using SPSS 16.0 to get the valid result.
3.6.Data Analysis
37
To investigate the morphological awareness test and VLT, the writer used Subana (2000) calculation to get the result of morphological awareness test and VLT of both grammar and speaking class. These are four steps to make frequency distribution (Subana et al, 2000:48):
1. Looking for maximum and minimum score
2. Looking for interval: P =
a. Counting Range (R)
R = maximum data – minimum data
b. Counting amount of students (K) with Sturges: K = 1 + 3,3 log. N
3. Counting Interval (P)
P =
4. Deciding mean
Deciding qualification of Variable (variable X or variable Y)
After that, in order to correlate both variables (variable X and Y), the total scores of MA test and VLT both grammar and speaking class was combined. Then, the correlation was calculated by using Pearson Product Moment Formula:
38
rxy = coefficient correlation between variable X and Y N = amount of Students
xy = score of multiplication of X and Y x = score of variable X
y = score of variable Y
After getting the result of Pearson Product Moment Formula, the writer then went to the statistical analysis using SPSS 16.0 (Statistical Program for Social Sciences).
3.6.1. Hypothesis Testing
Hypothesis testing was done by comparing rvalue with rtable product Pearson Product moment with dk = n with coefficient correlation at the significant 5% or 0.05 margin of error. The criteria of hypothesis testing (r) are accepted H0 if rvalue < rtable or rejected H0 if rvalue rtable. To know the interpretation of the rxy, it is interpretated as follows: (Sudijono, 2012:193)
Table 3.1
interpretation of r Pearson Product Moment
r Product Moment Interpretation
0,00 - 0,20 There is correlation between variable X and
39
0,21 – 0,40 There is weak/low correlation between variable X and variable Y.
0,41 – 0,70 There is correlation between variable X and variable Y in the average.
0,71 - 0,90 There is correlation between variable X and variable Y in high/strong,
morphological awareness and vocabulary size of students in Smart course, Pare, and discussion.
4.1. Findings
4.1.1. The Extent of Students’ Morphological Awareness in Smart Course, Pare
To find the extent of morphological awareness of students in Smart course, it counted the scores of morphological awareness (MA) test as follows:
Table 4.1
42
The data of students’ morphological awareness were collected through
morphological awareness test conducted on June, 17th 2016. This test is divided into two parts. Part 1 (MA 1) was Morpheme identification test. It consists of 14 items with total score 36 points where each item has more than two points. Meanwhile, part 2 (MA 2) was morphological structure test. It consists of 20 items which were scored one point in each item. Thus, total score of this test are 56 points. As the subjects of the participants were taken from grammar class and speaking class, the writer gave the scores of students tests based on their class clearly into below:
Table 4.2
43
14 Dwi Agus K 20 16 36 64
15 Abu Bakar S 21 14 35 62,5
16 Imam Widodo 13 4 17 30
17 Ismail Shaleh 27 15 52 75
18 Fitra 24 13 37 66
19 Mustafah 24 14 38 68
20 Zaid Ardha A L A 21 18 39 70
21 Febriyan Adi S 28 14 32 57
Based on the total score of MA test of student in grammar class, frequency distribution would be given as frequency distribution score and mean. In order to make distribution, there were several steps as follow:
1) Looking for maximum and minimum score Maximum score = 89
Minimum score = 30 2) Looking for interval
P =
a) Counting Range (R)
R = maximum data – minimum data R = 89 – 30
R = 59
44
K = 1 + 3,3 log. 21 K = 1 + 3,3 . 1,32 K = 1 + 4,36
K = 5,36 integrated into 5 c) Interval (P)
P =
P =
P = 11,8 integrated into 12 3) Deciding Mean
Based on the table above, the maximum score of MA test was 89. While, the minimum score of MA score was 30. In order to know the mean of variable x (MA), it counted as follow:
Table 4.3
Frequency Distribution Mean Score of MA test of students in Smart Course, Pare
Interval F F% X Fx Mean
30 – 41 1 4,8% 35,5 35,5
M=
= 42 – 53 0 0% 47,5 0
45
66 – 77 8 38,1% 71,5 572 = 70,9
78 – 89 7 33,3% 83,5 584,5
Jumlah N= 21 100% 1489,5
4) Deciding qualification of variable X
Based on the result of the table above, the mean of students in grammar class was 70,9. In order to know the quality of the result, the table below was given:
Table 4.4
Quality of Variable of the Score Students’ MA test
Interval Quality
81 – 100 Very Good
61 – 80 Good
41 – 60 Enough
21 – 40 Low
46
Based on the table above, the writer concluded that mean score of students in grammar class in MA test was categorized in the interval 61 - 80. It meant that the morphological awareness of students was “Good”.
Table 4.5
47
Based on the total score of MA test of student in speaking class, frequency distribution would be given as frequency distribution score and mean. In order to make distribution, there were several steps as follow:
1) Looking for maximum and minimum score Maximum score = 89
Minimum score = 30 2) Looking for interval
P =
a) Counting Range (R)
R = maximum data – minimum data R = 89 – 30
R = 59
b) Counting amount of students (K) with Sturges: K = 1 + 3,3 log. N
K = 1 + 3,3 log. 21 K = 1 + 3,3 . 1,32 K = 1 + 4,36
48
P =
P =
P = 11,8 integrated into 12 d) Deciding Mean
Based on the table above, the maximum score of MA test was 89. While, the minimum score of MA score was 30. In order to know the mean of variable x (MA), it counted as follow:
Tabel 4.6
Frequency Distribution Mean Score of MA test of students in speaking class
Interval F F% X Fx Mean
30 – 41 2 9,5% 35,5 71
M=
=
= 66,3 42 – 53 1 4,76% 47,5 47,1
54 – 65 6 28,6% 59,5 357
66 – 77 7 33,3% 71,5 500,5
78 – 89 5 23,8% 83,5 417,5
49
e) Deciding qualification of variable X
Based on the result of the table above, the mean of students in speaking class was 66. In order to know the quality of the result, the table below was given:
Table 4.7
Quality of Variable of the Score Students’ MA test
Interval Quality
81 – 100 Very Good
61 – 80 Good
41 – 60 Enough
21 – 40 Low
00 – 20 Poor
Based on the table above, the writer concluded that mean score of students in speaking class in MA test was categorized in the interval 61 - 80. It meant that the morphological awareness of students was “Good”.
50
speaking class was 66. Thus, the morphological awareness of students in grammar class was higher than speaking class.
4.1.2. The Extent of Vocabulary Size of Students in Smart Course, Pare
To find the extent of vocabulary size of students in Smart course, it counted the scores of Vocabulary Level Test (VLT) test as follows:
Table 4.8
Total Scores of VLT’s Students in Smart Course, Pare
52
both in grammar class and speaking class, the writer gave the data clearly into below:
Table 4.9
Scores of VLT’s Students in Grammar Class
53
Based on the total score of VLT, frequency distribution would be given as frequency distribution score and mean. In order to make distribution, there were several steps as follow:
1) Looking for maximum and minimum score Maximum score = 97
Minimum score = 13
2) Looking for interval
P =
a) Counting Range (R)
R = maximum data – minimum data R = 97 – 13
R = 84
b) Counting amount of students (K) with Sturges: K = 1 + 3,3 log. N
K = 1 + 3,3 log. 21 K = 1 + 3,3 . 1,32 K = 1 + 4,36
K = 5,36 integrated into 5 c) Interval (P)
54
P =
P = 16,8 integrated into 17 3) Deciding Mean
Based on the table above, the maximum score of VLT was 97. While, the minimum score of VLT score was 13. In order to know the mean of variable Y (VLT), it counted as follow:
Table 4.10
Frequency Distribution Mean Score of VLT of Grammar Class
Interval F F% X Fx Mean
13 – 29 3 14,2% 21 63
M=
=
= 54,1 30 – 46 5 23,9% 38 190
47 – 63 6 28,6% 55 330
64 – 80 4 19% 72 288
81 – 97 3 14,2% 89 267
Jumlah N=21 100% 1138
55
Based on the result of the table above, mean of the students’
vocabulary size in grammar class was 54,1. In order to know the quality of the result, the table below was given:
Table 4.11
Quality of Variable of the Result Students’ MA test
Interval Quality
81 – 100 Very Good
61 – 80 Good
41 – 60 Enough
21 – 40 Low
00 – 20 Poor
Based on the table above, it concluded that mean score of students’
56
Table 4.12
Scores of VLT Students in Speaking Class
No NAME
Based on the total score of VLT, frequency distribution would be given as frequency distribution score and mean. In order to make distribution, there were several steps as follow:
57
Maximum score = 71 Minimum score = 18
2) Looking for interval
P =
a) Counting Range (R)
R = maximum data – minimum data R = 71 – 18
R = 53
b) Counting amount of students (K) with Sturges: K = 1 + 3,3 log. N
K = 1 + 3,3 log. 21 K = 1 + 3,3 . 1,32 K = 1 + 4,36
K = 5,36 integrated into 5 c) Interval (P)
P =
P =
58
Based on the table above, the maximum score of VLT was 71. While, the minimum score of VLT score was 18. In order to know the mean of variable Y (VLT), it counted as follow:
Table 4.13
Frequency Distribution Mean Score of VLT in Speaking Class
Interval F F% X Fx Mean
18 – 28 10 47,6% 23 230
M=
=
= 36,2 29 – 39 3 14,3% 34 105
40 – 50 3 14,3% 45 135
51 – 61 4 19% 56 224
62 – 71 1 4,8% 66,5 66,5
Jumlah N=21 100% 760,5
e) Deciding qualification of variable Y
Based on the result of the table above, mean of the students’
vocabulary size in speaking class was 36,2. In order to know the quality of the result, the table below was given:
Table 4.14
59
Interval Quality
81 – 100 Very Good
61 – 80 Good
41 – 60 Enough
21 – 40 Low
00 – 20 Poor
Based on the table above, it was concluded that mean score of students’ VLT in the speaking class was categorized in the interval 21
- 40. It meant that the vocabulary size of students was “Low”.
Based on the results of VLT both in grammar and speaking class, it showed that the mean score of grammar class was 54,1 while, speaking class was 36,2. Thus, the vocabulary size of students in grammar class was higher than speaking class.
4.1.3. The Relationship between Morphological Awareness and Vocabulary Size
of Students in Smart Course Pare.
60
(vocabulary size) of students in Smart Course in Pare, the writer used statistical hypothesis using PearsonProduct Moment as follow:
a. H1 and H0 in the sentence
H1 = there is relationship between variable X (morphological awareness) and variable Y (vocabulary size) or there is relationship between students’ morphological awareness and their English vocabulary size in Smart Course, Pare.
H0 = there is no relationship between variable X (morphological awareness) and variable Y (vocabulary size) or there is no relationship between students’ morphological awareness and their English vocabulary size in Smart Course, Pare.
b. H1 dan H0 in statistic H1 : r value r table H0: r value rtable
c. Table of Pearson Product Moment
Table 4.15
Table of Pearson Product Moment
61
3 79 52 4108 6241 2704
4 82 85,5 7011 6724 7310,25
5 54 54 2916 2916 2916
6 80 78 6240 6400 6084
7 82 74 6068 6724 5476
8 75 67 5025 5625 4489
9 75 60 4500 5625 3600
10 89 97 8633 7921 9409
11 82 90 7380 6724 8100
12 77 30 2310 5929 900
13 82 70 5740 6724 4900
14 64 39 2496 4096 1521
15 62,5 50 3125 3906,25 2500
16 30 31 930 900 961
17 75 27 2025 5625 729
18 66 30 1980 4356 900
19 68 26 1768 4624 676
20 70 43 3010 4900 1849
21 57 13 741 3249 169
22 62,5 26 1625 3906,25 676
62
24 70 71 4970 4900 5041
25 70 38 2660 4900 1444
26 46 45,5 2093 2116 2070,25
27 57 45,5 2593,5 3249 2070,25
28 86 60 5160 7396 3600
29 71 49 3479 5041 2401
30 54 22 1188 2916 484
31 70 21 1470 4900 441
32 89 52 4628 7921 2704
33 80 54 4320 6400 2916
34 86 32 2752 7396 1024
35 68 53 3604 4624 2809
36 59 28 1652 3481 784
37 30 21 630 900 441
38 37,5 22 825 1406,25 484
39 55 18 990 3025 324
40 70 28 1960 4900 784
41 62,5 35,5 2218,75 3906,25 1260,25
42 75 21 1575 5625 441
63
d. Quantification of PearsonProduct Moment
Based on the table above, Pearson Product Moment, it can be known as follow:
N = 42 X = 2835,5 Y = 1904 XY= 136049,3 X2 = 200149,3 Y2 = 105709
The formula of counting Pearson Product Moment was as follow:
rxy =
=
=
=
=
=
result of rtable where n = 42, significant at 0,05-level was 0,304.
In order to make the result more valid, the writer also used Pearson Product Moment using SPSS 16.0. The result obtained from this computation was presented in the following table:
Table 4.16
SPSS Analysis of Pearson Correlations between Morphological Awareness Test And Vocabulary Level Test
Scores (n=42)
65
Table 4.8 showed the SPSS analysis of Pearson Correlation coefficient between the scores of morphological awareness and vocabulary size tests to 42 students. The Pearson Analysis produced a positive average correlation of 0,578, which meant students’ morphological awareness was found to be
correlated with their vocabulary size. This Correlation Analysis was calculated at 0,05 (5%) –level but the result showed that this calculated was also significant at 0,01 –level (1%) margin of error.
4.1.4. Hypothesis Testing
The hypothesis testing tested the hypothesis which the writer stated “there is significant correlation between Morphological Awareness and Vocabulary size of students in Smart course, Pare.”
To test the hypothesis, it was done by compare rvalue with rtable of Pearson Product Moment with n = (42), and significant at 0.05 –level margin of error.
66
Furthermore, in order to know more about the strength of the correlation between morphological awareness (variable x) and vocabulary size (variable y) of students in Smart course, Pare, the result of rxy = 0,578 was shown in the table of interpretation value of r Pearson Product Moment, was between 0,40 – 0,59 which means that the correlation between variable X and variable Y was average.
Therefore, the results showed that there was relationship between morphological awareness (variable X) and vocabulary size (Y) of students in Smart Course, Pare in the level of correlation in average.
4.2 Discussion
Based on the table 4.4, the mean of morphological awareness test score of grammar class was categorized “Good” (70,9). There was 1 student got lowest
score and 7 students got highest score. Meanwhile, in the table 4.7, the mean of morphological awareness test score of speaking class showed category “Good” (66,3). 5 students got highest score and 2 students got lowest score. In addition in the VLT, grammar class got mean 54,1 (table 4.10) categorized “Enough”. 3
students got lowest score and 3 students got highest score. Meanwhile, speaking class showed the mean 36,2 (table 4.13) categorized “Low”. Only 1 student got
67
of grammar class did better both in MA test and VLT rather than speaking class. In addition, the correlation between morphological awareness and vocabulary size of students in table 4.7 where Pearson Correlation using SPSS 16 was calculated showed that Pearson Analysis produced a positive average correlation at 0,578, significant at 0,05 –level (5%) margin of error. Thus, the writer hypothesis was accepted where rvalue = 0,578 was higher than rtable = 0,304. In statistics, it was written as H1 = rvalue > rtable. In conclusion, H1 was accepted, “there was relationship between morphological awareness and vocabulary size of students in Smart course, Pare.”
68
correlation between morphological awareness and vocabulary size of students in SMA Bandar Lampung. In addition, Al-Farsi (2008) analyzed morphological awareness and its relationship to vocabulary knowledge and morphological complexity among Omani EFL University students. The result showed that no relationships were found between morphological awareness and vocabulary size and word complexity among Omani University students. Based on the previous studies, the writer got the gap to investigate students in Smart course, Pare as EFL and to find out whether any relationship between morphological awareness and vocabulary size of students in a course. The result showed that there was relationship between morphological awareness and vocabulary size of Smart course with the level of correlation in average.
CHAPTER V
CONCLUSION
5.1. Conclusion
