CHAPTER IV FINDING AND DISCUSSION
B. Discussion
Based on the data description, the following discussion are the conclusions of the hypotheses tested in this study. The present study's primary goal is to look at the extent relationship among students' morphological competence, self-regulated learning, and reading comprehension. Below is the interpretation of the data:
1. The Relationship between Morphological Competence (X1) and Reading Comprehension (Y)
Based on the finding of the first hypothesis, H1 was accepted indicating that there was a relationship on both variables. The coefficient correlation (see Table 4.13) showed that morphological competence strongly enough related to reading comprehension. It indicated that morphological competence could predict reading comprehension skills in college students. The R square indicated that morphological competence affects 19% of reading comprehension; the rest of 81% is influenced by the other factors. This result fits well with previous studies that morphological competence is also a significant contributor on reading comprehension (Zhang et al., 2020; De Freitas et al., 2018; Zhang & Koda, 2013; Xie et al., 2019; Levesque et al., 2017; Zhao et al., 2019). However, all the studies above conducted in the beginner level, through this study it is found that morphological competence is also critical contributor for advanced readers.
As stated above, it is suggested that morphological competence contributes to reading comprehension. One rationale is that morphological competence enables students to deconstruct words into their core components. Hence it facilitates comprehension of particular complicated words and contributes to overall text comprehension (De Freitas et al., 2018). Because of this, morphological competence has frequently been identified as a significant factor in word learning and vocabulary knowledge, as it enables students to break down unfamiliar morphological complex words and to implement the role of to extract meanings for unfamiliar vocabulary (Zhang & Koda, 2013). It is also supported by Petrovska (2011); Ku and Anderson (2003) who briefly stated that morphological competence as the ability to distinguish morphemes in words can significantly improve text input. This finding also aligned with the study conducted by Azizah and Fahriany (2017) who found the language
component that students acquire in language learning benefits the reading skill. To sum up, it has been proven morphological competence as one of language components has a contribution to reading comprehension. MC contributes to reading comprehension by allowing students to decode new and unfamiliar words by breaking them down into meaningful chunks.
Nagy (2007) stated that the unique contribution of morphological competence to reading comprehension can be summarized in three ways: To begin, one may attribute the contribution facilitated by the learners' lexical inference abilities. It means that morphological competence allows students to guess the unfamiliar words meaning in the text; this is referred to as 'on-the-spot vocabulary acquisition' . It supports students to bridge the words gaps when reading and results in increased comprehension. Second, students may decode complicated words by utilizing the syntactic clues supplied by suffixes in derived words, which are also important for comprehension. Last, morphological competence can benefit comprehension by its effect on the proficiency of decoding morphologically complicated words. In other words, MC contributes to reading comprehension primarily through particular criteria such as lexical inference, suffix signal analysis, and detection of morphologically complicated words.
2. The Relationship between Self-Regulated Learning (X2) and Reading Comprehension (Y)
According to the findings, H1 was accepted confirmed that there was a relationship between self-regulated learning (SRL) and reading comprehension, was accepted. The correlation analysis indicated that self-regulated learning was strongly enough related to reading comprehension. It was established by regression analysis results (see Table 4.13). The SRL contributes to as much as 25% of reading comprehension, and the rest of 75% may be influenced by other factors. This study indicated that students with a high SRL have a high level of comprehension. These findings were aligned with the previous number of studies by Mohammadi et al.
(2020), Skibbe et al. (2019). However, Kamgar & Jadidi (2016) showed that there is no relationship between SRL and reading beginner and intermediate learners. It
means that SRL significantly contributes to reading comprehension at the upper level or high level of education.
Based on what has been mentioned above, it seems clear that self-regulated learning contributes reading comprehension. One reason for this is that SRL, as a multidimensional activity involving cognitive, metacognitive, and motivational aspects, enables students to set a particular target in reading, activate prior knowledge, and draw inferences in the text (Zimmerman & Schunk, 2011; Woolley, 2011). Furthermore, when students' self-regulation abilities improved, they desired to read and established reading habits. This condition leads, over time, to increased learning strategies, maintaining motivation, and may contribute to their reading comprehension developing at a faster rate (Chu et al., 2020). Students with strong self-regulation skills can improve their English text comprehension by drawing inferences and maintaining focus when reading (Jafarigohar & Morshedian, 2014;
Abbasian & Hartoonian, 2014). That is to say, other than language skill, the psychological element such in self-regulated learning also affects students to facilitate better reading comprehension.
A great number of scholars have elaborated upon the unique contribution of the SRL to reading comprehension. SRL mediating by learning strategy through metacognition, cognitive engagement can facilitate students to use better reading strategy. Thus, the higher self-regulated learning, the more likely the cognitive and metacognitive strategy optimal reading comprehension (Li, 2017). It is supported by Kavani and Amjadiparvar (2018). They argued that a strategic reader might read more effectively and be goal-oriented, which would affect the attribute of success in L2 readers. Furthermore, another aspect of SRL, motivation may influence by SRL’s role to maintain confidence and self-efficacy among the second language learners so that they be more engaging in reading (Mohammadi et al., 2020). Also, Massey in Israel
& Duffy (2009) argued that SRL affects reading comprehension using collaborative strategy instruction such as previewing, monitoring comprehension, understanding the most important ideas in a text, and summarizing strategies. In other ways, SRL contributes to reading comprehension through its self-directed learning. For instance, students with good motivation to read will attribute to their L2 reading achievement
because, in L2 learning, motivation is highly required. Then, as also noticeable in SRL, students activate cognition and metacognition. Their ability to monitor how their reading affects reading comprehension is mediated by the reading strategy.
Furthermore, self-regulated learning strategy has been proposed for effective adult learning or called andragogy learning. An Andragogical learning emphasized at the autonomous learning style in which students can regulate their learning activities.
As mentioned by Youde (2018), there are several core principles of andragogical learning such as: First, students need to know why they learn. Second, adults had to have self-control of their learning. Third, they have to motivate themselves. Fourth, in adult learning, the learning approach used is problem-based. This core concept of andragogical learning fits well with self-regulated learning strategies that highlights on students’ motivation, cognitive, and metacognitive activation in learning.
3. The Relationship among Morphological Competence (X1) Self-Regulated Learning (X2) and Reading Comprehension (Y)
According to the findings, self-regulated learning had a relationship with reading comprehension. Then, the relationship was classified in a strong enough relationship because those variables contributed 30%. The results appeared that morphological competence and self-regulated learning significantly affect reading comprehension. This suggests that learners with good proficiency in morphology and SRL will almost certainly perform higher in reading comprehension. This current results corroborate prior studies which both independent variables (X1) and (X2) have a strong relation with reading comprehension.
Furthermore, to have better reading comprehension, students need to infer the meaning of the text, which involves morphological competence. They also need to recognize the unfamiliar word in the text by manipulating the morphological structure. Therefore, they can get easier on comprehending the text due to many vocabularies they know. By maintaining the motivation to read, which becomes the primary predictor of learning a foreign language (Bonney et al., 2008), students with good SRL will push themselves to be willing to read and do some reading assignments. Then, as also stated by Zimmerman & Schunk (2011) that some phases of self-regulation are important in doing reading strategy such as planning,
monitoring, and reflecting the test. Here, students attempt to understand how to set the reading goal, control their comprehension by doing some strategies, and understand outcomes that occurred in self-evaluation and reflection about the learning situation they experienced. In sum, there is a positive contribution of the component included in morphological competence and self-regulated learning to facilitate better reading comprehension among college students.
The study results inform the language instructors of the importance of morphological competence and SRL in helping students to comprehend the text easily. The finding also engage teachers to take advantages on morphological competence to allow students to guess the unfamiliar word by recognizing morphemes and suffixes. Also, SRL, mainly its instructions, benefits students in maintaining motivation and activating the cognition and metacognition to read more effectively and comprehend. Through the use of SRL, learners can increase their autonomy in their language learning activities. Accordingly, it is suggested that morphological competence should be taught in the early year of college. Also, language teachers may give students more space to develop their SRL so that it will affect them to be more successful in L2 learning, especially in reading.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusions
Based on the research questions and discussion, it can be concluded that the finding of the correlation test was able to prove the hypothesis that had previously been proposed. Then, the following statements are the conclusion of the research hypothesis analysis regarding the relationship of morphological competence, self- regulated learning, and reading comprehension of third-semester students at UIN Syarif Hidayatullah Jakarta.
First, the correlation analysis shows that Ho was declined while H1 was approved, demonstrating that a relationship existed between self-regulated learning and reading comprehension. The coefficient correlation was 0.411. It means the relationship between both variables has positive relation. This implies that the higher students' morphological competence understanding, the easier it will be to comprehend the reading text. Then, the R square indicated that morphological competence affects 19% of reading comprehension; the rest of 81% is influenced by the other factors. The contribution of morphological competence to reading is facilitated by the morphological structure that enables students to cover the unfamiliar words by understanding derivation, inflection, and compound morphological words structure. Therefore, morphological competence supports reading comprehension ability among students.
Second, based on the analysis, Ho was rejected while H1 was approved, demonstrating that a relationship existed between self-regulated learning and reading comprehension. The coefficient correlation was a 0.507 indicating that both variables is categorized in a positive relationship. It means that students with early self- regulated learning will get an advantage on their way to comprehending the text. On other hand, students with lack of self-regulated learning were tended to have low reading comprehension. The SRL contributes 25% to reading comprehension, and the rest of 75% may be influenced by other factors. Self-regulated learning contributes to reading by reading strategy and self-management, which allows students to use
particular strategies in reading through cognition and metacognition activation and maintain their motivation and their goal target while reading. This condition leads them to have more understating in reading the text. In sum, self-regulated learning also affects students reading comprehension.
Third, the correlation analysis shows that Ho was rejected and H1 was accepted indicating that there was a relationship among morphological competence, self-regulated learning and reading comprehension. According to the analysis of multiple correlation, there was a positive correlation among variables. The R-value reaches 0.549, meaning a significant relation is categorized as strong enough in a positive relationship. This implies that learners with high morphological competence and SRL will understand the reading better. In contrast, students with low competence in morphology and low self-regulated learning will have poor reading comprehension. Morphological competence allows students to go through unfamiliar meaning in the text toward their ability to use derivation, inflection, and compound word analysis. Furthermore, SRL affects reading, where students can use several strategies such as cognition, metacognition, and motivation. Therefore, to support reading comprehension, inferring the meaning and monitoring own strategy should be improved.
As has been mentioned so far, it is concluded that three variables have a positive relationship to each-others. This suggests that good knowledge in morphology and SRL leads to the better reading comprehension. Therefore, it is clear that morphological competence and self-regulated learning support reading comprehension on its contribution to cover the unfamiliar meaning in the text and to control someone's motivation as well as appropriate learning strategy during reading.
Furthermore, this condition allows students to use linguistic and non-linguistic skills to boost their reading comprehension.
B. Suggestions
After testing the hypothesis, the present study also provides the critical contribution of morphological competence and self-regulated learning to reading comprehension, particularly on the implications for instructional practices of
language learning teaching and to inform what should be completed in further research. Below is the explanation:
First, for the language teacher, lecturer, and syllabus designer, morphological competence should be taught in the early year of the college curriculum. It is due to the benefits of morphology to the reading found significant. As a result, the earlier this course is given, the more likely the benefits students will get for reading comprehension. Students mastering this skill earlier are advantaged when it comes to reading. The EFL teacher may realize the usefulness of morphological instruction in the aspect of derivation, inflection, and compound word analysis. It may be worthwhile to help students become to decode the meaning from morphological analysis. The results might encourage teachers to highlight on the benefits of morphological learning as it can identify the particular morphemic structure and boosting learners' awareness, resulting in sub-lexical morphological awareness abilities and higher literacy skills.
Then, self-regulated learning (SRL) instruction has received more attention from teachers and syllabus developers. It should be implemented during learning activities. EFL teacher and syllabus designer may align the SRL instruction to the reading syllabus. It encourages the teacher to construct reading course planning that designed to the students’ center approach which it is organized around the SRL strategy in reading. Moreover, educational instructors should foster a good SRL environment where learners can manage their learning. Here are some steps to create SRL classroom: first, foretaught stage, teachers should guide learners’ self-beliefs, goal setting, and expectations. Second, in performance stage, teacher should encourage students to collaboratively work in group and to think through problems in group discussion. Also, teacher can encourage students to consider note taking, and to aware of their schedules’ assignments. Third, in self-reflection stage, teachers can foster students to do self-reaction activity and self-evaluation of their learning strategy, action, and outcomes. As a result, students will be more self-autonomies learners.
Lastly, this study suggests future research regarding the relationship among morphological competence, self-regulated learning, and reading comprehension. As
part of this research, some limitations should be noted. The current study is held in an online class setting. There is no face-to-face monitoring of participants' tests, which raises the issue of being truthful about the answers whether students do the test effortful or not. Also, it is pretty challenging to recruit research participants in this time of online teaching. This study also could not generalize the relationship between variables because the sample was limited on the Indonesian higher education level. Future research can be conducted in a different context to confirm whether it is the same or not about the finding of this study. Finally, as it is proven there was a positive relationship among the variables, study using experimental design can also be applied to investigate the direct contribution of morphological competence and self-regulated learning to reading comprehension.
C. Implication
This study has some implications for instructional practices of language learning teaching and further research regarding the relationship among morphological competence, self-regulated learning, and reading comprehension.
Below is the explanation:
- For a lecturer and syllabus designer
As it is found that morphological competence and self-regulated learning contribute to reading comprehension, lecturer needs to use particular strategy in morphology and self-regulated learning in teaching reading. For instance, teachers can provoke students to pay more attention to word formation, such as suffixes, because it can help them infer the meaning and guess unfamiliar words in the text.
Furthermore, it is also crucial to encourage self-regulated students to monitor their motivation, cognition, and metacognitive strategy during reading. This will encourage them being successful reader. Moreover, for the syllabus designer, morphological competence should be put in the early year of the college curriculum.
It is due to the benefits of morphology to the reading found significant. Then, the self- regulated learning instruction should get immersed with the reading syllabus. It is necessary because it will affect lecturers to foster SRL environment in the classroom.
- For the future research:
This finding of the study can be used as the previous study data, which it strengthens the others' previous studies result from that reported there was a positive relationship among morphological competence, self-regulated learning, and reading comprehension. Having higher morphological competence and self-regulated learning will benefit students to comprehend the text. Also, for future study regarding this topic, the blueprint of the instrument may introduce the benefit of adaptability.
Following that, the blueprint should then be altered in the next study.
REFERENCES
Abbasian, G. R., & Hartoonian, A. (2014). Using self-regulated learning strategies in enhancing language proficiency with a focus on reading comprehension.
English Language Teaching, 7(6), 160–167.
https://doi.org/10.5539/elt.v7n6p160
Abdur, M., & Ismai, R. (2016). Inflectional Morphemes. 2(2), 142–152.
Al-Jarrah, H., & Ismail, N. S. B. (2018). Reading Comprehension Difficulties Among EFL Learners in Higher Learning Institutions. International Journal of English Linguistics, 8(7), 32. https://doi.org/10.5539/ijel.v8n7p32
Alice, A., & Thomas, T. (2013). The 20 Most Common Prefixes in Academic Texts.
1–8.
Archibald, J., & Libben, G. (2018). Morphological Theory and Second Language Acquisition. The Oxford Handbook of Morphological Theory, October, 521–
540. https://doi.org/10.1093/oxfordhb/9780199668984.013.36
Azizah, H., & Fahriany, F. (2017). The Relationship Between Students’ Text Genre Awareness and Critical Thinking Disposition with Their Reading
Comprehension. 4(1), 89–103.
Berkeley, S., & Larsen, A. (2018). Fostering Self-Regulation of Students with Learning Disabilities: Insights from 30 Years of Reading Comprehension Intervention Research. Learning Disabilities Research and Practice, 33(2), 75–86. https://doi.org/10.1111/ldrp.12165
Bishop, A. (2009). Vocabulary Instruction for Academic Success. Shell Education.
Bonney, C. R., Cortina, K. S., Smith-Darden, J. P., & Fiori, K. L. (2008).
Understanding strategies in foreign language learning: Are integrative and intrinsic motives distinct predictors? Learning and Individual Differences, 18(1), 1–10. https://doi.org/10.1016/j.lindif.2007.11.005
Booij, G. (2005). The Grammar of Words: An Introduction to Linguistic Morphology.
Booij, G. (2007). The Grammar of Words, An Introduction to Morphology (2nd ed.). Oxford Textbooks in Lingustics.