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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,
