CORRELATION BETWEEN MORPHOLOGICAL AWARENESS AND ENGLISH VOCABULARY SIZE AT THE THIRD GRADE OF SMA AL AZHAR 3 BANDAR LAMPUNG

CORRELATION BETWEEN MORPHOLOGICAL AWARENESS AND

ENGLISH VOCABULARY SIZE AT THE THIRD GRADE OF

SMA AL

AZHAR 3 BANDAR LAMPUNG

By

SEFTIA ROSALINA

Vocabulary is considered as the most complex aspect of language to study. It is

one of the indicators of how well the second language learners can perform in

their language skills. The size of vocabulary can be affected by morphological

awareness. One way in which vocabulary learning can be fostered is the use of

learning strategy. One of potential vocabulary learning strategies is the use of

morphological awareness.

The objective of this study is to find out whether there is significant correlation

.

Forty students at class XII IPA 3 of SMA Al-Azhar 3 Bandar Lampung were

selected as the sample of this research. The design used was Ex Post Facto design

in term of Co-relational study. The data collection tools were Morphological

Awareness Test and the Word Definition Matching Format (WDMF) test.

morphological awareness and their vocabulary size was 0.789 at significant level

of 0.01. The coefficient correlation is higher than the critical value of

r

table

(0.789 > 0.418). The simple regression analysis also was done to determine the

The result

showed that the coefficient determination was 0.623. It means that, morphological

awareness influenced 62,3 % to vocabulary size. Therefore, it can be concluded

that there is significant correlation between morphological awareness and English

vocabulary size at the third grade of SMA Al-Azhar 3 Bandar Lampung. It

implies that morphological awareness can be applied as vocabulary learning

In the name of Allah, the beneficent and merciful. All praise is merely to The

Mightiest Allah SWT, the lord of the worlds, for the gracious mercy and

tremendous blessing that enable me to accomplish this script entitled

Correlation

between Morphological Awareness and English Vocabulary Size at the Third

Grade of SMA Al - Azhar 3 Bandar Lampung

. This script is submitted as a

compulsory fulfillment of the requirements for S1 degree of English Education

Study Program at Teacher Training and Education Faculty, University of

Lampung.

It is important to be known that the script would never have come into existence

without any supports, encouragements, and assistance by several gorgeous

persons. It is the great honor for the researcher to make acknowledgement of

indebtedness to convey her sincere gratitude to:

1.

his willingness to give assistance, ideas, encouragement, and scientific

knowledge within this time during this script writing process. Dra. Hartati

Hasan, M.Hum. and as the second advisor, for their kindness, suggestions,

and patience in guiding the writer in finishing this script.

2.

Budi Kadaryanto, S. Pd., M.A., as the examiner, and my special friend from

Netherland Gerardus Johannes Arnoldus Gert-Jan van Westerlaak (Mas

Yanto), thank you very much for your valuable knowledge, suggestions,

ideas, cares and helps to make this script more valuable.

3.

Yati

Authon, S.S., as the English teacher of the third grade of SMA Al

Azhar 3

Bandar Lampung for their kindness during the research process. All students

of class XII IPA 3 and XII IPS 4, academic year 2011/2012 at SMA Al

Azhar 3 Bandar Lampung.

4.

My beloved father and mother, Mursalin, A.Md. and Roaidah, for their

endless love, support and continuous patience and guidance. May Allah

SWT pay your love and devotion back within his never ending blessing. My

beloved brother and sister, Yuyun Ferwitayani and M. Agung Darmawan.

And all my big family who cannot be mentioned directly in this script.

Thanks for your support and love for me.

5.

Prof. Dr. Cucu Sutarsyah, M.A., as the chair person of English Education

Study Program, and all lecturers in English Education Study Program.

viii

7.

Dr. H. Bujang Rahman, M.Si., as The Dean of Teacher Training and

Education Faculty of Lampung University.

8.

Rosanti, S.Pd.,

S.Pd., Mulyani, S.Pd., Miftahul

S.Pd.,

moments, support and spirit and for coloring my life. It will be everlasting

memories.

9.

My best friends at English Education Study Program 2007: Vera Welianti,

Iwan Hari Purnomo, Dony Alfaruqy, Winda Tri Mundari, Tati Fatmawati,

Harits Setyawan, Sulis Heryanto, Markhamah, Nur Sartika, Ariful Hakim,

Rima Wati, Desy Putriani, Mesi Astriani, Yuyun Fadillah, Irma Junita, Dwi

Paramita, Siti Nurjannah, Elfina Putri S, Betty Tresya MN, Heru Herdianto,

Arif Hidayat, Rizco Angga Ariestama, Fery Yun Kurniawan, Dian Irawan,

Muhammad Rudy, Riska Amalia and my lovely friends, ex-English

Education Study Program, Abdullah Rizky, Impas Agung, Tri

Wahyuningsih, Rima Septiana, Manja Restu Sari, Reni Ariyanti, Puput Heri

Waskito, Rahmawati Bekti,. Thanks for your nice friendship and

togetherness, it will not be forgotten.

10. My close friends, Eko Wahyudi, Febri Trinata Maliki, Angga Prayoga, M.

Imron Suhada, Arif Nurdiansyah, Yemi Nurtilawati, Susanti, Eka Marma

Azizah, Yulfa Sesmita, Elsye, Suharnani, Nesia, Ariza Abdurrohim and

Yevi thanks for your motivations for me.

11. My senior and junior at English Education Study Program, Wiwik, Eva,

Fara, Nopi, Naya, Ari, Dini, Ketut, Emi, Tini, Welli, Uqi, Erlan, Eka,

Sahlan, Agung, Jaka, Dian Pratiwi, A. Yudi, thanks for your advices and

helps for the first time I made this script.

Finally, yet importantly, the writer resizes that this script still has some weakness

and mistakes. Thus, she would be grateful to accept any suggestion and correction

from anyone for the better writing. Hopefully, this script can give benefit to the

readers or those who want to carry out further research.

Bandar Lampung, April 2012

The Researcher

THIRD GRADE OF SMA AL

AZHAR 3

BANDAR LAMPUNG

Student

:

Seftia Rosalina

Student Regulation Number : 0743042037

Study Program

: S1 English Education

Department

: Language and Arts

Faculty

: Teacher Training and Education

APPROVED BY:

Advisor Committee

Advisor

Co Advisor

Prof. Ag. Bambang Setiyadi, M.A., Ph.D.

Dra. Hartati Hasan, M.Hum.

NIP 19590528 198610 1 001

NIP 19490928 197603 2 001

The Head of

Language and Arts Education Department

Drs. Imam Rejana, M.Si.

NIP 19480421 197803 1 004

1. Examination Committee

Chairperson :

Prof. Ag. Bambang Setiyadi, M.A., Ph.D.

Examiner

:

Budi Kadaryanto, S. Pd., M.A.

Secretary

:

Dra. Hartati Hasan, M.Hum.

2. The Dean of Teacher Training and Education Faculty

Dr. H. Bujang Rahman, M.Si.

NIP 19600315 198503 1 003

I. INTRODUCTION

This chapter consists of the background of the problem, formulation of the problem, objective of the research, the uses of the research, scope of the research and definition of terms.

1.1. Background of the Problem

Vocabulary is one of the aspects that are presented in the classroom during the process of language teaching. Nowadays, a major challenge facing English foreign language learners is the development of a vocabulary size that would permit them to function adequately in many English situations. According to the curriculum, SMA graduates are expected to have vocabulary size of about 4000 words. By obtaining this vocabulary level, the students are expected not to meet big difficulties in using English as a means of communication, both for spoken and written language. Therefore, by mastering a large number of vocabularies, the students will be successful in learning a foreign language.

Vocabulary is considered as the one of the most complex aspect of language to study. This is so because vocabulary has some components, namely: noun, verb, adverb, pronoun, adjective, etc. Besides, the students encounter up to 100.000 different words during their academic reading. As learners make the new big transition from learning English for basic communication, they need to learn the

words critical to vocabulary development. In order to develop the required vocabulary knowledge, learners should be exposed to various extensive learning. So it can be said that vocabulary learning is difficult field of study.

Broadly, learning language can not be separated from learning vocabulary because language itself consists of many types of vocabulary which make up the language. (Fries, 1975: 38) indicated that without having vocabulary, one cannot communicate well. Hence, acquiring specific amount of vocabulary is necessary for the students if they want to be able to communicate in the target language.

Vocabulary knowledge is one of the language aspects crucial for fluent language use (Nation 1990). As one of the language components, vocabulary gives significant support to the students in mastering four language skills. In listening skill, vocabulary is required by the students to understand what the speaker or the teacher says. In speaking skill, vocabulary is required by the students to select what words that should be or should not be spoken appropriately. In reading skill, vocabulary is required by the students to understand the message intended by the author from the written materials. In writing skill, vocabulary is required by the students to make any kind of sentences, paragraphs, essay or even articles correctly. Therefore, without obtaining enough vocabulary, the students will find it is more difficult to master the four language skills.

According to Fries (1975: 45), vocabulary is divided vocabulary into four types, namely: content words, function words, substitute words and distributed words. In this present research, based on the four types of English vocabulary, the content words (noun, verb and adjective) was taken as the material in both of

morphological awareness and English vocabulary size since it is assumed that Senior High School students have mastered it. Content words can be associated into and it has various part such as noun, adjective, verb and adverb, and the students find more problem in differentiating and it become the problem that faced by the students in mastering vocabulary.

Previous study conducted by Rika Triyani (2011) in SMA Muhammadiyah 2 Bandar Lampung pointed out that Senior High School Students are incapable of achieving sufficient scores of the vocabulary test given. Most of them cannot answer the test given easily. This problem principally occurred because many students did not have sufficient knowledge of part of speech related to their application about vocabulary learning strategy. They met difficulties in understanding the meaning of vocabulary in English text and to form meaningful sentence construction.

In addition, based on the researcher interview with the English Teacher in SMA Al-Azhar 3 Bandar Lampung where this research was conducted, most of the third grade students are incapable of mastering the required number of vocabulary. When the students found difficult words, they tend to open their dictionary. It made the students forget the meaning easily. Therefore, when they read and tried to understand sentence or a text, they tend to focus on every word than sentence or entire text, and they are busy with their dictionary. Therefore, their understanding about the sentence or the text is poor and they become frustrated when they find some words in a sentence that they do not understand.

One potential vocabulary learning strategy is the use of morphological awareness. Morphological awareness is defined as the ability to use the knowledge of word formation rules and the pairings between sounds and meanings (Kuo & Anderson, 2006: 161). Word formation is the process of forming forms by adding affixes which can create new words, usually by modifying or changing the meaning of a root word. The understanding of word formation can reach the general objectives of the broad lines of English teaching program that students should know the meaning of at least 2000 words given in the text.

In other words, with morphological awareness learners are able to learn morphemes and morphemic boundaries by disassembling complex words into meaningful parts (e.g. childhoods is derived from the base child and suffix hood plus s), understanding the roots, affixes (e.g. child which means baby and suffix hood which means the state of being and suffix s to indicate plural nouns), and reassembling the meaningful parts into new meanings (e.g. the words motherhood, fatherhood, brotherhood are combined from word mother and suffix hood). The practice of this dissembling and reassembling method is called morphological analysis.

The use of morphological awareness as a potential strategy for vocabulary learning is the focus of this study. Anglin (1993: 58) stated that by having Morphological Awareness, the students could analyze the morphological structure of complex words which they have not actually learned before to figure out the meanings. This idea was supported by Morin (2003: 87) who proposed the strategy of using morphological knowledge to infer words meanings. In

accordance with the background discussed, this research focused on investigating the correlation between morphological awareness and English vocabulary size at the third grade of SMA Al – Azhar 3 Bandar Lampung.

.

1.2. Formulation of the Problem

In reference to the background above, the formulation of the problem in this study was as follow:

“Is there any significant correlation between the students’ morphological awareness and their English vocabulary size?”

1.3. Objective of the Research

The objective of the research was to find out whether there was a significant correlation between students’ morphological awareness and their English vocabulary size.

1.4 Uses of the Research

Hopefully, this study in particular, can have two uses, they are:

 Theoretically, the study presented here attempts to evaluate and to extend findings from previous research to the context of English Foreign Language learners in Indonesia.

 Practically, the aim of study was to assess the potential value of incorporating instructions in morphological awareness as part of EFL vocabulary learning.

1.5 Scope of the Research

This present research was Co-relational study. It was conducted at the third grade students at class XII IPA 3 of SMA Al-Azhar 3 Bandar Lampung which consisted of 40 students. This study was specifically aimed in investigating whether morphological awareness significantly correlates with English vocabulary size. English morphology involves knowledge of inflectional and word formation rule which involves derivational and compounding process. This research focused on inflectional, derivational and compounding. Firstly, the English vocabulary size and English morphological awareness for these learners were measured. Then, the link between vocabulary size and morphological awareness was assessed, with possible implications for morphological awareness as the predictor of vocabulary learning.

1.6 Definition of Terms

Some terms need to be clarified as shown below on the purpose to avoiding misinterpretation:

1. Morphology refers to 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).

2. Morphological awareness is defined as the ability to use the knowledge of word formation rules and the pairings between sounds and meanings. With morphological awareness, learners are able to learn morphemes and morphemic boundaries by disassembling complex words into meaningful

parts, understanding the roots, affixes, and reassembling the meaningful parts into new meanings. The practice of this dissembling and reassembling method is called morphological analysis. (Kuo & Anderson, 2006: 161).

3. Vocabulary is a set of words known to a person entity, or that are part of specific language which will make the language meaningful. Vocabulary can not be separated from language because language itself is built up by vocabulary. Therefore, without some knowledge of vocabulary, neither language production nor language comprehension would be possible (Anglin, 1993). Vocabulary is classified into four types, they are: content words, function words, substitute words and distributed words.

4. Vocabulary size refers to the breadth of vocabulary knowledge which deals with the number of words learners can master based in certain levels. The breadth of vocabulary is defined as the size of a learner’s vocabulary (how many words are known).

II. FRAME OF THEORIES

This chapter discusses the description of morphology, inflectional morphology, derivational morphology, morphological awareness, measuring morphological awareness, vocabulary, vocabulary in language learning, vocabulary size, morphological awareness and vocabulary knowledge, theoretical assumptions and hypothesis.

2.1 Notion of Morphology

Morphology refers to 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: 3-21). It is ‘… the study of the hierarchical and relational aspects of words and the operation on lexical items according to word formation rules to produce other lexical items’ (Leong and Parkinson, 1995: 237). One of the parts of morphology is morpheme and will be discussed in the following sections.

2.1.1 Morphemes

A morpheme may be defined as the minimal linguistic sign, a grammatical unit in which there is an arbitrary union of a sound and a meaning and can not be further analyzed. Traditionally, a word can be divided into the minimal linguistic units

that bear meanings or grammatical functions (i.e. morphemes). In line with the traditional definition, Coates (1999: 17) identifies four criteria of what it takes to be a morpheme. 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), recur in other words with a related meaning (e.g. prefix

un in the sentences: He is unbelievable stingy and It was unhappy married), be involved in a pattern of interchange (e.g. suffix est in word longest) and can be substituted with another morpheme such as suffix er in the sentences: Mississippi river is the longest river in the world and Mississippi river is longer than Missouri river.

If we add a morpheme to an utterance, or take one way, by definition we alter the meaning of that utterance, for example, the word “child” can be formed by adding suffixes en, ish and hood in the sentences below:

1. She is beautiful child.

In the sentence above, the word child serves as a noun, which means young human being.

2. Those children are playing in the yard.

In the sentence above children serves as a noun which has the meaning as child, but in the form of plural by adding suffix en.

3. Don’t be childish.

In the sentence above, childish serves as an adjective which means behaving like a child because suffix ish modify the word child into adjective.

In the sentence above childhood serves as a noun which means state or time of being a child because suffix hood modify the word child.

2.1.2 Types of Morpheme

Morpheme can be classified as free or bound.

a. Free morphemes can not be syntactically split up further, and exists only as a part of the single unit (Simpson et al., 1992: 54). Free morphemes are those that can exist in their own (e.g. book in notebooks), whereas bound morphemes cannot (e.g. morpheme s in notebooks)

b. Bound morphemes must be attached to another word, and no upper limit to the number per word. Those prefix and suffix morphemes have traditionally been called bound morpheme (Fromkin et al. 1988: 77). The morphemes such as suffix s, as in students, and suffix ed, as in carried, which must be attached to another, are bound morphemes (Crystal, 1971: 189).

Morphemes are further categorized into lexical morphemes (e.g. –full, –ness, etc.) or grammatical morphemes (e.g. –ed, –s). Grammatical morphemes are part of inflectional morphology that underlies the process involved in building grammatical word forms. Lexical morphemes are part of derivational morphology that is concerned with the processes involved in building lexical form (Coates, 1999). In this present research, the researcher tried to identify knowledge of English morphology which involves knowledge of both inflectional and derivational process. These processes make distinctive contribution in language and use. Knowledge of inflectional morpheme plays a key role in grammatical accuracy while knowledge of derivational plays a role in the development of

vocabulary size. The role of learner knowledge on both inflectional and derivational process in the development of English vocabulary is the focus of the present study. The explanation above leads us to know deeply about the concepts of inflectional process and derivational process.

2.2 Notion of Inflectional Morphology

Inflectional morphemes are morphemes that never change the syntactic category of the words or morphemes to which they are attached (Fromkin et al., 1988: 129). Knowledge of inflectional morphology focuses primarily on indicating grammatical changes in words (e.g. He was attacked by a dog and He was attacked by three dogs. The suffix s in dogs indicates the plural form of the base word). They define inflectional morpheme as changes in the form of a word according to its grammatical function, for example in sentences:

1) They talk with me in the living room. 2) They talked with me yesterday.

In the sentences above, talk becomes talked to indicate activity in the past time.

2.3 Notion of Derivational Morphology

In this present research, the researcher focused on morphological awareness and tried to identify the student’s ability to use the knowledge of word formation rules. Word formation rule is according to which an affix can be attached to another morpheme in order form a new word. There are several processes of word formation, namely: derivation, compounding, blending, conversion, back

formation and clipping. In this research, the researcher focused on derivation and compounding since they are closely related to morphology.

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 (Fromkin et al., 1998: 120). Derivational process concerns change of a word to give additional meaning to the original words (e.g. the word sufficient

becomes insufficient), for examples:

1) Ten dollars will be sufficient to pay your debt. 2) Ten dollars are insufficient to pay your debt.

The morpheme in adds meaning “not” to word “sufficient” which means not enough.

Derivational morpheme also changes grammatical class from the underived word as well (e.g. beauty as noun, becomes beautiful as an adjective), for examples:

1) Beauty is only skin-deep.

2) Those flowers are beautiful.

In the sentence above, the word beauty as noun is changed into beautiful as adjective by adding suffix ful. Derivational morphemes typically occur by the addition of an affix. The derived word is often of a different word class from the original.

Knowledge of derivational morphology plays a role in the development of vocabulary size, while knowledge of inflectional morphology plays a key role in grammatical accuracy. Knowledge of derivational morphology such as:

2.3.1 Affixation

Affix is a bound morpheme that is joined before, after, or within a root or stem. There are two kinds of affixes in English, those that go before the roots and those after the roots. In the linguistic process speakers use to form new words (neologisms) by adding morphemes (affixes) at the beginning (prefixation) and the end (suffixation) of words.

The use of prefix and suffix is one of the most common ways in which new words are created, so common in fact that a speaker will feel unsure if a word exists or they have just created it. The key for the learners to develop their vocabulary is by understanding how prefix and suffixes change the meaning and form.

a. Prefixes

A prefix is an affix which is placed before the stem of a word. In the other words, a prefix is a word part added before the word to change or to modify the meaning. Some prefixes have more than one meaning; therefore students should always consider the context of the word when determining the meaning.

The following table below consists of most common prefixes used in English: a. Prefix a(n) which has meaning “not” or “without”, for examples:

1) He prefers to remain anonymous. This word means without name. 2) Some persons in the world were born in asexuality. This word means

without sex or sex organs.

b. Prefix co which has meaning “ together”, for example, for examples: 1) It is a cooperative factory. This word means joint together.

2) The work of the two agencies should be coordinated. This word means making action work together.

c. Prefix dis which has meaning “apart”, “separation”, “reverse”, “opposite”, for examples:

1) Cycling to school has one disadvantage. It makes you feel hot and sweat. This word means unfavorable condition.

2) His stories were discredited by us. This word means cause people think badly about someone or something.

d. Prefix ex which has meaning “former”, for examples:

1) Ir. Soekarno is ex-president of Indonesia. This word means former of president.

2) He is my ex-boy friend. This word means former of boy friend.

e. Prefix extra which has meaning “outside”, “beyond”, “additional”, for examples:

1) I like to follow extracurricular activities. This word means course which is taken outside the regular course of work at a school.

2) He has an extraordinary spirit. This word means having power beyond what is usual or ordinary.

f. Prefix i(n) which has meaning “not”, for examples:

1) This fact irrelevant to the problem. This word means not relevant. 2) His story is illogical. This word means not logical.

g. Prefix kilo which has meaning “thousand”, for examples:

1) We need one kilogram of sugar to make this cake. This word means a thousand grams.

2) The distance from my house to the college is about one kilometer. This word means a thousand kilo.

h. Prefix mis which has meaning “bad” or “wrong”, for examples:

1) She had miscarriage yesterday. This word means giving birth to a baby before it has developed enough to stay alive.

2) I must clarify my sentence to avoid misunderstanding. This word failure to understand correctly.

i. Prefix multi which has meaning “many”, for examples:

1) Indonesia has multiculturalism. This word means has many cultures. 2) There are multicolored flower in my garden. This word means has

many colors.

j. Prefix post which has meaning “after”, for examples:

1) The post test will be held on Monday. This word means after the test.

2) My brother is post graduated student. This word means after the graduation.

k. Prefix pre which has meaning “before”, for examples:

1) He wins the governor election in pre-elections. This word means before election.

2) This material is for pre-intermediate level. This word means before intermediate level.

l. Prefix re which has meaning “again”, for examples:

1) Can you replay the video please?. This word means play again.

2) They are give socialization about regeneration. This word means give new life to something.

m. Prefix super which has meaning “extremely” or “more than”, for examples:

1) The United States products supersonic jet in large amount. This word means faster than the speed of sound.

2) She likes to talk in superlatives. This word means the highest quality. n. Prefix un which has meaning “not”, “opposite”, for examples:

1) I felt unhappy when he was coming. (not happy). This word means not happy.

2) His reason is unacceptable (opposite from acceptable). This word means not acceptable.

b. Suffixes

A suffix (also sometimes called a postfix or ending) is an affix which is placed after the stem of a word. Common examples are case endings, which indicate the grammatical case of nouns or adjectives, and verb endings, which form the conjugation of verbs. Neufeld and Webb (1984: 7) say that as well as slightly changing the meaning of the root, the suffix plays a very important role in vocabulary teaching. It tells the function of the word, that is, the way the word is used in sentence. It is also defined that a suffix is a word part added at the end of a word and/or change the part of speech of the word (Ophelia Hancock, 1987: 22). For example; one meaning of ‘to breathe’ is ‘to inhale or exhale air’ and is a verb. Adding the suffix of ‘er’ to ‘breathe’ modifies the meaning to one that breathes, and the results in the word ‘breather’, which is noun.

This is the list of common suffixes in English:

a. Suffix able which has meaning “capable” or “can do”, for examples: 1) I able to speak English fluently. This word means capable or can do. 2) It is valuable experience. This word means very useful or worth. b. Suffix dom which has meaning “state of condition of”, for examples:

1) Indonesia got its freedom on August 17th _{1945. This word means state}

of being free.

2) England is a kingdom country. This word means a country ruled by a king or queen.

c. Suffix er / or which changes verb to noun, for examples:

1) Andrea Hirata is the writer of novel “Laskar Pelangi”. In this sentence, suffix er change the word write as verb into the word writer

as noun. This word means person who write.

2) Dra. Hartati Hasan, M.Hum. is my second advisor. In this sentence, suffix or change the word advice as verb into the word advisor as noun. This word means person who give advice.

d. Suffix ful which has meaning “ful of” or “having some or much”, for examples:

1) Make yourself useful. This word means having some uses. 2) His drawing is very colorful. This word means full of colors.

e. Suffix hood which has meaning “state/condition of”, “a group sharing characteristics”, for examples:

1) We have to keep our brotherhood. This word means condition of friendship between brothers.

2) I spent my childhood in a village called Ogan lima. This word means state of being a child.

f. Suffix illion which has meaning “large number”, for examples:

1) There are billion stars in the sky. This word means having large number of stars.

2) My father spent 100 million to buy our new car. This word means one thousand thousands.

g. Suffix ism which has meaning “doctrine”, “act”, “practice” or “condition”, for examples:

1) Most of the people in Bali are Buddhism. This word means religion based on Siddartha Gautama or Buddha.

2) It’s a plagiarism. This word means take somebody else and use them as if they were one’s own.

h. Suffix ist which has meaning “person”, for examples:

1) Her mother is a novelist. This word means person who write the nevels.

2) Syahrini is the most famous artist in Indonesia. This word means person who practice one of the arts.

i. Suffix ive which make the noun to adjective, for examples: 1) He acts like animal.

2) He is very active boy.

In the sentences above, suffix ive changes the word act as verb to the word active as adjective. This word means doing something energic.

j. Suffix ize or ise which means “to cause”, “to be” or “to become”, for examples:

1) She idolizes her husband very much. This word means worship

somebody as idol.

2) She will socialize the danger of AIDS in the localization. This word means become mix socially with others.

k. Suffix ly which means “ like” or “having the attributes of”, for examples: 1) Let’s make a quick decision. (adjective)

2) He runs quickly. (Adverb)

In the sentences above, suffix ly changes the word quick as adjectives to adverbs.

3) There are 50 states in the U.S. (noun) 4) Taj Mahal is stately building. (adjective)

In the sentences above, suffix ly changes the word state as noun to adjectives.

l. Suffix man which means “person”, for examples:

1) My father is a fireman. This word means person whose job is to put out fires.

2) We went to the cinema to watch Superman film. This word means person who has super power.

m. Suffix phone which means “sound”, “audio”, or “speaker of language”, for examples:

1) Telephone is one kind of communication tools. This word means instrument used in the system of sending and hearing sounds over a distance.

2) She gets difficulty in differentiating homophone words. This word means having same sounds.

n. Suffix place which means “place”, for examples:

1) He will be difficult to replace. This word means put back in its place. 2) Machine may displace people. This word means move something from

its usual place.

o. Suffix ship which means “circle” or “state of being”, for examples: 1) I did it out of friendship. This word means friendly relationship.

2) I get scholarship to continue post graduate study in Australia. This word means knowledge of an academic subject.

p. Suffix where which means “location”, for examples:

1) I’ve lost my purse. I’m sure it felt in somewhere. This word means in every place.

2) We can find it everywhere. This word means in unknown place.

q. Suffix y which has meanings “having the quality of “ or “ inclined to”, for examples:

1) We need to clean this messy room. This word means having much mess.

2.3.2 Compounding

Compounding is the combining of two or more independent words. Thus two words joined to make a new and usually more specific word applicable to the circumstances. For instance the word ‘news’ can have several meaning. In a compound several free morphemes are combined, resulting in a word that often derives its meaning from the combination of its components.

1) classroom is combination of the word class and room (e.g. That is my classroom)

2) skyscraper is combination of the word sky and scraper (e.g. They are skyscraper)

3) wall paper is combination of the word wall and paper (e.g. We should change this wallpaper with the new one.)

In English, compounds are often not written as single words but separated or combined by a hyphen (e.g. dry cleaner, on-line). Note that while noun + noun compounds are frequent, other combinations also abound and the result must not be a noun.

1) verb combined with noun becomes noun(e.g. That is interesting a talk

show)

2) adjective combined with noun becomes noun (e.g. She is a beautiful girl) 3) preposition combined with noun becomes verb (e.g. She is overshadowed

by her younger sister)

Many compounds exhibit a so-called modifier-head structure, with one part specifying the other in terms of meaning. Thus a blackboard is a kind of board

and a talk show is a kind of show (not a kind of black or a kind of talk). The modifier may function in different ways, e.g. a raincoat is not a coat for but against rain.

While the abovementioned examples are endocentric (i.e. the meaning of the compound is derived from the meaning of the parts) there are some compounds where this is not the case. A redhead is not a type of head but a person with red hair. Such compounds are called exocentric, because their meaning is not strictly contained in the components.

2.4 Notion of Morphological Awareness

Vocabulary instruction is most effective when students are positively and actively involved in their learning and they are allowed to apply their own strategies to learn the vocabulary. Therefore, investigating instructional approaches to the use of morpheme or root word families in teaching vocabulary is needed. Long and Rule (2004: 40) found that the learners could develop their vocabulary better when vocabulary was taught through concrete representations (i.e. using pictures and real objects) and morphological analyses rather than more traditional class instruction methods (e.g. simply writing words down, students note taking, no morphological analysis).

Anglin (1993: 58) found that the students could analyze the morphological structure of complex words which they have not actually learned before to figure out the meanings. Morin (2003: 87) proposed the strategy of using morphological knowledge to infer word meanings, and with it, the need to develop

morphological awareness in the L2. She characterized morphological awareness as the ability to reflect on and manipulate morphemes and word formation rules in a language. These ideas were supported by Carlisle and Stone (2003), they said that morphological awareness refers to the learners’ knowledge of morphemes and morphemic structure, allowing them to reflect and manipulate morphological structure of words. In addition, Kuo & Anderson (2006) defined morphological awareness as the ability to use the knowledge of word formation rules and the pairings between sounds and meanings.

With morphological awareness, learners are able to learn morphemes and morphemic boundaries by disassembling complex words into meaningful parts (e.g. childhoods is derived from the base child and suffix hood plus s), understanding the roots, affixes (e.g. child which means baby and suffix hood

which means the state of being and suffix s to indicate plural nouns), and reassembling the meaningful parts into new meanings (e.g. the words motherhood, fatherhood, brotherhood are combined from word mother and suffix hood). The practice of this dissembling and reassembling method is called morphological analysis.

The concept of morphological awareness implies learners’ strategies of reflecting and manipulating word formation rules to derive the meaning of new words in the absence of communicative context. Morphological awareness delineated in this study leads upon learners’ knowledge of morphemes that enables them to recover the meaning of new complex words by means of morpheme identification or

decomposition and to recombine morphemes to construct new meaning by means of morphological structure.

2.5 Measuring English Morphological Awareness

Anglin (1993) identifies five different morphological word types in English. The five types are:

1. root words (e.g., short, closet)

2. inflected words (e.g., smoking, reports)

3. derived words (e.g, shortish, treelet)

4. literal compounds (e.g., sunburn, birthday), and

5. opaque, idiomatic compounds or lexical idioms, which are then called simply ‘idioms’ (e.g., mouse tail, "a plant of the crowfoot family"; pink lady, "a cocktail").

In this present study, four of the morphological word types (root words, inflected words, derived words and literal compounds) were used to investigate morphological awareness. : Morpheme Identification Awareness and Morphological Structure Awareness test. The Morpheme Identification Awareness test measures the students’ knowledge of root words and use of morphemes to guess meaning, whereas the Morphological Structure Awareness test assesses the ability to create literal compounds, inflected, and derived words. Further discussion on these two measures of morphological awareness is provided in the next sections.

2.6 Notion of Vocabulary

Vocabulary is one of the language elements which should be learned if one wants to master a language. Harmer (1993: 153) states that if the language structures make up the skeleton of language, than it is vocabulary that provides the vital organs. According to Harimurti (1983: 98), Vocabulary is a component of language that contains information about the meaning of words in language. Webster (1988: 124) stated that vocabulary is a collection or list of words used in language by class, individual, or in field of knowledge.

Napa (1991: 6) states that vocabulary is one of the language components and that no language exists without words. This means that to communicate well, we need some stock of words to convey our thought, it is stated by Wallace (1987: 30) that vocabulary defined as a stock of words used by the people, a particular class, people, or even a person. As Fries (1973: 32) states that vocabulary is the essential of language learning. No matter how well the students learn grammar, no matter how successfully the sounds of L2 are mastered, without words to express a wide range of meanings, communication in an L2 can not take place in any meaningful way. Therefore, without some knowledge of vocabulary, neither language production nor language comprehension would be possible (Anglin, 1993: 2). Vocabulary such a crucial thing for everyone that needs to be learned it in order to understand someone else’s utterance. In more specific, Fries (1974: 4) classifies the vocabulary into four types as follow:

1. Content words. They constitute the bulk of vocabulary of the language. In other words, content words represent the name of subject or things, those are:

a. Name of subject or things, that is: nouns. Nouns which have a part of speech inflected for case signifying a concrete or abstract entity. Nouns also change form to show number and possession, for example word “boy” became “boy’s” while “boys” became “boys’”) such as:

1) The boy sitting on the chair is my brother.

2) The boy’s a handsome student.

3) The boys are visiting the zoo.

4) Those are the boys’ car.

They are used primarily as substantives that is, word that refers to: 1) person (e.g. teacher, lecture, etc), 2) animals (e.g. dog, horse, bird, etc), 3) Places (e.g. house, school, office, etc), such as in these sentences:

1) Teacher works to help students’ learn.

2) My neighborhood buys a dog.

3) My father goes to the office in the morning.

According to Frank (1972: 6), based on the meaning, noun can be classified into five types:

1. Proper noun (e.g. Mr. John Smith, Paris, Dutchman, Thanksgiving Day), for example:

1) Mr. Smith is an English lecture in my college.

2) Paris is the capital city of French.

2. Concrete noun (e.g. flower, girl), for example: 1) He gives me fragrant flowers.

2) She is my brother’s girl friend.

1) My mother is a manager of beauty salon. 2) I will bring him to justice.

4. Countable (chairs, tables) and non countable noun (sugar, sand), for example:

1) The chair is broken of my false. (countable noun)

2) I need some sugar for a cup of tea. (non countable noun) 5. Collective noun (committee, class, crew), for example:

1) The school committee held a meeting today.

2) This class is so dirty of plastic – rubbish.

b. Action done by with those things, that is: verbs. Verbs which have a part of speech without case inflection, but inflected for tense, person and number, signifying an activity or process performed or undergone. Frank (1972: 47) mentions that verbs can be classified into five types:

1) The predicating or linking verbs (be, seem, look) as in sentences: 1) The want to be a nurse.

2) He seems like my partner in my office.

3) She looks like an artist.

2) Transitive verbs (give, write) such as in:

1) My teacher gives the students some advises for facing the final examination.

2) The lecture writes a research book.

3) Intransitive verbs (go, come) such as in:

1) They go to the movie theater to watch Harry Potter film.

4) Reflexive verbs (express oneself, wash oneself)

5) auxiliary verbs (be, have, do), and finite or non-finite verbs, such as in: 1) He washes his car himself.

2) He is very happy.

c. Qualities of the things, that is: adjectives. Adjective. Most short adjective has three forms to show degree (pretty, prettier, and prettiest) for example:

1) Dona is pretty student.

2) Hery is prettier than Dona.

3) Artha is the prettiest than all the students in my class.

Such words as beautiful and terrible have no inflection. Adjective is used to modify nouns and pronouns. Frank (1972: 109) categorizes the types of adjectives into some classifications:

1) Three determiners article (the, a, an) such as: 1) We will visit the museum today.

2) He buys a gold ring for his mother.

2) Demonstrative adjectives (this, that) such as: 1) I bought this book yesterday.

2) I like that cake very much.

3) Possessive adjective (my, your, the girl’s) such as: 1) My laptop is broken.

2) Your hair is so beautiful.

4). Numeral adjective (four, twenty, fourth, twentieth) for example: 1) I have thirty six students in a class.

5). Adjective of indefinite quantity (some, few), such as: 1) I buy some beautiful flowers.

2) Can you give me few minutes please?

6) Relative and interrogative adjective (whose, which) such as: 1) He is a man whose the car repaired.

2) Which one do you like?

7) Descriptive adjective proper adjective (a French dish, a Catholic church) such as:

1) They built a wonderful Catholic church in a central town. 2) My mother buys a French dish.

8) Participial adjective (an interesting book, a bored student) such as: 1) He gives me an interesting book.

2) He is a bored student.

9) And adjective compounds (a good-looking girl, absent-minded, a wall-to-wall carpet, a never-to-be-forgotten plot) such as:

1) Sarah is a good-looking girl.

2) It will be a never-to-be-forgotten plot.

d. How the action done, that is: adverbs. Adverb. Adverb has a part of speech without inflection, in modification of or in addition to a verb. Adverb also does not change form, but has characteristic forms of its own. It is used to modify anything but nouns and pronouns. Frank (1972: 148) summarizes the category of adverbs into five categories:

1) Adverbs of manner (slowly, silently, carefully) e.g. Open the door carefully!

2) Adverbs of place (inside, there) e.g. She puts her books inside the cupboard.

3) Adverbs of time (yesterday, tomorrow) e.g. I went to Jakarta yesterday.

4) Adverbs of frequency (sometimes, often) e.g. She often visits her grandmother in the village.

5) Adverbs of degree (completely, very) e.g. Albert Einstein is very clever person.

e. The pronouns are I, he, she, it, we, you, they, and who with their compounds. Pronoun. Pronoun has a part of speech substitutable for a noun and marked for person. It is also used as substantives, and they might be considered sub-class of noun, but their inflections are quite different, and their use does not exactly parallel those of nouns.

2. Function words are those words, which are used as a means of expressing relation of grammar structure, such as conjunction (and, but, because), article (a, an, the) and auxiliaries (do, does, did), for example:

1) Anton and Tino go to school together everyday.

2) My neighborhood bought a beautiful bicycle yesterday.

3) Barry does not see the traffic light so he gets the accident today.

3. Substitute words, those which represent the individual things or specific action as substitutes for whole form classes of words, that is identifies (anybody, anyone), for example:

2) Anyone can pass the exam if he studies hard.

4. Distributed words, those are distributed in use according to grammatical matter as the presence or absence of a negative, such as: some, any, other, etc.

The example of sentences:

1) They will find some other solution as soon as possible.

2) You can come any day you like.

3) Turn it over on the other side!!

As mentioned by Rivers (1970: 462), it would be impossible to learn a language without vocabulary, learning a language means learning its vocabulary. This shows that people do nothing to communicate if they do not know the words or vocabulary. In other words, vocabulary is important for the students to learn in order that they can express their minds, make sentences, speak and get knowledge from the context. By mastering a lot of vocabulary, people may be able to understand what someone say and write. Thus, vocabulary is as a crucial thing for everyone that she or she needs to learn it in order to understand someone else’s utterance and pronoun.

Furthermore, Burton (1982: 98) explained that a large number of vocabularies help you to express the idea precisely, vividly, and 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.

Vocabulary knowledge is not something that can ever be fully mastered; it is something that expands and deepens over the course of a lifetime. Instruction in

vocabulary involves far more than looking up words in a dictionary and using the words in a sentence. Vocabulary is acquired incidentally through direct exposure to words and intentionally through explicit instruction in specific words and word-learning strategies.

2.7 Vocabulary in Language Learning

The curricula have the Basic Course Outline (BCO) that represents the whole enterprise of the instructional process (Departement Pendidikan dan Kebudayaan, 1995). The BCO shows that vocabulary is used to measure the level of achievement. Vocabulary is a component in language that can not be separated when learning the language. Vocabulary is the primary carriers of meaning, and it is widely recognized that there is a strong relationship between the individual’s vocabulary size and his/her general language proficiency. In fact, we have known for many decades that vocabulary size is a strong predictor of reading comprehension. In addition, vocabulary size has been identified as one of the most important indicators of L2 reading proficiency and of academic language skills in general.

National Reading Panel (2000) and RAND Reading Study Group (2002) indicated that vocabulary knowledge enables students to comprehend what they read, and the act of reading itself provides the opportunity for students to encounter and learn new words. The more words students know, the more likely they are to learn new words easily. Read (2004: 24) found that L2 learners are typically aware of the extent to which limitations in their vocabulary knowledge hinder their ability to communicate effectively in the target language. This is because lexical items

carry the basic information load of the meanings they wish to comprehend and express. In other words, the learners realize that knowing more vocabulary will have a direct effect on their ability to use and further develop the L2 they are learning. Thus, vocabulary can lead the learners to be more confident in using the language.

The nature of vocabulary learning and acquisition is complex and involves several processes that can inform instruction. Nagy and Scott (2000) described five noteworthy aspects of word knowledge:

1. First, they pointed out that word learning is incremental—that is, we learn word meanings gradually and internalize deeper meanings through successive encounters in a variety of contexts and through active engagement with the words. For example, the average tenth grader is likely to have a deeper and more sophisticated understanding of the term atom compared to the knowledge of an average fourth grader, who still has a more simplistic understanding of the term. It may be that, for some words, students may only need to have a general understanding of a term to keep comprehension intact. For other words, a deeper understanding may be necessary for students to successfully comprehend a passage.

2. Secondly, another aspect of word knowledge is the presence of polysemous or multiple meaning words. Many words have different meanings depending upon the context in which they are used. For

example, a common word such as table represents an entirely different meaning in science texts when authors discuss the Periodic Table. 3. The third aspect of word knowledge described by Nagy and Scott

(2000) is the different types of knowledge involved in knowing a word. The types of knowledge include the use of words in oral and written language, correct grammar usage of words or syntactical knowledge, semantic understandings such as appropriate synonyms and antonyms, and even morphological understandings that involve correct usage of prefixes and suffixes. Surprisingly, more than 60% of words encountered in academic texts can be taught morphologically (Nagy & Anderson, 1984). In particular, Milligan and Ruff (1990), in their analysis of social studies textbooks used from elementary through high school, found that approximately 71% of the glossary terms contained affixes and roots that could be directly taugh

4. The fourth aspect of word knowledge is the notion that learning a word meaning is inextricably related to knowledge of other related words. We do not learn word meanings in isolation; we learn word meanings in relation to other words and concepts. For example, knowing the concept of rectangle involves knowing about polygons, quadrilaterals, right angles, squares, and other related concepts. Finally, Nagy and Scott (2000) noted that word knowledge differs according to the type of word. Knowing the meaning of prepositions (e.g., if, under, around)

differs greatly from knowing the meaning of specific science terminology, such as nucleus, proton, and neutron.

Vocabulary knowledge is a case of either knowing a word or not knowing it. It suggests that, at the very least, estimates of vocabulary size must take into account productive and receptive knowledge. Then there is knowledge of spelling and pronunciation, of derivative forms and of different shades of meaning.

Additionally, Anglin (1993: 58) proposed three approaches in the research literature to the development of vocabulary knowledge:

1) Direct instruction of vocabulary in school (McKeown, Beck, Omalson, and Perfetti, 1983 )

2) Learning words and their meanings from context, especially during reading activities (Miller, 1991; Nagy and Anderson, 1984). 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.

3) Applying morphological knowledge to infer the meanings of words (Nagy and Anderson, 1984; Wysocki and Jenkins, 1987).

The third approach is the focus of this research. In particular, it considered the individual learners’ application of morphological awareness as a vocabulary learning strategy. Learning strategies can play an important role in development because they encourage the learner’s active involvement in the learning process. It

is better for the teacher to spend time on strategies that the learners can use to deal with words than to spend time on individual word.

2.8 Notion of Vocabulary Size

Nation (1990: 75) states that it is useful to know how much vocabulary learners can draw on for each of the four language skills. So, investigating the vocabulary size is very important to make better language learning result. There are many useful ways of increasing the students’ vocabulary size, one of them is using morphological awareness as vocabulary learning strategy. Then, by mastering large vocabulary, the students will be able to learn all the language skills.

The main purpose of vocabulary level test is to measure the comprehension and production of words in speaking and writing (Madsen: 1983). Specifically, a vocabulary test is usually divided into two types, breadth and depth of vocabulary knowledge. Frebody (1981) in Read (1993) defined breadth of vocabulary knowledge as the size of learner’s vocabulary (how many words are known), whereas depth knowledge involves a consideration of the quality of learners’ vocabulary knowledge (how well are particular words known).

However, it is difficult to reach both types of test at the same time. A test on breadth of vocabulary involves a lot of words to be covered in the test and it requires a short response in relation to each word being tested Read (1993: 146). Then, if the test focuses on depth vocabulary, very few words can be included because it usually deals with testing of words in context and usage and the use of words in different situations. Since this study is meant to measure students’

vocabulary size, the test focused on the breadth of vocabulary knowledge that should cover a lot of words.

The two most common ways used for investigating vocabulary size involve the use of a dictionary and a frequency count (Nation: 1990). In the dictionary method, the tester randomly chooses words from the dictionary. One method would be to choose the second word at every tenth page of the dictionary depending on how many words are needed for the test. From these words we can make vocabulary test, for instance, multiple-choice test and the students are intended to find the meaning of the words either in English or in students’ native language. If we want to find a rough estimate of students’ vocabulary size we can take a representative dictionary and open the passage in dictionary randomly and then ask a student to explain the meaning of the more uncommon word on one page. So, if the dictionary contains 30.000 words and the students know about two-third of the words, then we can roughly estimate that the students’ vocabulary size is about 20.000 words.

In addition, the next way of measuring student’s vocabulary size is based on word frequency count. The General Service List (GSL) of English (Bauer & Nation, 1993) and University Word List (UWL) (Nation, 1990) can be used as the Vocabulary Level Test to test the student’s vocabulary size. The Word definition Matching Format (WDMF) is used as the kind of the vocabulary level test. The vocabulary level test is divided into some levels. A number of words are selected randomly from different levels, e.g. the first 1000 words, the second 1000 words, and the third 1000 words, and the UWL as the sample.

In this present study, the levels are limited only four levels, the first three levels are taken from GSL of English Words (Bauer & Nation, 1993) and the fourth level is taken from UWL of Nation (1990). The additional words from UWL, which seem to be more difficult, are included to see how much the students can master words that are commonly used at university level. This level can also be used to measure if the learners have mastered academic vocabulary. If they know the words in the university list, they are able to read university texts and need only guess or look up less than 1 unknown word in every 18 words (Nation, 1990). Each level is represented by 30 words as a sample. So, there will be 120 items for the test. The words to be included in the test were proportionally by picking up every tenth words in the list of the first three levels.

The words from UWL, the sampling is a bit different because the number of words is smaller, 800 words (Nation, 1990). Therefore, the words are picked up in every eight words in the list. This sampling method is believed to be representative so that the result can be generalized to the population (the four vocabulary levels test).

According to Nation (1990: 78), there are two steps to consider when looking at test of vocabulary size, they are:

1. Selecting

Usually it is not possible to test all the words within a particular group. First, the researcher must exclude all the words that can not easily be tested, for example: a, the, of, be. In fact, the test will be easier to make if we test only nouns, verbs, adjectives and adverbs. Second, after excluding

the word, he/she must find a good way of choosing the test item from the words left. The best way is to the number of the words and then to select every tenth word if this will give enough word for the test.

2. Testing

There are so called recognition and recall tests. In a recognition test, we want to see if the learners know the meaning of a word when they hear or see it. In such test, the learners hear or see an English word and then write or say a mother tongue words, or English synonym or definition. While in recall test, we are interested in the learner’s production of words. In such test, the learner listens or sees a mother-tongue word or a simple English synonym or definition, or they see a picture and then they express the English word.

Asking learners to respond with English synonyms or definitions requires the learners to have a reasonable proficiency in English. It can be used successfully with advanced learners (Nation, 1970). In this research, the writer tested the recognition of vocabulary and used the translation test. Translation test is designed to be the basis for estimating the students’ vocabulary size (Nurweni & Read, 1990). The aim of the test is to find which words in the general service list and university word list are known and which are not known. In this test, the students were required to choose the word to go with meaning by matching the word with their definition in Bahasa Indonesia.

According to Roger T Bell (1993: 6) Translation is the process the replacement of a representation of a text in one language by a representation of an equivalent text

in a second language. Text in different language can be equivalent in different degrees (fully or practically equivalent) in respect of different levels of context, of semantics, of grammar, or lexis, etc) and at different ranks (word-for-word, phrase-for-phrase, sentence-for-sentence). This idea is supported by V.S Vinogradov (2010: 286) who defined translation as a process (and its result) caused by social necessity of information (content) transmitting, expressed in a written or oral text in one language by the means of an equivalent (adequate) text in another language. In other words, translation is the interpreting of the meaning of a text and the subsequent production of an equivalent text, likewise called a “translation” that communicates the same message in another language. The text being translated is called the source text, and the language that being translated into is called target language; the final product is sometimes called the target text. In this research, the writer used translation test in form of translating word-for-word (literal translation). The focus is on the response of the learner to the message. The response must then be compared with the way in which the original receptors presumably reacted to the message when it was given in its original setting. Correctness must be determined by the extent to which the average reader for which a translation is intended will be likely to understand it correctly. Anything that can be said in one language can be said in another, unless the form is an essential element of the message. We certainly cannot expect a perfect match between languages. In fact, we don’t have such a match even in translating (Nida, 1982: 3). As have been explained before, the vocabulary size test is a kind of recognition test. In recognition test, we just want to see if the learners know the meaning of word when they see or hear it. We just want to find out which words

in the General Service List and University Word List which are known and which are not known by the students. In other words, we are not concerned merely with the possibility of student’s understanding correctly, but with the overwhelming likelihood of it. Simply, we are not content merely to translate so that the average students are likely to understand the message; rather we aim to make certain that such a person is very unlikely to understand. The sample of the test can be seen as follow:

a) Private b) Slow

c) Sorry 1. _____ melompat

d) Jump 2. _____ pelan

e) Apply 3. _____ pribadi/swasta f) Blame

According to the definition above, it can be concluded that the vocabulary size is the number of words that students master at a certain level. Vocabulary size is categorized in the breadth of vocabulary knowledge. The translation test is used as vocabulary size test. Here, the students have to match the English words to Bahasa Indonesia equivalent. So, by knowing the vocabulary size, the process of learning foreign language can be improved and design based on the students’ need.

2.9 Morphological Awareness and Vocabulary Knowledge

The role of morphology in vocabulary knowledge is well documented. Many studies show the beneficiary effect of utilizing morphological information. Morphological Awareness refers to the learners’ knowledge of morpheme and

morphemic structure, allowing them to reflect and manipulate morphological structure of words (Carlisle and Stone, 2003: 31).

It is should be noted that many people confuse morphology acquisition and morphological awareness. While the concept of morphological awareness implies learners’ use of metacognitive strategies of reflecting and manipulating word formation rules to derive the meaning of new words in the absence of communicative context, the concept morphology acquisition does not necessarily entails metacognitive strategies. Morphology acquisition means the cognitive abilities to use and comprehend morphological structure in natural speech (Kuo and Anderson, 2006). In this sense, morphological awareness falls under the umbrella of morphology acquisition.

Morphological awareness delineated in this study hinges upon learners’ knowledge of morphemes that enables them to recover the meaning of new complex words by means of morpheme identification or decomposition and to recombine morphemes to construct new meaning by means of morphological structure.

Kuo and Anderson (2003) studied whether morphological awareness plays a significant role in vocabulary acquisition and reading proficiency among second, forth and sixth American and Chinese graders of English and Chinese languages. The result shows that morphological awareness is developed gradually throughout the students’ language experience, and that morphological awareness is indispensable for English and Chinese vocabulary acquisition and reading proficiency.

Some researchers recommend raising students’ morphological awareness to boost vocabulary knowledge and reading abilities. Carlisle (1995) emphasizes that morpheme identification can be seen as problem-solving strategy that can be used to understand a large number of derived words. Therefore, morphological awareness is crucial for developing children’s independent, vocabulary learning strategies.

Even fewer studies have dealt with vocabulary learning and morphology or morphological awareness, but the small corpus of existing research suggests a strong link between morphological awareness and vocabulary learning. Prince (2007) reports a study done by Nonie Lesaux (in press), which shows that a learner who understands how words are formed, by combining prefixes, suffixes, and roots, tends to have a large vocabulary and better reading comprehension. The main concern for this present study is to relate morphological knowledge to vocabulary learning in the L2. The type of morphological knowledge, namely derivations and inflections, will also have an effect on vocabulary learning (Anglin, 1993).

2.10 Theoretical Assumption

Vocabulary is the primary carrier of meaning. Vocabulary is a component in language that can not be separated when learning the language. It is widely recognized that there is a strong relationship between the students’ vocabulary size and their language proficiency. In English foreign language learning, appropriate language learning strategy will result in a successful learner.

Improving students’ vocabulary size depends upon how the students understand about learning strategy.

The use of morphological awareness is one of the potential strategies for vocabulary learning. Research in L1 and L2 has shown that understanding and mastery of morphology have been shown to be effective for building vocabulary. This idea was supported by Morin (2003: 87) she proposed the strategy of using morphological knowledge to infer words meanings, and with it, the need to develop morphological awareness in the L2 learning. Based on the explanation above, it seems that morphological awareness significantly correlates with the vocabulary size of English senior high school students.

2.11 Hypothesis

Basically, research is considered to be the systematic and organized way to testing the research hypothesis in order to find the answer for the formulated problem. Referring to related literature presented earlier, the researcher formulated the hypothesis as follows:

“There is significant correlation between morphological awareness and English vocabulary size at the third year students of SMA Al-Azhar 3 Bandar Lampung”

III. RESEARCH METHODS

This chapter contains research design, population and sample of the research, the procedures of collecting data, instrument of the research, data collecting technique, try out test, scoring system, data analysis and hypothesis testing. 3.1 Research Design

This research is a Co-relational study. The researcher used Ex Post Facto design because she wanted to investigate whether morphological awareness significantly correlate with the vocabulary size of EFL Indonesian senior high school students. There was no treatment in this research. Hatch and Farhady (1982: 26) stated “Ex post facto design is often used when the researcher had control over the selection and manipulation of the independent variable”.

Ex post facto design is as follows:

T1 T2

(Hatch and Farhady,1982: 27) Note:

T1 : The test of morphological awareness T2 : The test of vocabulary size

3.2Population and Sample of the Research 3.2.1 Population

The population of this research was the students of the third grade of SMA Al – Azhar 3 Bandar Lampung in academic year 2011/2012. There were seven classes of the third grade, each class consists of about 40 students and the population consists of 287 students.

3.2.2 Sample

The researcher used simple random sampling to take the sample. As Setiyadi stated “The way in taking sample is not important as long as it can create situation where every individual in population has chance to be chosen as sample” (Setiyadi, 2006: 39-40). The writer chose one class by using lottery. The procedures are: Seven names classes written in rolled papers are put into a glass. Then, the glass was shaken two times and one name of classes that came out was selected as samples.

3.3 Data Collecting Technique

The data of this research consisted of two parts. Part 1 was the total score of the students’ vocabulary size (120 items). Part 2 was the total score of Morphological Awareness with its subtests: Morpheme Identification Awareness and Morphological Structure Awareness (40 items). The tests were administered over two days to minimize fatigue. The first day of testing consisted of the Morphological Awareness Test. The participants received direction for each part

only on the day the particular test was done and they were allowed to complete the tests in one on each test day. The second day of test included the Vocabulary Level Test. Finally, the link between vocabulary size and morphological awareness was assessed, with possible implication for morphological awareness as a predictor of vocabulary learning.

3.4 Research Instruments

To answerthe research question of morphological awareness and its relationship

to vocabulary size, two widely used tests are adapted to the purpose of the study: Morphological Awareness Test with its subtests: Morpheme Identification Awareness and Morphological Structural Awareness and Word Definition Matching Format as Vocabulary Level Test.

3.4.1 Morphological Awareness Test

The morphological awareness test is adapted from McBride-Chang et al. (2005),

and was used to test students’ ability to reflect and manipulate morphemic units in English. This test is of interest to the researcher as it encompasses both the aspects of word formation rules. Some of the items of the test are created by the researcher, and others are taken from McBride-Chang et al. (2005) test. The test is divided in two sections: Morpheme Identification Awareness and Morphological Structure Awareness. This test requires students to make use of linguistic knowledge to derive new meanings. Skill in manipulating language, variously referred to as generativity, creativity, or productivity of language, may be

important in learning new meanings within one’s language (Chang et al., 2005: 421).

3.4.1.1 Morpheme Identification Test

The Morpheme Identification test measures students’ ability to analyze and breakdown complex words into smaller meanings and enables them to recover the meaning of complex words. It is compromised of 20 test items. In this study, the students’ were given a set of complex words and were asked to segment them into smaller meanings as they can identify in each words and with it students can guess the meaning of the word intended that appropriate with the sentence given. Below are the directions and one sample item of the Morpheme Identification Test. Please segment the following words into meaningful chunks to infer the meaning in order to find appropriate word to complete the sentence given!

Cycling to school has one………it makes you feel hot and sweaty. a. disadvantageous c. advantage

b. disadvantage d. advantageous

The correct answer is b. disadvantage. The students can analyze the meaning by

breaking it down into its meaningful components. Disadvantage can be

recognized as dis-advantage. Prefix dis- give negative meaning of word

advantage. It is suitable word to fill the blank, because feeling hot and sweaty are

Many people who fail did not realize how close they were to success

when they gave up

(Thomas Alfa Edison)

Everything you want is out there waiting for you to ask. Everything

you want also wants you. Take action to get it

85

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Nagy, W. E and Scott, J.A. 1990.Word Schemas: Expectation About the Form and Meaning of New Words. Cognition and Instruction, 7 (2), 105-127 Nation, I. S. P. 1990.Teaching and Learning Vocabulary. Massachusetts: Heinle

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Webster, 1988. .

ix

DEDICATION... v

MOTTO ... vi

ACKNOWLEDGEMENTS... vii

TABLE OF CONTENTS... ix

LIST OF TABLES... xi

LIST OF FIGURES... xii

LIST OF APPENDICES... xiii

I. INTRODUCTION 1.1 Background of the Problems ... 1

1.2 Formulation of the Problems... 5

1.3 Objective of the Research ... 5

1.4 Uses of the Research ... 5

1.5 Scope of the Research ... 6

1.6 Definition of Terms ... 6

II. FRAME OF THEORIES 2.1 Notion of Morphology... 8

2.1.1 Morphemes ... 8

2.1.2 Type of Morpheme ... 10

2.2 Notion of Inflectional Morphology ... 11

2.3 Notion of Derivational Morphology... 11

2.3.1 Affixation... 13

2.3.2 Compounding ... 21

2.4 Notion of Morphological Awareness... 22

2.5 Measuring Morphological Awareness ... 24

2.6 Notion of Vocabulary ... 25

2.7 Vocabulary in Language Learning ... 32

2.8 Notion of Vocabulary Size ... 36

2.9 Morphological Awareness and Vocabulary Knowledge ... 41

2.10 Theoretical Assumptions ... 43

x

III. RESEARCH METHODS

3.1 Research Design ... 45

3.2 Population and Sample... 46

3.2.1 Population... 46

3.2.2 Sample ... 46

3.3 Data Collecting Technique... 46

3.4 Research Instrument ... 47

3.4.1 Morphological Awareness Test... 50

3.4.2 Vocabulary Size Test ... 53

3.5 Criteria of Good Test... 53

3.5.1 Validity of the Test... 56

3.5.2 Reliability of the Test ... 57

3.5.3 Level of Difficulty... 58

3.5.4 Discrimination of Power ... 59

3.6 Scoring System... 61

3.7 Research Procedures ... 60

3.8 Data Analysis ... 61

3.9 Hypothesis Testing... 62

IV. RESULT AND DISCUSSIONS 4.1 Result of the Test... 64

4.1.1 Result of the Try Out ... 65

4.1.2 Result of the Morphological Awareness Test... 66

4.1.3 Result of the Vocabulary Size Test ... 68

4.1.4 Correlation between Morphological Awareness and English Vocabulary Size ... 71

4.1.5 Hypothesis Testing ... 74

4.2 Discussion ... 74

V. CONCLUSION AND SUGGESTIONS 5.1 Conclusion ... 82

5.2 Suggestions ... 83

REFERENCES... 85