The correlation between vocabulary size and morphological awareness of the first semester students, English Education Department, Muhammadiyah University of Yogyakarta.

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Andi Wirantaka. 2015. The Correlation between Vocabulary Size and

Morphological Awareness of the First Semester Students, English Education Department, Muhammadiyah University, Yogyakarta. Yogyakarta: English

Language Studies, Graduate Program, Sanata Dharma University.

This current study aims at finding out the correlation between vocabulary size and morphological awareness. Vocabulary is believed to be the important factor for L2 learners to identify the structure of the words. In addition, vocabulary is also important for L2 learners to construct new words especially complex words. It is also believed that the ability to break down and identify complex words has correlation to the ability to construct new words. Since morphological awareness comprises two aspects, morpheme identification and morphological structure, this study specifically focuses on three correlations. The first is correlation between vocabulary size and morpheme identification. The second is correlation between vocabulary size and morphological structure. The third is correlation between morpheme identification and morphological structure.

This study was quantitative in nature. The data of the research was interval. The data were taken from three tests i.e. the vocabulary size test, morpheme identification awareness test, and morphological structure awareness test. The subjects of the research were 66 students of the English Education Department of Muhammadiyah University of Yogyakarta. This study employed SPSS version 21 to do the analysis. The statistical analysis used was Correlation of Pearson Product Moment. The result of the statistical analysis was r coefficient correlation that was used to determine the p-value.

The findings showed that there was a significant correlation between vocabulary size and morpheme identification as p-value (0.03) < (0.05). There was also a significant correlation between vocabulary size and morphological structure as p-value (0.001) < (0.05). The last finding showed that there was a significant correlation between morpheme identification and morphological structure as p-value (0.023) < (0.05). The findings implied that vocabulary size

had its role to the L2 learners’ ability to identify the components of the words.

Vocabulary size also had its role in the L2 learners’ ability to construct new

words. The last, the finding found both ability to identify the complex words and ability to construct new words were correlated. To sum up, the knowledge of vocabulary was essential for the development of the morpheme knowledge, and the morpheme knowledge was important for the development of vocabulary as well.

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Andi Wirantaka. 2015. The Correlation between Vocabulary Size and

Morphological Awareness of the First Semester Students of English Education Department of Muhammadiyah University of Yogyakarta.

Yogyakarta: English Language Studies, Graduate Program, Sanata Dharma University.

Penelitian ini bertujuan untuk menemukan hubungan antara jumlah kosa kata dengan kesadaran morfologis. Jumlah kosa kata dipercaya merupakan faktor penting bagi pelajar bahasa Inggris sebagai bahasa kedua untuk mengidentifikasi struktur kata. Selain itu, jumlah kosa kata juga merupakan factor penting bagi pelajar bahasa Inggris sebagai bahasa ke dua untuk membentuk kata baru terutama kata-kata yang komplek. Ini juga diyakini bahwa kemampuan untuk memecah sekaligus mengidentifikasi kata berhubungan dengan kemampuan membentuk kata baru. Karena kesadara morfologis terdiri dari dua aspek, yaitu kesadaran pengidentifikasian morfem dan kesadaran struktur morfologi, penelitian ini memfokuskan pada tiga jenis hubungan. Yang pertama adalah hubungan antara jumlah kosa kata dan kesadaran pengidentifikasian morfem. Yang ke dua adalah hubungan antara jumlah kosa kata dan kesadaran struktur morfologi. Yang ketiga adalah hubungan antara kesadaran pengidentifikasian morfem dan kesadaran struktur morfologi.

Penelitian ini adalah penelitian kuantitatif. Data dalam penelitian ini adalah data interval. Data didapatkan dari tiga macam test yaitu tes jumlah kosa kata, tes kesadaran pengidentifikasian morfem, dan tes kesadaran struktur morfologi.. Subjek dalam penelitian ini berjumlah 66 mahasiswa jurusan Pendidikan Bahasa Inggris Universitas Muhammadiyah Yogyakarta. Penelitian ini menggunakan program SPSS versi 21 dalam melakukan analisis. Analisa statistik dalam penelitian ini adalah korelas Pearson Product Moment. Hasil dari analisis statistic adalah koefisien korelasi yang digunakan untuk menentukan p-value.

Hasil menunjukkan bahwa terdapat hubungan yang signifikan antara jumlahkosa kata dan kesadaran pengidentifikasian morfem dengan p-value (0.03) < (0.05). Selain itu terdapat hubungan yang signifikan antara jumlah kosa kata dan kesadaran struktur morfologi dengan p-value (0.001) < (0.05). Hasil yang terakhir menunjukkan bahwa terdapat hubungan yang signifikan antara kesadaran pengidentifikasian morfem dan kesadaran struktur morfologi dengan p- value (0.023) < (0.05). Temuan dalam penelitian ini mengimplikasikan bahwa jumlah kosa kata mempunyai pengaruh terhadap kemampuan pelajar dalam mengidentifikasi komponen kata. Jumlah kosa kata juga mempunyai peranan bagi pelajar untuk membuat kata-kata baru. Temuan yang terakhir menunjukkan bahwa kesadaran pengidentifikasian morfem dan kesadaran struktur morfologi berhubungan. Jadi, pengetahuan kosa kata penting dalam pengembangan pengetahuan morfem, dan di sisi yang lain pengetahuan morfem juga mempunyai peranan yang penting terhadap pengembangan kosa kata.

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MORPHOLOGICAL AWARENESS OF THE FIRST SEMESTER STUDENTS , ENGLISH EDUCATION DEPARTMENT, MUHAMMADIYAH UNIVERISTY OF YOGYAKARTA

A THESIS

Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum.) Degree

in English Language Studies

Andi Wirantaka Student Number : 126332025

The Graduate Program of English Studies

Sanata Dharma University

Yogyakarta

2016

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PTiBITKAf}I KARYA ILMIAH I}NTT}I. KEPENTINGAN AXAI}EIIfiS

Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:

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Demi pengembcngan ilmu pengetahuarq saya memberika* kepada Universitas Sanata Dharma karya ilmiah saya yang krjudul:

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mergalihkan dalam bentuk media lain, mengslalanya dalam beneft pangkalan

datq mendistribusikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin maupun mefiiberilmo royalty kepada saya selama tetap mencantumkan nama saya sebagai perulis.

Demikian pemyataffi ini saya buat dengan sebenamya.

Dibust di Yogyakarta

Pada tanggal : 2 Februari 2016

Yaagmenyatakn,

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Alhamdulillah… All praise be to Allah SWT, the Almighty, the Merciful, the Beneficial, the Ever Precious for the abundant blessing and ease given to me in accomplishing this thesis.

First of all, I would like to express the greatest gratitude to my consultant, FX. Mukarto, Ph.D, who has been willing to spare his valuable time not only for reading, correcting and improving my thesis but also for encouraging me to finish this thesis. I am deeply grateful for his significant suggestion, intelligent advice, support, and patience during the completion of this thesis. My gratitude also goes to the lecturers of Graduate Programe Sanata Dharma University, Yogyakarta who have guided and taught me very well.

My sincere gratitude goes to my beloved mother, Ibu Sumiyem, S.Pd. and my great father, Bapak Rosidig, S.Pd. for their support, care, prayer and endless love. I thank them for every sacrifice they have done to make me what I am now. My deepest thanks are also addressed to my brothers, Ade Irawan and Arbi Triyanto. My special thank is also for my fiancé, Ririn Indrayati.

Finally, I would like to thank my friends, especially, the afternoon class of English Language Studies 2012 for all of their support, friendship, togetherness during the learning process.

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COVER OF THESIS ... i

APPROVAL SHEET ... ii

DEFENSE APPROVAL SHEET ... iii

STATEMENT OF ORIGINALITY ... iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ... v

ACKNOWLEDGMENTS ... vi

TABLE OF CONTENTS ... vii

LIST OF TABLES ... ix

LIST OF FIGURE ... x

LIST OF APPENDICES ... xi

ABSTRACT ... xii

ABSTRAK ... xiii

CHAPTER I: INTRODUCTION A. Introduction.……….. 1

B. The Place of the Current Study……….… 1

C. Statement of the Problem……….. 6

D. Research Questions………. 7

E. Scope and Limitation of the Study………. 9

F. Significance of the Study………10

G. Definition of Key Terms……… 11

CHAPTER II: THEORETICAL REVIEW AND CONCEPTUAL FRAMEWORK A. Theoretical Review ... 15

1. Vocabulary... 15

a. Definition of Vocabulary ... 16

b. Knowing a Word ... 17

c. Importance of Vocabulary ... 19

d. Kinds of Vocabulary ... 19

e. Number of Words ... 21

f. Vocabulary Size ... 23

g. Words to Count……… 25

h. Choosing Words to Test……….. 25

i. Receptive and Productive Vocabulary……… 26

2. Morpheme ... 27

3. Morphological Awareness ... 28

a. Concept of Morphological Awareness………. 29

b. Two aspects of Morphological Awareness……….. 32

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A. Type of the Study ... 39

B. Setting ... 39

C. Research Subjects ... 40

D. Data of the Research ... 41

E. Data Collection Techniques... 41

F. Research Instruments……….. 42

G. Validity and Reliabilityof the Instruments ……… 44

H. Data Analysis ... 45

CHAPTER IV: FINDINGS AND DISCUSSION A. Findings ... 47

B. Discussion ... 55

CHAPTER V: CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS A. Conclusions ... 62

B. Implications ... 63

C. Suggestions... 64

REFERENCES ... 67

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LIST OF TABLES

Table 1 Data Distribution of the Tests ... 48 Table 2.1 The Result of Linearity Test between Vocabulary Size and

Morpheme Identification Awareness ... 49 Table 2.2 The Result of Linearity Test between Vocabulary Size and

Morphological Structure Awareness... 49 Table 2.3 The Result of Linearity Test between Morpheme Identification

Awareness and Morphological Structure Awareness ... 50 Table 3.1 The Result of Correlation between Vocabulary Size and

Morpheme Identification Awareness ... 51 Table 3.2 The Result of Correlation between between Vocabulary Size

and Morphological Structure Awareness... 53 Table 3.3 The Result of Correlation between Morpheme Identification

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Appendix 1 The Result of Normality Test ... 70

Appendix 2 The Result of Linearity Test... 71

Appendix 3 The Result of Correlation of Pearson Product Moment ... 72

Appendix 4 The Data of the Research ... 74

Appendix 5 Vocabulary Size Test... 76

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Andi Wirantaka. 2015. The Correlation between Vocabulary Size and

Morphological Awareness of the First Semester Students, English Education Department, Muhammadiyah University, Yogyakarta. Yogyakarta: English

Language Studies, Graduate Program, Sanata Dharma University.

had its role to the L2 learners’ ability to identify the components of the words.

Vocabulary size also had its role in the L2 learners’ ability to construct new

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Andi Wirantaka. 2015. The Correlation between Vocabulary Size and

Morphological Awareness of the First Semester Students of English Education Department of Muhammadiyah University of Yogyakarta.

Yogyakarta: English Language Studies, Graduate Program, Sanata Dharma University.

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CHAPTER 1 INTRODUCTION

A. Introduction

The study will investigate the relationship between vocabulary size and morphological awareness of English department students in their language acquisition. The understanding of the relation can be utilized to place each variable as the factor which influences the language acquisition, and also to consider the role of each variable in language acquisition.

This chapter discusses the place of the current study in the context of vocabulary knowledge, the research of vocabulary acquisition, and morphological awareness. It focuses on the relationship between morphological awareness and vocabulary size in the language acquisition first semester students of English Education Department of Muhammadiyah University of Yogyakarta. Three research questions are formulated and then the scope and significance of the current study will be presented.

B. The Place of the Current Study

Vocabulary is one of the keys of language leaning success. Language learners may easily read a text and comprehend the content of the text if they have adequate number of vocabulary. Language learners also benefit from the vocabulary which enables them to use the words to communicate in receptive or productive use. Although vocabulary is not merely the only factor, vocabulary still

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has important role in language acquisition. Hence, vocabulary learning is still relevant in whatever curriculum or trends of language teaching and learning.

One of the strategies that can be used by the language learners to improve the vocabulary acquisition is by using word part clues or morphemes. Morpheme is the name for meaningful word parts that readers can identify and put together to determine the meaning of an unfamiliar word. Knowing morphemes or word structure plays a valuable role in word learning from context as readers can use such knowledge to examine unfamiliar words and figure out the meanings. Morin (2003) proposed the strategy of using morphological knowledge in inferring word meanings, and with it, the need to develop morphological awareness in the L2 would become more realized. She characterizes morphological awareness as the ability to reflect on and manipulate morphemes and word formation rules in a language (Morin, 2003).

In the present study, four of the morphological word types (root words, inflected words, derived words and literal compounds) were used to investigate the two types of morphological awareness. The first is morpheme identification awareness that is defined as the ability to distinguish different meanings across homophones. The second is morphological structure awareness that is defined as the ability of learners to make use of linguistic knowledge to derive new meaning (Zhang and Koda, 2011). In fact, in this current study, the morpheme identification awareness test examines the students’ knowledge of root words and use of morphemes to guess meaning, whereas the morphological structure

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awareness test assesses the ability to create literal compounds, inflected, and derived words.

In order to investigate the role of morphological awareness in developing vocabulary for L2 learners, Morin (2003) studied Spanish classes to examine the acquisition of derivational morphology. She studied the use of suffixes that can change the part of speech and the causes of the variations in meaning by native English-speaking learners of Spanish. In addition, Bertram, Laine and Virkkala (2000) examined the role that morphology in vocabulary acquisition of L1 Finnish. Systematically, they investigated the role of affixes frequency and productivity that influenced the development of the children’s knowledge of words. The results showed that the Finnish elementary school children benefit significantly in determining words meaning by using morphology. In contrast to the research done on morphological awareness in L1, there were only a few studies that focused on the morphological awareness in L2.

Very few studies have involved training for morphological awareness, and most of them have examined the question of whether the development of morphological awareness would be beneficial to reading. In particular, a study by Nunes, T., Bryant P., & Bindman, M. (2006) evidenced a positive impact of morphological training on reading. However, this impact was not specific since it could not be differentiated from possible effects of phonological training. It was because the authors used a standard reading score that specifically assessed the use of morphological rules in reading. Finally, the impact of morphology training was both stronger and more specific on the spelling tests than on the reading tests.

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Another study by Tabatabei in 2011 of the using of instructional approach of morpheme or root word families in teaching vocabulary for ESL learners showed that the learners could develop their vocabulary better when vocabulary were taught by morphological analyses rather than through more traditional class instruction methods. However, these findings were not clear about EFL learners and were asked for deeper investigation. This paper built on this body of research by examining the relationship between the English vocabulary size of EFL mathematics high school students in Iran and their morphological awareness. The study attempted to evaluate and possibly extend findings from the previous studies to the context of EFL learning in Iran.

Zhang and Koda in 2011 investigated the contribution of morphological awareness and lexical inferring ability to L2 vocabulary knowledge and reading comprehension among advanced EFL learners. The study revealed that morphological awareness contributed to L2 vocabulary knowledge directly and

indirectly through the mediation of learners’ lexical inferring ability. It was also observed that morphological awareness made no significant unique or direct contribution to reading comprehension after adjusting for vocabulary knowledge. Its indirect effects on reading comprehension were significant both through the mediation of vocabulary knowledge alone and the multiple mediations of lexical inferring ability.

Words are the primary carriers of meaning, and it is widely believed that there was a strong relationship between the individual’s vocabulary size and his/her general language proficiency (Vermeer, 2001; Zimmerman, 2005). In their

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studies, they revealed that methods for learning vocabulary were important parts of language learning. Learners and teachers could adopt various strategies for

teaching and learning vocabulary. Specifically, the studies found that the learners’

vocabulary size was one of the keys of language proficiency. Hence, any efforts to enhance the vocabulary size may be very beneficial to improve the learners’ language proficiency. Moreover, few studies (Morin, 2003; Chang et al., 2005; and Schiff & Calif, 2007) had examined the role of morphological awareness in L2 vocabulary development. The findings suggested that different aspects of morphological awareness were useful for vocabulary building.

Gu and Johnson (1996) in Zhang and Koda (2011) found that Chinese college EFL readers’ rating on their use of strategy in paying attention of word formation was positively and significantly correlated with their vocabulary size. The word formation knowledge had significant relationship to the vocabulary size the learners had. It can be inferred that the higher vocabulary level a learner has, the better morphological awareness a learner may develop.

Few studies have examined the issues related to the morphological awareness and reading comprehension among the English L2 learners. Kieffer and Lesaux in 2008 tracked the development of the three competencies and other reading-related skills among a group of Spanish-speaking English as Second Language (ESL) readers from Grade 4 to 5 in the United States. The result showed that there was a significant independent contribution of learners’ morphological awareness and vocabulary knowledge to reading comprehension in Grade 5. Similarly, Wang et al. (2006 ,2009) in Zhang and Koda (2011) found

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that Chinese and Korean immigrants’ ESL morphological awareness significantly predicted their English reading comprehension. Similarly, Prince (2007) reported a study which indicated that a learner understood how a word was formed by combining prefixes, suffixes, and roots to have larger vocabulary and better reading comprehension.

Unlike the previous studies, Qian’sstudy (1999) showed that there was no unique contribution of the morphological awareness to the reading comprehension over and above vocabulary knowledge among the Chinese and Korean ESL readers in Canadian universities. This study was different from the previous study as there were some factors which influenced the result of the study. It made the study did not confirm the previous studies.

To sum up, there is not yet a comprehensive picture of the contribution of the morphological awareness to vocabulary knowledge especially in EFL learning in Indonesian context. The studies conducted have not given the clear understanding to the scope of this area. Hence, further study is needed to model the complex relations between the variables within an integrated framework. This study will specifically investigate the correlation between vocabulary size and morphological awareness in EFL context of Indonesia.

C. Statement of the Problem

Zhang and Koda (2011) in their study stated that many research in the area of vocabulary acquisition showed that morphological awareness was the contributor of the vocabulary knowledge. However, most of the studies focused

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on the L1 acquisition done by children in their first language acquisition. There were only few studies which talked about the relationship between the morphological awareness and vocabulary knowledge in L2, more specifically to adult learners.

In addition, some researchers (Morin, 2003; Chang, et al., 2005; and Schiff & Calif, 2007) have focused considerable attention on the value of teaching roots, prefixes, and suffixes for purpose of vocabulary development. Only few research discussed the advantages of the morphological awareness and the vocabulary size. By doing this research, it is hoped that the current study can reveal the correlation between morphological awareness and vocabulary size.

Thus, there should be an effort to find out the relationship between morphological awareness and vocabulary size. It will be beneficial to uncover the relationship of variables especially toward the adult learners in order to improve the language proficiency.

D. Research Questions

An attempt will be made in this study to seek appropriate answers to the following three questions:

1. Is there a significant correlation between students’ vocabulary size and morpheme identification awareness?

2. Is there a significant correlation between students’ vocabulary size and morphological structure awareness?

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3. Is there a significant correlation between students’ morpheme identification awareness and morphological structure awareness?

Research question 1 concerns the relationship between English department students’ vocabulary size and morpheme identification awareness. It will try to reveal the correlation between the two variables and determine the strength of the relationship between them. The result will give the information about the relationship between the number of words the learners know and the ability to break down and recognize the elements of complex words.

Research question 2 concerns the relationship between the English department students’ vocabulary sizeand morphological structure awareness. This study wants to figure out the relationship between the two variables. The information about the relationship will be useful to comprehend the influence of the number of the vocabulary and the ability to construct new words.

Research question 3 concerns the relationship between English department students’ morpheme identification awareness and morphological structure awareness. It will uncover the significance of the relationship between the variables. The variables are included in morphological awareness aspect. The findings will give the picture of the level of the relationship. It will give the judgment to the theoretical relationship between the variables and explain the relationship. It will figure out whether the ability to break down and recognize elements of the complex words will have relationship to the ability to construct new words.

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This study will try to test the null hypothesis. The result of the statistical analysis will be used to reject or not to reject the null hypothesis. The hypotheses of the current study are as follows.

1. There is no correlation between students’ vocabulary size and morpheme identification awareness.

2. There is no correlation between students’ vocabulary size and morphological structure awareness.

3. There is no correlation between students’ morpheme identification awareness and morphological structure awareness.

E. Scope and Limitation of the Study

As the language proficiency covers many aspects of macro and micro skills of the language acquisition, the current study limits the scope of the study by focusing on the vocabulary size and morphological awareness (morpheme identification awareness and morphological structure awareness). This study will cover the area of the vocabulary acquisition where the morphological awareness and vocabulary size lay. By having focused to the area of the research, the current study will have specific concern to investigate.

This current study is limited in certain aspects. First, the vocabulary size test used in this current study was only limited to test the number of the word families in receptive written use that was vocabulary useful to read English texts. It was not to test the total number of words in English.

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Second, this current study used two classes which were occupied by relatively homogenous students. This study did not take into account the influence of gender, social background, educational background, and learning motives of the language learning. They were some factors which might influence the result of the research.

Third, the instruments of morphological awareness, i.e morpheme identification awareness test and morphological structure awareness test, did not cope all morphemes in English. They only included some morphemes in the tests which might represent the general knowledge of morphemes.

F. Significance of the Study

Theoretically, the study is expected to contribute to the better understanding of vocabulary size and its relation to morphological awareness (morpheme identification awareness and morphological structure awareness). The results of the study are also expected to be the input for further research by other researchers who are interested in conducting research within the area of vocabulary acquisition.

Practically, the study is expected to contribute to the better application on the teaching techniques which improve the morphological awareness of the students as the way for vocabulary learning. In addition, the results of the study are also expected to be the input for the students to improve their morphological awareness as the way to enrich vocabulary.

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G. Definition of Key Terms

This current study has operational definition of the key terms. The key terms in this current study are morphological awareness, morpheme identification awareness, morphological structure awareness, and vocabulary size.

1. Morphological Awareness

Morphological awareness is the ability to reflect upon and manipulate morphemes and morphological structure of words (Carlisle, 2003; Kuo & Anderson, 2006). They define morphological awareness as the ability to recognize the structure of the words as well as to construct new words based on the knowledge they have known. In addition McBridge (2005) defines morphological

awareness as “an awareness of and access to the meaning and structure of morphemes in relation to words”. It means that morphological awareness is the ability to know the meaning of the words elements or morphemes and relate its knowledge to form new words. However, in this study, the morphological awareness refers to the students’ ability to breakdown and recognize the morphemes of complex words and manipulate the morphemes to construct new words especially in their way to improve vocabulary acquisition. Since morphological awareness covers two aspects, analytic and syntactic aspect, it comprises the morpheme identification awareness and morphological structure awareness.

2. Morpheme Identification Awareness

Chang, C. M., Wagner, R. K., Muse, A., W. Y. B., & Chow, H. S. (2005) define morpheme identification awareness as the ability to distinguish different

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meanings across homophones. For example, a learner has morpheme identification awareness if she/he understands that flower in flowerpot is represented by a plant with petals as opposed to a sack of white powder (flour). Based on the definition, the morpheme identification awareness refers to the

students’ ability to differentiate the meaning of the words which have the same

way in pronouncing. However, this current study uses another operational definition of morpheme identification awareness. The previous definition is related to definition of morpheme as sounds, while this study defines morpheme as smallest meaningful unit of language in the form of word. Hence, morpheme identification awareness in this current study is the ability to breakdown the words and recognize the meaning of the word components.

3. Morphological Structure Awareness

Morphological structure awareness requires learners to make use of linguistic knowledge to derive new meaning (Chang, C. M., Wagner, R. K., Muse, A., & Chow, H. S., 2005). Here, in this current study, the morphological structure awareness deals with the students’ ability to develop the words meaning by utilizing their knowledge of the words’ structures they have known. It requires the students’ ability to construct morphemes into complex words.

4. Vocabulary Size

In this current study, the vocabulary size is the estimated number of words the students have known during their learning of the language (Nation, 2001). There are some ways used to count the English vocabulary. However, in this study, the vocabulary size refers to the rough estimation of the total 14,000 word

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families the students have for written receptive use as estimated by Nation (2001). The vocabulary size is counted in the level of word family. For instance, when the students know the meaning of the word play, plays, played and playing, then they have known one word family as those words are in one word family

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CHAPTER II

THEORETICAL REVIEW AND CONCEPTUAL FRAMEWORK

Theories of vocabulary, morpheme, and morphological awareness will be presented in this chapter to achieve a comprehensive understanding of the area of the research. Moreover, the conceptual framework will be constructed to get the pre-understanding of the research.

However, the previous studies will be presented first before the theoretical review to give a brief understanding about this current study regarding to the previous studies in the same area. Morin in 2003 conducted a study and she proposed the strategy of using morphological knowledge in inferring word meanings. She suggested that there was an urgent need for the teacher to develop morphological awareness for the L2 learners especially for guessing meaning from the context. Morphological knowledge was essential for L2 learners to develop their skills in guessing. Moreover, Zhang and Koda in 2011 investigated the contribution of morphological awareness and lexical inferring ability to L2 vocabulary knowledge and reading comprehension among advanced EFL learners. They found that morphological awareness contributed to L2 vocabulary

knowledge directly and indirectly through the mediation of learners’ lexical

inferring ability. Similarly, Chang, C. M., Wagner, R. K., Muse, A., & Chow, H. S. (2005), and Schiff & Calif, (2007) found that some aspects of morphological awareness might be useful for vocabulary building. The last study was conducted

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by Tabatabei in 2011.The study revealed that the L2 learners can develop their vocabulary better when vocabulary was taught by morphological analyses rather than through more traditional class instruction methods. The studies above showed that there was a contribution of the morphological awareness to vocabulary knowledge. However, they did not detailed picture in this area. Hence, further study is urgent to model the complex relations between the variables within an integrated framework.

A. Theoretical Review

The theoretical review covers the theories of the study. The first theory is about the vocabulary. It will cover some sub-chapters that will discuss definition of vocabulary, knowing a word, importance of vocabulary, kinds of vocabulary, number of words, vocabulary size, words to count, choosing words to test, as well as receptive and productive vocabulary. The second theory is about morpheme. It covers the sub-chapters of morpheme definition, morpheme identification awareness, and morphological structure awareness.

1. Vocabulary

This part will present the concept of vocabulary size which includes the theories of vocabulary, knowing a word, kinds of vocabulary, importance of vocabulary, vocabulary size for reading, and vocabulary learning and acquisition. The theories will uncover the nature of vocabulary and specifically give clearer understanding on how vocabulary can influence the language acquisition.

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a. Definition of Vocabulary

Nation (2001) defines vocabulary as a number of words which have low or high frequency in the utilization that is adapted bearing on situation or condition. It means that context essentially affects the meaning of a word. Context is seen to be the main factor to consider in determining the meaning of a word. In addition, there is a differentiation between low frequency words and high frequency words stated by Nation which allows the learner to choose which words should be learned. This infers that words have dichotomy as high or low frequency words. It implies that a language learner should know the kind of the words to learn based

on the differentiation. I can be summed up from Nation’s definition that

vocabulary is seen as a number of often-used and rarely-used words which are inevitably influenced by context in determining the meaning.

Hornby in Bahri (2009) states that vocabulary is the total number of words which (with rules for combining them) make up a language. This definition explicitly states that language consists of words. Those words are combined with the language rule to make them be used as means of communication. The grammar of the language is the rule to use vocabulary. The vocabulary should follow such rule to be used correctly. In other word, vocabulary is the total number of words which has fixed regulation of the composition to construct language.

According to Richards (2002), vocabulary is the core component of language proficiency and provides much of the basis for how well learners speak, listen, read, and write. He defines vocabulary by relating it to the macro-skills.

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Vocabulary is defined as the major element which will greatly influence the language learners in mastering the speaking, listening, reading, and writing skill.

The definitions share similar aspect in general. Nation and Hornby state that vocabulary is a number of words while Richards states that vocabulary is the core of language proficiency. However, they also specify the definition in certain aspects. Nation puts emphasis on context while Hornby concerns on the rule of the words to construct the language. The third definition is more specifically about the role of vocabulary for four macro-skills. Hence, it can be summarized that vocabulary is a total number of words in which the meanings of the words are based on the context, and each word represents different meaning based on the context it is used in reading, writing, listening, and speaking.

b. Knowing a Word

One may assume to know a word by knowing its form and meaning but knowing a word is not merely limited to its extent. Knowing a word may have broader area. It includes some more aspects to know. There are some perspectives about knowing a word.

Cameron (2001) suggests that knowing a word involves knowing its form (how it sounds, how it is spelt and the grammatical changes that can be made to it), its meaning (its conceptual content and how it relates to other concepts and words), and its use (its pattern of occurrence with other words, and particular types of language use). Cameron gives very simple definition to knowing a word.

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Meanwhile, Thornbury (2002) states that knowing a word involves knowing its form and its meaning (grammatical function, collocations, and connotation which includes register and cultural assertion). Differently with Cameron, Thornbury does not include knowing the use as the part of knowing a word.

Nation (2001) gives a more detailed description of knowing a word differently for both language knowledge (productive and receptive). From

Nation’s points of view of receptive knowledge, knowing a word involves, firstly, being familiar to recognize the word when it is heard. Secondly, it is about knowing a word involves being familiar with its written form so that it is recognized when it is met in reading. Thirdly, it also involves recognizing its word structure and being able to relate the parts to its meaning. Fourthly, Nation suggests that one should know what the word means in the particular context in which it has just occurred. Fifthly, one has to know the concept behind the word which will allow the understanding in variety of context. Sixthly, knowing a word covers knowing the related words. Seventhly, one is required to be able to recognize whether the word has been used correctly in the sentence in which it occurs. The last ability in receptive knowledge of knowing a word is to be able to recognize the word’s collocates.

Cameron, Thornbury, and Nation have their own view about knowing a word. We can obviously see the difference from the explanation above. Although there are some differences, we will find the relation between all experts’ views above. At some points, they refer to the same idea about knowing a word. In brief,

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it can be concluded that knowing a word involves knowing its form, its meaning and its use. In relation to the four macro skills, one who knows a word should be able to use it while reading, listening, writing and speaking. In other word, one should be able to use the word receptively and productively.

c. Importance of Vocabulary

“Without grammar very little can be conveyed, without vocabulary nothingcan be conveyed” is what Wilkin in Thornbury (2001) has stated on how important vocabulary is. This is how Wilkin views the importance of vocabulary. Knowing little grammar of the language will cause many problems, but knowing nothing about the language vocabulary will cause all problems of the language.

The definition means that the English learners will not improve their English considerably if the spend too much time on grammar instead learning more words. In addition, vocabulary is important to master since the ability to understand the target language greatly depends on one’s knowledge of vocabulary.

d. Kinds of Vocabulary

Clark and Clark (1977) in Bahri (2009) mention two terms of vocabulary, that is, comprehension and production vocabulary. Comprehension vocabulary is the words produced by the process of understanding which requires that the listeners to take in an utterance, analyze it, construct an interpretation, and utilize what they have understood in the way of the speaker intends. Production

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vocabulary is the words obtained by the process of comprehending of words where speakers have to come with a way of conveying information to someone else. They must plan what to say, choose the right words, determine appropriate speech act, and finally produce their utterances.

Jennings (1980) in Bahri (2009) uses two terms of vocabulary which are a bit different from Clark and Clark’s terms. Those are active vocabulary and recognition vocabulary. Active vocabulary is vocabulary which constitutes the words used in speaking and writing. Moreover, recognition vocabulary is vocabulary which is composed by the words which are heard and read, but not ordinarily used in speaking and writing.

Wallace (1982), Bright and Mc Gregor (1970) in Bahri (2009) use the terms receptive and productive vocabulary which refers to active and recognition vocabulary. They make a distinction between receptive and productive vocabulary but they do not give explanatory definition.

Similarly, Nation (2001) uses the terms receptive and productive vocabulary. In receptive vocabulary, we will obtain language input from others through listening and reading and we will try to comprehend it. Receptive vocabulary use involves perceiving the form of a word while listening and reading and retrieving its meaning. In productive vocabulary, we will produce language forms by speaking or writing to convey messages to the others. Productive vocabulary use involves attempt to express a meaning by retrieving and producing the appropriate spoken or written word form through speaking and writing. The distinction between receptive and productive vocabulary is the result of different

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type of association between words. Productive vocabulary can be activated by other words because it has many incoming and outgoing links with other words.

e. Number of Words

The English language is said to contain around 54,000 word families when these are counted in a large dictionary (Nation and Waring in Cameron, 2001). WhereasWebster’s Third New Dictionary, the largest non-historical dictionary of English, contains around 114,000 words families excluding proper names.

First and second language learners’ vocabulary stretch in vocabulary size differently. An educated native speaker is estimated to have around 20,000 word families (Cameron, 2001). It is resulted by adding a thousand to 5,000 words a year by age of five. In the other hand, most adult of second language learners will only acquire around 5,000 word families even after several years of study. The most important thing to remember is that the first language learners can easily learn to the language in their daily life. They have all access to the language use. Television, magazines and communication with other native speakers are the best way to improve their vocabulary. In contrast, second language learners cannot do the same thing. They should attend to the school to learn English. No real atmosphere of the real English is provided. They rarely use the authentic material of English. It makes hard for the second language learners to have the same amount of vocabulary compared to the first language learners. By the great amount of words of English, a second language learner seems to have lower word acquisition than native learner.

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However, there is a minimum level of vocabulary that should be mastered as stated by Cameron (2001). He states that the core vocabulary around 2,000 is sufficient for learner to serve in most situations. It is the number of words in daily conversation of native speakers. In addition, 2,000 more frequent words will provide the learner a better understanding to the written texts where it is estimated that the learner will know nine out of every ten words in most written texts. Most researchers recommend a basic vocabulary of at least 3,000 word families, while for more specialized need, over 5,000 word families are desirable. By the various amounts of the words explained above, it can be assumed that a second language learner can achieve a level where he can communicate and comprehend the written text well if he/she can acquire up to 5000 word families.

It is important to note that not all words are equally useful in using the language. High frequency words are more beneficial to learn than low frequency words. High frequency words are frequently used in communication and occur in the written text while low frequency words are frequently used in scientific written text. When words are considered in terms of their frequency of use in written texts, it seems that the most frequent 20,000 English words account a large portion (80 % or more) of all text (Nation, 2001). So we can say that another 30,000 word families from the total 54,000 word families (Nation and Waring in Cameron, 2001) are regarded less important to learn than the 20,000 high frequency words.

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f. Vocabulary Size

There is a totally ambitious goal for EFL learner to know all words in the language. It is almost impossible for a language learner especially who learn L2 or foreign language to know all words in the target language. Even a native speaker does not know all words in the language. There are, what Nation called,

‘specialized vocabulary” that only a small group of people in the area who know

the words. To have better understanding of this area, Nation differentiates the word counted that fall into four categories. They are tokens, types, lemmas, and word families.

Tokens are the running words in the sentence, clause, paragraph, or text. Whatever words occur, it is counted as tokens. The way is simply to count the words occur even if they are the same words. For example, the sentence ‘ I have to go to the market’ has seven tokens, even though it occurs twice in the sentence.

Types are rather different from tokens. If we see the same word again, we do not count it again. So in the sentence ‘ I have to go to the market’, there are six types as the second it is not counted. Lemmas consist of headword and some of its inflected and reducedn’tform. Usually all items included under the lemmas are in the same part of speech ( Francis and Kucera in Nation, 2001). Hence, the plural, present tense, past tense, past participle, comparative, superlative, -ing, possessive are under the same lemma. The emphasis of the lemmas is that the words are in the same part of speech. The idea of the lemmas is lying behind the learning burden. The learning burden of an item is the amount of effort required to learn it (Nation, 2001). Word families are the last thing to count about the words of the

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language. If lemmas only focus on inflectional forms, word families deal with both inflectional and derivational forms. This includes the affixes like–ment, -ly, -ness, pre-, un-, etc. The major problem in counting the words by using word

families is to decide what should be included in the word family and what should not. It is inevitably truethat the learner’s knowledge of affixes develop as he gains more experience of the language. What a learner may be familiar to certain word families may not happen to the other learners. It is necessary to set up the scale of the word families from the elementary level or the simplest one to the less obvious possibilities.

The vocabulary size of the second and foreign learners aims at knowing to the number of vocabulary a learner has in a certain time of his language acquisition. If the native speakers grow their vocabulary through direct teaching and accidental learning in their growth, second and foreign learners tend to have merely direct teaching and limited accidental learning.

Nation (2001) proposes two methods of measuring vocabulary size. They are based on sampling from a dictionary and a corpus or frequency list derived from corpus. The dictionary-based method involves choosing a dictionary that is large enough to contain all the words the learners might know. Whereas the corpus-based method can be applied in two ways: to collect corpus in a language used by a person or group of people and see how many words it consists of.

This current study capitalizes vocabulary size as the number of words of which some aspects of meaning are known by the learners. Vocabulary size is contrasted to vocabulary depth that refers to how well a word is known. In

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addition, this current study more specifically focuses on the written receptive vocabulary size, that is the number of words required for reading.

g. Words to Count

This question may result more fundamental question about what involves in knowing a word. Another crucial issue related to the question is about what is included to be in a word. It may involve the issue of the proper noun such as Tim, Davis, or Cathrine to be as a word, or we can also involve foreign word like perestroika, Latin term, or Sanskrit to be included as a word as well. This should be a decision about the issues of the question as it will affect to the counting of the word size.

However, by referring to the British National Corpus frequency list, the ideal unit of counting the words is based on the word family. Word family is chosen, rather than the word type or lemma, firstly because research has shown that word families are psychologically real. Secondly, knowing one members of word family and having control of the most common and regular word-building process make it possible to work out the meaning of previously unmet member of family (Nagy, Anderson, Schommer, Scott & Stallman, 1989; Bertram, Laine, and Virkkala, 2000).

h. Choosing Words to Test

It has been hard to choose the words to test by the teacher. It happens especially in dictionary-based vocabulary size and becomes the major source of

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weaknesses of this method. The source of the problem is that in a dictionary, high frequency words have more entries per word and each entry takes more space than low-frequency words. If the sample contains too many high frequency words, the

learners’ vocabulary size will be overestimated as high-frequency words are more known than low-frequency words. It does not cover up both high and low frequency words equally.

To select the words to test, there should be some considerations to maintain the balance of the number of low and high frequency words. The teacher should determine the appropriate words to test and consider the level of difficulty of each word.

i. Receptive and Productive Vocabulary Size

From the studies that had been done by Laufer and Waring, Nation (2001) , it can be found that learners’ receptive vocabulary is greater than their productive vocabulary size. In addition, the ratio of receptive to productive vocabulary is not constant. Moreover, as learners’ vocabulary increases, the proportion of receptive vocabulary becomes greater. The gap between receptive and productive vocabulary becomes greater at the lower-frequency levels. Furthermore, a large portion of the high-frequency vocabulary is known both receptively and productively. The last is that an increase in vocabulary size as measured by direct measures of vocabulary (decontextualised vocabulary test) is not necessarily reflected in an increase in vocabulary in use (proportion of low frequency words used in writing a composition).

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j. Types of Language Test

Nation (2011) states that there is a variety of purposes of the language test. The first purpose of the language test is to find out where the learners are experiencing difficulty so that something can be done about it. It is kind of diagnostic test where the result of the test is used to improve or fix something. The second purpose is to see whether a recently studied group of words has been learned. It will be best fitted to achieve the result by having short term achievement test. The third purpose is to see whether a course has been successful in teaching particular words. Unlike the previous objective, this will be best fitted to achieve the result by having a long term achievement test. The fourth purpose is to see how much vocabulary the learners know. It can be achieved by having proficiency test done toward the learners. In this current study, proficiency test is the kind of test that will be done to know the estimated vocabulary the learners know.

From the four purposes of the language test proposed by Nation, the last purpose is what the current study wants to figure out. Through the proficiency test done by the learners, it will result the estimated number of vocabulary the learners know.

2. Morpheme

Morpheme refers to the smallest, visible unit of semantic content or grammatical function of which words are made up (Katamba, 1993). Morpheme can be categorized into four general classes : free, bound, derivational and

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inflectional morphemes. Free morphemes are morphemes which can stand alone such as in word book, car, and boy. Bound morphemes are morphemes which must be attached to other morphemes like pre-, dis-, and poly-. Derivational morphemes are morphemes which create new words by changing the part of speech meaning, e.g. develop / development. Inflectional morphemes are morphemes which add a grammatical element to the word without changing its meaning or part of speech, e.g. play/plays. However, in English, the same morpheme–s can be both.

Morpheme also can be seen as a combination of sounds that have a meaning. A morpheme does not necessarily have to be a word. Example: the word cats has two morphemes. Cat is a morpheme, and -s is a morpheme. Every morpheme is either a base or an affix. An affix can be either a prefix or a suffix.

Cat is the base morpheme, and -s is a suffix

Morphemes can be classified as free and bound morphemes. Free morphemes are those that can exist in their own or stand alone (e.g. car), whereas bound morphemes cannot (e.g. –s in cars). The word reformation can be broken

down into three morphemes: re-, form, and –tion. Form is called the root. The

root is the core of the word where other morphological units are attached.

3. Morphological Awareness

Since one of the main variables of the research is morphological awareness, it is necessary to present the concept of the morphological awareness which comprises the definitions of the morphological awareness and aspects of

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morphological awareness. In addition, it is also important to present the scope of the morphological awareness in which the learners may experience in their language acquisition. The importance of the morphological awareness related to previous studies is then presented to give understanding on its significance to language acquisition.

a. Concept of Morphological Awareness

Morphological awareness refers to the learners’knowledge of morphemes and morphemic structure, allowing them to reflect and manipulate morphological structure of words (Carlisle & Stone, 2003). Awareness of inflectional form is gained earlier than awareness of derivational forms. It can be assumed that language learners can more easily master the inflectional forms as inflectional forms do not change the part of speech and are relatively few. In other hand, the language learners master derivational form latter as derivations change the part of speech and there is significant number of derivational forms in English.

McBridge (2005) defines morphological awareness as “an awareness of access to the meaning and structure of morphemes in relation to words”. In other words, he defines morphological awareness as the conscious thought and the ability to form new meaning and structure in its relation to the words construction. The language learners should be critical to notice what words can be formed together into larger unit and what a unit may consist of.

Differently, Carlisle (1995) defines morphological awareness as “children’s “conscious awareness of the morphemic structure of words and their

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ability to reflect on and manipulate that structure”. In this definition, Carlisle is focusing on children’s abilities to distinguish and manipulate morphemes at the word level. She concerns on the early stage of the language acquisition experienced by the children especially in constructing and manipulating the words.

Kuo and Anderson (2006) state that morphological awareness is the understanding of complex words as the combinations of meaningful smaller units which are including prefixes, suffixes, and roots. They focus on the elements of words in term of morphemes. Morphological awareness means that the students are able to know the meaning of complex words together with their language properties such as the base and suffixes. They also need to be able to construct and combine the elements together with the meaning they carry to form new words.

Based on the definitions above, it can be concluded that there are two main definitions of morphological awareness. The first definition deals with the young learners‘ ability to differentiate the words within homophones. It is closely related to early acquisition of the language that the young learners acquire. The second definitions are related to the adult learners’ ability to know the words construction both in breaking down the elements or constructing the elements of the words.

There are some perspectives to see the study of morphological awareness. The first perspective is to see the study of morphological awareness among young learners. The second perspective is to examine the study of morphological

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awareness among adult learners. Most studies of morphological awareness among

young learners talked about the children’s ability to recognize the sound.

Meanwhile most of the studies of morphological awareness among adult learners talked about the learners’ ability to recognize the form and meaning. Tabatabei (2011) found that the instructional approach of morpheme or root word families in teaching vocabulary for ESL learners showed that the learners can develop their vocabulary better when vocabulary is taught by morphological analyses rather than through more traditional class instruction methods. Another study by Zhang and Koda (2011) revealed the contribution of morphological awareness and lexical inferring ability to L2 vocabulary knowledge and reading comprehension among advanced EFL learners. The study revealed that morphological awareness contributed to L2 vocabulary knowledge directly and indirectly through the mediation of learners’ lexical inferring ability. Those studies regardedmorphological awareness as the learners’ ability to recognize the form and meaning.

It is should be noted that language learners may confuse morphology acquisition and morphological awareness. The concept of morphological awareness implies learners’ use of meta-cognitive strategies of reflecting and manipulating word formation rules to derive the meaning of new words in the absence of communicative context. In other hand, the concept of morphology acquisition does not necessarily entail meta-cognitive strategies. Morphology acquisition merely means the cognitive abilities to use and comprehend

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morphological structure in natural speech (Kuo and Anderson, 2006). Thus, morphological awareness falls under the umbrella of morphology acquisition.

Morphological awareness is contrasted with phonological awareness. Phonological awareness refers to the phonological sensitivity to syllable segmentation, rhyming and phoneme segmentation (Carroll et al., 2003). Some studies have explored the relation between morphological awareness, reading comprehension and vocabulary knowledge independently of phonological awareness (e.g. Carlisle, 2000; Fowler and Liberman, 1995; Mahony et al., 2000 ), whereas other studies compared the effect of morphological awareness with the effect of phonological awareness on promoting reading skills and proficiency after controlling for short- term memory and vocabulary (McBride- Chang, 2005; Singson et al., 2000). In this current study, morphological awareness is studied independently of phonological awareness. However, this study puts phonological awareness not to be completely separated from morphological awareness.

In this study, morphological awareness refers the knowledge of morphemes that enables them to recover the meaning of new complex words by means of morpheme identification or decomposition (i.e. analysis), and to recombine morphemes to construct new meaning by means of morphological structure (i.e. synthesis).

b. Two Aspects of Morphological Awareness

Morphological awareness covers the ability to breakdown and construct the words. The ability is categorized into two different aspect, syntactic and

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Seventh 1000

1. OLIVE: We bought olives. a. oily fruit

b. scented pink or red flowers c. men's clothes for swimming d. tools for digging up weeds 2. QUILT: They made a quilt.

a. statement about who should get their property when they die

b. firm agreement

c. thick warm cover for a bed d. feather pen

3. STEALTH: They did it by stealth. a. spending a large amount of money b. hurting someone so much that they

agreed to their demands

c. moving secretly with extreme care and quietness

d. taking no notice of problems they met 4. SHUDDER: The boy shuddered.

a. spoke with a low voice b. almost fell

c. shook

d. called out loudly

5. BRISTLE: The bristles are too hard. a. questions

b. short stiff hairs c. folding beds

d. bottoms of the shoes

6. BLOC: They have joined this bloc. a. musical group

b. band of thieves

c. small group of soldiers who are sent ahead of others

d. group of countries sharing a purpose 7. DEMOGRAPHY: This book is about demography.

a. the study of patterns of land use

b. the study of the use of pictures to show facts about numbers

c. the study of the movement of water d. the study of population

8. GIMMICK: That's a good gimmick.

a. thing for standing on to work high above the ground

b. small thing with pockets to hold money c. attention-getting action or thing d. clever plan or trick

9. AZALEA: This azalea is very pretty. a. small tree with many flowers growing in

groups

b. light material made from natural threads c. long piece of material worn by women in

India

d. sea shell shaped like a fan 10. YOGHURT: This yoghurt is disgusting.

a. grey mud found at the bottom of rivers b. unhealthy, open sore

c. thick, soured milk, often with sugar and flavouring

d. large purple fruit with soft flesh

Eighth 1000

1. ERRATIC: He was erratic. a. without fault

b. very bad c. very polite d. unsteady

2. PALETTE: He lost his palette. a. basket for carrying fish b. wish to eat food

c. young female companion d. artist's board for mixing paints 3. NULL: His influence was null.

a. had good results b. was unhelpful c. had no effect d. was long-lasting

4. KINDERGARTEN: This is a good kindergarten.

a. activity that allows you to forget your worries

b. place of learning for children too young for school

c. strong, deep bag carried on the back d. place where you may borrow books 5. ECLIPSE: There was an eclipse.

a. a strong wind

b. a loud noise of something hitting the water c. The killing of a large number of people d. The sun hidden by a planet

6. MARROW: This is the marrow.

a. symbol that brings good luck to a team b. Soft centre of a bone

c. control for guiding a plane d. increase in salary

7. LOCUST: There were hundreds of locusts. a. insects with wings

b. unpaid helpers

c. people who do not eat meat d. brightly coloured wild flowers 8. AUTHENTIC: It is authentic.

a. real b. very noisy c. Old

d. Like a desert

9. CABARET: We saw the cabaret. a. painting covering a whole wall b. song and dance performance c. small crawling insect

d. person who is half fish, half woman 10. MUMBLE: He started to mumble.

a. think deeply

b. shake uncontrollably

c. stay further behind the others d. speak in an unclear way

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Ninth 1000

1. HALLMARK: Does it have a hallmark? a. stamp to show when to use it by b. stamp to show the quality

c. mark to show it is approved by the royal family

d. Mark or stain to prevent copying 2. PURITAN: He is a puritan.

a. person who likes attention b. person with strict morals c. person with a moving home d. person who hates spending money 3. MONOLOGUE: Now he has a monologue.

a. single piece of glass to hold over his eye to help him to see better b. long turn at talking without being

interrupted

c. position with all the power d. picture made by joining letters

together in interesting ways 4. WEIR: We looked at the weir.

a. person who behaves strangely b. wet, muddy place with water plants c. old metal musical instrument played

by blowing

d. thing built across a river to control the water

5. WHIM: He had lots of whims. a. old gold coins

b. female horses

c. strange ideas with no motive d. sore red lumps

6. PERTURB: I was perturbed. a. made to agree

b. Worried c. very puzzled d. very wet

7. REGENT: They chose a regent. a. an irresponsible person

b. a person to run a meeting for a time c. a ruler acting in place of the king d. a person to represent them 8. OCTOPUS: They saw an octopus.

a. a large bird that hunts at night b. a ship that can go under water c. a machine that flies by means of

turning blades

d. a sea creature with eight legs 9. FEN: The story is set in the fens.

a. low land partly covered by water b. a piece of high land with few trees c. a block of poor-quality houses in a city d. a time long ago

10. LINTEL: He painted the lintel.

a. Beam over the top of a door or window b. small boat used for getting to land from

a big boat

c. beautiful tree with spreading branches and green fruit

d. board showing the scene in a theatre

Tenth 1000

1. AWE: They looked at the mountain with awe. a. worry

b. interest c. wonder d. respect

2. PEASANTRY: He did a lot for the peasantry. a. local people

b. place of worship c. businessmen's club d. poor farmers

3. EGALITARIAN: This organization is egalitarian. a. does not provide much information about itself to

the public b. dislikes change

c. frequently asks a court of law for a judgement d. treats everyone who works for it as if they are

equal

4. MYSTIQUE: He has lost his mystique. a. his healthy body

b. the secret way he makes other people think he has special power or skill

c. the woman who has been his lover while he is married to someone else

d. the hair on his top lip

5. UPBEAT: I'm feeling really upbeat about it. a. upset

b. good c. hurt d. confused

6. CRANNY: We found it in the cranny! a. sale of unwanted objects b. narrow opening

c. space for storing things under the roof of a house

d. large wooden box

7. PIGTAIL: Does she have a pigtail?

a. a rope of hair made by twisting bits together b. a lot of cloth hanging behind a dress

c. a plant with pale pink flowers that hang down in short bunches

d. a lover

8. CROWBAR: He used a crowbar. a. heavy iron pole with a curved end b. false name

c. sharp tool for making holes in leather d. light metal walking stick

9. RUCK: He got hurt in the ruck.

a. hollow between the stomach and the top of the leg

b. pushing and shoving

c. group of players gathered round the ball in some ball games

d. race across a field of snow 10. LECTERN: He stood at the lectern.

a. desk to hold a book at a height for reading b. table or block used for church sacrifices c. place where you buy drinks

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Eleventh 1000

1. EXCRETE: This was excreted recently. a. pushed or sent out

b. made clear

c. discovered by a science experiment d. put on a list of illegal things 2. MUSSEL: They bought mussels.

a. small glass balls for playing a game b. shellfish

c. large purple fruits

d. pieces of soft paper to keep the clothes clean when eating 3. YOGA: She has started yoga.

a. handwork done by knotting thread b. a form of exercise for body and mind c. a game where a cork stuck with feathers

is hit between two players

d. a type of dance from eastern countries 4. COUNTERCLAIM: They made a counterclaim.

a. a demand made by one side in a law case to match the other side's demand b. a request for a shop to take back things

with faults

c. An agreement between two companies to exchange work

d. a top cover for a bed 5. PUMA: They saw a puma.

a. small house made of mud bricks b. tree from hot, dry countries c. very strong wind that sucks up

anything in its path d. large wild cat

6. PALLOR: His pallor caused them concern. a. his unusually high temperature b. his lack of interest in anything c. his group of friends

d. the paleness of his skin 7. APERITIF: She had an aperitif.

a. a long chair for lying on with just one place to rest an arm

b. a private singing teacher c. a large hat with tall feathers d. a drink taken before a meal 8. HUTCH: Please clean the hutch.

a. thing with metal bars to keep dirt out of water pipes

b. space in the back of a car for bags

c. metal piece in the middle of a bicycle wheel d. cage for small animals

9. EMIR: We saw the emir.

a. bird with long curved tail feathers b. woman who cares for other people's

children in Eastern countries

c. Middle Eastern chief with power in his land d. house made from blocks of ice

10. HESSIAN: She bought some hessian. a. oily pinkish fish

b. stuff producing a happy state of mind c. coarse cloth

d. strong-tasting root for flavouring food

Twelfth 1000

1. HAZE: We looked through the haze. a. small round window in a ship b. unclear air

c. strips of wood or plastic to cover a window d. list of names

2. SPLEEN: His spleen was damaged. a. knee bone

b. organ found near the stomach c. pipe taking waste water from a house d. respect for himself

3. SOLILOQUY: That was an excellent soliloquy! a. song for six people

b. short clever saying with a deep meaning

c. entertainment using lights and music

d. speech in the theatre by a character who is alone

4. REPTILE: She looked at the reptile. a. old hand-written book

b. animal with cold blood and a hard outside c. person who sells things by knocking on

doors

d. picture made by sticking many small pieces of different colours together 5. ALUM: This contains alum.

a. a poisonous substance from a common plant b. a soft material made of artificial threads c. a tobacco powder once put in the nose d. a chemical compound usually involving

aluminium

6. REFECTORY: We met in the refectory. a. room for eating

b. office where legal papers can be signed c. room for several people to sleep in d. room with glass walls for growing plants 7. CAFFEINE: This contains a lot of caffeine.

a. a substance that makes you sleepy b. threads from very tough leaves c. ideas that are not correct

d. a substance that makes you excited 8. IMPALE: He nearly got impaled.

a. charged with a serious offence b. put in prison

c. stuck through with a sharp instrument d. involved in a dispute

9. COVEN: She is the leader of a coven. a. a small singing group

b. a business that is owned by the workers c. a secret society

d. a group of church women who follow a strict religious life

10. TRILL: He practised the trill. a. ornament in a piece of music b. type of stringed instrument c. Way of throwing a ball

d. dance step of turning round very fast on the toes

(4)

Thirteenth 1000

1. UBIQUITOUS: Many weeds are ubiquitous. a. are difficult to get rid of

b. have long, strong roots c. are found in most countries d. die away in the winter 2. TALON: Just look at those talons!

a. high points of mountains

b. sharp hooks on the feet of a hunting bird c. heavy metal coats to protect against weapons d. people who make fools of themselves without

realizing it

3. ROUBLE: He had a lot of roubles. a. very precious red stones b. distant members of his family c. Russian money

d. moral or other difficulties in the mind 4. JOVIAL: He was very jovial.

a. low on the social scale b. likely to criticize others c. full of fun

d. friendly

5. COMMUNIQUE: I saw their communiqué. a. critical report about an organization b. garden owned by many members of a

community

c. printed material used for advertising d. official announcement

6. PLANKTON: We saw a lot of plankton. a. poisonous weeds that spread very quickly b. very small plants or animals found in

water

c. trees producing hard wood

d. grey clay that often causes land to slip 7. SKYLARK: We watched a skylark.

a. show with aeroplanes flying in patterns b. man-made object going round the earth c. person who does funny tricks

d. small bird that flies high as it sings 8. BEAGLE: He owns two beagles.

a. fast cars with roofs that fold down b. large guns that can shoot many

people quickly

c. small dogs with long ears d. houses built at holiday places 9. ATOLL: The atoll was beautiful.

a. low island made of coral round a sea-water lake

b. work of art created by weaving pictures from fine thread c. small crown with many precious

jewels worn in the evening by women d. place where a river flows through a

narrow place full of large rocks 10. DIDACTIC: The story is very didactic.

a. tries hard to teach something b. is very difficult to believe c. deals with exciting actions

d. is written in a way which makes the reader unsure of the meaning

Fourteenth 1000

1. CANONICAL: These are canonical examples.

a. examples which break the usual rules b. examples taken from a religious book c. regular and widely accepted examples d. examples discovered very recently 2. ATOP: He was atop the hill.

a. at the bottom of b. at the top of c. on this side of d. on the far side of

3. MARSUPIAL: It is a marsupial. a. an animal with hard feet

b. a plant that grows for several years c. a plant with flowers that turn to face

the sun

d. an animal with a pocket for babies 4. AUGUR: It augured well.

a. promised good things for the future b. agreed well with what was expected c. had a colour that looked good with

something else

d. rang with a clear, beautiful sound 5. BAWDY: It was very bawdy.

a. unpredictable b. enjoyable c. rushed d. rude

6. GAUCHE: He was gauche. a. talkative

b. flexible c. awkward d. determined

7. THESAURUS: She used a thesaurus. a. a kind of dictionary

b. a chemical compound c. a special way of speaking d. an injection just under the skin 8. ERYTHROCYTE: It is an erythrocyte.

a. a medicine to reduce pain b. a red part of the blood c. a reddish white metal

d. a member of the whale family 9. CORDILLERA: They were stopped by the

cordillera. a. a special law b. an armed ship c. a line of mountains d. the eldest son of the king

The correlation between vocabulary size and morphological awareness of the first semester students, English Education Department, Muhammadiyah University of Yogyakarta.

The Graduate Program of English Studies

Sanata Dharma University

Yogyakarta

2016

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Appendix 6

Morphological Awareness Test

Name

:

Student Number

:

Class

:

MORPHOLOGICAL AWARENESS TEST

1. Morphological Structure Awareness Test

Example:

There is a kind of box or lunch, we call it a

lunchbox.

There is another kind of box for tools, we call it a

toolbox.

1.

There is a dish called meatballs. It

contains meat formed into a ball shape.

If the meat is formed into a loaf shape, the dish will

be called ...

2.

People with you in a class are called

classmates.

What do you call the people living with you in the

room?...

3.

Some people wear rings on their ears,

they called them earrings.

Some people wear rings in the nose, what should

we call them? ...

4.

There is a kind of train that runs under

the

ground.

We

call

that

an

underground train.

If the train runs over the ground. That would be

called ...

5.

Look at Jhon. Jhon is stotting.

Yesterday he did the same thing. What did he do

yesterday? Yesterday, he

………..

6.

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