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THE CORRELATION BETWEEN STUDENTS’
MORPHOLOGICAL AWARENESS OF AFFIXES TO THEIR
READING COMPREHENSION
(A Study of Fifth Semester Students of English Department of
Teacher Training and Education Faculty at IAIN Salatiga in
Academic Year of 2016/2017)
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of
the requirements for the bachelor degree of English Department
of Teacher Training and Education Faculty at State Institute for
Islamic Studies (IAIN) Salatiga
Proposed by
HAFIZH ANA NAFIAH
113-12-151
ENGLISH DEPARTMENT
OF TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2017
vi
MOTTO
“Every Accomplishment Start With the decision to Try”
(Anonim)
“Nothing worth Having Comes Easy”
(Anonim)
“The Trouble is you Think You Have a Time”
(Anonim)
“Verily With Every Hardship Comes Ease”
(Holly Qur’an, 94:6)
“Allah is The Best Planner”
(Researcher)
vii
DEDICATION
This graduating paper is dedicated to:
1. Allah Subhanahu Wa Ta’alla
2. The beloved researcher’s father and mother
3. The beloved researcher’s sister, brother and friends
4. The State Institute for Islamic Studies (IAIN Salatiga)
viii
ACKNOWLEDGEMENT
In the name of Allah, The Most Beneficent, and The Most Merciful
All praises to Allah the Almighty, because of His guiding and blessing, the
researcher finally had finished her graduating paper. Then may peace, blessing
and salutation to Prophet Muhammad Shallallahu ‘alaihi wa sallam who spread
the truth and kindness in this universe.
The researcher awares that many people were contributing their idea, motivation
and support for her in finishing this final project. First, the researcher would like
to express the greatest honor and thanks to her beloved family; her parents Jaelani
S.Pd and Rintini, her sister Dyah Isnaini and her brother Sigit Rizal Hidayat who
always give support and prayers.
Then the researcher would love to address sincere gratitude to Mr. Hanung
Triyoko, S.S., M.Hum., M.Ed as researcher’s advisor who always have pleasure
to give guidance, idea, and advice during completing this final project.
The last the researcher also would like to deliver much thanks and appreciation to
them who gives their kindness, support and help. They are as mentioned follows:
1. Dr. Rahmat Hariyadi, M.Ag, as the Rector of the State Institute for Islamic
Studies (IAIN) Salatiga.
2. Suwardi, M.Pd, the Dean of Teacher Training and Education Faculty of
The State Institute for Islamic Studies (IAIN) Salatiga.
ix
3. Noor Malihah, Ph.D as the chief of English Department of Teacher
Training and Education Faculty at The State Institute for Islamic Studies
(IAIN) Salatiga.
4. Setia Rini M.Pd, as the lecturer of Reading 5 who had given the researcher
permission to conduct a research in her classes.
5. The students of Reading 5 especially for class A and KKI.
6. The lecturers of English Department of Teacher Training and Education
Faculty and the staffs of The State Institute for Islamic Studies (IAIN)
Salatiga.
7. Her best friend Peni Nur Hidayati who was giving help and support to the
researcher during working on this project.
8. All beloved Friends in The State Institute for Islamic Studies (IAIN)
Salatiga.
For the last but not least, the researcher would say thanks to them. May
Allah blesses and grants them with the best reward of kindness. The
researcher also hopes this graduating paper will give many benefits in the
future, particularly for readers or other researchers. The researcher realizes
that this graduating paper needs constructive critiques and suggestions in order
to develop the paper to be better.
Salatiga, January 2017
The Researcher
x
ABSTRACT
Nafiah, Hafizh Ana. 2017. THE CORRELATION BETWEEN STUDENTS’
MORPHOLOGICAL AWARENESS OF AFFIXES TO THEIR
READING COMPREHENSION (A Study of Fifth Semester
Students of English Department of Teacher Training and Education
Faculty at IAIN Salatiga in Academic Year of 2016/2017).
(Counselor: Hanung Triyoko, S.S., M.Hum., M.Ed)
Keywords: Correlation, morphological awareness, reading comprehension
Reading comprehension is one the main skill in learning language.
It is also the determiner of academic success for students. According to
some researcher in the previous study indicate that the students’ success in
comprehending a text is influenced by knowledge of word formation
which called morphology. The present research were studied the
correlation between the students’ morphological awareness of affixes and
their reading comprehension. The subject of the study is the students’
English department of Teacher Training and Education Faculty at State
Institute for Islamic Studies (IAIN) Salatiga on fifth semester in the
academic year 2016/2017. The aim of the study are; 1. To know the profile
of students’ morphological awareness of affixes, 2. To know the profile of
students’ reading comprehension, and 3. To know whether there is the
correlation between students’ morphological awareness of affixes with
their reading comprehension. The research methodology is based on the
research design of correlation-quantitative-statistical design. The result of
the research show that the profile of students’ morphological awareness is
fair, with the mean of 64. Besides, the profile of students’ reading
comprehension is also fair, with the mean of 55. The result of calculating
the correlation between the students’ morphological awareness and reading
comprehension is rxy = 0,294 with tcount = 1,539. From the interpretation of
the d.f=25 and the level of significant 5%, it got the value of ttable = 2,060.
The tcount = 1,539 < ttable = 2,060 , it means there is no significant correlation
between students’ morphological awareness of affixes and their reading
comprehension in the case study of English Department of Teacher
Training and Education Faculty students of IAIN Salatiga on fifth semester
in the academic year 2016/2017.
xi
TABLE OF CONTENTS
TITLE PAGE ....................................................................................................... i
DECLARATION ................................................................................................. ii
STATEMENT OF THE WORKS OF SCIENTIFIC PUBLICATIONS........ iii
ATTENTIVE COUNSELOR’S NOTE ............................................................. iv
PAGE OF CERTIFICATION ............................................................................ v
MOTTO ............................................................................................................... vi
DEDICATION ................................................................................................... vii
ACKNOWLEDGEMENT ................................................................................ viii
ABSTRACT .......................................................................................................... x
TABLE OF CONTENTS ................................................................................... xi
LIST OF TABLES AND FIGURES ................................................................ xiv
CHAPTER I: INTRODUCTION
A. Background of The Study ....................................................................... 1
B. Statements of The Problem Study .......................................................... 3
C. Objective of The Study ............................................................................ 3
D. Significance of The Study ........................................................................ 4
E. Hypothesis ................................................................................................. 5
xii
F. Definition of Key Term ............................................................................ 6
G. The Outline of The Research .................................................................. 9
CHAPTER II: REVIEW OF RELATED LITERATURE
A. Review of Previous Research ................................................................ 11
B. The Terms of Morphology ..................................................................... 13
1. The Definition of Morphology ........................................................... 13
2. Morphomes ........................................................................................ 14
3. Affixes ................................................................................................ 17
C. The Potential Problems with English Morpheme for EFL Learners 24
D. Terms of Reading Comprehension........................................................ 26
1. Definition of Reading Comprehension .............................................. 26
2. Required Skill in Reading Comprehension ........................................ 28
3. Reading Comprehension Process ....................................................... 30
E. The Reading Comprehension Difficulties Among EFL Learners ..... 31
1. Vocabulary Knowledge Deficit .......................................................... 31
2. Background Knowledge Deficit ......................................................... 32
3. Inference Problems ............................................................................. 32
CHAPTER III: RESEARCH METHODOLOGY
A. Research Type and Approach ............................................................... 34
B. Setting of The Research ......................................................................... 35
1. Research Location .............................................................................. 35
2. Profile of The Institution .................................................................... 35
xiii
C. Population and Sample .......................................................................... 37
1. Population .......................................................................................... 37
2. Sample ............................................................................................... 37
D. Data Collection Technique .................................................................... 38
1. Tests ................................................................................................... 38
2. Documentation ................................................................................... 42
E. Data Analysis Technique ....................................................................... 43
CHAPTER IV: RESEARCH FINDING AND DISCUSSION
A. Data Description ..................................................................................... 46
B. Data Analysis .......................................................................................... 50
1. The Analysis of Level of Students’ Morphological Awareness ....... 50
2. The Analysis of Level of The Students’ Reading Comprehension .... 55
3. The Correlation Analysis Between The Students’ Morphological
Awareness of Affixes and Their Reading Comprehension ................ 59
C. Data Interpretation ................................................................................ 62
CHAPTER V: CONCLUSION AND RECOMENDATION
A. Conclusion ............................................................................................... 65
B. Recomendation ....................................................................................... 66
REFERENCES
APPENDIXES
xiv
LIST OF TABLES AND FIGURE
Figure 1.1 Deductive Hypotheses .......................................................................... 5
Table 2.1 Example of Morpheme ......................................................................... 14
Table 2.2 Process of Forming New Word Form .................................................. 15
Table 2.3 Examples of Root and Stem ................................................................. 16
Table 2.4 Example of Prefixes ............................................................................. 18
Table 2.5 Example of Suffixes ............................................................................. 19
Table 2.6 Forming Inflection ............................................................................. 21
Table 2.7 Examples of Class-Maintaining and Class-Changing Derivational
Affixes .................................................................................................. 22
Table 2.8 Characteristic of English and Bahasa Indonesia .................................. 24
Table 3.1 Indicator of Reading Comprehension Test .......................................... 40
Table 3.2 Example form of Morphological Awareness Test Part 1 ..................... 41
Table 3.3 Indicator of Morphological Awareness Test ........................................ 42
Table 4.1 The score of Morphological awareness test of Students’ English
Department in fifth semester, academic year 2016/2017 ..................... 47
xv
Table 4.2 The score of Reading Comprehension Test of Students’ English
Department in fifth semester, academic year 2016/2017 ..................... 49
Table 4.3 the Analysis Score of Morphological Awareness Test ........................ 51
Table 4.4 The Analysis Score of Morphological Awareness Test ....................... 54
Table 4.5 The Analysis of Level Measurement of Students’ Morphological
Awareness ............................................................................................ 54
Table 4.6 The Analysis Score of Reading Comprehension Test ......................... 55
Table 4.7 The Statistical Score of Reading Comprehension Test ....................... 58
Table 4.8 The Analysis of Level Measurement of Students’ Reading
Comprehension ........................................................................................ 58
Table 4.9 Analysis of Test Result of Students’ Morphological Awareness of
Affixes (X) and Reading Comprehension (Y) ..................................... 59
1
CHAPTER I
INTRODUCTION
A. Background of The Study
Learning language is essential for human communication in
delivering information, expressing thoughts, feelings and ideas. This is
why a lesson of learning language is very important to every school. But, a
student can face many difficulties in learning a language, moreover
foreign language. Adult or young foreign language learners may face
similar difficulties, such as getting the meaning of a text in reading
comprehension. Woolley (2011) states that reading comprehension
difficulties are complex and reader difficulties may be related to some
factors such as: biological, cognitive, or behavioral issues (p. 15). These
factors are inside the reader but other factors may also be found outside of
the reader (p. 15). But, the influence of the combination of a lack of reader
skill, problems within the text and task difficulty also play a big role in
reading comprehension outcomes (p. 15).
Experts had conducted many studies relate to a reading process or
effective reading strategy to improve students‟ comprehension. The
researcher has presumed that studies on the relation of foreign language
reading comprehension and the students‟ knowledge, mostly focused on
the size of vocabulary knowledge. In fact, there are some aspects which
2
related to reading comprehension that less attention. Droop and Verhoeven
described reading comprehension as a product of word translating,
vocabulary knowledge, process of morph structure, and oral text
comprehension (as cited in Schano, 2015, p. 65). In order to know a word
well, a student not only must know the definition of the word but also its
relationship to other words, including other morphological forms of the
word. For instance, a student already known the meaning of the word act
and also must know the word „reaction‟ which the root is „act‟ and
attached by suffix „-ion‟.
Some research suggests that the ability to recognize morphological
word families can be an asset when reading. The evidence is explained on
the research result of Tyler and Nagy (1985), indicate that knowledge and
use of morphological structure, especially for derivational morphology is
correlated with reading ability (p. 2). The issue of the question about
whether students‟ awareness of the internal structure of English language
can help them understand the meaning of texts, makes the researcher
tempted to study about it. The present study come out from those
statements and explanations, then the researcher tries to conduct a research
entitled “THE CORRELATION BETWEEN STUDENTS’
MORPHOLOGICAL AWARENESS OF AFFIXES TO THEIR
READING COMPREHENSION (A Study of Fifth Semester Students
of English Department of Teacher Training And Education Faculty at
IAIN Salatiga in the Academic Year of 2016/2017)”.
3
B. Statements of The Problem Study
The statements of problem study of this research that the researcher is
going to analyze are as follows:
1. How is the profile of students‟ morphological awareness of affixes in
fifth semester of English Department of Teacher Training and
Education Faculty at IAIN Salatiga, academic year of 2016/2017?
2. How is the profile of students‟ ability in reading comprehension in
fifth semester of English Department of Teacher Training and
Education Faculty at IAIN Salatiga, academic year of 2016/2017?
3. Is there a correlation between students‟ morphological awareness of
affixes with their reading comprehension in fifth semester of English
Department of Teacher Training and Education Faculty at IAIN
Salatiga in the academic year of 2016/2017?
C. Objectives of The Study
This research has some objectives based on the problem statements
above are as follows:
1. To find out the profile of students‟ awareness about the morphology of
affixes in fifth semester of English Department of Teacher Training
and Education Faculty IAIN Salatiga, academic year of 2016/2017.
2. To find out the profile of students‟ ability in reading comprehension in
fifth semester of English Department of Teacher Training and
Education Faculty at IAIN Salatiga in the academic year of 2016/2017.
4
3. To find out if there is a correlation between morphological awareness
of affixes of fifth semester students of English Department of Teacher
Training and Education Faculty at IAIN Salatiga in the academic year
of 2016/2017.
D. Significance of The Study
The research will give a contribution to the process of teaching and
learning English language. The result of the research also may give
benefits for the teacher, students, reader and institution which are
described as follows:
1. For the teachers
The finding of the study may benefit as a recommendation for the
English language teachers to develop teaching strategy in increasing
students‟ ability of reading comprehension.
2. For the students
The students may get the information about morphology and
structure of word then they may overcome the difficulties in reading
comprehension by getting aware of the morphological side of a text
which they read.
3. For the readers
The readers can use this research as a reference to further study and
the reader may get some information about the reading
5
comprehension, morphological awareness, and the correlation
between them.
4. For the institution
By doing this research, the researcher expects to give a
contribution to this institution, IAIN Salatiga, in enriching reference
which is concerned with Morphology and Reading Comprehension.
E. Hypothesis
A hypothesis is a basic assumption of how the result of a research
will be. It is a prediction of the phenomenon. Moreover, in formulating
hypothesis, the researcher has ensured that the hypothesis is based on fact.
The researcher is used deductive hypothesis in formulating hypothesis. It
is a hypothesis that is created based on the scientific theory which already
exists (Kuntjojo, 2009, p. 28). Here is the process of deductive hypothesis:
Figure 1.1 Deductive Hypotheses
Droop and Verhoeven (as cited in Schano, 2015, p. 65), described
reading comprehension as a product of word translating, vocabulary
knowledge, process of morph structure, and oral text comprehension.
Curinga (2014) has confirmed that morphological awareness plays a
THEORY HYPOTHESIS OBSERVATION CONFIRMATION
6
significant role in reading comprehension (p. 3). English morphological
awareness has an indirect effect on reading comprehension, the role of
morphological awareness is useful to recognize and manipulate word parts
found in complex morphologically derived words, which part of the
successes of reading comprehension (p. 3).
Based on the theory, the researcher formulates two kinds of
hypothesis as follows:
1. Alternative Hypothesis (HA): There is a significant correlation
between the students‟ morphological awareness and their reading
comprehension in the students‟ English Department Program of the
fifth semester of the academic year of 2016/2017 at IAIN Salatiga.
2. Null Hypothesis (Ho): There is no significant correlation between the
students‟ morphological awareness and their reading comprehension in
the students‟ English Department Program of the fifth semester of the
academic year of 2016/2017 at IAIN Salatiga.
F. Definition of Key Term
1. Correlation Study
A correlation can be defined as a relationship between two things.
For example, size and weight are often correlated because there is a
relationship between the size of something and its weight. Specifically,
bigger things tend to weigh more. The goal of correlation studies is to
determine whether two or more variables are related. The results of
7
correlation studies provide researchers with information on the
relationship between two or more variables, which may serve as the
basis of future studies. If a correlation between two variables is strong
enough, it means that one variable allows a researcher to make a
prediction about the other variable (Marczyk et al, 1964, p. 3). In this
study has two variables that will be correlated, those are morphological
awareness and reading comprehension.
2. Morphological Awareness
Morphology is one of branch of linguistic studies. According to
Aronoff and Fudeman (2011), morphology in linguistics refers to the
mental system that involved in word formation or to the branch of
linguistics that deals with words, their internal structure, and how they
are formed (p. 2). In other words, morphology is a study about how
words are formated.
Kuo and Anderson defined morphological awareness as the
awareness or ability of learners in using their knowledge of the rules of
words formation and disassembling complex word into meaningful
parts (as cited in Yasin & Jawad, 2015, p. 224). By learning
morphology, it allows learners to learn morphemes and morphemic
limitation by separating complex words into meaningful parts, learning
the meanings of roots, affixes, and reassembling the meaningful parts
into new meanings.
8
3. Affixes
Affixes are kind of morpheme that includes of words formation.
According to Aronoff and Fudeman (2011), affixes are defined as
morphemes that attached to the stem (p. 3). These morphemes need
to join with other morphemes which are attached before or after a
root word.
The English affixation process is divided into two kinds, those are
inflectional process and derivational process. Inflection occurs when
suffixes are added to words to show morphemes such as present, past,
present participles, plural, or degree, they are called to be inflectional.
They do not change the nature of the part of speech to which they are
added. For instance: Play, plays, playing and played, they are inflected
and they are still acting as a verb.
The derivation is the opposite of inflection. Its process includes of
adding a prefix or suffixes or both of them to a root or stem. When this
is done, new words are derived. Okeke (2007) explained the distinction
of derivation process is often made between class-changing and class-
maintaining processes (p. 15). Class-changing produces a new word
with different word class, for example; happy (adjective), happiness
(noun), happily (adverb). While class–maintaining produces a new
word but does not change the class, for examples; possible, impossible
and happy, happier, they are still as adjectives but have a different
meaning.
9
4. Reading Comprehension
Reading comprehension is the process of constructing the whole
meaning from a text. The goal of reading comprehension is to gain an
understanding of what is described in a text (Woolley, 2011, p. 15).
The reader not only knows the meaning from one word to another
word, but connecting them into whole text meaning. They who
comprehend a text are viewed as active constructors of meaning.
During activity of comprehending need ability and sufficient
knowledge to help the reader get the clear information within the text.
G. The Outline of The Research
A research paper must be arranged structurally which it is
composed of some chapters and sub chapters. The structure of this
research‟s paper consists of five chapters. Each chapter has different
elements which are described as follows:
1. Chapter I
Chapter I is Introduction. The writer explains in general about the
direction of the research. The subchapters which are parts of
introduction such as, the background of the study, statement of the
problem study, the objective of the study, the benefit of the study, the
definition of the key term, research methodology and outline of the
research paper.
10
2. Chapter II
Chapter II is Review of Related Literature. It describes the review
of related information about students‟ morphological awareness of
affixes and reading comprehension. The writer will use some sources
as references and will be explained more about the focus of research.
3. Chapter III
Chapter III is Research Methodology. It discusses the kind of
research method which the researcher used and how the researcher
planed the research. It covers research method, data source, and
sample, and technique, method of data collection, research procedure,
and technique of data analysis.
4. Chapter IV
Chapter IV is Research Findings and Discussion. It presents the
result of research. In this part, the research question will be answered
and describe based on the observation and data collection that
researcher processed and then find the new theory or assumption.
5. Chapter V
Chapter V is Conclusion and Recommendation. It consists of a
brief summary of all the data analysis and some suggestion of the
problems that is discussed. Then will be followed by bibliography and
appendices on the last page.
11
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Review of Previous Research
Reading comprehension is a complex task that involves many
levels of processing. One of the most basic aspects of reading
comprehension is the ability to deal with unfamiliar words in a text.
Comprehension itself involves of cognitive skills, such as the ability to get
the meaning and interpret the words and phrases, and connecting them into
whole meaning of a text (Woolley, 2011, p. 17). It means that a student
must develop words knowledge, because the ability to know words
completely may be one of the best indicators of reading ability levels.
Morphology includes of word knowledge which focused on the
word formation process. Wolter, Wood, and D‟zatko states that
morphological awareness refers to the understanding of morphemic
structure of words, and the ability to manipulate words to form new words.
It has been suggested that the importance of morphological awareness
increases over time as the learners find out more complex words (as cited
in Elwér, 2014, p. 33).
Charlisle defined morphological awareness as an ability to
construct some morpheme into a meaningful form that can be used in
process of reading development (as cited in Chen, 2011, p. 194).
12
According to Curinga (2014) morphological awareness is learners‟
understanding of morphological structure where they capable in using the
knowledge during morphological processing in visual word recognition (p.
3). Morphological awareness also can be described as the ability of
students‟ in imitating and manipulating the morphological structure of
words. In those activities, the learners learn morphemes by separating
complex words into meaningful parts, then learning the function of roots
and affixes, and rearrange the meaningful parts into new meanings.
The students who learn morphemes and some common affixes at
the same times also learn the meaning of many new words. For example, if
students just learn only four most common prefixes in English (un-, re-,
in-, dis-), they will have important clues about the meaning of about all
English words that are attached those prefixes. It can be explained that
they were able to predict more word‟s meanings which is influenced their
ability to understand reading comprehension texts as well.
The related research by Curinga (2014) has confirmed that
morphological awareness plays a significant role in reading
comprehension for the population of the Spanish-speaking High School
students who have the ability in the second language (L2) English and
literacy skills (p. 143). Specifically, morphological awareness of L1
contributes to both L1 reading comprehension and L2 morphological
awareness, which both help to facilitate the effect of L1 morphological
awareness on L2 reading comprehension (p.143). Although the (L2)
13
English morphological awareness has an indirect effect to L2 reading
comprehension, the role of morphological awareness is useful to recognize
and manipulate word parts found in complex morphologically derived
words, which part of the successes in reading comprehension (p. 144).
Nation, Snowling, and Clarke explained several aspects of
morphological awareness have been found to be influenced to reader in
comprehending a text. These aspects include weaknesses in inflection of
irregular verbs, particularly past tense constructions (as cited in Elwér,
2014, p. 34). An inflected word is a modification of a word to express a
different grammatical category such as tense; for example write – wrote.
Tong and colleagues (as cited in Elwér, 2014, p. 34) found that less skilled
reader in comprehending had particular weaknesses in understanding
derived words. A derived word is formed based on an existing word; for
example unhappy and happiness are derived from happy.
B. The Terms of Morphology
1. The Definition of Morphology
Morphology is one of the branch of linguistic study. Based on
Aristophanes and Twain (2013) explained the word „morphology‟
consists of two morphemes, morph and –ology (p. 37). The suffix -
ology means the branch of knowledge (p. 37). According to Aronoff
and Fudeman (2011), morphology refers to the word formation or the
branch of linguistics that deals with words, internal structure, and how
14
they are formed (p. 2). It can be concluded that morphology is the sub-
study of language which relates to word structure. Therefore a word
may be formed by a structural process in morphology.
A major way in which morphologists investigate words, especially
their internal structure, and how they are formed is through the
identification and study of the smallest unit of grammatical function
(Aristophanes and Twain, 2013, p. 2). The internal structure of word
consists of some unit of grammatical function, such as morpheme,
root, and affixes. In assembling the smallest unit to form a word is
through the process that called inflection and derivation. Those are
discussed in the following sub-chapters.
2. Morphemes
The basic construction in morphology is morphemes. Morphemes
can be defined as the smallest meaningful element of a linguistic
expression (Haspelmath & Sims, 2010, p. 3). A word may consist of
one or more than two morphemes, for example is in the table follows:
Table 2.1 Example of Morpheme
Word Number of Morpheme Morphemes
Ear one morpheme Ear
Smoothly two morphemes smooth and –ly
Indirectly three morphemes in-, direct, and –ly
Undesirability four morphemes un-, desire, -able and –ity
15
English morphological knowledge has two components:
knowledge of the individual morphemes and knowledge of the rules
that combine them. The morphemes divided into two kinds; the
morphemes that can stand alone and the morpheme that must be
attached to a base morpheme. Some morphemes like boy, desire,
gentle, and man may represent words by themselves. These are
classified as free morphemes. Other morphemes like -ish, -ness, -ly,
pre-, trans-, and un- are not called as words but they are always parts
of words. Those are bound morphemes and they may attach at the
beginning, the end, or both at the beginning and end of a word
(Aristophanes and Twain, 2013, p. 40).
It also can define free morphemes are those which can stand
alone as word and bound morphemes cannot stand alone, so it must be
attached to free morphemes to construct a meaningful word. The
bound morphemes may attach to free morpheme to make new form of
word, as example in the table follows:
Table 2.2 Process of Forming New Word Form
Free Morphemes Bound Morphemes New Word Form
Joy -ful Joyful
Possible Im- Impossible
Friend -ship Friendship
Walk -ed Walked
16
When a free morpheme attached bound morpheme, then it
going to be attached again to other bound morpheme, the previous
form is called a stem. Aronoff and Fudeman (2011) described a stem
as a base unit to which another morphological piece is attached (p. 2).
The stem can be simple that made up of only one part, or complex that
made up of more than one piece (p. 2). A stem is like a root in
representing the base of the word to which other pieces attach, but the
term of root refers only to morphologically simple units (p. 2). For
example, disagree is the stem of disagreement because it is the base to
which –ment attaches, but agree is the root. Taking disagree now,
agree is also the root and stem to which dis- attaches the root of the
word. In that case, disagree is refers to complex stem and agree is
simple stem. The example of root and stem of word is described in the
table follows:
Table 2.3 Examples of Root and Stem
First form Second form Root Stem
Believe Believer believe Believe
re + consider reconsider + ation consider Reconsider
un + expect + ed unexpected + ly expect Unexpected
system + atic + al un + systematical + ly system Systematical
condition + al conditional + ly condition Conditional
break + able un + breakable Break Breakable
17
3. Affixes
Affixes are similar with bound morphemes. According to
Haspelmath and Sims (2010), an affix attaches to a word or the main
part of a word (p. 19). It usually has an abstract meaning, and an affix
cannot occur by itself (p. 19). It means that affixes must be attached or
combined to a word in order to make it easy to understand the
meaning.
3.1.Kinds of Affixes
Affixes may combine in the first, middle, or follows other
morphemes. English affixes only divided into two kinds, those are
affix which combined in the first and follows a root or word. Those
are called as prefix and suffix which described as follows:
3.1.1. Prefixes
The prefix is a morpheme that attaches in front of a
root. Haspelmath and Sims (2010) described prefixes as
affixes which come before a word (p. 20). The prefixes
usually has constant meaning when attach a word. For
example prefix un- in the word uncertain and uncomforted,
the prefix un- has meaning “no”. Some prefixs also has
same meaning but attach in different word. For example,
im- and un- the meaning are same, but can not attach in the
same word. For example impossible not unpossible,
unhealthy not imhealthy.
18
The examples of prefixes are as shown in the table
follows:
Table 2.4 Example of Prefixes
Prefix Attached Word
A- Alive
Auto- Automobile
Bi- Bilingual
Co- Cooperate
Dis- Displace
Inter- International
Extra- Extracurricular
Poly- Polymath
3.1.2. Suffix
The suffix is a morpheme that follows other
morphemes. According to Haspelmath and Sims (2010), the
definition of the suffix is affix that follows the main part of
the word (p. 20). Examples of English suffixes are –ing like
in the word climbing, -er in the word singer, -ist in the word
novelist, and –ly in the word slowly and friendly. A root
morpheme can be followed by one or more suffixes, such
as desirability from desire + (-able) + (-ity).
19
Here are the examples of suffixes as shown in the
table below:
Table 2.5 Example of Suffixes
Suffix Attached Word
-able Flamable
-al Functional
-ation Hibernation
-ed Smiled
-er Higher
-est Bigest
-full Cheerfull
-ing Respecting
-ism Liberalism
-ity Nationality
-ive Objective
-ize Analyze
-less Flawless
-ly Likely
-ness Greatness
-or Contractor
-ous Ambigous
-s Works
20
3.2.Kinds of Affixation Process
The affixation process is the process of adding affixes to a
morpheme or a word. This process is produced different word than
previous form before it is added an affix. The difference include of
word structure, such as part of speech and tenses. Based on the
result, English affixation process can be divided into two kinds of
process, here are as follows:
3.2.1. Inflection
Inflection is a major category of morphology. The
definition of inflection is a process that deals with the
inflected forms of words, that is the kind of variation that
words show on the base of their grammatical context
(Carstairs-McCarthy, 2002, p. 30). When suffixes are added
to words in order to realize morphemes such as present,
past, present participle, plural, they are called to be
inflectional. They do not change the nature of the part of
speech and meaning to which they are added. For instance:
play, plays, playing and played, they still stand as verbs.
There are two kinds of inflection; regular inflection,
and irregular inflection. The plural form of any countable
noun will be formed by adding to the singular form the
suffix –s, in other words, suffixing -s is the regular method
of forming plurals. Whereas irregular inflection does not
21
have common feature in forming a word, or in other words,
in forming plurals used a different method from one word
to another. Further examples of forming inflection can be
found in the table follows:
Table 2.6 Forming Inflection
Affixes Root Inflection Kinds
-s (plural) pencil Pencils
Regular
Inflection
-s/-es (3rd
person
singular)
go
make
Goes
makes
-ing (progressive) Study Studying
-ed (past tense) Walk Walked
-er (comparative) young younger
-est (superlative) Tall Tallest
-‟s (possessive) Dita Dita‟s
-en (past participle) Eat Eaten
Plural tooth Teeth
Irregular
Inflection
plural Man Men
past tense Go Went
Based on the table above in forming new word form
trough inflectional process is not change the meaning but
only changed the grammatical content.
22
3.2.1. Derivation
The derivational process commonly changed the
word-class of the base word, for instance, nouns can be
derived from verbs, adjectives into nouns, and so on
(Haspelmath and Sims, 2010, p. 44). It consists of adding
an affix or affixes to the root or stem of the word. When
this is done, new words are derived. It will change the part
of speech and the nature meaning of the word.
According to Okeke (2007), derivational process
divides into two classes, first is class-maintaining which do
not change the class of part of speech and the second is
class-changing which change the class of words (p. 15).
The examples are as follows:
Table 2.7 Examples of Class-Maintaining and Class-
Changing Derivational Affixes
Affix Root Word Kinds
-age front (noun) frontage (noun)
Class-
maintain
-ing
process
-hood child (noun) childhood
(noun)
-ate elector (noun) electorate
(noun)
-ish red (adjective) redish (adj)
-dom king (noun) kingdom (noun)
23
The continuing table
Affix Root Word Kinds
-ate active (adjective) activate (verb)
Class-
changing
process
-dom free (adjective) freedom (noun)
-er work (verb) worker (noun)
-en soft (adjective) soften (verb)
-ize general (noun) generalize
(verb)
-ful hate (verb) hateful
(adjective)
-ly quick (adjective) quickly (adverb)
-ness kind (adjective) kindness (noun)
The distinction between inflectional and derivational
morphemes is inflectional morphemes are more productive
than derivational morphemes (Aronoff & Fudeman, 2011,
p. 168). Inflectional morphemes attach to almost every
appropriate root, except irregular forms such as feet, not
foots. Most nouns are attached by the suffix -s as the
inflectional suffix to form a plural noun, but only some
nouns are attached by the derivational suffix such as -ize to
form a verb, for example; nationalize, but not picturize.
24
C. Potential Problems with English Morpheme for EFL Learners
Learner of English as a Foreign Language (EFL) is called when a
student who learn English in his own country where English is not spoken
as a native language (Brown, 2007, p. 193). EFL learners are limited by
their experience to the language, and they use English outside of the
classroom rarely. Because of this conditon, EFL learners have some
difficulties in learning the English language.
Hakuta‟s study (1974) described that the greatest difficulty of a
Japanese child in learning English is learning morphemes which do not
have an exact matching part in Japanese (p. 147). It shows that first
language structure has a greater effect in learning the foreign language. It
similar with Indonesian learner who English as the foreign language,
Bahasa Indonesia also has effect in learning English because of its
difference characteristic in language structure. The difference structure
between Bahasa Indonesia and English as describe in the table follows:
Table 2.8 Characteristic of English and Bahasa Indonesia
No English Indonesia
1. English has tenses to
express time or event. Such
as present, past and future.
In Bahasa Indonesian to express the
time of an event, it uses functional
words and adverbial time such as
akan (will), sudah (already), besok
(tomorrow), and so on (TruAlfa &
IndoDic.com).
25
The continuing table
No English Indonesia
2. English only employs two
kinds of affixes to create
derivatives, those are prefix
and suffix.
Indonesia employs many kinds of
affixes to create derivatives, such as
prefix, suffix, infix (an affix that is
inserted within a root) and config (a
prefix and a suffix attached
simultaneously to a root word),
(TruAlfa & IndoDic.com)
3. English inflectional
morpheme include of
plural (-s), past tense (-ed),
third person singular (-s/-
es) and degree (-er, -est).
Indonesian morpheme does not have
plural, third person singular and
degree form. The example of
Indonesian inflectional morpheme:
be- + aksi (action) become beraksi
(do action), me- + cari (search)
become mencari (searching),
(TruAlfa & IndoDic.com).
The evidence of EFL learner problem in learning morpheme is because
of the characteristic differences. It is described in the research by
Tonekaboni and Latifi (2015), they state that many intermediate Iranian
EFL learners have problems in mastering English morphology (p. 2). One
of the problems is about inflectional morphemes, such as in making plural
26
(-s), past tense (-ed) and third person singular (-s/-es). That is because
Iranian language does not have plural, past tense and third person singular
expression. Besides, various irregularities in English derivational
morphology create another type of difficulty. For example, the morpheme
–ion attached different word can change or derive the word into quiet
different forms, such as the word divide and division is quite different in
deriving new words than act and action.
English derivational suffixes also have several properties which make it
difficult to learn. For example, English words contain many suffixes which
have the same function, such as –ist, -ian, -er, -or in the words; artist,
musician, teacher, and actor. They have same function to form noun and
have same meaning which means the one who does something. In
addition, a number of derivational suffixes are ambiguous in terms of their
syntactic and semantic properties. For instance, -ate is commonly a verb
ending as in hesitate and dominate as well as an adjective ending as in
fortunate or considerate and a noun ending as in delegate (Tyler and
Nagy, 1985, p. 9).
D. Terms of Reading Comprehension
1. Definition of Reading Comprehension
Reading is one of base skill in foreign language learning besides
speaking, writing, and listening. Reading is also the most essential skill
for success in all educational contexts. In academic especially in
foreign language learning, reading skill is a learning tool for students,
27
because it gives benefit for students to get the knowledge of lesson‟s
materials. According to Fanani (2012), reading is a physic and mental
activity to understand the meaning of written text, during the activity
includes the process of knowing letters (p. 9). It is a physic activity
because the body such as eyes are doing their job during reading and
called mental activity because in the process of reading involved
thoughts, perception and memory (p. 9). Besides, comprehension
refers to the ability of reader to understand the ideas and the
relationships between one idea to other ideas within the text
(McNamara, 2007, p. xi). Comprehending also can be stated as the
purpose of reading itself.
The definition of reading comprehension itself according to
Pressley and Birsch, reading comprehension as the ability to get
meaning from what the reader reads. Reading comprehension needs
some reading skills such as word recognition, fluency, lexical
knowledge, and sufficient background knowledge so that the reader
gets information from the text (as cited in Gilakjani & Sabouri 2016, p.
181). Snow (2002) defined reading comprehension as the process of
constructing and understanding meaning through making connection
with written language (p. 11). While the readers are reading something
then start processing the information in the text, the activity of reading
comprehension is being occurred (p. 11).
28
2. Required Skill in Reading Comprehension
To comprehend, a reader must have a wide range of capacities and
abilities. These include of cognitive capacities (e.g., attention,
memory, critical analytic ability, making inference, visualization
ability), motivation (a purpose for reading and an interest in the
content being read), and various types of knowledge (vocabulary, topic
knowledge, linguistic and discourse knowledge, knowledge of specific
comprehension strategies) (Davis, 1944, p. 236). Many skills may
contribute to reading performance, especially in the aspect of meaning-
construction. Those are the three higher level skills associated with
meaning-construction (McNamara, 2007, pp. 49-50):
2.1. Inference-Making
To understand texts, the readers also have to make inferences.
Making inferences refers to gain information which is not stated
explicitly in the text because a writer does not necessarily state
every little detail. This inference requires readers to connecting
information between sentences in order to understanding the text
(Elwér, 2014, p. 13). In other words, the way of making inference
is by integrating statements within the text or by connecting the
general knowledge with textual information.
2.2.Comprehension Monitoring
Comprehension monitoring is the ability of readers to monitor
their understanding whether their comprehension is good enough
29
or not. Then, they can take appropriate strategy to handle the
problems. The comprehension monitoring is required the reader to
analyze inconsistencies within a text, such as scrambled or
contradictory sentences, and a statement that conflict with the
general knowledge (McNamara, 2007, p. 49). The ability in
analyzing the text and take a critical questions or conclusion of text
is represented the readers understanding about the whole
information and meaning of a written text.
2.3.Understanding Text Structure
The awareness of text structure is the useful aids for a reader.
It helps the reader to construct meaning based on their
representation from text structure. For example, in the narrative
text consists of orientation, complication and resolution. Based on
the kind and purpose of paragraph, the reader will be connecting it
with the meaning. The possible source of comprehension failure is
insufficient knowledge of text structures and genre (McNamara,
2007, p. 50).
Besides the skills above, comprehension will not occur if learners
do not have sufficient understanding of the vocabulary in the text, the
relevant background knowledge within the text, the knowledge of
semantic and syntactic structures that help the readers predict
relationships between words. Comprehension also requires connection
30
with the text at a deep level, and a range of skills that broader beyond
simple word recognition (Konza, 2010, p. 6).
3. Reading Comprehension Process
Reading comprehension process is the interactive processes
include of making connections between the reader‟s background
knowledge and the information presented in a text. In the
comprehension process requires three elements as follow (Snow, 2002,
p. 11):
3.1. The reader who is comprehending a written language
3.2. The written language which is to be comprehended
3.3. The activity of comprehending the written language
In considering the reader, it includes all the capacities, abilities,
knowledge, and experiences that a person uses in the activity of
reading. Text is broadly interpreted to include any printed text or
electronic text. In considering activity, it includes the purposes,
process, and consequences associated with the act of reading.
Comprehension arises from a series of cognitive processes and
activities, including word decoding, lexical access, syntactic
processing, inference making, reading strategies, and post reading
activities, for examples; summarization, questioning and answering,
argumentation. These contribute to a reader‟s ability to connect the
meaning of series of sentences into whole meaning of a text
(McNamara, 2007, p. 109).
31
E. The Reading Comprehension Difficulties Among EFL Learners
Every process in learning has difficulties for most learners, as the case
of learning to comprehend a text while reading. Most readers find
difficulties because of some factors inside or outside of a reader. The
outside factors who affect a reader such as the level of difficulties from the
written text, then the inside factors such as the lack of knowledge or skill
of a reader to support in comprehending a text. According to Davoudi and
Yousefi (2015), the reading comprehension difficulties may cause by some
problems as follows (pp. 59-61):
1. Vocabulary Knowledge Deficit
The wealth of vocabulary knowledge leads the reader to get the
main idea of a text and make them easy to guess the unknown words
meaning (Davoudi and Yousefi, 2015, p. 59). The insufficient
vocabulary of reader may cause obstacles in reading comprehension
process, because words meaning is very important things in successful
reading (Medjahdi, 2014, p. 17). The vocabulary knowledge is a basic
thing in reading, especially for EFL learner. The words meaning are
the determined factor to understand and get the meaning of a text for
them.
According to Medjahdi (2014, pp. 16-17), some research on EFL
reading comprehension showed the difficulties among learners are
mainly from vocabulary understanding. Many learners cannot distinct
between words that seem to be similar at the level of morphology,
32
such as words wider and widen. It means that the morphology aspect
also play an important role in vocabulary enrichment which is
influenced on reading comprehension achievements.
2. Background Knowledge Deficit
The reader who knows the meaning of text may still fail to
understand the content of a text, if they do not have background
knowledge about the structure, genre and content of a text. The
definition of background knowledge is information that the reader
already have and it is needed for reader to understand the new
information they found. Insufficient background knowledge may
cause the reader failed to interpret the information from a text
(Davuodi and Yousefi, 2015, p. 60). The poor background knowledge
may be raised because of less experience of reading. The reader who
has enough background knowledge will be matched their own
information to the new information they found in a text during
reading. Thus, the relevant meaning of the whole text is successfully
delivered by the reader.
3. Inference Problems
Inference is an activity during reading to connect ideas and fill the
details that not explicitly mentioned in the text (Davoudi and Yousefi,
2015, p. 61). Not all readers make sufficient inference during reading.
The reason why the readers who have poor comprehending (less
skilled comprehenders) is because they have poorer memory for the
33
text than the skilled comprehenders that leads to incomplete
comprehension. Besides, less skilled comprehenders usually do not
know when it is appropriate to make inference. They make fewer
constructive inferences and they are poor at assimilated general
knowledge with information in the text to make a simple inference
(Davoudi and Yousefi, 2015, pp. 61-62).
34
CHAPTER III
RESEARCH METHODOLOGY
A. Research Type and Approach
The type of research in this study can be classified as correlation
research. The correlation research is a study to determine whether two or
more variables are related. There are two kinds of variables in this
research, the independent and dependent variable. The independent
variable is a variable which causes or influences the other variables. The
dependent variable is a variable that influenced by the independent
variable (Marczyk, DeMatteo & Festinger 1964, p. 46). The variables of
this research are the morphological awareness of affixes (as independent
variable) and reading comprehension (as the dependent variable).
The present study, the researcher applies Quantitative approach.
Quantitative research involves studies that make use of statistical analyses
to gain the findings of research. The systematic measurement and the use
of statistics are included in the main point of this approach (Marczyk et al,
1964, p. 18). It means that the researcher was analyzed the data which has
been collected statistically to gain the findings. The interpretation of the
finding is described in statistical description as well. In this case especially
the correlation between morphological awareness of affixes and reading
comprehension of the English Department students at IAIN Salatiga.
35
B. Setting of The Research
1. Research Location
The research was conducted in The State Institute for Islamic
Studies (IAIN) Salatiga, especially at Education Faculty. It is located
on Pulutan, Sidorejo, Salatiga, and Central Java, Indonesia.
2. Profile of The Institution
IAIN Salatiga is the only one State Institute for Islamic Studies in
Salatiga. This Institute has changed become IAIN based on the Rule by
President of Republic Indonesia number 143 in 2014, on the date
October 17th
2014. Before it has changed, it is a private institute that
still be a part of IAIN Walisongo Semarang. In 1997, the institute has
changed become STAIN Salatiga that stand dependently from IAIN
Walisongo Semarang. The progress and development of the institute to
increase the quality has brought it into a higher level and hopefully
IAIN for the future can be Islamic University of Salatiga.
2.1 Vision
2.1.1 Become a Referral-Indonesia Islamic Studies for the
Establishment of Honorable Peaceful Society in 2030.
2.2 Mission
2.2.1 Education in various disciplines of Islam based on the
Indonesian values.
2.2.2 Conducting research in various disciplines for strengthen
Islamic values.
36
2.2.3 Organizing dedication to the community-based research for
strengthening the values of the nation.
2.2.4 Developing a culture of the campus community that reflects
the values of Islam in Indonesia.
2.2.5 Organizing a professional and accountable management of
higher education.
2.3 Aims
2.3.1 Developing students' potential to become a man of faith and
piety to God Almighty and noble, healthy, knowledgeable,
skilled, creative, independent, competent, and appreciate
the culture of the nation;
2.3.2 Produce graduates who master branch of Science and / or
Technology-based Islamic sciences to meet the national
interests and improving the competitiveness of the Nation;
2.3.3 Produce Science and Technology through the research that
observes and implement Islamic values in order to give
benefit for the nation's progress, and the progress of
civilization and welfare of mankind;
2.3.4 Realizing Community Service based Islamic science and
research works that are beneficial in promoting the general
welfare, the intellectual life of the nation in order to realize
a peaceful society with dignity.
37
C. Population and Sample
1. Population
Kothari (2004) was defining the population of research as all items
in any field of a research study (p. 55). Based on the definition, the
field of this research study is about morphology and reading
comprehension. Mostly, the students have completed the lesson of
morphology and reading comprehension on the end of the fourth
semester. The researcher selected the fifth semester as the subject of
the research, then it can be mentioned that all students of English
Department of Teacher Training and Education Faculty on the fifth
semester are the population of the research. The numbers of the
population are about 250 students. The researcher may take all the
population to be the subject of the research or only take some numbers
or the population as the sample of the subject research.
2. Sample
A sample is the selected participants that taken from the population
for the research study. According to Kothari (2004), when the
population is too large, it is better to use a sample (p. 55). Besides, it is
more effective and can save much time, cost and energy. Technique or
design in choosing the sample, researcher use Non-probability
sampling design. It is that sampling procedure which does not afford
any basis for estimating the probability that each item in the population
has of being included in the sample (Kothari, 2004, p. 59).
38
Selecting samples or participants is one of the most important
aspects of planning and designing a research study. The researcher
must consider in determining the appropriate number of participants
which may be rather difficult in large-scale studies that require many
participants. In selecting sample research, researcher follows the
statement of Arikunto (2010), if the subjects or population are less than
100, it is better to take all population (p. 112). But, if the populations
are more than 100, the researcher may take between 10-15% of the
amount of population (p. 112).
The participants of this study were 2 classes of fifth-semester
students of English Department Program. The objective is because of
the students of fifth semester are expected have a fresh memory about
morphology knowledge. The participant of two classes of the fifth
semester must be re-selected that they certainly had taken the
morphology and reading lecture before. The purpose is to make sure
that they already get the knowledge about morphology and develop
reading skill.
D. Data Collection Technique
1. Test
A research needs instruments to collect data; one of the instruments
is a test. A test is series of question or exercise which is used to
measure a skill, knowledge, ability, or potential of individual or group
39
(Arikunto, 2010, p. 193). In academic, the test usually uses by
teachers to know the skill or knowledge of their students in
understanding the lesson. The result of the test can be as an
interpretation of the achievement in teaching and learning process. The
test also the main tools to evaluate the strength and weakness of the
activities during teaching and learning process.
In this research, the researcher uses two kinds of test; those are
reading comprehension test and morphological awareness test. The
descriptions of both tests are as follows:
1.1 Reading Comprehension Test
The present research analyzes the students‟ background
knowledge of morphology, especially about affixes and the
correlation to their reading comprehension. The first stage to
collect data is conducting a test to the participants of the two
classes. They will follow two kinds of test; first, a test to measure
their reading comprehension, then the second test is a test to
measure their morphological awareness of affixes based on the text
in reading test. Both tests are formed as written test.
Testing was done in groups, and the test took one day in
one meeting because of time concern. The students were giving the
reading comprehension test in the first section and the
morphological awareness test in the second section. Before doing
test, the students were given the instruction, and then the students
40
may do the test appropriately. The students were giving the time
about one hour to answer each the test. The test only has one part
that consists of 25 questions with short passages and whole
questions are multiple choices questions (see the appendix A). The
indicators of the questions in reading comprehension test are as
follows:
Table 3.1 Indicator of reading comprehension test
No Indicators Numbers Percentage
1 Identifying main idea 1,10,17 12 %
2 Vocabulary mastery 2,3,6,12,14,15,18,20,
21,23
40 %
3 Scanning for detail 4,5,11,19 16 %
4 Referential 13,22 8 %
5 Inferential 7,8,9,25 16 %
6 Exception 16,24 8 %
Total 100%
1.2 Morphological Awareness Test
The morphological awareness test is modified from the
original test by Rebecca Curinga in her research entitle „The Effect
of Morphological Awareness on Reading Comprehension: A Study
with Adolescent Spanish-English Emergent Bilinguals‟ on 2014.
The test contained two parts, Part 1; Morphemes Analyzing. It
41
consists of 25 questions. The students were analyzing the words by
separating the word into some morphemes, then categorizing the
morphemes based on the kinds.
Table 3.2 Example form of Morphological Awareness Test Part 1
No Word Root
Deriva-
tional
prefix
Deriva-
tional
suffix
Inflec-
tional
suffix
e.g. Relationship Relate - -ion,
-ship -
1 Colorless
2 Combining
3 Widely
4 Effectiveness
5 Banned
6 Heated
7 Poisonous
8 Inhaled
9 Revoked
By itself, the score for morphological awareness test part 1
would represent the students‟ basic knowledge of general
derivational and inflectional word-formation processes. Part 2;
Affixes Application, this part consist of 25 questions, the
participants need to apply affixes that best match with a word to fill
in a sentence. The instruction in this part is to change or reform the
42
provided words to be filled in the blanks sentences. For examples;
Use. This bag is very useful .
The complete question item of morphological awareness test
can be seen in the appendix B. The details of test instruments
design based on the indicator of the questions are as follows:
Table 3.3 Indicator of Morphological Awareness Test
No Indicators
Number of
questions
Percentage
1 Understanding the word
formation process by breaking
down into some morphemes
(root and affixes).
1-25 50 %
2 The affixes application in the
sentences
26-50 50 %
Total 100
2. Documentation
The documentation method is to collect data that relate to the
variables such as notes, transcript, book, agenda, and so on (Arikunto,
2010, p. 274). In other words, the data which is collected by this
method is as printed data. The researcher has applied this method to
collect the data about the profile of the institution, the student's
43
profile, the syllabus, and the schedule of lecturing. Those data are
benefited for completing and processing the analysis in this research.
E. Data Analysis Technique
The researcher needs to calculate mean, and standard deviation of both
variables to measure the profile of students‟ awareness of affixes and
reading comprehension and the correlations. Then, calculate the score
limitations to classify the score into five levels; excellent, good, enough
less and poor. The formulas as follows:
1. Mean
The formula to calculate mean is as follow (Kothari, 2004, p. 132):
( )
2. Standard Deviation
To calculate standard deviation, the researcher uses this formula as
follow (Kothari, 2004, p. 135):
( ) √ ( )
Where;
44
3. Limitation score
The collection of students‟ score is categorized into five levels. In
order to know the limit of each score level, it is needed to calculate the
limit of score levels using the formulas follow:
A = + 1,5
B = + 0,5
C = – 0,5
D = – 1,5
Where; = Mean X
= Standard Deviation X
The result value of calculation A until D is to know the limit
value of the interval score of each score‟s criteria. The score A is the
limit value of higher score for good criteria, the score B is the limit
value of higher score for fair criteria, the score C is the limit value of
lower score for fair criteria, and the score D is the limit value of lower
score for the less criteria.
45
4. Coefficient Correlation
To measure the relationship between reading comprehension and
morphological awareness, Karl Pearson‟s coefficient of correlation is
the most often used method in measuring the degree of relationship
between two variables (Kothari, 2004, p. 139). The patterns are as
follow:
( )( )
√ ( ) ( )
To test the significance of the coefficient of correlation are using the
pattern bellow (Kothari, 2004, p. 161):
√ √
Where; r = the coefficient of correlation and the d.f = (n - 2)
After the result has been obtained, then it is used to find out
whether or not the (Ho) Null Hypothesis or (Ha) Alternative
Hypothesis is accepted in this research. The result of tcount is compared
to ttable (see the appendix) to know the significant correlation between
two variables.
46
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Data Description
The data description describes the necessary information of the
research that has been collected. This present study is aimed to find out the
correlation between two variables. The two kinds of variables can be
described as follows:
1.1 Independent Variable
The independent variable is a variable which causes or
influences the other variables. In this case of study, the
variable that acts as independent variable is morphological
awareness of affixes, because it is influenced the reading
comprehension. In this research, the morphological awareness
was symbolized as „X‟ in the statistical data analysis.
1.2 Dependent Variable
The dependent variable is a variable that influenced by the
independent variable. The reading comprehension is the
dependent variable, where it is influenced by morphological
awareness. Reading Comprehension Variable were symbolize
as „Y‟ in the statistical data analysis.
47
The researcher has been collecting data by conducting two tests,
the morphological awareness test and reading comprehension test. The
two classes of students‟ English Department of Teacher Training at IAIN
Salatiga on fifth semester, academic year 2016/2017 had completed the
both tests. The first class consists of 21 students and the second class is 9
students. From 30 students who have followed the test are 27 students,
because 3 students did not attend the class. The technique in scoring of
both tests, the researcher uses the following technique:
Test Score =
From the technique in calculating score above, the result of
Morphological Awareness Test which consist of 50 questions, the score of
27 students are as in the table follows:
Table 4.1 the score of Morphological awareness test of Students‟ English
Department in fifth semester, academic year 2016/2017
No Students’ Name Sum of Correct answer Score
1 Amira M D 31 62
2 Andika Santriasa 27 54
3 Ayu Wulandari 38 76
4 Budi Suryono 30 60
5 Dewi Hindun Y 43 86
6 Dona Arta 19 38
7 Dwi Agus Setyowati 22 44
48
No Students’ Name Sum of Correct answer Score
8 Dwi Purwasih 42 84
9 Evi Nur Latifa 42 84
10 Fita Widyastuti 32 64
11 Hakimee Samalee 36 72
12 Khanifatus Sariyah 21 42
13 Lailatul Istianah 39 78
14 Lina Shofiah 33 66
15 M Luqman Hakim 31 62
16 M. Anis Murtadho 28 56
17 Maratus Sholihah 44 88
18 Miftakhur Raziqin 28 56
19 Ni‟ma Amalia 30 60
20 Nimatul Maula 36 72
21 Nurma Dwi Airisa 28 56
22 Nurul Hikmah 29 58
23 Reni Susanti 36 72
24 Ririn Nur Halifah 34 68
25 Surainee Tohyeng 12 22
26 Willyar Alibra P 34 68
27 Zaisa Febrina S 42 84
Total Score 1732
49
The Reading Comprehension test consist of 25 questions with
multiple choice question all items. The calculation of 27 students‟ score is
shown in the table follows:
Table 4.2 the score of Reading Comprehension Test of Students‟ English
Department in fifth semester, academic year 2016/2017
No Students’ Name Sum of Correct answer Score
1 Amira M D 20 80
2 Andika Santriasa 13 52
3 Ayu Wulandari 15 60
4 Budi Suryono 18 72
5 Dewi Hindun Y 15 60
6 Dona Arta 14 56
7 Dwi Agus Setyowati 12 48
8 Dwi Purwasih 12 48
9 Evi Nur Latifa 15 60
10 Fita Widyastuti 9 36
11 Hakimee Samalee 16 64
12 Khanifatus Sariyah 12 48
13 Lailatul Istianah 19 76
14 Lina Shofiah 14 56
15 M Luqman Hakim 12 48
16 M. Anis Murtadho 14 56
50
No Students’ Name Sum of Correct answer Score
17 Maratus Sholihah 13 52
18 Miftakhur Raziqin 15 60
19 Ni‟ma Amalia 14 56
20 Nimatul Maula 11 44
21 Nurma Dwi Airisa 15 60
22 Nurul Hikmah 13 52
23 Reni Susanti 10 40
24 Ririn Nur Halifah 15 60
25 Surainee Tohyeng 8 32
26 Willyar Alibra P 10 40
27 Zaisa Febrina S 15 60
Total Score 1476
B. Data Analysis
1. The Analysis of Level of Students‟ Morphological Awareness
The steps that the researcher need to take in analyzing the data
such as calculating the mean, standard deviation, maximum score and
minimum score of morphological awareness test. The series of
calculations are useful to know the profile of students‟ morphological
awareness of affixes. The descriptions of the calculations are as
follows:
51
Table 4.3 the Analysis Score of Morphological Awareness Test
X F fX (X- ) (X- )2 f(X- )
2
88 1 88 24 576 576
86 1 86 22 484 484
84 3 252 20 400 1200
78 1 78 14 196 196
76 1 76 12 144 144
72 3 216 8 64 192
68 2 136 4 16 32
66 1 66 2 4 4
64 1 64 0 0 0
62 2 124 -2 4 8
60 2 120 -4 16 32
58 1 58 -6 36 36
56 3 168 -8 64 192
54 1 54 -10 100 100
44 1 44 -20 400 400
42 1 42 -22 484 484
38 1 38 -26 676 676
22 1 22 -42 1764 1764
Total N=27 ƩX=1732 - -
Ʃ f(X- )2
=6520
52
X = Morphological Awareness Test‟s Score
f = Frequency of the score
To know the Mean and Standard Deviation of Morphological
Awareness Test‟s Score, the researcher used the following formula:
( )
( ) √ ( )
√
√
16
The results of the calculation above are functioned to determine the
interval score of each criteria, the calculations are as follows:
A = + 1,5 .
= 64 + 1,5 . 16
= 64 + 24
= 88
53
B = + 0,5 .
= 64 + 0,5 . 16
= 64 + 8
= 72
C = – 0,5 .
= 64 – 0,5 . 16
= 64 – 8
= 56
D = – 1,5 .
= 64 – 1,5 . 16
= 64 – 24
= 40
The description of the calculation above are the value of A is the
limit value of higher score for good criteria, the score B is the limit
value of higher score for fair criteria, the score C is the limit value of
lower score for fair criteria, and the score D is the limit value of lower
score for the less criteria.
54
The summarization of whole series in calculating score of
morphological awareness of affixes test is concluded in the table
follows:
Table 4.4 The Analysis Score of Morphological Awareness Test
Mean 64
Standard Deviation 16
Score A 88
Score B 72
Score C 56
Score D 40
From the table of statistical above, the level of students‟ morphological
awareness of affixes can be measured as in the table follow:
Table 4.5 The Analysis of Level Measurement of Students‟
Morphological Awareness
Interval F Criteria Percentage
89-100 0 Excellent 0%
73-88 7 Good 26%
56-72 15 Fair 56%
40-55 3 Less 11%
0-39 2 Poor 7%
Ʃ 27 - 100%
55
The description of the table above shows that the levels of
morphological awareness of English Department students are varied.
The students who categorize as in a good criteria consist of 26% or 7
students, then 56% or 15 students are in fair criteria, 11% or 3 students
are in less criteria and 7% or 2 students have poor awareness of
morphology especially about affixes.
2. The Analysis of Level of The Students‟ Reading Comprehension
This step of analysis is to know the profile of the students‟ reading
comprehension ability which will be categorized in three levels
criteria. In order to know the level of the students‟ Reading
Comprehension skill, it is needed to calculate the points which part of
the formulas that used in the data analysis, as the following:
Table 4.6 The Analysis Score of Reading Comprehension Test
Y F fY (Y- ) (Y- )2 f(Y- )
2
80 1 80 25 625 625
76 1 76 21 441 441
72 1 72 17 289 289
64 1 64 9 81 81
60 7 420 5 25 175
56 4 224 1 1 4
52 3 156 -3 9 27
56
Y F fY (Y- ) (Y- )2 f(Y- )
2
48 4 192 -7 49 196
44 1 44 -11 121 121
40 2 80 -15 225 450
36 1 36 -19 361 361
32 1 32 -23 529 529
Total N=27 ƩY=1476 - - 3299
X = Morphological Awareness Test‟s Score
f = Frequency of the score
To calculate the Mean and Standard Deviation of Reading
Comprehension Test are as follows:
( )
( ) √ ( )
√
√
57
The limitation score of Reading Comprehension Test Score:
A = + 1,5 .
= 55 + 1,5 . 11
= 55 + 16,5
= 71,5 ≈ 72
B = + 0,5 .
= 55 + 0,5 . 11
= 55 + 5,5
= 60,5 ≈ 61
C = – 0,5 .
= 55 – 0,5 . 11
= 55 – 5,5
= 49,5 ≈ 50
D = – 1,5 .
= 55 – 1,5 . 11
= 55 – 16,5
= 38,5 ≈ 39
58
Table 4.7 The Statistical Score of Reading Comprehension Test
Mean 55
Standard Deviation 11
A Score 72
B Score 61
C Score 50
D Score 39
From the table of statistical above, the level of students‟ reading
comprehension can be measured as in the table follow:
Table 4.8 The Analysis of Level Measurement of Students‟ Reading
Comprehension Skill
Interval F Level Percentage
73-100 2 Excellent 7%
62-72 7 Good 26%
50-61 14 Fair 53%
40-49 2 Less 7%
0-39 2 Poor 7%
Ʃ 27 - 100%
From the analysis table above, it can be described that 27 students
of English Department Program in fifth semester who has followed the
reading comprehension test. The test is divided into 5 levels based on
59
the test score. The detail of division are 7% or 2 students of the
students have excellent skill of reading comprehension, 26% or 7
students of the students have good skill, 53% or 14 students have fair
skill of reading comprehension, 7% or 2 students have less skill and
7% or 2 students of the students have poor skill of reading
comprehension.
3. The Correlation Analysis Between The Students‟ Morphological
Awareness of Affixes and Their Reading Comprehension
The analysis of correlation is using the Pearson Product Moment
formula. Some calculation of test result is needed to be applied in the
formula, here are the detail as the table follows:
Table 4.9 Analysis of Test Result of Students‟ Morphological
Awareness of Affixes (X) and Reading Comprehension (Y)
No X Y X- Y- ) (X- )( Y- ) (X- )2 (Y- ))
2
1 62 80 -2 25 -50 4 625
2 54 52 -10 -3 30 100 9
3 76 60 12 5 60 144 25
4 60 72 -4 17 -68 16 289
5 86 60 22 5 110 484 25
6 38 56 -26 1 -26 676 1
7 44 48 -20 -7 140 400 49
8 84 48 20 -7 -140 400 49
60
The continuing table
No X Y X- Y- (X- )( Y- ) (X- )2 (Y- )
2
9 84 60 20 5 100 400 25
10 64 36 0 -19 0 0 361
11 72 64 8 9 72 64 81
12 42 48 -22 -7 154 484 49
13 78 76 14 21 294 196 441
14 66 56 2 1 2 4 1
15 62 48 -2 -7 14 4 49
16 56 56 -8 1 -8 64 1
17 88 52 24 -3 -72 576 9
18 56 60 -8 5 -40 64 25
19 60 56 -4 1 -4 16 1
20 72 44 8 -11 -88 64 121
21 56 60 -8 5 -40 64 25
22 58 52 -6 -3 18 36 9
23 72 40 8 -15 -120 64 225
24 68 60 4 5 20 16 25
25 22 32 -42 -23 966 1764 529
26 68 40 4 -15 -60 16 225
27 84 60 20 5 100 400 25
Ʃ 1732 1476 - - 1364 6520 3299
61
Based on the table above, the result is applied to calculate the degree
of coefficient correlation using Pearson‟s formula as follows:
ƩX = 1732
ƩY = 1476
Ʃ(X- ) (Y- ) = 1364
Ʃ(X- )2
= 6520
Ʃ(Y- )2
= 3299
( )( )
√ ( ) ( )
√
√
0,294103
From the calculation above, it got the value of rxy = 0,294103. To know
the significance of the coefficient correlation (tcount), the next step is
testing the value of rxy as in the calculation above:
√ √
√ √
62
√ √
√
= 1,538559757278353 ≈ 1, 539
The result of the value of tcount is 1,539. The value of tcount will be
compared with the ttable to judge the hypothesis of this research.
C. Data Interpretation
Testing the hypothesis is needed to interpret the previous data
analysis. The hypothesis is a prediction of the research result which based
on the fact, thus it must be tested the validation. The statements of the
hypothesis testing are as follows:
1. HA is accepted and Ho is rejected if the value of tcount > ttable. It also
means there is significant correlation between students‟
morphological awareness of affixes and their reading
comprehension.
2. Ho is accepted and HA is rejected if the value of tcount > ttable. It also
means there is no significant correlation between students‟
morphological awareness of affixes and their reading
comprehension.
63
To know ttable, the researcher need to calculate the degree of freedom (d.f)
of the test, the calculations are as follows:
d.f = (n - 2)
= 27 – 2
= 25
Based on the table of critical value of ttable (see in the appendix A) with
the d.f=25 and the level of significant 5% and 1%, it gets the value 2,060
and 2,787. Therefore, the can be stated that tcount < ttable with level of
significant of 5% and 1 %, or in other words 1,539 < 2,060 < 2,787. It
caused the Ho (Null Hypothesis) is accepted and HA (Alternative
Hypothesis) is rejected. It means there is no significant correlation
between students‟ morphological awareness of affixes and their reading
comprehension in the case study of English Department of Teacher
Training and Education Faculty students of IAIN Salatiga on fifth semester
in the academic year 2016/2017. It is contradicted to what previous studies
have established.
Based on the statements above, the researcher stated that the role of
morphological awareness in reading comprehension is not considered as
the main factor in understanding the meaning of text. There are other
aspects to be considered by the readers, which may influence reading
comprehension achievements. Like McNamara (2007) stated that
comprehension arises through cognitive processes and activities, including
64
word translating, lexical access, syntactic processing, inference making,
reading strategies, and post-reading activities, for examples;
summarization, questioning and answering, argumentation (p. 109). These
contribute to a reader‟s ability to connect the meaning of series of
sentences into whole meaning of a text. Curinga (2014) also stated that
English morphological awareness has an indirect effect to reading
comprehension (p. 13). Because the understanding of relationships among
words in morphological “families” facilitated text processing such as
inference making, syntactic processing and word translating (p. 13).
65
CHAPTER V
CONCLUSION AND RECOMENDATION
A. Conclusion
Based on the research analysis and interpretation that has been done,
the conclusion of the finding of this research can be described as follows:
1. The profile of students‟ morphological awareness of affixes is
categorized as fair or enough with the mean is 64. From the
computation before, it showed about 56% or 15 students get the score
between the ranges of 56-72. Besides, for the reading comprehension
test mostly the students are categorize have fair skill, because it reach
53% of students who got the score in the interval 50-61 with the mean
55. It is the result of the sample, where sample is reflecting the
population, it means in general can be interpreted that the students‟
English Department Program at IAIN Salatiga in fifth semester have
fair ability of reading comprehension and morphological awareness of
affixes.
2. Based on the calculation using Pearson product moment‟s formula, it
has confirmed that there is no significant correlation between students‟
morphological awareness of affixes and their reading comprehension
for the populations of English Department of Teacher Training and
Education Faculty students of IAIN Salatiga on fifth semester in the
66
academic year 2016/2017. It showed that tcount= 1,539 < ttable= 2,060
with level of significant of 5%. The students who have good
knowledge of morphology did not improve their comprehension on
text. It is important to know that reading is a complex cognitive skill,
involving many aspects of language and content knowledge to which
morphological awareness and vocabulary knowledge are not the only
path to successful reading for EFL learners. It may the morphological
awareness of the students‟ do not have direct effect to their reading
comprehension. Based on the previous research, the reading
comprehension may affected by so many factors, such as the strategy
during reading, background knowledge of current information, and
making summarization skill.
B. Recommendation
The research finding revealed that there is no significant
correlation between students‟ morphological awareness of affixes and their
reading comprehension. Although the result of the research showed that
there is no significant correlation between morphological awareness and
reading comprehension, it need to be pointed out that word knowledge is
still important to help in comprehending a written text.
The data obtained from the testing instruments indicates that the
reading comprehension skill of the students is categorized sufficient. The
researcher recommends to English teachers to more focus on teaching the
67
strategy to comprehend a text. Also, teachers should discover what
learning strategies that works for understanding the meaning of text.
Students should be explicitly taught word-learning strategies to deepen
their knowledge of how to decode an unknown word and choose the
appropriate meaning in order to help the reading process. Besides, the
students also should broaden their background knowledge, in order they
can get the complete information during reading a text.
The final recommendation for future research which still relate to
morphological awareness and reading comprehension, further researcher
should consider in determining and using the appropriate method and
instrument of collecting data. This is important in order to get the valid
result and findings. Further research may be recommended to test new
model of the different relationship between reading comprehension and
other linguistic aspect with different participants from different class of
groups, skills and language backgrounds. The results from this model of
research study will help us to better understand the complexities of
learners reading skills and improvements of reading comprehension skill.
68
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APPENDIX A
READING COMPREHENSION TEST
Name :
NIM :
Direction: Read the following paragraph then answer the questions that follow. Answer the
question based on what is stated or implied in the passages.
Passage 1
Carbon tetrachloride is a colorless and inflammable liquid that can be produced by combining
carbon disulfide and chlorine. This compound is widely used in industry today because of its
effectiveness as a solvent as well as its use in the production of propellants. Despite its widespread
use in industry, carbon tetrachloride has been banned for home use. In the past, carbon
tetrachloride was a common ingredient in cleaning compounds that were used throughout the
home, but it was found to be dangerous: when heated, it changes into a poisonous gas that can
cause severe illness and even death if it is inhaled. Because of this dangerous characteristic, the
United States revoked permission for the home use of carbon tetrachloride in 1970. The United
States has taken similar action with various other chemical compounds.
1. The main point of this passage is that
a. carbon tetrachloride can be very dangerous when it is heated
b. the government banned carbon tetrachloride in 1970
c. Although carbon tetrachloride can legally be used in industry, it is not allowed in home
products.
d. carbon tetrachloride used to be a regular part of cleaning compounds
2. The word “widely” in line 2 could most easily be replaced by
a. Grandly
b. Extensively
c. Largely
d. Hugely
3. The word “banned” in line 4 is closest in meaning to
a. Forbidden
b. Allowed
c. Suggested
d. Instituted
4. According to the passage, before 1970 carbon tetrachloride was
a. used by itself as a cleanser
b. banned in industrial use
c. often used as a component of cleaning products
d. not allowed in home cleaning products
5. It is stated in the passage that when carbon tetrachloride is heated, it becomes
a. Harmful
b. Colorless
c. a cleaning compound
d. inflammable
6. The word “inhaled” in line 7 is closest in meaning to
a. Warmed
b. breathed in
c. carelessly used
d. blown
7. It can be inferred from the text that one role of the U.S. government is to
a. regulate product safety
b. prohibit any use of carbon tetrachloride
c. instruct industry on cleaning methodologies
d. ban the use of any chemicals
8. The paragraph following the passage most likely discusses
a. additional uses of carbon tetrachloride
b. the banning of various chemical compounds by the U.S. government
c. further dangerous effects of carbon tetrachloride
d. the major characteristic of carbon tetrachloride
Passage 2
The next artist in this survey of American artist is James Whistler; he is included in this survey of
American artist because he was born in the United States, although the majority of his artwork
was completed in Europe. Whistler was born in Massachusetts in 1834, but nine years later his
father moved the family to St. Petersburg, Russia, to work on the construction of a railroad. The
family returned to the United States in 1849. Two years later Whistler entered the U.S. military
academy at West Point, but he was unable to graduate. At the age of twenty-one Whistler went to
Europe to study art despite familial objections, and he remained in Europe until his death.
Whistler worked in various art forms, including etchings and lithographs. However, he is most
famous for his paintings, particularly Arrangement in Gray and Black No.1: Portrait of the Artist’s
Mother or Whistler’s Mother, as it is more commonly known. This painting shows a side view of
Whistler’s mother, dressed I black and posing against a gray wall. The asymmetrical nature of the
portrait, with his mother seated off-center, is highly characteristic of Whistler’s work.
9. The paragraph preceding this passage most likely discusses
a. A survey of eighteenth-century art
b. a different American artist
c. Whistler’s other famous paintings
d. European artists
10. Which of the following best describes the information in the passage?
a. Several artists are presented
b. One artist’s life and works are described
c. Various paintings are contrasted
d. Whistler’s family life is outlined.
11. Whistler is considered an American artist because
a. he was born in America
b. he spent most of his life in America
c. he served in the U.S. military
d. he created most of his famous art in America
12. The world “majority” in line 2 is closest in meaning to
a. Seniority
b. Maturity
c. large pieces
d. high percentage
13. It is implied in the passage that Whistler’s family was
a. unable to find any work at all in Russia
b. highly supportive of his desire to pursue art
c. working class
d. military
14. The word “objections” in line 7 is closest in meaning to
a. Protests
b. Goals
c. Agreements
d. Battles
15. The word “asymmetrical” in line 11 is closest in meaning to
a. Proportionate
b. Uneven
c. Balanced
d. Lyrical
16. Which of the following is NOT true according to the passage?
a. Whistler work with a variety of art forms.
b. Whistler’s Mother is not the official name of his painting.
c. Whistler is best known for his etchings.
d. Whistler’s Mother is painted in somber tones.
Passage 3
The locations of stars in the sky relative to one another do not appear to the naked eye to change,
and as a result stars are often considered to be fixed in position. Many unaware stargazers falsely
assume that each star has its own permanent home in the nighttime sky.
In reality, though, stars are always moving, but because of the tremendous distances between stars
themselves and from stars to Earth, the changes are barely perceptible here. An example of a
rather fast-moving star demonstrates why this misconception prevails; it takes approximately 200
years for a relatively rapid star like Bernard's star to move a distance in the skies equal to the
diameter of the earth's moon. When the apparently negligible movement of the stars is contrasted
with the movement of the planets, the stars are seemingly unmoving.
17. Which of the following is the best title for this passage?
a. What the eye can see in the sky
b. Bernard's star
c. Planetary Movement
d. The Ever moving stars
18. The expression "naked eye" in line 1 most probably refers to
a. a telescope
b. a scientific method for observing stars
c. unassisted vision
d. a camera with a powerful lens
19. According to the passage, the distances between the stars and Earth are
a. barely perceptible
b. huge
c. fixed
d. moderate
20. The word "perceptible" in line 5 is closest in meaning to which of the following?
a. Noticeable
b. Persuasive
c. Conceivable
d. astonishing
21. In line 6, a "misconception" is closest in meaning to
a. Idea
b. proven fact
c. erroneous belief
d. theory
22. The passage implies that from earth it appears that the planets
a. are fixed in the sky
b. move more slowly than the stars
c. show approximately the same amount of movement as the stars
d. travel through the sky considerably more rapidly than the stars
23. The word "negligible" in line 8 could most easily be replaced by
a. Negative
b. Insignificant
c. Rapid
d. Distant
24. Which of the following is NOT true according to the passage?
a. Stars do not appear to the eye to move.
b. the large distances between stars and the earth tend to magnify movement to the eye
c. Bernard's star moves quickly in comparison with other stars
d. although stars move, they seem to be fixed
25. The paragraph following the passage most probably discusses
a. the movement of the planets
b. Bernard's star
c. the distance from earth to the moon
d. why stars are always moving
APPENDIX B
MORPHOLOGICAL AWARENESS TEST
Name :
NIM :
Part 1: Analyze the words bellow by separating the word into some morphemes, and then
categorize the morpheme based on kinds.
No Word Root Derivational
prefix
Derivational
suffix
Inflectional
suffix
e.g Relationship Relate - -ion, -ship -
1 Colorless
2 Combining
3 Widely
4 Effectiveness
5 Banned
6 Heated
7 Poisonous
8 Inhaled
9 Revoked
10 Majority
11 Returned
12 Objections
13 Famous
14 Arrangement
15 Dressed
16 Asymmetrical
17 Graduate
18 Fixed
19 Unaware
20 Falsely
21 Perceptible
22 Misconception
23 Unmoving
24 Negligible
25 Contrasted
Part 2: Change the bold words into right form to fill the blanks in the sentences.
Example A: Sell. My uncle is a seller .
Example B: Dryer. The clothes need more time to dry .
Example C: Usage. This bag is very useful .
1. Colorless. My sister looks cheerful with her _______________ dress.
2. Combining. Jazz fusion is a ________________ of rock and jazz.
3. Widely. The road must be _______________, because of much transportation.
4. Effectiveness. They do it more quickly and _______________ than we could have done.
5. Banned. He has two reason for ________________ the practice.
6. Heated. She put her wet shoes on the _______________.
7. Poisonous. She believe there was _______________ in the wine.
8. Inhaled. I could not _____________ a single breath.
9. Revoked. Calvin always has many ways to keep him from ____________ his leader
command.
10. Majority. Russia is a ____________ exporter of wheat.
11. Returned. I will _____________ your book tomorrow.
12. Objections. It is important for a reporter to be _____________ when relating the news.
13. Famous. The artist is on the top of his _____________.
14. Arrangement. Tom and Marry ______________ their room decoration to make it more
comfortable.
15. Dressed. I do not know anaything about _____________ and acting like a lady.
16. Asymmetrical. The blackboard was bolted to the wall in a ________________ position.
17. Graduate. She had to wear a borrowed dress for the ______________ party.
18. Fixed. His father ia a ___________ of electonic things.
19. Unaware. It is important to develop an _____________ about the envionment.
20. Falsely. We are sorry for giving __________ information.
21. Perceptible. Can you tell me about your _______________ of an abstract idea?
22. Misconception. A good writer uses ______________ thinking to produce his work.
23. Unmoving. His face relaxed, he ade a little _____________ of one hand.
24. Negligible. If you ____________ to do your homework, you wil not pass the course.
25. Contrasted. Her black dress and the white backround are seem _____________.
MORPHOLOGICAL AWARENESS ANSWER KEY
Part 1: Analyze the words bellow by separating the word into some morphemes, and then
categorize the morpheme based on kinds.
No Word Root Derivational
prefix
Derivational
suffix
Inflectional
suffix
e.g Relationship Relate - -ion, -ship -
1 Colorless Color -less
2 Combining Combine -ing
3 Widely Wide -ly
4 Effectiveness Effect -ive, -ness
5 Banned Ban -ed
6 Heated Heat -ed
7 Poisonous Poison -ous
8 Inhaled Hale In- -ed
9 Revoked Revoke -ed
10 Majority Major -ity
11 Returned Turn Re- -ed
12 Objections Object -ion -s
13 Famous Fame -ous
14 Arrangement Arrange -ment
15 Dressed Dress -ed
16 Asymmetrical Symmetric a- -cal
17 Graduate Grade -ate
18 Fixed Fix -ed
19 Unaware Aware Un-
20 Falsely False -ly
21 Perceptible Percept -able
22 Misconception Concept Mis- -ion
23 Unmoving Move Un- -ing
24 Negligible Neglect -able
25 Contrasted Contrast -ed
Part 2: Change the bold words into right form to fill the blanks in the sentences.
Example A: Sell. My uncle is a seller .
Example B: Dryer. The clothes need more time to dry .
Example C: Usage. This bag is very useful .
26. Colorless. My sister looks cheerful with her colorfull dress.
27. Combining. Jazz fusion is a combination of rock and jazz.
28. Widely. The city is going to widen the road.
29. Effectiveness. They do it more quickly and effectively than we could have done.
30. Banned. He has two reason for banning the practice.
31. Heated. She put her wet shoes on the heater.
32. Poisonous. She believe there was poison in the wine.
33. Inhaled. I could not inhale a single breath.
34. Revoked. Calvin always has many ways to keep him from revoking his leader command.
35. Majority. Russia is a major exporter of wheat.
36. Returned. I will return your book tomorrow.
37. Objections. It is important for a reporter to be objective when relating the news.
38. Famous. The artist is on the top of his fame.
39. Arrangement. Tom and Marry rearrange their room decoration to make it more
comfortable.
40. Dressed. I do not know anaything about dressing and acting like a lady.
41. Asymmetrical. The blackboard was bolted to the wall in a asymmetric position.
42. Graduate. She had to wear a borrowed dress for the graduation party.
43. Fixed. His father ia a fixer of electonic things.
44. Unaware. It is important to develop an awareness about the envionment.
45. Falsely. We are sorry for giving false information.
46. Perceptible. Can you tell me about your perception of an abstract idea?
47. Misconception. A good writer uses conceptual thinking to produce his work.
48. Unmoving. His face relaxed, he ade a little movement of one hand.
49. Negligible. If you neglect to do your homework, you wil not pass the course.
50. Contrasted. Her black dress and the white backround are seem contrast.
READING COMPREHENSION ANSWER KEY
1. C
2. B
3. A
4. C
5. A
6. B
7. A
8. B
9. B
10. B
11. A
12. D
13. C
14. A
15. B
16. C
17. D
18. C
19. B
20. A
21. C
22. D
23. B
24. B
25. A
APPENDIX C
Critical Values Of Students’ T-Distribution
DAFTAR NILAI SKK
Nama : Hafizh Ana Nafiah
NIM : 113-12-151
Fakultas : Tarbiyah dan Ilmu Keguruan
Jurusan : Tadris Bahasa Inggris (TBI)
No Jenis Kegiatan Waktu Pelaksanaan Jabatan Nilai
1 OPAK STAIN SALATIGA 2012,
dengan tema “Progresifitas Kaum
Muda, Kunci Perubahan Indonesia”
05-07 September 2012 Peserta 3
2 OPAK JURUSAN TARBIYAH
STAIN SALATIGA, dengan tema
“Mewujudkan Gerakan Mahasiswa
Tarbiyah Sebagai Tonggak
Kebangkitan Pendidikan Indonesia”
08-09 September 2012 Peserta 3
3 Orientasi Dasar Keislaman (ODK),
dengan tema “Membangun Karakter
Keislaman Bertaraf Internasional Di
Era Globalisasi Bahasa”
10 September 2012 Peserta 2
4 Seminar Entrepreneurship dan
Perkoperesian, dengan tema “Explore
11 September 2012 Peserta 2
Your Entrepreneurship Talent”
5 Seminar Achievement Motivation
Training, dengan tema “Dengan AMT,
Bangun Karakter Raih Prestasi”
12 September 2012 Peserta 2
6 Library User Education (Pendidikan
Pemakai Perpustakaan)
13 September 2012 Peserta 2
7 English Friendship Camp and Social
Work in Merbabu Foothill 2012
13-14 Oktober 2012 Peserta 2
8 Seminar Regional dengan tema “
Indonesia Satu”
29 Oktober 2012 Peserta 4
9 Seminar Pendidikan HMJ Tarbiyah
STAIN Salatiga, dengan tema
“Menimbang Mutu dan Kualitas
Pendidikan di Indonesia”
02 Mei 2013 Panitia 3
10 Seminar Nasional Entrepreneurship
dengan tema “Menumbuhkan Jiwa
Entrepreneur Generasi Muda”
27 Mei 2013 Peserta 8
11 Seminar Nasional dengan tema “How
to Develop The Best Generation”
01 Juni 2013 Peserta 8
12 Seminar Nasional dengan tema
“Mengawal pengendalian BBM
bersubsidi, kebijakan BLSM yang
tepat sasaran serta pengendalian inflasi
08 Juli 2013 Peserta 8
dalam negeri sebagai dampak
kenaikan harga BBM bersubsidi”
13 Training ELFAST-Speaking November 2013 Peserta 2
14 Talkshow with Raditya Dika “Creative
Writing and Creative Speaking”
01 Desember 2013 Peserta 2
15 Sarasehan Akbar Bersama Tokoh
Nasional, tema “Komitmen Politik
Islam dalam Mnata Arah Masa Depan
Bangsa Indonesia”
15 Maret 2014 Peserta 2
16 Talkshow Spirit of Global
Entrepreneurship, dengan tema “How
tobe a Successfull Creative Preneur ti
Face ASEAN Economic Community
2015”
07 April 2014 Peserta 2
17 Ibtida’ Lembaga Dakwah Kampus
(LDK) Darul Amal STAIN Salatiga,
dengan tema “Mahasiswa Istimewa
Menuju Generasi Rabbani”
12-13 April 2014 Peserta 2
18 Seminar dan pelatihan praktek
kewirausahaan dengan tema
“Entrepreneur is The Way Of Life”
16 April 2014 Peserta 2
19 Kajian Intensif Mahasiswa (KISMIS)
LDK Darul Amal STAIN Salatiga
27 Juni 2014 Peserta 2
20 Orientasi Dasar Keislaman (ODK)
dengan tema “Pemahaman Islam
Rahmatan Lil’alamin Sebagai
Langkah Awal Menjadi Mahasiswa
Berkarakter”
21 Agustus 2014 Peserta 2
21 Training Pembuatan Makalah 17 September 2014 Panitia 3
22 Pelatihan Ustadz dan Ustadzah Taman
Pendidikan Al Qur’an (TPQ) se-Desa
Lopait dan sekitarnya
21 September 2014 Peserta 2
23 Bedah Buku Membidik Bintang 01 Oktober 2014 Panitia 3
24 Ibtida’ 2014 dengan tema “Ikatan
Bingkai Cinta Dalam Titian Dakwah
Menuju Insan Kamil”
18-19 Oktober 2014 Panitia 3
25 Pelatihan Kewirausahaan Bagi
Kelompok Strategis
03-06 November 2014 Peserta 3
26 Talkshow Pranikah dengan tema
“Menjemput Jodoh Impian”
09 November 2014 Peserta 2
27 Seminar Nasional Entrepreneurship 16 November 2014 Peserta 8
28 Kajian Intensif Mahasiswa (KISMIS)
dengan tema “Fenomena Islam di
Salatiga”
28 November 2014 Panitia 3
29 Diskusi Terbuka dengan tema
“SOEKARNO, Apa yang kalian
09 Desember 2014 Peserta 2
pikirkan?”
30 Seminar Kewirausahaan dengan tema
“Meraih Kesuksesan Dengan
Berwirausaha”
21 Desember 2014 Peserta 2
31 Surat Keputusa (SK) Rektor IAIN
Salatiga tentang Pengangkatan
Pengurus Lembaga Dakwah Kampus
(LDK) Fathir Ar Rasyid IAIN Salatiga
Masa Bakti 2015
2015
Anggota
Bidang
Nisa
4
32 Motivasi Wawasan Keislaman
Dakwah Kampus dan Sosialisasi
FSLDKN (Forum Sosialisasi Lembaga
Dakwah Kampus Nasional) Pontianak
ke-17
21 Maret 2015 Panitia 3
33 Lomba Khitobah dengan tema
“Aktualisasi Dakwah dalam
Membentuk Generasi yang Bertaqwa,
Berilmu, dan Berakhlaq Mulia”
06 Mei 2015 Juri 4
34 Seminar Sesorah Bahasa Jawa, dengan
tema “Aktualisasi Dakwah dalam
Membentuk Generasi yang Bertaqwa,
Berilmu, dan Berakhlaq Mulia”
07 Mei 2015 Peserta 2
35 Training Kepribadian 19 Mei 2015 Peserta 2
36 Two-hour Teacher Training Workshop
focusing on Learning Strategies in
Using Authentic Materials for SMP
and SMA Students
27 Mei 2015 Peserta 2
37 Training Kader Dakwah 1 (TEKAD 1)
dengan tema “Bersama Melangkah,
Menggapai Aktualisasi Dakwah
Kontemporer”
06-07 Juni 2015 Peserta 2
38 Seminar Nasional dengan tema
“Pemuda, Peradaban Islam, dan
Kemandirian”
02 September 2015 Peserta 8
39 Seminar Nasional dengan tema
“Membuktikan Gerakan Mahasiswa
Berilmu Amaliyah, Amalan Ilmiah”
12 September 2015 Peserta 8
40 Training Kader Dakwah 2 (TEKAD 2)
dengan tema “Bersama Melangkah
Menggapai Aktualisasi Dakwah
Kontemporer”
14 November 2015 Peserta 2
41 Seminar Nasional LDK (Lembaga
Dakwah Kampus) Fathir Ar Rasyid
IAIN Salatiga, dengan tema
“Muslimah Sejati Bertabur Inspirasi”
29 November 2015 Panitia 8
42 Seminar Pengembangan Pemuda, 20 Desember 2015 Peserta 2
dengan tema “Menjadi Pemuda yang
Kreatif, Inovatif dan Mandiri”
Jumlah 141
Salatiga, 31 Agustus 2016
Mengetahui,
Wakil Dekan
Bidang Kemahasiswaan dan
Kerjasama
Achmad Maimun, M. Ag.
NIP. 197005 10199803 1 003
Curriculum Vitae
1. Personal Details
Name : Hafizh Ana Nafiah
Address : Ds. Lopait, RT. 02/ RW. 01,
Kec. Tuntang, Kab. Semarang
Phone Number : 085641634298
Place & Date of Birth: Kab. Semarang
Gender : Female
Religion : Islam
2. Education Details
a. 2000 - 2006 : MI Miftahul Huda Lopait
b. 2006 - 2009 : MTs N Salatiga
c. 2009 - 2012 : SMK N 1 Salatiga
d. 2012 - 2017 : Bachelor Degree (S1) of English Education
Department of Teacher Training and Education
Faculty State for Islamic Studies (IAIN) Salatiga.
Salatiga, February 2017
Hafizh Ana Nafiah
NIM 11312151