Morphological Words Awareness in Reading Text Comprehension by Indonesian EFL Teachers
Keywords:
morphological words, awareness, reading texts comprehension
Abstract
Since English is a foreign language in Indonesia and its teaching and learning is a text-based approach, it is essential to address the role of morphological words in the text. This current research aimed to investigate the awareness of English teachers on morphological words, specifically derivational and inflectional words, during reading text comprehension. The data used for this research was primary and secondary. A survey to collect the data was administered to 71 teachers from 24 (of 34) provinces attending an online professional in-service training program. The tool was a closed-ended questionnaire, adapting a 5-Likert scale with ten statements concerning derivational and inflectional words. The options of the questionnaire respectively are strongly aware, aware, hardly aware, unaware, and strongly unaware. The data were analyzed using the relative frequency distribution formula. Although it contradicts observation during the online training, this research revealed that the quality of awareness covering derivational and inflectional words was situated between 60%-80%, and the category is aware. The mean score of awareness of derivational and inflectional words are 76.29 and 74.05. The implication of this research to participants in implementing derivational and inflectional word awareness in reading text comprehension is immediate for their real teaching routines in the classroom.
References
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Carstairs-McCarthy, A. (2014). Laurie Bauer, Rochelle Lieber and Ingo Plag: “The Oxford reference guide to English morphology.” Morphology, 24(2). https://doi.org/10.1007/s11525-014-9237-9
Chesla, E. (2000). Read Better, Remember More (2nd ed.). LearningExpress.
Coch, D., Hua, J., & Landers-Nelson, A. (2020). All Morphemes are not the Same: Accuracy and Response Times in a Lexical Decision Task Differentiate Types of Morphemes. Journal of Research in Reading, 43(3). https://doi.org/10.1111/1467-9817.12306
Creswell, J. W. (2012). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research (4th ed.). Pearson Education.
Dawson, N., Rastle, K., & Ricketts, J. (2021). Bridging form and meaning: support from derivational suffixes in word learning. Journal of Research in Reading. https://doi.org/https://doi.org/10.1111/1467-9817.12338.
De Freitas, P. V., Mota, M. M. P. E. Da, & HÉlène Deacon, S. (2018). Morphological awareness, word reading, and reading comprehension in Portuguese. In Applied Psycholinguistics (Vol. 39, Issue 3). https://doi.org/10.1017/S0142716417000479
Denham, K., & Lobeck, A. (2010). Linguistics for Everyone, An Introduction. Wadsworth Cengage Learning.
Denham, K., Lobeck, A., Denham, K., & Lobeck, A. (2018a). The study of meaning. In Why Study Linguistics. https://doi.org/10.4324/9780429444623-6
Denham, K., Lobeck, A., Denham, K., & Lobeck, A. (2018b). The study of words. In Why Study Linguistics (pp. 64–84). Routledge. https://doi.org/10.4324/9780429444623-4
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Dupanović, E. (2019). Class-Changing Prefixes in the English Language. DHS-Društvene i Humanističke Studije: Časopis Filozofskog Fakulteta u Tuzli.
Finley, S. (2018). Cognitive and linguistic biases in morphology learning. In Wiley Interdisciplinary Reviews: Cognitive Science (Vol. 9, Issue 5). https://doi.org/10.1002/wcs.1467
Glen, S. (2022). Relative Frequency Distribution: Definition and Examples. Statisticshowto.Com. https://www.statisticshowto.com/
Goodwin Davies, A., & Embick, D. (2020). The Representation of Plural Inflectional Affixes in English: Evidence from Priming in an Auditory Lexical Decision Task. Language, Cognition and Neuroscience, 35(3), 393–401. https://doi.org/10.1080/23273798.2019.1684528
Hamavandi, M., Rezai, M. J., & Mazdayasna, G. (2017). Dynamic assessment of morphological awareness in the EFL context. Cogent Education, 4(1). https://doi.org/10.1080/2331186X.2017.1324254
Haspelmath, M. (2021). Explaining grammatical coding asymmetries: Form-frequency correspondences and predictability. Journal of Linguistics, 57(3), 605–633. https://doi.org/10.1017/S0022226720000535
Hiebert, E. H. (2020). The Core Vocabulary: The Foundation of Proficient Comprehension. Reading Teacher, 73(6). https://doi.org/10.1002/trtr.1894
Iwaniec, J. (2020). Questionaires: Implications for effective implementation. In J. Mckinley & Heath Rose (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics.
Kamagi, S. (2020). A Study on Students’ Ability in Literal and Inferential Comprehension of English Texts. Journal of International Conference Proceedings, 3(2). https://doi.org/10.32535/jicp.v0i0.913
Khamis, N., & Musa, N. F. (2020). Corpus-based data for determining specialised language features. International Journal of Advanced Trends in Computer Science and Engineering, 9(1). https://doi.org/10.30534/ijatcse/2020/07912020
Kostić, A., Marković, T., & Baucal, A. (2011). Inflectional morphology and word meaning: Orthogonal or co-implicative cognitive domains? In Morphological Structure in Language Processing. https://doi.org/10.1515/9783110910186.1
Kracht, M. (2008). Introduction to Linguistics. Department of Linguistics, University of California Los Angeles.
Lane, H. B., Gutlohn, L., & van Dijk, W. (2019). Morpheme Frequency in Academic Words: Identifying High-Utility Morphemes for Instruction. Literacy Research and Instruction, 58(3). https://doi.org/10.1080/19388071.2019.1617375
Le Corre, M., Li, P., Huang, B. H., Jia, G., & Carey, S. (2016). Numerical morphology supports early number word learning: Evidence from a comparison of young Mandarin and English learners. Cognitive Psychology, 88. https://doi.org/10.1016/j.cogpsych.2016.06.003
Levesque, K. C., Breadmore, H. L., & Deacon, S. H. (2020). How morphology impacts reading and spelling: Advancing the role of morphology in models of literacy development. Journal of Research in Reading. https://doi.org/10.1111/1467-9817.12313
Lowie, W., & Seton, B. (2013). Essenstial Statistics for Applied Linguistics. Palgrave Macmillan.
Makharoblidze, T. (2021). On derivatives. Enadakultura. https://doi.org/10.52340/lac.2021.663
Manova, S., Hammarström, H., Kastner, I., & Nie, Y. (2020). What is in a Morpheme? Theoretical, Experimental and Computational Approaches to the Relation of Meaning and Form in Morphology. Word Structure, 13(1). https://doi.org/10.3366/word.2020.0157
Mazhitayeva, S., Kadyrov, Z., Smagulov, Z., Toleubayeva, K. A., & Rahimberlina, S. (2016). Do function words belong to part of speech? International Journal of Applied Linguistics and English Literature, 5(7 Special Issue). https://doi.org/10.7575/aiac.ijalel.v.5n.7p.142
Mel’cuk, I. (2016). Language From Meaning to Text (D. Beck (ed.)). LRC Publishing House.
Metsala, J. L., Parrila, R., Conrad, N. J., & Deacon, S. H. (2019). Morphological awareness and reading achievement in university students. Applied Psycholinguistics, 40(3). https://doi.org/10.1017/S0142716418000826
Müssig, M., Kubiak, J., & Egloff, B. (2021). The Agony of Choice: Acceptance, Efficiency, and Psychometric Properties of Questionnaires With Different Numbers of Response Options. Assessment. https://doi.org/10.1177/10731911211029379
Nation, I. S. P., Webb, S., & Meara, P. (2018). Review: Vocabulary Bridge-building : A Book Review of Norbert Schmitt ( 2010 ), A Vocabulary Research Manual . Palgrave and Analyzing Vocabulary. Heinle Cengage. Applied Linguistics, 41(4).
Nengsih, R. (2018). Pengaruh Model Pembelajaran PMRI terhadap Pemahaman Konsep Matematika. SAP (Susunan Artikel Pendidikan), 3(2). https://doi.org/10.30998/sap.v3i2.3032
Reichelt, S. (2020). Innovation on screen. International Journal of Corpus Linguistics. https://doi.org/10.1075/ijcl.00038.rei
Reynolds, B. L., & Teng, F. (2020). Vocabulary Bridge-building: A Book Review of Norbert Schmitt (2010), I. S. Paul Nation and Stuart Webb (2011), and Paul Meara and Imma Miralpeix (2016). Applied Linguistics, 41(4). https://doi.org/10.1093/applin/amy021
Rijkhoff, J. (2009). Teaching & Learning Guide for: Word Classes. Language and Linguistics Compass, 3(3). https://doi.org/10.1111/j.1749-818x.2009.00129.x
Sahiruddin. (2021). The Role of Textual Lexical Difficulty in L2 Reading Outcomes in an Indonesian EFL Tertiary Setting. The Journal of Asia TEFL, 18(2), 693–700. https://doi.org/http://dx.doi.org/10.18823/asiatefl.2021.18.2.24.693
Supasiraprapa, S. (2022). Measuring Research Participants’ EFL Proficiency: What Practical Options do Researchers in Thailand Have? The Journal of Asia TEFL, 19(1), 227–236. https://doi.org/http://dx.doi.org/10.18823/asiatefl.2022.19.1.14.227
Wijayanti, F., & Budi, A. B. (2021). Building University Students’ Awareness of Socio-Pragmatic Meaning: Socio-Pragmatically-Oriented Speaking Tasks. The Journal of Asia TEFL, 18(2), 673–681. https://doi.org/http://dx.doi.org/10.18823/asiatefl.2021.18.2.22.673
Winter, B. (2019). Statistics for Linguists: An Introduction Using R. In Statistics for Linguists: An Introduction Using R (1st editio). Routledge. https://doi.org/10.4324/9781315165547
Yuying, Z. (2022). Investigating MAKE Patterns in Learner English Writing: What can Frequency Tell? The Journal of Asia TEFL, 19(2), 577–591. https://doi.org/http://dx.doi.org/10.18823/asiatefl.2022.19.2.11.577
Andreou, M. (2019). Lexeme. Www.Oxfordbibliographies.Com. https://doi.org/10.1093/OBO/9780199772810-0232
Bernstein, S. E., Flipse, J. L., Jin, Y., & Odegard, T. N. (2020). Word and sentence level tests of morphological awareness in reading. Reading and Writing, 33(6). https://doi.org/10.1007/s11145-020-10024-6
Carlisle, J. F., McBride-Chang, C., Nagy, W., & Nunes, T. (2010). Effects of Instruction in Morphological Awareness on Literacy Achievement: An Integrative Review. Reading Research Quarterly, 45(4), 464–487. https://doi.org/10.1598/rrq.45.4.5
Carstairs-McCarthy, A. (2014). Laurie Bauer, Rochelle Lieber and Ingo Plag: “The Oxford reference guide to English morphology.” Morphology, 24(2). https://doi.org/10.1007/s11525-014-9237-9
Chesla, E. (2000). Read Better, Remember More (2nd ed.). LearningExpress.
Coch, D., Hua, J., & Landers-Nelson, A. (2020). All Morphemes are not the Same: Accuracy and Response Times in a Lexical Decision Task Differentiate Types of Morphemes. Journal of Research in Reading, 43(3). https://doi.org/10.1111/1467-9817.12306
Creswell, J. W. (2012). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research (4th ed.). Pearson Education.
Dawson, N., Rastle, K., & Ricketts, J. (2021). Bridging form and meaning: support from derivational suffixes in word learning. Journal of Research in Reading. https://doi.org/https://doi.org/10.1111/1467-9817.12338.
De Freitas, P. V., Mota, M. M. P. E. Da, & HÉlène Deacon, S. (2018). Morphological awareness, word reading, and reading comprehension in Portuguese. In Applied Psycholinguistics (Vol. 39, Issue 3). https://doi.org/10.1017/S0142716417000479
Denham, K., & Lobeck, A. (2010). Linguistics for Everyone, An Introduction. Wadsworth Cengage Learning.
Denham, K., Lobeck, A., Denham, K., & Lobeck, A. (2018a). The study of meaning. In Why Study Linguistics. https://doi.org/10.4324/9780429444623-6
Denham, K., Lobeck, A., Denham, K., & Lobeck, A. (2018b). The study of words. In Why Study Linguistics (pp. 64–84). Routledge. https://doi.org/10.4324/9780429444623-4
Don, J. (2014). Morphological theory and the morphology of English. In Morphological Theory and the Morphology of English.
Dronyakina, N. V., & Starykh, D. A. (2020). Word-formative Nomination in the English Terminology of the Mixed Martial Arts. Bulletin of Kemerovo State University, 22(1). https://doi.org/10.21603/2078-8975-2020-22-1-226-233
Dupanović, E. (2019). Class-Changing Prefixes in the English Language. DHS-Društvene i Humanističke Studije: Časopis Filozofskog Fakulteta u Tuzli.
Finley, S. (2018). Cognitive and linguistic biases in morphology learning. In Wiley Interdisciplinary Reviews: Cognitive Science (Vol. 9, Issue 5). https://doi.org/10.1002/wcs.1467
Glen, S. (2022). Relative Frequency Distribution: Definition and Examples. Statisticshowto.Com. https://www.statisticshowto.com/
Goodwin Davies, A., & Embick, D. (2020). The Representation of Plural Inflectional Affixes in English: Evidence from Priming in an Auditory Lexical Decision Task. Language, Cognition and Neuroscience, 35(3), 393–401. https://doi.org/10.1080/23273798.2019.1684528
Hamavandi, M., Rezai, M. J., & Mazdayasna, G. (2017). Dynamic assessment of morphological awareness in the EFL context. Cogent Education, 4(1). https://doi.org/10.1080/2331186X.2017.1324254
Haspelmath, M. (2021). Explaining grammatical coding asymmetries: Form-frequency correspondences and predictability. Journal of Linguistics, 57(3), 605–633. https://doi.org/10.1017/S0022226720000535
Hiebert, E. H. (2020). The Core Vocabulary: The Foundation of Proficient Comprehension. Reading Teacher, 73(6). https://doi.org/10.1002/trtr.1894
Iwaniec, J. (2020). Questionaires: Implications for effective implementation. In J. Mckinley & Heath Rose (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics.
Kamagi, S. (2020). A Study on Students’ Ability in Literal and Inferential Comprehension of English Texts. Journal of International Conference Proceedings, 3(2). https://doi.org/10.32535/jicp.v0i0.913
Khamis, N., & Musa, N. F. (2020). Corpus-based data for determining specialised language features. International Journal of Advanced Trends in Computer Science and Engineering, 9(1). https://doi.org/10.30534/ijatcse/2020/07912020
Kostić, A., Marković, T., & Baucal, A. (2011). Inflectional morphology and word meaning: Orthogonal or co-implicative cognitive domains? In Morphological Structure in Language Processing. https://doi.org/10.1515/9783110910186.1
Kracht, M. (2008). Introduction to Linguistics. Department of Linguistics, University of California Los Angeles.
Lane, H. B., Gutlohn, L., & van Dijk, W. (2019). Morpheme Frequency in Academic Words: Identifying High-Utility Morphemes for Instruction. Literacy Research and Instruction, 58(3). https://doi.org/10.1080/19388071.2019.1617375
Le Corre, M., Li, P., Huang, B. H., Jia, G., & Carey, S. (2016). Numerical morphology supports early number word learning: Evidence from a comparison of young Mandarin and English learners. Cognitive Psychology, 88. https://doi.org/10.1016/j.cogpsych.2016.06.003
Levesque, K. C., Breadmore, H. L., & Deacon, S. H. (2020). How morphology impacts reading and spelling: Advancing the role of morphology in models of literacy development. Journal of Research in Reading. https://doi.org/10.1111/1467-9817.12313
Lowie, W., & Seton, B. (2013). Essenstial Statistics for Applied Linguistics. Palgrave Macmillan.
Makharoblidze, T. (2021). On derivatives. Enadakultura. https://doi.org/10.52340/lac.2021.663
Manova, S., Hammarström, H., Kastner, I., & Nie, Y. (2020). What is in a Morpheme? Theoretical, Experimental and Computational Approaches to the Relation of Meaning and Form in Morphology. Word Structure, 13(1). https://doi.org/10.3366/word.2020.0157
Mazhitayeva, S., Kadyrov, Z., Smagulov, Z., Toleubayeva, K. A., & Rahimberlina, S. (2016). Do function words belong to part of speech? International Journal of Applied Linguistics and English Literature, 5(7 Special Issue). https://doi.org/10.7575/aiac.ijalel.v.5n.7p.142
Mel’cuk, I. (2016). Language From Meaning to Text (D. Beck (ed.)). LRC Publishing House.
Metsala, J. L., Parrila, R., Conrad, N. J., & Deacon, S. H. (2019). Morphological awareness and reading achievement in university students. Applied Psycholinguistics, 40(3). https://doi.org/10.1017/S0142716418000826
Müssig, M., Kubiak, J., & Egloff, B. (2021). The Agony of Choice: Acceptance, Efficiency, and Psychometric Properties of Questionnaires With Different Numbers of Response Options. Assessment. https://doi.org/10.1177/10731911211029379
Nation, I. S. P., Webb, S., & Meara, P. (2018). Review: Vocabulary Bridge-building : A Book Review of Norbert Schmitt ( 2010 ), A Vocabulary Research Manual . Palgrave and Analyzing Vocabulary. Heinle Cengage. Applied Linguistics, 41(4).
Nengsih, R. (2018). Pengaruh Model Pembelajaran PMRI terhadap Pemahaman Konsep Matematika. SAP (Susunan Artikel Pendidikan), 3(2). https://doi.org/10.30998/sap.v3i2.3032
Reichelt, S. (2020). Innovation on screen. International Journal of Corpus Linguistics. https://doi.org/10.1075/ijcl.00038.rei
Reynolds, B. L., & Teng, F. (2020). Vocabulary Bridge-building: A Book Review of Norbert Schmitt (2010), I. S. Paul Nation and Stuart Webb (2011), and Paul Meara and Imma Miralpeix (2016). Applied Linguistics, 41(4). https://doi.org/10.1093/applin/amy021
Rijkhoff, J. (2009). Teaching & Learning Guide for: Word Classes. Language and Linguistics Compass, 3(3). https://doi.org/10.1111/j.1749-818x.2009.00129.x
Sahiruddin. (2021). The Role of Textual Lexical Difficulty in L2 Reading Outcomes in an Indonesian EFL Tertiary Setting. The Journal of Asia TEFL, 18(2), 693–700. https://doi.org/http://dx.doi.org/10.18823/asiatefl.2021.18.2.24.693
Supasiraprapa, S. (2022). Measuring Research Participants’ EFL Proficiency: What Practical Options do Researchers in Thailand Have? The Journal of Asia TEFL, 19(1), 227–236. https://doi.org/http://dx.doi.org/10.18823/asiatefl.2022.19.1.14.227
Wijayanti, F., & Budi, A. B. (2021). Building University Students’ Awareness of Socio-Pragmatic Meaning: Socio-Pragmatically-Oriented Speaking Tasks. The Journal of Asia TEFL, 18(2), 673–681. https://doi.org/http://dx.doi.org/10.18823/asiatefl.2021.18.2.22.673
Winter, B. (2019). Statistics for Linguists: An Introduction Using R. In Statistics for Linguists: An Introduction Using R (1st editio). Routledge. https://doi.org/10.4324/9781315165547
Yuying, Z. (2022). Investigating MAKE Patterns in Learner English Writing: What can Frequency Tell? The Journal of Asia TEFL, 19(2), 577–591. https://doi.org/http://dx.doi.org/10.18823/asiatefl.2022.19.2.11.577
Published
2023-11-01
How to Cite
Bunau, E. (2023). Morphological Words Awareness in Reading Text Comprehension by Indonesian EFL Teachers. Indonesian Journal of EFL and Linguistics, 8(2), 179-192. https://doi.org/10.21462/ijefl.v8i2.612
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