Abstract
The aim of this study was primarily to investigate the effects of morphological awareness training in acquiring vocabulary of EFL’ Learners. The design of this study was quasi-experiment design. The total population of this study was 263 studentsat the first grade from SMPN 2 Singosari. The sample was 66 students consist of 33 students from class VIIE as control group and 33 students from class VIIG as experimental group. There were two independent variable, control group and experimental group. The experimental group received 5 lessons on strategies whereas the control group did not. Vocabulary Measurement test that adapted from Coxhead (2000) were used and descriptive statistics were reported. In this study the effectiveness of Morphological Awareness was investigated by using independent sample t-test.The result showed that tcounted was lower than tcritical (-18.00<2.000) with P value 0.00 (df=64). The P value was less than 0.05 which it indicated that there is significant differences between control and experimental group.The result of this study has shown that there was an effect of morphological awareness training in acquiring students’ vocabulary. Also, the findings have shown that students had motivation to practice their vocabulary ability. Morphological awareness also makes the learner more aware of the writing system.
Highlights
Vocabulary is the important part in English language teaching because without sufficientvocabulary students cannot understand others or express theirownideas.In the areaof language learning, vocabulary knowledge has been equated with success in second language (SL) or foreign language (FL) learningwith respect to different language skills in a large number of studies (Laufer&Goldstein, 2005; Nation &Meara,2002)
The present study investigated the effectiveness of morphological awareness training in acquiring vocabulary for EFL learners
The learners who have high of morphological awareness will have a good vocabulary and vise versa
Summary
Vocabulary is the important part in English language teaching because without sufficientvocabulary students cannot understand others or express theirownideas.In the areaof language learning, vocabulary knowledge has been equated with success in second language (SL) or foreign language (FL) learningwith respect to different language skills in a large number of studies (Laufer&Goldstein, 2005; Nation &Meara,2002). In spite of its importance, English vocabulary is complex, with three main aspects related to form, meaning, and use, as well as layers of meaning connected to the roots of individual words (Nation&Meara, 2010). The vocabulary of written English, the "literate" English that students encounter in textbooks and other school materials, differs greatly from that of spoken, especially conversational, English. Adding to the complexity is the fact that different kinds of words place different demands on learners
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