THE ROLE OF MORPHOLOGICAL AWARENESS AND EXPLICIT MORPHOLOGICAL INSTRUCTIONS IN ELT

Isvanelly Anwar, Rusdi Noor Rosa

Abstract


As a branch of linguistics, the role of morphology in learning English should not be taken carelessly. As the study of internal structure of words, morphology provides a lot of knowledge necessary to develop students’ English proficiency. However, many English teachers are still not aware of its important role in successful and effective learning process because they tend to be busy searching for media, strategies or techniques which they consider effective in teaching. In relation to the importance of morphology in English language teaching (ELT), this paper aims at explaining the important role of morphological awareness and instructions in teaching English as a foreign language to junior high schools in Indonesia. This is a descriptive study using literature review as the method. The data were secondary data in the form of documents including articles, journals and books. The data were analyzed using a content analysis by reading and reviewing the documents. The results of the data analysis show the significant role of morphological awareness and morphological instructions in facilitating the students at junior high school to learn English more easily, with significantly greater achievement. It is, therefore, concluded that students with morphological awareness or students that are treated by using morphological instruction gain better achievements in their English learning, resulting in their better English proficiency.

Keywords


Morphological awareness, morphological instruction, role of morphology, teaching English as a foreign language

Full Text:

PDF

References


Apel, K. (2014). A comprehensive definition of morphological awareness: Implications for assessment. Top Lang Disorders, 34(3), 197-209.

Badawi, M. F. A. (2019). The effect of explicit English morphology instruction on EFL secondary school students’ morphological awareness and reading comprehension. English Language Teaching, 12(4), 166-178.

Bowers, P. N. & Kirby, J. R. (2009). Effects of morphological instruction on vocabulary acquisition. Reading and Writing, 23(5), 515-537

Bowers, P. N., Kirby, J. R., & Deacon, S. H. (2010). The effects of morphological instruction on literacy skills: A systematic review of the literature. Review of Educational Research, 80, 144-179.

Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal, 12, 169–190.

Carlisle, J. F. (2007). Fostering morphological processing, vocabulary development, and reading comprehension. In R. K. Wagner, A. E. Muse, & K. R. Tannenbaum (Eds.), Vocabulary acquisition: Implications for reading comprehension (pp. 78–103). New York: Guilford Press.

Casalis, S., Colé, P., & Sopo, D. (2004) Morphological awareness in developmental dyslexia. Annals of Dyslexia, 54(1), 114-138.

Coutu-Fleury, C. (2015). The effects of morphological awareness training on the reading and spelling performance of young dyslexics. Langues et Linguistique, 35, 72-79.

Deacon, S. H., Benere, J., & Pasquarella, A. (2013). Reciprocal relationship: Children’s morphological awareness and their reading accuracy across grades 2 to 3. Developmental Psychology, 49, 1113–1126.

Deacon, S. H., Kirby, J. R., & Casselman-Bell, M. (2009). How robust is the contribution of morphological awareness to general spelling outcomes? Reading Psychology, 30, 301–318.

Diniyati, N. The use of crossword puzzles to improve students’ spelling (An action research of fourth grade students of SDN Cokro, Grabag Kabupaten Magelang in the Academic Year of 2008/2009). Unpublished Thesis. Semarang: Universitas Negeri Semarang.

Gilbert, J. K., Goodwin, A. P., Compton, D. L., & Kearns, D. M. (2013). Multisyllabic word reading as a moderator of morphological awareness and reading comprehension. Journal of Learning Disabilities, 47(1), 34-43.

Goodwin, A. P., Gilbert, J. K., & Cho, S. J. (2013). Morphological contributions to adolescent word reading: An item response approach. Reading Research Quarterly, 48(1), 39-60.

Graves, A.W., Brandon, R., Duesbery, L., McIntosh, A., & Pyle, N.B. (2011). The effects of tier 2 literacy instruction in sixth grade: Toward the development of a response-to-intervention model in middle school. Learning Disability Quarterly, 34(1), 73-86.

Griva, E., & Anastasiou, D. (2009). Morphological strategies training: The effectiveness and feasibility of morphological strategies training for students of English as a foreign language with and without spelling difficulties. Journal of Writing Research, 1(3), 199-223.

Hurry, J., Nunes, T., Bryant, P., Pretzlik, U., Parker, M., Curno, T., & Midgely, L. (2010). Transforming research on morphology into teacher practice. In G. Cook & S. North (Eds.), Applied linguistics in action: A reader (pp. 160-170). London: Routledge.

Katamba, F. (1993). Morphology. London: Macmillan Press Ltd.

Katamba, F. & Stonham, J. (2006). Morphology. 2nd Edition. London: Palgrave Macmillan.

Khoshkhoonejad, A., Khalifelu, S. F., & Abdipour, S. (2016). Exploring the Effect of Morphological Instruction on Vocabulary Learning among Iranian EFL Learners. Journal of Education and Learning. 10(2), 151-158.

Kieffer, M. J., & Lesaux, N. K. (2012). Development of morphological awareness and vocabulary knowledge in Spanish-speaking language minority learners: A parallel process latent growth curve model. Applied Psycholinguistics, 33, 23– 54.

Kirby, J. R., Deacon, S. H., Bowers, P. N., Izenberg, L., Wade-Woolley, L., & Parrila, R. (2012). Children’s morphological awareness and reading ability. Reading and Writing: An Interdisciplinary Journal, 25, 389–410.

Kuo, L. & Anderson, R. C. (2006). Morphological awareness and learning to read: A cross language perspective. Educational Psychologist, 41, 161–180.

Moats, L., Carreker, S., Davis, R., Meisel, P., Spear-Swerling, P. M. L., & Wilson, B., (2010). Knowledge and practice standards for teachers of reading. Baltimore, MD: The International Dyslexia Association: Professional Standards and Practice Committee.

Nilamsari, N. (2014). Memahami studi dokumen dalam penelitian kualitatif. Wacana, XIII(2), 177-81.

Nunes, T., & Bryant, P. (2006). Improving literacy by teaching morphemes. New York: Routlege.

Nurhayati, D. A. W. (2012). Improving students’ English spelling ability through concentration game and tell a story game. Proceedings of The 2nd National Conference on Teaching English for Young Learners, pp. 205-217.

Oz, H. (2014). Morphology and implications for English language teaching. In A. Saricoban (Ed.), Linguistics for English language teaching studies (pp. 83‐120). Ankara: Ani Publishing.

Rohmawati, A. (2015). Spelling bee in teaching vocabulary. Journal of English and Education, 3(2), 1-15.

Rosa, R. N. (2013). Introduction to linguistics. Padang: Sukabina Press.

Saeidi, M. & Mirzapour, F. (2013). The impact of morphological awareness on Iranian university students’ listening comprehension ability. International Journal of Applied Linguistics & English Literature, 2(3), 69-74.

Schano, L. (2015). The influence of morphological knowledge on L2 reading comprehension. Langues et Linguistique, 35, 64-71.

Shippen, M. E., Houchins, D. E., Steventon, C., & Sartor, D. (2005). A comparison of two direct instruction-reading programs for urban middle school students. Remedial and Special Education, 26(3), 175-182.

Surtini. (2014). Improving students’ English word spelling ability by using word olympics game. Research Paper. Pontianak: Tanjungpura University.

Tabatabaei, O. & Yakhabi, M. (2011). The relationship between morphological awareness and vocabulary size of EFL learners. English Language Teaching, 4(4), 262-273.

Templeton, S. (2012). Teaching and learning morphology: A reflection on generative vocabulary instruction. Journal of Education, 192(2/3), 101-107.

Tong, X., Deacon, S. H., Kirby, J. R., Cain, K., & Parrila, R. (2011). Morphological awareness: A key to understanding poor reading comprehension in English. Journal of Educational Psychology, 103, 523–534.

Wiley, L. S. (2015). The effects of explicit morphology instruction on vocabulary skills in four struggling middle school readers. Master's Theses, Capstones, and Projects. Milwaukee: Cardinal Stritch University.




DOI: https://doi.org/10.30743/ll.v4i1.1825

Refbacks

  • There are currently no refbacks.


Fakultas Sastra 
Universitas Islam Sumatera Utara (UISU), Medan
Jl. Sisingamangaraja Teladan Medan 20217
Telp. (061) 7869911, e-mail: language_literacy@sastra.uisu.ac.id