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