EFL STUDENTS' PERCEPTIONS OF MORPHOLOGICAL AWARENESS INSTRUCTION FOR VOCABULARY LEARNING
Keywords:
kesadaran morfologis, pembelajaran kosakata, siswa EFL, persepsi siswa, penelitian kualitatif.
Abstract
Morphological awareness has been recognized as an important factor in supporting vocabulary learning among English as a Foreign Language (EFL) students. Understanding the internal structure of words, including prefixes, suffixes, and root words, may help learners infer the meanings of unfamiliar vocabulary and improve their vocabulary learning strategies. However, limited studies have explored students' perceptions of morphological awareness instruction, particularly in small-scale EFL learning contexts. Therefore, this study aims to explore EFL students' perceptions of morphological awareness instruction for vocabulary learning. This research employs a qualitative case study design involving four EFL students selected through purposive sampling. Data will be collected through semi-structured interviews conducted after participants receive morphological awareness instruction. The interview data will be transcribed and analyzed using thematic analysis to identify recurring themes related to students' learning experiences, perceived benefits, and challenges. It is expected that the findings will provide insights into how students perceive morphological awareness instruction and its role in supporting vocabulary learning. The study is also expected to contribute practical implications for English teachers in designing effective vocabulary instruction for EFL classrooms.References
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Lutfiyah, N., Nuraeningsih, N., & Rusiana. (2022). The obstacles in learning vocabulary of EFL students. Prominent, 5(2), 114–125.
Bunau, E. (2022). Morphology of the languages: Overview of the exemplifications of English, Indonesian, Iban, and Kanayatn. Journal of English Educational Study, 5(1), 77-85.
Chen, L. (2022). Enhancing Chinese learners of English vocabulary growth through morphological instruction. The Educational Review, USA, 6(4), 124-
132.
https://doi.org/10.26855/er.2022.04.002
Giazitzidou, Sophia., Mouzaki, Angeliki., & Padeliadu, Susana. (2024). Morphological awareness, vocabulary, and reading fluency.
Grande, G., Diamanti, V., Protopapas, A., Melby-Lervåg, M., & Lervåg, A. (2024). The development of morphological awareness and vocabulary: What influences what? Applied Psycholinguistics, 45(4), 745-765. https://doi.org/10.1017/S014271642400 0213
https://doi.org/10.24176/pro.v5i2.8257
Mangayarkarasi, P.. (2025). Introduction to morphology.
Nation, I. S. P.., & Bauer, Laurie. (2023). Teaching morphology and vocabulary learning.
Sukying, A. (2020). Word knowledge through morphological awareness in EFL learners. TESOL International Journal, 15(1), 74-85.
Susanto, A. (2017). The teaching of vocabulary: A perspective. Jurnal KATA, 1(2), 182–
191.
https://doi.org/10.22216/jk.v1i2.2136
Wardana, I. K. (2023). The impact of English morphological awareness on vocabulary enrichment: A causal-affect relationship research. REiLA: Journal of Research and Innovation in Language, 5(1), 1-16. https://doi.org/10.31849/reila.v5i1.1120 0
Yuan, X., & Tang, X. (2023). Effects of morphological intervention on multiple aspects of academic vocabulary knowledge. Acta Psychologica, 234, 103869.
https://doi.org/10.1016/j.actpsy.2023.10 3869
Hatch, Evelyn., & Brown, Cheryl. (1995). Vocabulary, semantics, and language education. Cambridge University Press.
Lee, Joong Won., Wolters, Alissa., & Kim, Young-Suk Grace. (2023). Morphological awareness and literacy skills: A meta-analysis.
.
Lee, Joong Won., & Kim, Young-Suk Grace. (2024). Morphological awareness and vocabulary knowledge.
Lieber, Rochelle. (2016). Introducing morphology (2nd ed.). Cambridge University Press.
Lutfiyah, N., Nuraeningsih, N., & Rusiana. (2022). The obstacles in learning vocabulary of EFL students. Prominent, 5(2), 114–125.
Published
2023-06-06
How to Cite
Nahdawati, N., Arifin, R., & Hawaena, S. (2023). EFL STUDENTS’ PERCEPTIONS OF MORPHOLOGICAL AWARENESS INSTRUCTION FOR VOCABULARY LEARNING. Scolae: Journal of Pedagogy, 6(1), 52-60. https://doi.org/10.56488/scolae.v6i1.207
Section
Articles
