A CORRELATION STUDY BETWEEN MORPHOLOGICAL AFFIXATION KNOWLEDGE AND VOCABULARY RICHNESS AMONG THE STUDENTS OF STAIN KEDIRI

SUHARIATI, SUHARIATI (2015) A CORRELATION STUDY BETWEEN MORPHOLOGICAL AFFIXATION KNOWLEDGE AND VOCABULARY RICHNESS AMONG THE STUDENTS OF STAIN KEDIRI. Undergraduate (S1) thesis, STAIN Kediri.

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Abstract

The present study examined the relationship between morphological affixation knowledge and vocabulary richness. The participants of this study were 80 students from six semester. Morphological knowledge and vocabulary richness of the participants were assessed through Nation's 2000 words level vocabulary test and morphological knowledge test which evaluate students knowledge of inflection and derivation. Then the results were correlated using product moment formula to find out whether morphological knowledge play any role in students vocabulary richness. The test administered shows that the morphological mean value is 67.67 and the mode is 68. The highest score is 92 and the lowest was 49. he interval between the highest and the lowest score 43. Vocabulary test showed the mean value is 64.47 and the mode is 60. The highest score 93 and the lowest is 40. The interval between the highest and the lowest score is 53. After being tested using product moment formula and SPSS methods, the result shows the value of morphological and vocabulary test is 0.156 with the Sig value of 0.166. The results indicate that the students' overall morphological affixation knowledge and vocabulary were limited. The coefficient correlation between morphological knowledge and vocabulary richness is positive correlation, but the coefficient correlation is very low because the correlation is 0.166. The coefficient of determination is 0.024336, which means that 2.4% of the total variation in y can be explained by the linear relationship between x and y (as described by the regression equation). The other 97.6% of the total variation in y remains unexplained. Although the relation in this study is low, it is premature to deduct the potential importance of morphological knowledge in the second language vocabulary development. The finding of this study led to the suggestion to improve greatly the overall knowledge of morphology and to enrich the vocabulary list in order to be well prepared as an English subject educators.

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