English Morphological Awareness of EFL University Students during Blended Learning Implementation
Abstract
This study is aimed to investigate the English morphological awareness of EFL university students during blended learning due to the covid-19 pandemic. A mixed-method was employed and 17 students were willing to be participants. This study applied an online test to obtain quantitative data and an online open-ended questionnaire to gain qualitative data. The results demonstrated that (1) 10 students (58.8%) were categorized as moderate in English morphological awareness skills, 5 students (29.4%) were perceived high criteria and only 2 students (11.8%) were ranked low category. (2) 17 students expressed their opinion on the English learning experience during blended learning implementation due to the covid-19 pandemic which has a connection to morphological awareness. Their views are generally summarized as follows; they admitted that they actively self-studied at home, preferred offline learning to online learning, frequently practiced English at home, seldom read English books and most of them made extensive use of social media and the internet to access English learning content. The results of this study can be concluded that the English learning environment and recent technologies such as social media and the internet, could have a significant impact on building and improving students’ English morphological awareness.
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References
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Gottardo, A., Mirza, A., Koh, P. W., Ferreira, A., & Javier, C. (2018). Unpacking listening comprehension: the role of vocabulary, morphological awareness, and syntactic knowledge in reading comprehension. Reading and Writing, 31(8), 1741–1764. https://doi.org/10.1007/s11145-017-9736-2
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Jeon, E. H. (2011). Contribution of morphological awareness to second-language reading comprehension. Modern Language Journal, 95(2), 217–235. https://doi.org/10.1111/j.1540-4781.2011.01179.x
Karimi, M. N. (2013). Enhancing L2 students’ listening transcription ability through a focus on morphological awareness. Journal of Psycholinguistic Research, 42(5), 451–459. https://doi.org/10.1007/s10936-012-9227-1
Katamba, F. (2005). English Words. London: Routledge.
Kieffer, M. J., & Lesaux, N. K. (2012). Direct and indirect roles of morphological awareness in the English reading comprehension of native English, Spanish, Filipino, and Vietnamese Speakers. Language Learning, 62(4), 1170–1204. https://doi.org/10.1111/j.1467-9922.2012.00722.x
Kirby, J. R., Deacon, S. H., Bowers, P. N., Izenberg, L., Wade-Woolley, L., & Parrila, R. (2012). Children’s morphological awareness and reading ability. Reading and Writing, 25(2), 389–410. https://doi.org/10.1007/s11145-010-9276-5
Komalasari, A. (2021). Developing 21st century education and digital literacy skills through intercultural city stories project. PIONEER: Journal of Language and Literature, 13(1), 1. https://doi.org/10.36841/pioneer.v13i1.737
McCarthy, A. C. (2002). An introduction to English morphology: Words and their structure. Edinburgh: Edinburgh University Press.
Nagy, W., Berninger, V., Abbott, R., Vaughan, K., & Vermeulen, K. (2003). Relationship of morphology and other language skills to literacy skills in at-risk second-grade readers and at-risk fourth-grade writers. Journal of Educational Psychology, 95(4), 730–742. https://doi.org/10.1037/0022-0663.95.4.730
Saiegh-Haddad, E., & Geva, E. (2008). Morphological awareness, phonological awareness, and reading in English-Arabic bilingual children. Reading and Writing, 21(5), 481–504. https://doi.org/10.1007/s11145-007-9074-x
Sangster, L., & Hélène Deacon, S. (2011). Development in children’s sensitivity to the role of derivations in spelling. Canadian Journal of Experimental Psychology, 65(2), 133–139. https://doi.org/10.1037/a0018569
Tomlinson, B. (2019). Blended learning: The future of ELT ? . The TESOL Encyclopedia of English Language Teaching, 1–7. https://doi.org/10.1002/9781118784235.eelt0941.pub2
Umam, A., & Zabidi, O. W. (2021). The washback effect in online language assessment on student’s learning interest. PIONEER: Journal of Language and Literature, 13(2), 162. https://doi.org/10.36841/pioneer.v13i2.1186
Westby, C. (2013). Developing morphological awareness. Word of Mouth, 25(2), 7–10. https://doi.org/10.1177/1048395013503808b
Wilson-Fowler, E. B., & Apel, K. (2015). Influence of morphological awareness on college students’ literacy skills: A path analytic approach. Journal of Literacy Research, 47(3), 405–432. https://doi.org/10.1177/1086296X15619730
Apel, K. (2014). A comprehensive definition of morphological awareness: Implications for assessment. Topics in Language Disorders, 34(3), 197–209. https://doi.org/10.1097/TLD.0000000000000019
Apel, K., Brimo, D., Diehm, E., & Apela, L. (2013). Morphological awareness intervention with kindergartners and first- and second-grade students from low socioeconomic status homes: A feasibility study. Language, Speech, and Hearing Services in Schools, 44(2), 161–173. https://doi.org/10.1044/0161-1461(2012/12-0042)
Boyarsky, K. (2020). What is hybrid learning? Here’s everything you need to know.
Casalis, S., Colé, P., & Sopo, D. (2004). Morphological awareness in developmental dyslexia. Annals of Dyslexia, 54(l), 114–138. https://doi.org/10.1007/s11881-004-0006-z
Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed-method approaches (C. S. P. L. Thousand Oaks (ed.); 4th ed.).
Fasold, R. W., & Linton, J. C. (2006). An introduction to language and linguistics. UK: Cambridge University Press.
Giyatmi Giyatmi. (2017). Morphology for English language teaching. The 2nd International Conference on Language, Literature and Teaching, 33–41.
Gottardo, A., Mirza, A., Koh, P. W., Ferreira, A., & Javier, C. (2018). Unpacking listening comprehension: the role of vocabulary, morphological awareness, and syntactic knowledge in reading comprehension. Reading and Writing, 31(8), 1741–1764. https://doi.org/10.1007/s11145-017-9736-2
Handoko, M. D. (2019). English morphology. Lampung: Tim CV. Iqro’.
Haspelmath, M. (2002). Understanding morphology. London: Arnold.
Jeon, E. H. (2011). Contribution of morphological awareness to second-language reading comprehension. Modern Language Journal, 95(2), 217–235. https://doi.org/10.1111/j.1540-4781.2011.01179.x
Karimi, M. N. (2013). Enhancing L2 students’ listening transcription ability through a focus on morphological awareness. Journal of Psycholinguistic Research, 42(5), 451–459. https://doi.org/10.1007/s10936-012-9227-1
Katamba, F. (2005). English Words. London: Routledge.
Kieffer, M. J., & Lesaux, N. K. (2012). Direct and indirect roles of morphological awareness in the English reading comprehension of native English, Spanish, Filipino, and Vietnamese Speakers. Language Learning, 62(4), 1170–1204. https://doi.org/10.1111/j.1467-9922.2012.00722.x
Kirby, J. R., Deacon, S. H., Bowers, P. N., Izenberg, L., Wade-Woolley, L., & Parrila, R. (2012). Children’s morphological awareness and reading ability. Reading and Writing, 25(2), 389–410. https://doi.org/10.1007/s11145-010-9276-5
Komalasari, A. (2021). Developing 21st century education and digital literacy skills through intercultural city stories project. PIONEER: Journal of Language and Literature, 13(1), 1. https://doi.org/10.36841/pioneer.v13i1.737
McCarthy, A. C. (2002). An introduction to English morphology: Words and their structure. Edinburgh: Edinburgh University Press.
Nagy, W., Berninger, V., Abbott, R., Vaughan, K., & Vermeulen, K. (2003). Relationship of morphology and other language skills to literacy skills in at-risk second-grade readers and at-risk fourth-grade writers. Journal of Educational Psychology, 95(4), 730–742. https://doi.org/10.1037/0022-0663.95.4.730
Saiegh-Haddad, E., & Geva, E. (2008). Morphological awareness, phonological awareness, and reading in English-Arabic bilingual children. Reading and Writing, 21(5), 481–504. https://doi.org/10.1007/s11145-007-9074-x
Sangster, L., & Hélène Deacon, S. (2011). Development in children’s sensitivity to the role of derivations in spelling. Canadian Journal of Experimental Psychology, 65(2), 133–139. https://doi.org/10.1037/a0018569
Tomlinson, B. (2019). Blended learning: The future of ELT ? . The TESOL Encyclopedia of English Language Teaching, 1–7. https://doi.org/10.1002/9781118784235.eelt0941.pub2
Umam, A., & Zabidi, O. W. (2021). The washback effect in online language assessment on student’s learning interest. PIONEER: Journal of Language and Literature, 13(2), 162. https://doi.org/10.36841/pioneer.v13i2.1186
Westby, C. (2013). Developing morphological awareness. Word of Mouth, 25(2), 7–10. https://doi.org/10.1177/1048395013503808b
Wilson-Fowler, E. B., & Apel, K. (2015). Influence of morphological awareness on college students’ literacy skills: A path analytic approach. Journal of Literacy Research, 47(3), 405–432. https://doi.org/10.1177/1086296X15619730
Published
2022-06-30
How to Cite
SUADI, Suadi.
English Morphological Awareness of EFL University Students during Blended Learning Implementation.
Pioneer: Journal of Language and Literature, [S.l.], v. 14, n. 1, p. 120-136, june 2022.
ISSN 2655-8718.
Available at: <https://unars.ac.id/ojs/index.php/pioneer/article/view/1660>. Date accessed: 27 nov. 2024.
doi: https://doi.org/10.36841/pioneer.v14i1.1660.
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