Morphological analysis strategy used to enhance the student’s vocabulary acquisition and reading comprehension

Abstract

This study aims to investigate the use of morphological analysis strategy in enhancing the student’s vocabulary acquisition and reading comprehension. The research was experimented in the English Department at Universitas Muhammadiyah Parepare, with a total sample of 28 students. This study was pre-experiment research with a pretest-posttest design. The result of this study indicated that: (1) in teaching vocabulary through vocabulary analysis strategy, there are significant differences between the mean score of the pre-test (58.57) and the mean score of the post-test (84.28). Besides that, the result of the t-test calculation shows that the t-test value (7.75) is higher than the t-table value (2.052) at a significance level 0.05 from df = 27. (2) In teaching reading comprehension through vocabulary analysis strategy, there are also significant differences between the mean score of the pre-test (54.64) and the mean score of the post-test (80.51). In addition, the result of the t-test calculation shows that the t-test value (9.75) is higher than the t-table value (2.052) at the significance level 0.05 from df = 27. Thus, the student’s vocabulary acquisition and reading comprehension significantly improve after they are taught using the morphological analysis strategy.