THE CORRELATION BETWEEN STUDENTS’ MORPHOLOGICAL AWARENESS AND THEIR COMPETENCE IN WRITING

FITRIA WAHYUNI, 126203211029 and ARINA SHOFIYA, 197705232003122002 (2025) THE CORRELATION BETWEEN STUDENTS’ MORPHOLOGICAL AWARENESS AND THEIR COMPETENCE IN WRITING. [ Skripsi ]

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Abstract

Writing is a fundamental skill in language learning, essential for produce written texts that are grammatically and linguistically correct and in accordance with applicable rules. However, many students face challenges in writing due to limited vocabulary, grammar mastery, and lack of confidence. One important linguistic factor that influences writing competence is morphological awareness—the ability to recognize and manipulate the smallest units of meaning in words, such as prefixes, suffixes, and root words. This awareness not only enhances vocabulary development but also supports grammatical accuracy and sentence complexity, which are vital for effective written communication. The integration of writing and presenting, as emphasized in Indonesia’s Merdeka Curriculum, shows how writing serves as a foundation for building broader communication skills. This study was conducted to find out whether there is a significant relationship between students' morphological awareness and their writing competence among eighth grade students of MTs Darul Ulum Buay Bahuga Lampung. This study utilized quantitative method. The sample consisted of 20 students who were selected by using simple purposive sampling technique. To collect data, the researcher administered tests to assess students' morphological awareness and their writing performance. The data were then analyzed using the Spearman Rank Correlation Coefficient with the help of SPSS version 25.0 to determine the strength and direction of the relationship between the two variables. The results showed a strong and statistically significant positive correlation between students' morphological awareness scores and their writing competence scores. The correlation coefficient value of r = 0.690 indicates the positive direction of the relationship, while the significance value of p = 0.001 < 0.01 confirms that the correlation is positive correlation. This finding suggests that students with higher morphological awareness tend to have better writing competence. The interpretation of this correlation is based on Best's (1981) classification, which categorizes a coefficient of 0.690 as a strong correlation. Therefore, it can be concluded that H0 is rejected and Ha is accepted. Based on the findings, this study concludes that there is a strong relationship between students' morphological awareness and their writing competence, which indicates that students with good morphological awareness tend to have strong writing ability. Therefore, it is suggested that English teachers develop more effective strategies to improve students' morphological awareness through integrated reading and writing activities. For English Education students, it is suggested to pay greater attention to morphological elements, such as affixes and word structure, to improve written and spoken English proficiency. Future researchers are advised to expand the scope of the study by involving more diverse participants and using varied methods, including qualitative analysis, as well as exploring the impact of morphological awareness on other language skills such as reading, speaking, and listening.

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