Meningkatkan Kosakata dan Pemahaman Membaca melalui Kesadaran Morfologis pada Pembelajar Bahasa Inggris sebagai Bahasa Asing (EFL)
DOI:
https://doi.org/10.37296/esci.v5i2.266Kata Kunci:
Pembelajar Bahasa Inggris sebagai Bahasa Asing (EFL), Kesadaran Morfologi, Pemahaman Membaca, Akuisisi KosakataAbstrak
Pemahaman membaca tetap menjadi salah satu permasalahan terbesar bagi pembelajar bahasa kedua (L2), terutama karena kurangnya pengetahuan kosakata. Studi ini membahas peran metode pengajaran morfologis dalam meningkatkan perolehan kosakata siswa, khususnya melalui pengenalan prefiks dan sufiks dalam aktivitas membaca. Dengan menggunakan metode tinjauan pustaka, penelitian ini menggabungkan hasil dari berbagai studi untuk mengidentifikasi pendekatan morfologis yang efektif dan mempermudah pembelajaran Bahasa Inggris sebagai Bahasa Asing (EFL). Fokus utama penelitian ini adalah pada bagaimana kesadaran morfologis—pemahaman tentang struktur dan pembentukan kata—dapat meningkatkan pemahaman kosakata dan pada akhirnya pemahaman membaca. Studi ini juga meninjau peran morfem infleksional dan derivatif dalam konteks pengajaran, dengan menyoroti kemampuannya dalam membantu siswa membuat inferensi tentang makna kata, memperkaya kosakata, dan meningkatkan literasi. Hasil penelitian menunjukkan bahwa integrasi strategi morfologis dalam pengajaran di kelas tidak hanya meningkatkan kemampuan berbahasa siswa, tetapi juga menumbuhkan motivasi dan keterlibatan dalam membaca. Penelitian ini menyimpulkan dengan merekomendasikan agar para pengajar Bahasa Inggris memasukkan pengajaran morfologis secara eksplisit untuk membantu siswa dalam memahami dan membentuk kata secara efektif.
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