Relevant bibliographies by topics / The Direct Method; Inflectional Morphemes

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Academic literature on the topic 'The Direct Method; Inflectional Morphemes'

Author: Grafiati
Published: 3 June 2025
Last updated: 20 July 2025

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Journal articles on the topic "The Direct Method; Inflectional Morphemes"

1

Tossapol, Pongpuen, Nuamthanom Kimura Lugsamee, Kijpoonphol Wachiraporn, and Anupan Jarunee. "AN EFFECT OF A DIRECT METHOD ON 5TH GRADE STUDENTS' ACQUISITION OF VERB INFLECTION MORPHEMES (- S, - ES, - ED, - ING)." International Journal of Research - Granthaalayah 6, no. 6 (2018): 310–21. https://doi.org/10.5281/zenodo.1308961.

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The purpose of this study was to investigate whether or not a direct method could help 5th graders acquire the target verb inflectional morphemes (- s, - es , - ed , - ing) at Assumption College Ubon Ratchathani (ACU), Ubon Ratchathani, Thailand. The participants were 6 5th grade students who were divided into two groups based on their English proficiency: low language proficiency and high language proficiency. Data were collected from different sources: the scores of the pre – test and post – test, the participants’ usage of verb inflectional morphemes (-s, -es, -ed, and – ing) as shown in the Video (VDO) transcript, and the follow-up interview, which was mainly concerned with the students on the direct method. Results obtained from the present study showed that this teaching method yielded a positive outcome related to the participants’ acquisition of verb inflectional morphemes. They also proved useful for developing the participants’ proficiency in other language skills, such as listening and speaking.
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2

Pongpuen, Tossapol, Lugsamee Nuamthanom Kimura, Wachiraporn Kijpoonphol, and Jarunee Anupan. "AN EFFECT OF A DIRECT METHOD ON 5TH GRADE STUDENTS’ ACQUISITION OF VERB INFLECTION MORPHEMES (- S, - ES, - ED, - ING)." International Journal of Research -GRANTHAALAYAH 6, no. 6 (2018): 310–21. http://dx.doi.org/10.29121/granthaalayah.v6.i6.2018.1376.

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The purpose of this study was to investigate whether or not a direct method could help 5th graders acquire the target verb inflectional morphemes (- s, - es , - ed , - ing) at Assumption College Ubon Ratchathani (ACU), Ubon Ratchathani, Thailand. The participants were 6 5th grade students who were divided into two groups based on their English proficiency: low language proficiency and high language proficiency. Data were collected from different sources: the scores of the pre – test and post – test, the participants’ usage of verb inflectional morphemes (-s, -es, -ed, and – ing) as shown in the Video (VDO) transcript, and the follow-up interview, which was mainly concerned with the students on the direct method. Results obtained from the present study showed that this teaching method yielded a positive outcome related to the participants’ acquisition of verb inflectional morphemes. They also proved useful for developing the participants’ proficiency in other language skills, such as listening and speaking.
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3

Zaniar, Savira, Nailul Authar, Novi Rahmania Aquariza, Jauharotur Rihlah, and Niken Ayu Pramudita. "Implementation of Teaching Derivational and Inflectional Morphemes to SMP Al Islah Surabaya." Jurnal Indonesia Sosial Sains 5, no. 09 (2024): 2331–37. http://dx.doi.org/10.59141/jiss.v5i09.1406.

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This study investigates the integration of instructing derivational and inflectional morphemes at SMP Al Islah Surabaya to improve students' comprehension and its application to the English language. It aims to enhance students' vocabulary acquisition, reading comprehension, and writing skills by employing an effective curriculum and specific instructional methodologies. The present study employs a mixed-methods methodology, integrating quantitative language proficiency evaluations with qualitative observations of classroom interactions and student remarks. Initial results suggest that providing direct guidance on derivational and inflectional morphemes substantially impacts students' linguistic proficiency and apply grammatical principles with greater effectiveness. It emphasizes the significance of including morphology education in the language learning curriculum. It offers practical suggestions for teachers to cultivate a more profound morphology awareness among SMP Al Islah students and improve English language competency.
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4

Goni, Rifanda Cynthia, Sulis Triyono, and Wening Sahayu. "Morphological Analysis of Inflectional and Derivational Morphemes on Instagram’s Captions." Journal of English Language Teaching, Literature and Culture 1, no. 2 (2022): 99–108. http://dx.doi.org/10.53682/jeltec.v1i2.5685.

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Morphological process in word formation is not limited to the long text, novel or story, but it could be founded into shorter sentences such as Instagram’s captions. Inflectional and derivational morphemes are a part of morphological process that used as a word formation. This study used a qualitative descriptive method to look for the types and the function of inflectional and derivational morphemes. The data was collected from Barack Obama’s captions on Instagram post and analysed by using the theory of Victoria Fromkin, Rodman R, and Hymas N. in An Introduction to Language, 2014. The result showed that there were forty live kinds of inflectional morphemes and there were thirty four kinds of derivational morphemes, so there were eighty nine overall regarded to inflectional and derivational morphemes. However, there are not all types of inflectional morphemes that can be found in this study. The inflectional morphemes were to give grammatical information and do not the part of speech. In contras the derivational morpheme is the complex one because it can change the meaning and category of speech when some morphemes attached
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5

Fitriyeni, Fitriyeni, and Tri Widyastuti. "CRYTICAL ANALYSIS OF MORPHEMES IN WILLIAM SHAKESPEARE POEMS." Akrab Juara : Jurnal Ilmu-ilmu Sosial 7, no. 3 (2022): 123. http://dx.doi.org/10.58487/akrabjuara.v7i3.1892.

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The main thing that must be learned in mastering a language is words. Words are related to morphology because morphology affects spelling, reading comprehension, and vocabulary. In understanding the meaning of vocabulary, language users need to study morphology, especially derivational and inflectional morphemes. This research is designed to identify and explain the process of derivational and inflectional morphemes in the poems. This study used the descriptive qualitative method. The data of this research is the poetries of William Shakespeare entitled All the World’s A Stage and Fidele ((Fear no more the heat o’ the sun). The results showed that there were 61 morphemes consisting of 18 derivational morphemes and 43 inflectional morphemes. The meaning of derivational and inflectional are derivational prefix: un-, derivational suffix: -ly, -er, -ful, -ish, -ness, -ous, -ing, -ed, and –tion; and inflectional suffix: -s, -ed, irregular verb, -‘s, -ing.
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6

Exlesia Pestaria Lumban Toruan. "An Analysis Of Derivational And Inflectional Morphemes In The Lyrics Of Calum Scott’s Songs In The Album “Bridges”." EDUJ : English Education Journal 1, no. 1 (2023): 53–60. http://dx.doi.org/10.59966/eduj.v1i1.485.

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Morphology studies the intricate forms of words and the influence of changes in word forms on word categories and meanings. Morphemes, as the smallest grammatical units with meaning, are the primary focus of morphology. Morphemes cannot be further divided into smaller linguistic units. This research aims to investigate derivational and inflectional morphemes in the lyrics of Calum Scott’s songs in the album “Bridges”. The qualitative method is employed in this study, which reveals the presence of derivational and inflectional morphemes in the lyrics. The analysis demonstrates the existence of various types of derivational and inflectional affixes. Inflectional morphemes, particularly affixes, are found to be more dominant in the lyrics of Calum Scott’s songs in the album “Bridges”. The findings of this research identify 50 derivational and 99 inflectional morphemes. In derivations, 21 types of affixes are discovered, including prefixes such as re-, pre-, a-, sur- and suffixes such as -ent, -le, -ion, -ful, - less, -ing, -ly, -ain, -ed, -ness, -ment, -y, -ry, -er, -ty, -st, and -ical. Furthermore, there are 8 types of inflectional morphemes, namely plural, past tense, past perfect, comparative, possessive, third-person singular, gerund, and progressive.
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7

Yastanti, Unpris, Indri Diah Lestari, and Titi Dewi Rohati. "Derivational and Inflectional Morphemes in Songlyrics of Lewis Capaldi." IJOLTL (Indonesian Journal of Language Teaching and Linguistics) 6, no. 3 (2021): 221–30. https://doi.org/10.30957/ijoltl.v6i3.678.

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The aim of this study is to identify derivational and inflectional morphemes in song lyrics of Lewis Capaldi. Specifically, the purpose of this research is to know the affixation process in the song lyrics, to classify derivational and inflectional morphemes, and to know the most dominant between derivational and inflectional morphemes in the song lyrics of Lewis Capaldi. The method of this research used descriptive qualitative. The object of this research was taken from the song lyrics of Lewis Capaldi’s album Divinely Uninspired to a Hellish Extent as the first album. The result of this research shows: (1) there are 42 words suffixes such as -ing, -ed, -s, -ness, -able, -ly and one-word prefix re- (2) There are 29 inflectional morphemes and 67,44% while derivational morpheme occurs 14 times and 32,56%, it means inflectional morpheme is the most dominant than derivational morpheme.
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8

Khoirunisa Ayu Nurjanah. "Inflectional and Derivational Affixes on Song Lyrics in Justin Bieber’s Justice Album." Surakarta English and Literature Journal 6, no. 2 (2023): 184–97. http://dx.doi.org/10.52429/selju.v6i2.146.

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ABSTRACT In the field of linguistics, morphology is known which includes morphemes which are the smallest components of language, namely bound morphemes and free morphemes. In this study, bound morphemes including inflectional and derivational affixes are used. Thus, this study aimed to investigate the process of word formation and classify the types of inflectional and derivational affixes in song lyrics on Justice Justin Bieber's album. This research used descriptive qualitative. The sampling technique in this study used purposive sampling. Using the data analysis method, the researchers collected data through the Spotify application that contains inflectional and derivational affixes in each song's lyrics. The findings in this study showed that there are 88 words in the data table on song lyrics of Justin Bieber's Justice Album. Thus, the data contains 60 words in inflectional, 22 words in derivational (suffixes) and 6 words in derivational (prefixes) affixes used. Researchers can show readers, teachers and other researchers that learning a language is not enough just by listening to songs.
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9

Anisa Fajriati, Senowarsito, and Sukma Nur Ardini. "English Derivational and Inflectional Morphemes of the Authentic-Recount Text." SALEE: Study of Applied Linguistics and English Education 5, no. 1 (2024): 169–85. http://dx.doi.org/10.35961/salee.v5i1.1090.

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Some first-grade students of SMKN 1 Pemalang still have difficulties in arranging words when they produce texts. Vocational students generally focus more on their vocations such as computer network engineering, visual communication design, etc. This impacts their ability to string words in English related to applying derivational and inflectional morphemes because they are meaningful in composing sentences according to their meaning and function. So, this research aimed to discover the types and errors of derivational and inflectional morphemes found in the authentic-recount texts made by vocational students. Fromkin’s theory was used to analyze data using descriptive qualitative method. It revealed 5 types of derivational and 3 types of inflectional morphemes were used by students when creating authentic-recount texts. Additionally, learners still make errors in applying those morphemes into sentences of the recount texts with a total of 38 errors, including 5 derivational morphemes and 33 inflectional morphemes. Thus, students are required to understand more about the function and meaning of words before constructing sentences because it plays a significant part in writing English texts. Further researchers are advised to conduct deeper research that focuses on reconstructing sentences, especially in implementing suffixes or other materials which are included in morphology subject.
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10

Fitria, Tira Nur. "An Analysis of Derivational and Inflectional Morpheme in Selected News From Tempo.Co." Rainbow: Journal of Literature, Linguistics and Cultural Studies 9, no. 2 (2020): 146–55. http://dx.doi.org/10.15294/rainbow.v9i2.40348.

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The objectives of this research are to know the derivational and inflectional morphemes and to know the functions of morpheme in the selected news from Tempo.co. This research uses qualitative method. The analysis shows that the derivational and inflectional morphemes found in Tempo.co as 357 words. Derivational shows 97 data (27.17 %) and inflectional shows 260 data (72.83 %). Derivational changes the grammatical categories of words which consists of suffix and prefix, for example, noun-forming suffix changes the words/morphemes to nouns in the suffix –ion, -ment, -ist, -ship and –er. Adjective-forming suffix changes the words/ morphemes to adjectives in the suffix –able, -al, -ful, -ic, -cal, and –ous. Adverb-forming suffix changes the words/morphemes to an adverb in the suffix –ly. While, verb-forming prefix changes adjective to new adjective or form verb to new verb in the prefix un- and mis-. The inflectional does not change the grammatical categories of words which consists of “-s, -‘s, -er, -est, -s, -ed, -ing, and –en”. The suffix –s means plural. The suffix -‘s, -s’ means possessive. The suffix –er means comparative. The suffix –est means superlative. The suffix –ed means past. The suffix –ing means Ving (continuous). The suffix –en means participle.
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