--- title: "DEVELOPING ENGLISH MORPHOLOGY MATERIALS FOR" description: "A preliminary study found the course was failing. 7 references. Among them: 6." authors: ["Sukirman Sukirman"] year: 2015 venue: "Eternal (English, Teaching, Learning & Research Journal) 1" source: "https://journal.uin-alauddin.ac.id/index.php/Eternal/article/view/2353" doi: "10.24252/eternal.v11.2015.a1" licence: "CC BY (journal licence per DOAJ; Eternal (English, Teaching, Learning & Research Journal))" licence_url: "https://creativecommons.org/licenses/by/4.0/" summary_licence: "Elamur Cosmic License" canonical: "https://research.elamur.ai/free/en/papers/sukirman-2015-developing-english-morphology-materials-undergraduate/" --- [Elamur Research](https://md.research.elamur.ai/free/en/) · [this page in HTML](https://research.elamur.ai/free/en/papers/sukirman-2015-developing-english-morphology-materials-undergraduate/) [home](https://md.research.elamur.ai/free/en/) / [papers](https://md.research.elamur.ai/free/en/papers/) / [2015](https://md.research.elamur.ai/free/en/papers/2015/page/4/) / DEVELOPING ENGLISH MORPHOLOGY MATERIALS FOR UNDERGRADUATE STUDENTS AT ALAUDDIN STATE ISLAMIC UNIVERSITY OF MAKASSAR # DEVELOPING ENGLISH MORPHOLOGY MATERIALS FOR UNDERGRADUATE STUDENTS AT ALAUDDIN STATE ISLAMIC UNIVERSITY OF MAKASSAR **Authors:** Sukirman Sukirman · **Year:** 2015 · **Venue:** Eternal (English, Teaching, Learning & Research Journal) 1 · **Licence:** [CC BY (journal licence per DOAJ; Eternal (English, Teaching, Learning & Research Journal))](https://creativecommons.org/licenses/by/4.0/) **Links:** [Publisher's page](https://doi.org/10.24252/eternal.v11.2015.a1) · [PDF](https://journal.uin-alauddin.ac.id/index.php/Eternal/article/download/2353/2352) · [DOI 10.24252/eternal.v11.2015.a1](https://doi.org/10.24252/eternal.v11.2015.a1) · [OpenAlex](https://openalex.org/W2621100116) **Citations:** 6 citations (OpenAlex, 2026-10-14) ## Summary This paper reports a Research and Development project that produced a new English morphology textbook for learners enrolled at Makassar's Alauddin, a State Islamic University. A preliminary study found the course was failing. Most students earned about C-, found the subject very hard and felt unmotivated. The available materials were written in language too difficult for them, had few examples and exercises, and drifted into word formation in French, German and Latin. The author followed the ADDIE model (Analysis, Design, Develop, Implement, Evaluate), proceeding as follows: - examined the syllabus and interviewed the lecturer, - arranged the topics in a blueprint ordered from easy to hard, - wrote the chapters with examples and exercises in varied formats, - had two morphology experts validate the draft in two rounds, - field-tested it with fifth-semester students. Ten aspects were rated, among them organization, objectives, examples, exercises, language and summaries. After revision, both experts and students rated every aspect as excellent. The study shows how a structured, feedback-driven cycle can adapt technical linguistic content to learners' actual proficiency. ## Key points - The design is R&D using the ADDIE model (McGriff, 2000), with formative evaluation during the phases and summative evaluation at the end. Instruments were rubrics for experts and students, plus worksheets for expert comments and revisions. - The syllabus defines eight topics: introduction; morphemes; root, base and stem; affixes; inflection and derivation; English words; word formation; other word formation processes. - In the first expert round, seven of the ten aspects passed. Three needed revision: - language, which was confusing and had grammatical errors, - exercises, which were not challenging, - summaries, which were too long. In the second round all aspects were judged excellent. - In the student try-out, most "yes" ratings fell between 80% and 100%. Items worded negatively ("confusing", "ambiguous") received mostly "no". - The final textbook has 8 chapters and 126 pages, with the instructional objectives shown on each chapter's title page. ## Interesting ideas - Topics were deliberately ordered from simplest to most complex, and exercises also progress from simple to complex. Graded difficulty supports learning whether the learner is a person or a model. - The student rubric mixes positive statements with negative ones such as "too easy", "too difficult" and "confusing". This guards against respondents agreeing with everything, and it separated "too easy" from "too difficult" responses on the exercises. - Validation ran in two rounds with structured worksheets. Reviewers named exactly which aspects failed and why, and only those aspects were revised before re-checking. - The paper cites evidence that breaking complex words into a base plus prefixes and suffixes helps readers infer what unfamiliar words mean. It also keeps inflection and derivation as separate topics. - Part of the original materials' failure came from mixing in the morphology of other languages, which confused learners who did not know those languages. Keeping the scope focused on the target language improved clarity. ## For Mova How these ideas could serve Mova, our small open language model — its files, stages and tests: - **I1** (learn): Training data and self-play tasks could be scheduled as a curriculum, starting with plain sentences and moving to harder constructions, with progress tracked per level. - **I2** (learn): Evaluation could add reversed or contradictory probe items as negative controls, so a model that always answers "yes" or always agrees with a witness parser gets caught. - **I3** (learn): LLM teacher tiers could return per-aspect verdicts on a parse or frame, such as the label, the head or the role. That would allow targeted repair rules instead of discarding whole silver sentences. - **I4** (tokens): The en crate could fall back to affix decomposition for unknown words, keeping inflectional and derivational analyses distinct, and the resulting split would serve as an explainable guess at lemma and meaning. - **I5** (tokens): Morphology rules for English should be kept separate from borrowed Latin or French patterns, with foreign-origin affixes marked explicitly so the analyzer's explanations stay clean. *Our summary of the paper, in our own words — not its text. The work belongs to its authors; read it at the links above.* ## Institutions - [Universitas Islam Negeri Palopo](https://md.research.elamur.ai/free/en/universities/universitas-islam-negeri-palopo/) — University, Palopo, Indonesia · 2 works · 9 citations 📚 Shelves (4): [🖥️ Computer Science](https://md.research.elamur.ai/free/en/shelves/computer-science/) · 18,614 works · [🎭 Arts and Humanities](https://md.research.elamur.ai/free/en/shelves/arts-and-humanities/) · 17,450 works · [🗣️ Language and Linguistics](https://md.research.elamur.ai/free/en/shelves/arts-and-humanities/language-and-linguistics/) · 17,296 works · [🗄️ Information Systems](https://md.research.elamur.ai/free/en/shelves/computer-science/information-systems/) · 1,730 works 🧭 Topics (2): [English](https://md.research.elamur.ai/free/en/topics/english/) · 2,379 works · [🧩 Morphology](https://md.research.elamur.ai/free/en/topics/morphology/) · 420 works ## Cite Cite as: Sukirman Sukirman. 2015. DEVELOPING ENGLISH MORPHOLOGY MATERIALS FOR UNDERGRADUATE STUDENTS AT ALAUDDIN STATE ISLAMIC UNIVERSITY OF MAKASSAR. Eternal (English, Teaching, Learning & Research Journal) 1. The paper itself, not this page. BibTeX from the library's record of the work. ```bibtex @article{sukirman2015developing, title = {{DEVELOPING ENGLISH MORPHOLOGY MATERIALS FOR UNDERGRADUATE STUDENTS AT ALAUDDIN STATE ISLAMIC UNIVERSITY OF MAKASSAR}}, author = {Sukirman Sukirman}, journal = {Eternal (English, Teaching, Learning \& Research Journal) 1}, year = {2015}, doi = {10.24252/eternal.v11.2015.a1}, url = {https://doi.org/10.24252/eternal.v11.2015.a1} } ``` - [← previous A Hidden Markov Model Based System for Entity Extraction from Social Media English Text at FIRE 2015](https://md.research.elamur.ai/free/en/papers/sarkar-2015-hidden-markov-model-based-system/) - [next → Grammar Engineering for a Customer: a Case Study with Five Languages](https://md.research.elamur.ai/free/en/papers/ranta-2015-grammar-engineering-customer-case-study/) - [↑ back to papers of 2015](https://md.research.elamur.ai/free/en/papers/2015/page/4/) ## References 7 references, 0 of them with a card of ours. ↗ leads to the work, «find» searches for one we have no id for yet. 1. Anglin, J. M. 1993. Vocabulary Development: Morphological Analysis. Monographs of the Society for Research in Child Development. Chicago: University of Chicago Press. [find](https://scholar.google.com/scholar?q=Anglin%2C+J%2E+M%2E+1993%2E+Vocabulary+Development%3A+Morphological+Analysis%2E+Monographs+of+the+Society+for+Research+in+Child+Development%2E+Chicago%3A+University+of+Chicago+Press%2E) 2. Ghorbani, M. R. 2011. Quantification and Graphic Representation of EFL Textbook Evaluation Results. Theory and Practice in Language Studies, 1 (5), 511-520 (Online). Retrieved from [http://ojs.academypublisher.com/index.php/tpls/article/view/0105511520/3084](http://ojs.academypublisher.com/index.php/tpls/article/view/0105511520/3084) on May 26 th , 2012. [↗](http://ojs.academypublisher.com/index.php/tpls/article/view/0105511520/3084) 3. McGriff, S. J. 2000. Instructional System Design (ISD): Using the ADDIE Model. Penn State University. Retrieved from [http://metalab.uniten.edu.my/~iskandar/project/july%2009/ADDIE.pdf](http://metalab.uniten.edu.my/~iskandar/project/july%2009/ADDIE.pdf) on May 6 th , 2012. [↗](http://metalab.uniten.edu.my/~iskandar/project/july%2009/ADDIE.pdf) 4. Nunes, T., & Bryant, P. 2006. Improving Literacy by Teaching Morphemes. New York: Routlege. [find](https://scholar.google.com/scholar?q=Nunes%2C+T%2E%2C+%26+Bryant%2C+P%2E+2006%2E+Improving+Literacy+by+Teaching+Morphemes%2E+New+York%3A+Routlege%2E) 5. Nunes, T., Bryant, P., & Olsson, J, 2003. Learning Morphological and phonological Spealling Rules: An Intervention Study. Scientific Studies in Reading, 7: 289-307. [find](https://scholar.google.com/scholar?q=Nunes%2C+T%2E%2C+Bryant%2C+P%2E%2C+%26+Olsson%2C+J%2C+2003%2E+Learning+Morphological+and+phonological+Spealling+Rules%3A+An+Intervention+Study%2E+Scientific+Studies+in+Reading%2C+7%3A+289%2D307%2E) 6. Pressley, M., Disney, L., & Anderson, K. 2007. Landmark Vocabulary Instructional Research and the Vocabulary Instructional Research that Makes Sense Now. In R. K. Wagner, A. E. Muse, and K. R. Tannembaum (Eds), Vocabulary Acquisition: Implications for Reading Comprehension (pp. 205 – 232) New York: Guilford Press. [find](https://scholar.google.com/scholar?q=Pressley%2C+M%2E%2C+Disney%2C+L%2E%2C+%26+Anderson%2C+K%2E+2007%2E+Landmark+Vocabulary+Instructional+Research+and+the+Vocabulary+Instructional+Research+that+Makes+Sense+Now%2E+In+R%2E+K%2E+Wagner%2C+A%2E+E%2E+Muse%2C+and+K%2E+R%2E+Tannemb) 7. Widyatmoko, F. X. L. 2011. Developing English writing materials for the tenth graders of SMAK ST. Albertus Malang. Unpublished Thesis of the Degree of Master of English Language Teaching. Malang: State University of Malang. [find](https://scholar.google.com/scholar?q=Widyatmoko%2C+F%2E+X%2E+L%2E+2011%2E+Developing+English+writing+materials+for+the+tenth+graders+of+SMAK+ST%2E+Albertus+Malang%2E+Unpublished+Thesis+of+the+Degree+of+Master+of+English+Language+Teaching%2E+Malang%3A+Stat) *Updated 2 November 2026*