Tag Archives: Morphemes

Morphophonemics Analysis Of Kamayo “Kadi”Language In Surigao Del Sur , Philippines (Published)

The main focus of this study is to analyze the phonemic differences between allomorphs of the same morpheme in the adjectives and verbs of the Kamayo language .This study is qualitative and it uses key informants in gathering the needed data. The common phonemes used which signify the time when the event happened is attached to a root word. Often times, the phonemes : [tag], [ya], [yaka] [ki] [yang], [an] are commonly found in the past form of the verb; while, [yaga], [ga] [paga] and [yag] are phonemenes usually used in the present tense of the verb. The [mag], and [mang] in the beginning of the root word and [an], [on] and [i] are also attached in the end of the root word which are usually used in the future tense of the verb.The common phonemes used in the comparative degree in all categories of adjectives are the [ya],[ay] [ka] [ga] and [ma], where [ya], [ ka] and [ga] are phonemes commonly  attached in the beginning of the root word, while [ay], and [ma] are usually found in the end of the rootword to signify the comparison. The phonemes [i], [ay], [hay],[hi] are usually found in the end of a superlative degree adjectives. The phoneme[ hi] is an allomorph of the vowel sound in the words “ guapuhi’, ‘guapahi’ and pubrehi’. On the other hand, the adjectives used to describe an amount has no specific distinction in meaning among the words “ few”, “some”, “multiple”,” plenty”, and “ several”, usually in the Kamayo Language it would only use one word “ hamuk-hamukay” for comparative degree and “ hamuki” and “hamukay” in the superlative degree.The result of the analysis revealed that kamayo language is distinct and it has its own characteristics. It is further revealed that because of its distinctness it is interesting to come up with teaching materials perfectly suited to the first language of the learners in the classroom for Mother Tongue Based-Education in the place of Surigao del Sur.

Keywords: Kamayo, Language, Morphemes, Philippines, morphophonemics analysis

IMPACT OF INSTRUCTIONAL OBJECT BASED GAME ON THE PERFORMANCE OF SENIOR SECONDARY SCHOOL 2 (SS 2) STUDENTS IN LEARNING ENGLISH LANGUAGE MORPHEMES (Published)

The effectiveness and efficiency of using Instructional Object Based Game (IOBG) in teaching and learning English language morphemes was investigated. Two research questions guided the study. The study was a pre and posttest equivalent control group design which employed a sample of 200 senior secondary schools 2 (SSS 2) students drawn from 20 co- educational schools within Lagos Island and Eti – Osa educational zones of Lagos state, Nigeria. Morphemes Instructional Object Based Games (MIOBG) and English Language Achievement Test (ELAT) were constructed and validated with coefficient of internal consistency of .89 and .86 respectively. Mean standard deviation and analysis of covariance (ANCOVA) were used to answer research questions. The findings showed that: MIOBG was found to be significantly more effective in facilitating teaching morphemes (in English language vocabulary building) than conventional (traditional) method of teaching. No significant difference existed between the performance of male and female students taught with MIOBG and conventional method. Suggestions were made by encouraging teachers in using games to teach.

Keywords: Learning Instruction And Gender, Morphemes, Object Based Games

IMPACT OF OBJECT BASED GAME ON THE PERFORMANCE OF SS 2 STUDENTS IN LEARNING ENGLISH LANGUAGE MORPHEMES (Published)

The effectiveness and efficiency of using Object Based Game (OBG) in teaching and learning English language morphemes was investigated. Two research questions guided the study. The study was a pretest-post-test non equivalent control group design which employed a sample of 200 senior secondary two (SS2) English language students drawn from 20 co-educational schools within Lagos Island and Eti-Osa educational zone of Lagos State, Nigeria. Morphemes Object Based Game (MOBG) and English Language Achievement Test (ELAT) were constructed and validated with coefficient of internal consistency of .89 and .86 respectively. Mean standard deviation and analysis of covariance (ANCOVA) were used to answer research questions. The findings from the results showed that: MOBG was found to be significantly more effective in facilitating teaching morphemes (in English language vocabulary building) than conventional (traditional) method of teaching. Non significant difference existed between the performance of male and female students taught with MOBG and conventional method. Suggestion was made by encouraging teachers in using game to teach

Keywords: Instruction And Gender, Learning, Morphemes, Objects Based Game

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