<![CDATA[Abstract. There is a lack of integration between the mastery of linguistic aspects specifically verb-forming prefixes undergoing morphophonemic processes and the affective dimensions of language learning, with insufficient attention paid to their impact on learning motivation. This study aims to analyse students' mastery of verb-forming prefixes, measure their motivation in language and morphophonemic learning, analyse the differences, and determine the contribution of prefix mastery and morphophonemic understanding to language learning motivation. The study employs an explanatory quantitative approach using SEM-PLS analysis. The sample consisted of 200 Grade 11 high school students selected via proportionate stratified random sampling, with 192 datasets deemed suitable for analysis. Data were collected through language tests and Likert-scale questionnaires. The results indicate that all constructs met validity and reliability criteria, with AVE values ranging from 0.695 to 0.721 and Composite Reliability between 0.950 and 0.976. The R² values were 0.612 for linguistic analysis ability and 0.698 for learning motivation. The strongest effect was observed in the relationship between morphophonemic understanding and linguistic analysis ability (β = 0.472; p < 0.001), with significant pathways identified between the variables. The findings demonstrate that mastery of verb-forming prefixes and understanding of morphophonemic processes contribute to enhancing linguistic analysis ability while simultaneously strengthening language learning motivation. The implications suggest that morphophonemic instruction can be developed into a pedagogical approach that integrates the strengthening of linguistic competence with learning motivation.Keywords: Verb-forming prefixes, morphophonemics, language, learning motivation, SEM-PLS]]>
Copyrights © 2026
