Abstrak
This study investigates the correlation between morphological knowledge and vocabulary mastery among English Education students at UIN Bukittinggi, employing a correlational design and quantitative methods. A sample of 56 students was selected from a population of 81, with data collected through multiple-choice tests administered via Google Forms and WhatsApp. Morphological knowledge was assessed with a 20-item test, while vocabulary mastery was evaluated using a 25-item test. The validity of the instruments was confirmed through content and construct validity, and reliability was measured with Cronbach's Alpha. Data analysis involved Pearson Product Moment Correlation to explore the relationship between the two variables. Findings revealed that 14.3% of students demonstrated "Good to Excellent" morphological knowledge, while a substantial 58.9% achieved the same in vocabulary mastery. The normality and homogeneity tests indicated that the data met the necessary assumptions for analysis. The Pearson correlation coefficient of 0.783 (p = 0.000) indicated a strong, positive correlation between morphological knowledge and vocabulary mastery. This suggests that students with greater morphological knowledge tend to excel in vocabulary mastery, highlighting the importance of enhancing morphological understanding to improve overall vocabulary skills in English Education students.