3.3.
Instrument of the Research
The instruments of the research were test in reading and
questionnaire.
a.
Reading test passage
1. Reading test passage consists of 10
items. The test is done with the aim to evaluate students’ achievement in
learning antonym by using reading passage.
b.
Questionnaire
The second instrument used in this
research is questionnaire. The questionnaire of this research consisted of some
questions related to the difficulties in learning antonym in English. Furthermore, in this questionnaire the writer
used five alternatives choices in every question, as follows:
a.
Strongly agree
b. Agree
c.
Uncertain
d. Disagree
e.
Strongly disagree
The thesis
is valid and reliable because At the outset, the researchers needed to
consider the face validity of the questionnaire. Face validity
can be described as a sense that the questionnaire looks like it measures what
it was intended to measure. Were the questions phrased appropriately? Did the
options for responding seem appropriate?
Content validity is also usually
one of the first ways to ensure the validity of a questionnaire or other
measure. The researchers could have asked experts in depression to consider
their questions against the known symptoms of depression. These symptoms
include depressed mood, sleeping problems, weight changes and physical pain. To
have content validity, the questionnaire should include items about known
symptoms.
The researchers could have also established criterion
validity. How well do the results from their questionnaire compare
with other measures of depression? One way to assess this is to give the
workers two questionnaires: a “gold standard” questionnaire that's already been
validated, and the new one. Then they could compare findings. Another way might
be to follow the workers over time to see how the questionnaire results relate
to the workers' actual treatment for depression later on.
Unlike physical traits such as weight or blood
pressure, depression is not easily seen or measured. This is called a
“construct.” The researchers might do some mini-experiments with their
questionnaire and other measures to establish construct validity.
For instance, if workers were given a questionnaire on a similar construct,
such as psychological distress, the results should be related. A questionnaire
on a different construct, such as happiness, would have opposite results.
and
Reliability refers to two things. First, reliability means the researchers
would get similar results if they repeated their questionnaire soon afterwards
with the same workers. The “repeatability” of the questionnaire would be high.
This is called test-retest reliability.
The other aspect of reliability concerns the
consistency among the questions. Because all the questions relate to
depression, you would expect all the answers to be fairly consistent.
If our depression researchers were sloppy in
ensuring the validity or reliability of their questionnaire, it could have
affected their study's overall results. It's important to note that you can
never prove reliability or validity conclusively, but results will be more
accurate if the measures in a study are as reliable and valid as possible.
Based on the result of the data analysis and
conclusion;
1.
The result of using antonym
and finding score test and
questionare of the
student of SMK Kartika Palopo got means score 176.82, and the quesionaire gave of the result poor it means that the capability of the
student was average
The biggest problem for the students in using antonym
from the data show that many difficulties
faced by the student in looking for antonym in text and not only they difficult
in identifying
antonym but the students also doing mistakes in writing the words, they didn’t know how to
write the words.
Based on the mean score of the students namely 5.89, it is
indicates that students ability in fair classification. By looking the
students’ score classification, most of the students are in the poor
classification (46.67%), 26.67% students are in fair classification, we can
conclude that the students still have low ability in identifying antonym using
in the text.
2.
Some factors that hamper the
students in using antonym :
a. The student face the difficulties in
finding ideas , for answering test words, using antonym in
english reading passage.
b. The student seldom practice their reading skill to find
antonym in reading passage
c. The students still find difficulty
in using antonym
in reading passage
d. the students also doing mistakes in
writing the words, they didn’t know how to find and using
antonym in reading.
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