41
Pairs of Near- synonyms
Definitions and Subtle Differences
Examples Rule
The subjects are nonelected groups or individuals such
as kings, queens and dictators Oxford.
2 Most modern kings and queens rule their
countries only in a formal way, without
real power Cambridge.
Table 3.2 The Description of Near-synonyms in the Second Session
Pairs of Near- synonyms
Definitions and Subtle Differences
Examples
1 Taste – Flavor
Taste We use this word for food
you can find in nature Oxford.
Flavor We use this word for food
that has been created by somebody Oxford.
1 I do not like the taste of olives
Oxford.
2 Which flavor of ice cream would you
like Oxford?
2 Live – Stay
Live To have a home somewhere
or be a permanent resident of a place Cambridge
Stay To live or be in a place for a
short time as a visitor Cambridge
1 We live in London Cambridge.
2 I stayed in Montreal for two weeks then
flew home Cambridge.
3 Gather – Collect
Gather When talking about things,
we use this verb to talk about things, belongings or
papers when things are spread around within a short
distance Oxford. Collect
When talking about things, we use this verb to talk
1 They gathered their belongings and left
Oxford.
2 A large crowd of reporters collected
outside the Prime Minister’s house
Cambridge. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42
Pairs of Near- synonyms
Definitions and Subtle Differences
Examples
about getting examples of something from different
people or places Oxford.
4 Forecast – Predict
Forecast To say what you expect to
happen in the future based on the information available
and often using scientific methods Oxford
Predict To say that an event or
action will happen in the future. It is usually based on
the information available, opinions or magical powers
Oxford. 1 Snow is forecast for
tomorrow Oxford. 2 Who could have
predicted that within ten years he would
be in charge of the whole company
Cambridge?
5 Shy
– Embarrassed Shy
To describe someone’s personality or character of
being nervous and uncomfortable with other
people Cambridge Embarrassed
To describe the feeling that someone has in a social
situation when that person feels ashamed because of a
socially unaccepted event Cambridge
1 Children are often shy with people they
do not know Cambridge.
2 I was too embarrassed to
admit that I was scared Cambridge.
6 Exhibition - Show Exhibition
When objects such as paintings are shown to the
public, or when someone shows a particular skill or
quality to the public. It usually contains works of
art or items of cultural or scientific interest that may
1 The photographs will be on the
exhibition until the end of the month
Cambridge.
2 They hold a fashion show twice a year
Oxford. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
43
Pairs of Near- synonyms
Definitions and Subtle Differences
Examples
be on display for a long time Oxford.
Show An event which a group of
related things are available for the public to look at. It is
a more general word and usually refers to a temporary
event Oxford.
7 Soft – Smooth
Soft Not hard or rough and feel
pleasant to touch Cambridge
Smooth Having a surface that is
perfectly regular and no holes or lumps Cambridge
1 A soft pillow Cambridge.
2 The road ahead was flat and smooth
Cambridge.
3.4.1.1.1 Validity
As the researcher employed tests as the instruments to obtain the data, it was necessary to determine the validity of the tests. This technique aimed to
measure how accurate and consistent the tests would be as one of the instruments to collect the data. With regard to validity, we can note that the administered tests
in this research ensure adequate content, construct, and face validity.
a. Content Validity
Cohen et al. 2007 asserts that a test has content validity if the content of the tests covers any relevant field of what is meant to be concerned. Since the
purpose of the tests administered in this research was to measure the students’ mastery in near-synonyms; therefore, the test contents included only near-
synonyms and nothing else. The items in the tests required the students to choose PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
44 between pairs of near-synonyms and determine which word was suitable to
complete the sentences based the contexts. Table 3.3 and 3.4 below depict the distribution of items in the tests.
Table 3.3 The Distribution of Items in the First Session Tests
No. Pair of Near-synonyms
Test Item Number Pre-test 1
Post-test 1
1. Hear
– Listen 6
9 2.
See – Look at
7 3
3. Look at
– Watch 3
7 4.
Wedding – Marriage
1 4
5. Complicated
– Complex 5, 9
2, 10 6.
Increase – Raise
2, 8 1, 6
7. Govern
– Rule 4, 10
5, 8
Table 3.4 The Distribution of Items in the Second Session Tests
No. Pair of Near-synonyms
Test Item Number Pre-test 2
Post-test 2
1. Taste
– Flavor 2, 6
1, 6 2.
Live – Stay
3 4
3. Gather
– Collect 4, 7
7, 8 4.
Forecast – Predict
9 5, 9
5. Shy
– Embarrassed 8
3 6.
Exhibition – Show
5, 10 10
7. Soft
– Smooth 1
2
The tables show that there were seven pairs of near-synonyms in each session. Further, it is apparent that all presented items were near-synonyms. Thus, it can be
concluded that the tests fulfilled the content validity. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
45
b. Construct Validity
Cohen et al. 2007 asserts that construct validity is achieved by ensuring that performance on the test is fairly explained by particular appropriate constructs
or concepts. A test should measure the ability which is intended to be measured. In this research, the tests were intended to measure the students’ mastery in near-
synonyms. Therefore, the researcher administered tests which required the students to choose between two synonymous words and determine which word
was suitable to complete the sentences based on the contexts. Since the tests measured the students’ ability in using near-synonyms, it could be concluded that
the tests fulfilled construct validity.
c. Face Validity
Cohen et al. 2007 affirms that a test is said to have face validity if it appears to measure what it is designed to test. To ensure that this research had
face validity, the researcher showed the tests to the supervisor and asked her comments about them in relation to the format and validity. The researcher
revised the tests after getting some comments and suggestions. 3.4.1.2 Observation Sheets
Observation sheets were the recorder of the study when the researcher was implementing the interventions. Through this instrument, the researcher
conducted observation towards classroom interactions and events during the treatments. Besides, this instrument helped the researcher to focus on some
aspects of the students’ attitude such as their positive body language, consistent PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
46 focus, verbal participation, confidence, fun and excitement, engagement question,
and role. In the observation sheet form, there were three engagement levels of every
aspect. Those were very high, high, medium, low, and very low. Very high level meant that more than seventy five percent of the student total number exhibited a
particular aspect. High level referred to the condition when more than half of the student total number exhibited a particular aspect. Then, medium level meant that
half of the student total number showed a particular aspect. Low meant that less than half of the student total number did not exhibit a particular aspect. The last,
very low level referred to the condition when more than seventy five percent of the student total number did not exhibit a particular aspect. By observing the
students’ engagement level in the learning process, the researcher could evaluate the implementation of the learning media.
3.4.1.3 Interviews
The use of interviews was to collect any information for this study by asking the representatives of the
students’ about their perspective of certain topics or issues. According to Kvale 1996, the use of interviews in a research marks a
move away from seeing human subjects as simply manipulable and data as somehow external to individuals, and towards regarding knowledge as generated
between humans, often through conversations as cited in Cohen et al., 2007. In this study, the interviews were done towards 10 representatives from
every group. The researcher made an appointment with the representative students after the classes were over. Then, after gathering the students, the interviews were
47 conducted in focus group discussions. By conducting the interviews, the
researcher expected to be able to obtain the students’ opinion towards the
implementation of the learning media.
3.4.2 Data Gathering Technique
In this part, the researcher explains how to use the instruments in gathering the data. The data were collected from the beginning of the research until the end
of the research. As explained, there were three instruments used by the researcher to obtain the needed data.
The first instrument was tests. A pre-test was conducted before the implementation of the learning media. Through this instrument, the researcher
figured out whether the students had any problems in mastering near-synonyms. However, a post-test was administered after the implementation of the learning
media so that the researcher knew whether the learning media could improve the students’ mastery in near-synonyms.
The second instrument was observation sheets. During the implementation of the learning media, the researcher observed the classroom interactions,
classroom events, and students’ attitude and then filled in the observation sheets.
This instrument eased the researcher to record any dynamics of the learning process during the implementation of the learning media.
The last, interviews were conducted after the implementation of the learning media. The interviews were done towards 10 representative students of
every class. Through the interviews, the researcher wanted to obtain more PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
48 comprehensive information
about the students’ opinion towards the implementation of the learning media.
3.5 Data Analysis Technique
After obtaining all of the data needed in this study, the researcher then analyzed the data. In analyzing it, the researcher adapted steps proposed by Burns.
As cited in Murdani 2011, Burns 2001 suggests five steps in analyzing a research which were:
1. Assembling the data
In the first step, the researcher collected any needed data for this research. The main data were obtained from the tests. After that, the researcher collected
any supporting data from the observation sheets and interviews.
2. Coding the data
After gathering the data, the researcher coded all of the data. The researcher started to organize the data into some patterns. Those patterns would
ease the researcher to identify the results later.
3. Comparing the data
A paired samples t-test was used to test the significance between the mean scores of the experimental group students’ pre-test 1 and post-test 1. To test
whether the similar result happened in the second session, the paired samples t- test was also used to test the significance between the mean scores of the
experimental group students’ pre-test 2 and post-test 2. After assessing the significance of the experimental group’ results, the mean scores of the control
49 group students’ pre-test 1 and post-test 1 were examined by using the paired
samples t- test. Further, the mean scores of the control group students’ pre-test 2
and post-test 2 were also tested by the t-test to see whether there was a significant difference between the scores in the second session. If the p-value or the
significant of the results was less than 0.05, we could conclude that there was a significant difference between the pre-tests and post-tests.
After seeing the significance of the results, the researcher compared the mean scores of the pre-tests and post-tests to figure out the mean gain in each
session. Then, the researcher compared the experimental group’s mean gain with the control group’s mean gain in both first and second session to see which group
had the more significant one. The null hypothesis states that there is no significant difference in the extent a picture comparison interactive medium can improve
synonym mastery of the tenth grade students of SMA Negeri 7 Yogyakarta compared to Powerpoint slides. On the other hand, the alternative hypothesis
states that a picture comparison interactive medium can significantly improve synonym mastery of the tenth grade students of SMA Negeri 7 Yogyakarta more
than Powerpoint slides. Then, the results of the observation and interviews were used to support the finding.
Figure 3.3 Research Hypotheses
