Skripsi: THE STUDENTS' ABILITY IN USING ANTONYM IN ENGLISH READING PASSAGE AT THE FIRST YEAR OF SMK

THE STUDENTS' ABILITY IN USING ANTONYM IN ENGLISH READING PASSAGE AT THE FIRST YEAR OF SMK

CHAPTER I

INTRODUCTION

1.1  Background

Mastering vocabulary is important for learners since vocabulary as one of the basic components that playing an important role among the four language skills. Listening, speaking, writing and reading are the parts of English skills where they are considered as an integrated system because they support each other.  It gives contribution to learners to perform their skills better. It is impossible for the students to perform their English appropriately if their vocabulary is very poor. In short, by having too limited vocabulary, the students find it difficult to master language skills, since a good store of words is crucial for understanding and communicating. Therefore vocabulary mastery must be on the first priority in English language teaching.

In order to have good command in English vocabulary, students have to be encouraged to diligently find new words. They have to be eager to consult dictionary, or even to listen to English-speaking broadcasts for example. They have to practice the words more often.

The lack of knowledge of the words that the students find is considered to be the biggest problem in learning vocabulary. They can only read the words, but they do not know the meaning of them. Besides, another factor to be considered is the students’ laziness to consult to dictionary.  In this case, the writer assumes that vocabulary mastery is urgent in studying English. Therefore, the students’ ability to recognize antonym will be an indicator that the students are familiar with English words.

Antonym is a word that has contradicted meaning with other words. The effective method to find out the antonym of words is by consulting the English dictionary or the English encyclopedia, particularly the special dictionary that discuss antonym. Therefore, the students will be able to find out the antonym words and practice it.

Relating to those statements the writer interested in conducting a research entitle” The Students’ Ability in Using Antonym in English Reading Passage at the First Year Of SMK Kartika Palopo”.

1.2   Problem Statement

Based on the problem in the background, the writer formulated the problem statements as follow:

a.    How is the students’ ability in learning English words antonym by using   reading passages?

b.    What are the students’ response in learning antonym by using reading passages?

1.3   Objectives of the Research

Related to the statements above, the writer formulated the objectives of this research, they are:

a.    To describe the students’ achievement in learning English words antonym by using reading passages.

b.    To find out the students’ response in learning antonym by using reading passages.

1.4    Significance of the Research

The result of the research is expected to be useful information for the teachers to manage the classroom for vocabulary subject, especially in finding antonym. In line with this, the students can use this information to motivate them that antonym can help to improve their vocabulary when they become stuck on unfamiliar words in their language learning activities or examination.

1.5  Scope of the Research

This research is restricted to the ability of the first year students of sMK Kartika Palopo in using antonym in reading passage which concerned with noun and verb.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with some pertinent ideas, previous studies and conceptual framework.

2.1  Some Pertinent Ideas

2.1.1    What is Reading?

Some definitions of reading are pointed below:

Marksheffel (1966:43) says that reading is highly complex, purposeful, thinking process engaged in by the enter organism while acquiring knowledge, evolving new ideas, solving problems, or relaxing and recuperating, through the interpretation of printed symbols. It is  means of language acquisition of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated.

Good (1973) states that reading is often described as getting thought from printed page. reading is not just say out the written words but also to keep the meaning or the thought that the words carry. The phase getting thought in the quotation above, indicates that reader has to keep. Otherwise, a reader does not do reading and therefore, the function of reading does not come true.

Nuttan (1982:64) states reading is to recall, to understand, to interpret, and to analyze the printed page.

Besides, Terry and Thomas in Mariana (1993:8) say that reading is the recognition of words, fluency, and comprehension. In addition, Smith and Robinson (1980:12) state that “Reading is an active effort, the part of the reader to understand the writer’s message. The reader interacts with and tries to reconstruct what the writer wishes to communicate.

Based on the definition is above, the writer concludes that reading is an activity with a purpose in which the reader can find information from printed pages.

2.1.2    The Process of Reading

a.       Reading is a very complex process

In reading, words or printed symbols must have meaning given to them before they can be read. First to do by the reading perceives which is necessary to reading. What to perceive is the differences and the likeness in the size a form of symbols, a perception of printed form is a learned skill. Not only must reader be capable of perceiving the differences in individual learn and groups of letters, he must also learn to see them from the left to the right.

b.      Reading is a purposeful process

Each single process of reading has its own purposes. A reader way gives his attention to the time of recognition to judge the effectives as the efficiency of time he uses in reading. This occurs because readers read for particular purposes, of which is called purposive reading, and thus reading is a personal thing Marksheffel (1966:53)

c.       Reading is a thinking process

In reading, thinking process occurs when an individual recognizes printed symbols, interpret the print and respond from the process: the emphasis on reading as thinking is not intended to imply that man thinks only when he reads. It is evident that man thinks in many ways and situations. Thinking can occur without reading, but reading without thinking is impossibility.

2.1.3   The Purpose of Reading

Based on Marksheffel’s definition of reading stated above, we may have four purposes of reading as follows:

a.       To acquire knowledge

b.      To evolve ideas

c.       To solve problems

d.      To relax

Four purposes of reading state above indicates that the reader must not only sees and identify the symbols, but he must be also able to interpret what he reads, associate it with past experiences and project beyond, the judgments, the application, and the conclusion. Reader must always try to gain messages from what he reads, and thus he gets I order that he can evolve his ideas. In addition, the reader must be able to associates what he reads to his past experiences. Finally, a reader must be able to associate his reading to his future experiences.

According to Google (2006), there are four reading purposes, those are:

1)      Read for understanding

Researching involves reading to comprehend concepts and details. These components depend on each other. Details help explain or support general concepts, and concepts provide a framework for remembering details.

2)      Read to evaluate critically

Critical evaluation involves understanding. It means approaching material with an open mind, examining causes and effects, evaluating ideas, and asking questions that test the writer's argument and assumptions. Critical reading brings a level of understanding that goes beyond basic information recall.

3)      Read for practical application

A third purpose for reading is to gather usable information that you can apply toward a specific goal. When you read a textbook preface or an instruction booklet for a new software package, your goal is to learn how to do or use something. Reading and action usually go hand in hand.

4)      Read for pleasure

Some materials you read for entertainment, such as Sports illustrated magazine or even novels.

2.1.4  The concept of English Word

Markus (1977:47) explains about words as follows: word function in organizing the words experience to make it conceptually manageable. It is a category label. When a person uses a word to denote an object in the world of sense, he does so by ignoring certain properties that words can function generally and paying attention to others. For example, if a person classifies an object as a book, he ignores its position, its coloring, its texture, its sizes, etc, and he pays attention to fact that it is a solid object with pages that writing on them. The properties that a person ignores are irrelevant, while the properties which he attends are critical in his uses of the words.

a.     English words for students

Language students in particularly English language program need to know the lexis of the language. They need to learn what words mean and how they are used. Harmer (1991:156-158) describes what the students need to know or he called it a word as follow:

a)    Meaning

b)         Word use

c)         Word formation

d)        Word grammar

This research will concern more on antonym, thus it will only discusses the first item, meaning.

Meaning, the first thing to realize about vocabulary items is that they frequently have more than one meaning. When we come across a word, and try to its meaning we will have to look at the context which it is used or it can be said students need to understand the importance of meaning in context.

In addition, word sometimes has meanings in relation to other words. The relationship between words may be in the form of

Synonym, word with the same meanings or nearly meaning as other, example: buy and purchase Antonym words with the opposite meaning, example: tall and short.

2.2  Vocabulary

2.2.1.1   Definition of Vocabulary

       Vocabulary is very important for study the English Language Students, because with vocabulary we can make a sentence. As we know that sentence that we produce are built by vocabulary. In teaching English vocabulary teacher should know many words and understand which words are important to learn. Because many words difficult to memorize.

            Definition of vocabulary are provided below:

According to Tarigan, vocabularies are words that not easy change and it is difficult to adopt from the other language. It is indicates that in teaching or learning English vocabulary should uses an appropriate method.

In English dictionary, Jhon M. Echols and Hasan Shadily say that is means that all of the word which registered.[1] According to Martin Mansher in his dictionary

oxford learner’s pocket dictionary say that “vocabulary is total number of words in a language, words known a person, list of word with their meaning, especially in a book for learning foreign language

Vocabulary is one of the components of language and not language exists without words. Without vocabulary we cannot communicated each other, so we have to learn and memorize many vocabulary in order we can speak English well. And vocabulary is the one item in a language for the purpose of teaching and learning activities.

Vocabulary mastery must of items say that, they get difficult to find a suitable English word to represent the message they want to convey in their writing. Therefore there are several of writing they write. For example, they write “ijazah” in order to replace the word “certivicate” and “prioritas” in order to replace the word “priority”.

As we know that, before the students know to speak and write that teacher must introduce kinds of vocabulary to know many things in their environment.

Vocabulary is a listing of the word used in some enterprise a reference book containing words, usually with their meaning, a language user knowledge of words, the physiological result of perception learning and reasoning, the mental faculty or power of vocabulary, communication, the system of technique or symbol serving as a means of expression, the creation of beautiful or significant things, system a assumption and standards that sanction behavior and give it meaning. According to Wilga M. Rivers:

“It will be impossible to learn a language without vocabulary or words. Vocabulary is the main part in sentences, very important to be mastered. We cannot organize our idea in sentence without words”.

Vocabulary is one language elements that need to acquire by English learners. This opinion indicates that vocabulary has the same level as phonology and grammatical in supporting the English to master a language skill mastery of the vocabulary productive is usually related. While the mastery of receptive vocabulary is usual to the reading and listening. 

According to Webster’s Dictionary, vocabulary is a list of words usually arranged in alphabetical order and defined or otherwise identified, as in a dictionary or glossary.

Good (1959:642) defines that vocabulary as the words having meaning when heard or seen even though not produced by the individual himself to communicate with others is the words that considered essential for minimal use of a langua Gove (1966: 56) states that vocabulary is a sum of words of a language that employed by individual, group, or work in relation to a subject.

Hornby (1974: 1424) defines that vocabulary is the total number of words which (with the rules of combining them) make up language. Vocabulary is words known to, or used by a person in a trade profession, etc. usually with definitions or translations.

Based on the explanation above, the writer can conclude that vocabulary allowed people to express their feeling and ideas in verbal words that can understand by other people.

Definition of vocabulary are provided below:

According to Webster’s Dictionary, vocabulary is a list of words usually arranged in alphabetical order and defined or otherwise identified, as in a dictionary or glossary.

Good (1959:642) defines that vocabulary as the words having meaning when heard or seen even though not produced by the individual himself to communicate with others is the words that considered essential for minimal use of a language.

Gove (1966: 56) states that vocabulary is a sum of words of a language that employed by individual, group, or work in relation to a subject.

Hornby (1974: 1424) defines that vocabulary is the total number of words which (with the rules of combining them) make up language. Vocabulary is words known to, or used by a person in a trade profession, etc. usually with definitions or translations.

Based on the explanation above, the writer can conclude that vocabulary allowed people to express their feeling and ideas in verbal words that can understand by other people.           

2.2.2   The Concept of Vocabulary

Vocabulary seen as incident to the main purpose of language teach, namely the acquisition of grammatical know ledge about language.

Vocabulary is a list of words used in certain book arranged in alphabetical order.

According to Hornby that vocabulary is:

a.            Total number of words(either used for combination them) make up the language

b.    Range of words know to, or used by a person in trade, profession, etc.

c.            Book contains a list words used in a book etc-usually with definition or translation.

According to Manser that vocabulary is:

a.            Total number of words in language

b.            Words known to a person

c.          List of words with their meanings, especially at the back of a book used for teaching a foreign language.

2.2.3        Types of Vocabulary

Vocabulary is the stock of lexical item in a language. For the purpose of learning and teaching activities, Rahman (1993:16) classifies vocabulary  into two kinds; receptive and productive vocabulary.

               i.              Receptive vocabulary refers to words for lexical items which only can be recognized and comprehended in the context of reading and listening material,

b). Productive vocabulary refers to words which can be recalled and used appropriately in writing and speech.

Sometimes they are so difficult to be distinguished because sometimes a word that a student has in his receptive store may suddenly become productive if the situation or context provokes to be a permanent state of affairs.

According to Oxford dictionary that vocabulary is:

a.                   A list or collection of words and phrase usually alphabetically arranged and explained or defined lexicon.

b.                   A sum or stock of words employed by a language group invidually or words in a field of knowledge.

Besides that according Pieter A. Nopa, explains that vocabulary is one of the component of language and that language exist without words. Words are sign or symbols for ideas. There are the means by which people exchange their thought. The more words we learn, the more ideas we should have so we can communicate the ideas more effectively.

Vocabulary as an essential component of all uses of language would be impossible to learn a language without it. Vocabulary is one of the components of language and that no language exists without words. Words are signs or symbols for ideas. They are the means by which people exchange their through. The more words we learn, the more ideas we should have, so we can communicate the ideas more effectively.

 productive if the situation or context provokes to be a permanent state of affairs.

Harmer (1991:159) divides vocabulary into two types:

a). Active vocabulary refers to vocabulary that has been learned by the students. They are expected to be able to use it.

b). Passive vocabulary refers to words which students will recognize when they meet them, but they probably not are able to produce it.

Good (1959:642) adds the third kind of vocabulary. It is reserved on potential vocabulary that consist of words that the individual does not know but they interpret them form their context or by reason of his background knowledge.

Schil (1967:57) states that there are three kinds of vocabulary, namely:

a)        Active vocabulary refers to words that we use frequently in speaking.

b)        Reserved vocabulary refers to words that we know but rarely used in speaking.

c)        Productive vocabulary refers to words that we use vaguely but we are not sure their meaning. We never use them either in speaking or writing. We know that because we have seen them previously.

For more specific meaning, Good (1959:652) divides vocabulary into four kinds, they are:

a). Oral vocabulary refers to words that a person employs them in  expressing ideas orally and actively.

b).   Writing vocabulary refers to words that commonly used in writing.

c).   Listening vocabulary refers to words that a person can understand when they are heard.

d)    Reading vocabulary refers to words that someone can recognize them when he finds them in written form.

Based on the explanation above, the writer can conclude that because vocabulary exists in English language, certainly it affects the four language skills.

The Importance of Learning Vocabulary

Learning a language means learning the words of the language, because words are the vital organs and the flesh to a language. Through vocabulary or language, one can express feeling and meaning. When we have something to say, it means that we have meanings. Harmer (1991: 211) says that if you want to describe how you feel at this very moment you have to be able to find a word, which reflect the complexity of your feeling. Besides, by a good command of vocabulary or language, one can express ideas effectively and efficiently.

Vocabulary is group of letter mailed to one another so that became that word having a meaning with realized in our life in the case of reading and also conversation.

Vocabulary is one language elements that need to be acquired by English learners. This opinion indicates that vocabulary has the same level as phonology and grammatical in supporting the English learning to master a language skill mastery of the vocabulary (productive) is usually related to speaking and writing, because  when someone speaks or writes they produces vocabulary. While, the mastery of receptive vocabulary is usually related to reading and listening.

The areas of book are: learning grammar, listening, speaking, reading, and writing. In relation to teach, there are exercises that help you to reflect on how you are going about your learning. As an example, for vocabulary  learning you are asked which method of learning you prefer-learning words by topic, by translating them into FL, by writing them down, and so on.

Vocabulary as one of the elements of language is important to study, without having enough vocabulary, the ability to communicate and convey our needs could not be established.

Vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read, and write. Without an extensive vocabulary strategies for acquiring new vocabulary, learners often achieve less than their potential and may  be discouraged from making use of language learning.

Opportunities around them such as listening to the radio, listening to native speakers, use the language in different contexts, reading or watching TV, Research on vocabulary in recent years has done a great deal to clarify the levels of vocabulary. Learning learners need to achieve in order to read both simplified materials and to process different kind of oral and written texts, as well as the kinds of strategies learners use in understanding, using and remembering words.

Jack C. Richard and will A. Renandya states that 3000 to 5000 word suggested for learners continuing to tertiary education studies.

As we know that, before the students know to speak and write that teacher must introduce kinds of vocabulary to know many things in their environment. So one general thing such as kinds of animals, adjective for people, clothes, geography, building, places, bank, cooking, restaurant, down town, etc.

From the definition above, we can see that vocabulary is one of the components of language and no language exists without words. Without vocabulary we cannot communicated each other, so we have to learn an memorize many of vocabulary in order we can speak English well

Having an adequate vocabulary is one way to succeed in comprehending a reading text. Goodman and Mohr (1991: 12) state that vocabulary is a basic part of reading comprehension. It means that we are going to have trouble to understand the text if we do not know most words in the text, thus our comprehension will suffer. They also state that the vocabulary is the major parts of almost every standardized test including reading achievement test, college entrances exam, and army and vocational test.

Rivers in Nunan (1991: 187) also argues that the acquisition of an adequate vocabulary is essential for successful second language learners because without an extensive vocabulary, we will be unable to use the structures and functions we may have learned for comprehensible communication.

Wallace in Rita (1994:8) states some consideration to learn and achieve vocabulary in the mother tongue and the target language as follows:

a)      There is a felt need.

b)      The mother tongue learner mostly controls his own rate of learning.

c)      The mother tongue learner is exposed to an enormous quantity of his own language and has tremendous scope for repetition of what he learns.

d)     The language is nearly always encountered in an appropriate situation and in the appropriate context.

e)      Since the words are learnt as they arise out a felt need in a particular situation, they usually have a clear denotation.

Vocabulary is group of letter mailed to one another so that became that word having a meaning with realized in our life in the case of reading and also conversation.

Vocabulary is one language elements that need to be acquired by English learners. This opinion indicates that vocabulary has the same level as phonology and grammatical in supporting the English learning to master a language skill mastery of the vocabulary (productive) is usually related to speaking and writing, because  when someone speaks or writes they produces vocabulary. While, the mastery of receptive vocabulary is usually related to reading and listening.

The areas of book are: learning grammar, listening, speaking, reading, and writing. In relation to teach, there are exercises that help you to reflect on how you are going about your learning. As an example, for vocabulary  learning you are asked which method of learning you prefer-learning words by topic, by translating them into FL, by writing them down, and so on.

Vocabulary as one of the elements of language is important to study, without having enough vocabulary, the ability to communicate and convey our needs could not be established.

Vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read, and write. Without an extensive vocabulary strategies for acquiring new vocabulary, learners often achieve less than their potential and may  be discouraged from making use of language learning.

Opportunities around them such as listening to the radio, listening to native speakers, use the language in different contexts, reading or watching TV, Research on vocabulary in recent years has done a great deal to clarify the levels of vocabulary. Learning learners need to achieve in order to read both simplified materials and to process different kind of oral and written texts, as well as the kinds of strategies learners use in understanding, using and remembering words.

Jack C. Richard and will A. Renandya states that 3000 to 5000 word suggested for learners continuing to tertiary education studies.

As we know that, before the students know to speak and write that teacher must introduce kinds of vocabulary to know many things in their environment. So one general thing such as kinds of animals, adjective for people, clothes, geography, building, places, bank, cooking, restaurant, down town, etc.

From the definition above, we can see that vocabulary is one of the components of language and no language exists without words. Without vocabulary we cannot communicated each other, so we have to learn an memorize many of vocabulary in order we can speak English well

2.2.4        Theory of Vocabulary Memorization

There has been a great of research into how we remember and much of this informs our decisions about how we should encourage our students to record and

Having an adequate vocabulary is one way to succeed in comprehending a reading text. Goodman and Mohr (1991: 12) state that vocabulary is a basic part of reading comprehension. It means that we are going to have trouble to understand the text if we do not know most words in the text, thus our comprehension will suffer. They also state that the vocabulary is the major parts of almost every standardized test including reading achievement test, college entrances exam, and army and vocational test.

2.2.5    Principles of Teaching Vocabulary

Learners see vocabulary as being a very important part of language learning and one of the difficulties in planning the vocabulary component of a course is making sure that it does not overwhelm other essential parts of the course. The best way to avoid this is for the teacher and course designer to have a set of guiding principles that can be applied in a variety of teaching and learning situation.

Rivers in Nunan (1991: 187) also argues that the acquisition of an adequate vocabulary is essential for successful second language learners because without an extensive vocabulary, we will be unable to use the structures and functions we may have learned for comprehensible communication.

Wallace in Rita (1994:8) states some consideration to learn and achieve vocabulary in the mother tongue and the target language as follows:

f)       There is a felt need.

g)      The mother tongue learner mostly controls his own rate of learning.

h)      The mother tongue learner is exposed to an enormous quantity of his own language and has tremendous scope for repetition of what he learns.

i)        The language is nearly always encountered in an appropriate situation and in the appropriate context.

j)        Since the words are learnt as they arise out a felt need in a particular situation, they usually have a clear denotation.

2.2.6   Content words and function words

Content words are words which refer to a thing, quality, state, or action and which have meaning (lexical meaning) when the words are used alone.

2.3.6.1   Noun

Manser (1983) states that “Noun is word that is the name of a thing quality, person, etc and be the subject of a verb”

Nouns have subclasses. They are pronoun and function nouns. Pronouns comprise eight words namely I, we, you, they, he, it, they and she. All of them have inflectional variants, but they do not have the plural suffix – (e)s, and the possessive suffix – ‘s as most nouns do. Function nouns consist of fifteen word which have the following characteristics:

a)    They are morphemically identical with or closely related to certain noun determiners.

b)   They are unchanging in form, showing neither of the characteristic   noun inflection – es and ‘es

c)    They have no noun-marking derivational suffixes.

d)    They may appear in mote of the structural positions usually occupied by noun.

According to J.D Murthy (1977:130) the meaning or noun is a word used to name person, place, thing, an idea or a quality of mind is defined as a noun.

Example:

a)     Mother Teresa is a great social worker

b)    Democracy is a form of government in which everyone has a share in the administration

c)     Dictionary is useful for students

d)    Knowledge brings wisdom

e)     Love and hatred are common to all human beings.

Type of Noun

According Hariyono (2008) in English Grammar book, there are some types of noun they are:

a)    Common noun is a name given in common to every person or thing of the same class or kind, for example:

Boy              Merchant

Woman        Traveler

Teacher        City

Doctor          Village

Girl               Town

Officer         Region

Poet              District

Dramatist     Place

b)   proper noun is the name of some particular person of place, for example:

Tagore                                  Bill Clinton

Keats                                    India

Mother Terse                        Japan

Shelly                                   America

c) Collected noun is the name of collection of things or person, for example:

Crowd                      Family

Mob                          Nation

Team                        Parliament

Block                       Committee

Heard                       Poultry

Army                        Cattle

Fleet                         Gentry

Jury                          Class

d)  Concrete noun is the name of a thing that can be touched or seen, for example:

 Room

Sun

Girl

Boy

e)    Abstract noun is the name of a quality, action or state, for example:

Freedom                   Kindness

Liberty                     Childhood

Thought                   Admission

Jove                          Justice

Sorrow                     Life

Love                         Truth

Death                       Beauty

Goodness

f)    Countable noun is the name of a thing that can be counted or divided into singular or plural, for example:

                     Student                     camera

Book                                    writer

Table                        Man

Pen                           Woman

Photograph              Studio

g)      Uncountable noun is the name of a thing that be counted or divided into singular and plural, for example:

                     Milk                            Justice

Rice                            Truth

Coffee                        Beauty

Tea                             Democracy

Ink                             Iron

Oxygen                     Wool

Liberty                     Money

Gold                          Honesty

h)   Material noun is the name of a material or substance of which things are made

for example :

       Gold                             Ink

       Silver                            Money

  Wood                           Butter

       Air                                Water

       Clay                                         Paper

       Milk                             Glass

       Steel                             Copper

2.3.6.2  Verbs

According to Manser (1981:35), Verb is word or phrase that shows what a person or thing does.

                 According to Rasyid verbs have four inflections are :

a)         Inflection of  the third singular person or present tense –s or es

b)         Inflection of the past tense: -ed and its variants

c)         Inflection of the past participle: -ed and its variants

d)        Inflection of the present participle: - ing

Verbs occupy certain characteristic positions, a few of the verbs are distinguished from morphemically related to nouns and adjectives by the super fix.

According to J.D. Murthy (1977:134) the meaning of verbs is a word used to express action, condition or existence is known as a verb.

Example:

I wanted for Padmaja

She is healthy

There are spelling mistakes in his essay

The italicized words ‘waited’; ‘is’ and ‘are’ are verbs. Because word ‘waited’ tells us what ‘I’ did in the first sentence, the word expresses condition in the second sentence, and the word ‘are’ expresses existence in the third sentence.

Verbs are described as a word which is used to indicate an action of a state of being of existence or possession.

Verbs are divided into there kinds:

a)      Transitive verb

A verb which has an object is termed as transitive verb.

Example:

I like Padmaja

She speaks English well

Sometimes a transitive verb contains two objects, namely direct object and indirect object.

The following verb can be used with two objects:

Example:

            Bring               Lend                Sell                  Make

            Give                Often               Send                Get

            Hand               Pay                  Sshow             Leave

            Play                 Sing                 Pass                 Promise

The indirect object should be placed before the direct object but the direct object may be placed before indirect object, if the above verb is used with preposition.

b)      Intransitive verb

A verb which has no subject is know as intransitive verb

Example:

                        I slept very well

                        I walked to the theatre

                        The ship shakes suddenly

                        He sat in the chair

Intransitive verb may be turned into transitive verb, if a preposition is used

Example:

                    She laughed at him

                    I looked at the painting

                    We talked about the film

                    They wished for happiness

                    I have asked for permission

c)         Verb of complete predication

A verb which requires the help of some other word to complete its meanin is known as verb of incomplete.

Example:

He is a teacher

She appears beautiful

My sister looked unhappy

The sky grew cloudy

The word which required completing the meaning of verb is known as the complement of the verb. If the complement refers to subject, it is subject complement and if the complement refers to object it is object complement.

2.3.6.3   Adjectives

Adjective normally describe the things referred to by nouns or pronouns (black, serious); they may function as complements or be attached to a noun.[2]Adjective is word that describes a noun.

The adjective is a modifier that has the grammatical property of comparison.It is often indentified by special derivational endings or by special adverbial modifiers that precede it. Its most usual position is before the noun it modifies, but it fills other positions as well.

An adjective are divided into ten kinds

a)    Adjective of quality

An adjective used total about the quality of a person or thing known as adjective of quality, such as: wealthy, regional, fundamental, industrial, elementary, and primary.

b)   Adjective of quantity

An adjective used to talk about the quantity of things is known as adjective of quantity such as: little, no, whole, all, half, enough, much, any, some, great, sufficient.

c)    Adjective of number

An adjective used to talk about the number of things person is known as adjectives of number, such us: five, few, no, many, all, some, several, first, any.

d)   Demonstrative adjective

An adjective used to point out which person or thing we speak about is known as demonstrative adjective, such us: this, that, these, those, such.

e)    Distributive adjective

An adjective used to refer to each and every person or thing separately is known as distributive adjective, such us: each, every, either, any, none, both.

f)    Interrogative adjective

An adjective used to question is known as interrogative adjective such us: what, which, whose.

g)   Possessive adjective

An adjective to talk about ownership possession is known as possessive adjective, such us: my, your, our, his, her, its, and their.

h)   Emphasizing adjective

An adjective to emphasize a noun is known as emphasizing adjective such us: own and very.

i)     Exclamatory adjective

The word ‘what’ is known as an exclamatory, such us: what.

j)     Proper adjective

An adjective from a proper name is known as a proper, example: American president.

The types of adjectives

a.         By added suffix “ness” of adjectives

Example:

 Busy   – Business

Happy – Happiness

            Kind – Kindness

            Rude – Rudeness

            Weak – Weakness

b.    By added suffix “Y” of  adjectives

Example:

Active – Activity

Honest- Honesty

Possible- Possibility

Real – Reality

c.         By added suffix “th” of adjective

Example:

Dead – Death

Deep – Depth

Long – Length

True – Truth

 Wide – Width

d.        By added  suffix ‘ence”  of adjective

Example:

Different - Difference

Diligent   - Diligence

Intelligent – intelligence

Patient – patience

Present – Presence

e.         By added suffix “cy’ of adjective

Example:

Fluent – Fluency

Intimate – Intimacy

Sufficient – Sufficiency.

2.3.6.4   Adverb

               As we know that adverb is part of grammar in English learning so there are several definition of adverb as follows:

          Adverb is a word modify a verb, an adjective or another adverb or used to explain how, where, when and why an action is performed is know as an adverb

            Example : They lived happily

Patima is very beautiful

She speaks English quite well.⁴⁹

            The italicized word ‘happily’,’ very’ ‘quite’ are adverb in the first sentence the word ‘happily’ modifies the verb, the word ‘very modifies the adjective beautiful. In the third sentence the word ‘quite’ modifies another adverb well.

            Adverb is word that adds information to a verb, adjective, phrase or another adverb, e.g. quickly in run quickly.⁵⁰

            According to Hariyono the kinds of adverb are:

a.   Adverb of manner is the adverb which is used to explain the situation or to explain how the activities happen.

Example:

-          Fast                 - well

-          Hard                - late

b.  Adverb of place is the adverb which show the place of something happen.

Example:

-          Here               - above

-          There              - at school

c.  Adverb of time is the adverb which used to explain when the activities happen.

Example:

-          Now

-          Tomorrow

-          Yesterday

-          At seven o’clock.

Adverb are marked by their ability to appear in utterance-final position following a nouns functioning as complement. A few adverbs, mostly those which are identical with adjectives (flat adverbs), use the inflectional suffixes – as and – est to form comparative and superlative degress. According to Murthy adverb are divided into eight kinds on  the basis of their use:

a.  Adverb of manner

An adverb used to show how an action done is known as an adverb of manner.

e.g. quickly, bravely, happily, hard fast well clearly, soundly, probably, possibly, evidently, unfortunately, luckily, sadly.

Example: They lived happily

                Nancy walks gracefully

                She speaks beautifully

b. Adverb of place

An adverb used to show where an action done is known as an adverb of place.

e.g here, up, down, near, below, above, away, out, in, every, where, back ward, within, by.

Example: I went there

                She shoot near the gate

                Please come here

c. Adverb of time

An adverb used to show when an action done is known as an adverb of time.

e.g. now, the, today, tomorrow, early, soon, still, yet, before, late, ago, lately, daily, already, never, since, formally.

Example: My father is not at home now

                She will come here soon

                She come late yesterday

d. Adverb of frequency

An adverb used to show how often an action is done is known as an adverb of frequency, such as: once, twice, often, never, always, occasionally, again, seldom, frequency, sometimes.

Example: They talked to each other again

                We visited Agra twice

                They never go to films

e.  Adverb of certainly

An adverb used to show definition of the action is known as an adverb of certainly.

e.g. certainly, serely, definitely, obviously

Example: Serely, she loves me

                I shall certainly help me

                Ramya is obviously very clever

f.  Adverb of degree

An adverb used to show how much or in what degree or to what extent an action is done is known as an adverb of degree, such as: very, rather, fairly, quite, too, almost, hardly, fully, enough, so, altogether, no, pretty, any, party.

Example: We have eaten enough

                I am feeling much better

                He is very great

g.  Interrogative adverb

An adverb used to ask question is know as an interrogative adverb.

e.g. where, when, why, how

Example: When do you come?

                How long will you stay in Delhi?

              Where did you go yesterday?

h.  Relative adverb

An adverb used to relate two clauses or statements is known as a relative adverb.

e.g. Where, when, why.

Example: I did not you where she had gone

                Do you know when Nancy came her

                I don’t now why she went to Hyderabad.

2.3.6.5   Preposition

               Preposition is word placed before noun or pronoun to indicate the relation among the parts of other sentences. They are always followed by nouns or noun construction, and the whole phrase  thus formed modifies some other word in sentences.

   There are about fifty common one-word prepositions in English as well as a large number of phrases that function as prepositions.  The prepositions in out list of function word are these:

            About              but                   outside

            Above             down               over

            Along              from                etc.

            Remember that most of these words may also function as  adverbs, if no noun follows.                                                                 (Collier, 1971: 56 )

Conjunctions.

               Conjunctions is word that connects words, parts of sentences or connect sentence write sentence.²⁸ In other word, word that is used to connect words, phrase or clause in a sentence. Conjunctions join various parts of the sentence together.  They are of two kinds: coordinating and subordinating. .

                                                                                             (Collier, 1971 : 54 )

2.3.2.6 Coordinating Conjunction

            Coordinating conjunction is the connect word  that is  used two clauses  that is the same degree or level.³⁰ These join matching structures, that is, they join nouns to nouns, verb to verbs, adjectives, and so on. In the list, they are:

            And                 both … and

            But                  neither… nor

            For                   etc

2.3.2.7 Subordinate Conjunction

            Subordinate conjunction is the word that connect two the same degree or level sentences.  Each of the two sentences as main clause and subordinate clause, these are the words that introduce adjectival and adverbial clauses. The conjunction they introduce contain subjects and verbs but cannot stand alone as independent sentences.

Here are the ones in the list:

            Softer              although                      because

            Before             if                                  since

            After all           besides                                    etc.

            The questions words how, who, whom, what, which, when, why, and where also introduce subordinate clauses of a special type, usually called indirect question. The relative pronouns who, whom, which, whose, and that introduce subordinate clauses of another type, usually called relative clauses, which modify nouns

Sub ordinary Pronouns

                        Sub ordinary Pronoun is word that is used  to change noun in a sentence. It function in order there is no repeated word that monotone.   While Ach. Muchlis states that “pronoun ,is word that change noun or noun phrase”. A pronoun  refers to a noun. It is used in place of a noun.

E.g. Kate is married She has two children. “She” is a pronoun. It refers to “Kate”. It is used in place of noun. Kate is my friend. I know her well. “ Her” is a pronoun. It refers to “ Kate”. “She” is a subject pronoun; “her” is an object pronoun. A pronoun is used in the same ways as a noun: as a subject or as an object of a verb or preposition.

            According to Herpinus Simanjuntak  (2004:70), there are nine kinds of pronouns, namely:

a         Personal pronoun: I, you, he, she, we, they.

b        Demonstrative pronoun: this, that, these, those.

c         Possessive pronoun: my, mine, yours, his, hers, ours, theirs.

d        Interrogative pronoun: who, which, what, whose, whom.

e         Indefinite pronoun: same one, anyone, something.

f         Reflexive pronoun: myself, yourself, himself, itself, ourselves, yourselves, themselves.

g        Emphasizing pronoun.

h        Reciprocal pronoun: one another, with one another, each other, to each other.

i          Relative pronoun: who, whose, which, that.

These word take the place of nouns. The meaning they have depends on the noun they replace, called the antecedent. They have case (different forms according to their function in the sentence), number (singular vs. plural), and person (inclusion or Exclusion of the speaker and the person (s) addressed).

In addition, the third singular pronouns have gender (different forms\according to certain categories of meaning expressed by the antecedent: male vs. female, animate vs. inanimate, etc.

2.3.2.8 Noun Determiners

               These are the expression that signal the presence or the possibility or the presence of a following noun. (If there is no noun following, then the expression itself functions as a noun-a ‘substitute noun”).

 Substitute Nouns:

     These expressions resemble the pronouns in that they echo, or replace, a noun in a context, but for grammatical reason it is convenient to separate them from the pronouns. Many of them can be noun determiners as well. These words in the list may be substitute nouns:

            All                   less                  none

            Another           (a) little            (the) other

            Both                many               some

            Enough            more                etc.

 Intensifiers:

               These are traditionally called adverbs, but they behave in special ways and are better treated separately. They some just before adjectives or adverbs (except for enough, which follows them) and express a degree of the quality named by the letter word. Here are the ones on the list:

            Almost                        awfully            enough

            Fairly               hardly              just.

2.3.7 Antonym

There are many defenitions of antonym some of them are:

The word antonym derived from “anti” which means “contradict”. Therefore, antonym is a word that has contradicted meaning with other words. The effective method to find out the antonym of words is by consulting the English dictionary or the English encyclopedia, particularly the special dictionary that discuss antonym. Therefore, the students will be able to find out the antonym words and practice it.

Hornby (1995: 341) says that antonym is a word that means the opposite of another word. The antonyms are usually the written of words in pair system where a word is opposite to another. For example, big and small, clean and dirty, quick and slow, etc.

Crane, L.B et.al. in Ida (1997: 12) defines the antonym as the relationship that is hold between words that are opposite in meanings. The antonyms are usually the written of words in pairs system where a word is opposite to another. For example, black and white, quick and fast, hard and soft, etc.

Based on the explanations above, the writer concludes that, antonym is two words that express opposing concepts. Some opposites spring easily to mind for cultural reasons or because of the way in which language works. So, if we ask someone to give us the opposite of white, he will probably say black.  However, if we ask him to give us the opposite of purple or brown, he will probably hesitate. The reason for this is that the terms black and white are often used contrastively, whereas other colors are not used contrastively so often.  Therefore, antonym exercise should not lead students to think that words normally have one opposite, but rather to make them aware of the network of relationships, which can exist between words.

2.3.7.1  Classification of Antonym

The antonym can divided into some classification according to Holden (1983: 402), they are:

a)    The Antonym of Noun

The antonym of noun is noun that has opposite or contradicted meaning with another noun. For example:

Agreement – disagreement                     

teacher – pupil                                        

angel – devil

end – start

b)    The Antonym of Verb

The antonym of verb is verb that has opposite or contradicted meaning with another verb.

For example:

die – live                                

Take-give

Sleep –get up             

Run     - walk

Accept- refuse

Use – avoid                                        

accept – refuse

buy – sell

question - answer

c)    The Antonym of Adjective

The antonym of adjective is adjective that has opposite or contradicted meaning with another adjective.

 For example:

diligent – lazy                         Thin-fat          

big – small                                          

tall – short

angry – happy

dirty – clean

tall- short

wide –narrow

near –far

2.3.7.2  The Previous Studies

There are some researchers who have conducted the research related to this study. Those findings concern more on the student’s improvement in vocabulary especially in antonym through reading passages. Among others are:

a. Ismail (2000:14) pointed out that students’ mastery of synonym and antonym are increased when they learnt them through context clues.

a.    Rifai (2001:25) pointed out that even the students face some problems or difficulties in using synonym and antonym but increasing the vocabulary by focusing on antonym and synonym will be the effective way.

b.    Kisra (2004:7) pointed out that the students’ vocabulary mastery had improvement especially in identifying antonym through reading passage.

c.    Kusuma (2005) through her research entitled‟ The Students’Ability of the Second Year at SMP Negeri 8 Palopo in Identifying Synonym and Antonym” concludes that that the student have poor scores in identifying synonyms and antonyms.

2.3.7.3 Conceptual  Framework

The conceptual framework underlying the research is given in the following:

Reading the passage and find the antonym.

INPUT

PROCESS

OUTPUT

The result of evaluation in reading passages

The antonym students

 

Input           : some reading passages that have antonym

Process       : the students have to read the passages and answer the test

Output        : the result of the student’s evaluation of test given

In this research, in the beginning the students were given a reading passage that has antonym in it. The students were asked to read the passages and answer the test given. After that the writer was evaluate the result of the test. The writer describes the students’ achievement whether it is good or not.

CHAPTER III

METHOD OF THE RESEARCH

This chapter consists of the research method, population and sample, instrument of the research, procedure of collecting data and technique of analyzing data.

3.1 Research Method

The method  used in this research is descriptive. The writer gave test to the students in reading passage to look for the antonym of the word in reading. It aims to find out the students’ achievement of English word antonym by using reading passages, and the second the writer took data from students’ questionnaire.

3.2   Population and Sample

3.2.1 Population

The population of this research was the first year students of SMK Kartika Palopo in academic year 2012/2013. They were distributed into four classes and each class consists of 30 students. So, the total numbers of population were 120 students.

3.2.2    Sample

In selecting the sample of the research, the writer used random sampling technique because the number of the population is big enough. The writer took 30 students to represent the total number of population. It means that the writer took 7 students of each class.

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

3.4   Procedure of Collecting Data

The procedures of collecting data of this research are as follow:

a.     First day, the writer brought investigation letter to the headmaster with the aim at asking or permission to do search at the school.

b.    Second day, the writer did survey to condition class and introduce himself  to the students and all at once to give some explanation about the writer’s aim to come at the school.

c.     Third day, the writer gave the test to the students and explain how to do it. The time for doing the test is 30 minutes.

d.   The forth day, the writer gave questionnaire to the students.

1.5    Technique of Analyzing Data

In analyzing the data, the writer used the following techniques:

a.     Data from reading test

The data was obtained from the test are tabulated and then counted into scoring classification.

Scoring the students’ result :

               Students’ correct answer

Score =                                            x 10

                Total assessment

Calculating the mean score:

×          =

Where  :

×          = mean

∑ ×      = The sum of score

N         = The total number of respondent

                                           (Gay, 1981: 292)

Classification the students’ score:

No	Classification	Score
1	Excellent	9,6 – 10
2	Very good	8,6 – 9,5
3	Good	7,6 – 8,5
4	Average	6,6 – 7,5
5	Fairly good	5,6 – 6,5
6	Poor	3,6 – 5,5
7	Very poor	0 – 3,5

Depdikbud ( 1996:3)

b.      Data from the questionnaire

The data of the questionnaire will be analyzed by using this formula:

P =

Where :     P    = Percentage

                   F   = Frequency of item

                   N  = Total sample

\

CHAPTER IV

FINDINGS AND DISCUSSIONS

This chapter deals with findings of the research and the discussion of the findings.

4.1.  Findings

The findings of this research consisted of the students’ scores in identify  antonym, the classification of the students’ scores, the frequency and percentages of students’ scores, mean scores and  presentation of questionare These findings are elaborated as follows:

1.      Students’ Scores

No	Students	Correct Answer	Score
1	01	11	5,00
2	02	12	5,45
3	03	17	7,73
4	04	9	4,09
5	05	8	3,64
6	06	13	5,91
7	07	12	5,45
8	08	11	5,00
9	09	16	7,27
10	10	18	8,18
11	11	16	7,27
12	12	14	6,36
13	13	13	5,91
14	14	14	6,36
15	15	16	7,27
16	16	10	4,55
17	17	9	4,09
18	18	11	5,00
19	19	10	4,55
20	20	13	5,91
21	21	12	5,45
22	22	17	7,73
23	23	15	6,82
24	24	12	5,45
25	25	18	8,18
26	26	9	4,09
27	27	13	5,91
28	28	16	7,27
29	29	9	4,09
30	30	15	6,82
Total			176,82

Table 1: The Students’ Scores

After being ranked, the highest score of the students’ test result in identifying  antonym is 8.18 and the lowest  score is , but the table above showed that most of the students got 5 or in poor classification.  It is indicated that the students still have low ability in using antonym.

2.      The Mean Score

The students’ mean score is 5.89.  It is indicated that the student’ ability is fair classification.

3.      Students’ Score Classification

Classification	Score	Frequency	Percentage (%)
Excellent	9.6 – 10	0	0%
Very Good	8.6 - 9.5	0	0%
Good	7.6 - 8.5	4	13,33%
Average	6.6 - 7.5	4	13,33%
Fair	5.6 - 6.5	8	26,67%
Poor	3.6 - 5.5	14	46,67%
Very Poor	0 -  3.5	0	0%
Total		30	100%

Table 2: The Classification and Frequency of the Students’ Scores

From the table 2 above, it can be seen that some students’ score around in 5 and 6 score, or we can say their score in poor (46.67%) and fair classification (26.67%)  None student got excellent and very good classification, the students got 13.33% in good and average classification, and none student in very poor classification.

The Students’ score classification is showed in chart below:

Chart 1: Students’ score classification

4.      Questionnaire

The students’ response in using antonym in studying English is presented by table below:

1.         Item 1

No	Students’ Responses	Frequency	Percentage
1	Strongly agree	13	43.33%
	Agree	17	56.67%
	Uncertain
	Disagree
	Strongly disagree
Total		30	100%

Table 3: The Students Response About Their Interest in learning English

Table above showed that the students gave positive response namely agree (56.67%) and strongly agree (43.33%), it is indicated that the students interest in learning English.

2.         Item 2

No	Students’ Responses	Frequency	Percentage
2	Strongly agree	2	6.67%
	Agree	10	33.33%
	Uncertain	18	60.00%
	Disagree
	Strongly disagree
Total		30	100%

Table 4: The Students’ Response About English Text as Media in Identifying Antonym

Table above showed that most of the students did not give response or uncertain 60% and some students gave response agree 33.33% and strongly agree 6.67%.  It is indicated that the using text or passage in identifying antonym, most of the students cannot made decision.

3.         Item 3

No	Students’ Responses	Frequency	Percentage
3	Strongly agree	13	43.33%
	Agree	16	53.33%
	Uncertain	1	3.33%
	Disagree
	Strongly disagree
Total		30	100%

Table 5:  The Students’ Response about Their Interested in Learning Antonym in Using English Text or Passage.

Table above showed that most of the students gave response Agree (53.33% )and some students gave response strongly agree (43.33%.)  It is indicated that the students interested in learning antonym in using text.

4.         Item 4

No	Students’ Responses	Frequency	Percentage
4	Strongly agree	13	43.33%
	Agree	15	50.00%
	Uncertain	1	3.33%
	Disagree	1	3.33%
	Strongly disagree
Total		30	100%

Table 6:  The Students’ Response about Their Enthusiasm in Learn Antonym in Using English Text or Passage.

Table above showed that most of the students gave response Agree 50.00% and some students gave response strongly agree 43.33%. Only 3.33% students uncertain and disagree response. It is indicated that the students enthusiast in learning antonym in using text.

5.         Item 5

No	Students' Responses	Frequency	Percentage
5	Strongly agree	6	20.00%
	Agree	14	46.67%
	Uncertain	2	6.67%
	Disagree	8	26.67%
	Strongly disagree
Total		30	100%

Table 7:  The Students’ Response about the Students Easily in Identify Antonym in Using English Text or Passage.

Table above showed that students gave vary response, most of the students gave response Agree 46.67%, 20.00% strongly agree and some students gave response disagree 26.67%.  It is indicated that some students faced difficulties in identifying antonym easily in using text.

6.         Item 6

No	Students’ Responses	Frequency	Percentage
6	Strongly agree	8	26.67%
	Agree	15	50.00%
	Uncertain	1	3.33%
	Disagree	6	20.00%
	Strongly disagree
Total		30	100%

Table 8:  The Students’ Response about the Students easily in Different Between Antonym  in English Text or Passage.

Table above showed that students gave vary response, but most of the students gave response agree 50.00%, 26.67% strongly agree and some students gave response disagree 2007%.  It is indicated that most of students easily in different antonym and synonym in the text.

7.         Item 7

No	Students’ Responses	Frequency	Percentage
7	Strongly agree	4	13.33%
	Agree	16	53.33%
	Uncertain	4	13.33%
	Disagree	6	20.00%
	Strongly disagree
Total		30	100%

Table 9:  The Ttudents’ Response about by Reading Text, the Students Not get bored in learning English

Table above showed that students gave vary responses, but most of the students gave response agree 53.33%, 13.33% strongly agree and some students gave response disagree 20.00%, and 13.33% students in uncertain response.  It is indicated that most of students like learning English by reading text.

8.         Item 8

No	Students’ Responses	Frequency	Percentage
8	Strongly agree	2	6.67%
	Agree	12	40.00%
	Uncertain	8	26.67%
	Disagree	8	26.67%
	Strongly disagree
Total		30	100%

Table 10:  The Students’ Response about Teaching Technique by Using Text Should be Applyed in Teaching Antonym

Table above showed that students gave vary responses, most of the students gave response agree 40.00%, only 6.67% strongly agree and some students gave response disagree 26.67%, and 26.67% students in uncertain response.  It is indicated that not all students interested in applied teaching technique by using text in teaching antonym.

9.         Item 9

No	Students’ Responses	Frequency	Percentage
9	Strongly agree	2	6.67%
	Agree	11	36.67%
	Uncertain	7	23.33%
	Disagree	10	33.33%
	Strongly disagree
Total		30	100%

Table 11:  The Students’ Response about the Difficulties faced by the Students in Identify between Antonym and synonym by using text or passage.

Table above showed that students gave vary responses, some students gave response agree 36.67%, only 6.67% strongly agree and some students gave response disagree 33.33%, and 23.33% students in uncertain response.  It is indicated that some students faced difficulties in identify antonym and synonym by using text.

10.     Item 10

No	Students’ Responses	Frequency	Percentage
10	Strongly agree	1	3.33%
	Agree	11	36.67%
	Uncertain	6	20.00%
	Disagree	12	40.00%
	Strongly disagree
	Total	30	100%

Table 12:  The Students’ Response about the Students faced Difficulties in Identifying Antonym in text or Passage.

Table above showed that students gave vary responses, some students gave response agree 36.67%, only 3.33% strongly agree and most students gave response disagree 40.00%, and 20.00% students in uncertain response.  It is indicated that not all students faced difficulties in identify antonym in the text.

4.2. Discussions

Based on the findings above, the writer presents interpretation of finding to explain it in detail as follows:

Based on the students score in vocabulary test related to the antonym in text, the highest score is 8.18 and lowest score is 4.09.  Most of the students still find some difficulties in identifying the using of antonym in the text or passage.       Based on the result in the text some students did not  know the antonym of the words in the text, they answer wrongly, such as;

No	Words in the text	Students’ answer	Correct answer
1	Left  (past tense)	Right (kanan)	Arrived
2	Softly	Deep	Hardly
3	up	bottom	Down
4	anxious	happy	Relieved
5	gives	noise	Take
6	shallows	much	Deep
7	incorrect	early	Correct
8	shallows	many	Deep
9	up	bring	Down
10	unoccupied	open	Busy
11	out	enter	In
12	poor	pretty	Good
13	Worst’s	fine	Best
14	calm	storm	Nervous
15	sharpened	fine	Broke
16	playing	nothing	Working
17	evening	too early	Morning
18	recklessly	been	Carefully
19	girls	pretty	Boys
20	started	Social wealthy	Finished

The data above show that many difficulties faced by the student in looking for antonym in text and not only they difficult in identify antonym but the students also doing mistakes in write the words, they did not  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. 

Based on the questionnaires, the result is showed by chart below:

Based on the chart above, the students’ responses are vary, but most of the students gave agree response in each item,

Item 1:  the students’ responses about their interest in learn English.

All of the students gave positive responses, namely 56.67% agree and 43.44 strongly agree.

Item 2: the students’ response about English text using as media inn identify antonym.

Most of the students gave negative responses, namely uncertain 60.00%.  There were 33.33% in agree responses.

Item 3: the students’ response about their interested in learning antonym in using English text or passage.

All of the students gave positive responses, namely 53.33% agree and 43.33 strongly agree

Item 4: the students’ response about their enthusiasm in learn antonym in using English text or passage.

Most of the students gave positive responses agree 50.00%, only one student in disagree response.

Item 5: the students’ response about the students easily in identify antonym in using English text or passage.

Most of the students gave positive responses agree 46.67%, and some student 26.67% in disagree responses.

Item 6: the students’ response about the students easily in different between antonym and synonym in English text or passage.

Most of the students gave positive responses agree 50.00%, and some student 20.00% in disagree responses.

Item 7: the students’ response about by reading text, the students did not  bored in learning English.

Most of the students gave positive responses agree 53.33%, and some student 20.00% in disagree responses.

Item 8: the students’ response about teaching technique by using text, should be apply in teaching antonym.

Most of the students gave positive responses agree 40.00%, and some student 26.67% in disagree responses.

Item 9: the students’ response about the difficulties faced by the students in identify between antonym and synonym by using text or passage.

Half of the students gave positive responses agree 36.67%, and half of the student 33.33% in disagree responses.

Item 10: the students’ response about the students faced difficulties in identifying antonym in text or passage.

Half of the students gave positive responses by answered disagree 40.00%, and half of the student 33.33% in agree responses.

Based on the explanation above, we can conclude that most of the students gave positive responses using text in identify antonym.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1.   Conclusions

Based on the findings and discussion of the study, the writer gives conclusion as follows:

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.

5.2.      Suggestions

Based on the result of the data analysis and conclusion, the researcher would like to give some suggestions as follow:

1.      The students should be given a lot exercise to practice how to find and antonym in english reading passage.

2.      The students should aware of antonym in reading passage, because in reading, it is needed concentrate to arrange the words,  antonym in to using antonym in english reading passage.

3.      The students have to use the punctuation in reading form appropriately.

4.      The teacher should give much more knowledge on grammatical rules and exercise to the student how to finds and using antonym in english reading passage.

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