S
T
N
E
D
U
T
S
R
E
T
S
E
M
E
S
O
F
E
N
G
L
I
S
H
L
E
T
T
E
R
S
D
E
P
A
R
T
M
E
N
T
Y
T
I
S
R
E
V
I
N
U
A
M
R
A
H
D
A
T
A
N
A
S
F
O
S I S E H T E T A U D A R G R E D N U N A
s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
e e r g e d e h t r o
F fo SarjanaSastra s r e tt e L h s il g n E n I
y B
O T P A Y S I L A T A N
0 7 0 4 1 2 4 7 0 : r e b m u N t n e d u t S
E M M A R G O R P Y D U T S S R E T T E L H S I L G N E
S R E T T E L H S I L G N E F O T N E M T R A P E D
S R E T T E L F O Y T L U C A F
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
i
S
T
N
E
D
U
T
S
R
E
T
S
E
M
E
S
O
F
E
N
G
L
I
S
H
L
E
T
T
E
R
S
D
E
P
A
R
T
M
E
N
T
Y
T
I
S
R
E
V
I
N
U
A
M
R
A
H
D
A
T
A
N
A
S
F
O
S I S E H T E T A U D A R G R E D N U N A
s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
e e r g e d e h t r o
F fo SarjanaSastra s r e tt e L h s il g n E n I
y B
O T P A Y S I L A T A N
0 7 0 4 1 2 4 7 0 : r e b m u N t n e d u t S
E M M A R G O R P Y D U T S S R E T T E L H S I L G N E
S R E T T E L H S I L G N E F O T N E M T R A P E D
S R E T T E L F O Y T L U C A F
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
v i
Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T S
t r a p r o s k r o w e h t n i a t n o c t o n s e o d e t o r w I h c i h w s i s e h t e h t t a h t e r a l c e d y lt s e n o h I
, s e c n e r e f e r d n a s n o it a t o u q e h t n i d e ti c e s o h t t p e c x e , e l p o e p r e h t o f o s k r o w e h t f o
. d l u o h s r e p a p c if it n e i c s a s a
3 1 0 2 y a m 7 2 , a tr a k a y g o Y
r e ti r W e h T
o t p a Y s il a t a N
i v
O
T
T
O
M
r
e
v
o
d
n
a
r
e
v
o
d
e
l
i
a
f
e
v
'
I
"
.
e
f
i
l
y
m
n
i
n
i
a
g
a
r
e
v
o
d
n
a
"
.
d
e
e
c
c
u
s
I
y
h
w
s
i
t
a
h
t
d
n
A
n
a
d
r
o
J
l
e
a
h
c
i
M
,
e
r
u
l
i
a
f
t
p
e
c
c
a
n
a
c
I
"
.
g
n
i
h
t
e
m
o
s
t
a
s
l
i
a
f
e
n
o
y
r
e
v
e
t
o
n
t
p
e
c
c
a
t
'
n
a
c
I
t
u
B
"
.
g
n
i
y
r
t
n
a
d
r
o
J
l
e
a
h
c
i
M
y
r
T
.
e
m
e
k
i
l
e
b
o
t
y
r
t
t
’
n
o
D
“
y
r
e
v
e
b
o
t
y
r
T
.
f
l
e
s
r
u
o
y
e
b
o
t
.
”
f
l
e
s
r
u
o
y
g
n
i
e
b
t
a
d
o
o
g
ii i v
S T N E T N O C F O E L B A T
E G A P E L T I
T i
E G A P L A V O R P P
A ii
E G A P E C N A T P E C C
A iii
S ’ K R O W F O T N E M E T A T
S ORIGINALIT Y vi
N A U J U T E S R E P N A A T A Y N R E P R A B M E
L v
E G A P O T T O
M iv
T N E M E G D E L W O N K C
A ii v
S T N E T N O C F O E L B A
T iiv i
T C A R T S B
A x
K A R T S B
A xi
N O I T C U D O R T N I : I R E T P A H
C 1
y d u t S e h t f o d n u o r g k c a B .
A 1
n o it a l u m r o F m e l b o r P .
B 3
C .Objecitveo fStudy 3 .
D De ifniitono fTerm 3
: I I R E T P A H
C THEORETICALREVIEW 5
A .Reviewo fRelatedStudies 5 .
B Reviewo fRelatedTheo ires 7 k
r o w e m a r F l a c it e r o e h T .
C 21
R E T P A H
C III :METHODOLOGY 41 f
o t c e j b O .
A theStudy 4 1
y d u t S e h t f o d o h t e M .
B 41
.
C ResearchI nsrtuments 41 S
I S Y L A N A : V I R E T P A H
C 02
.
x i .
B EachCategoryStudents ’Competence 71 .
C EachClassStudents ’Competence 7 6 :
V R E T P A H
C CONCLUSION 8 1 Y
H P A R G O I L B I
B 8 2
S E C I D N E P P
A 8 3
1 x i d n e p p
A :TheCollectedDatao fQuesitonnarie 8 3 f
o a t a D d e t c e ll o C e h T : 2 x i d n e p p
x T C A R T S B A
.) 7 0 0 2 ( o t p a Y s il a t a
N Studen’t s Competence in Understanding Nuanced W
s u o m y n o n y
S ord sa Case Study o fthe Fou trh-Semeste rStudent so fEngilsh y
ti s r e v i n U a m r a h D a t a n a S t n e m tr a p e D s r e tt e
L . Yogyakatra : Depatrmen t o f
f o y tl u c a F , s r e tt e L h s il g n
E Letters ,SanataDharmaUniverstiy. s
e i d u t s h c r a e s e r e h
T synonymou sword sandmeasure sstudents ’ablitiy i n n i d e s u e b o t g n i n a e m r a li m i s h ti w s d r o w s u o m y n o n y s e m o s g n it a it n e r e f fi d
t x e t n o c n i a tr e
c s. The research wa sconducted in rtanslaiton classe so ffou tr h-. y ti s r e v i n U a m r a h D a t a n a S , t n e m tr a p e D s r e tt e L h s il g n E f o s t n e d u t s r e t s e m e s
e h
T objecitve o fthe study i sto give some informaiton abou thow the h
tr u o f f o s t n e d u t s t n e m tr a p e D s r e tt e L h s il g n
E -semeste runderstand synonymou s s
d r o
w . et h informaitonobtained can beused to measurehow competentt heyare d
e c n a u n e h t g n i d n e h e r p m o c n
i -synonymou swords .
e h T . h c r a e s e r d l e if d n a y r a r b il e h t s a w y d u t s s i h t n i d e il p p a d o h t e m e h T
f o s t n e d u t s 5 8 m o r f n e k a t e r e w a t a
d the fou trh-semeste rstudying in rtanslaiton i
s e s s a l
c nt heEngilshLetter sDepatrmen.t s i s y l a n a e h t f o t l u s e r e h t m o r
F ,the average score o fthe student sin ,
9 . 4 6 s i s s a l c y a d s e u T , 7 . 1 6 s i s s a l c y a d n o
M Wednesday class i s61.4 ,Thursday e
r a y c n e t e p m o c s e s s a l c l l a r o f d n a 2 . 4 6 s i s s a l
c 6 . 530 Based on academic
t s r e d n u n i e c n e t e p m o c ’ s t n e d u t s n o it a l u g e
r anding synonymou s word s i s
t n e i c if f u s
‘ ’ . From the resutl , mos t o f the student s qutie understand the m
e h t f o e m o s t u b s d r o w s u o m y n o n y
s d to no .Thi si sbecause no tal lo fthe r
e t s a m s t n e d u t
s the synonymou s word s o r lack o f knowledge o f how the y
s nonymou sword saredfiferentf rom each other .s Based on t he resutl t hewrtie r t
a h t d e d u l c n o
c the studen’t s competence in mastery synonymou s word s i s d
e r e d i s n o
1
I R E T P A H C
N O I T C U D O R T N I
. y d u t s e h t f o d n u o r g k c a B . A
s i e g a u g n a
L awayfo rpeopletocommunicatewtiheachother .Wecans ay t
n a tr o p m i y ll a e r s i e g a u g n a l t a h
t in ou rdaliyl ives .Languagedoe sno tonlymake p
o e
p le communicatewtih each othe rbu talso t o make people express t hei rown il
e e
f ng .Whenwet alkaboutl anguage ,wedea lwtihwords .Everys inglewordha s e
p y t y n a m o s e r a e r e h T . g n i n a e m n w o s
ti s o fword ssucha snoun ,adjecitve ,verb; .
c t e b r e v d
a Thosepa trs fo speech l ate rmay havewordst ha tconsis to fthenealry s
a h c u s g n i n a e m e m a
s words hear and lsiten ot . Graham (1916:240 )asse trs tha t r
a e
h i sani nvoluntarliy act ,therefore, t hosewho have ear scanno thelp heairng ,
s a e r e h
w to lsiten i san intenitonal ac tsince ilstening i san intensive degree o f t a h w o t g n i n e t s il t u o h ti w g n i k l a t s n o s r e p r a e h y a m e w , t c e p s e r s i h t n I . g n ir a e h
g n i v o r p m i y n a m r a e h y a m u o y , n o it a s r e v n o c a o t n e t s il u o y f i t u b , y a s y e h t
. s k r a m e
r Thi s phenomenon mus t be pu t into a consideraiton since the n
i a tr e c f o g n i d n a t s r e d n u s i
m synonymou s words may mislead u s into a .
t x e t n o c f o n o it a t e r p r e t n i s i m
e l p o e p , e c it c a r p y li a d n
I alway susesynonymo uswordsi nt hei rdaily ilve s e
s u y e h t s e m it e m o s t u
b synonym t o meniton something t hat i sno tcorreclty bu t e
s o l c s i g n i n a e m e h t ll it
s .Fo rexamp le , n o g n it ti s s i e
e s u o t r e f e r p y a m s l a u d i v i d n i e m o
S s ofa instead o fcouch ,bu ti fthey o t m e h t t e r p r e t n i d n a s e c n e t n e s h t o b d n a t s r e d n u l li w y e h t , s d r o w o w t e h t w o n k
. g n i h t e m a s e h t y ll a it n e s s e n a e
m
m y n o n y
S i s samenes s o f meaning which i s no t concerned wtih the s e l r o e r o m , e v a h h c i h w s d r o w f o s n o it a l e r t u b , s d r o w f o g n i n a e m l a u t p e c n o
c ,st he
g n i n a e m l a u t p e c n o c e m a
s (Adisut irsno ,2003:31). Synonymou sword smay have e
k il , g n i n a e m l a u t p e c n o c e m a s e h t y lt c a x
e elevator and iltf ,o rgala and fesitvtiy P
( almer ,1982:88 .)
m y n o n y s f o e l p m a x e r e h t o n
A ou sword si sAnswe rand reply. A reply i s n
a t a h
t answeri n whichanopinioni sexpressed .Everyr eplyi sananswe,rt hough a
o t n e v i g s i r e w s n a n A . y l p e r a t o n s i r e w s n a y r e v
e quesiton ;“ar eplyi smadet o n
o it c e j b o n a r o n o it a s u c c a n
a ” (Graham ,1916:38). m
y n o n y s t h g ir e h t e s u e w e r o f e
B o us word swe mus tknow wha ti sthe . ll a t a y ll a c i g o ll i r o y ll a c i g o l ,s e v l e s m e h t g n i n a e m e h t d n a e c n e t n e s e h t f o t c e j b u s
o h s e r a s e l p m a x e e s o h
T w n above can be the bes t deal twtih the study o f m
y n o n y
s s.
g n i n a e m d n a d n u o s , e c n a r a e p p a e c n e r e f fi d t h g il s y r e v a s i e c n a u N
(Hornby ,2005:1000) .In t hi scasestudent so fEngilsh Letter sDepatrmen tshould e
h t e s u o t w o h d n a s d r o w s u o m y n o n y s f o e c n a u n e h t w o n
k synonymou swordsi n
. t x e t n o c t h g ir e h
t Before students o f fou trh semeste r o f Engilsh Letter s k
o o t t n e m tr a p e
D aclas ssuch a svocabulary, i tshould bet hebasico fknowledge g
n i d n a t s r e d n u f
s t n e d u t
s shouldknowhowf art hey masterthesynonymou sand understandingt he .s
e c n a u n
F m e l b o r P .
B ormula iton
e r e h t e v o b a d e t n e s e r p m e l b o r p e h t n o d e s a
B i s one problem tha tcan be :
s w o ll o f s a d e t a l u m r o f
w o
H wel ldo t hestudents ’o fsemeste rIV fo Eng ilsh LettersDepa trment f
o SanataDharmaUniverstiyu separi sofsynonymou swords?
y d u t s e h t f o s e v it c e j b O . C
s u o m y n o n y s e h t w o h t u o d n if o t s i h c r a e s e r e h t g n it c u d n o c f o l a o g e h T
. t x e t n o c t n e r e f fi d e h t o t y l p p a d n a k r o w s d r o
w T he objecitve i sto ifnd ou tthe n
e t e p m o
c ce o f Engilsh Letter s Depatrment semeste r IV student s of Sanata s
d r o w s u o m y n o n y s g n i s u s e c n e t n e s g n it a it n e r e f fi d n i y ti s r e v i n U a m r a h
D .
s m r e t f o n o it i n if e D . D
o v a o t r e d r o n
I idmisinterpretaitoni nt heproces so fanalyzingt hedata,i t w
o n k o t t n a tr o p m i s
i somedeifniitonoft he ilnguisitct erms .Thet erm susedi n s
i s y l a n a s i h
t a refollows:
Synonymy is t he samenes so fmeaning which i sno tconcerned wtih t he
e h t ,s s e l r o e r o m , e v a h h c i h w s d r o w f o s n o it a l e r t u b , s d r o w f o g n i n a e m l a u t p e c n o c
e m l a u t p e c n o c e m a
y r a l u b a c o
V i sa core componen to flanguage pro ifciency and provide s d n a d r a h c i R ( e ti r w d n a d a e r , n e t s il , k a e p s s r e n r a e l ll e w w o h r o f c i s a b e h t f o h c u m
.) 5 5 2 : 2 0 0 2 , a y d n a n e R
e c n e t e p m o
C si ab litiy tha ti sused “both scienit ifcally and in everyday u
, e g a u g n a
l nde lrying al argevairety o fmeanings , tii spossiblet o discern asmal l , ” y ti li b a p a c “ , ” e d u ti t p a “ , ” y ti li b a “ s m r e t e h t y b d e r u t p a c s i t a h t e r o c c it n a m e s
, ” e c n e t e p m o c
e h t n i y l p p a s m y n o n y s e t a ir o r p p a e h t h c i h w e d i c e d o t y tl il i b a e h t f o t n e m e r u s a e m
4 1
R E T P A H
C II I
Y G O L O D O H T E M
y d u t S e h t f o t c e j b O . A
a t a d e h t , s i s e h t s i h t n
I o robjec to fstudy wa sEngilsh synonyms. The
synonym swereclassi ifed into geneircand speci ifc synonym ,acitve and passive
s u o e n a ll e c s i m d n a y ti s n e t n i f o m y n o n y s , m y n o n y
s synonym .Al loft hemcould be
fi s s a l c s m y n o n y s h s il g n E f o k o o b n i d n u o
f ied and explained by G.F Graham
. ) 6 1 9 1 (
y d u t S e h t f o d o h t e M . B
s a w d e il p p a y d u t s f o d o h t e m e h
T ilbrary research and ifeld research .The
h c r a e s e r y r a r b il f o e s o p r u
p sw a to ifnd sources, t heo ire sand supporitng data to
m o
c pletet hi sstudywhichwould beusedf o ranalyzingpatr .However, the ilbrary
s a w h c r a e s e
r no tqutie enough to conduct ifna lresul tand analyze, then ifeld
d l u o w h c r a e s e
r beanothe rmethod t o usei n order t o completet he study, os thi s
. s t n e d n o p s e r d e s u d o h t e
m In the ifeld research the data would be brough tto
d d a o t s a w e s o p r u p e h T . s e c n e r e f e r e d i s t u o m o r f n o it a m r o f n i e m o s t e g o t e d i s t u o
w e i v f o t n i o p r e h t o n
a sot hatt hes tudys houldno tbes ubjecitve.
s t n e m u r t s n I h c r a e s e R . C
K .
1 ind so fData
d e z ir o g e t a c e r a s i s e h t s i h t n i d e s u a t a d e h
y r a m i r P .
a Data
t c e j b o e h
T data w tere aken from the Engilsh Synonym Classiifed and
d e n i a l p x
E ,w irttenbyG.FGraham .Thedatawere40pariso fsynonymou swords ,
l l
a synonymous word sclassiifed tino 4 catego ires .The fou rcatego ire swere
c if i c e p s d n a c ir e n e
g synonyms , acitve and passive synonyms , synonym o f
s n e t n
i tiyandmiscellaneouss ynonyms.
s t n e d n o p s e R .
b
e h
T survey w as to collec tdata from the respondents .The data were
d e p o l e v e
d into quesitonnaries o fsynonymou sword and the respondent swere
.s e s i c r e x e e c n e t n e s a o t n i d e d i v o r p d a h h c i h w s d r o w s u o m y n o n y s e h t ll if o t d e k s a
i a n n o it s e u q e h
T res ,which consisted o f40 quesiton ,s w ere given to 85
s t n e d n o p s e
r . Each quesiton scontaine d 2 synonymou swords .The respondent s
e r e
w the fou trh semeste rstudents o f2012 clas so fEngilsh Letter sDepa trmen t
T . a m r a h D a t a n a
S hey wereselectedbasedont hescoref rom highes tup t o l owes t
.s s a l c n o it a l s n a rt n i e r o c
s eT h respondent swereselectedf rom et h rtanslaitonclas s
o t d e t a l e r s d r o w s u o m y n o n y s e h t f o e s u a c e
b the rtanslaiton ifeld,i n othe rwords
.s d r o w s u o m y n o n y s h ti w s l a e d n o it a l s n a rt
d i v i d s t n e d n o p s e r e h
T edi ntoHigh ,Mediumand Lowwereselectedbased
t n i e c n a m r o f r e p r i e h t n
o he clas smeaning to say based on thei rscore in the
s e r o c s w o l d n a m u i d e m r o h g i h e h t r e h t e h w e r u s a e m o t r e d r o n i s s a l c n o it a l s n a rt
.s d r o w s u o m y n o n y s g n i d n a t s r e d n u n i e c n e t e p m o c r i e h t d e c n e u lf n i e b n a
c The
e h t n o d e s a b e r a w o l d n a m u i d e m , h g i h f o a ir e ti r
c score sonstuden’tspefrormance
: s t n e d n o p s e r e h t f o n o it u b ir t s i d e h t s i e r e H
s s a l
C rNesupmonbedrenots f NoC .aot feRgoesrpizoanitdoennt s h
g i
H Medium L ow y
a d n o
M 1 7 5 6 6
y a d s e u
T 2 3 8 8 7
y a d s e n d e
W 2 3 8 7 8
y a d s r u h
T 2 2 7 8 7
l a t o
T 8 5
n o it c e ll o C a t a D . 2
r e ti r w e h t a t a d e h t t c e ll o c o t r e d r o n
I h ad some steps ,fris t ifnding the
e h T . c i p o
t purposeo f ifnding t het opicwast o ifnd whatr esearch would bedone
e h c r a e s e r e h t r o f t n a tr o p m i w o h d n
a rand reader .Thesecond step wa sto collec t
m a h a r G F . G e h t m o r f a t a d e h
t (1916 ,) which was 4 catego ire so fsynonymou s
e r e w s e ir o g e t a c r u o f e h t ; s d r o
w geneirc speci ifc synonyms ,acitve and passive
m y n o n y
s s ,synonyms ofi ntenstiy and miscellaneou ssynonyms .Thewrtie rchose
10 pari so fsynonymou sfrom each o fthe catego ires .A tfe rchoosing the wrtie r
d e z y l a n
a thenuance so feach synonymou sword by usingt heexplanaiton i n G.F
m a h a r
G thencombined thesynonymou sword i nto t hesentence swhich provided
. k o o b e h t n i
s a w p e t s t x e n e h
T to create t he data i nto quesitonnaries hw ich had been
g n i d n if r e tf a e n o
d thecorrec tanswe roft hequesitonnarie .Therespondent swere
a m r a h D a t a n a S s r e tt e L h s il g n E f o s t n e d u t s r e t s e m e s h tr u o f e h
t Universtiy. The
e d u t s 0 2 1 s i r e t s e m e s h tr u o f e h t f o s t n e d u t s l a t o
t nt sand85s tudentss electedbased
e c n a m r o f r e p r i e h t n
l l a r o f s e t u n i m 0 3 d n u o r a s i k n a l b e h t g n il li f r o f n e v i g e b l li w e m it e h t n e h t
.s n o it s e u q
: a t a d f o e l p m a x e e h T
.
1 Geneirc/Speci ifc( G/S)i ncluded10pari sofs ynonyms
.
2 Acitve/Passive(A/P)i ncluded10pari sofs ynonyms
.
3 SynonymofI ntenstiy(SI)i ncluded10pari sofs ynonyms
.
4 Miscellaneouss ynonym(MS i)ncluded10pari sofs ynonyms
f o r i a p a d e d u l c n i s n o it s e u q e h t f o h c a e r o f s n o it s e u q 0 4 e r a y e h T
synonymou sso tha tthey are 80 synonymou sword .s They were 04 pari so f
t a h t d r o w s u o m y n o n y
s w eregivent ot herespondent sareasf ollows:
s b r e V . 1
r e w s n
A -Reply Todi insvceonvte- rTo Tor aeccceeivpet- To Toparroitncouulantcee- To e
d i v i d o
T - To e t a r a p e
S Tof poarrgdiovne- To Tos ee-Tol ook Shall-W ill t
c e p x e o
T - To e p o
h Tobgercoowm- eTo Toraevveennggee- To Tor aise-To iltf d
n e f e d o
T - To t c e t o r
p Tohear-To ilsten Togroetbuarcnk- To Toeat-Tof eed
s n u o N . 2
y t u
D -Obilgaiton Word-Term Value-Wo trh e
r u t c i
P - nPai it ng Ablitiy-Capactiy Happiness-Pleasure r
e b b o
R -Thief Intellect -g n i d n a t s r e d n
U R -iotTumutl t
n e l a
T -Genius Reason-Cause Wood-Forest y
a
W -Road Fautl-Mistake
s e v it c e j d A . 3
h g i
H -T all Thankful-Grateful Common-Ordinary Alone-O nly e
r u
s b r e v d A . 4
n e e w t e
B -Among Almost-Nealry y
n
A -Some
s i s y l a n A a t a D . 4
e r e w e r e h
T somestepst oexplaino ranalyzet hedata .Thef ris twasfound
o w e h
t rd orl exica lmeaning i n Oxford Advanced Leaner’s (Hornby ,2005) .The
p e t s d n o c e
s appiled some theo ire stha tsuppor tthe explanaiton on G.F Graham
) 6 1 9 1
( .Thet hrid stepwascombiningt hosemeaningt hatf ound i n al lsource sand
v i u q e e h t e r u s e k a
m alen toft hesynonymou sword could beapplied t hedata .The
s a w p e t s h tr u o
f to ifndt henuance soft hes ynonymou sword ,meaningt os aywha t
f fi d d r o w s u o m y n o n y s e h t s e k a
m e reachother .The iftfhstepwastomeasurehow
. d r o w s u o m y n o n y s g n i s u n i e c n e t e p m o c s t n e d u t s e h t r a f
: s i s y l a n a a t a d f o e l p m a x e e h T
a t a
D G/S1 G/S2 G/S3
1 H
T C I C
2 H
T C I C
3 H
T C C I
: e t o N
1 h g i H y a d s e u T = 1 H
T C=Correct
t n e d u t S t s ri f / c ir e n e G = 1 S /
G I=Incorrect
m o r
F the data abovet he wrtie rwanted to show t hat t hefris tResponden t
d a h h c i h w s s e n t c e r r o c 2 d a h ) 1 H T
( donei n quesiton snumber s1 and 3( Q1&Q3 )
s s e n t c e r r o c n i 1 d n
d a
h thesamet hing bu tdfiferentf rom t het hrid r espondent( TH3), t her espondent
d l u o
c onlyanswerf orQ1andQ2butf o rQ3i si ncorrec.t
e d a m r e ti r w e h t a t a d t a h t h ti
W a conclusion on how fa rthe studen’t s
d r o w s u o m y n o n y s g n i s u n i e c n e t e p m o
c s and also wha tsynonymou swhich have
fi
d ifcu tlt ounderstandinganddfiferenitatei .t
o t g n ir r e f e
R Peraturan Akademik Mahasiswa o racademic regulaiton o f
r a d n a t s m u m i n i m e h t ,) 4 1 : 2 0 0 2 ( y ti s r e v i n U a m r a h D a t a n a
S do fmasteryi s56%o f
e r o c s t s e h g i h e h t f o % 6 5 e v e i h c a o h w s t n e d u t s e h T . t n e m e v e i h c a m u m i x a m e h t
f o % 0 5 e v e i h c a y l n o s t n e d u t s e h t f I . t n e i c if f u s f o y r o g e t a c e h t o t n i d e if i s s a l c e r a
i c if f u s n i f o y r o g e t a c e h t o t n i d e if i s s a l c e r a y e h t n e h t , e r o c s t s e h g i h e h
t ent .The
e d e r a d o o g y r e v d n a d o o g f o y r o g e t a c e h t r o f e r o c s m u m i n i
m termined by the
y b s r e r u t c e
l consideirng t he scoredist irbuiton above t heminimum passing score
e h t y fi s s a l c o t d e s u s i h c i h w y r o g e t a c e r o c s f o t s il e h t s i g n i w o ll o f e h T . ) % 6 5 (
s s ’t n e d u t
s core.
e r o c
S Category
0
8 - 01 0 verygood( A)
0
7 - 97 good( B)
6
5 - 96 sufifcient( C)
0
5 - 55 insuf ifcient( D)
d 4 9 fali( E)
e r o c s ’ s t n e d u t s e h t f i , e v o b a t s il e h t n o d e s a
B s are below the minimum
e v a h l li t s y e h t t a h t s u o i v b o s i ti , y r e t s a m f o d r a d n a t
s dfi ifculite sandt heyhaveno t
0 2
V I R E T P A H C
S I S Y L A N A
r e t p a h c s i h t n
I thewrtie rdiscussest hedatat ha thavebeen analyzed .The
m e l b o r p e n o y l n o s a h r e ti r
w tha tformulated in the fris tchapter ,the problem
s s u c s i
d on how competence s o f the student s dfiferenitate and understand
.s d r o w s u o m y n o n y
s The way to d fiferenitate uses the analysi sof t heory in G.F
. m a h a r G
d r e t p a h c s i h
T iscussest hedatat ha thavebeenanalyzedandt her esutlf rom
t s e u q e h t m o r f d e n i a t b o s g n i d n if e h
t ionnarie .Thereare t wo sub divisions i n thi s
d n a , s d r o w s u o m y n o n y s e h t f o e c n e r e f fi d e h t n o s e s u c o f h c i h w f o h c a e , r e t p a h c
.s t n e d u t s e h t o t d e t u b ir t s i d e ri a n n o it s e u q e h t m o r f d e n i a t b o g n i d n if e h t s e s s u c s i d
r e b m u n e h t e t a l u c l a c o t s i n o i s i v i d b u s t s ri f e h
T o fcorrectnes so fstuden’t s
d e t a l u c l a c s i s s e n t c e r r o c f o r e b m u n e h t ,s d r o w s u o m y n o n y s g n i s u n i e c n e t e p m o c
n i d r o w s u o m y n o n y s f o h c a e e t a it n e r e f fi d o t s i d n o c e s e h T . s e g a t n e c r e p o t n i
f o d n a t s r e d n u r e d a e r a e k a m o t r e d r o n i n m u l o c e h t s e s u r e ti r w e h t h c i h
w howt he
. s i e t a it n e r e f fi d
.
A Thestudents ’competencei nunderstandingons ynonymou swords
4 e r a e r e h
T 0 synonymou sword sbasedon4 catego ires .Thef ris tcategory
s
i genericand speci ifco f10 pari so fsynonym ssuch as ,answe rand reply ,duty
d n
a obilgaiton ,pictureand painitng,t odivideandt o separate,t alen tand genius ,
.l l a t d n a h g i h , e p o h d n a t c e p x e , m r e t d n a d r o w , d a o r d n a y a
, y ll a c ir o h p a t e m . c t e h c r u h c h g i h
a talliss omeitme susedf o rhigh ,asi nt hephrase
. e ri p s ll a t a
it n a m e s e h
T cf eature sof‘ high ’and t‘a l’l
s e r u t a e f c it n a m e
S High T all
m r e t c ir e n e
G + -
m r e t c if i c e p
S - +
e l p o e p r o f e s
U - +
s g n i h t r o f e s
U + +
f o p o t e h t o t m o tt o b m o r f t n e m e r u s a e M
g n i h t e m o
s + -
g n i w o r g f o t h g i e
H - +
e l b a t e h
T aboves howst hat‘ high’i st hemeasurementt ot hing sbu t t‘all ’
‘ .t h g i e h e l p o e p r o f d n a s g n i h t r o f e b n a
c High’si smeasurementf rombo ttomt o
g n i h t e m o s f o p o t e h
t bu t t‘al’li sheigh to fgrowing.
e l p m a x e e h t e r a w o l e b a t a d e h
T s o fthose two word swhich were taken
t d n a m a h a r G F . G m o r
f hedfiferencebetweent hoset woword scanbeunderstood
e r o c s n o i s n e h e r p m o c r i e h t y b d e v o r p s i t I . s t n e d u t s e h t y b y lr a e l
c which i sa s
: s w o ll o f
Reasonelevate sourt hought sa shighast hestars ,andl ead sust hrought he s
a
v tspace soft hemightyf ab irc ;yeti tcomesf a rshor toft her ea lexten to f )
4 0 1 : 6 1 9 1 , m a h a r G (. g n i e b l a e r o p r o c n e v e
Two o ffa rnoble rshape ,erec tand tall ,Godilke erect ,wtih naitve hono r ,
d a l
c i nnakedmajesty,s eemedl ord so fal.l( Graham ,1916:104. e
h
T resul tof studen’t scomprehension based on the data o frespondent s
o c l a t o t e h t s i s t n e d n o p s e r 5 8 f o % 5 . 6 9 d n a y lt c e r r o c e n o d e v a h h c i h
w rrec toft he
h g i h ‘ s d r o w s u o m y n o n y
s -ta ll .’Fromt hedataabove, t hewrtiercanconcludet ha t
g n o l e
b t ‘o verygood’ becausemos toft her espondent sunderstandt henuance so f
h g i h
A s Icanno tproceed i n t hi saffari ,wtihou tobtaining i nformaiton oft hese r
u o y y b d e g il b o l e e f l l a h s I , s t n i o
p r yepl my lette r a t you r eariles t .)
8 3 : 6 1 9 1 , m a h a r G ( . e c n e i n e v n o c
f o t l u s e r e h
T studen’t scomprehension based on the data o frespondent s
o c l a t o t e h t s i s t n e d n o p s e r 5 8 f o % 4 . 2 8 d n a y lt c e r r o c e n o d e v a h h c i h
w rrec toft he
r e w s n a ‘ s d r o w s u o m y n o n y
s -reply’ .From the data the wrtier can conclude tha t
g n o l e
b t ‘o verygood’ becausemos toft her espondent sunderstandthenuance so f
r e w s n a
‘ -reply’verywell.
c .DutyandObilga iton.
o t g n i d r o c c
A Graham( 1916:45) ,duitesa irsef romt henaturalr elaiton so f
. s g n i e b n a m u h s a n o it i d n o c r u o m o r f y t e i c o
s Ob ilgaitons are duite svoluntarliy
e h t t u b s n o it a g il b o r u o d n a s e it u d r u o m r o f r e p o t d n u o b y ll a u q e e r a e W . d e m u s s a
a rt n o c t o n y a m r o y a m e w r e tt a l e h t , e p a c s e t o n n a c e w r e m r o
f ct .Duites are
d n a s r e h c a e t , s e v i w d n a s d n a b s u h , n e r d li h c d n a s t n e r a p , d o G d n a n a m n e e w t e b
n A . n o it a g il b o n a t c a rt n o c e w , e s i m o r p e w n e h W . s r a l o h c
s obilga iton i swha twe
.s e it u d l a r u t a n r u o f o y lt n e d n e p e d n i o d o t s e v l e s r u o d n i b
f o s e r u t a e f c it n a m e s e h
T ‘du yt ’ and‘obilga iton’:
s e r u t a e f c it n a m e
S Duty Obilgaiton
m r e t c ir e n e
G + -
m r e t c if i c e p
S - +
s r o ir e p u s d n a s t n e r a p o t e u d t c u d n o
C + -
w a l f o e s u a c e b d n o b
A - +
e s i m o r p a y b d e t c u d n o
C - +
y t e i c o s f o d n o b l a r u t a
t a e f c it n a m e s e h
T ure sof‘ way ’and‘ road :’
s e r u t a e f c it n a m e
S W ay Road
m r e T c ir e n e
G + -
m r e T c if i c e p
S - +
s e l c i h e v r o f tl i u b e c a f r u s d r a h
A - +
d o h t e m r o r e n n a
M + -
n o it c e ri
D + +
e t a t s n o it i d n o
C + -
s w o h s e v o b a n m u l o c e h t m o r
F tha t ‘way and road’ are the state o f
e h t , n o it c e ri
d dfiference sbetween t hem arethemanne ro rmethod (way ,) r oad i s
.s e l c i h e v r o f tl i u b e c a f r u s d r a h g n i b ir c s e d r o f d e s u
e l p m a x e e h t e r a w o l e b a t a d e h
T s o fthose two word swhich w ere taken
d o o t s r e d n u e b n a c s d r o w o w t e s o h t n e e w t e b e c n e r e f fi d e h t d n a m a h a r G F . G m o r f
e r o c s n o i s n e h e r p m o c r i e h t y b d e v o r p s i t I . s t n e d u t s e h t y b y lr a e l
c which i sa s
: s w o ll o f
Theneares troadtor eacht hevillagei salongt hehighcilff . )
9 6 : 6 1 9 1 , m a h a r G (
T hebes tands ures twaytoaccompilshyou rwishwli lbet oengagea )
6 : 6 1 9 1 , m a h a r G ( . d a e r d n a r e t s a m
h e r p m o c s ’t n e d u t s f o s s e n t c e r r o c e h t f o t l u s e r e h t s i % 0
8 ension on the
r ‘ d n a ’ y a w ‘ d r o w s u o m y n o n y
s oad’ .Wtih t hatr esul twecanknowt ha tno tal lo f
e v a h s t n e d n o p s e r e h
t a competence in dfiferenitate ‘way-road’ .From the data
n a c e v o b
a be concluded belong t ‘o very good’ because mos tof t he respondent s
w ‘ f o s e c n a u n e h t d n a t s r e d n
u a -ry oad ’verywel.l
e. PictureandPain itng
A picturei sarepresentaiton o fobjects .Apainitng i sa representaiton by
f o s n a e
g n it n i a
p i sa picture ,because i trepresent ssomething bu tevery picture i sno t
, e r u t c i p e h t f o s l a it n e s s e e h t e r a n o it i s o p m o c , e n il t u o , g n i w a r d , m r o F . d e t n i a p
e h t h ti w r e h t e g o t e s e h
t colo irngmakeupt hepainitng ,Graham( 1916:55 .)
f o s e r u t a e f c it n a m e s e h
T ‘picture’ and‘pain itng’:
s e r u t a e f c it n a m e
S Picture Painitng
c ir e n e
G term + -
m r e t c if i c e p
S - +
s t c e j b o f o n o it a t n e s e r p e
R + -
f o n o it a t n e s e r p e
R color - +
n o it i s o p m o
C + -
d e t n i a p t o n e r a t c e j b o y r e v
E + -
e h
T tableaboveshowsthat‘ picture’i sanobjec twhichcani ncludean
n a s a h h c i h w g n i h t y r e v e , ’ g n it n i a p ‘ m o r f s r e f fi d t i n o it i s o p m o c d n a t c e j b o
g n o l e b r o l o c f o n o it a t n e s e r p e r r o r o l o c f o l a it n e s s
e s to‘ painitng’t houghevery
.t c e j b o n a s i g n it n i a p
m a x e e h t e r a w o l e b a t a d e h
T p s le oft hoset woword swhichweretaken
d o o t s r e d n u e b n a c s d r o w o w t e s o h t n e e w t e b e c n e r e f fi d e h t d n a m a h a r G F . G m o r f
e r o c s n o i s n e h e r p m o c r i e h t y b d e v o r p s i tI . s t n e d u t s e h t y b y lr a e l
c whichi sa s
: s w o ll o f
Thear to fmixingcolors ,a sappiledbyt heoldmastersi nt hei rpainitngs , )
5 5 : 6 1 9 1 ; m a h a r G (. d lr o w e h t o t t s o l w o n s i
Thehisto irandrawss ucha ilvelypictureoft hef olile sandvice soft ha t t
a h t d o ir e
p tii si mpossiblet or eadhi saccoun twtihoutt akingadeep h
h c i h w s t n e v e e h t n i t s e r e t n
i er elates .(Graham;1916:55) f
o t l u s e r e h
T studen’t scomprehension based on the data o frespondent s
lt c e r r o c e n o d e v a h h c i h
p ‘ s d r o w s u o m y n o n y
s icture and painitng .’ From the datacan be concluded tha t
g n o l e
b t o ‘good’ because mos to fthe respondent sunderstand the nuance so f
p
‘ ictureandpainitng .’
f. RobberandThief
A robberattack su sopenly andt ake saway ou rprope try by main f orce .A
f e i h
t enter sou rhousei n t hedark ,conceal shimsel fand t ake saway ou rpropetry
e h T . h tl a e t s y
b robberplunder ,st hethiefsteals .Therobberemploy sviolence,t he
f e i h
t gulie fo rthe same purpose .The robber brave sthe law ,the thief fear s
, n o it c e t e
d Graham( 1916:60 .)
f o s e r u t a e f c it n a m e s e h
T ‘t fh ’ ie and‘robbery’:
s e r u t a e f c it n a m e
S Thief Robbery
y l n e p o s k c a tt
A - +
e c r o f y b y tr e p o r p y a w a s e k a
T - +
n o it c e t e d w a l f o r a e
F + -
w a l f o e c n e l o i
V + +
h tl a e t s g n i o
D + -
e c n e l o i v s y o l p m
E + +
s w o h s e v o b a e l b a t e h
T tha t‘robber ’and t‘hief ’have the same semantic
. w a l e h t e c n e l o i v d n a s e it r e p o r p y d o b e m o s e k a t o t n o it c a n a h c i h w s e r u t a e f
. n o it c a e c n e li s r o h tl a e t s y b ’ f e i h t‘ t u b e c r o f y b y tr e p o r p y a w a s e k a t ’ r e b b o R ‘
r e b b o r ‘ t u b n o it c e t e d w a l f o d i a r f a e r o m s i ’ f e i h T
‘ ’doe sno.t
e l p m a x e e h t e r a w o l e b a t a d e h
T s o fthose two word swhich w ere taken
e r o c s n o i s n e h e r p m o c r i e h t y b d e v o r p s i t I . s t n e d u t s e h t y b y lr a e l
c which i sa s
: s w o ll o f
Du irng the night ,when al lwere asleep ,some thieves had entered the f o s d e r d n u h e m o s f o e u l a v e h t o t s l e w e j d n a e t a l p n e l o t s d n a , e s u o h
) 0 6 : 6 1 9 1 , m a h a r G (. s d n u o p
Travelersi n t hemountain o f tIaly are frequenlty stopped by Robber ,and r
i e h t ll a f o d e p p ir t
s propetry.( Graham,1916:60)
e h t n o n o i s n e h e r p m o c s ’t n e d u t s f o s s e n t c e r r o c e h t f o t l u s e r e h t s i % 2 . 8 6
d r o w s u o m y n o n y
s ‘robber ’and t‘hief’ .Wtih the resul tthe wrtie rcan conclude
e v a h s t n e d n o p s e r e h t f o l l a t o n t a h
t a competence i n dfiferenitate ‘robber-thief .’
The data nc ea b concluded tha t belong ot ‘sufifcient’ because mos t o fthe
e d n o p s e
r nt sunderstandt henuance sof‘ robber-thief.’
.
g Talen tandGenius
s u i n e
G i ssrtongben toft hemind t o someoccupaitoni nwhich t hef acutly
. d e y o l p m e y lf e i h c s i n o it a n i g a m i f
o Genius o irginates i deas ,create snew forms ,
. s n o i s s e r p x e w e
n Talenti semployed i n reducing t o pracitce t he i dea so fothers .
t n e l a
T imtiate s fatihfully, copie s correclty , evolve s diilgenlty bu t o irginate s
n I . g n i h t o
n geniusthei maginaitoni sprominen ltyexercised,i ntalentthememory ,
.) 3 6 : 6 1 9 1 ( m a h a r G
g ‘ d n a ’ t n e l a t‘ f o s e r u t a e f c it n a m e s e h
T enius’:
s e r u t a e f c it n a m e
S Talent Genius
d e y o l p m e n o it a n i g a m
I - +
n o i s s e r p x e d n a s m r o f w e n , a e d i s e t a n i g ir
O - +
a e d i s ’ r e h t o g n i c it c a r
P + -
d n a y lt c e r r o c s e i p o c , y ll u f h ti a f s e t a ti m I
y lt n e g il i d s e v l o v
e + -
d e s i c r e x e t n e n i m o r
P - +
y r o m e m n i g n o rt
il s i s u i n e g d n a t n e l a t n e e w t e b t n e r e f fi d e h
T e son t hecreaitoni dea ;talent
d n a m r o f w e n , a e d i w e n e t a n i g ir o n a c ’ s u i n e G ‘ . a e d i s ’r e h t o e c it c a r p o t e r o m s i
x
e pressionbu t t‘alent ’cannot . t‘alent ’ha sas rtongmemory.
e l p m a x e e h t e r a w o l e b a t a d e h
T s o fthose two word swhich were taken
a h a r G F . G m o r
f m andt hedfiferencebetweent hoset woword scanbeunderstood
e r o c s n o i s n e h e r p m o c r i e h t y b d e v o r p s i t I . s t n e d u t s e h t y b y lr a e l
c which i sa s
: s w o ll o f
Napoleon Bonapatre wa sone o fthe greates tmlitiary geniuses tha teve r s e it i n u tr o p p o e l b a r o v a f t s o m e h t h c i h w n i e m it a t a n r o b s a w e h d n a d e v il
s i h f o y a l p s i d e h t r o
f talentwereaffordedhim(.Graham,1916:63) f
o t l u s e r e h
T studen’t scomprehension based on the data o frespondent s
lt c e r r o c e n o d e v a h h c i h
w yand68.2%o f85r espondent sarethet ota lcorrec toft he
t n e l a t‘ s d r o w s u o m y n o n y
s -genius.’Fromt hedatacanbeconcluded tha tbelong to
‘suf ifcient ’because mos to fthe respondent sunderstand the nuance so f t‘alent
-genius.’
h. T do ivideandTos eparate.
o t g n i d r o c c
A Graham ( 1916:78) ,to divideist o cuti n patrs ;toseparate si
t e y d n a d e d i v i d e b y a m s t c e j b O . r e h t o h c a e m o r f e c n a t s i d a t a s tr a p e s o h t e c a l p o t
. r e h t o h c a e m o r f d e v o m e r e b t s u m y e h t d e t a r a p e s e b o t ,r a e
n Divisionsarenatural ,
s n o it a r a p e
s om reviolent .Therecanno tbeaseparaitonwtihou tadivision,t hough
f o s e r u t a e f c it n a m e s e h
T ‘t do ivide’ and‘ t s o eparate’:
s e r u t a e f c it n a m e
S Todivide Tos eparate
m r e t c ir e n e
G + -
m r e t c if i c e p
S - +
e r o
M natural + -
t n e l o i v e r o
M - +
s tr a p n i t u c o
T + -
e c n a t s i d a t a t r a p e s o h t e c a l p o
T - +
l a r u t a n e r o m s i ’ e d i v i d ‘ t a h t e d u l c n o c n a c r e ti r w e h t , e v o b a e l b a t e h t m o r F
e m o s e c a l p o t y a w a s i ti d n a e c n e l o i v e r o m s i ’ e t a r a p e s ‘ e s u a c e b ’ e t a r a p e s ‘ n a h t
t r a
p toanothe rpar to fdistance.
e l p m a x e e h t e r a w o l e b a t a d e h
T s o fthose two word swhich w ere taken
t d n a m a h a r G F . G m o r
f hedfiferencebetweent hoset woword scanbeunderstood
e r o c s n o i s n e h e r p m o c r i e h t y b d e v o r p s i t I . s t n e d u t s e h t y b y lr a e l
c which i sa s
: s w o ll o f
Englandi sseparatedfromFrancebyt heEngilsh )
8 7 : 6 1 9 1 , m a h a r G (. l e n n a h C
TheRive rRhinedividesFrancet oGermany(.Graham,1916:78) f
o t l u s e r e h
T studen’t scomprehension based on the data o frespondent s
lt c e r r o c e n o d e v a h h c i h
w yand50.6%o f85respondent sarethet ota lcorrec to fthe
d n a e d i v i d o t‘ s d r o w s u o m y n o n y
s to separate’ .From t he datacan beconcluded
g n o l e b t a h
t t ‘o insufifcient’ because some o fthe respondent sunderstand the
e d i v i d o t‘ f o s e c n a u
i .WordandTerm
A word i sacombinaiton ofl etter sconveyingan i dea .A termi saspecie s
. n o it i s o p o r p a f o e t a c i d e r p e h t r o t c e j b u s e h t e d a m h c i h w d r o w y n a s i ti ; d r o w f o
d e s u e r a y e h t n e h w , s m r e t e r a ) d o o m e v it i n if n i e h t n i( s e v it c e j d a d n a s b r e v , s n u o N
r o s t c e j b u s e h t s
a the predicate so fproposiitons .In the proposiiton , t’he wind
f o t c e j b o e h T . s m r e t h t o b e r a s w o l b d r o w e h t d n a ’ d n i w ‘ d r o w e h t , ’ s w o l b
o t s ti m il t c a x e e h t w o h s d n a s m r e t f o g n i n a e m e s i c e r p e h t n w o d y a l o t s i g n i n if e d
e h T . d n e t x e y e h t h c i h
w word term i spropelry appiled in deifning .I ti sonly to
s m r e
t tha twecanapplyadeifniiton ,Graham( 1916:69 .)
W ‘ f o s e r u t a e f c it n a m e s e h
T ord ’and‘ Te ’: rm
s e r u t a e f c it n a m e
S word Term
m r e t c ir e n e
G + -
m r e t c if i c e p
S - +
e g a u g n a l f o t i n
U + +
e g a u g n a l f o e p y t r a l u c it r a
P - +
g n i n if e d n i d e il p p
A - +
n e tt ir w r o d i a s s i t a h t g n i h t e m o
S + +
t‘ d n a ’ d r o W
‘ erm’i st heuni tofl anguagebu t t‘erm’i smoret oparitcula r
e r a ’ m r e t‘ d n a ’ d r o w ‘ f o h t o B . g n i n if e d n i d e il p p a e h t d n a e g a u g n a l f o e p y t
n e tt ir w r o d i a s s i t a h t g n i h t e m o
s meaningt os ay‘ word’i spar to f t‘erm’
e l p m a x e e h t e r a w o l e b a t a d e h
T s o fthose two word swhich w ere taken
t d n a m a h a r G F . G m o r
f hedfiferencebetweent hoset woword scanbeunderstood
e r o c s n o i s n e h e r p m o c r i e h t y b d e v o r p s i t I . s t n e d u t s e h t y b y lr a e l
c which i sa s
Theuseoft hewordministeri sbrough tdownt ot hel tiera lsigniifcaitono f e r a l a ir e t s i n i m d n a e li v r e s , r e t s i n i m o t d n a e v r e s o t w o n r o f t n a v r e s a , ti
m r e
t equivalen.t( Graham,1916:70)
n e d u t s f o s s e n t c e r r o c e h t f o t l u s e r e h t s i % 2 . 8
4 ’t scomprehension on t he
t‘ d n a ’ d r o w ‘ d r o w s u o m y n o n y
s erm’ .Wtiht hatr esul twecanknowt ha tno tal lo f
e v a h s t n e d n o p s e r e h
t a competence in dfiferen itate ‘word-term .’ The wrtier can
g n o l e b t a h t e d u l c n o
c t ‘ lio f ’ a because some o fthe respondent sunderstand the
‘ f o s e c n a u
n word-t mer .’
j .Toexpec tandTohope
e
W expectwha twet hink wli lprobablyoccur .Wehopewha twesrtongly
s i ti t u b n i a p s u e v i g l li w h c i h w e c n e r r u c c o n a t c e p x e y a m e W . n e p p a h o t e ri s e d
y l e r e m s d r a g e r n o it a t c e p x E . e c n e r r u c c o n a h c u s r o f e p o h o t e r u t a n n a m u h n i t o n
b a e e r g a g n i e b r i e h t o t e c n e r e f e r y n a t u o h ti w , s t n e v e e r u t u f f o n o it a p i c it n a e h
t leo r
. e s i w r e h t
o Hopei salway saccompaniedwtihpleasureandi semployedupont hose
d e d n e tt a e b o t y l e k il e r a h c i h w s t n e v
e wtih graitifcaiton to ourselves ,Graham
.) 0 8 : 6 1 9 1 (
t‘ f o s e r u t a e f c it n a m e s e h
T oexpect’ and t‘ ho o ’: pe
s e r u t a e f c it n a m e
S Toexpect Toho pe
m r e t c ir e n e
G + -
m r e t c if i c e p
S - +
n e p p a h l li w g n i h t e m o s e v e il e
B + -
n e p p a h o t e ri s e d y l g n o rt
S - +
e r u t u f f o n o it a p i c it n a e h t y l e r e m s d r a g e r
s t n e v
e + -
e r u s a e l p h ti w d e i n a p m o c c
l li w g n i h t e m o s e v e il e b s i ’ e p o h o t‘ d n a ’ t c e p x e o t‘ h t o
B happen bu tin
e r o m ’ e p o h
‘ srtong desrie than ‘expec’t . ‘hope ’ requ rie s o f a pleasure fo r
e ‘ t u b d e n e p p a h s a h g n i h t e m o
s xpec’t i smore regard smerely t he anitcipaiton o f
.s t n e v e e r u t u f
e l p m a x e e h t e r a w o l e b a t a d e h
T s o fthose two word swhich w ere taken
t d n a m a h a r G F . G m o r
f hedfiferencebetweent hoset woword scanbeunderstood
e r o c s n o i s n e h e r p m o c r i e h t y b d e v o r p s i t I . s t n e d u t s e h t y b y lr a e l
c which i sa s
: s w o ll o f
Int hemiddleoft henigh,tt hes tormr agedwtihs uchviolence,t ha tnoneo f s
a p e h
t senger s expected the vesse l would outilve the )
0 8 : 6 1 9 1 , m a h a r G (. e l a g
The fathe rhad hoped tha thi sson would occupy the same disitnguished )
0 8 : 6 1 9 1 , m a h a r G (. fl e s m i h s a n o i s s e f o r p s i h n i k n a r
o n o i s n e h e r p m o c s ’t n e d u t s f o s s e n t c e r r o c e h t f o t l u s e r e h t s i % 6 . 7
3 n t he
n a ’ t c e p x e o t‘ d r o w s u o m y n o n y
s d t‘ohope’ .Wtih t hatr esutlt hewrtiercanknow
t c e p x e o t‘ e t a it n e r e f fi d n i e c n e t e p m o c a e v a h s t n e d n o p s e r e h t f o l l a t o n t a h
t - to
.’ e p o
h Fromt hedatacanbeconcluded tha tbelongst o ‘ lif ’ a becausesomeoft he
s r e d n u s t n e d n o p s e
r tandt henuance so f t‘oexpec tandt ohope.’
.
2 Student’ sComprehensiononAcitve-PassiveSynonyms
.
a ReasonandCause
, ) 4 4 1 : 6 1 9 1 ( m a h a r G o t g n i d r o c c
A reason i san acitve, cause i sapassive
. m r e
t Reason arel ogical ,causes are natural .Reasonsarefo racitons ,causes rfo
. s g n i h
c ‘ d n a ’ n o s a e r ‘ f o s e r u t a e f c it n a m e s e h
T ause’:
s e r u t a e f c it n a m e
S Reason Cause
e v it c
A + -
e v i s s a
P - +
l a c i g o
L + -
l a r u t a
N - +
Astatef o racitons + +
s g n i h t r o f e t a t s
A - +
t n e d i v e r o n e d d i
H - +
e s l a f r o e u r
T + -
r ‘ t a h t s w o h s e v o b a n m u l o c e h
T eason ’i sa logica lo fa state fo raciton s
d n
a i tdepend son rtueorf alse.‘ cause’i smorenatura lo fastatef ort hing sand i t
s
i hiddeno reviden.t
e l p m a x e e h t e r a w o l e b a t a d e h
T s o fthose two word swhich were taken
t d n a m a h a r G F . G m o r
f hedfiferencebetweent hoset woword scanbeunderstood
e r o c s n o i s n e h e r p m o c r i e h t y b d e v o r p s i t I . s t n e d u t s e h t y b y lr a e l
c which i sa s
: s w o ll o f
Though Ihave had many conversaiton swtih him on the subject ,he ha s a
n g i s s a o t e l b a n e e b t e y r e v e
n reason o rrejecitng hi sforme rview sand )
5 4 1 : 6 1 9 1 , m a h a r G (. s n o i n i p o w e n s i h g n it p o d a
The cause o f volcano erup iton s airse s from the combinaiton o f it
s u b m o
c ble mateiralsi nt hebowel sof t heeatrh which becoming i gntied , e h t f o e c a f r u s r e t u o e h t h g u o r h t t n e v a d n if d n a e d o l p x e
) 5 4 1 : 6 1 9 1 , m a h a r G (. e b o l g
f o t l u s e r e h
T studen’t scomprehension based on the data o frespondent s
lt c e r r o c e n o d e v a h h c i h
w yand95.3%o f85r espondent sarethet ota lcorrec toft he
c d n a n o s a e r ‘ s d r o w s u o m y n o n y
s ause.’ From the data can be concluded tha t
o t s g n o l e
b ‘verygood’ becausemos toft her espondent sunderstandt henuance so f
c d n a n o s a e r
.
b Toea tandTof eed
, ) 7 5 1 : 6 1 9 1 ( m a h a r G o t g n i d r o c c
A to eat i s the ac t o f taking in
, t n e m h s ir u o
n tof eedist heac to fdeirvingnou irshment .Byeaitngwebecomef ed .
t a h w y b s a k n ir d e w t a h w y b h c u m s a d e f e r a e W . d e f e r a y e h t ,t a e t o n n a c s t n a f n I
.t a e e w
s e r u t a e f c it n a m e s e h
T o f t‘oeat ’and t‘of eed :’
s e r u t a e f c it n a m e
S Toeat Tof eed
e v it c
A + -
e v i s s a
P - +
t n e m h s ir u o n g n i k a
T + -
t n e m h s ir u o n g n i v ir e
D - +
h t u o m e h t n i d o o f t u p o
T + +
l a m i n a r o n o s r e p a o t d o o f e v i g o
T - +
t‘o ea’t i san acitvef orm and tii san aciton oft akingnou irshmen tand t o
o o f t u
p d i n t hemouth,i tdfiferst o t‘of eed ’becausei tmoredeirvingnou irshmen t
.l a m i n a r o n o s r e p a o t d o o f e v i g o t d n a
e l p m a x e e h t e r a w o l e b a t a d e h
T s o fthose two word swhich ew er taken
t d n a m a h a r G F . G m o r
f hedfiferencebetweent hoset woword scanbeunderstood
e r o c s n o i s n e h e r p m o c r i e h t y b d e v o r p s i t I . s t n e d u t s e h t y b y lr a e l
c which is sa
: s w o ll o f
Theelephan tcouldno thaver eachedt hegroundwtihou thi sproboscis ;or , e
v a h t h g i m e h t a h t d e s o p p u s e b t i
fi eatupon t hef rui,t l eaves ,o rbranche s )
7 5 1 : 6 1 9 1 , m a h a r G ( ? k n ir d o t e h s a w w o h , s e e rt f o
A t ifveo’clock i n t heatfernoon ,abelli sr ungi n t heZoologica lGardens , o t g n i o g e r a s r e p e e k e h t t a h t s r o ti s i v e h t o t e c it o n e v i g o t , k r a P s ’t n e g e R
d e e
