AN ANLYSIS THE STUDENTS MASTERY OF DEGREES OF COMPARISON
AN ANA
LYSIS ON THE STUDENTS’ MASTERY
OF
DEGREES OF COMPARISON
(A Case Study at Second Grade Students (VIII.10) of SMPN 3 Tangerang Selatan)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers Training in Partial Fulfillment of the Requirements
for the Degree of S.Pd. (S-1) in English Language Education
By
METHANIA ARIS SHUSANTIE 106014000401
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
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AN AN
ALYSIS ON THE STUDENTS’
MASTERY
OF DEGREES OF COMPARISON
(A Case Study at Second Grade Students (VIII.10) of SMPN 3 Tangerang Selatan)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers Training in Partial Fulfillment of the Requirements
for the Degree of S.Pd. (S.1) in English Language Education
By
Methania Aris Shusantie 106014000401
Approved by Advisor,
Dr. H. Atiq Susilo, MA NIP. 194911221978031001
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
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ENDORSEMENT SHEET
The Examination Committee of the Faculty of Tarbiyah and Teachers’ Training certifies that the ‘skripsi’ (scientific paper) entitled “An Analysis on the
Students’ Mastery of Degrees of Comparison (A Case Study at Second Grade Students (VIII.10) of SMPN 3 Tangerang Selatan)”, written by Methania Aris Shusantie, students registration number 106014000401, was examined by the committee on August 23rd, 2011 and was declared to have passed and have fulfilled one of the requirements for the degree of S.Pd. in English Education Department.
Jakarta, August 23rd, 2011 EXAMINATION COMMITTEE:
CHAIRMAN : Drs. Syauki, M.Pd. ( )
NIP. 19641212 199103 1 002
SECRETARY : Neneng Sunengsih, S.Pd. ( )
NIP. 19730625 199903 2001
EXAMINERS:
Drs. Nasrun Mahmud, M.Pd. ( )
NIP. 150 041 070
Dr. Alek, M.Pd. ( )
NIP. 196909122009011008
Acknowledged by
Dean of Faculty of Tarbiyah and Teachers’ Training
Prof. Dr. Dede Rosyada, M.A. NIP. 19571005 1987031 003
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ABSTRACT
Methania Aris Shusantie. 2011, An Analysis on the Students’ Mastery of
Degrees of Comparison. (A Case study at the Second Grade (VIII.10) of SMPN 3 Tangerang Selatan), Skripsi, English Education Department, Faculty of Tarbiyah Teachers’ Training, UIN Syarif Hidayatullah Jakarta. Advisor: Dr. H. Atiq Susilo, M.A.
Grammar is one of sub-skills which has to be mastered by the students. It keeps an important role in acquiring the four language skills. Grammar has a lot of language elements; one of them is degrees of comparison. Comparison is the most important English construction which is used to express similarities or differences of degree or extent. Comparison is the process of comparing people, things, or places through the level of quality, quantity, or relation. It is formed from adjective and adverb. But this study is only focused on comparison of adjective.
This study is aimed to get a clear information about the students’ mastery of degrees of comparison at the second grade students (class VIII. 10) of SMPN 3 Tangerang Selatan. The class consists of 38 students.
Furthermore, there were two techniques of data collecting applied in this study; they are test and interview. According to the test result, it is obtained that there are 16.66 % students who had mastery in the items of comparative form, 33.77 % students who had mastery in the items of the superlative form and 42.105 % students who had mastery in the items of distinguishing usage of both comparative and superlative degree.
Based on the results of the case study conducted at the second grade of SMP N 3 Tangerang Selatan (class VIII. 10) academic year 2010/2011, the writer concluded that there are 5 reasons that students find difficulties in mastering degrees of comparison: they are confused to put suffix –er for comparative and –
st /-est for superlative or prefix more for comparative and most for superlative, they forgot to add the article the in the superlative form and confused to omit or misplaced the use of be, they forgot to add than after adjective for comparative form, they do not know how to change the word that is ended in –y to –i and add –
er/ -est, and some students confused to differentiate the usage of comparative or superlative degree.
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ABSTRAK
Methania Aris Shusantie. 2011, An Analysis on the Students’ Mastery of
Degrees of Comparison. (A Case study at the Second Grade (VIII.10)of SMPN 3 Tangerang Selatan), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Syarif Hidayatullah Jakarta.
Pembimbing: Dr. H. Atiq Susilo, M.A.
Grammar adalah salah satu dari sub-skill yang hendaknya di kuasai oleh siswa. Grammar mempunyai peran penting dalam mempelajari 4 skill berbahasa Inggris. Grammar memiliki banyak unsur kebahasaan; salah satunya adalah degree of comparison atau tingkat perbandingan. Comparison adalah pembentuk bahasa Inggris yang paling penting yang mana penggunaannya untuk mengungkapkan tingkat persamaan- persamaan atau perbedaan- perbedaan. Comparison adalah proses membandingkan sesuatu, orang, ataupun tempat melalui tingkat kualitas, kuantitas dan hubungan. Comparison terbentuk dari kata sifat dan kata keterangan. Namun dalam studi kasus ini hanya fokus pada perbandingan kata sifat.
Studi ini dimaksudkan untuk mendapatkan informasi yang jelas tentang tingkat penguasaan degrees of comparison oleh siswa- siswi kelas VIII.10 SMP N 3 Tangerang Selatan.
Selanjutnya, ada dua teknik pengumpulan data yang terdapat dalam studi ini, diantaranya: test dan wawancara. Berdasarkan hasil test, diperoleh bahwa ada 16.66 % siswa yang menguasai soal A (comparative form), 33.77 % siswa yang menguasai soal B (superlative form) dan 42.105 % siswa yang menguasai soal C (the usage of both comparative and superlative degree).
Berdasarkan hasil studi kasus yg dilaksanakan di SMP N 3 Tangerang Selatan (khususnya kelas VIII.10) tahun akademik 2010/2011, penulis menyimpulkan bahwa ada lima alasan mengapa siswa menemukan kesulitan dalam menguasai degrees of comparison, diantaranya: mereka bingung meletakkan suffix –er untuk comparative and –st /-est untuk superlative atau prefix more untuk comparative dan most untuk superlative, mereka lupa menambahkan artikel the pada bentuk superlative dan bingung menyertakan atau menghilangkan penggunaan be, mereka juga lupa untuk menambahkan kata than
setelah kata sifat untuk bentuk comparative, sebagian dari mereka tidak tahu bagaimana merubah kata yang berakhiran –y ke –i dan menambah –er/ -est, dan sebagian siswa bingung bagaimana membedakan penggunaan dari comparative ataupun superlative.
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ACKNOWLEDGEMENT
In the name of Allah, The Most Beneficent, The Most Merciful. All praises be to Allah the lord of the world, who gives the writer guidance and strength, so she could finish this scientific paper (skripsi). Peace and blessing always due to our prophet Muhammad (peace be upon him) the last messenger of Allah, and to all his families, companions, and followers.
This skripsi is presented to the English Education Department of Tarbiya and Teachers Training Faculty of State Islamic University of Syarif Hidayatullah, Jakarta as a partial fulfillment of the requirements for strata 1 (S.1). This research could not be completed without a great deal of help from many people, especially Dr. H. Atiq Susilo, M.A., the writer’s advisor who has patiently given valuable advice and guidance to finish this research paper. Her special thanks go to her parents, Mrs. Nina Santina and Mr. Supartono who always give their love, prayer, motivation, and supports in finishing her study. They have inspired the writer in her life, especially in finishing this skripsi.
The writer realizes that this skripsi could not be finished without support and help from some people around her. Therefore, she would like to express her great honor to the following people, particularly to:
1. Drs. Syauki, M.Pd. and Mrs. Neneng Sunengsih, S.Pd. as the Head and secretary of English Education Department of UIN Syarif Hidayatullah Jakarta.
2. All inspiring lecturers of English Education Department for their encouragement to the writer during her study at UIN Syarif Hidayatullah Jakarta.
3. Prof. Dr. H. Dede Rosyada, M.A., the Dean of Faculty of Tarbiya and Teachers Training.
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5. Mbah Putri (her grandmother from Cilacap), grandfather and grandmother from Tasikmalaya for their prayer, encouragement, support, and patience in motivating the writer to finish her study.
6. The family of Mr. Rasmadi and Mrs. Hera Saerah who have given the facilities and support the writer to finish her study. Also, sister Dewi, brother Fajar, sister Fitri, and brother Adi.
7. Her friends in Department of English Education academic year 2006 especially B class.
The writer realizes that this paper is far from being perfect. Therefore, the writer expects some criticism and suggestions for this paper. At last, the writer hopes that this paper will be useful for all.
Jakarta, August 2011
The writer
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TABLE OF CONTENT
Abstract ... i
Acknowledgement ... iii
Table of Content ... v
List of Tables ... vii
List of Appendices ... viii
CHAPTER I: INTRODUCTION A. The Background of the Study ... 1
B. The Limitation and Formulation of the Problem ... 4
C. The Method of the Study ... 5
D. The Objective of the Study ... 5
E. The Significant of the Study ... 5
CHAPTER II: THEORETICAL FRAMEWORK A. The Degrees of Comparison of Adjective ... 6
1. Adjective ... 6
2. Degrees of Comparison ... 7
a. Definition of Degrees of Comparison ... 7
b. Kinds and the Usage of Degrees of Comparison ... 9
c. The Form of Adjective Comparison ... 10
CHAPTER III: RESEARCH METHODOLOGY A. The Purpose of the Study ... 18
B. Place and Time of the Study ... 18
C. Research Method ... 18
D. The Subject of the Study ... 19
E. The Techniques of Data Collecting ... 19
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CHAPTER IV: DATA DESCRIPTION, DATA ANAYSIS AND INTERPRETATION
A. Data Description ... 21
B. Data Analysis ... 24
C. Interpretation ... 32
CHAPTER V: CONCLUSION AND SUGGESTION A. Conclusion ... 33
B. Suggestion ... 34
BIBLIOGRAPHY ... 35
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LIST OF TABLES
Table 2.1 Form of Positive Comparison ... 11
Table 2.2 Comparative Form (Pattern I) ... 12
Table 2.3 Comparative Form (Pattern II) ... 13
Table 2.4 Superlative Form (Pattern I) ... 14
Table 2.5 Superlative Form (Pattern II) ... 15
Table 2.6 Less and Least ... 16
Table 2.7 Irregular Form of Comparison ... 16
Table 2.8 Adjective with two syllables both comparative and Superlative that formed by adding prefix more/ most and suffix–er/-est 17 Table 4.1 The Students’ Score of Test Result ... 22
Table 4.2 General Frequency of Students’ Mastery in Comparative Form 24 Table 4.3 Specific Frequency of Students’ Mastery in Comparative Form 25 Table 4.4 General Frequency of Students’ Mastery in Superlative Form 26 Table 4.5 Specific Frequency of Students’ Mastery in Superlative Form 27 Table 4.6 General Frequency of Students’ Mastery in the Usage of Degrees of Comparison (Comparative and Superlative) ... 28
Table 4.7 Specific Frequency of Students’ Mastery in the Usage of both Comparative and Superlative Degree ... 29
Table 4.8 Type and Percentage of Students’ Mastery in Learning Degrees of Comparison ... 30
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LIST OF APPENDICES
Appendix 1: Form of Test ... 37
Appendix 2: Answers Key ... 39
Appendix 3: The Real Student’s Answer Sheet of Test ... 40
Appendix 4: Surat Pengajuan Judul Skripsi ... 41
Appendix 5: Surat Bimbingan Skripsi ... 42
Appendix 6: Surat Perubahan Judul Skripsi ... 43
Appendix 7: Surat Perubahan Judul Skripsi Setelah Sidang Munaqosah ... 44
Appendix 8: Surat Izin Penelitian ... 45
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DEPARTEMEN AGAMA
UNIVERSITAS ISLAM NEGERI (UIN) SYARIF HIDAYATULLAH JAKARTA FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Jl. Ir. H. Juanda No.95 Telp: (62-21) 7443328, 7401925 Ciputat 15142 Jakarta Email: Uinjkt@Cabi.net.id
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan dibawah ini,Nama : Methania Aris Shusantie Tempat/Tanggal lahir : Jakarta, 15 Januari 1989
NIM : 106014000401
Program Studi : Pendidikan Bahasa Inggris
Judul Skripsi : An Analysis on Students’ Mastery of Degrees
of Comparison (A Case Study at Second Grade Students
(VIII.10) of SMPN 3 Tangerang Selatan) Dosen Pembimbing : Dr. H. Atiq Susilo, MA
menyatakan bahwa skripsi ini benar-benar hasil karya saya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
Jakarta, 01 Agustus 2011 Mahasiswa Ybs,
Methania Aris Shusantie NIM. 106014000401
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1
CHAPTER I
INTRODUCTION
A. The Background of The Study
The government of Indonesia has considered English language as the first foreign language and becomes compulsory foreign language subject is taught in schools. This obligation is based on the government regulation that mention “Bahasa Inggris telah menjadi bahasa asing pertama yang wajib diajarkan, dengan tujuan untuk mengembangkan ilmu pengetahuan, teknologi, dan kebudayaan serta pembinaan hubungan dengan bangsa- bangsa lain” (English became the first foreign language that is obligatory to be learned, the purpose is to develop science, technology, and culture; moreover the language is used as a way of the constructing the relationship with other nations).1 Foreign language especially English is an international language that is very important for global communication (bahasa asing terutama Bahasa Inggris merupakan bahasa internasional yang sangat penting kegunaannya dalam pergaulan global).2
English as a foreign language in Indonesia is taught from elementary school or even kindergarten up to the university level. It is learned as a local content subject in primary school, as a core subject at Junior and Senior High Schools, and also as a complementary compulsory subject at university. The goal of English teaching is not only to enable the students to understand the language, but also to enable them to use the language in oral and written activities as well.
There are two aspects that must be mastered by the students in learning English. First, language performances, or usually called as language skills, they include listening, speaking, reading, and writing. Second, language competence, it is underlying knowledge of the system of language; involves its rules of grammar,
1
Undang-undang Nomor 20 tentang Sistem Pendidikan Nasional, (Jakarta: Tamita Utama, 2004), p. v.
2
Undang- undang dan Peraturan Pemerintah RI tentang Pendidikan, (Jakarta: Direktorat Jenderal Pendidikan Islam Departemen Agama RI, 2006), p. 66.
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vocabulary, pronunciation, etcetera. All those skills are important in mastering English.
The main aim of English teaching in Indonesia, especially for Junior High School, is students have to master the four language skills. To master those skills, students can not avoid studying grammar. They need to have a capability of grammar. Grammar is necessary even in communication because it can avoid misunderstanding. With grammar, the students can communicate their message clearly and precisely.
Based on the writer’s opinion, grammar is an essential part which is learnt as the basic knowledge and important role in understanding the English language. Penny Ur states that “Grammar is sometimes defined as the way words are put together to make correct sentences.”3 It does not only affect how the units of words are combined in order to make correct sentences but also affects their meaning.
Grammar consists of form and rules, as Dianne Larsen- Freeman states that: “Grammar is about form and one way to teach form is to give students rules; however, grammar is about much more than form, and its teaching is ill served if students are simply given rules.”4
It can be inferred from the statements above that without mastering grammar, the students can not write, read, speak, and listen well. Grammar has an important role in learning English. Therefore, it is very important for students to master grammatical rules. As a mentioned by Penny Ur in his book, Grammar Practice Activities: A Practical Guide for Teachers that “a learner who „knows grammar’ is one who has mastered and can apply the rules to express him or herself in what would be considered acceptable language forms.”5
3
Penny Ur, A Cours in Language Teaching Practice and Theory, (Cambridge: Cambridge University Press, 1996), p. 75.
4
Dianne Larsen- Freeman (Marriane Celce- Murcia, editor), Teaching Grammar in Teaching English as a Second or Foreign Language, (USA: Heinle & Heinle, 2001), third edition, p. 251.
5
Penny Ur, Grammar Practice Activities. A Practical Guide for Teachers, (Cambridge: Cambridge University Press, 1988), p. 4.
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Therefore, the knowledge of grammar is very important to express what we would to say and interpret correctly, accurately and meaningfully.
Actually, there are many aspects which are discussed in English grammar; one of them is degrees of comparison. In this skripsi, the writer will not discuss grammar in general. She is interested in writing about degrees of comparison. Degree of comparison is the modification of an adjective or adverb to donate different levels of quality, quantity or relation. Another definition about degrees of comparison is the process of comparing things, person, or places through the level of quality, quantity, or relation and it is formed from adjective and adverb. But this study is only focused on adjective. There are three kinds of degrees of comparison: positive, comparative and superlative.
Meanwhile, one of the reasons why the writer writes this case is because in fact, many students still lack of knowledge in mastering grammar, especially degrees of comparison. According to the result of the observation at SMP N 3 Tangerang Selatan (class VIII.10), it shows that they still find difficulties in understanding or making comparative and superlative forms and also distinguishing the form and the usage of each function.
According to Marriane Celce-Murcia and Diane Larsen-Freeman in The Grammar Book, there are some common errors which are made by the students with comparison, they are:
1. Omission of the comparative inflection - and perhaps also the copula: * John (is) tall than Mary.
2. Subtitution of some other function word for than (a) or inappropriate use of than (b):
(a) John is tall (er) from Mary. (b) Paul is as tall than John.
3. Use of more where –er is required or vise versa: (a) John is tall more / more tall than Mary. (b) Mary is beautifuller than Karen.
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4. Use of regular pattern where an irregular form is required * His handwriting is badder than mine.
5. Double making of comparative.6 (a) Jim runs more faster than Paul (b) This car is more better than that one
Based on the facts above, the writer would like to analyze why it happened and what are the causes that students find the difficulties in mastering degrees of comparison. Therefore, the writer is interested in discussing and analyzing what are the difficulties faced by students in mastering degrees of comparison and why the difficulty of degrees of comparison mastery is considered as one of the problems for the students. Whereas the title of this research is an Analysis on the Students’ Mastery of Degrees of Comparison (A Case Study at Second Grade Students (VIII .10) of SMPN 3 Tangerang Selatan).
B. The Limitation and Formulation of the Problem
It is necessary to make the limitation and formulation of the problem to avoid misunderstanding and to clarify the problem.
1. The Limitation of the Problem
The writer limits this study only on the analysis of what are the reasons that cause VIII grade students (class VIII.10 at SMPN 3 Tangerang Selatan) find difficulties in mastering degrees of comparison focused on comparison of adjective.
2. The Formulation of the Problem
Based on the limitation above, the writer also formulates the problem of study is:
*) what are the causes that students (Class VIII. 10) of SMPN 3 Tangerang Selatan had the low mastery in degrees of comparison?
5 Marriane Celce-Murcia & Dianne Larsen-Freeman, The Grammar Book: An ESL / EFL
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C. The Method of the Study
In order to find the answer of the above question, the writer makes a case study supported by library and internet studies.
Through the library, the writer finds out the materials (theories, articles and referential books) that are related to the topic of discussion. On internet, the writer browses some articles that are related to the topic discussed and mentioned as references (it is only from reliable sources). And the last is a field research; the writer conducts a case study. A case study is carried out at SMPN 3 Tangerang Selatan and the students engaged in this research are VIII grade students (especially class VIII. 10). This case study will be employed by the writer with test and interview as the instruments to collect the data.
D. The Objective of the Study
The objective of the study is that the writer would like to get a clear information about the level of students’ mastery of degrees of comparison of adjective.
E. The Significance of the Study
There are two significances of the study, namely theoretical significance and practical significance. Theoretical significance of this study is for the improvement of the learners and teachers in learning and teaching English based on the analysis of the students’ mastery of degrees of comparison.
In addition, the practical significance of this study can be used as a valuable reference for further researcher who is interested in conducting similar case of study. Also, the writer hopes that the result of this study would be advantageous for the readers and also for her to enrich and improve her knowledge and skill as a candidate of English teacher.
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CHAPTER II
THEORETICAL FRAMEWORK
This chapter presents and discusses the theoretical framework about degrees of comparison of adjective, which includes adjective and degrees of comparison that consist of definition, kinds and the usage of degrees of comparison, and the form of adjective comparison.
A. The Degrees of Comparison of Adjective
Before we know about the degrees of comparison of adjective, it is better to discuss what adjective and comparison are. By knowing the literal meaning, it will be easy for us to grasp the general understanding of degrees of comparison. Therefore, in this part, the writer will explain about the adjective and the degrees of comparison.
1. Adjective
Adjective is a part of grammar, it includes in the part of speech which functioned to know the condition of a language. Marcela Frank states that “the adjective is a modifier that has the grammatical property of comparison. It is often identified by special derivational endings or by special adverbial modifies that precede it. Its most usual position is before the noun it modifies, but it fills other positions as well”.1For example: That’s an
interesting idea. My mother is beautiful.
In grammar, an adjective is a word whose main syntactic role is to qualify a noun or noun phrase, giving more information about the object signified.2 According to Paul Roberts, “adjective is a word that modifies a noun or pronoun”.3
Moreover, adjectives can be used before and after nouns.4
1
Marcella Frank, Modern English: A Practical Reference Guide, (New Jersey: Prentice Hall, Inc, 1972), p. 109.
2
http://en.Wikipedia.org/wiki/Adjective 3
Paul Roberts, Understanding Grammar, (New York: Harper & Row Publishers, 1954), p. 91.
4
Jeremy Harmer, How to Teach English: An Introduction to the Practice of English language teaching, (England: Longman Limited, 1998), p. 43.
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Based on the statements above, it can be concluded that an adjective is a word which has function to modify a noun or pronoun.
According to C. E. Eckersley’s definition, “adjectives are words that tell us what a thing is like: words that we add to a noun to make our meaning fuller or more exact, e.g. a good book, a fast train, six boys, my friends”.5
Martin Parrot states on his book Grammar forEnglish Language Teacher
that adjective is often called „describing words’ because they provide information about the qualities of something described in a noun, a noun phrase, or clause.6 For Examples:
A noun : An old film
A noun phrase : An interesting experience for everyone
Clause : It is unbelievable that we have not seen each other for so long. From the definitions above, the writer infers that adjective is a word used to describe or give more information about a noun or pronoun. In other words, adjective is a describing word in a noun, a noun phrase, or clause.
Adjectives in English have the same form for singular and plural, masculine and feminine. The only exceptions are the demonstrative adjectives “this/that”, which change to “these/those” in the plural.
2. Degrees of Comparison
Before discussing about the kinds and forms of degrees of comparison, firstly it is better to know about the definition of degrees of comparison. And there are some definitions about degrees of comparison according to some experts of English language.
a. Definition of Degrees of Comparison
To get the general understanding about degrees of comparison, it is better to describe what comparison is. One of the most basic and powerful of human cognitive process is the ability to comprehend and express the fact that two things are similar or different. Often such similarity or difference is expressed in terms of
5
C. E. Eckersley, Essential English for Foreign Student, (London: Longmas Green & Co London, 1957), p. 34.
6
Martin Parrott, Grammar for English language Teachers, (UK: Cambridge University press, 2000), first ed, p. 18.
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degree, extent, or quantity.7 Therefore, comparison is the most important English construction which is used to express similarities or differences of degree or extent.
“Degrees of Comparison of an adjective or adverb describes the relational value of one thing with something in another clause of a sentence. An adjective may simply describe a same quality (the positive); it may compare the quality with that of another of its kind (comparative degree); and it may compare the quality with many or all others (superlative degree).”8
According to Martin Parrot in Grammar for English Language Teachers, “comparatives are adjectives and adverbs that end in –er. (e.g. bigger, richer, faster) and superlatives are adjectives adverbs that end in – est. (e.g. biggest, richest, fastest)”9
“The degrees of comparison are known as the positive, the comparative, and the superlative. (Actually, only the comparative and superlative show degrees.) We use the comparative for comparing two things and the superlative for comparing three or more things.”10
Based on the definitions stated above, the writer infers that comparison is a process of comparing people, things, or places through the level of quality, quantity, or relation. It is formed from adjective and adverb. But this study is only focused on comparison of adjectives. Therefore, comparison of adjective describes the relational value of an adjective or adjectival expression.
Comparison of adjective is the modification of an adjective to denote different level of quality, quantity or relation.
Examples:
a. Clara is as tall as my friend.
b. Your computer is more expensive than mine. c. Tamina is the cleverest student in my class.
7
Marianne Celce-Murcia and Dianne Larsen-Freeman, The Grammar Book. An ESL /
EFL Teacher’s Course. 2nd
ed, (USA: Heinle & Heinle Publishers, Inc, 1999), p. 717.
8
http://en.wikipedia.org/wiki/Degrees_of_comparison 9
Martin Parrot, Grammar for English Language Teachers, (USA: Cambridge University Press, 2000), p. 68.
10
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There are three kinds of degrees of comparison in English: positive, comparative and superlative degree. Each kind has different form and usage. The explanation of those three kinds of degrees of comparison will clearly discussed as follows:
b. Kinds and the Usage of Degrees of Comparison
There are three kinds of adjective comparison; they are positive, comparative and superlative.
1) Positive
Positive degree is the most basic form of the adjective, positive because it does not relate to any superior or inferior qualities of other things. Positive refers to the quality of one person or thing. It is simply the adjective form. Positive also used to compare two nouns or verbs that are equal or almost equal (equality). 11On the other hand, we can use as + adjective + as for comparing two persons or things that have the similarity of quality or quantity. For example:
Meisya is pretty.
My mother is as old as my father.
For negative comparison, to talk about two things that is different in some way, we use ‘not + as + adjective + as’. For example:
Her pencil is not as long as yours. 2) Comparative.
The comparative degree denotes a greater amount of a quality relative to something else. The phrase „Anna is taller than her father’ means that Anna’s degree of tallness is greater than her father’s degree of tallness.12
R.W. Zandvoort and J. A. Van Ek said in their book “The comparative is used when one object or group is compared with another and separate object or group.13 Comparative degree is used to compare two person, places or things.
Example:
Neo istaller than Tirta. Fia is less talkative than Vira.
This novel is more interesting than that one.
11
Ruth Pierson & Susan Vik, Making Sense in English, (USA: Addison-Wesley Publishing Company, 1987), p. 77.
12
http: /en.wikipedia.org./Degrees_of_Comparison
13
R.W. Zandvoort and J.A. Van Ek, A Handbook of English Grammar, (London: Longman Group Limited, 1980), 7th edition, p. 188.
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3) Superlative
Superlative degree is used to stress the highest degree of quality for more than two objects compared. It is the highest or lowest degree of quality when more than two persons or things are compared. The superlative is used to compare one member of a group with the whole group (including that member).14
For example:
Bob is the tallest boy in the club.
These bags are the most expensive of all.
c. The Form of Adjective Comparison
To make the comparison of adjective, we have to know the correct form for a specific adjective word. Moreover, to form the degrees of comparison of adjective, we need to know the inflection or addition ways of adjective. Whether it is added by –er or –est at the end of the adjective, or preceded more- or most- before it. It depends on the length of the adjective word and on the last syllable. The syllable itself is a unit of spoken language. 15
As the writer stated before, that the comparison is used in this form is about adjective comparison. So in making the pattern of comparison, the writer focuses on the adjective form.
Here are the patterns: 1. Positive comparison.
There are two ways the positive comparison, such as:
The simplest form that only use a single adjective after be or article (a, an, the)16
Adding as before and after the adjective.
To make it clear, the table 2.1 below is presented:
14
Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1980), p. 144.
15
Alan Kent Dart, Grammar Workbook 1, (New Jersey: Prentice Hall, 1978), p. 175.
16
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17
Table 2. 1
Form of Positive Comparison
The formula Example
Subject + be + adjective Subject + be + as + adjective +
as
Subject + be + not + as + adjective + as
a. The flowers are beautiful. b. The girl is as clever as that
one.
c. This television is not as expensive as that television.
2. Comparative form
The way to compare two things, persons or places is by using the comparative form of adjective as follows:17
Adjective + -er + than More + adjective + than
To make it clear, the writer gives the examples about the previous form in the table 2.2 below:
17
Mark Foley & Diane Halla, Advanced Learners’ Grammar. Self –Study Reference and Practice Book with Answers, (London: Longman, 1988) P. 224.
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17
a) On the other hand, less and least are used in front of longer adjectives (with two or more syllables) to show comparison of comparative and superlative.
Less is the antonym of more and least is the antonym of most. 18 For the examples, the writer writes in the table 2.6 below:
Table 2.6 Less and Least
Positive Comparative Superlative
appealing practical expensive less appealing less practical less expensive least appealing least practical least expensive
b) There are irregular adjectives for comparative and superlative degree.
The lists of the irregular adjective for comparative and superlative degree showed in the table 2.7 below:
Table 2.7
Irregular Forms of Comparison19
Positive form Comparative form Superlative form
good well (adjective)
better best
bad badly
worse worst
many much
more most
little less least
old old
elder (preferably used in family) older
eldest (for person) oldest (for things or person)
far farther
further
farthest (of distance only) furthest (used more widely)
18
http: //www. Esldesk.com/grammar/adjectives 19
A. J. Thomson and A. V. Martinet, A Practical English Grammar, (New York: Oxford University Press, 1986) Fourth Edition, p. 37.
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17
c). With a few two-syllable adjectives, both kinds of comparative and superlative are possible. These are: common, handsome, polite, quiet, wicked, pleasant, cruel, stupid, tired, and words ending in -ow, -er, and -le.
From the statement above, table 2.8 shows the list of the adjectives with two syllables both comparative and superlative that formed by adding prefix
more/ most and suffix –er/-est.
Table 2.8
Adjectives with Two Syllables both Comparative and Superlative that Formed by Adding Prefix more/most and suffix –er/-est
Positive Comparative Superlative
common clever gentle hollow bitter tender narrow shallow simple quiet
commoner more common cleverer more clever gentler more gentle hollower more hollow bitterer more bitter tenderer more tender narrower more narrow shallower more shallow simpler more simple quieter more quiet
commonest most common cleverest most clever gentlest most gentle hollowest most hollow20 bitterest most bitter tenderest most tender narrowest most narrow shallowest most shallow simplest most simple quietest most quiet
20
Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1980), p. 144.
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18
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research methodology used in this study. It consists of the purpose of the study, place and time of the study, research method, population and sample, the techniques of data collecting, and the techniques of data analysis.
A. The Purpose of the Study
This study is aimed at analyzing the students’ mastery of degrees of comparison at the eighth grade students of SMPN 3 Tangerang Selatan and also describing what are the causes that students (VIII.10) of SMPN 3 Tangerang Selatan find difficulties in mastering degrees of comparison.
B. Place and Time of the Study
The writer held the research at Eight Grade Students of SMPN 3 Tangerang Selatan, which is located on JL. Ir. H. Juanda, Ciputat Timur, Tangerang Selatan. Banten. The writer did the research on Friday, 15th of April 2011.
C. Research Method
The writer focused on the problems faced by students in mastering the degrees of comparison of adjective. In collecting data, the writer did a case study, supported by library and internet studies. Then, she collected the data by testing and interviewing the students at eighth grade (VIII. 10) of SMPN 3 Tangerang Selatan. Finally, she interpreted the data about what are the causes that students (VIII. 10) of SMPN 3 Tangerang Selatan had low mastery of degrees of comparison.
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19
D. The Subject of the Study
A case study is carried out at SMPN 3 Tangerang Selatan. The subject of this research is the second year students (class VIII.10) of SMP N 3 Tangerang Selatan.
E. The Techniques of Data Collecting
The next step of this research is the techniques of data collecting. There were two techniques of data collecting applied in this study; they are test and interview.
1. Test
In this technique of data collecting, the writer gave the test about degrees of comparison of adjective. The test is used to find out what are the difficulties faced by students in mastering degrees of comparison. The test is about the form and the usage of comparative and superlative degree of adjective. The test consists of 18 items, and the forms of test are multiple choices and filling the blanks. 6 items of comparative form and 6 items of superlative form are in multiple choices test. And the rest of 6 items are the usage of comparative and superlative degrees which consist of 3 items for the usage of comparative and 3 items for usage of superlative degree, those items are filling the blanks test. The instrument of the test can be seen in appendix.
2. Interview
The data of this study is also collected by using interview technique. This technique is used to supplement the data needed which are not covered by test technique, such as reasons why the students low mastery of degrees of comparison. Therefore, this interview is also used to convince the researcher about the data gained through another technique.
In this technique, the writer collects data by means of dialog directly, with informants who consist of 5 students of VIII.10 who got bad score.
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20
F. The Technique of Data Analysis
The last step of the research methodology is analyzing the data. The data analysis is conducted by arranging the data obtained systematically. This is done to make easier for the researcher to write the research report. The data gained from test and interview.
The technique of data analysis that is used by the writer in this research is descriptive analysis technique (percentage), which is described in the table of percentage. In the table of percentage, the writer used formula:
F
P = --- X 100% N
Note:
P = Percentage.
F = Frequency of error made.
N = Number of sample which is observed.1
After getting the frequency and percentage of students’ mastery of comparison of degree, the writer used formula:
F
P = --- X 100 % N x n
Note:
P = Percentage. F = Frequency.
N = Number of Students. n = Number of items test.
1
Anas Sudjiono, Pengantar Statistic Pendidikan, (Jakarta: PT Grafindo Persada, 2005), p. 43.
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21
CHAPTER IV
DATA DESCRIPTION, DATA ANALYSIS, AND
INTERPRETATION
This chapter presents and discusses the finding of the research based on the data obtained during the research. It involves of data description, data analysis, and data interpretation.
A. Data Description
As the writer has stated that the purpose of this “Skripsi” is to find out what are the causes or the factors that students (Class VIII. 10) of SMP N 3 Tangerang Selatan find the difficulties in mastering degrees of comparison.
In order to know this, the writer conducted a case study. A case study is carried out at SMP N 3 Tangerang Selatan and the students engaged in this research are VIII grade students (especially VIII. 10). The writer analyzed why the students face difficulties in mastering degrees of comparison. This case study was employed by the writer with test and interview as the instruments to collect the data.
The test is about the form and the usage of comparative and superlative degree of adjective. The two types of test are:
a. Form
This type of test is to test the students’ ability how to make comparative and superlative degree dealing with the pattern.
b. Usage
This type test is to test the students’ ability whether they are able to distinguish the usage of comparative and superlative degree or not.
The test consists of 18 items, and the forms of test are multiple choices and filling the blanks or completing the sentences. 6 items of comparative form and 6 items of superlative form are in multiple choices test. And the rest of 6 items are the usage of comparative and superlative degrees which consist of 3
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22
items for the usage of comparative and 3 items for usage of superlative degree, those items are filling the blanks test.
Table 4.1
The Students’ Score of Test Result
No Students Score A Score B Score C
1. Student 1 6 4 5
2. Student 2 6 6 4
3. Student 3 5 3 3
4. Student 4 6 6 6
5. Student 5 6 2 3
6. Student 6 6 6 4
7. Student 7 6 5 6
8. Student 8 6 4 5
9. Student 9 6 6 4
10. Student 10 5 4 6
11. Student 11 4 6 5
12. Student 12 3 5 1
13. Student 13 6 3 5
14. Student 14 2 3 1
15. Student 15 6 6 4
16. Student 16 5 6 4
17. Student 17 3 4 1
18. Student 18 6 3 2
19. Student 19 6 6 4
20. Student 20 6 6 6
21. Student 21 4 4 2
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23
No Students Score A Score B Score C
23. Student 23 6 6 4
24. Student 24 3 2 3
25. Student 25 2 3 1
26. Student 26 4 3 2
27. Student 27 5 4 5
28. Student 28 6 2 2
29. Student 29 5 2 3
30. Student 30 4 5 4
31. Student 31 4 4 2
32. Student 32 6 6 3
33. Student 33 6 5 2
34. Student 34 6 4 3
35. Student 35 3 3 2
36. Student 36 6 4 2
37. Student 37 4 3 4
38. Student 38 5 6 4
Note:
Score A : The score of comparative form Score B : The score of superlative form
Score C : The score of the usage of both comparative and superlative degree.
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24
B. Data Analysis
The data analysis of the difficulty frequency of form and usage of degrees of comparison are listed in the table below:
a. The form of comparative degree
Table 4.2
General Frequency of Students’ Mastery in Comparative Form
To find out the whole average used the following formula:
No Item Number Frequency of Mastery Percentage
1 1 8 21.05 %
2 2 8 21.05 %
3 3 3 7.89 %
4 4 11 28.94 %
5 5 6 15. 78 %
6 6 2 5.26 %
Total 6 38 99.97 %
F
P = x 100 % N x n
38
P = x 100 % 38 x 6
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25
The table shows that 16, 66 % students who got the mastery in the form of comparative degree. The specific frequency of mastery in comparative form will be showed in the table below.
Table 4.3
Specific Frequency of Students’ Mastery in Comparative Form
No Comparative Types Item
Number
Frequency of Mastery
Percentage
1 Add –er 1 8 21.05 %
2 8 21.05 %
4 11 28.94 %
2 Add more before adjective 5 6 15.78 %
6 2 5.26 %
3 Change –y to –i
and add –er
3 3 7.89 %
From the table above, it shows that in comparative type of adding –er
there are eight (21.05 %) students who had the mastery for the item number 1, eight (21.05 %) students who had the mastery for the item number 2 and eleven (28.94 %) students who had the mastery for the item number 4. In the comparative type of adding more- before adjective there are six (15.78 %) students who had the mastery for the item number 5 and two (5.26 %) students who had the mastery for the item number 6. In the comparative type of changing –y to –i and add –er
there are three (7.89 %) students who had the mastery for the item number 3. 3800
P =
228
P = 16, 666 %
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26
b. The form of superlative degree
Table 4.4
General Frequency of Students’ Mastery in Superlative Form
To find out the whole average used the following formula:
No Item Number Frequency of Mastery Percentage
1 7 11 28.94 %
2 8 9 23.68 %
3 9 7 18.42 %
4 10 21 55.26 %
5 11 11 28.94 %
6 12 18 47.36 %
Total 6 77 202.6 %
F
P = x 100 % N x n
77
P = x 100 % 38 x 6
7700 P =
228
P = 33. 77 %
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27
The table shows that 33.77 % students who got the mastery in the form of superlative degree. The specific mastery will be showed in this following table.
Table 4.5
Specific Frequency of Students’ Mastery in Superlative Form
F
From the table above, it can be explained in superlative type of adding –
the most before adjective there are eleven (28.94 %) students who had the mastery for the item number 7 and nine (23.68 %) students who had the mastery for the item number 8. In the superlative type of adding article the there are nine (23.68 %) students who had the mastery for the item number 8, seven (18.42 %) students who had the mastery for the item number 9, twenty one (55.26 %) students who had the mastery for the item number 10 and eighteen (47.36 %) students who had the mastery for the item number 12. In superlative type of changing –y to –i and add–est there are twenty one (55.26 %) students who had the mastery for the item number 10. In superlative type of irregular there are twenty one (55.26 %) students who had the mastery for the item number 10. In superlative type of adding –est there are eleven (28.94 %) students who had the mastery for the item number 11 and eighteen (47.36 %) students who had the mastery for the item number 12. In superlative type of adding be there are seven (18.42 %) students who had the mastery for the item number 9.
No Superlative Types Item Number
Frequency of Mastery
Percentage
1 Add –the most before adjective
7 11 28.94 %
8 9 23.68 %
2 Add article the 8 9 23.68 %
9 7 18.42 %
10 21 55.26 %
12 18 47.36 %
3 Change –y to –i
and add –est
10 21 55.26 %
4 Irregular superlative 10 21 55.26 %
5 Add –est 11 11 28.94 %
12 18 47.36 %
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28
c. Distinguishing the usage of degrees of comparison (comparative and superlative)
Table 4. 6
General Frequency of Students’ Mastery in the Usage of Degrees of Comparison (Comparative and Superlative)
To find out of the whole average used the following formula:
No Degrees of Comparison Item Number
Frequency of Mastery
Percentage
1 Comparative 13 2 5.26 %
2 Superlative 14 23 60.52 %
3 Superlative 15 19 50 %
4 Superlative 16 23 60.52 %
5 Comparative 17 26 68.42 %
6 Comparative 18 4 10.52 %
Total 6 96 252.61 %
F
P = x 100 % N x n
96
P = x 100 % 38 x 6
9600 P =
228
P = 42, 105 %
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The table shows that there are 42,105% students who got the mastery in the usage of comparative and superlative degree. The Specific Frequency of Students’ Mastery in the Usage of Comparative and Superlative Degree will be showed in this following table.
Table 4. 7
Specific Frequency of Students’ Mastery in the Usage of both Comparative and Superlative Degree
No Item
Number
Question Answer
Key
Rule Frequency of Mastery
Percentage
1 13 This car
is…than that
one.
(comfortable)
more comfortable
add more
before adjective
2 5.26 %
2 14 Padang
restaurant serves
…food in town.
(spicy)
the spiciest add article
the, change –y
to–i and add -est
23 60.52 %
3 15 Rizky is … boy
in his class. (tall)
the tallest add article
the, add –
est.
19 50 %
4 16 Dik Doank is …
man in his community. (popular)
the most popular
add article
the, add
most
before adjective.
23 60.52 %
5 17 Your house is …
her old house. (expensive)
more expensive
than
add more
before adjective,
add than
after adjective
26 68.42 %
6 18 My friend is a
… swimmer
than I am, but I managed to keep
up. (strong)
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From the table above, there are two (5.26 %) students who had the mastery for for item number 13, twenty three (60.52 %) students who had the mastery for for item number 14, nineteen (50%) students who had the mastery for for item number 15, twenty three (60.52%) students who had the mastery for for item number 16, twenty six (68.42 %) students who had the mastery for for item number 17 and four (10.52 %) students who had the mastery for item number 18.
Table 4. 8
Type and Percentage of Mastery in Learning Degrees of Comparison
No Types Percentage
1 The form of comparative degree 16.66 %
2 The form of superlative degree 33.77 %
3 The usage of both comparative and superlative degree 42.105 %
From the table above, it shows that there are 16.66 % students who had the mastery in the items of comparative form, 33.77 % students who had the mastery in the items of the superlative form and 42.105 % students who had the mastery in the items of the usage of both comparative and superlative degree.
After analyzing, the writer took interview to five students who got bad scores to know what the factors are and why the students low in mastering degrees of comparison. Here are some questions which were asked to the interviewee as follows (in Bahasa):
1. Bagaimana pendapatmu tentang degrees of comparison?
2. Pada aspek apa saja kamu kesulitan memahami degrees of comparison?
3. Apa penyebabnya kamu sulit memahami dan menguasai degrees of comparison?
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Student a. 1. Sangat sulit.
2. Sepertinya bentuk- bentuk ataupun rumusnya sulit bagi saya.
3. Karena saya sering bingung harus pakai imbuhan –er / -est dan more / most. Kadang lupa pakai kata the dulu untuk kalimat superlative.
Student b. 1. Sulit.
2. Menurut saya comparative dan superlative.
3. saya belum mengerti bagaimana membedakan cara pakai more / most ataupun imbuhan –er/ -est.
Student c. 1. susah.
2. hampir semuanya sulit, saya ga bias.
3. Saya kurang mengerti materi tentang degrees of comparison. Karena pada waktu itu saya tidak masuk sekolah jadi ketinggalan pelajaran tentang itu. Student d.
1. sulit sekali.
2. comparative juga superlative.
3. Saya sulit membedakan bagaimana cara pilih more atau tambahan -er nya, sering kebolak- balik. Kadang saya bingung pakai the apakah untuk comparative atau superlative.
Student e. 1. sulit.
2. rumus-rumus nya sulit.
3. kalau soalnya pilihan ganda, saya sering terkecoh dengan jawabannya membingungkan untuk pilih yang mana. Saya juga bingung kalo pertanyaannya berbentuk isian, apakah harus ditambah imbuhan –er atau –est
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C. Interpretation
After analyzing the data of test, it can be interpreted that in mastering degrees of comparison of adjective, the students have more mastery in distinguishing the usage between comparative and superlative degree than the form of both comparative and superlative degree. Comparative degree is used to compare two person, places or things. The usage of superlative degree is to compare three or more persons, places, or things. The result of analysis shows that 42.105 % of students had the mastery to differentiate the usage of both comparative and superlative degree, 16.66 % of students had the mastery in the items of comparative form, and 33.77 % of students had the mastery in the items of the superlative form. If the students’ mastery of degrees of comparison is under 50 %, it means that the second grade students of SMPN 3 Tangerang Selatan (especially class VIII.10) had low mastery of degrees of comparison.
Based on the result of interview, the most common of students’ reasons of the low mastery in degrees of comparison is that they confused which word that must be added by the prefix more or most and also the suffix -er or -st/-est.
According to the students’ reasons, it can be inferred that those reasons are because there is inflection or addition ways of adjective in English adjective; it differs with adjective in Bahasa Indonesia which is no inflection of adjective.
According to the fact above, in my opinion the teacher should be creative and innovative to make it clear about the form and the usage of degrees of comparison. To make the comparison of adjective, we have to know the correct form for a specific adjective word. In addition, to form the degrees of comparison of adjective, we need to know the inflection or addition ways of adjective. Whether it is added by–er or –est at the end of the adjective, or preceded more- or most- before it. It depends on the length of the adjective word and on the last syllable. The teacher also should tell the students that there is inflection or addition ways of adjective in English adjective; it differs with adjective in Bahasa Indonesia which is no inflection of adjective. Moreover, in order to having the mastery of degrees of comparison, the students need more practices or exercises about degrees of comparison.
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33
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result/finding and interpretation, it can be concluded that: there are 5 reasons that students of class VIII.10 of SMPN 3 Tangerang Selatan find difficulties in mastering degrees of comparison: They are confused to put suffix –er for comparative and –st/-est for superlative or prefix more for comparative and most for superlative, they forgot to add the article the in the superlative form and confused to omit or misplaced the use of be, they forgot to add than after adjective for comparative form, they do not know how to change the word that is ended in –y to –i and add –er/-est, and many students (42.105 %) confused to differentiate the usage of comparative or superlative degree. Those reasons are because there is inflection or addition ways of adjective in English adjective; it differs with adjective in Bahasa Indonesia which is no inflection of adjective.
Moreover, based on the data analysis shows there are 16.66 % students who had the mastery in the items of comparative form, 33.77 % students who had the mastery in the items of the superlative form and 42.105 % students who had the mastery in the items of the usage of both comparative and superlative degree. It means that students’ mastery of degrees of comparison is fewer than 50 %. Therefore, it can be concluded that the second grade students of SMPN 3 Tangerang Selatan had low mastery of degrees of comparison.
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B. Suggestion
After concluding the result of this study, the writer would like to give some suggestions below:
1. The teacher should be more creative and innovative in making it clear about the form and the usage of degrees of comparison to the students. The teacher is supposed to give the students fun assignments related to degrees of comparison in order to make the students more interesting in degrees of comparison.
2. The students need more practices and exercises about degrees of comparison whether its form or the usage of each degree of comparison.
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BIBLIOGRAPHY
Ary, Donald , et al., Introduction to Research in Education, 6th ed., USA: Wadsworth/Thomson Learning, 2002.
Celce-Murcia, Marriane and Larsen-Freeman, Diane, The Grammar Book: An
ESL/EFL Teacher’s Course, 2nd ed., USA: Heinle & Heinle Publisher, 1999.
Celce-Murcia, Marianne and Larsen-Freeman, Diane, Teaching English as a Second Language or Foreign Language, 3rd ed., USA: Heinle & Heinle, 2001.
C. E. Eckersley, Essential English for Foreign Student, London: Longmas Green & Co, 1957
Dart, Allan Kent, Grammar Workbook 1, New Jersey: Prentice Hall, 1978.
Foley, mark and Diane, Advanced Learners’ Grammar: Self-Study Reference and Practice Book with Answers, London: Longman, 1988.
Fraenkel, Jack R. and Wallen, Norman E., How to Design and Evaluate Research in Education, 5th ed., New York: McGraw-Hill, 2003.
Frank, Marcella, Modern English: A Practical and Reference Guide, New Jersey: Prentice-Halll, inc, 1972.
Harmer, Jeremy, How to Teach English: An Introduction to the Practice Of English Language Teaching, Cambridge: Longman, 1998.
Hornby, A.S. Oxford Advanced Learner’s Dictionary, Oxford: Oxford University Press, 2003.
Parrot, Martin, Grammar for English Language Teachers, USA: Cambridge University Press, 2000.
Pierson, Ruth and Vik, Susan, Making Sense in English Grammar in Context, Boston: Addison Wesley Publishing Company, 1987.
Sudjiono, Anas, Pengantar Statistic Pendidikan, Jakarta: PT Grafindo Persada, 2005.
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36
Thomson, A.J. and Martinet, A. V. A, Practical English Grammar, New York: Oxford University Press, 1986
Undang-Undang Nomor 20 Tentang Sistem Pendidikan Nasional, Jakarta: Tamita Utama, 2004.
Undang-Undang dan Peraturan Pemerintah RI tentang Pendidikan, Direktorat Jenderal Pendidikan Islam, Jakarta: Departemen Agama RI, 2006.
Ur, Penny, A Course in Language Teaching: Practice and Theory, Cambridge: Cambridge University Press, 1996.
Ur, Penny, Grammar Practice Activities “A Practical Guide for Teacher”. Cambridge: Cambridge University Press, 1988.
Zandvoort, R.W. and Ek, J. A. Van, A Handbook of English Grammar, 7th ed., London: Longman Group Limited, 1980.
http://en.Wikipedia.org/wiki/Adjective
http://en.wikipedia.org/wiki/Degree_of_comparison. http://www.esldesk.com/grammar/adjectives
(1)
Student a. 1. Sangat sulit.
2. Sepertinya bentuk- bentuk ataupun rumusnya sulit bagi saya.
3. Karena saya sering bingung harus pakai imbuhan –er / -est dan more / most. Kadang lupa pakai kata the dulu untuk kalimat superlative.
Student b. 1. Sulit.
2. Menurut saya comparative dan superlative.
3. saya belum mengerti bagaimana membedakan cara pakai more / most ataupun imbuhan –er/ -est.
Student c. 1. susah.
2. hampir semuanya sulit, saya ga bias.
3. Saya kurang mengerti materi tentang degrees of comparison. Karena pada waktu itu saya tidak masuk sekolah jadi ketinggalan pelajaran tentang itu. Student d.
1. sulit sekali.
2. comparative juga superlative.
3. Saya sulit membedakan bagaimana cara pilih more atau tambahan -er nya, sering kebolak- balik. Kadang saya bingung pakai the apakah untuk comparative atau superlative.
Student e. 1. sulit.
2. rumus-rumus nya sulit.
3. kalau soalnya pilihan ganda, saya sering terkecoh dengan jawabannya membingungkan untuk pilih yang mana. Saya juga bingung kalo pertanyaannya berbentuk isian, apakah harus ditambah imbuhan –er atau –est dan sering ketukar pilih more atau most nya.
(2)
C. Interpretation
After analyzing the data of test, it can be interpreted that in mastering degrees of comparison of adjective, the students have more mastery in distinguishing the usage between comparative and superlative degree than the form of both comparative and superlative degree. Comparative degree is used to compare two person, places or things. The usage of superlative degree is to compare three or more persons, places, or things. The result of analysis shows that 42.105 % of students had the mastery to differentiate the usage of both comparative and superlative degree, 16.66 % of students had the mastery in the items of comparative form, and 33.77 % of students had the mastery in the items of the superlative form. If the students’ mastery of degrees of comparison is under 50 %, it means that the second grade students of SMPN 3 Tangerang Selatan (especially class VIII.10) had low mastery of degrees of comparison.
Based on the result of interview, the most common of students’ reasons of the low mastery in degrees of comparison is that they confused which word that must be added by the prefix more or most and also the suffix -er or -st/-est. According to the students’ reasons, it can be inferred that those reasons are because there is inflection or addition ways of adjective in English adjective; it differs with adjective in Bahasa Indonesia which is no inflection of adjective.
According to the fact above, in my opinion the teacher should be creative and innovative to make it clear about the form and the usage of degrees of comparison. To make the comparison of adjective, we have to know the correct form for a specific adjective word. In addition, to form the degrees of comparison of adjective, we need to know the inflection or addition ways of adjective. Whether it is added by –er or –est at the end of the adjective, or preceded more- or most- before it. It depends on the length of the adjective word and on the last syllable. The teacher also should tell the students that there is inflection or addition ways of adjective in English adjective; it differs with adjective in Bahasa Indonesia which is no inflection of adjective. Moreover, in order to having the mastery of degrees of comparison, the students need more practices or exercises about degrees of comparison.
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33
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result/finding and interpretation, it can be concluded that: there are 5 reasons that students of class VIII.10 of SMPN 3 Tangerang Selatan find difficulties in mastering degrees of comparison: They are confused to put suffix –er for comparative and –st/-est for superlative or prefix more for comparative and most for superlative, they forgot to add the article the in the superlative form and confused to omit or misplaced the use of be, they forgot to add than after adjective for comparative form, they do not know how to change the word that is ended in –y to –i and add –er/-est, and many students (42.105 %) confused to differentiate the usage of comparative or superlative degree. Those reasons are because there is inflection or addition ways of adjective in English adjective; it differs with adjective in Bahasa Indonesia which is no inflection of adjective.
Moreover, based on the data analysis shows there are 16.66 % students who had the mastery in the items of comparative form, 33.77 % students who had the mastery in the items of the superlative form and 42.105 % students who had the mastery in the items of the usage of both comparative and superlative degree. It means that students’ mastery of degrees of comparison is fewer than 50 %. Therefore, it can be concluded that the second grade students of SMPN 3 Tangerang Selatan had low mastery of degrees of comparison.
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33 B. Suggestion
After concluding the result of this study, the writer would like to give some suggestions below:
1. The teacher should be more creative and innovative in making it clear about the form and the usage of degrees of comparison to the students. The teacher is supposed to give the students fun assignments related to degrees of comparison in order to make the students more interesting in degrees of comparison.
2. The students need more practices and exercises about degrees of comparison whether its form or the usage of each degree of comparison.
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