The present -ing participial adjectives 1 The present –ing active participial adjectives
16 However, based on researcher’s own experience, these adjective participial were
often misled or misinterpreted by people, particularly on conversation. The questionnaire was disseminated in order to know if the students have also misled
or misinterpreted the adjective participial as explained previously. Through this method, the researcher acquired information that most
students who have learnt the participial adjective, still do not posses adequate understanding on this subject. This was reflected by the questionnaire result. The
following table shows the result of questionnaire about understanding of –ing and –ed participial adjective.
Table 2.1 The Result of Questionnaire of Students’ Understanding on–ing and
–ed Participial Adjective
Number of score Alphabet
Meaning Percentage of
Student Achievement
80-100 A
Very Good 20
68-79 B
Good 15
56-67 C
Fair 23
45-55 D
Poor 31
45 E
Very Poor 11
17
As seen on table 2.1, there were 31 of student who fall into “Poor” category or equals to 37 of 120 participants. These students could handle the
elementary knowledge of participial adjective accurately but did not have through control of the adjective participial. Moreover, 23 of students fall into “Fair”
category which indicates that 92 participants could control the participial adjective is good.
Meanwhile, 20 of students understand how to differentiate the –ing and –ed participial adjective, which concluded as ‘well understanding’ or ‘Very Good’
result. About 15 of students achieved ‘Good’ result, indicating they have not yet used adjective participial accurately or still confused how to use and
differentiate the –ing and –ed participial adjective. Lastly, the percentage of students who fall into “Very Poor” category were 11. In this category, these
students have low understanding and frequently meet errors in adjective participial are frequent.