The Effectiveness of Using Inductive Technique in Teaching Degrees of Comparison (A Quasi Experimental Study at the Eighth Grade Students of SMP IT Cordova)

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(A Quasi – Experimental Study at the Eighth Grade

Students of SMP IT Cordova)

By

Alfiah Nur Fauziah

1110014000072

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

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Technique in Teaching Degrees of Comparison; A Quasi – Experimental

Study at The Eighth Grade Students of SMP IT Cordova. ‘Skripsi’ of English Education at Faculty of Tarbiyah Ana Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2016.

Keywords: Inductive Technique, Grammar, Degrees of Comparison

The aim of the study was to find out the numerical evidence about the effectiveness of using inductive technique in teaching degrees of comparison at the eighth grade students of SMP IT Cordova. The method and the design used were quantitative method and quasi – experimental design. It used total population sampling and some instruments written in multiple choice form. Each of test consisted of 25 questions. The result of this study showed that tvaluewas 2.47. The ttableis 1.684 with the degree of freedom was 58. It indicated that tvalue was higher than ttable or 2.47 ≥ 1.684. As a result, the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. Hence, it was inferred that there was significant difference between students’ comparison degrees taught by inductive technique and vice versa. In conclusion, inductive technique is effective in teaching degrees of comparison.

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Technique in Teaching Degrees of Comparison; A Quasi – Experimental

Study at The Eighth Grade Students of SMP IT Cordova. ‘Skripsi’ of English Education at Faculty of Tarbiyah Ana Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2016.

Kata Kunci: Inductive Technique, Grammar, Degrees of Comparison

Tujuan penelitian ini adalah untuk menemukan bukti secara numerik tentang keefektifan penggunaan tekhnik induktif dalam pengajaran degrees of comparison kepada SMP IT Cordova kelas 8. Metode dan disain yang dipakai adalah metode kuantitatif dan disain quasi – experimental. Penelitian ini menggunakan jenuh sampling dan instrument yang digunakan adalah dalam bentuk pertanyaan pilihan ganda. Masing – masing instrumen terdiri dari 25 pertanyaan. Hasil penelitian menunjukkan bahwa nilai tvalue adalah 2.47 dengan nilai ttable adalah 1.684 dan derajat kebebasan adalah 58. Dapat disimpulkan bahwa nilai tvalue lebih besar daripada ttable atau 2.47 ≥ 1.684. Dengan demikian, kesimpulannya adalah ada perbedaan yang signifikan antara para siswa yang diajarkan degrees of comparison dengan menggunakan tekhnik induktif dengan para siswa yang sebaliknya.

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All praises be to Allah, the Lord of the worlds. Thanks to Allah, the writer has accomplished her skripsi finally. Peace and Blessings from Allah be upon to Allah’s Messenger, Prophet Muhammad SAW, his family, companions, and followers who are loyal to him.

Alhamdulillah, finally the writer has finished her skripsi entitled The Effectiveness of Using Inductive Technique in Teaching Degrees of Comparison. The primary objective of writing this skripsi is to complete a partial fulfillment for Degree of Sarjana (S1) in the Faculty of Tarbiyah and Teachers’ Training.

First of all, the writer would express her warm gratitude to her parents, Mr. Ali Achmadi and Mrs. Siti Samini for supporting her as long as her studies in English Education Department. The great gratitude is dedicated to her advisors, Ismalianing Eviyuliwati, M.Hum. and Yenny Rahmawati, M.Ed., who always give their valuable helps, guidance, corrections, and suggestions to complete this

skripsi.

Her gratitude also goes to the following people who have assisted her very kindly. They are:

1. All lecturers at English Education Department for their knowledge, motivation, and patience, during her study at UIN Syarif Hidayatullah Jakarta, 2. Drs. Alex, M.Pd., the head of English Education Department,

3. Prof. Dr. Ahmad Thib Raya, the Dean of Faculty of Educational Sciences, 4. Laili Syahra, S.Pd., the headmaster of SMP IT Cordova , and Ahmad Fauzi,

S.Pd., the English teacher who has given the writer help and permission to do the research at their school. Also, all of the eighth grade students of SMP IT Cordova for their participation.

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Jakarta, September 14th, 2016

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APPROVAL... _ii

ENDORSEMENT SHEET... _ii

ABSTRACT ... iv

ABSTRAK ... _v

ACKNOWLEDGMENTS ... vi

TABLE OF CONTENTS ... viii

CHAPTER I: INTRODUCTION A. Background of the Study ... 1

B. Identification of the Problem... 4

C. Limitation of the Study... 4

D. Formulation of the Problem ... 5

E. Purpose of the Study... 5

F. Significances of the Study ... 5

CHAPTER II: THEORETICAL FRAMEWORK A. Degrees of Comparison ... 6

1. Definitions of Degrees of Comparison... 6

2. Types and Usage of Degrees of Comparison ... 7

3. Forms of Degrees of Comparison ... 9

B. Inductive Technique ... 12

1. Definitions of Inductive Technique ... 12

2. Procedures of Inductive Technique... 14

3. Advantages and Disadvantages of Inductive Technique .. 16

C. Previous Studies ... 17

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1. Observation ... 20

2. Teaching... 21

3. Tests ... 21

4. Analysis... 21

C. Population and Sample ... 22

D. Instrument of the Study ... 22

E. Data Collection... 23

F. Data Analysis ... 24

G. Statistical Hypothesis of the Study... 28

CHAPTER IV: RESEARCH FINDING A. Data Description... 29

B. Data Analysis ... 32

C. Data Interpretation... 42

CHAPTER V: Conclusion A. Conclusion ... 45

B. Suggestion ... 45

BIBLIOGRAPHY... 46

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CHAPTER I

INTRODUCTION

A. Background of the Study

English is learnt by many Indonesian learners because it is a compulsory subject in many schools. Based on 2006 Curriculum, the general goal of English study of second year of Junior High School is to develop communicative competence in English both oral and written forms.1 Communicative competence involves the mastery of English language skills. They are listening, speaking, reading and writing. Learning English for Indonesian learners is important for the development of knowledge, science, culture, and relationship among countries. It becomes an obligation because it has many goals stated in government regulations. They are to develop communicative competence to achieve functional literacy and to develop understanding about the relationship between language and culture in global society.2Furthermore, English is the most significant subject that people learn in the world nowadays and it becomes the most effective tool to communicate and interact among nations. Therefore, here are the reasons of why English is must be taught from the first grade of the Elementary school to most of all Indonesian learners.

Receptive and productive skills are develop in learning a language. Understanding of listening and reading is included in receptive skills. The language is received and decoded by the readers and the listeners to understand the meaning and enable them to communicate with other people. Moreover, productive skills are speaking and writing. The speakers use the language they acquired and produce a message through speech or written text that they want others to understand.

Badan Standar Nasional Pendidikan (BSNP), Standar Isi, Standar Kompetensi dan Kompetensi Dasar SMP/MTs, (Jakarta, 2006), p. 124.

2 Ibid.

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Learning those skills is included in learning English. Those skills are listening, speaking, reading, and writing. In addition to mastering its skills, it is necessary to master its components. They are vocabulary, pronunciation, spelling, and grammar.

According to Scott Thornbury, grammar is also a study of how to form appropriate structure which deals with analysis in a language. In other words, grammar is the description of language rules that help a writer or speaker make appropriate use of language.”3 It is concluded that grammar is simply the word for the rules that people follow when they use the language. Those rules are vital to make the people communicate effectively in oral or written communication.

Learning grammar is important because according to Guth’s statement, it can be concluded that grammar is useful in constructing accurate sentences to convey ideas and information comprehensively by avoiding the ambiguity and misunderstanding.4

Grammar consists of forms 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 will be served if students are simply given rules.5 It can be inferred from the statements above that grammar has an important role in learning English. Therefore, it is very important for students to master grammatical rules.

The knowledge of grammar is one of the necessary factors which students need. It happens because grammar is important even in spoken language. This statement coheres with Richards and Renandya said in their book that people now agreed that grammar is vital and that without having adequate knowledge

Scott Thornbury, How to Teach Grammar, (London: Pearson Education Limited, 1999), p. 1.

Hans P. Guth, Concise English Handbook, (California: Wadsworth Publishing Company, Inc., 1969), p. 1.

Dianne Larsen-Freeman, Teaching Grammar in Teaching English as a Second or Foreign Language, (USA: Heinle & Heinle, 2001), third edition, p. 251.

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of grammar, learners’ language development will be severely out of order.6 It means that the students must comprehend the structure of English grammar in learning English. They have to understand how and when to use it both in spoken and written language.

However, Indonesian learners find some difficulties in learning grammar. The writer observed the researched school and asked the students what the difficulties they faced in learning grammar. They consider that they feel discomfort because they are worried about the mistakes they made. If their mistakes were pointed out of others, they will feel worried. As the writer observed, their English teacher always formulate the grammar rules by himself and do not let them in formulating the grammar rules. They are just given the rules without letting them analyze the grammar rules by themselves.

Besides, they said that when they had done the grammar exams, it was difficult to apply the proper rules. Moreover, when learning English, they tend to avoid grammar because they have to memorize the irregular grammar rules. Students may know the rules but they are incapable of applying them in their own use language.

Based on the interviews, the writer found that they also cannot compare something or someone. In other words, they cannot compare the quality of noun, whether it is describes about someone or something. Here, the writer concluded that they find difficulties about degrees of comparison. It studies comparison of one adjective to other adjective. They consider degrees of comparison is difficult to learn because they have many forms and they also find many exceptions that will be explained later. However, grammar is one of the main tools to communicate in spoken and written language.

After the writer did the observation and the interview, the writer is interested in teaching degrees of comparison by one of teaching techniques,

Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An Anthology of Current Practice, (New York: Cambridge University Press, 2008), p. 145.

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inductive technique. This technique is usually used in direct method found by Gouin. In this method, grammar is taught inductively. The writer take inductive technique as the solution in learning grammar because it can motivate the students to participate in formulating grammatical rules.

The writer wants to make a quasi-experimental study which is related to teaching degrees of comparison by using inductive technique. Therefore, the title of her skripsi is “The Effectiveness of Using Inductive Technique in Teaching Degrees of Comparison (A Quasi Experimental Study at the Eighth Grade Students of SMP IT Cordova South Tangerang)”.

B. Identification of the Problem

Based on the explanation of background of the study, some problems identified are:

1. Students still make mistake in learning grammar.

2. Students still do not know how to compare something or someone in English accurately.

3. Students do not know how to apply the rules into the grammar exercise 4. Students still get low score in English grammar, especially degrees of

comparison part in writing skill.

C. Limitation of the Study

To avoid misunderstanding and to clarify the study, it is necessary to make the limitation of the study. The writer limits the study in learning degrees of comparison in three types and it will be taught by using inductive technique at the eighth grade students of SMP IT Cordova South Tangerang.

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D. Formulation of the Problem

The writer formulates the research problem “is using inductive technique effective in teaching degrees of comparison at the eighth grade students of SMP IT Cordova?”

E. Purpose of the Study

The main purpose of the study is to find out whether the inductive technique is effective in teaching degrees of comparison at the eighth grade students of SMP IT Cordova or not.

F. Significances of the Study

Some elements that will get the significances of the study are:

1. For the students, it assists them to solve their problem in understanding the degrees of comparison and help them to improve their grammar knowledge. It also can ease them to compare something or someone in English accurately.

2. For the teacher, it gives the alternative technique in teaching grammar especially in degrees of comparison. This study will also help them increase students’ ability in grammar proficiency.

3. Further researchers

For further researchers who are interested in teaching grammar at junior high school level can get basic information from this study to do further research. Also, they can apply inductive technique for other English material or teach degrees of comparison by using other teaching technique.

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CHAPTER II

THEORETICAL FRAMEWORK

A. Degrees of Comparison

1. Definitions of Degrees of Comparison

Before exploring of degrees of comparison, the writer would like to explain 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 degree, extent, or quantity.1Betty Schrampfer Azar said that comparison is the method by which an adjective or adverb expresses a greeter or less degree of the same quality.2 It is in accordance with what Marcel Danesi said in his book. He said that the function of comparison is to indicate that something or someone has a relatively equal, greater, or lesser, degree of some quality or feature.3 In other words, comparison is to compare a quality of something to something else. It means comparison is a process of comparing people, things, or places through the level of quality, quantity, or relation.

Comparison can be used for adverb and adjective. Comparison used for adverb is to compare the manner of verb itself meanwhile comparison used for adjective is to compare the quality of noun itself. It describes the relational value of an adjective or adjectival expression. Comparison of adjective is the modification of an adjective to denote the different level of quality, quantity, or relation. Therefore, comparison is the most important English construction which is used to express similarities or differences of degree or extent. In this study, the writer focused on comparison of adjective or degrees of comparison.

Marianne Celce-Murcia and Dianne Larsen-Freeman, The Grammar Book. An ESL / EFL Teacher’s Course. 2nd ed, (USA: Heinle and Heinle Publishers, Inc., 1999), p. 717.

Betty Schrampfer Azar, A Reference Grammar Understanding and Using English Grammar, (New York: Pearson Education Longman, 1993), p. 91.

Marcel Danesi, Basic American Grammar and Usage: an ESL/EFL Handbook, (New York: Barron’s Educational Series, Inc., 2006), p. 71.

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Ed Swick explains in English Verbs and Essential Grammar for ESL Learner that adjective can be transformed to the comparative and superlative forms. While the comparative gives a comparison between two people or things, the superlative gives the greatest degree of the meaning of the adjectives.4 Therefore, the degrees of comparison are divided into three types. They are positive, comparative, and superlative degrees. Each type has different form and usage. The forms of adjective comparison degree are not simply described. Their forms are also divided into the forms of comparison degrees of regular adjectives and the forms of comparison degrees of irregular adjectives that would be discussed next.

2. Types and Usage of Degrees of Comparison

Degrees of Comparison have three types. They are positive, comparative, and superlative degree. Actually, only the comparative and superlative show degrees. We use comparative for comparing two things and the superlative for comparing three or more things. In leveling these types of words, some of them change regularly (regular comparison) and some change irregularly (irregular comparison). Here are the types of comparison degrees with regular adjective forms.

a. Positive Degree

Positive degree is the most basic form of the adjective. It is called as 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 used the simply adjective form. Positive is also used to compare two nouns or verbs that are equal or almost equal (equality).5 We can use as + adjective + as for comparing two persons or things that have similarity of quality or quantity. For example:

1) My mother is as old as my father.

Ed Swick, English Verbs and Essential Grammar for ESL Learner, (New York: The McGraw-Hill Companies, Inc., 2010), p.95.

Ruth Pierson and Susan Vik, Making Sense in English, (USA: Addison-Wesley Publishing Company, 1987), p.77.

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2) My uncle is as handsome as brother. 3) Health is as important as money.

For negative comparison, to talk about two things which is different in some way, we use not + as + adjective + as. For example:

1) Her book is not as thick asmine. 2) My school is not as large asmy house.

b. Comparative Degree

Comparative degree denotes a greater amount of a quality relative to something else. R. W. Zandvoort and J. A. Van Ek said in their book that the comparative is used when one object or group is compared with another and separate object or group.6Comparative degree is used to compare two persons, places, or things. We can use suffix –er + than or more + adjective + than for comparing two persons or things that have greater or less of quality or quantity. For example:

1) I am taller thanyou. 2) Rosita is slimmer thanyou.

3) Tom Cruise is more handsome thanAamir Khan. 4) Raisa Andriana is more beautiful thanSuriyatmi.

c. Superlative Degree

Superlative Degree is used to stress the highest degree of quality for more than two objects compared. It is the highest degree or the lowest degree of quality when more than two persons or things are compared. The superlative degree is used to compare one member of a group with the whole group (including that

R. W. Zandvoort and J. A. Van Ek, A Handbook of English Grammar, (London: Longman Group Limited, 1980), p. 188.

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member).7 We can use affixes the + –est + noun to denote that it is the highest degree of quality. For example:

1) Farras is the tallest boyin the class.

2) Kalimantan is the biggest islandin Indonesia.

3) Justin Bieber is the most handsome singer from Canada. 4) Harry Potter is the most interesting book I’ve ever read.

3. Forms of Degrees of Comparison

Degrees of comparison are compared regularly in two different ways.8

a. Regular Comparison

1) Comparison by adding –er and –est

Words that have one or two syllables are formed in comparative adjective by adding –er (taller) and in superlative adjective by adding –est (tallest). For instance,

Positive Comparative Superlative

Small Smaller Smallest

Thick Thicker Thickest

Cool Cooler Coolest

Low Lower Lowest

High Higher Highest

a) When the positive adjective has one syllable and ends with e, it is added by –r for the comparative adjective and –st for the superlative one. For instance,

Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1980), p. 144.

James C. Fernald, English Grammar Simplified, (New York: Harper & Row Publisher, 1979) p. 66 – 67.

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Positive Comparative Superlative

Brave Braver Bravest

Large Largest Largest

Wise Wiser Wisest

Wide Wider Widest

Simple Simpler Simplest

b) When the positive adjective is monosyllable ends with a single consonant preceded by a single vowel, the final consonant is double before –er for the comparative adjective and –est for the superlative one. For instance,

Positive Comparative Superlative

Big Bigger Biggest

Thin Thinner Thinnest

Red Redder Reddest

Slim Slimmer Slimmest

c) When the positive adjective has one syllable and ends with y preceded by a consonant, the y is changed to i before –er. For instance,

Positive Comparative Superlative

Happy Happier Happiest

Dry Drier Driest

Pretty Prettier Prettiest

2) Comparison by adding determiner moreand most

a) We use more and most before adjectives if they have more than one or two syllables. For instance,

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Positive Comparative Superlative

Charming More Charming Most Charming

Handsome More Handsome Most Handsome

Beautiful More Beautiful Most Beautiful

Mesmerizing More Mesmerizing Most Mesmerizing

Intelligent More Intelligent Most Intelligent

Marvelous More Marvelous Most Marvelous

b) We use more and most before past participle adjective that has only one syllable.9For instance,

Positive Comparative Superlative

Bored More Bored Most Bored

Creased More Creased Most Creased

Pleased More Pleased Most Pleased

Worn More Worn Most Worn

b. Irregular Comparison

Here are list of irregular comparative and superlative forms:

Positive Comparative Superlative

Good Better Worse

Bad Worse Worst

Little Less Least

Many / Much More Most

Far Farther / Further Farthest / Furthest

Old Older / Elder Oldest / Eldest

Late Later Latest / Last

Martin Hewings, Advanced Grammar in Use, Second Edition, (Cambridge: Cambridge University Press, 2005), p.144.

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B. Inductive Technique

Definitions of Inductive Technique

Experts believe in some teaching techniques used in teaching and learning English such as dictation, guided repetition, drilling, problem solving, and so forth. Each method has its own technique and strategy which depends on method used by the teachers. One of some known techniques is induction which is known as inductive technique. This technique is mostly used in direct method.10

Induction is a process of reasoning moving from specific observations to broader generalizations and theories.11 In other words, inductive technique is logical reasoning process that obtains or discovers general laws from particular facts or examples. It is a process of explaining something which is started by presenting the examples and ended by theories or grammar rules. It is also called bottom-up approach.12

Inductive technique is one of many techniques that can be applied in classroom. It can ease the teacher in explaining the material and its examples. In an inductive technique, the teacher first gives the students examples of the grammatical structure to be learned. After the examples have been practiced, the students are guided in forming a generalization about grammatical principle they have been working with.

There are some arguments about the meaning of inductive technique. According to Thornbury, inductive technique is generalizing the rule discovered by students.13The one who is generalizing the formula or the rule is student, without teacher’s help. His argument shows that students are expected to increase their autonomy. But, Moutone stated that

Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, (Cambridge: Cambridge University Press, 1992), p. 10.

S.M. Aqil Burney, Inductive and Deductive Research Approach, (Pakistan: Karachi University, 2008). p. 5.

George J. Posner, Analyzing the Curriculum, (United States: McGraw – Hill, 2004)., p. 170.

Scott Thornbury, How to Teach Grammar, (London: Pearson Education Limited, 1999), p. 47.

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by using inductive technique, teachers give the example of the patterns and guide students to identify the concept rule of the patterns. Also, Allen and Valette added, after giving the examples at the first presentation, the students practice the form in sentences and they are guided to generalize the grammatical point in structure that the teacher had given.14

In inductive technique, the teacher gives students the material and lets students draw their own conclusions from the material. The students notice how the concept is used and figure out and then verbalize the rule.

The inductive technique to teaching is not glorification of learning specific answer as opposed to learning general principles.15 It means that the inductive technique starts the learning process with the interest and challenges of people and moves toward an understanding of general principles that may provide a basis for solving other problems in similar circumstances.

When taught inductively, the students observe a number of specific instances and they infer a general principle or concept. In the case of pedagogical grammar, inductive technique suggests that a teacher teaches grammar starting with presenting some examples of sentences. In this sense, learners understand grammatical rules from the examples. The presentation of grammatical rules can be spoken or written.

Inductive technique makes use of student “noticing”. Instead of explaining a given concept and following this explanation with examples, the teacher presents with many examples showing how the concept is used. The intent is for students to “notice”, by way of the examples, how the concept works. 16

The more interesting an activity of inductive technique is, the easier to get students’ focusing and involving in the lesson. The inductive

Edward David Allen and Rebecca M. Valetta, Classroom Techniques; Foreign Languages and English as a Second Language, (New York: Harcourt Brace Jovanovich, Inc., 1977). p. 90.

Ernest W. Anderson, An Approach to Effective Teaching, Journal of Extension, pp. 9.

http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/inductivedeductiv e.html.

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technique is also effective for developing perceptual and observational skills. Students not only learn content but they also learn how to analyze the grammar rules.

It can be concluded that using inductive technique in teaching grammar either teacher states the rule to the students or students identify the rule by themselves.

Procedures of Inductive Technique

Inductive presentation of grammar follows some general patterns. They are presentation of examples, oral or written practice, and generalization or rule that grows out of the previous activity.17

a. Presentation of Examples

In this step, teacher presents many examples of each type of degrees of comparison also some examples obtained with the help of students. Teacher give examples:

ÿ Her wallet is as beautiful asmy bag.

ÿ My picture book is as thick asher comic book.

ÿ James isfatter than Paul.

ÿ Ani is more beautiful than Sinta.

ÿ Paul is the thinnest man.

ÿ Andi Arsyil Rahman is the most handsome actor in Indonesia.

Teacher ask students to make other examples and must remind them if they make mistakes. Probably, they will say:

ÿ I am beautiful you. (false)‡ I am as beautiful as you. (true)

Edward David Allen and Rebecca M. Valetta, Classroom Techniques; Foreign Languages and English as a Second Language, (New York: Harcourt Brace Jovanovich, Inc., 1977). p. 90.

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ÿ My sister is thin me. (false) ‡ My sister is as thin asme. (true)

ÿ Mr. Halim is thin Miss. Ainul. (false) ‡ Mr. Halim is thinner Miss. Ainul. (still false) ‡ Mr. Halim is thinner thanMiss. Ainul. (true)

ÿ Rizky is handsome Acong. (false) ‡ Rizky is more handsome than Acong. (true)

ÿ Miss. Ria is kind teacher. (false) ‡ Miss. Ria is kindest teacher. (still false) ‡ Miss Ria is the kindest teacher. (true)

ÿ I am beautiful student. (false) ‡ I am the most beautiful student. (true)

In this step, teacher and students work together to make examples. If students are mistaken in making some examples, the teacher must remind them to see the examples once more time. The teacher is not allowed to tell the pattern of degrees of comparison. She or he must force them to think critically.

b. Oral or written practice

In this step, teacher ask students to read the examples aloud and also they are asked to make other examples in oral practice. For instance: T : (Teacher point one student) Make an example of positive degree! S : He is as handsome asmy father.

T : (Teacher point another student) Ahmad, make an example of comparative adjective!

S : I am smarterthan you.

T : Excellent for you Ahmad and Baihaqie! Thank you for your answers.

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After asking some students to make some similar examples, teacher ask the students to do the written practice to deepen their understanding of degrees of comparison. They are asked to do the written practice as well as they can. This step is aimed to know how far they understand degrees of comparison. If they still make mistake in written practice, it can be solved in the next step through generalization.

c. Generalization

After the examples presented and practices done, the teacher and the students decide some common formula or principle by mutual discussion. Before the teacher elaborate the formula, she or he may ask the students’ opinion first although every student has his or her own opinion. The questions will be like:

ÿ T : How is the formula of positive degree? Anyone knows?

ÿ S1 : Adding asand as before and after adjective, Sir.

ÿ T : Anyone else?

ÿ S2 : Subject + as + adjective + as + complement, Sir!

ÿ T : Anyone else?

ÿ S3 : Subject + be + as + adjective + as + complement, Sir!

Such these questions can be asked to the students for the remaining types of degrees of comparison. In this step, students are forced to construct their own opinion about how to elaborate the formula of degrees of comparison. Not only the teacher will elaborate the formula or the principle by himself or herself but also the students will participate in elaborating the formula.

Advantages and Disadvantages of Inductive Technique

Advantages Disadvantages

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energy-with the rule discovery; this could enhance learning autonomy and self-reliance

consuming as it leads learners to have the appropriate concept of the rule.

Learners’ greater degree of cognitive depth is “exploited”.

The concepts given implicitly may lead the learners to have the wrong concepts of the rule taught. The learners are more active in

the learning process, rather than being simply passive recipients. In this activity, they will be motivated.

The technique can place emphasis on teachers in planning a lesson.

The technique involves learners’ pattern-recognition and problem solving abilities in which particular learners are interested in this challenge.

It encourages the teacher to design the material taught carefully and systematically.

If the problem-solving activity is done collaboratively, learners get an opportunity for extra language practice.

The technique may frustrate the learners with their personal learning style or their past learning experience (or both) would prefer simply to be told the rule.

C. Previous Studies

This study is related to other study conducted by Afriani18with her

skripsi entitled The Effectiveness of Teaching Degrees of Comparison through Pictureconducted in 2012. Her skripsi was conducted at SMP Al-Hasra. It is conducted to find out the empirical evidence whether there is

Dia Eliza Afriani, “The Effectiveness of Teaching Degrees of Comparison through Pictures”,Skripsi at UIN Syarif Hidayatullah, Jakarta, 2012, unpublished.

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any significant differences between students’ achievement in learning the degrees of comparison through pictures or not. She used experimental method and the result showed that the t-observation (to = 3.33) was higher

than t-table (tt = 2.05). It concluded that there is a significant difference

between students’ achievement in learning degrees of comparison through picture.

The second study is conducted by Fuadah19 with the title The Comparative Study of Using Deductive and Inductive Techniques in Teaching the Present Continuous Tense (A Case Study in Mts. Syafi’iyah Pulorejo Ngoro Jombang East Java). It was conducted in 2007. She conducted this study to find out whether there is a significant difference between teaching present continuous tense deductively and inductively. The population of the study was 60 students and she used random sampling system. Therefore, she only took 40 students for both of experimental and controlled classes. The result of this study showed that to

was lower than tt in significant level 5% (2.02) and significant level 1%

(2.71) where to was 1.73. It is concluded that the use of inductive and

deductive technique and in teaching present continuous tense do not have any significant difference to students’ achievement in learning present continuous tense.

The last study related to this study is The Application of Cooperative Learning in Teaching Degrees of Comparison (An Experimental Study of Second Year Students at MTS Attaqwa 02 Bekasi) conducted by Salwa20. The purpose of her study is to know the effectiveness of cooperative learning in teaching degrees of comparison. It took the same material as Afriani took but she used other teaching technique. In this study, Salwa used total-population sampling. It means she used all of the total-population as the sample in her study. In this study, she found that the mean score of post-test of

Zakiyatul Fuadah, “The Comparative Study of Using Deductive and Inductive Techniques in Teaching the Present Continuous Tense”, Skripsi at UIN Syarif Hidayatullah, Jakarta, 2007, unpublished.

Siti Salwa, “The Application of Cooperative Learning in Teaching Degrees of Comparison”,Skripsi at UIN Syarif Hidayatullah, Jakarta, 2009, unpublished.

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experimental class was 79.46 and the controlled class was 68.13. It was proven that there is significant difference in students’ score between learning degrees of comparison using cooperative learning and without cooperative learning.

From all of the previous studies above, the writer will conduct about teaching degrees of comparison like Salwa and Afriani did but in this study, the writer will use different technique in teaching degrees of comparison. The writer will teach degrees of comparison by using inductive technique like Fuadah did in her study. The writer will teach the degrees of comparison to the eighth grade students of SMPIT Cordova.

D. Hypotheses of the Study

In this research, the writer proposes null hypothesis (Ho) and alternative hypothesis (Ha):

(Ho) : “There is no significant difference of students’ mastery of degrees of comparison achievement between students who are taught by inductive technique and students who are taught without inductive technique.

(Ha) : “There is a significant difference of students’ mastery of degrees of comparison achievement between students who are taught by inductive technique and students who are taught without inductive technique.

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CHAPTER II

THEORETICAL FRAMEWORK

A. Degrees of Comparison

1. Definitions of Degrees of Comparison

Marianne Celce-Murcia and Dianne Larsen-Freeman, The Grammar Book. An ESL / EFL Teacher’s Course. 2nd ed, (USA: Heinle and Heinle Publishers, Inc., 1999), p. 717.

Betty Schrampfer Azar, A Reference Grammar Understanding and Using English Grammar, (New York: Pearson Education Longman, 1993), p. 91.

Marcel Danesi, Basic American Grammar and Usage: an ESL/EFL Handbook, (New York: Barron’s Educational Series, Inc., 2006), p. 71.

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2. Types and Usage of Degrees of Comparison

a. Positive Degree

1) My mother is as old as my father.

Ed Swick, English Verbs and Essential Grammar for ESL Learner, (New York: The McGraw-Hill Companies, Inc., 2010), p.95.

Ruth Pierson and Susan Vik, Making Sense in English, (USA: Addison-Wesley Publishing Company, 1987), p.77.

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2) My uncle is as handsome as brother. 3) Health is as important as money.

For negative comparison, to talk about two things which is different in some way, we use not + as + adjective + as. For example:

1) Her book is not as thick asmine. 2) My school is not as large asmy house.

b. Comparative Degree

1) I am taller thanyou. 2) Rosita is slimmer thanyou.

3) Tom Cruise is more handsome thanAamir Khan. 4) Raisa Andriana is more beautiful thanSuriyatmi.

c. Superlative Degree

R. W. Zandvoort and J. A. Van Ek, A Handbook of English Grammar, (London: Longman Group Limited, 1980), p. 188.

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member).7 We can use affixes the + –est + noun to denote that it is the highest degree of quality. For example:

1) Farras is the tallest boyin the class.

2) Kalimantan is the biggest islandin Indonesia.

3) Justin Bieber is the most handsome singer from Canada. 4) Harry Potter is the most interesting book I’ve ever read.

3. Forms of Degrees of Comparison

Degrees of comparison are compared regularly in two different ways.8

a. Regular Comparison

1) Comparison by adding –er and –est

Words that have one or two syllables are formed in comparative adjective by adding –er (taller) and in superlative adjective by adding –est (tallest). For instance,

Positive Comparative Superlative

Small Smaller Smallest

Thick Thicker Thickest

Cool Cooler Coolest

Low Lower Lowest

High Higher Highest

a) When the positive adjective has one syllable and ends with e, it is added by –r for the comparative adjective and –st for the superlative one. For instance,

Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1980), p. 144.

James C. Fernald, English Grammar Simplified, (New York: Harper & Row Publisher, 1979) p. 66 – 67.

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Positive Comparative Superlative

Brave Braver Bravest

Large Largest Largest

Wise Wiser Wisest

Wide Wider Widest

Simple Simpler Simplest

Positive Comparative Superlative

Big Bigger Biggest

Thin Thinner Thinnest

Red Redder Reddest

Slim Slimmer Slimmest

c) When the positive adjective has one syllable and ends with y preceded by a consonant, the y is changed to i before –er. For instance,

Positive Comparative Superlative

Happy Happier Happiest

Dry Drier Driest

Pretty Prettier Prettiest

2) Comparison by adding determiner moreand most

a) We use more and most before adjectives if they have more than one or two syllables. For instance,

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Positive Comparative Superlative

Charming More Charming Most Charming

Handsome More Handsome Most Handsome

Beautiful More Beautiful Most Beautiful

Mesmerizing More Mesmerizing Most Mesmerizing

Intelligent More Intelligent Most Intelligent

Marvelous More Marvelous Most Marvelous

b) We use more and most before past participle adjective that has only one syllable.9For instance,

Positive Comparative Superlative

Bored More Bored Most Bored

Creased More Creased Most Creased

Pleased More Pleased Most Pleased

Worn More Worn Most Worn

b. Irregular Comparison

Here are list of irregular comparative and superlative forms:

Positive Comparative Superlative

Good Better Worse

Bad Worse Worst

Little Less Least

Many / Much More Most

Far Farther / Further Farthest / Furthest

Old Older / Elder Oldest / Eldest

Late Later Latest / Last

Martin Hewings, Advanced Grammar in Use, Second Edition, (Cambridge: Cambridge University Press, 2005), p.144.

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B. Inductive Technique

Definitions of Inductive Technique

Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, (Cambridge: Cambridge University Press, 1992), p. 10.

S.M. Aqil Burney, Inductive and Deductive Research Approach, (Pakistan: Karachi University, 2008). p. 5.

George J. Posner, Analyzing the Curriculum, (United States: McGraw – Hill, 2004)., p. 170.

Scott Thornbury, How to Teach Grammar, (London: Pearson Education Limited, 1999), p. 47.

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The more interesting an activity of inductive technique is, the easier to get students’ focusing and involving in the lesson. The inductive

Edward David Allen and Rebecca M. Valetta, Classroom Techniques; Foreign Languages and English as a Second Language, (New York: Harcourt Brace Jovanovich, Inc., 1977). p. 90.

Ernest W. Anderson, An Approach to Effective Teaching, Journal of Extension, pp. 9.

http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/inductivedeductiv e.html.

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technique is also effective for developing perceptual and observational skills. Students not only learn content but they also learn how to analyze the grammar rules.

It can be concluded that using inductive technique in teaching grammar either teacher states the rule to the students or students identify the rule by themselves.

Procedures of Inductive Technique

Inductive presentation of grammar follows some general patterns. They are presentation of examples, oral or written practice, and generalization or rule that grows out of the previous activity.17

a. Presentation of Examples

In this step, teacher presents many examples of each type of degrees of comparison also some examples obtained with the help of students. Teacher give examples:

ÿ Her wallet is as beautiful asmy bag.

ÿ My picture book is as thick asher comic book.

ÿ James isfatter than Paul.

ÿ Ani is more beautiful than Sinta.

ÿ Paul is the thinnest man.

ÿ Andi Arsyil Rahman is the most handsome actor in Indonesia.

Teacher ask students to make other examples and must remind them if they make mistakes. Probably, they will say:

ÿ I am beautiful you. (false)‡ I am as beautiful as you. (true)

Edward David Allen and Rebecca M. Valetta, Classroom Techniques; Foreign Languages and English as a Second Language, (New York: Harcourt Brace Jovanovich, Inc., 1977). p. 90.

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ÿ My sister is thin me. (false) ‡ My sister is as thin asme. (true)

ÿ Mr. Halim is thin Miss. Ainul. (false) ‡ Mr. Halim is thinner Miss. Ainul. (still false) ‡ Mr. Halim is thinner thanMiss. Ainul. (true)

ÿ Rizky is handsome Acong. (false) ‡ Rizky is more handsome than Acong. (true)

ÿ Miss. Ria is kind teacher. (false) ‡ Miss. Ria is kindest teacher. (still false) ‡ Miss Ria is the kindest teacher. (true)

ÿ I am beautiful student. (false) ‡ I am the most beautiful student. (true)

b. Oral or written practice

T : (Teacher point another student) Ahmad, make an example of comparative adjective!

S : I am smarterthan you.

T : Excellent for you Ahmad and Baihaqie! Thank you for your answers.

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c. Generalization

ÿ T : How is the formula of positive degree? Anyone knows?

ÿ S1 : Adding asand as before and after adjective, Sir.

ÿ T : Anyone else?

ÿ S2 : Subject + as + adjective + as + complement, Sir!

ÿ T : Anyone else?

ÿ S3 : Subject + be + as + adjective + as + complement, Sir!

Advantages and Disadvantages of Inductive Technique

Advantages Disadvantages

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energy-with the rule discovery; this could enhance learning autonomy and self-reliance

consuming as it leads learners to have the appropriate concept of the rule.

Learners’ greater degree of cognitive depth is “exploited”.

The concepts given implicitly may lead the learners to have the wrong concepts of the rule taught. The learners are more active in

the learning process, rather than being simply passive recipients. In this activity, they will be motivated.

The technique can place emphasis on teachers in planning a lesson.

The technique involves learners’ pattern-recognition and problem solving abilities in which particular learners are interested in this challenge.

It encourages the teacher to design the material taught carefully and systematically.

If the problem-solving activity is done collaboratively, learners get an opportunity for extra language practice.

The technique may frustrate the learners with their personal learning style or their past learning experience (or both) would prefer simply to be told the rule.

C. Previous Studies

This study is related to other study conducted by Afriani18with her

Dia Eliza Afriani, “The Effectiveness of Teaching Degrees of Comparison through Pictures”,Skripsi at UIN Syarif Hidayatullah, Jakarta, 2012, unpublished.

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than t-table (tt = 2.05). It concluded that there is a significant difference

between students’ achievement in learning degrees of comparison through picture.

was lower than tt in significant level 5% (2.02) and significant level 1%

(2.71) where to was 1.73. It is concluded that the use of inductive and

deductive technique and in teaching present continuous tense do not have any significant difference to students’ achievement in learning present continuous tense.

Zakiyatul Fuadah, “The Comparative Study of Using Deductive and Inductive Techniques in Teaching the Present Continuous Tense”, Skripsi at UIN Syarif Hidayatullah, Jakarta, 2007, unpublished.

Siti Salwa, “The Application of Cooperative Learning in Teaching Degrees of Comparison”,Skripsi at UIN Syarif Hidayatullah, Jakarta, 2009, unpublished.

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D. Hypotheses of the Study

In this research, the writer proposes null hypothesis (Ho) and alternative hypothesis (Ha):

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CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Study

This study was conducted to the eighth grade students of SMP IT Cordova located on Jl. Japos Raya, Pondok Jati, West Jurang Mangu, Pondok Aren, South Tangerang. It was conducted in October - November 2015.

B. Method and Design of the Study

A quasi experimental study was used as the method in this study. It has controlled group but it can’t control the outer variables thoroughly which influence the implementation of experimental design. It is developed from true experimental design. Furthermore, the design used in this study was non – equivalent control group design because the writer will conduct the research by dividing the students into experimental and control group. This design is similar to pre-test post-test control group design. Both of them has experimental and control groups but this design

used non-random sampling meanwhile pre-test post-test control group

design used random sampling. The study compared students’ achievement in mastery of comparison degrees by using inductive technique in experimental group and vice versa for the control group. This quasi experimental study was divided into steps which were observation, teaching, tests, and analysis.

1. Observation

The writer observed the researched school and asked the students what the difficulties they faced in learning grammar. This observation was done to know how far the differences between experimental and control groups in this study.

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2. Teaching

In this step, the writer gave treatment to both of experimental and control groups with teaching. Although they were given same material, the writer taught in different ways. The writer taught degrees of comparison to experimental group by using inductive technique and to control group without using inductive technique.

3. Tests

Tests were pre-test and post-test. The writer gave pre-test to both of experimental and control groups before teaching degrees of comparison. The objective of giving pre-test is to know the basic knowledge which students have. After being given treatment, they also were given post-test to know the result of their achievement in learning degrees of comparison. Each of pre-test and post-test consisted of 25 multiple choice questions.

4. Analysis

It was the last step in this study. In this step, the writer calculated the data obtained from students’ result of pre-test and post-test. The objective of this step is to know students’ learning achievement in mastery of comparison degrees of both experimental and control groups.

Tabel 3.1 Design of the Study

Sample Pre-test Treatment Post-test

Experimental Group (EG)

Control Group (CG) O1

The description: O1 : Pre-test for EG

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XE : The treatment of experimental group by using inductive technique on

students’ achievement of mastery of comparison degrees.

XC : The treatment of control group without using inductive technique on

students’ achievement of mastery of comparison degrees.

C. Population and Sample

The population of the study were the eighth grade students of SMP IT Cordova. There were only two classes and each of class consisted of thirty students. Thus, the total of the population was sixty students. In sampling technique, the writer used all of the population as the sample. It is called as total population sampling1. The writer used this sampling technique because the population were too small. The writer decided to use class 8A and 8B for the sample.

The writer gave pre – test to both of classes. The writer found that class 8B is higher than 8A in pre – test scoring. Therefore, the writer decided to use 8A as the experimental class and 8B as the control group because 8A need more improvement in learning degrees of comparison than the control class.

D. Instrument of the Study

Instruments used in this study were pre – test and post – test. The writer gave the same test for experimental and controlled group. Before doing pre – test, the writer conducted validity and reliability test for some items used as pre – test. The writer conducted the validity and reliability test to other eighth grade students in other school.

The writer used 45 items for the validity test of pre – test and each item was 2 for correct answer and 0 for the wrong one. If the answers are correct, they will get 90. Additionally, the writer also used 30 items for the validity test of post – test and each item was 3 for the best answer and 0 for the wrong answer. They

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will also get 90 if they answer the questions correctly. To measure the validity and reliability, the writer used ANATES software.

A language test will be valid if it measures language skills accurately2 because validity is vital to know how accurate the test represents students’ language skill is. For all of researches, validity is very important to measure what they want to measure by using instrument.

In this study, the writer used ANATES program to know the validity of the test consisted of 75 multiple choice items. By using ANATES, the writer found 38 significant items from the validity test of pre – test and 26 significant items from the validity test of post – test.

In addition to validity, reliability is also important. Reliability is the degree where an assessment tool produces stable and consistent result. Similarly, Hughes adds that to be valid a test must provide consistently accurate measurement. It must therefore be reliable. 3 In other words, reliability is necessary in the research to assess whether the instrument good or not and whether the students get stable and consistent result or not after getting that instrument. To know the reliability score, the writer used ANATES.

E. Data Collection

1. Pre-test

The pre-test was conducted to both of the groups, experimental, and control group, in order to know students’ ability on mastery of comparison degrees before the treatment was being given.

2. Treatment

The writer taught degrees of comparison to both of experimental and control group. In experimental group, the writer delivered the material by using inductive technique but not using it in control group.

Arthur Hughes, Testing for Language Teachers, (New York: Cambridge University Press, 2003), p. 26.

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3. Post-test

The post-test was given after the writer had gave treatment. It was used to know whether or not the students understood the degrees of comparison.

F. Data Analysis

After the writer getting students’ scores of comparison degrees pre-test and post-test between experimental and control classes, the writer analyzed the data by using requirement tests before. It consisted of normality and homogeneity test.

1. Normality test

Normality test is to determine whether the data from population spread normally or not.4 The purpose of the normality test is to ensure the distribution of data taken from the population had normal distribution or not. Normality test used is the Liliefors test. The writer tested normality test by using SPSS 18. The criteria of the testing follow:

If the value (p) > significant (α =0,05) it means that the sample from the population, Ho was accepted and H1 was rejected (normal

distribution).

If the value (p) < significant (α =0,05)

it

means Ho was rejected

and H1 was accepted (not normal distribution).

2. Homogeneity test

Homogeneity test is to know whether the variance in population of

the research is homogenous or not. Homogeneity test was used to measure the data of the population whether it is homogenous or not. The writer used SPSS 18 in this research. The criteria of the testing are as follows:

a. If the value (p) > significant (α =0,05), H0 is accepted, it means

that sample has homogenous variance which means the students had the same character on mastery of comparison degrees. Moreover, if it is homogeneous, the data will be valid.

Budi Susetyo, Statistika untuk Analisis Data Penelitian,(Bandung: Aditama, 2010), p. 137.

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b. If the value (p) < significant (α =0.05), H0 is rejected, it means that

sample does not have homogenous variance which means, the students had not the same character on mastery of comparison degrees.

3. T-test formulation

The writer analyzed the scores between experimental and control

classes. This test assumed that the data are normally distributed. The technique of data analysis in this study was statistical analysis with t-test to know the effectiveness of inductive technique on students’ mastery of comparison degrees which is the significance α= 0,05. The formula is as follows5:

� = �̅ − �̅ � √� + �

��ℎ �̅ =∑ �_{� �� }̅ =∑ �_�

� = √ � − � + � − �

� + � − Description:

� � = the price of t value

�̅ = average score of the experimental class

�̅ = average score of the control class

� = variant data of the experimental class

� = variant data of the control class

� = standard deviation of both classes

� = the total students of the experimental class

� = the total students of the control class

Dr. Kadir, M.Pd, Statistika untuk Penelitian Ilmu-ilmu Sosial.(Jakarta: Rosemata Sampurna, 2010), p. 195.

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After all of the data calculated, the last procedure is determining of df (degree of freedom). The formula:

df = N1 + N2 - 2

The criteria of the testing are as follows:

If � _� ≤ � _� , H0 is accepted and Ha is rejected

If � _� > � _� , H0 is rejected and Ha is accepted

4. Mean

Mean or average is a sum of all scores divided by number of

scores. 6 Moreover, Charles and Dianne adds that mean is score on a test

which is commonly known as the average; that is the sum of all the students’ scores divided by the number of students.

a. Determining mean of gained score of experimental group, the formula :

Mx =

b. Determining mean of gained score of control group, the formula :

My =

5. Range

The symbol of range is (R) and range is the difference between lowest score and highest score. 7

The formula is follow:

Range (R) = Rmax- Rmin

Variance

Variance is the amount of dispersion from standard deviation. The

formula is:

� = ∑� � − x ∑�

Prof. Drs.Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo, 2012), p. 79.

7_Ibid

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7. Standard Deviation

Standard deviation is the square root of variance. Standard

deviation is aimed to measure the degree of dispersion data from mean. The formula is:

√

∑ ��−�

∑_�

or (S) = √S2

8. Effect Size

The effect size is used to know whether the differences of two groups or the relationship between two variables are strong or weak.8 Moreover, the effect size of Cohen’s d has formula as follows:9

=

� � − � �

P l a a via i

Pooled standard deviation =

(standard deviation of group 1 + standard deviation of group 2) 2

The criteria of effect size range are small, medium, or large. The criteria are:10

Table 3.2 Criteria of Cohen’s d (Effect Size)

Effect size range Criteria

0.2 Small

0.5 Medium

0.8 Large

Daniel Muijis, Doing Quantitative Research in Education,(London: Sage Publications, 2004), p. 139.

Ibid, p. 136.

Barry H.Cohen and R. Booke Lea, Essentials of Statistics for the Social and Behavioral Sciences, (New Jersey: John Wiley & sons, Inc.,2004), p. 125.

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G. Statistical Hypothesis of the Study

The statistical hypotheses of the study are:

1. Ho = X1 < X2 ; If � � ≤ � � (There is no significant difference of

using inductive technique on students’ mastery of comparison

degrees).

2. Ha = X 1 > X2 ; If � � > � � (There is significant difference of

using inductive technique on students’ mastery of comparison

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CHAPTER IV

RESEARCH FINDING

A. Data Description

1. The Experimental Class Data

The writer obtained the data pre-test and post-test from experimental class consisted of 30 students of the eighth grade.

Table 4.1

The Scores of Experimental Class No Student's

Name

Pre-test Post-test Gained Score (X1) (X2) (X)

1 Adinda

88 88 0

2 Nisa

92 88 -4

3 Dede

84 92 8

4 Zorvan

84 76 -8

5 Rafly

80 80 0

6 Omar

76 84 8

7 Restu

76 76 0

8 Zaidan

76 96 20

9 Rasyid

76 92 16

10 Steven

72 80 8

11 Khosyi

72 80 8

12 Rafi

72 76 4

13 Rifa

72 80 8

14 Haikal

68 80 12

15 Rifki

68 64 -4

16 Haydar

64 84 20

17 Tsaqif

64 80 16

18 Nabila

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19 Zakky

60 80 20

20 Azizi

60 76 16

21 Imani

60 68 8

22 Fadil

60 60 0

23 Dedaza

56 76 20

24 Ramadhan

56 80 24

25 Ersya

56 80 24

26 Rinaldi

56 72 16

27 Fahimah

52 68 16

28 Nada

52 84 32

29 Abiy

52 68 16

30 Nail

52 64 12

Total score 2020 2344

324 Mean score (X) 67.3 78.13

10.8 Max score 92 96

32 Min score 52 60

-8

The table shows the results pre-test and post-test scores from experimental class. The table shows that the mean score of pre-test is 67.3 and the mean score of post-test is 78.13. Moreover, the highest score of pre-test is 92 meanwhile the lowest score of pre-test is 52. Then, the table also shows that the highest score of post-test is 96 whereas the lowest score of post-test is 60.

2. The Control Class Data

The writer obtained the data of pre-test and post-test from control class consisted of 30 students of the eighth grade.

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PRE-TEST

Name

:

Class

:

Choose the correct answer by crossing a, b, c, or d!

These sentences are for number 1 – 3.

Biology and History book have 50 pages. Chemistry book has 43 pages and Psychology book has 70 pages.

1. Chemistry book is _______ than Biology book.

a. as thin as b. thinner c. the thinnest d. more thin

2. Psychology book is ______ book of all.

a. more thick b. thicker c. as thick as d. the thickest

3. History book is _______ Biology book.

a. the thinnest b. the most thick c. as thick as d. thicker

4. Alfa’s toys are lost today because she doesn’t put them away after playing them. Unlike her brother, she is … than her brother.

a. careless b. more careless c. as careless as d. most careless

5. My father cannot bring the box and my mother also cannot bring the same box. My mother is … my father.

a. most weak b. more weak c. weaker d. as weak as

6. Dian Peishesha was _______ singer in 1985.

a. gooder b. as good as c. the best d. better

7. TV programs are _______ than radio programs.

a. more interesting b. most interesting c. as interesting as d. interestinger 8. Slug and snail walk slowly. In other words, snail is … slug.

a. slower b. as slow as c. slowest d. slow

9. Ika talks about her family whereas Jannah also talks about her school every day. Jannah is … Ika.

a. talkative b. more talkative c. most talkative d. as talkative as

10. Titanic is one of … movies I have ever seen.

a. as amazing as b. more amazing c. the most amazing d. amazinger

11.Tomy came to the school at 07.40 a.m. meanwhile Andri came to the school at 07.43 a.m. Their teacher considered that Andri is … Tomy.

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a. more late b. the most late c. latest d. as late as 12. In Cinderella story, a witch is usually … than the seven dwarves.

a. as ugly as b. uglier c. ugliest d. most ugly

13. Nil river is …. river in the world.

a. long b. longer c. the longest d. more long

This picture is for number 14 – 18.

14.Paul is _______ boy among them.

a. younger b. the youngest c. more young d. the oldest

15.James is _______ than Paul.

a. older b. younger c. more old d. as young as

16.Toby is the _______ boy among them.

a. youngest b. younger c. as old as d. oldest

17.James is _______ than Toby.

a. as young as b. most young c. younger d. as old as

18.Paul is _______ than Toby.

a. heavier b. more heavy c. as heavy as d. the most heavy

19.Sinta can lift the box and Tati also can lift the same box. It means Tati is ______ Sinta.

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20.Ali helps his father in the garden every Sunday and Usman helps his sister in his bookstore every Saturday. Usman is ______ Ali.

a. diligent b. diligenter c. as diligent as d. more diligent

This table is for number 21 – 25.

Item Lists Price Lists

LED TV Rp. 2.000.000,00

Washing Machine Rp. 1.500.000,00

Air Conditioner (AC) Rp. 2.800.0000,00

Handphone Rp. 2.000.000,00

21.Based on the table, AC is _______ thing among them.

a. the cheapest b. more cheap c. expensive d. the most

expensive

22.Handphone is ______ LED TV.

a. the most cheap b. expensiver c. as expensive as d. cheaper

23.Washing machine is _______ thing among them.

a. cheaper b. the cheapest c. as expensive as d. as cheap as

24.AC is _______ than LED TV.

a. more expensive c. as cheap as

b. expensivest d. the most expensive

25.Washing machine is _______ than handphone.

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POST-TEST

Name

:

Class

:

Choose the correct answer by crossing a, b, c, or d!

1. Ali’s father died today because of accident and Umar’s sister also died because of

cancer. Umar is … Ali today.

a. sadder b. sad c. as sad as d. saddest

2. My friend asked who … girl in your class is.

a. pretty b. the prettiest c. prettier d. most pretty 3. Sinta can lift the box and Tati also can lift the same box. It means Tati is ______

Sinta.

a. the strongest b. strong c. stronger d. as strong as

4. Rendang, Indonesian food, is one of … food in the world.

a. more delicious b. delicious c. deliciouser d. most delicious

5. I can do these exercises because these exercises are … than I did before.

a. easier b. easiest c. as easy as d. most easy 6. Mount Mahameruis one of … mountain in Indonesia.

a. wonderful b. more wonderful

b. the most wonderful c. wonderfuler

7. Amazon river is … than Cisadane river.

a. dangerous b. most dangerous c. more dangerous d. dangerousest 8. The Hunger Games is one of … movies I have ever seen.

a. as amazing as b. more amazing c. the most amazing d. amazinger 9. My uncle sweeps his room and dining room every day then I find his room is always

… his dining room.

a. cleaner b. as clean as c. cleanest d. most clean 10.Razor is … knife.

a. sharper b. as sharp as c. sharpest d. most sharp

11.Aburizal Bakrie is one of … man in Indonesia.

a. the richest b. richer c. more rich d. rich

12.We understand English grammar because the explanation of English grammar delivered by Mrs. Rosi is … the explanation of English grammar delivered by Mr. Fauzi.

(5)

a. clearer b. clearest c. as clear as d. more clear

13.Travelling by car is … travelling by bus.

a. as safe as b. safer c. the safest d. more safe 14.My grandpa has never been sick for one month and my grandma has never got an ill

for four weeks. Recently, my grandma is … my grandpa.

a. as healthy as b. healthier c. healthiest d. healthy Theses sentences are for number 15 – 18.

Ina got 85 in Biology exam meanwhile Dian got 90 for hers. Windy got only 60 for the Biology exam whereas Dhea got 85 for hers.

15.Dian got _______ score among them.

a. higher b. lower c. the highest d. the lowest 16.Windy got _______ score among them.

a. as high as b. the lowest c. higher d. low

17.Dhea’s score is _______ Ina’s score.

a. as high as b. the most low c. more high d. lower

18.Ina’s score is _______ than Windy’s score.

a. lower b. the lowest c. higher d. more low

19.Going to Yogyakarta by an airplane is ______ than by bus.

a. the fastest b. faster c. the most fast d. more fast 20.The patient is _______ today than he was yesterday.

a. bader b. the badest c. as bad as d. worse 21.Gold is _______ than metal.

a. valuabler b. valuablest c. as valuable d. more valuable This picture is for number 22 – 24.

(6)

a. the shortest b. the tallest c. shorter d. taller 23.Eni is _______ than Ani.

a. shorter b. as short as c. taller d. the most tall 24.Eni is _______ girl among them.

a. the most short b. the most tall c. the tallest d. the shortest 25.This exercise book is ______ than that notebook.