The Effectiveness Of Using Picture In Teaching Degree Of Comparison

of SMP AD-DA’WAH, Duri Kosambi-Cengkareng)

Written by:

MAHMUD BADARUDIN NIM. 109014000058

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS

’

TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

i

A B S T R A C T

Mahmud Badarudin (109014000058). The Effectiveness of Using Picture in Teaching Degree of Comparison (A Quasi Experimental Study at the Second Year Students of SMP AD-DA-WAH, Duri Kosambi-Cengkareng). Skripsi, Department of English Education, Faculty of Tarbiyah and Teachers’s Training, ‘Syarif Hidayatullah’ State Islamic University Jakarta, 2014

Advisor : Nida Husna M.Pd., M.A TESOL Teguh Khaerudin, MAppLing

Key Words : Degree of Comparison and Picture

Teaching and learning English in Indonesia emerge number of problems to the students especially in grammar. Most of them think that grammar has confusing rules so it is difficult to be learned. Therefore, in this skripsi the writer tries to find the alternative way to face that problem by using picture to teach one of grammar rules, namely degree of comparison. This research is conducted to find the empirical evidence whether there is any significance difference of students’ achievement who are taught degree of comparison by using picture and those who are taught degree of comparison without using picture. In this research, the writer uses a quasi experimental study that he compares two classes of AD-DA’WAH Junior High School which is located on Duri Kosambi-Cengkareng. The first class as the experimental class is taught degree of comparison by using picture. While for the second class as the control class is taught degree of comparison without using picture or just using conventional teaching method. The writer gives a pre-test first, and then implements the treatment, and the last gives a post-pre-test to obtain the data in this research. The data collected and analyzed by using t-test formula. According to the result of statistical calculation, for the experiment class, Mpre-test is 44, Mpost-test is 61.92, and Mgained score is 17.92. Meanwhile for the control class, Mpre-test is 41.76, Mpost-test is 53.44, and Mgained score is 11.68. Besides, t-observation (to) is 6.87 and t-table (tt) at significance level of 5% is 2.011. So it can be seen that t-observation (to) is higher than t-table (tt) or 6.87 > 2.011. It means that there is a significant difference of students’ achievement who are taught degree of comparison by using picture and those who are taught degree of comparison without using picture. In conclusion, teaching degree of comparison by using picture is effective and applicable at the second year students of AD-DA’WAH Junior High School, Duri Kosambi-Cengkareng.

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A B S T R A K

Mahmud Badarudin (109014000058). The Effectiveness of Using Picture in Teaching Degree of Comparison (A Quasi Experimental Study at the Second Year Students of SMP AD-DA-WAH, Duri Kosambi-Cengkareng). Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014

Pembimbing : Nida Husna M.Pd., M.A TESOL Teguh Khaerudin, MAppLing

Kata Kunci : Degree of Comparison dan Gambar

Pengajaran dan pembelajaran bahasa Inggris di Indonesia memunculkan sejumlah masalah kepada siswa terutama pada grammar. Banyak dari mereka yang beranggapan bahwa grammar memiliki aturan -aturan yang membingungkan sehingga sulit untuk dipelajari. Oleh karena itu, dalam skripsi ini penulis mencoba untuk menemukan cara alternatif dalam menghadapi masalah tersebut dengan menggunakan gambar untuk mengajarkan salah satu bagian grammar, yaitu degree of comparison. Penelitian ini diadakan untuk menemukan bukti empirik apakah terdapat perbedaan yang signifikan terhadap prestasi siswa yang diajarkan degree of comparison dengan menggunakan gambar dan mereka yang diajarkan degree of comparison tanpa menggunakan gambar. Dalam penelitian ini, penulis menggunakan metode quasi experimental study, yakni dengan membandingkan dua kelas dari SMP AD-DA’WAH yang berlokasi di Duri Kosambi-Cengkareng. Kelas pertama sebagai kelas eksprimen diajarkan degree of comparison dengan menggunakan gambar. Sementara untuk kelas kedua sebagai kelas kontrol diajarkan degree of comparison tanpa menggunakan gambar atau hanya menggunakan metode mengajar biasa. Pertama penulis memberikan tes awal, kemudian menerapkan pengajaran, dan terakhir memberikan tes akhir untuk mendapatkan data dalam penelitian ini. Data dikumpulkan dan dianalisis menggunakan rumus t-test. Berdasarkan hasil dari perhitungan statistik, untuk kelas eksperimen, Mpre-test sebesar 44, Mpost-test sebesar 61.92, dan Mgained score sebesar 17.92. Sementara itu untuk kelas kontrol, Mpre-test sebesar 41.76, Mpost-test sebesar 53.44, dan Mgained score sebesar 11.68. Selain itu, t-observation (to) sebesar 6.87 dan t-table (tt) pada taraf signifikan 5% sebesar 2.011. Maka dari itu, dapat dilihat bahwa t-observation (to) lebih tinggi dari pada t-table (tt) atau 6.87 > 2.011. Itu mengartikan bahwa terdapat perbedaan yang signifikan terhadap prestasi siswa yang diajarkan degree of comparison dengan menggunakan gambar dan mereka yang diajarkan degree of comparison tanpa menggunakan gambar. Sehingga dapat disimpulkan bahwa mengajarkan degree of comparison dengan menggunakan gambar efektif dan dapat diaplikasikan untuk siswa kelas dua SMP AD-DA’WAH, Duri Kosambi-Cengkareng.

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A C K N O W L E D G E M E N T

































In the name of Allah, the Beneficent, the Merciful

All praise be to Allah, the Lord of the worlds, who has given the Mercy and Blessing for us, especially for the writer in writing and in accomplishing this skripsi. Peace and salutation be upon the prophet Muhammad SAW, his families, his companions, and his faithful followers forever. Alhamdulillah, finally the writer has finished in writing his skripsi entitled “The Effectiveness of Using

Picture in Teaching Degree of Comparison”. This skripsi is written to fulfill one of the requirements for the degree of S.Pd (Bachelor of Arts) in English Education Department, Faculty of Tarbiyah and Teachers' Training, Syarif Hidayatullah State Islamic University.

On this occasion, the writer would like to express his greatest honor and deepest gratitude to his beloved parents Mr. Muslih and Mrs. Siti Surrayah, who always give him their love, support, motivation, and advice as long as he studies in English Education Department. The writer also would like to say a lot of thanks to his advisor, Nida Husna, M.A TESOL and Teguh Khaerudin, MAppLing for their valuable help, guidance, comments, corrections and suggestions and who has been very patient to sacrifice their energy and time to assist the writer so that the writer could finish this skripsi.

The writer realizes that he would have never completed writing this skripsi without the help of people around him. Therefore, he would like to give his gratitude and appreciation to:

1. All lecturers of English Education Department, who has dedicated their knowledge, motivation, and patience, during his study at UIN Syarif Hidayatullah Jakarta.

2. Drs. Syauki, M.Pd, the Chairman of English Education Department who has given support to all students to finish their study.

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3. Nurlena Rifa’i, Ph.D, the Dean of the Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.

4. The staff and officers of UIN library and Atmajaya library, who have given permission to the writer to use their books as the reference in writing this skripsi.

5. Drs. H. Jamaludin, M.Si, the headmaster of SMP AD-DA’WAH, and the English teacher, Ubaidillah, S.Pd, who have given the writer help and permission to do the research at their school. Also, all the second year students of SMP AD-DA’WAH for their participation.

6. All of his friends in English Education Department, especially B Class in academic year 2009 for the great friendship, support, togetherness and knowledge they have shared.

7. The writer’s best friend, AGC Community (Yona Erviani, Ikrima Nur Endah, Riyana Muntika. S, Allen Subekti, Ahmad Subhan, Restu Esa Putra, and M. Noor Afdillah) for their valuable help, support, and advice to the writer during his study at English Education Department.

8. Special thanks also given to Anisa Faradiba, who has given a lot of contributions to the writer, especially to teach him in analyzing the data patiently, and lend him many references until he could finish his skripsi.

May Allah, the Almighty bless them all, Amien.

Finally, hoping this skripsi be useful for the the writer in particular and for the readers in general. The writer also realizes that this skripsi still has some weakness and still far from being perfect. Therefore, the writer would like to accept critique and suggestion to make this skripsi better.

Jakarta, May 8th, 2014

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T A B L E O F C O N T E N T S

ABSTRACT ___________________________________________________ i

ABSTRAK ____________________________________________________ ii

ACKNOWLEDGEMENT _______________________________________ iii

TABLE OF CONTENTS ________________________________________ v

LIST OF TABLES _____________________________________________ vii

LIST OF PICTURE ____________________________________________ viii LIST OF CHARTS _____________________________________________ ix

LIST OF APPENDICES_________________________________________ x

CHAPTER I INTRODUCTION _______________________________ 1

A. The Background of the Study ... 1

B. The Identification of Problem ... 5

C. The Limitation of the Problem ... 6

D. The Formulation of the Problem ... 6

E. The Objective of the Study ... 6

F. The Significance of the Study ... 7

CHAPTER II THEORETICAL FRAMEWORK _________________ 8

A. The Picture ... 8

1. The Definition of Pictures ... 9

2. The Types of Pictures ... 10

3. The Criteria of Good Pictures ... 12

4. The Advantages and Disadvantages of Using Picture 13 a. The Advantages of Using Picture ... 13

b. The Disadvantages of Using Picture... 17

B. The Degree of Comparison ... 20

1. The Definition of Degree of Comparison ... 20

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C. Teaching Degree of Comparison by Using Picture... 27

D. Teaching Degree of Comparison without Using Picture 29 CHAPTER III RESEARCH METHODOLOGY __________________ 32

A. The Method of the Research ... 32

B. The Place and the Time of Research ... 33

C. The Population and the Sample ... 34

D. The Instrument of the Research ... 35

E. The Technique of Data Collecting ... 36

F. The Technique of Data Analysis ... 37

G. The Hypothesis of the Research ... 39

CHAPTER IV RESEARCH FINDINGS _________________________ 40

A. The Data Description... 40

B. The Data Analysis ... 45

C. The Data Interpretation... 47

D. The Test of Hypotheses ... 47

CHAPTER V CONCLUSIONS AND SUGGESTIONS ____________ 48

A. Conclusions ... 48

B. Suggestions ... 49

BIBLIOGRAPHY ______________________________________________ 50

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L I S T O F T A B L E S

Table 2.1 : One syllable adjective by adding -er and -est ... 24

Table 2.2 : Adjectives ending in -e by adding -r and st ... 24

Table 2.3 : Adjectives ending in vowel + consonant by doubling the last consonant and adding -er and -est ... 24

Table 2.4 : Two syllables adjectives by adding more and most... 25

Table 2.5 : Adjectives ending in -y, the -y is changed to -i ... 25

Table 2.6 : Two syllables adjectives use either -er/est or more/most ... 25

Table 2.7 : Three or more syllables adjectives by adding more and most .... 26

Table 2.8 : Irregular comparative and superlative adjectives ... 26

Table 3.1 : The schedule and the agenda of the research ... 33

Table 4.1 : Student’s score of control class and experiment class ... 40

Table 4.2 : Gained score interval in control class ... 43

viii

L I S T O F F I G U R E S

Figure 2.1 : An English dictionary ... 11

Figure 2.2 : A girl plays football ... 11

Figure 2.3 : The comic strip “peanuts” ... 11

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L I S T O F C H A R T S

Chart 4.1 : The graphic of pre-test, post-test, and gained score ... 42 Chart 4.2 : The graphic frequency of gained score in control class ... 43 Chart 4.3 : The graphic frequency of gained score in experiment class ... 44

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L I S T O F A P P E N D I C E S

Appendix 1 : Test specification or kisi-kisi ... 52

Appendix 2 : The research instrument... 53

Appendix 3 : Answer key ... 57

Appendix 4 : Surat permohonan bimbingan skripsi ... 58

Appendix 5 : Surat permohonan izin penelitian ... 59

Appendix 6 : Surat keterangan dari sekolah ... 60

Appendix 7 : The lesson plan... 61

Appendix 8 : T-table ... 96

1

C H A P T E R I

I N T R O D U C T I O N

In this chapter, the writer discusses Introduction which consists of six main topics; The Background of Study, The Identification of the Problem, The Limitation of the Problem, The Formulation of the Problem, The Objective of the Study, and The Significance of the Study.

A. The Background of the Study

As a foreign language, teaching and learning English in Indonesia emphasize on four basic skills; they are listening, speaking, reading, and writing. The students will learn all of those when they learn English at schools, and they also need to have the ability to understand and to use the language components, such as; vocabulary, grammar, pronunciation, etc. The mastery in vocabulary, grammar, and pronunciation in language components will influence the student’s ability in mastering the communication skill. Therefore it is very important to learn the language components.

Grammar as one of the language components is very important to be learnt and to be understood by the students. In order to make the communication more meaningful, grammar becomes one of the basic requirements that must be mastered when they learn English at school. Grammar is also needed to help them in minimizing their problem in using English, in comprehending the content of the text, in improving their skill in writing, and in making the communication more meaningful.

Penny Ur said that, “Grammar is the way a language manipulates and

combined words (or bits or words) in order to form longer units of meaning”.1 The statement shows that grammar is a basic knowledge that are needed by

1

Penny Ur, Grammar Practice Activities: A Practical Guide for English Teachers, (Cambridge: Cambridge University Press, 2004), p. 4.

the students to assist them in combining words becomes the longer units and more meaningful in using the language. By learning grammar, hopefully the students can communicate clearly and precisely, and therefore grammar could not be separated in learning English.

Grammar covers lots of language elements; one of them is degree of comparison. According to Leech and Svartvik, “Comparison is expressed either by the endings -er and -est or by the words more and most before the adjective or adverb”.2 The use of -er, -est, more, and most depends on the total of syllable of adjective or adverb. Adjectives nearly always appear immediately before the noun or noun phrase that they modify, for example: a beautiful girl, a new car, a tall man, the interesting books, etc. While for adverb, Azhar elaborated that it was used to modify a verb. An adverb indicates manner, time, place, cause, or degree. The commonest way to form an adverb is to add -ly to the adjective: careful-carefully, slow-slowly, etc.3

Although the students have learnt degree of comparison at school, most of them still find difficulties in understanding and using them. They think that degree of comparison has confusing rules and sometimes they feel bored when learning it. The writer found those problems when he had done The Integrated Professional Teacher Training Program-Praktek Profesi Keguruan Terpadu (PPKT) for four months in Al-Fajar Islamic Junior High Shool, Kedaung-Pamulang. Observing English teaching activity in the classroom for several times, the writer noticed that while the teacher was explaining degree of comparison rules, some of the students were paid attention but the others were preferred talking to each other during the lesson because they did not understand what the teacher explained.

Most of the students in writer’s class feel confused and didn’t understand how to use it. This is because comprehending and using the rules of degree of

2

Geoffrey Leech and Jan Svartvik, A Communicative Grammar of English, (London: Pearson Education Limited, 2002), Third Edition, p. 267.

3

Betty Schramfer Azhar, Fundamentals of English Grammar, (New Jersey: Preniice Hall, 1992), Second Edition, p. 332.

comparison was different from comprehending and using degree of comparison in their mother tongue; there are a lot of different items between English and bahasa. For example, in degree of comparison in English, there are three types of comparison; positive, comparative, and superlative degrees in which each type has their own rule, while in bahasa the separation is different like we see in English. Such as in English we have smart, smarter, and smartest, while in bahasa there is only rajin, lebih rajin and paling rajin. Moreover, degree of comparison in English has irregular words like good, better and best, while in bahasa there is no such irregular words such as bagus, lebih bagus and paling bagus. Therefore, it is very understandable that the students get the difficulties in comprehending and in using degree of comprehension properly. Many of them made some mistakes when they made the sentences which used degree of comparison. To solve this problem, it is important to find another strategy or technique in conveying the material in order to minimize the students’ difficulties in learning degree of comparison, and make them understand how to use it.

By using an appropriate strategy or technique, the subject matter hopefully will be more interesting to learn, thus the teaching learning process can be more effective. Larsen-Freeman in her book stated, depending on how it is managed, the particular technique might look very different and might lead students to very different conclusions about their learning.4 One of the ways to make the students more interested in their learning process especially in grammar lesson is by using a media. There are many kinds of media that the teacher may choose in teaching and learning process. One of them is visual media; it is a picture to teach degree of comparison. Pictures are not just an aspect of method, but through their representation of place, object and people essential parts overall experience.5 Moreover, Harmer also highlighted to facilitate learning; teachers have always used pictures or graphics - whether

4

Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (Oxford: Oxford University Press, 2000), p. 4.

5

Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University Press, 2004), p. 2.

drawn, taken from books, newspapers and magazines, or photographs.6 The picture also can be in the form of flashcards (smallish cards which we can hold up for our students to see), large wall pictures (big enough for everyone to see details), cue cards (small cards which students use in pair or group work), photographs, or illustrations (typically in a textbook).7 The writer considers that picture can be an effective and helpful medium to motivate students in learning English. Therefore the writer chooses the picture as the media to convey the material especially in teaching degree of comparison to make them more interesting.

Celce-Murcia and Hilles highlighted that “Pictures are versatile and useful resources for teaching aspects of grammar that require a structure-meaning match”.8 They can be used in all phases of a grammar lesson (i.e., in presentation, focused practice, communicative practice, and for feedback and correction). They also add that interesting or entertaining pictures motivate students to give a feedback of teachers' explanation.9 Thus, teaching and learning process can be more interactive and more interesting.

Therefore, in this study the writer would like to find out whether the use of picture can improve the students’ understanding in learning degree of comparison. Based on the explanations above, the writer is interested in making the teaching experiment and take the title “The Effectiveness of Using Picture in Teaching Degree of Comparison” (A Quasi Experimental Study at the Second Year Students of SMP AD-DA’WAH Duri Kosambi- Cengkareng)

6

Jeremy Harmer, The Practice of English Language Teaching, (London: Longman, 2001), Third Edition, p. 134.

7 Ibid. 8

Marrianne Celce-Murcia and Sharon Hilles, Techniques and Resources in Teaching Grammar, (Oxford: Oxford University Press, 1998), p.73.

9 Ibid.

B.

The Identification of the Problem

The identification of problem consists of some factors that become cause of the problem happened; in the identification of the problem, the researcher hopefully explains some factors that have a relation or become cause of the problem which is happened through a logic argumentation and based on the empirical and theoretical fact deeply.10 From the background of the study above, there are some causes of problems arising:

1. Most of the students are not interested in learning English, especially in learning grammar.

2. Most of the students are not interested in learning grammar, especially in learning degree of comparison

3. Most of the students still find the difficulties in learning English, especially in understanding and using the grammar.

4. Most of the students still find the difficulties in learning grammar, especially in understanding and using degree of comparison.

5. Most of the students feel bored when they are learning grammar which has the confusing rules.

6. Most of the students cannot use and comprehend degree of comparison properly because each type has different rules.

7. Most of the students made some mistakes when making the sentences which is used degree of comparison.

8. There is the probability that the technique and the strategy that are used by the teacher are not suitable for teaching degree of comparison.

9. The technique that was implemented by the teacher currently make the teaching degree of comparison less effective.

10

Kadir. et al., Pedoman Penulisan Skripsi, (Jakarta: Fakultas Ilmu Tarbiyah dan Keguruan, 2013), p. 54.

C. The Limitation of the Problem

The limitation of the problem has a mean in determining research area and operational limitation of research variable; it also can be done in some aspects; time, location, and object or subject of the research.11 The writer limits the problem of the research just to find the effectiveness on using of pictures as the media to make the teaching and learning degree of comparison at Second Year students of SMP AD-DA’WAH more effective. The degree of comparison covers only regular adjectives forms in positive, comparative, and superlative degree. And the media is only limited to the pictures.

D. The Formulation of the Problem

The formulation of the problem consists of the questions that will be found its answer through the research, and it is made based on the identification of the problem and the limitation of the problem.12 Based on the description in the background of the study, the formulation of the problem can be stated as: 1. is using picture in teaching degree of comparison effective? 2. To what extent is the effectiveness of using picture in teaching degree of comparison at the second year students of SMP AD-DA’WAH Duri Kosambi-Cengkareng?”

E.

The Objective of the Study

In general, the objective of the study is to give the answer to the research problem that has been made to the formulation of the problem; it also can be declared in the sentence which has the characteristic in concerning to factual information, and the words that can be used in the objective of the study such as; to study, to explore, to analysis, to find out, to reveal, etc.13 According to the formulation of the problem above, the objective of the study is to find out the effectiveness of using picture media in teaching degree of comparison at the second year students of SMP AD-DA’WAH Duri Kosambi-Cengkareng.

11

Ibid., p. 55. 12

Ibid., p. 55. 13

F.

The Significance of the Study

The significance of the study talks about the benefit or the contribution that we can get after the research problem is answered; the benefit of the study can be made by mentioning party who can get the advantage directly from the result of the research which has been done.14 The result of this study is expected to provide useful information to:

1. The writer, in improving teaching skills and using an appropriate technique in teaching and learning English, especially in using picture in teaching degree of comparison.

2. The English Teacher, in giving an alternative solution in teaching degree of comparison by using pictures.

3. The students, in order to make them more pleasant in teaching and learning process. Thus, it will improve their understanding in learning degree of comparison.

4. Further researchers, as a reference for those who are interested in conducting similar study and the next in doing a better research.

14

8

In this chapter, the writer discusses Theoretical Framework which consists of four main topics. The first is The Picture which comprises several sub topics; the definition of pictures, the types of pictures, the criteria of good pictures, and the advantages and the disadvantages of using pictures. The second topic talks about The Degree of Comparison which is divided into two sub topics; they are definition of degree of comparison and forms of degree of comparison. The third topic explains about Teaching Degree of Comparison Using Picture. And the last topic is about Teaching Degree of Comparison without Using Picture.

A. The Picture

Media are one of the important factors in the successful of teaching and learning process. The use of picture as one of the media may assist the teacher in conveying the lesson to students in order to make them more comprehend to what the teacher explained and make the subject clearer. Beside, the use of picture specifically contribute to; a) interest and motivation, b) a sense of the context of the language, and c) a specific reference points or stimulus.1

In addition, students understand the meaning of the word better when they have seen some object associated with it. For this reason, the teacher should expose the student to real-life situations; when this is not possible, the visual aid can serve as a useful substitute. Picture is one of visual aid that will be discussed in this study. Pictures are much easier to recall than words. That is

why pictures should be an integral part of every teacher’s professional

equipments; and each teacher should make a collection of pictures.

1

Andrew Wright, Pictures for Language Learning, (New York: Cambridge University Press, 2004), p. 2.

1.

The Definition of Pictures

According to Andrew Wright, pictures is the representation of places, objects and people that they are an essential part of the overall experiences, not just aspect of method.2 People do not need to write many sentences to convey their messages, for example, the picture of cigarette with cross sign means people are forbidden to smoke at that area. People use pictures not only for public places, but also for teaching and learning process especially for teaching a foreign language such as English.

Celce-Murcia and Hilles pointed out that, “picture may focus on one specific subject, such as house, or on an event, such as a boy jumping a fence; alternatively, a picture may evoke an entire story (e.g. a Norman Rockwell Print)”.3

Meanwhile, Vernon S. Gerlach highlighted that:

Pictures are the two dimensional visual representation of persons, places or things, photographs which are most common, but sketches, cartoon, murals, cottons, charts, graphs and maps are widely used; picture may not only be worth a thousand words; it may also be worth a thousand years or a thousand miles; through pictures, learner can see people, places, and things from areas for outside, their own experiences.4

From the description above, it can be concluded that picture are easy to find in every single place, especially in public place. Picture also has a simple form to convey their message without any additional sentences. Picture has many forms like a person, a house, an event, a photograph, a chart, a maps, etc. Picture not only worth a thousand words, but it may also be worth a thousand years or a thousand miles. In addition, the use of picture is not only for public places, but also for teaching and learning process such as for teaching a foreign language.

2 Ibid. 3

Marrianne Celce-Murcia and Sharon Hilles, Techniques and Resources in Teaching Grammar, (Oxford: Oxford University Press, 1998), p. 73.

4

Venon S. Gerlach, Teaching and Media "A Systematic Approach”, (New Jersey: Prentice Hall, 1992), p. 273.

2.

The Types of Picture

There are several kinds of picture. According to Grazyna Szkyke, there are two kinds of pictures that are useful in teaching learning process as teaching aids; pictures of individual's persons and object and pictures of situations in which persons and objects are in action;

a. Pictures of individual

1. Pictures of individual person or things may be used, mainly at the elementary level, to introduce or test vocabulary items.

2. Portraits, which are pictures that show a person in close detail, are useful for intermediate and advance learners. The students can be asked questions about the age and proportion of the person, whether she/he is married, her/his interest and traits of character. The pictures have enough cues, so that the students can figure out the meaning of a new word and sentence structure. The students understand and retain the meaning of a word better when they have seen or have touched some objects associated with it. b. Situational Pictures

1. Situational pictures that show or suggest relationships between objects and or people can be good teaching for introducing, practicing or reviewing grammatical structures, from the simples the most complex.

2. Situational pictures with striking details or strong points of interest are particularly useful. Such pictures can be found in various magazines and daily newspaper. They arouse interest and release imagination and entry, which is a hard thing to do in a language class.5

Meanwhile, Marry Finnochiaro and Michael Bonomo broke down picture into three broad categories; pictures of individual person or object, picture of situation, and a series of pictures (six to ten) as a number of related composite pictures;

a. Picture of individual person or individual object.

In this kind of picture there is only single picture of object or person. It can be in form of photo or real object or illustration. The example of this kind of picture is shown in the figure 2.1

5 _{Grazyna Szyke, “Using Pictures as Teaching Aids”, in}

English Teaching Forum, No. 4, Volume XIX, October 1981, p.45.

b. Picture of situation in which person is doing something with object and in which relationship of objects and/or people can be seen.

This kind of picture can be in form of photo of real object or illustration. The example of this kind of picture can be seen in the figure 2.2

c. A series of pictures (six to ten) as a number of related composite pictures linked form a series or sequence.6

The example of this kind of picture can be found in a comic strip like shown in the figure 2.3

Figure 2.1 Figure 2.2 An English Dictionary A Girl Plays Footbal Source: www.glogster.com Source: www.dailymail.co.uk

Figure 2.3

The Comic Strip “Peanuts”

Source: www.dailymail.co.uk

6

Mary Finocchiaro and Michael Bonomo, The Foreign Language Learner: A Guide For Teacher, (New York: Regents Publishing Company, 1997), p. 164.

Picture also can be used for teaching and learning activities. According to Mackey in his book, there are three types of language-teaching pictures;

a. Thematic Pictures

Thematic pictures are those used simply to illustrate a theme of a text. Their use in getting meaning across can only be incidental to their function as illustration. Thematic structure most often comes in the form of crowded scene, illustrating a single theme e.g. a teacher teaches in a classroom, a family leaves for vacation, etc. b. Mnemonic Pictures

Mnemonic pictures are those designed to remind the learner of certain word or sentences. They may be pictures of thing or situation, presented simultaneously with sentences about these situations, and used later to remind the learner of these sentences. c. Semantic Pictures

Semantic pictures are whose sole function is to give a specific meaning. They may be pictures of single thing or plural thing. 7 3.

The Criteria of Good Pictures

To make the use of picture effective in class, and to make teaching and learning process become optimal, the teacher need to know criteria in choosing and using pictures as visual aids in teaching language. There are some criteria that should be considered by the teachers.

According to Fininochiaro, there are four criteria that guide the teachers in choosing pictures in teaching;

a. Pictures should be large enough to be seen by all students. b. The pictures of individual objects or people should be as simple

as possible.

c. Some of them should contain color for later use when adjectives of color are presented.

d. The pictures should have no captions.8

Wright also stated when the English teacher uses or chooses the pictures, he/she has to consider some criteria as a consideration in using

7

William Francis Mackey, Language Teaching Analysis, (Bloomington and London: Indiana University Press, 1996), p. 245.

8

Mary Finocchiaro, English as second Language/Foreign Language: From Theory to Practice, (New Jersey: Prentice-Hall, 1996), Fourth Edition, p. 137.

picture in teaching and learning process; there are five criteria in choosing picture in the teaching and learning process, such as:

a. It should be easy to prepare b. It should be easy to organize

c. It should be interesting for the student

d. The language and the way teacher wants the students to use the media will be authentic and meaningful to the activity.

e. The activity should give rise to a sufficient amount of language. 9

From the description above, it can be seen that when the teacher want to use pictures in their teaching learning activity, the pictures should be large enough to be seen, should be as simple as possible, contain color for using adjective of color, and should have no captions. Picture also has to be easy to prepare and organized, interesting for the students, has to be authentic and meaningful to the activity, and should give rise to a sufficient amount of language. Last but not least, there are some points for the teachers who will select and use pictures in his/her teaching process; choosing the picture that suitable with the grammatical structure, suitable with items of vocabulary, consider the size and clarity of the picture, and choosing pictures that appeal to the eyes and have the entertainment value.

4.

The Advantages and Disadvantages of Using Picture

a.

The Advantages of Using Picture

Picture all kinds can be used in multiplicity of ways, such as:  Drills

With lower level students a traditional use for pictures especially flashcards. Flashcards are particularly useful for

„drilling’ grammar items for cueing different sentence or

practicing vocabulary.  (Communication) games

Pictures are extremely useful for a variety of communication activities, especially where they have a game-like feel, such as describe and draw activities.

9

 Understanding

One of the most appropriate uses for pictures is for the presenting and checking the meaning of the word.

 Ornamentation

Pictures of various kinds are often used to make work more appealing.

 Prediction

The pictures are useful for getting students to predict what is coming next in lesson.

 Discussion

Pictures can stimulate questions such as: what is showing? How does it make you feel? How much would you pay for the picture?.10

From the statement above, it clearly shows that there are many advantages of using pictures in teaching and learning activities, such as in drilling, picture can be used for practicing grammar items or practicing vocabulary. In communication games, picture can be used for describing something and drawing activities. Picture also can be used for presenting the meaning of word in order to make the students get the meaning easily, picture will make work more appealing or interesting, for the student especially, picture can make them predict what the next lesson and the last picture can stimulate the questions for the students to discuss.

Celce-Murcia and Hilles also highlighted some advantage of using

picture, “Interesting or entertaining picture motivate student to respond in ways that more routine teaching aids, such as textbook or a sentence

on the board, cannot.”11

The statement shows that the using of textbook or a board and chalk for the teachers are common aids which can make the students sometimes feel bored. Therefore by using different aids such as pictures be able to make the students enthusiastic and motivate them in teaching and learning process. Pictures also add

variety and maintain a high level of learners’ interest. In addition,

10

Jeremy Harmer, The Practice of English Language Teaching, (London: Longman, 2001), Third Edition, p. 135.

11

she also stated that, “Picture can be used in various ways to enhance learning and practice, such as work in pairs or groups.” 12 They enable students to do activities that encourage them to be more active and courageous in learning grammar by pairing or group working

Moreover, Finocchiaro stated that, “Pictures can also be used to play games, to illustrate stories, and to do numerous other activities

which will certainly occur to you as you use them”.13

It is clear that picture can be used in playing games, to enhance story and other activities such as to assist teacher in presentation or to exercise.

Another opininion stated by Li-Shing in English Teaching Forum articles some benefits that provided by the use of pictures, they are:

 Pictures can add students’ interest and attract their

attention.

 Pictures create an atmosphere in which students enable to learn to thing and speak in English naturally.

 Pictures create a live language situation.14

From Li-Shing’s opinion above, we know that pictures are helpful medium in teaching and learning a foreign language. They add the

students’ interest and attract them to give their attention to the lesson. Hopefully if the students give their attention to the teacher, they will understand teacher explanation easily. Then pictures also can create a good atmosphere and live learning situation in class which enable the students learn to think and learn to speak in English. Li Shing also added that, “Pictures are not only effective and interesting but also they are economical so that the teachers can use the pictures easily”.15 From the statement, it shows that the teachers who want to use pictures as teaching aids do not worry to spend much money because pictures are cheap and easy to find. They can find pictures from any source such as stick figures, magazines, advertisement in newspaper, photo,

12

Celce-Murcia and Hilles, loc. cit. 13

Finocchiaro, op. cit., p. 141.

14 _{Tang Li-Shing, “English Through Pictures”, in}

English Teaching Forum, No. 4 Volume XIX, October 1981, p. 11.

15

etc. It is very helpful to teach new language material differently, not just use commonly aids like chalk and blackboard in class.

According to Harmer in his book stated that, “even in increasingly technological age, there is still a good value to be had from pictures of all shapes and size. Language teachers can use pictures as medium for

controlled language work as an alternative to holding up objects”.16 It clearly shows that the use of pictures from all sizes and shapes can be used as an alternative to show representation or real objects in class. For example, if the teacher want to show an elephant to the students, it is impossible to bring it in class. We can use the picture as an alternative way to bring representation of an elephant.

In the same argument, Syzke in English Teaching Forum articles stated that “Picture provide a change in maintaining a high level of interest, they are simpler and more vivid to gives clear concept of what

a word or structure may mean that a long explanation”.17

From this statement, it shows that the use of pictures can add interest of students in learning English and they are simple and more realistic that the

object in students’ imagination. Furthermore, in teaching and learning English, picture can play an important role because it has a lot of contribution. Specifically, Wright states about the contribution of picture. The picture contribute to; interested and motivation, a sense of the context of the language, a specific reference point or stimulus.18

In conclusion, picture provides some advantages for teaching

and learning process. One of them is it can attract the students’

motivation and interest to respond the teacher explanation in teaching and learning process. Besides the teacher can use picture in various ways such as pair work or group, it enables students to be more active and communicative with their pairs or groups.

16

Jeremy Harmer, How to Teach English, (Britain: Pearson Longman, 1998), p. 182. 17 _{Grazyna Syzke, “Using Pictures as Teaching Aids”, in}

English Teaching Forum, No. 4 Vol XIX, October 1981, p. 46.

18

b.

The Disadvantages of Using Picture

Pictures not only have advantages in some cases, but they also have several disadvantages as media in teaching-learning process. One of the disadvantages is unclear pictures will make the students misunderstand of what the picture describe. Lado stated that, “Pictures provide a great deal of information at a glance, but when used to illustrate the meaning of a particular expression, they can mislead”.19 For example, the picture of trumpet with cross sign around the mosque or the church that means the vehicle are not allowed to produce a sound, many children still don’t know the meaning of this picture.

Sudjana and Rivai has given some points that if the pictures are too small, they are difficult to see. Thus, the students’ attention and interest will lose. 20 It means, it is bad if the teacher shows the small pictures to the students in front of the classroom. Every student will compete to see and make noisy. Obviously, the student will not give their attention anymore. However, small picture still can be used in pair or small group.

There are also other disadvantages of using picture in teaching and learning process, such as;

 Students pay attention on the picture more than on learned material.

 It takes time and costs much to provide attractive picture.  Small and unclear pictures may cause problem in the teaching

learning process since the students may misunderstand about the picture.21

Based on the points above, because of picture, students cannot pay attention to the material that must be an important thing to learn instead of the picture that will make them pay more attention. Beside,

19

Robert Lado, Language Teaching: A Scientific Approach, (New York: McGraw-Hill, Inc., 2003), p. 194.

20

Nana Sudjana dan Ahmad Rivai, Media Pengajaran, (Bandung: Sinar Baru Algesindo, 2001), Cet. IV, p. 75.

21

http://www.05128800.blogspot.com/2011/06/advantages-and-disadvantages-of picture. html, (retrieved on November 12th, 2013)

the use of picture as medium of teaching learning activities needs a lot of time and costs. And the last, size of picture is important because small and unclear pictures are not suitable for big group students. It can cause problem since the students do not understand about the picture.

In addition, Sadiman dkk gave another opinion about some disadvantages of pictures as follows:

a. The pictures only focus at the sight perception.

b. The pictures that are too complex are ineffective in teaching learning process. Students do not know how to read the pictures. c. The lack of size is not suitable for the big group.22

Based on Sadiman dkk's view above, the students sometimes do not understand of what the pictures describe about. It is because pictures are too complex. That is why, to make the use of pictures to be effective, the teacher should choose simple pictures to describe something.

Another opinion stated by Vernon S. Gerlach that picture also has a significant problem. It can be caused by the size and distance or it is too small and the distance is too far. So it is too difficult to be seen clearly by the students. The lack of color in some pictures will also restrict proper interpretation. Besides that, students do not always know how to read the pictures. Those reasons above can make misunderstanding.23

Furthermore Nick Under Hill pointed out about the disadvantages of pictures are:

1. With a visual stimulus there is a danger. That the learner will miss the point of pictures or story, for personal or culture reason.

2. Unless vocabulary items in the pictures are supplied, the learner who knows the names of only two or three crucial item

22

Arief S. Sadiman, dkk, Media Pendidikan: Pengertian, Pengembangan, dan pemanfaatan, (Jakarta: PT. Raja Grafindo Persada, 2007), p. 31.

23

will be at strong. Advantage over those who do not. Even if the items are supplied on request and mark not deducted, it is physiological demodulating, to have to ask for vocabulary before you begin.

3. Suitable cartoon stories are hard to find and difficult for an amateur to draw. Even deciding on a good storyline can be difficult task. Particularly in situation where learner can and find several alternative.24

In summary, there are some disadvantages of using pictures as a media of teaching and learning process; picture can cause misunderstand and hard to see if the pictures are unclear and too small.

Thus, the student’s attention and interest to the material will lose. It

also seems that the use of picture make the students pay attention to the picture more rather than the material, and the use of attractive picture also takes time and costs much. Moreover, the pictures that are too complex are ineffective in teaching and learning process because students do not know how to read or to explain the pictures. To avoid this problem and to make the use of pictures to be effective, the teacher should use clear, simple, and big pictures to the students in order to make teaching and learning process more attractive.

24

Nick Under Hill, Testing Spoken Language: A Handbook of Oral Testing Technique, (Cambridge: Cambridge Universily press, 2002), p. 67.

B.

The Degree of Comparison

1.

The Definition of Degree Comparison

Before the writer discusses and gets the understanding about degree of comparison, he believes that it is important to know about the meaning of comparison first. There are some definitions about comparison which stated by the some experts.

Larsen-Freeman and Celce-Murcia in Grammar Book stated that

“One of the most basic and powerful of human cognitive processes is the

ability to comprehend and express the fact that two things are similar of different, often such similarity or difference is expressed in terms of

degree, extent, or quantity”.25

As stated by Larsen-Freeman and Celce-Murcia above, it clearly shows that the ability to comprehend and to show two things are similar or different which is expressed in terms degree of comparison both in adjective and adverb are essential for English learners.

Another opinion, according to Danesi “Comparison of adjectives and adverbs can be used to indicate that something or someone has

relatively equal, greater, or lesser degree of some quality or feature”.26 From this statement, it clearly shows adjective and adverb are used to compare the quality of people or things whether they are equal, greater or lesser degree of a quality or feature.

The process involves comparing dissimilarity or similarity of people or things by using adjective or adverb. Adjective are words which give extra information about noun. They do not change their form except when they are comparative or superlative.27 An adjective changes the meaning of a noun by giving more information about it. The adjective usually comes immediately before nouns; for example: a good book,

25

Marriane Celce-Murcia & Dianne Larsen-Freeman, The Grammar Book: An ESL/EFL Teacher’s Course, (Rowley: Newburry House, 1999), Second Edition, p. 717.

26

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

27

Mark Foley & Diane Hall, Advanced Learners’ Grammar, (Essex: Pearson Longman, 2003), p. 216.

beautiful flowers, a tall woman, etc.28 While for adverbs, Murphy highlighted that adverbs tell us about a verb; how somebody does something or how something happens.29 From the statement above it clearly shows that an adjective does not change its form except when they are in comparative and superlative forms.

Although adjectives can be compared but not all adjectives lend themselves to the comparison. Some adjectives cannot be compared because the positive (simplest) form expresses the only degree possible. Here the list of incomparable adjectives; perfect, unique, fatal, universal, dead, wrong, straight, blind, final, vertical, right, left.30

“Degree of comparison in English grammar are made with the

adjective and adverb words to show how big or small, high or low, more or less, many or few, etc., of the qualities, numbers, and position of the nouns (person, things, and place) in comparison to the others mentioned in the other part of a sentence or

expression”31 For example:

a. Michael is as tall as Winston b. Winston is taller than Robert c. Paul is the tallest person in his class

The example of sentence a above shows that the words as tall as mean both Michael and John have the same height. The word taller than in sentence b shows that John and Paul have different height. Their height

difference such as John is 180 cm and Paul is 170 cm. So, John’s height is above from Paul’s height. Then, the word the tallest in sentence c shows

that George’s height is above among his friends in the class.

28

Betty Schramfer Azar, Fundamentals of English Grammar, (New York: Longman Pearson Education, 2003), Third Edition, p. 166.

29

Raymond Murphy, English Grammar in Use, (Cambridge: Cambridge University Press, 1994), p. 198.

30

http://www.esldesk.com/grammar/adjectives, (retrieved on November 7th, 2013) 31

http://www.weblearneng.com/the-degree-of-comparison, (retrieved on November 7, 2013th, 2013)

From all the explanations above, the writer concludes that degree of comparison is the modification of adjectives and adverbs to indicate that something or someone has relatively equal, greater, or lesser degree of some quality or quantity. Although some adjectives can be compares but not all of them led themselves to the comparison like; perfect, unique, fatal, universal, dead, wrong, straight, etc. Degree of comparison in English grammar also has a function to show how big or small, high or low, more or less, many or few of the qualities, numbers, and position of the nouns (person, things, and place). They are used to show whether things or persons are equal, higher or highest degree of quality or quantity.

2.

The Forms of Degree of Comparison

Form of degree of comparison of adjective are divided into the form regular comparison and irregular comparison. In the following below is the form of degree of comparison of adjectives: positive, comparative and superlative.

a. Positive form

The positive degree is the adjective in its simple form. It is the general way to show only existence of some quality.32 In addition, there are two more comparisons with the positive form of the adjectives. Danesi stated that “to compare two things (people, animals, or objects) that they are have the same or equal degree of some attribute or feature, we use as…as and not as…as to compare

things that they are not having the same quality”.33 For example:

 Tom is tall

 Julia is as tall as Ricky  Winston is not as tall as John

32

http://www.weblearneng.com/the-degree-of-comparison, (retrieved on November 7, 2013th, 2013)

33

b. Comparative and Superlative forms

Comparative are adjectives that end in -er (e.g. bigger, richer, and faster) or more (e.g. more interesting, more expensive).34 We use comparative to compare one person or a thing with another person or a thing.35

For example:

 Tiger is bigger than Cat.

 Detective Conan is more interesting than Dragon Ball. While superlatives forms are adjectives that end in -est (e.g. biggest, richest, fastest) or most (e.g. the most interesting, the most expensive).36 Superlatives degree distinguishes one thing or person from a number of others.37 We use superlative adjectives to compare somebody or something with the whole group that he or she or it belongs to.38

For example:

 Brian is the tallest boy in the class.

 Motorcycle is the most expensive of them all.

Comparative and superlative degree has many forms based on their syllables, their ending in vocal and consonant letter as the following example below:

1) One-syllable adjective (Regular comparison)

a) For one-syllable adjective form their comparative and superlative by adding -er and -est to the positive form.39

34

Martin Parrot, Grammar for English Language Teachers, (Cambridge: Cambridge University Press, 2010), Second Edition, p. 79.

35

Michal Swan, Practical English Usage, (Oxford: Oxford University Press, 2005), Third Edition, p. 139.

36

Parrot, loc. cit. 37

Foley & Hall, op. cit., p. 224. 38

Swan, loc. cit. 39

Table 2.1

Adjectives Comparative Superlative

Old Older The oldest

Wise Wiser The wisest

Cheap Cheaper Cheapest

(Adapted from Betty Schrampfer Azar; Fundamentals of English Grammar)

b) For adjectives ending in -e form their comparative and superlative by adding -r and -st.40

Table 2.2

Adjectives Comparative Superlative

Brave Braver Bravest

Late Later Latest

Nice Nicer Nicest

(Adapted from Betty Schrampfer Azar; Fundamentals of English Grammar)

c) For adjectives ending in one vowel and one consonant, form their comparative and superlative by doubling the last consonant and adding -er and -est.41

Table 2.3

Adjectives Comparative Superlative

Fat Fatter Fattest

Big Bigger Biggest

Thin Thinner Thinnest

(Adapted from Betty Schrampfer Azar; Fundamentals of English Grammar)

2) Two -syllable adjectives

a) For most two-syllable adjectives, more and most are used.42

40

Swan, op. cit., p. 113. 41

Ibid. 42

Table 2.4

Adjectives Comparative Superlative Famous More famous The most famous Pleasant More pleasant The most pleasant (Adapted from Betty Schrampfer Azar; Fundamentals of English Grammar)

b) For adjectives ending in -y form comparative and superlative by adding -er and -est. The -y is changed to -i.43

Table 2.5

Adjectives Comparative Superlative

Happy Happier The happiest

Pretty Prettier The prettiest (Adapted from Betty Schrampfer Azar; Fundamentals of English Grammar)

c) For some two-syllables adjectives use either -er/est or more/most.44

Table 2.6

Adjectives Comparative Superlative

Clever Cleverer More clever

The cleverest The most clever Friendly Friendlier

More friendly

The friendliest The most friendly (Adapted from Betty Schrampfer Azar; Fundamentals of English Grammar)

3) Theree or more syllables adjectives

a) For adjectives with three or more syllables form their comparative and superlative by adding more and most.45

43

Azar, op. cit., p. 253. 44

Azar, op. cit., p. 253. 45

Table 2.7

Adjectives Comparative Superlative Important More important The most important Fascinating More fascinating The most fascinating (Adapted from Betty Schrampfer Azar; Fundamentals of English Grammar)

c. Irregular Comparison

Comparison of adjective is not only having regular adjectives but also there are irregular adjectives for comparative and superlative forms. Parrot pointed out irregular adjective in comparative and superlative degree. The table shows some of the most common irregular forms.46

Table 2.8

Irregular Comparative and Superlative Forms

Adjectives/adverb Comparative Superlative

Good Better Best

Well Better Best

Bad Worse Worst

Badly Worse Worst

Far Farther/further Farthest/furthest

Old Elder Eldest

 Farther and farthest generally refer only to distance; further and furthest can also have abstract meaning.

 Older and oldest are the standard forms. The use elder and eldest only talks about family relationship, and only normally before a noun.

46

C. Teaching Degree of Comparison by Using Picture

According to Celce-Murcia and Hilles, “Pictures are versatile and useful resources for teaching aspects of grammar that require a structure-meaning match; they can be used in all phases of a grammar lesson (i.e. in presentation, focused practice, communicative practice, and for feedback and correction)”.47 This statement shows that picture is one of visual aids that can be used for teaching grammar in all stages such as presentation, communicative practice, and also for giving feedback and correction to the students.

Meanwhile Ur highlighted in her book, that pictures can be used to teach degree of comparison.48 Ur states that the use of pictures in teaching degree

of comparison in various activities. According to her, “Pictures of two

different people (stick figures or magazine cutouts will do) can create a

context for structured or communicative practice of comparison”.49

For structured practice, the teacher can use the question form as an example below:

“Budi is_____________Rozak.”

“Rozak is_____________Budi.”

In this activity, the teacher gives each pair of students a picture of George and Bill who have different age; and both of students have to compare their age by using comparative degree.

Then, another activity of using pictures for teaching comparison is communicative practice of comparison. “'For communicative practice, students sit back to back so they cannot see each other's pictures. Thus the two students have to ask each other many questions and share a lot of information.50 In this activity, the students have a conversation to share a lot of information about their pictures; they can think and talk about their picture by themselves naturally.

47

Celce-Murcia and Hilles, loc. cit. 48

Ur, op. cit., p. 81. 49

Ur, op. cit., p. 81. 50

In addition, she also adds that, “Pictures also can form the basis for pair and group activities. They are used for eliciting verbal responses or in short to elicit talking”.51

In this activity, the teacher divides the students into some groups. Then, he/she gives different pictures for each group to make sentences about comparison based on the pictures given. Then, each of groups has to make sentences consist of comparative or superlative degree of adjective. After making four or five sentences, they have to present in the front of class for showing group activity.

The activity will enhance active learning because every student will present their work in front of class.

For example: (Group I) Task: Compare the height of the three women on the picture below.

Figure 2.4 Picture of three people The sentences are:

1. Alice is the tallest of all.

2. Linda is the shortest of the three. 3. Karen is taller than Linda. 4. Karen is shorter than Alice

51

D.

Teaching Degree of Comparison without Using Picture

Teaching grammar without using picture is the same with teaching through conventional teaching method. The way is by explaining the grammatical rules following with some examples. Then, ask the students to memorize the rules and do the different examples.52 Therefore, especially for teaching degree of comparison, the teacher gives the explanation to the students about the rules and patterns of positive, comparative, and superlative forms of degree of comparison. After that, the teacher writes or gives some examples as following below:

1. The pattern of positive degree

 Subject + verb/to be + as + adjective + as + noun  Subject + verb/to be + not + as + adjective + as + noun

Examples:

 Abdul is as old as Amir.

 The lemon is not as big as the watermelon.

2. The pattern of comparative degree

a. For one syllable adjective, form their comparative by adding -er to the positive form:

 Subject + verb/to be + (adjective + er) + than + noun Examples:

 Bali is smaller than Kalimantan.  The car is bigger than the motorcycle.

b. For adjectives ending in -e, forms their comparative by adding -r:  Subject + verb/to be + (adjective + r) + than + noun

Examples:

 Alfian is braver than Andi.

52

Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (Oxford: Oxford University Press, 2000), p. 20.

 The penguin is nicer than than duck.

c. For adjectives ending one vowel and one consonant, form their comparative by doubling the last consonant and adding -er:

 Subject + verb/to be + (adjective + er) + than + noun Examples:

 Sofian is fatter than Joko.  The bus is bigger than the taxi.

d. For adjectives that have three or more syllables, more are used:  Subject + verb/to be + (more + adjective) + than + noun

Examples:

 The lion is more dangerous than the buffalo.  The Television is more expensive than the radio.

e. For adjectives ending in -y form comparative by adding -er, the -y is changed to -i:

 Subject + verb/to be + (adjective + er) + than + noun Examples:

 Suci is prettier than Anio.

 The bos is happier than the secretary.

3. The pattern of superlative degree

a. For one syllable adjective, form their comparative by adding -est to the positive form:

 Subject + verb/to be + (the + adjective + est) + complement. Examples:

 My father is the tallest person in my family.  Mahmud is the oldest boy of the three.

 Subject + verb/to be + (the + adjective + st) + complement Examples:

 Riki is the bravest person among his friends.  Rudi is the latest one in his class.

c. For adjectives ending one vowel and one consonant, form their comparative by doubling the last consonant and adding -est.

 Subject + verb/to be + (the + adjective + est) + complement. Examples:

 Abdullah is the thinnest person among his friends.  The bus is the biggest among of the three vehicles.

d. For adjectives that have three or more syllables, most are used:  Subject + verb/to be + (the + most + adjective) + complement.

Examples:

 The lion is the most dangerous animal in the jungle.  He is the most popular student in my school.

e. For adjectives ending in -y form comparative by adding -est, the -y is changed to -i:

 Subject + verb/to be + (the + adjective + er) + complement. Examples:

 Adinda is the prettiest girl in her class.

 The bos is the happiest person among his employees.

After explaining some patterns and examples, the teacher asks the students to memorize the patterns and make some other examples of positive, comparative and superlative adjective. Then, the teacher asks his/her students to translate one by one the sentences they have made into

32

In this chapter, the writer discusses Research Methodology which consists of seven main topics; The Method of The Research, The Population and The Sample, The Instrument of The Research, The Place and The Time of Research, The Technique of Data Collecting, The Technique of Data Analysis, and The Hypothesis of The Research.

A. The Method of the Research

In this study, the writer used quasi-experiment method. The quasi experiment research has characteristics as stated by Nunan “Quasi-experiment has both pretest and posttests and experimental and control groups, but no random assignment of subjects”.1 Means that the writer will not give an assignment to each subject/student in determining which person that will be in experiment class and which person that will be in control class. He only took the sample from existing group/class to determine which group that will be experiment class and which group that will be control class.

The writer took and compared two classes for the research; they were experiment class and control class. The research was conducted in five meetings. In the first meeting, the writer gave pre-test to obtain the students’ achievement before the treatment was done. Then the writer gave the treatment for three meetings in teaching degree of comparison using pictures for the experimental class and without using picture or through conventional teaching method for the control class. The last, the writer gave post-test to know whether there was significance difference of students’ achievement after doing a treatment in both classes.

1

David Nunan, Research Methods in Language Learning, (Cambridge: Cambridge University Press, 1992), p. 41.

B.

The Place and the Time of Research

The place of research is a location where the research is done; while for the time, it consists of the description of when the research is done, such as: semester, academic year and how long the research is done.2 The research was conducted at SMP AD-DA’WAH which is located at Jalan Madrasah Tanah Koja Rt. 007/02 Kel. Duri Kosambi, Kec. Cengkareng, Jakarta Barat, from March 3rd 2014 until March 29th 2014. First the writer asked the permission to headmaster in doing the research on March 3rd 2014. The next was giving the pre-test to the students on March 20th 2014, and then he gave the treatment for three meetings; the first meeting started on March 21th 2014, the second meeting on March 27th 2014, and the last meeting on March 28th 2014. After that, the writer gave a post-test to the students on March 29th 2014. The research was done for 5 times (90minutes/meeting) and was conducted at the second semester of academic year 2013-2014

Table 3.1

The Schedule and the Agenda of The Research

No. _{Time Agenda}

1 Monday, March 3rd 2014

The writer asked the permission to headmaster of SMP AD-DA’WAH to do the research.

2 Thursday, March 20th 2014

The writer gave pre-test to the students in both experiment class and control class.

3 Friday,

March 21th 2014,

The writer started the first treatment to the students in both experiment class and control class.

4 Thursday, March 27th 2014

The writer did the second treatment to the students in both experiment class and control class.

5 Friday,

March 28th 2014.

The writer did the third treatment to the students in both experiment class and control class.

6 Saturday, March 29th 2014

The writer gave post-test to the students in both experiment class and control class.

2

Kadir. et al., Pedoman Penulisan Skripsi, (Jakarta: Fakultas Ilmu Tarbiyah dan Keguruan, 2013), p. 61.

C. The Population and the Sample

Population is the whole subject of the research; it can be said as the population research when someone wants to research all the elements that exist in that research area.3 While for sample, Arikunto defined sample as part or representation of the population being researched; if we just research a part of population, the research can be said as the sample population.4

The population of this research was the whole second year students of SMP AD-DA’WAH, Duri Kosambi, Cengkareng. The total of the second year students was 98 people. There were three classes comprising VIII-A, VIII-B, and VIII-C. The writer used purposive sampling technique to determine the sample, so he just took two classes based on the recommendation of English teacher. The sample of this research was two classes. Those were VIII-B which consisted of 32 students as the control class and VIII-C which consisted of 34 students as the experiment class.

When the writer gave the students pre-test in experiment class, there were only 30 students who came and did the assignment that were given by the writer. On the other day, there were only 28 students who came and did the assignment when the writer gave them post-test. Meanwhile, when the writer gave the students pre-test for the control class, there were only 27 students who came and did the assignment that given by the writer. And the other day, there were only 28 students who came and did the assignment when the writer gave them a post-test. In fact, the writer saw that there were only 25 students who came in both pre-test and post-test in experiment class, and there were only 27 students who came in both pre-test and post-test in control class. Therefore, it can be concluded that there were some students who absent in both experiment class and control class when he did pre-test, treatment, and also post-test to complete his research. Thus, the writer only took 25 students in both experiment class and control class as a sample in this research.

3

Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: Rineka Cipta, 2010), p. 173.

4

D. The Instrument of the Research

To obtain the data in this research, the writer gave the students pre-test and post-test for both control class and experiment class. The instrument that was used for this research was test which was developed by the writer for both control class and experimental class. The material of test that was used for pre-test and post-test was developed from syllabus of English lesson at the second year students of junior high school, and then it was expanded by the writer into several points of indicator to make the test, it can be said as test specification or kisi-kisi5. The test consisted of 25 questions in multiple choices.6 The score per items was 4. It means if students could choose the answer of 1 item correctly, they would get 4 score. And if they could choose the answer of 25 items correctly, they would get 100 as the highest score.

The test that was used for both pre-test and post-test was taken from the same test specification, and the writer divided the test specification into three general materials that consisted of several indicators. And from each indicator, the writer made a number of questions based on the content of its indicator. The first material talked about Positive Degree which consisted of two indicators; to show the sentence in positive degree form (three questions) and to choose the appropriate adjective in positive degree sentences (three questions). The second material talked about the Comparative Degree which comprised three indicators; to identify the sentence of comparative degree correctly (three questions), to choose the appropriate adjective in sentence of comparative degree (three questions), and to differ the adjective that uses suffix -er and additional more correctly (three questions). And the last material talked about Superlative Degree which also consisted of three indicators; to identify the sentence of superlative degree correctly (three questions), to choose the appropriate adjective in superlative degree sentence (four questions), and to differ the adjective that uses suffix -est and additional most correctly (three questions). Thus, the total of questions was 25 items.

5

See Appendix 1. 6

E.

The Technique of Data Collecting

The technique of data collecting explains what technique which is used by the writer to obtain the data about the variable or focus of the research; in the quantitative research, the technique of data collecting is divided into test and non test. 7 The technique of the test such as: achievement test, potential test and IQ test. Meanwhile, technique of non test is used to measure the performance of individual typical, for example: the questioner (about the kind of jobs, religion, hobby, etc), interview, observation, and documentation. The technique of data collecting that was used in this research are test which is divided into:

a. Pre-test

The writer gave a pre-test to the students before the treatment was done for both experiment and control class. As the writer have discussed in the instrument of the research, the form of the test that was given to the students was multiple choices that consist of 25 questions. The objective of giving pre-test is to know the basic knowledge of the students before the treatment was done.

b. Post-test

The last step was giving post-test to the students after the treatment is given for both experiment class and control class. The test that was used for post test were the same as the test that was used for pre-test. It was multiple choices that consist of 25 questions. The objective of giving post-test is to know students’ learning achievement after the treatment is given.

7

F.

The Technique of Data Analysis

Data analysis was the last step of the research that was done as one of the procedures of experiment. In this case, the writer calculated the data which was obtained from the research. The objective of data processing is to know

students’ learning achievement of both experiment class and control class. After getting the data from pre-rest and post test of both experiment class and control class, the writer compared the result of both class to know the average score of each class. This technique is used to know whether there is significant difference of students’ achievement that are taught degree of comparison through pictures and students’ achievement who are taught degree of comparison without using picture or through conventional teaching method.

Anas Sudijono highlighted, to test the difference between two means is used t-test formula as following below.8

t₀ = M1−M2 SE_{M 1−M2}

�1 : Mean of the Difference of Experiment Class

�2 : Mean of the Difference of Control Class

���1 : Standard Error of Experiment Class

���2 : Standard Error of Control Class

The Procedur of calculation were as follows:

1. Determining Mean of Variable X, the formula is: M₁ = X

N₁

2. Determining Mean of Variable Y, the formula is: M₂ = Y

N₂

8

Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo Persada, 2005), p. 324-235.

3. Determining Standard of Deviation Score of Variable X, the formula is: SD₁ =

X2 N₁

4. Determining Standard of Deviation Score of Variable Y, the formula is: SD₂ = X

2 N₂

5. Determining Standard Error of Mean of Variable X, the formula is: SE_M

1 =

SD₁ N₂−1

6. Determining Standard Error of Mean of Variable Y, the formula is: SE_M

2 =

SD₂ N₂−1

7. Determining Standard Error of Difference of Mean of Variable X and Variable y, with formula:

SE_M

1−M2 = SEM1 2

+ SE_M 2

2

8. Determining t0 with formula: t₀ = M1−M2

SE_{M1−M 2}

9. Determining t-table in significance level 5% with degree of Freedom (df): df = N₁+ N₂ −2

Variable X : Teaching Degree of Comparison by Using Picture Variable Y : Teaching Degree of Comparison without Using Picture

G. The Hypothesis of the Research

The hypothesis of the research is supposed as the temporary answer concerning to the problem that has been formulated in the research and it also needs to validate the truth which using empirical data.9 The hypothesis also means as the temporary conclusion about the relation between two variables or more.10 The hypothesis of this study will be formulated as follows:

a. Alternative hypothesis (Ha)

There is significant difference of students’ achievement that are taught degree of comparison by using pictures in experiment class and students’ achievement who are taught degree of comparison without using picture or through conventional teaching method in control class.

b. Null hypothesis (Ho)

There is no significant difference of students’ achievement that are taught degree of comparison by using pictures in experiment class and students’ achievement who are taught degree of comparison without using picture or through conventional teaching method in control class.

Statistic hypothesis:

1. If t-test (t0) > t-table (tt): there is significance difference. The alternative Hypothesis (Ha) is accepted and null Hypothesis (H0) is rejected.

2. If t-test (t0) < t-table (tt): there is no significance difference. The alternative Hypothesis (Ha) is rejected and null Hypothesis (H0) is accepted.

9

Djaali, 2003 in Kadir (ed), Pedoman Penulisan Skripsi, (Jakarta: Fakultas Ilmu Tarbiyah dan Keguruan, 2013), p. 59.

10

Kerlinger, 2003 in Kadir (ed), Pedoman Penulisan Skripsi, (Jakarta: Fakultas Ilmu Tarbiyah dan Keguruan, 2013), p. 59.

C H A P T E R IV

R E S E A R C H F I N D I N G S

In this chapter, the writer discusses Research Findings which consists of four main topics; The Data Description, The Data Analysis, the Data Interpretation, and the Test of Hypothesis.

1.

The Data Description

After the writer conducted pre-test and post-test for both control class and experiment class, then he analyzed students’ worksheet of both classes and found the total of right answer to be calculated into the score. After that, he compared the result of the students’ pre-test and post test score, and then made the table of the students’ score from both control class and experiment class.

Table 4.1 shows the students’ score of both control class and experiment class that consists of students’ number, pre-test score, post-test score and gained score from both classes.

Table 4.1

Student’s Score of Control Class and Experiment Class

S

tudents Control Class Students Experiment Class

Pre-Test Score

Post-Test Score

Gained Score

Pre-Test Score

Post-Test Score

Gained Score

1 40 48 8 1 52 64 12

2 40 44 4 2 40 48 8

3 36 44 8 3 56 76 20

4 40 44 4 4 48 76 28