adjective and adverb before they compare two things or person in comparative forms. But some problems appear when they are learning comparative, learners often have
wrong in using more or ending –er e.g. more big or handsomer some learners have difficulty in distinction using more - and –er. And also the learners may not know
the appropriate irregular forms e.g. good - better – best . From these statements above, the writer analyze that the learners tend to make
a mistake because the lack of knowledge about the comparative degree and they have difficulty in using them appropriately.
Based on the explanation above, the writer is interested in applying Role Play technique in Communicative Approach in teaching comparative degree to the sixth
class of SDN. Duri Kosambi 07 Pagi on Jln. Raya Kresek No.51 RT 00708 kec. Cengkareng 11750 Jakarta Barat.
B. The Limitation of The Problem
There are many problems that can cause the low ability of the students in using comparative degree namely the facility, the teacher performance, students’
interests , students’ motivation, the method in teaching and etc. Including the approaches that the teacher uses in teaching English. Therefore this research would
apply the communicative approach in teaching comparative degree
C. The Formulation of The Problem
Based on the background of study, the writer formulates the problem as follows: “Is there any improvement in the students’ scores of the comparative degree
after being taught by using the Communicative Approach ?”
D. The Method of The Study
The study is based on field research. In this research, the writer used pre- experimental method by using “one group pre-test and post test design” where
the writer did the research in a single group only. He used the same material to treated the students.
The method is used to know any increases of the students’ scores of Comparative Degree after being taught by Communicative Approach.
E. Organization of The Study
This paper consists of four chapters. The first chapter is introduction. It covers background of study, limitation and formulation of Study, significance of the Study,
and organization of study. The second chapter discusses theoretical framework consisting of four parts.
Part A is Comparative Degree which covers definition of comparative degree, and pattern of Comparative Degree. Part B is Communicative Approach which covers
Principles, Designs, procedure , and Strength and Weakness of Communicative Approach .part C is
Teaching comparative Degree through Communicative Approach D is
Hypothesis of the Study The third chapter is Research methodology and findings which covers two
parts. Part A is Research Methodology which consists of purpose of study, purpose of study, Place and Time of study, Population and Sample of study, Instrument of Study,
and Technique of analyzing Data. Part B is Research finding decided into three; the first is description of Data, the second is interpretation of Data and the third one is
Test of Hypothesis
The last chapter presents Conclusion and Suggestion. It is core review of previous discussion in this paper. And there are some suggestion that might be profile
the language teachers, learners in teaching – learning process
CHAPTER II THEORETICAL FRAMEWORK
