was not interested in learning comparative adjectives by the use of pictures. He stated that “... males aja” and “lama- lamain Miss, ribet”.
Secondly, the next five interview questions were about the learners’ perception
of the use of pictures in learning comparative adjectives. Five of six learners had positive perceptions of the use of pictures in learning comparative adjectives. They
perceived that the use of pictures in learning comparative adjectives could create interesting, unboring, fun, and enjoyable class. They were happy when learning
comparative adjectives by the use of pictures. They expressed their happiness like “enak aja Miss seneng, lebih ngerti belajarnya”. They also perceived that the use
of pictures could make learning material easier and more understandable. Additionally, the pictures were also could assist them in memorize the learning
material. They argued that pictures could explain the learning material more clearly than a text did
. One of them said that “...soalnya kan ada gambarnya jadi bisa dilihat. Kalau kata- kata kan susah Miss ga bisa dilihat
”. Therefore, they stated that the use of pictures in learning comparative adjectives affected on their
score of comparative adjectives test. The rest of qualitative data respondents, one of six learners perceived the use
of pictures in learning comparative adjectives negatively. He was unhappy when learning comparative adjectives by the use of pictures,
”emm.. biasa aja Miss. Ga enak
”. He also argued that the use of pictures was time consuming, complex, and unclear in delivering the learning material. Moreover, he stated that the use of
pictures did not assist him in memorizing the learning material. Hence, he perceived that the use of pictures did not effect on his score of comparative
adjectives test.
B. Research Discussion
From the analysis of quantitative data, it could be seen that the use of pictures in learning comparative adjectives affected
learners’ score. The high gained score of this research showed an improvement that could be caused by media selection for teaching
comparative adjectives. In this research, the selected media were pictures of some objects which could be used in explaining the learning material of comparative
adjectives. Therefore, the use of pictures could be used by other teachers in explaining comparative adjectives
, because it can affect learners’ score positively. Additionally, in this research, the learners had positive and negative perceptions of
the use of pictures in learning comparative adjectives. As elaborated in qualitative data analysis, most learners had positive perceptions of the use of pictures in learning
comparative adjectives. The learners perceived that the use of pictures in learning comparative adjectives made the learning material easier and more understandable.
Moreover, the use of pictures also could assist the learners to memorize the learning material easily. This research result supported a statement stated by Syyed Mahdi
Erfani on her article that the presence of pictures could improve learners’
understanding and memory.
4
The other statement which was in line with this research result was also stated by Faturrohman and Sutikno.
5
They stated that pictures or images could improve understanding and memorizing.
The learners’ also perceived that the use of pictures was interesting technique to deliver comparative adjective materials.
The interesting media used in the class could create interesting activities which could affec
t learners’ affective filter- self-confidence, motivation, and anxiety.
6
This research result also proves
a statement delivered by Wright that “picture contributes to interest and motivation...”.
7
Next, most learners who had high gained score perceived that the use of pictures in learning comparative adjectives made the learners happy and enjoy in the teaching
learning process. It means that the researcher found that the learners perceived the use
4
Syyed Mahdi Erfani, Pictures Speak Louder than Words in ESP, Too. English Language Teaching, Vol. 5 No. 8, July, 2012, p. 165
5
Pupuh Fathurrohman and M. Sobry Sutikno, Strategi Belajar Mengajar, Bandung: PT. Refika Aditama, 2009, p. 16.
6
Kristin Krogh, Understanding Stephen Krashen’s Affective Filter Hypothesis, 2011,
https:suite.iokristin-krogh5c27243
7
Andrew Wright, Pictures for Language Learning, Cambridge: Cambridge University Press, 2004, p. 2
