8
C H A P T E R II T H E O R E T I C A L F R A M E W O R K
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 individuals 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 shehe is married, herhis
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 andor 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, heshe 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 LanguageForeign 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 hisher 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
Wright, op. cit., p. 3.
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
Celce-Murcia and Hilles, loc. cit.
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 pi ctures 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
Ibid.p. 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
Wright, op. cit., p. 2.
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.com201106advantages-and-disadvantages-of picture. html, retrieved on November 12
th
, 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 dkks 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
Vernon S. Gerlach, Using Pictures As Teaching Aids., p. 227.
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 ESLEFL Teacher’s Course, Rowley: Newburry House, 1999, Second Edition, p. 717.
26
Marcel Danesi, Basic American Grammar and Usage: An ESLEFL 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.comgrammaradjectives, retrieved on November 7
th
, 2013
31
http:www.weblearneng.comthe-degree-of-comparison, retrieved on November 7, 2013
th
, 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.comthe-degree-of-comparison, retrieved on November 7, 2013
th
, 2013
33
Danesi, loc. cit.
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
Azar, op. cit., p. 253.
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
Azar, op. cit., p. 253.
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 -erest or moremost.
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
Azar, op. cit., p. 253.
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
Adjectivesadverb Comparative
Superlative
Good Better
Best Well
Better Best
Bad Worse
Worst Badly
Worse Worst
Far Fartherfurther
Farthestfurthest 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
Parrot, op. cit., p. 81.
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 practic e, 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
communi cative practice of comparison. “For communicative practice,
students sit back to back so they cannot see each others 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
Ibid., p. 82.
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, heshe 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
Ibid., p. 74.
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 + verbto be + as + adjective + as + noun
Subject + verbto 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 + verbto 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 + verbto 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 + verbto 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 + verbto 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 + verbto 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 + verbto be + the + adjective + est + complement. Examples:
My father is the tallest person in my family. Mahmud is the oldest boy of the three.
b. For adjectives ending in -e, forms their comparative by adding -st:
Subject + verbto 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 + verbto 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 + verbto 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 + verbto 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 hisher students to translate one by one the sentences they have made into
students’ native language sentences.
32
C H A P T E R III R E S E A R C H M E T H O D O L O G Y
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 subjectstudent 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 groupclass 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. 00702 Kel. Duri Kosambi, Kec. Cengkareng, Jakarta Barat,
from March 3
rd
2014 until March 29
th
2014. First the writer asked the permission to headmaster in doing the research on March 3
rd
2014. The next was giving the pre-test to the students on March 20
th
2014, and then he gave the treatment for three meetings; the first meeting started on March 21
th
2014, the second meeting on March 27
th
2014, and the last meeting on March 28
th
2014. After that, the writer gave a post-test to the students on March 29
th
2014. The research was done for 5 times 90minutesmeeting 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 3
rd
2014
The writer asked the permission to headmaster of SMP AD-
DA’WAH to do the research.
2
Thursday, March 20
th
2014
The writer gave pre-test to the students in both experiment class and control class.
3
Friday, March 21
th
2014,
The writer started the first treatment to the students in both experiment class and control class.
4
Thursday, March 27
th
2014 The writer did the second treatment to the students
in both experiment class and control class.
5
Friday, March 28
th
2014. The writer did the third treatment to the students in
both experiment class and control class.
6
Saturday, March 29
th
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
Ibid., p. 174.
