The Effect of Using Pictures in Learning Comparative Adjectives to Learners' Score and Perception (A Mixed Method Research at the Eighth Grade of MTs. Al- Islamiyah Ciledug Tangerang)

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(A Mixed Method Research in the Eighth Grade of MTs Al- Islamiyah Ciledug Tangerang)

By:

SITI AFIFAH

1110014000004

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHER

S’

TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

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ABSTRACT

The Effect of Using Pictures in Learning Comparative Adjectives to Learners’ Score and Perception (A Mixed Method Research in the Eighth Grade of MTs Al- Islamiyah Ciledug Tangerang). A Skripsi, English Departement, Faculty of Tarbiyah and Teachers’ Training, UIN Syarif Hidayatullah, Jakarta, 2014.

Advisors : Dr. Farida Hamid, M.Pd Teguh Khaerudin, M.AppLing

Keywords : Pictures, Comparative Adjectives, and Perception

The purpose of the study was to know the effect of the use of pictures in learning comparative adjectives to learners’ score and perception. Whether or not the use of pictures can affect the learners’ score and how the learners perceive the use of pictures when learning comparative adjectives. The scopes of this study were learners’ score and perceptions. Sample of the study was 37 learners from 181 learners of 8th grade of MTs. Al- Islamiyah Ciledug.

This study used mixed method with explanatory sequential design which gathering the data, quantitative and qualitative data, sequentially in two phases, with one form of data collection following and informing the other. The techniques of data collection of the study were testing for collecting the quantitaive data and interviewing for collecting the qualitative data.

The findings of the study came from two kinds of data, quantitative and qualitative data. The result of quantitative data showed that the use of pictures in learning comparative adjectives affected the learners’ score. The result showed that t -value is higher than t-table, 18,086 > 2,028. It concluded that H1 was accepted which

meant that the use of pictures affected on learners’ score. The result of qualitative data showed that 5 of 6 learners who had high gained score had positive perception toward the use of pictures in learning comparative adjectives. Further, only 1 of 6 learners who had little gained score had negative perception toward it. From those findings, it concluded that the use of pictures in learning comparative adjective could affect the learners’ score and perceptions positively and negatively, and those perceptions could also effect on learners’ score.

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ABSTRAK

Advisors : Dr. Farida Hamid, M.Pd Teguh Khaerudin, M.AppLing

Keywords : Pictures, Comparative Adjectives, and Perception

Penelitian ini ditujukan untuk mengetahui pengaruh penggunaan gambar dalam pembelajaran comparative adjectives terhadap nilai dan persepsi siswa. Apakah penggunaan gambar dapat mempengaruhi nilai siswa dan bagaimana persepsi siswa terhadap penggunaan gambar dalam pembelajaran comparative adjective. Penelitian ini mencakup nilai dan persepsi siswa. Sampel dalam penelitian ini adalah 37 siswa dari populasi sebanyak 181 siswa kelas 8 MTs. Al- Islamiyah Ciledug.

Penelitian ini menggunakan metode campuran dengan desain explanatory sequential dimana mengumpulkan data kuantitatif dan kualitatif secara berurutan dalam dua tahap, dimana satu data didukung oleh data lain. Teknik yang digunakan dalam mengumpulkan data pada penelitian ini adalah tes untuk pengumpulan data kuantitatif dan wawancara untuk pengumpulan data kualitatif.

Hasil penelitian yang diperoleh berasal dari dua jenis data. Hasil dari data kuantitatif menunjukkan bahwa penggunaan gambar dalam pembelajaran comparative adjectives mempengaruhi nilai siswa. Hasil ini menunjukkan nilai t lebih besar dari pada t tabel, 18,086 > 2,028. Dapat disimpulkan bahwa H1 diterima yang berarti

penggunaan gambar mempengaruhi nilai siswa. Hasil dari data kualitatif menunjukkan bahwa 5 dari 6 siswa yang memiliki nilai selisih pre- test dan post- test yang tinggi mempunyai persepsi positif terhadap penggunaan gambar dalam pembelajan comparative adjectives. Selanjutnya, hanya 1 dari 6 siswa yang memiliki nilai sesilih yang kecil memiliki persepsi negatif terhadap penggunaan gambar. Dari hasil penelitian tersebut, dapat disimpulkan bahwa penggunaan gambar dalam pembelajaran comparative adjectives dapat mempengaruhi nilai dan persepsi siswa, positif maupun negatif, dan persepsi- persepsi tersebut dapat juga memengaruhi nilai siswa.

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In the name of Allah, the Beneficent, the Merciful. All praises be to Allah, the Lord of the world who has given the Mercy and Blessing upon the writer in completing this Skripsi. Peace and salutation be upon the prophet Muhammad, his family and his followers.

In this occasion, the writer would like to express her greatest appreciation, honour and gratitude to her beloved parents (Drs. H. Ashim Sutardi and Hj. Yayah Taswiyah), for their valuable supports and moral encouragement in motivating the writer to finish her study. Then, the writer thanks to her beloved sister and brothers (Ayu Arsyi Rahayu, S.Pd., Zakaria, and Ahmad Fakih) for their supports to the writer in writing this Skripsi.

The writer also would like to express her deepest gratitude to Dr. Farida Hamid, M.Pd. and Teguh Khaerudin, M.AppLing for their advices, guidances, corrections, and suggestions in finishing this Skripsi.

Her gratitude also goes to:

1. All lecturers of Department of English Education who have taught and educated the writer during his study at UIN Syarif Hidayatullah Jakarta. 2. Drs. Syauki, M.Pd., The Head of Department of English Education.

3. Zaharil Anasy, M.Hum., The Secretary of Department of English Education.

4. Didin N. Hidayat, MA. TESOL., The Academic Advisor

5. Dra. Nurlena Rifa’i, MA., Ph. D The Dean of Faculty of Tarbiya and Teachers` Training.

6. H. Syafe’i Ibrahim, S.PdI., The headmaster of MTs. Al-Islamiyah Ciledug Tangerang who has permitted the writer to conduct this research in his school.

7. Her beloved close friends; Sari Febrianti, Nur Pratiwi, Robiatul Adawiyah, Listianty Ridayu Maksum, Sita Pradhita, N.Yani Saniyatul A, Rani Junita

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iv 2010 for giving cares and supports.

9. Her beloved close friends, Ulfa Affandayanti S.Kom., Erna Ratna Wibiastuti, Nuryana Amalia, and Gea Eka for giving supports, cares and happiness.

10. Her beloved big families.

11. To all of MTs. Al-Islamiyah Ciledug Tangerang teachers.

12. To any other person who cannot be mentioned one by one for their contribution to the writer during finishing her Skripsi. The words are not enough to say any appreciations for their help.

May Allah bless them for all of what they have done.

Finally, the writer feels that it is really pleasure for her to receive critics and suggestions to make this Skripsi better. She also hopes that this Skripsi would be beneficial, particularly for her and for those who are interested in it.

Jakarta, September 16, 2014

The writer

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TABLE OF CONTENTS

ABSTRACT ... i

ACKNOWLEDGEMENTS ... iii

TABLE OF CONTENTS ... v

TABLE OF TABLES ... vii

TABLE OF FIGURES ... viii

TABLE OF APPENDICES ... ix

CHAPTER I. INTRODUCTION ... 1

A. Background of Study ... 1

B. Identification of Problem ... 6

C. Limitation of Problem ... 6

D. Formulation of Problem ... 7

E. Purpose of Study ... 7

F. Significance of Study ... 7

CHAPTER II. REVIEW OF RELATED LITERATURE ... 9

A. Literature Review ... 9

1. Picture ... 9

2. Perception ... 15

3. Comparative Adjectives ... 18

B. Previous Related Studies ... 22

C. Theoretical Framework ... 25

D. Research Hypothesis ... 28

CHAPTER III. RESEARCH METHODOLOGY ... 29

A. Place and Time of Studuy ... 29

B. Research Design ... 29

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D. Research Instrument ... 31

E. Technique of Data Collection ... 36

F. Technique of Data Analysis ... 36

G. Statistical Hypothesis ... 39

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ... ₄₀

A. Research Findings ... 40

B. Research Discussion ... 49

CHAPTER V. CONCLUSION AND SUGGESTION ... ₅₃

A. Conclusion ... 53

B. Suggestion ... 54

REFERENCES ... 55

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TABLE OF TABLES

Table 2.1 Comparative and Superlative Degree for Short Adjectives ... 19

Table 2.2 Comparative Degree for d and g Endings ... 20

Table 2.3 Comparative and Superlative Degree for y Endings ... 20

Table 2.4 Comparative and Superlative Degree for Long Adjectives ... 20

Table 2.5 Comparative and Superlative Degree for Certain Adjectives ... 21

Table 2.6 Positive, Comparative, and Supelative Degree for Irregular Adjectives ... 21

Table 3.1 Valid and Invalid Test Items ... 33

Table 3.2 Number of Eliminated Questions ... 33

Table 3.3 Number of Questions Used in Pre-Test and Post- Test ... 35

Table 4.1 Descriptive Statistic ... 41

Table 4.2 Descriptive Statistic for Normality Test ... 43

Table 4.3 ANOVA Table of Homogeneity Test ... 44

Table 4.4 ANOVA Table of Linearity Test ... 45

Table 4.5 Learners’ Interview Responses ... 45

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TABLE OF FIGURES

Figure 2.2 Theoretical Framework Scheme ... 27 Figure 4.1 Box Plot Chart of Pre- Test and Post- Test Score ... 41

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TABLE OF APPENDICES

Appendix 1. Kisi- Kisi Instrumen Pre- Test dan Post- Test ... 60

Appendix 2. Validity and Reliability Test ... 63

Appendix 3. Test Specifications and R- Value ... 67

Appendix 4. Pre- Test and Post- Test Questions ... 69

Appendix 5. Result of Pre- Test and Post- Test ... 72

Appendix 6. Questions Used in Interview ... 74

Appendix 7. Interview Response ... 75

Appendix 8. Lesson Plan ... 87

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In this chapter, there are explanations about background of study, identification of problem, limitation of problem, formulation of problem, purpose and significance of study.

A. Background of Study

English grammar as one of English components is clearly essential for learners.1 According to Cowan, “grammar is the set of rules that describes how words and groups of words can be arranged to form sentences in a particular language”.2 In addition, Ur states that “grammar is the way a language manipulates and combined words in order to form longer units of meaning”.3

It shows that grammar is a basic knowledge that essentially needed to assist the learners to use a language grammatically and meaningfully. Hence, English grammar is taught in some schools.

English grammar is taught in order to make learners comprehend and produce written and spoken English in communicatively proficient and accurate ways.4 Without a proper knowledge of grammar, the learners will find many problems to make sentences to express their ideas for communication activities. Therefore, the learners have to master English grammar if he or she wants to write or speak English properly.

In grammar, English teachers usually teach their learners about tenses, direct and indirect speech, question tags, command and request, parts of speech, and soon. Werner and Nelson states that there are nine parts of speech which are

Jeremy Harmer, The Practice of English Languange Teaching, (New York: Longman Publishing, 1996), p. 22

Ron Cowan, The Teacher’s Grammar of English, (Cambridge: Cambridge University Press, 2008), p, 3

Penny Ur, Grammar Practice Activities: A Practical Guide for English Teachers, (Cambridge: Cambridge University Press, 2002), p.4

Jerry G. Gebhard, Teaching English as a Foreign or Second Language, A Teacher Sel- Development and Methodology Guide: Second Edition, (United States of America: The University of Michigan Press, 2009), p. 63

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adjective, adverb, article, conjunction, interjection, noun, preposition, pronoun, and verb.5

As one of parts of speech, adjective is usually used as a noun modifier6, such as she is beautiful. Besides, adjective also has a function as inflection for grade.7 It means that the adjective shows a contrast between plain, comparative, and superlative forms, called comparative adjective or comparative degree, such as Mike is taller than Richard and Cathrine is the tallest. Sometimes, to form those sentences of comparative adjectives is difficult for some Indonesian learners.

Some Indonesian learners still face difficulty in applying the rules of comparative adjectives. It can be seen when the writer did a pre-research in MTs. Al- Islamiyah Ciledug Tangerang on November 2013. She found that some learners faced difficulty in applying comparative adjectives. They have low score on several comparative adjectives exercises on learners’ score book. The average score of their comparative adjectives exercises was 44,6. It categorized as low score because it was below 65 as the English standard score at MTs. Al- Islamiyah Ciledug Tangerang. The result of interview on Wednesday, November 27th 2013 with the English teacher also showed that the learners faced difficulty in applying comparative adjectives. The teacher said that there were several possible factors which could cause the problem and affect the learners’ achievement, for instance, learners’ motivation, learners’ intelligence, learner’s background and school facility.

According to M. Ngalim Purwanto, there are also some social factors which influence the learners’ learning and achievement.8 Those social factors are family condition, teacher and teaching method, equipment which used in teaching learning process, learning environment, and social motivation. As one of factors which influence learners’ achievement, the teaching methods are important factor

Patricia K. Warner and John P. Nelson, Mosaic 2 Grammar: Silver Edition, (New York: The McGraw- Hill Companies, 2007), p. 5

Rodney Huddleston and Geoffrey K. Pullum, A Students’s Introduction to English Grammar, (Cambridge: Cambridge University Press, 2005), p. 112

Ibid.

M. Ngalim Purwanto, Psikologi Pendidikan, (Bandung: Remaja Rosdakarya, 2010), p. 102

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because they can affect the learners’ motivation. If the methods are discouraging, the learners will probably demotivate. On the other hand, if the methods are interesting, the learners will be motivated.9 Based on the interview with the English teacher in MTs. Al- Islamiyah Ciledug Tangerang, she said that she explained comparative adjectives by giving the rules textually based on the textbook to the learners, and then giving them the exercises on their exercise book. This method may not encourage learners’ activities so that the learners tend not to pay attention and they do not understand what the teacher explained in front of the class. Hence, teaching method is important in teaching learning process because it can affect students’ motivation in teaching learning process.

Having a good teaching method is one of criteria of good teachers. Harmer states that the teachers have to create interesting class.10 He or she has to be able to prepare interesting class atmosphere by using variuos teaching method. Hence, he or she can both motivate the learners and release barriers such as fear and anxiety. This may be a way for the learners to acquire the language more easily by interesting class atmosphere.

The English teacher can use a variation of method in teaching English to make interesting class atmosphere. The teacher also can use various sources in teaching language, for instance, teaching language by using authentic visual materials, authentic printed materials, and realia.11 By using various sources in teaching language, the learners may be more motivated in learning English especially in learning comparative adjectives. They also would more understand about the explanation while learning comparative adjectives.

Based on the description above, the researcher selects one of authentic visual materials that are picture because the picture may be an effective and helpful medium to motivate learners in language learning. Harmer states that pictures are interesting and have the power to engage learners.12 Further, the presence of

Jeremy Harmer, op.cit., p. 5

Ibid., p.6

Jerry G. Gebhard, op.cit., p.104

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pictures also can improve learners’ understanding.13

Therefore, giving explanation about comparative adjectives by using of pictures will presumably affect learners’ score because the pictures can improve learners’ understanding.

Additionally, many previous researches recommend using picture as one of several media or teaching aids. One of those previous researches, as stated by Seyed Jalal and Neda Karimi that it is recommended for teachers to use visual treatment for better teaching and learning because pictures are attractive and easy for learners to remember the material.14 But in practice, throughout the researcher’s English as a foreign language education, her teachers seldom used visual aids in the classroom. As a learner, the researcher found that her learning experience consisted of memorizing English words and grammar forms. This could be done very quickly, but forgetting what she learnt about English could also be very quick. Further, the teacher in MTs. Al- Islamiyah Ciledug Tangerang also taught the rules of comparative adjectives textually based on the textbook. She did not use pictures as medium to teach comparative adjectives. Hence, if the teacher uses pictures in teaching comparative adjectives, it may be new for some learners. Because of this condition, the learners may have different perceptions of the use of pictures in learning comparative adjectives.

The different learners’ perceptions of the use of pictures when learning comparative adjective is common because the brain uses previous information as a basis for interpreting about something and everyone has his or her own previous information.15 Coon also claims that changes in perception can be attributed to prior experience.16 The different learners’ perceptions may be caused by learners’ different background of economic, social, culture, and soon. In this research, the students may perceive that the use of pictures is interesting, motivating, or

Syyed Mahdi Erfani, Pictures Speak Louder than Words in ESP, Too!. (English Language Teaching, Vol. 5 No. 8, July, 2012), p. 165

Seyed Jalal Abdul Manafi Rokni and Neda Karimi, Visual Instruction: An Advantage or Disadvantage? What About Its Effect on EFL Learners’ Vocabulary Leaning?, in Asian Journal of Social Sciences and Humanities, Vol. 2 No. 4, November 2013, p. 241

Jane S. Halonen and John W. Santrock, Psychology Context and Applications Third Edition, (United States of America: McGraw-Hill, 1999), p. 101

Dennis Coon, Introduction to Psychology Tenth Edition, (United States of America: Wadsworth, 2004). 227

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entertaining teaching aid. On the other hand, the students may perceive that pictures are complex, not interesting, or ineffective teaching aid for studying comparative adjectives.

According to Santrock, perception is the process of organizing and interpreting sensory information to give it meaning.17 In the researchers’ opinion, perception is important because everyone has different perceptions of something and the perception can affect his/her thinking. As stated by Wade and Tavris that the perception is important because it provides the foundation for learning, thinking, and acting.18 Hence, the learners’ perceptions of the use of pictures when learning comparative adjectives is needed to know because learners’ perceptions are basic for the learners think. They also are as an aid for teachers to reflect their teaching strategy. As stated by Etuk, et.al. that “The knowledge of the way the students think and perceive can aid the teacher to reflect upon and adjust his teaching strategies to enhance students’ understanding and achievement”.19

Not only as an aid for teachers to reflect their teaching strategy, but the learners’ perceptions also needed to know because they can affect learners’ learning achievement.20 What the learners perceive about learning environment can influence their learning achievement. Hence, the learners’ perceptions of learning environment play important role in learners’ learning achievement.

Although many factors which influence learners’ achievement, as explained before, such as family condition, teacher and teaching method, equipment which used in teaching learning process, learning environment, social motivation, and perception, the researcher only focuses on two factors of learning achievement; teaching method and perception. By using interesting teaching method, the use of

John W. Santrock, Psychology Updated Seventh Edition, (New York: McGraw-Hill, 2005), p. 177

Carole Wade and Carol Tavris, Psychology Tenth Edition, (United States of America: Pearson, 2011), p. 179

Etuk N. Etuk, et. al., Students’ Perception of Teachers’ Characteristics and Their Attitude towards Mathematics in Oron Education Zone Nigeria, (International Education Studies, Vol. 6, No. 2, 2013), p. 197

Sunday A. Adeyomo, The Effect of Teachers’ Perception and Students’ Perception of Physics Classroom Learning Environment on Their Academic Achievement in Senior Secondary Schools Physics, in International Journal of Education Research and Technology, Vol. 2 Issue 1, June 2011, p. 75

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pictures in teaching comparative adjectives, and positive learners’ perception of leaning environment, the learners’ achievement may increase.

Based on the statement above, the writer intends to investigate the effect of the use of pictures on learners’ score and perception in learning comparative adjectives. Further she intends to write her skripsi entitled “The Effect of Using Pictures in Learning Comparative Adjectives to Learners’ Score and Perception”. (A Mixed Method Research in the Eighth Grade of MTs Al- Islamiyah Ciledug Tangerang).

B. Identification of Problem

According the background study, the writer identifies some problems relating to the teaching comparative adjectives:

1. Although many factors which can affect leaners’ achievement, teaching method is important in teaching learning process because it can affect learners’ motivation in learning.

2. The teaching method used in MTs. Al- Islamiyah Ciledug Tangerang may not encourage learners’ activities, especially teaching method in teaching comparative adjectives.

3. Some learners in MTs. Al- Islamiyah Ciledug Tangerang have low score on several comparative adjectives exercises.

4. Some learners of MTs. Al- Islamiyah Ciledug Tangerang may be demotivated and they do not seem interested while learning comparative adjectives.

5. The use of pictures as one of teaching aids in teaching comparative adjectives may be new for some students.

6. Some learners may have different perceptions, positive or negative perceptions, of the use of pictures when studying comparative adjectives.

C. Limitation of Problem

In conducting this research, the writer limits the problem to avoid misunderstanding and only focuses on the effect of the use of pictures in learning

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comparative adjectives to learners’ score and perception in the eighth grade of MTs Al- Islamiyah Ciledug Tangerang in 2014/2015 academic year.

D. Formulation of Problem

In conducting this study, the researcher intends to give the use of pictures as teaching aid in teaching comparative adjectives. Hopefully, by giving interesting teaching aid, it can affect positively on learners’ score and perception. Hence, the researcher formulates the research problem as following:

1. Does the use of pictures affect the learners’ score when learning comparative adjectives?

2. How do the learners perceive the use of pictures in learning comparative adjectives?

E.Purpose of Study

The purpose of this study is to investigate the effect of the use of pictures in learning comparative adjectives to learners’ score and perception. Whether or not the use of pictures can affect the learners’ score and how the learners perceive the use of pictures when learning comparative adjectives.

F. Significance of Study

The research result is expected to give information:

a. For the teachers, the result of this research is expected to give them information about the effect of the use of pictures on learners’ score and perception when studying comparative adjectives. The teachers can know whether the use of pictures can increase the learners’ score and the teachers also can know what the leaners perceive toward it. So, if the result of this research is that the use of pictures can increase learners’ score and has positive learners’ perception, the teachers can use pictures as one of some alternatives way in teaching comparative adjectives.

b. For the learners, the research is expected to motivate them in learning comparative adjectives because by using the pictures, the class will be

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interesting. Hence, the learners can improve their understanding of comparative adjectives.

c. For the reader, the research result is expected to give information and knowledge about the effect of the use of pictures in teaching comparative adjective on learners’ score and perception on the eighth grade of junior high school.

d. For the school, the research result is expected to be a reference and information for the school to encourage their English teachers to be more creative and innovative in conducting English teaching and learning activities; to enhance their facilities; and the last, eagerly to improve the education standard in Indonesia generally.

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In this chapter, the researcher would like to elaborate the theories related to the research. It is crucial for the researcher and the readers to recognize the definition of the meaning of title of this research in order to make easier for the researcher in analyzing and understanding the problem deeply.

A. Literature Review 1. Picture

Some learners of English as a foreign language may have many obstacles in learning English. To reduce those obstacles, selecting teaching method and media are one of several ways which can be done by teachers. By using appropriate and interesting teaching method and media, the teachers can raise learners’ motivation and interest in teaching- learning activities. Therefore, picture is one of visual media or visual aids which will be discussed in this study.

a. Nature of Picture

Generally, based on Oxford Advanced Learner’s Dictionary, picture is a painting or drawing, etc. to show a scene, a person, or a thing.1 In English language teaching, pictures are one of useful media to deliver learning material to learners. As stated by Celce- Murcia and Hilles that, “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 grammar lesson (i.e., in presentation, focused practice, communicative practice, and for feedback and correction)”.2 Hence, the pictures are painting or drawing which can be used as practical and useful resources for teaching aspects of grammar.

Furthermore, the pictures are one of visual media used in teaching grammar which can make contextual language learning. According to Gebhard, pictures can

A. S Hornby, Oxford Advanced Learner’s Dictionary, (England: Oxford University Pressl, 2000), p. 991

Marianne Celce- Murcia and Sharon Hilles, Techniques and Resources in Teaching Grammar, (England: Oxford University Press, 1988), p. 73

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reinforce for learners the direct relation between the language classroom and the outside world.3 Contextual teaching and learning involves making learning meaningful to learners by connecting to the real world. As stated by Hasnawati that in contextual learning, result of learning is hopefully more meaningful because the learning material delivered naturally.4 Moreover, with contextual and meaningful learning environment, the material of learning also will be retentive. Galindo states that comprehensive, applicative, and retentive learning only happens when there is meaningful learning.5 Therefore, the use of pictures in teaching grammar can make contextual, meaningful, comprehensive, and retentive learning.

Besides making contextual, meaningful, comprehensive, and retentive learning, pictures are also one of visual media which can increase learners’ interest and motivation in learning. The pictures are one of visual media which can motivate learners to respond more often than other teaching aids, such as a textbook or a sentence on the board.6 As Wright states that “picture contributes to interest and motivation; a sense of the context of the language; a specific reference point or

stimulus”.7

Hence, the learners will be motivated and interested while studying by using the pictures.

The learners’ motivation and interest can be increased by providing interesting

activities which can reduce affective filter. As stated by Krogh that providing interesting and intriguing activities is one of several ways to reduce affective filter.8 According to Krashen, affective filter is affective factors which relate to

Hasnawati, Pendekatan Contextual Teaching Learning Hubungannya Dengan Evaluasi Pembelajaran, in Jurnal Ekonomi dan Pendidikan, Vol. 3, No. 1, April 2006, p. 54

Israel Galindo, Five Stages for Effective Teaching and Meaningful Learning in the Classroom, 2013, ( http://wabashcenter.typepad.com/12_surprises_when_lecturi/2013/11/five-stages-for-effective-teaching-and-meaningful-learning-in-the-classroom.html).

Marianne Celce- Murcia and Sharon Hilles, loc.cit.

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

Kristin Krogh, Understanding Stephen Krashen’s Affective Filter Hypothesis, 2011, (https://suite.io/kristin-krogh/5c27243 )

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the second language acquisition process.9 Those factors are motivation, self-confidence, motivation, and anxiety.10 Those three factors play a prominent role in language acquisition, either heightening or interfering with learner’s ability to progress. Learners who are highly motivated, have a strong sense of self, and enter a learning situation with low level of anxiety are much likely to be successful language acquirers than those who do not. As stated by Krashen that:11

“Performers with high motivation generally do better in second language acquisition

(usually, but not always, “integrative”); Performers with self-confidence and a good self-image tend do better in second language acquisition; Low anxiety appears to be conducive to second language acquisition, whether measured as personal or classroom

anxiety.”

Hence, the English teachers can use pictures to help their learners in developing their English ability by providing interesting activities which can reduce learners’ affective filter.

To sum up from the descriptions above, pictures are painting or drawing which can be one of several ways used by teachers in teaching English because it is useful resource. Further, the use of pictures as one of visual aids can make contextual, meaningful, comprehensive, and retentive learning; and it also can increase learners’ motivation and interest.

b. Criteria of Good Picture for Teaching Learning Process

To make the most use of picture is effective in the class; teachers need to know some criteria in choosing pictures as one of visual aids in teaching language. The picture is more likely to be used well if it has good criteria. There are some criteria of good picture which should be considered by teachers.

Wright states that when the English teacher uses or chooses the picture, he or she has to consider five criteria of using the picture.12 Those five criteria are:

1. easy to prepare

Stephen D. Krashen, Principles and Practice in Second Language Acquisition, (Internet Edition, 2009, http://www.sdkrashen.com/content/books/principles_and_practice.pdf), p. 30

Stephen D. Krashen, op.cit, p. 31

Ibid.

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A good picture for teaching learning process should be easy to prepare in order to consume teaching time effectively. By using easy prepared pictures, teachers will not waste their time only for preparing the pictures. Hence, teaching learning process will be effective in time.

2. easy to organize

A good picture for teaching learning process should also be easy to organize. As same as previous criterion, easy organized pictures will not waste teachers’ time during teaching learning process.

3. interesting for the learners

An interest is one of criteria of good pictures for teaching and learning which is important. An interesting pictures will make learners pay attention to learning material which delivered by teachers. Further, Anderson adds that teachers also have to provide the pictures which are liked by learners because the teachers want the learners to pay attention to learning material.13

4. authentic and meaningful to the activity

An authenticity of pictures means that the pictures draw a real situation. As Sadiman, et. al., states that the pictures have drawn a situation which what people say it is.14

5. the activity should give rise to a sufficient amount of language

Furthermore, Hamalik adds that pictures which are used in teaching learning process have to be simple.15 The pictures are simple in color, creating a certain impression, valuable in aesthetics, and practical.

From the criteria above, it can be seen that when teachers want to use pictures as visual aid in their teaching activity, they should consider those criteria. They are easy to prepare, easy to organize, interesting, authentic and meaningful to the activity, able to give rise to a sufficient amount of language and simple.

Ronald H. Anderson, Pemilihan dan Pengembangan Media untuk Pembelajaran, Terj. Selecting and Developing oleh Yusufhadi Miarso, dkk, (Jakarta: Rajawali, 1987), p. 52

Sadiman, et. al, Media Pendidikan Pengertian, Pengembangan, dan Pemanfaatannya, (Jakarta: PT. Raja Grafindo, 2010), p. 31

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c. Advantages of Using Picture in Teaching Learning Process

The use of pictures in teaching learning process has many advantages. The researcher categorizes those advantages into three categories which are in practicality, learning process, and learners’ attitude toward learning.

Practically, the use of pictures in teaching learning process has many advantages. One of them is that pictures is easy to get and inexpensive. 16 Teachers can find various pictures easily and inexpensively in internet, for instance, or in other media, such as magazine, newspaper, etc. Because of

pictures’ economical advantage, teachers can use them as one of teaching media.

Further, the pictures can show more realistic than the subject matter than the mere verbal media. Then, learners can see learning material discussed clearly. The pictures also can overcome limitations of space and time because not all objects or events can be brought to class.17-18 For instance, when teachers will compare size of human and dinosaur, it is impossible to bring a real dinosaur to class. Hence, the teachers can use dinosaur pictures as teaching aid which can overcome limitations of space and time.

Moreover, the use of pictures in teaching learning process also has some advantages in learning process. Pictures are one of visual media which can improve learners’ understanding and memorizing. Fathurrohman and Sutikno say that the advantages of the use of pictures are19:

1. images can improve perception 2. images can improve understanding 3. images can improve learning transfer 4. images can reinforce knowledge 5. images can improve memorizing.

Hence, by the use of pictures in teaching learning process, learners will understand and memorize learning material easily.

Sadiman, et. al, op.cit., p. 29

Ibid.

Basyiruddin Usman, Media Pembelajaran, (Jakarta: Ciputat Pers, 2002), p. 48

Pupuh Fathurrohman and M. Sobry Sutikno, Strategi Belajar Mengajar, (Bandung: PT. Refika Aditama, 2009), p. 16.

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The next advantages of the use of pictures are in learners’ attitudes toward learning. As stated before that the use of pictures in teaching learning process can

increase learners’ motivation and interest. A result of study conducted by Klasone

shows that pictures can improve learners’ interest and motivation when learning

preposition of grade 3-4.20 Furher, Celce- Murcia and Hilles state that one of advantages of picture is motivating learners to respond in ways more routine than other teaching aids, such as text book or a sentence on the board.21 The statement shows that using text book or a board and chalk for the teachers are common aids which can make the learners sometimes feel bored. Therefore, by using different aids such as picture will be able to make the learners enthusiastic and motivate them in teaching learning process.

Furthermore, Celce- Murcia and Hilles also state that “Pictures can be used in various ways to enhance learning and practice, such as work in pairs or group. They enable students to do activities that encourage them to be more active and

courageous in learning grammar by pairing or group working”.22

In summary, good pictures provides some advantages in some aspects. The using of pictures in teaching learning process has some advantages such as in practicality, learning process, and learners’ attitude toward learning. Therefore, because of those advantages, teachers can choose pictures as visual aid in teaching learning process.

d. Disadvantages of Using Picture in Teaching Learning Process

Pictures do not only have benefits or advantages, but also they have several disadvantages as one of teaching aids in teaching and learning process. According to Sadiman, et. al. these disadvantages are23:

1. images only emphasize the eye- sensory perception

2. images which are too complex is less effective for learning activities

Inta Klasone, Using Pictures when Teaching Prepositions in English Lesson in the forms 3-4, Journal of Language and Literature Education, 8, 2013, p. 36

Marianne Celce- Murcia and Sharon Hilles, op.cit., p. 73

Ibid.

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3. images size are very limited for large group.

From all previous statements, it seems that unsuitable pictures or bad pictures can cause several problems in teaching learning process. Sometimes, the learners do not always know how to read the pictures or what the pictures describe about. It is caused by the pictures which are too complex to read. Further, the size of pictures is too small to see if the class is big. Hence, to make the usage of pictures are effective, the teacher should choose simple, clear, and big enough pictures to make the learners understand easily about the material that taught by the teacher.

2. Perception

a. Nature of Perception

In defining the perception, the researcher defines it as an interpretation of something as a result of observing and sensing. In general sense, according to

Oxford Advanced Learner’s Dictionary, perception is an idea, a belief or an image

you have as a result of how you see or understand something.24 Additionally, in psychological term, Mike May on his book Sensation and Perception define perception as something what you observe and how you interpret it.25 Further, Santrock also states that “Perception is the interpretation of what is sensed”.26 For example, the information about physical events that contacts the ears may be interpreted as musical sounds. Briefly, perception is the process of interpreting

information through human’s sense organ system.

b. Factors of Perception

Someone’s perception toward one object is influenced by some factors. Acccording to Bimo Walgito, those factors are the following:27

1. Object are perceived

A. S Hornby, op.cit., p.977

Mike May, Sensation and Perception, (New York: Chelsea House, 2007), p. 1

John W. Santrock, Life Span Development, Eight Edition, (New York: McGraw- Hill Companies, 2002), p. 145

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Stimulus object raises the sensory organs or receptors. Stimulus not only can come from outside the individual, but it can also come from within the individual itself. In fact, the bulk of the stimulus comes from outside the individual.

2. Sensory organs, nerves, and central nervous system

Sensory organs or receptors are some means to receive the stimulus. Besides, there should be a sensory nerve as a mean to continue the stimulus received by the receptors to the central nervous system.

3. Attention

To realize the perception, someone needs attention which is the first step as a preparation in order to perceive the object. Attention is a centralization or concentration of all individual activities toward something or objects.

c. Process of Perception

Psychologists distinguish between bottom-up and top-down processing in sensation and perception. In bottom-up processing, sensory receptors register information about the external environment and sent it up to the brain for analysis and interpretation.28 Bottom-up processing means that taking in information and trying to make sense of it.

In contrast, top-down processing starts out with cognitive processing at the higher level of the brain.29 In top-down processing, we begin with some sense of what is happening and apply that framework to information.

In addtion, according to Alex Sobur, there are three main components in the process of perception.30 They are:

1. Selection

Selection is a process of selection by sensory organs toward stimulus which come from outside of individual.

2. Interpretation

John W. Santrock, Psychology Updated Seventh Edition, (New York: McGraw-Hill, 2005), p. 177

John W. Santrock, op.cit, p. 177

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Interpretation is a process of organizing information so that it has a meaning for someone. The interpretation is influenced by some factors, for instance, previous experiences, motivation, personality, and intelligence.

3. Interpretation and Perception

The interpretation and perception then is interpreted into someone’s act. Hence, the process of perception is doing selection and interpretation toward the information received by sensory organs.

d. Perception and Learning

Perception and learning are interrelated. Perception is defined as the process by which someone organizes and interprets patterns of stimuli in environment.31 Then, learning is defined as relatively permanent change in behavior due to experience.32 It refers to a person experience of the world. Hence, when one perceives something through his or her environment, he or she then learns it and somehow puts it into practice.

In Psikologi Pendidikan, Wasti Soemanto states that a positive perception will lead to happiness, on the other hand, a negative perception will lead to unhappiness.33Those happiness and unhappiness will influence someone’s desire and action, including learners’ desire and action in learning. Because the perceptions have important role in education, teachers have to accommodate the positive perceptions to the learners to improve the happiness which leads to the learners’ desire and action in learning.

Furthermore, the other explanations about perception and learning come from other research. Maarten van Wesel, et.al state that the perception influences the learners learning.34 The learners’ perception of a learning environment effects the way learners manage to work in the environment. Additionally, the result of

Rita L. Atkinson, et.al., Introduction to Psychology, (New York: Harcourt Brace Jovanovich, 1983), p. 133

Raygor, The Science of Psychology, (New York: Harcourt College Publishers), p.236

Wasti Soemanto, Psikologi Pendidikan, (Jakarta: Rineka Cipta, 2006), p.26

Maarten van Wesel, et. al, The Influence of Portofolio Media on Student Perceptions and Learning Outcomes, at Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?, November 19-20th 2008

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research which conducted by Sunday A. Adeyomo is that the perception of classroom learning environment plays a significant role in the achievement of the students.35 It shows that the perception of learning environment and availability of infrastructural facilities contribute to a positive learning outcome. Hence, the learners’ perceptions of learning environment affect the way they think which can affect to learning outcome.

The classroom learning environment refers to a setting or space where teachers and learners interact with each other and use variety of tools and information resources with each other and use variety of tools and information resources in their pursuit of learning activities.36 Therefore, if the students

perceive their learning environment not conducive, the students’ learning may not

be effective. In other word, without positive perception, the students may have little chance of learning appropriately.

3. Comparative Adjectives

In defining comparative adjectives, the researcher defines comparative adjective as an adjective which has a function to compare two or more things to see the difference or similarity. As stated by Cowan that comparative is the adjective which compares something to see a difference or similarity on the dimension on which they are being compared.37 In turn, Danesi also defines that “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”.38

From the definitions, comparison is a process for comparing things, persons, or places through the level of quality, quantity to see a difference or similarity.

Ibid.

Ron Cowan, op.cit., p. 573

Marcel Danesi, Basic American Grammar and Usage: An ESL/EFL Handbook, (New

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Moreover, comparative adjectives have three forms with different function. Those three forms are positive, comparative, and superlative.

1. Positive Form

Thomson and Martinet explain that to form positive comparison with the positive form of the adjective, we use as...as in the affirmative and not as...as in the negative sentences.39 For example:

 She is as tall as her brother.

 Your cake is not as sweet as my cake. 2. Comparative and Superlative Forms

Chuan Aik and Kai Hui states that there are four rules to form comparative and superlative adjectives.40

a. Many short adjectives (i.e. adjectives of one syllable) form comparatives and superlatives with –er and –est.

Table 2.1

Comparative and Superlative Degree for Short Adjectives Comparative Degree Superlative Degree

cheaper taller older smaller later longer bigger fatter cheapest tallest oldest smallest latest longest biggest fattest

Additionally, Danesi states that if the adjective or adverb ends in a single vowel followed by –d or –g, the consonant is doubled when – er is added.41

A.J. Thomson and A.V. Martinet, A Practical English Grammar, (Oxford: Oxford University Press, 1986), Fourth Edition, p.38

Kam Chuan Aik and Kam Kai Hui, Longman Dictionary of Grammar and Usage, (Singapore: Addison Wesley Longman Singapore, 1997), p. 27

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Table 2.2

Comparative Degree for d and g Endings

Positive Degree Comparative Degree

red big

redder bigger

b. Adjectives of two syllables that end in –y also form comparatives and superlatives with –er and –est.42

Table 2.3

Comparative and Superlative Degree for y Endings Comparative Degree Superlative Degree

happier heavier

happiest heaviest

c. Many adjectives of two or more syllables form their comparatives and superlatives with more and most.43

Table 2.4

Comparative and Superlative Degree for Long Adjectives Comparative Degree Superlative Degree

more tiring more courageous more dangerous more generous more interesting more industrious more learned most tiring most courageous most dangerous most generous most interesting most industrious most learned 41

Marcel Danesi, loc.cit.

Kam Chuan Aik and Kam Kai Hui, loc.cit.

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d. A few two-syllabled adjectives have two ways of forming comparatives and superlatives. These words are polite, handsome, wicked, quiet, pleasant, common, stupid, cruel, tired and words ending in –ow (e.g. narrow), -le (e.g. gentle, and –er (e.g. clever).44

Table 2.5

Comparative and Superlative Degree for Certain Adjectives Comparative Degree Superlative Degree

quieter/ more quiet narrower/ more narrow gentler/ more gentle cleverer/ more clever

quitest/ most quiet narrowest/ most narrow gentlest/ most gentle cleverest/ most clever 3. Irregular Comparison

Chuan Aik and Kai Hui also states that there are some adjectives form their comparatives and superlatives irregularly and not from the positive form.45

Table 2.6

Positive, Comparative, and Superlative Degree for Irregular Adjectives

Positive Degree Comparative Degree Superlative Degree

good little bad much many better less worse more more best least worst most most

From the table explanation above, it is clear that there are regular and irregular comparative adjective forms. Some adjectives have their own form in comparative and superlative degress as in the irregular forms which are different from the regular forms.

Kam Chuan Aik and Kam Kai Hui, Ibid., p. 28

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Moreover, after elaborating the usages and the forms of comparative adjectives above, in this part the researcher will explain materials of comparative adjectives taught in some schools in Indonesia. As one of grammar material, the three forms of comparative adjectives -positive, comparative, and superlative- are taught in second grade of junior high school in Indonesia.46-47 Additionally, in comparative and superlative forms, are rules of adjectives with one syllables, two or more syllables, and irregular form of adjectives. Those rules of comparative adjectives are taught in order to make Indonesian learners are able to differentiate two or more equal or unequal objects correctly. Hence, the Indonesian learners can express their ideas of comparing objects in communication appropriately.

B. Previous Related Studies

Some previous related studies which relate to the teaching comparative adjective by the use of pictures will be explained by the researcher in this sub chapter.

The first previous related study which will be discussed was conducted by Sunday A. Adeyomo. 48 His study was aimed to investigate the effects of teacher’s perception and students’ perception of physics classroom learning environment and how it affected their achievement in physics. The similarity of Adeyomo’s study with this research is that both of them investigate the perception of learners. The difference is that in Adeyomo’s study, he investigated the effect of teachers and learners’ perception of learning environment. Further, this research

investigates the effect of learners’ perception of using pictures in learning

comparative adjectives. The respondents of his research were 250 senior secondary school students. They were selected randomly and were given a questionnaire to achieve the objectives of the study. The data collected were

Joko Priyana, et. al., Scaffolding: English for Junior High School Students, (Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional, 2008), p. 114

Nur Zaida, Bright an English Course for SMP/MTs Grade VII, (Jakarta: Erlangga, 2014), p.135-137

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analyzed using mean, standard deviation simple percentage analysis of variance (ANOVA).

Further, major outcomes of his study were that there exist a significant difference in students’ perception of physics classroom learning environment and their academic achievement; there exists a significant difference in teachers’ perception of physics classroom learning environment and learners’ academic achievement; the learners’ perception and teachers’ perception of physics classroom learning environment have an effect on learners’ academic achievement. From the results of the study above, it was concluded that learners’ perception and teacher’s perception of physics classroom learning environment played an important roles in learners’ academic achievement.

The second related study was conducted by Melor MD. Yunus, Hadi Salehi, and Dexter Sigan Anak John.49 Their research was aimed to investigate the teachers’ perceptions on the use of visual aids (e.g. animation videos, pictures, films, and projectors) as a motivational tool in enhancing students’ interest in reading literary text. The similarity of their study with this research is that both of them investigate the perception and the visual aids. Moreover, both of them also use mix- method in conducting the research. In contrast, the difference is the instruments used in the research. Yunus et.al. used both quesionnaire and interview for collecting two kinds of data, quantitative and qualitative, while the research uses both test and interview in collecting the data. The subject of this research was 52 English teachers from seven national secondary schools in Kapit, Sarawak, Malaysia. Five of those respondents were also randomly selected for the interview. This research used a mix- method approach in which the researchers simultaneously collected both quantitative and qualitative data using questionnaire and face-to-face interview. The respondents were selected by using convenience sampling.

Moreover, the analysis of the result showed that the majority (96,2 %) of the teachers agreed that the use of visual aids was relevant and enjoyable. It was

Melor MD. Yunus, et. al., “Using Visual Aids as a Motivational Tool in Enhancing Students’ Interest in Reading Literary Texts”, Recent Advances in Educational Technologies, 2013, pp. 114-117

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happened probably because the use of visual aids made it easier for the students to understand the abstract ideas in the text. The majority (92.3 %) of the teachers were in agreement with the statement „I find it easier to teach literary texts using visual aids’. Since the literary texts were often abstract, it made it easier for the teachers to explain the texts through visual aids such as pictures and animation videos.

Overall, it could be interpreted that the majority of the teachers had positive perceptions of the use of visual aids in teaching literary texts. In other words, this was a clear indicator that the use of visual aids in literature teaching was relevant as it met the needs of the second language learners in reading and learning literary texts. Besides, it was enjoyable to teach using visual aids which lead to the improvement in students’ performance in literature.

The last related study was conducted by Seyed Jalal Abdul Manafi Rokni and Neda Karimi.50 Their study was aimed to investigate the effects of visual materials such as pictures, real objects, and flash cards on EFL learners’ vocabulary learning. Rokni and Karimi’s study were same with the research in investigating the effect of visual material in learning English. Further, the difference is that the research investigate other effect of using visual material. The research also investigates the effect of visual materials, specifically pictures, toward learners’ perception. The respondents of Rokni and Karimi’s research were 46 female students between 16-20 years old. They were selected randomly into two groups, controlled and experimental group, which consisted of 23 learners in each group.

Their research used experimental design where they gave a treatment to the experimental class. They gave the treatment during the eight sessions. There were 56 vocabulary items which were instructed visually in experimental class. On the other hand, in the controlled group, those vocabulary items were instructed traditionally. Before the treatment, both of groups got the pre- test, and at the end of the treatment, both of groups got the post- test. Then, they calculate the difference of post-test between those two groups. In the pre- test, both of groups had the same mean. Thus, both groups were homogeneous. The experimental

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group gained the mean score of 3,217 and the controlled group received the mean score of 2,826. The mean scores of both groups showed that there was no significant difference between the groups in pre- test. On the other hand, there was significant difference between the controlled group and experimental group in post- test. The controlled group got 7,695 mean score, while the experimental group received 16,043 mean score. From the descriptive statistic, it showed that the visual aids wer effective in teaching vocabulary.

C. Theoretical Framework

The researcher’s opinions which related to her study will be discussed in this

sub- chapter. It is related to the use of pictures as one of teaching aids which is used in teaching comparative adjectives and the effect of the use of pictures on learners’ score and perception in learning comparative adjectives.

Firstly, the use of pictures as one of teaching aids when learning comparative adjectives and its effect on learners’ score will be discussed. Selecting interesting media is one of alternative ways to make better and interesting class in teaching comparative adjectives. By using interesting media, the learners will understand the material of comparative adjective more easily. Many interesting media which can be used by teachers create interesting class atmosphere in delivering material of comparative adjectives. One of them is pictures.

The picture which is used in teaching comparative adjective is the picture about some objects. Those objects can be some people, animals or things which are comparable. Hence, the learners can see the differences between those objects easily. Hence, by using pictures, the learners’ score of comparative adjectives will increase.

In using pictures for teaching comparative adjectives, the researcher gave the treatment four times. Those four meetings discuss the three forms of comparative adjectives; positive, comparative, and superlative. Before the learners were given the treatment, they were pre- tested. Futher, the learners were post- tested to measure the difference between pre- test and post- test.

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Secondly, this research will also study about the effect of the use of pictures

on learners’ perception when learning comparative adjectives. Based on some

previous studies, the perception and learning are interrelated. On the researcher’s opinion, the perception and learning also are interrelated because the perceptions can influences someone’s thinking. It happens because the eyes are the window of

someone’s body and the information which someone gets is the result of sensing

and observing process. Hence, what one sees may affect what he or she thinks. To know the learners’ perceptions, the researcher did an interview to six learners who came from three categories of gained score; high, medium, low score. Seven questions of interview was related to the learners’ perceptions of using pictures in learning comparative adjectives. Hence, by doing the interview, the learners’ perceptions of using pictures in learning comparative adjective can be known.

Moreover, if the perception is assumed can affect someone’s thinking, the learners’ perception of the use of pictures in studying comparative adjectives may also affect the learners’ learning and learning achievement. Because the positive perceptions can lead happiness, and in contrast, the negative perceptions can lead unhappiness, which influence learners’ desire and action in learning, the perception can influence learners’ achievement.

Hence, it is assumed that if the learners perceive positively the use of pictures in their learning, the learners may have positive learning outcome. In consequence, if the learners respond negatively, they may have negative learning outcome. In this research, the learning outcome can be referred as learners’ score of comparative adjectives test. The overall research theoretical framework is drawn as the following scheme:

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Problems :

Treatment :

Figure 2.1 Theoretical Framework Scheme

Low participation

Low concept mastery

Process

Increasing participation

Increasing concept mastery

Teaching learning process in class

Learning comparative adjectives textually

Passive learners, Less attention

Low achievement (under KKM)

Applying pictures in teaching comparative adjectives

Learners’ positive perception of the use of

pictures in learning comparative adjectives

Active learners, Higher attention,

Happiness Concept reinforcement

Learners’ negative perception of the use of

pictures in learning comparative adjectives Unhappiness

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D. Research Hypothesis

After elaborating some theories related to this research, the researcher has assumption or hypothesis which related to the effect of using pictures in learning comparative adjectives to leaners score and perception. The hypothesis is that using pictures in learning comparative adjectives can affect to the learners’ score and can encourage to the learners’ perceptions positively.

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In this chapter, research methodology is elaborated to explain a method used in this research. The sub chapters are place and time of study, research design, population and sample, research instruments, technique of data collection, and technique of data analysis.

A. Place and Time of Study

This research was conducted at Madrasah Tsanawiyah (MTs) Al- Islamiyah Ciledug Tangerang, which was located on Jl. Raden Fatah No. 36 Sudimara Timur, Ciledug, Tangerang. The research was held on August 2014.

B. Research Design

The researcher used mixed method to conduct this study. She used that method because she intended to collect both quantitative and qualitative data. The quantitative data was needed to answer first research question about the effect of the use of pictures in learning comparative adjectives to learners’ score. To collect those quantitative data, the research used both pre- test and post- test. Then, the qualitative data was needed to answer second research question about how the learners perceive the use of pictures in learning comparative adjectives. The qualitative data were collected by using open- ended questions in interview.

Moreover, the researcher used explanatory sequential design which gathering the data sequentially in two phases, with one form of data collection following and informing the other.1 This design consisted of collecting quantitative data firstly and then collecting qualitative data to help the researcher in explaining or elaborating on the quantitative results. Creswell states that the second phase or

John W. Creswell, Educational Research 4th edition, (Boston: Pearson Education, 2012), p. 542

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collecting the qualitative data is purposed to refine or elaborate the findings through in-depth qualitative exploration.2

To get the deep information, the researcher needed to determine what aspect of the quantitative result to follow up on. In this case, the researcher needed to know

what learners’ perceive about the use of pictures in learning comparative

adjectives, whether the pictures are motivating, interesting, encouraging, contextual, practical, understandable, enjoyable, too complex, or ineffective teaching aid for learners in learning the comparative adjectives.

C.Population and Sample 1. Population

The population in this research was learners of second grade of Madrasah Tsanawiyah (MTs) Al- Islamiyah Ciledug Tangerang academic year 2013/2014. There were 181 students of the second grade which are divided into five classes.

2. Sample

In this research, the researcher took a sample because the population consists of five classes. The sample was randomly assigned as respondents for collecting quantitative data. Random sampling is a sampling that chooses the population of a research randomly because it has same probability.3 Prior to the assignment, the population was pre- tested in order to know whether they had the same background or not. Then, the researcher chose 1 (one) class of learners randomly because she used pre-experimental design which only needed one group of sample to be given a treatment.4 The pre-experimental design was chosen for this research because the researcher intended to conduct the research deeply. She did not only investigate the effect of the use of pictures in learning comparative adjectives to

leaners’ score, but also she intended to investigate the learners’ perception of

using picture in learning comparative adjectives. Hence, the researcher recognized that using one class of learners as respondents of collecting quantitative data was enough.

John W. Creswell, op.cit, p. 543

Sukardi, Metodologi Penelitian Pendidikan, (Jakarta: Bumi Aksara, 2008), p. 58

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The selected respondent for this research was 8-1 class which consisted of 37 learners. Then, the respondents were given post- test to measure their achievement after they were given a treatment, teaching comparative adjectives by using pictures.

Further, for gathering qualitative data, knowing learners’ perception of the use of pictures in learning comparative adjectives, the researcher selected the respondents based on their gained score (pre- test and post- test). The researcher used clustering sampling in determining the respondents of qualitative data collection by grouping them based on the gained score. The researcher selected this sampling because she intended to investigate learners’ perception of the use of pictures in learning comparative adjectives from all level of gained score. The respondents might perceive the using pictures in learning comparative adjectives positively or negatively. Six learners who selected came from three categories of gained score- high, medium, and low. It meant that from each category of gained score, the researcher selected two learners to be respondents in gathering qualitative data.

D. Research Instrument

In this research, the researcher used two research instruments. Firstly, for gathering the quantitative data, the researcher used test as the research instrument. Moreover, for gathering the qualitative data, the researcher interviewed the respondents.

1. Test

In collecting the quantitative data, the research instrument which was used in this research was a test which was developed by the researcher. The tests which were used in this research were pre-test and post-test. Further, the material of the test was taken from learners hand book and other book about comparative adjectives.

The type of test was multiple- choice which consisted of 30 items from number 1 to number 30. The score per item was 10. It meant that if the respondents could

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choose the answer of 1 item correctly, they would get 10 score. Further, to get a total score, the writer used formula as following:

Total score = amount of true item(s) 3

From the description of each test from above, the highest score of this test was 100 scores.

Before the test was given to the respondents, the researcher did a pilot study in SMP YPPUI Ciledug Tangerang to measure a validity and reliability to know whether the test is acceptable or not to use in this research.

In conducting the pilot study to measure the validity and reliability of the test, the researcher did some steps as following:

a. the researcher made test specification with 9 indicators (see Appendix 1) b. the researcher made 50 test items based on the test specification.

c. the researcher gave the test to students of VIII-I of SMP YPPUI Ciledug Tangerang which consisted of 40 students.

d. the researcher scored the test and measured the validity and reliability of the test by using data analysis in SPSS (Statistical Product and Service Solution) software.

After measuring the validity and reliability by using data analysis in SPSS, the reliability value of this test was 0,939.5 Weir states that “A correlation of 0,9 or

above is normally considered a desirable level of marker reliability...”.6

Further, according to Lado on Hughes’ book, Testing for Language Teachers Second Edition, the reliability coefficient of test is different based on types of language tests. Lado states that “Good vocabulary, structure and reading tests are usually in

the .90 to .99 range”.7

Hence, this test fulfilled the good reliability of vocabulary, structure and reading test.

Appendix 3, Validity and Reliability Test

Cyril J. Weir, Languange Testing and Validation, (New York: Palgrave Macmillan, 2005), p.201

Arthur Hughes, Testing for Language Teachers Second Edition, (Cambridge: Cambridge University Press, 2003), p. 39

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Further, the result of the test validity was as following:8

Table. 3.1

Valid and Invalid Test Items

Total of Test Items Valid Item Invalid

50 42 8

Because the researcher only took 30 questions for pre- test and post- test, the researcher eliminated 8 invalid questions and 12 valid questions with lowest r - value in each indicator.9

Table. 3.2

Number of Eliminated Questions

Test Specification Number of

Questions

Number of Eliminated Questions

1. Disajikan sebuah kalimat rumpang, siswa dapat melengkapi kalimat tersebut dengan comparative adjective (positive form) yang sesuai.

1, 5, 17, 26, 34,

42, 50 5, 17, 50

2. Disajikan dua buah objek gambar dan kalimat rumpang, siswa dapat melengkapi kalimat tersebut sesuai dengan gambar yang disajikan.

2, 4, 7, 18, 20,

28, 44 4, 20, 28

3. Disajikan sebuah kalimat rumpang, siswa dapat melengkapi kalimat tersebut dengan comparative adjective (superlative form of more than two syllables) yang sesuai.

3, 14, 25, 32, 40,

48 3, 25, 32

4. Disajikan sebuah kalimat rumpang, siswa dapat melengkapi kalimat tersebut dengan comparative adjective (superlative form of one

6, 8, 13, 16, 22,

30, 39, 46 13, 22, 30, 46

Appendix 2, Validity and Reliability Test

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syllable).

5. Disajikan sebuah kalimat rumpang, siswa dapat melengkapi kalimat tersebut dengan comparative adjective (comparative form of more than two syllables) yang sesuai.

9, 12, 19, 29, 35,

43 9, 19

6. Disajikan sebuah kalimat rumpang, siswa dapat melengkapi kalimat tersebut dengan comparative adjective (comparative form of one syllable) yang sesuai.

10, 11, 21, 31,

41, 49 11, 21

7. Disajikan sebuah kalimat rumpang, siswa dapat melengkapi kalimat tersebut dengan comparative adjective (irregular form of comparative) yang sesuai.

15, 23, 36, 47 36

8. Disajikan sebuah kalimat rumpang, siswa dapat melengkapi kalimat tersebut dengan comparative adjective (irregular form of superlative) yang sesuai

27, 37 -

9. Disajikan tiga objek gambar dan kalimat rumpang, siswa dapat melengkapi kalimat tersebut sesuai dengan gambar yang disajikan.

24, 33, 38, 45 24

Hence, the number of questions which was used in the pre- test and post- test was as following:

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Table. 3.3

Number of Questions Used in Pre- Test and Post- Test Number of Indicators Number of Questions

1 1, 26, 34, 42

2 2, 7, 18, 44

3 14, 40, 48

4 6, 8, 16

5 12, 29, 35, 43

6 10, 31, 41, 49

7 15, 23, 47

8 27, 37

9 33, 38, 45

Total 30 questions

2. Interview

In collecting qualitative data, the researcher used interview to figure out how

the learners’ perception of the use of pictures in learning comparative adjectives.

In interviewing, there were seven questions for each six learners as sample of qualitative data collection. The questions in the interview related to learners’ perception when learning comparative adjectives by using pictures. Those seven questions were about the importance of use media in learning English, and how

the learners’ feeling and perception of use of pictures in learning comparative

adjective (see Appendix 6 for detail questions used in interview). The respondents might feel and perceived that the pictures were motivating, interesting, encouraging, understandable, too complex, or ineffective teaching aid for learners when studying the comparative adjectives. Those questions was needed to ask because the researcher intended to elaborate learners’ perception of using pictures when studying comparative adjective which might affect to learners’ score.

Furthermore, the researcher gave open- ended questions so the respondents could express their experiences unconstrained by any perspectives of the researcher or past research findings.

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Before those questions were used in this research, the researcher examined a validity of those questions by turning to her advisors for help to examine the validity. After doing a content validity, by checking theose specifications of interview with the item of questions, they all agreed that the questions item used in interview were indeed suitable with the indicators which needed to ask to answer the second research question about the learners’ perception of the use of pictures in learning comparative adjectives. Hence, those questions were used in collecting qualitative data in this research.

E. Technique of Data Collection

In conducting this study, the researcher divided the research into two phases. Firstly, the researcher gave a pre- test to all population of this research in order to know whether they had the same background or not. After the population all were pre- tested, the researcher took one class randomly as a sample for the collecting quantitative data. Then, the respondents received a treatment, teaching comparative adjectives by using picture from the researcher four times. Further, the respondents were post- tested to see any different gained score of pre- test and post- test. In conclusion, this step was called first phase.

In second phase, the researcher took six learners from the respondents to be interviewed about what they perceived of the use of pictures which might affect their score on comparative adjectives. Moreover, the researcher conducted the interview to the respondents individually by recording their answer. Then, after analyzing the result of interview, the researcher could conclude how the learners’ perceptions of using pictures when learning comparative adjectives.

F. Technique of Data Analysis

1. Technique of Quantitative Data Analysis

In analyzing the quantitative data, the researcher compared the mean score of the pre- test score and the post- test score to find out the difference of them. In this research, the scores of pre- test were categorized as a X variable. Moreover, the scores of post- test were categorized as Y variable.

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Manually, in comparing the score both pre- test and post- test, t- test formula that adopted from Sudijono was used. The steps of calculating of t- test were the following:10

1. Determining difference between both score of first variable (pre- test) and score of second variable (post- test) with formula:

D = difference value X’ = first variable (pre- test) Y = second variable (post- test) 2. Summing the values of D to get ∑

3. Determining Mean of Difference with formula:

∑

N = number of respondents

4. Squaring the values of D, then summing them to get ∑

5. Determining standard deviation of difference (SDD) with formula:

√∑ ∑

6. Determining of standard error of difference mean with formula:

√

7. Determining t- observation (t0) with the formula:

8. Determining t- table (tt) in significant level 5% with the degree of freedom

(df), with formula:

df = degree of freedom N = number of students

Anas Sudijono. Pengantar Statistik Pendidikan, (Jakarta: PT Grafindo Persada, 2008), p.306

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In doing the above mentioned calculation, the researcher used statistical software named SPSS (Statistical Product and Service Solution) to measure the difference score between X and Y variables. The researcher used some steps as following:11

a. Input the score of pre- test and post- test on different column on new file of SPSS program.

b. Choose analyze

c. Choose compare means d. Choose paired simple t- tests

e. Input the X and Y variables into paired variable column f. Choose option and fill confidence interval

g. Choose continue h. Choose OK

By doing those steps, the result of comparing means scores of pre- test and post- test could be easily and instantly seen.

2. Technique of Qualitative Data Analysis

In analyzing qualitative data, firstly the writer transcribed the audiotape recorder of qualitative data into text data. Creswell states that the transcription is the process of converting audiotape recordings or field notes into text data.12 After transcribing the data, the researcher focused on analyzing how pictures affected

respondents’ score and ignored any unimportant information from the

respondents. Then, the researcher classified the respondents’ answer into some classifications, whether the pictures were motivating, interesting, encouraging, understandable, too complex, or ineffective teaching aid for learners when studying the comparative adjectives. Finally, the researcher interpreted the data by developing a list of key points or important findings from the classified data.13

Budi Susetyo, Statistika untuk Analisis dan Penelitian, (Bandung: Refika Aditama, 2010), p. 277

John W. Creswell, op.cit., p. 239

Ellen Taylor-Powell and Marcus Renner, Analyzing Qualitative Data, Program Development and Evaluation of Uni versity of Wisconsin-Extension, 2003, p. 5

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G. Statistical Hypotheses

Quantitatively, the hypotheses were used only for the first research question about the effect of using pictures in learning comparative adjectives to learners’ score, which needed the analyzing data statistically. Those research hypotheses are:

H0 : The use of pictures does not affect on learners’ score in learning

comparative adjectives.

H1 : The use of pictures affects on learners’ score in learning comparative

adjectives.

In stastitical notation, those hypotheses are drawn as following: H0 : µa = µb

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This chapter presents the result of the research. In this case, it describes the result of the research about the effect of the use of pictures in learning comparative adjectives to learners’ score and perception.

A. Research Findings 1. Data Description

In describing data of this research, the researcher divides this part into two parts. Firstly, there is a description about quantitative data, and secondly, there is a description about qualitative data. This part is divided into two parts because the researcher needs to analyze both quantitative and qualitative data to answer two research questions. The quantitative data is needed to answer first research question about the effect of the use of pictures in learning comparative adjectives

to learners’ score. Moreover, the qualitative data is needed to analyze to answer

second research question about the effect of the use of pictures in learning

comparative adjectives to learners’ perceptions. Besides, those two data

description, there is also elaboration about assumption test of quantitative data.

a. Quantitative Data Description

As described in previous chapter, the researcher held the research at MTs. Al- Islamiyah Ciledug Tangerang. She held the research by taking the learners’ score of the tests (pre-test and post-test) and giving the learners the treatment, use pictures in learning comparative adjectives. The pre- test was given before the treatment and the post- test was given after the treatment.

The test consisted of 30 questions valued 10 score in each question. Additionally, if a learner answered one question correctly, he/she got 10 point. In

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calculating the total score of the test, the researcher divided the amount of correct answer with 3. Hence, the highest score of this test was 100.

In describing the result of test (pre- test and post- test), the researcher provides descriptive statistic and box plot chart as following (for detail learners’ pre- test and post- test score see Appendix 5):

Table 4.1 Descriptive Statistic

pretest posttest N

Valid 37 37

Missing 0 0

Mean 19.09 78.08

Median 20.00 86.00

Mode 20 90

Std. Deviation 6.967 18.024 Variance 48.533 324.854

Minimum 3 30

Maximum 36 100

Sum 706 2889

Percentiles

25 13.00 61.50 50 20.00 86.00 75 23.00 93.00

Figure 4.1

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112

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The Effect of Using Pictures in Learning Comparative Adjectives to Learners' Score and Perception (A Mixed Method Research at the Eighth Grade of MTs. Al- Islamiyah Ciledug Tangerang)

By:

SITI AFIFAH

1110014000004

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHER

S’

TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

ABSTRACT

ABSTRAK

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Dukungan

Links

The Effect of Using Pictures in Learning Comparative Adjectives to Learners' Score and Perception (A Mixed Method Research at the Eighth Grade of MTs. Al- Islamiyah Ciledug Tangerang)

By:

SITI AFIFAH

1110014000004

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHER

S’

TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

ABSTRACT

ABSTRAK

Parts

Dokumen yang terkait

The Effect of Using Word Square Method to the Students’ Achievement in Mastering Vocabulary in Eighth Year Students of SMPN 11 Medan

THE EFFECT OF USING COMPOSITE PICTURES ON THE EIGHTH GRADE STUDENTS’ READING COMPREHENSION ACHIEVEMENT AT SMPN 11 JEMBER

THE EFFECT OF USING COMPOSITE PICTURES ON THE EIGHTH GRADE STUDENTS’ READING COMPREHENSION ACHIEVEMENT AT SMPN 2 BANYUWANGI

The Effect of Using Crossword Puzzles on the Eighth Grade Students’ Vocabulary Achievement at MTs kebunrejo Banyuwangi;

The Effect of Using Single Pictures on the Eighth Grade Students' Descriptive Text

The Effect of Using Skimming and Scanning Techniques on the Eighth Grade

Teaching Vocabulary Of Adjectives By Using Cooperative Learning Method To Junior High School (An Experimental Research At The Second Grade Of Mts. Al-Ishlah Cikarang,Bekasi)

Analysis on the difficulties faced by the students in using english descriptive adjectives (a case study at the second grade students of MTs. Al-Khairiyah)

The Effectiveness Of Using Pictures For Teaching Vocabulary : pre experimental at the fourth grade of SDN Pamulang Permai - Pamulang

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