Improving students' ability in forming degrees of comparison by using substurion drills

(A Classroom Action Research at the First Grade of Accountancy Class at Vocational School of Bangun Nusantara 2 Cipondoh, Tangerang)

“Skripsi”

Presented to the Faculty of Tarbiya and Teachers Training In Partial Fulfillment of the Requirements

For the Degree of Strata 1 (S.Pd) in English Language Education

By:

Fernando

NIM: 106014000380

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS TRAINING

“SYARIF HIDAYATULLAH” STATE ISLAMIC UNIVERSITY

JAKARTA

1431 /2011

(A Classroom Action Research at the First Grade of Accountancy Class at Vocational School of Bangun Nusantara 2 Cipondoh, Tangerang)

“Skripsi”

Presented to the Faculty of Tarbiya and Teachers Training In Partial Fulfillment of the Requirements

For the Degree of Strata 1 (S.Pd) in English Language Education

Approved by

Drs. Sunardi Kartowisastro, Dipl.Ed NIP: 194407191965102001

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS TRAINING

“SYARIF HIDAYATULLAH” STATE ISLAMIC UNIVERSITY

JAKARTA

1431/2011

i

First Grade of Accountancy Class at Vocational School of Bangun Nusantara 2, Cipondoh, Tangerang), Skripsi, English Education Department, Faculty of Tarbiyah andTeachers’ Training, UIN Syarif Hidayatullah Jakarta.

Advisor: Drs. Sunardi Kartowisastro, Dipl.Ed.

This research is aimed to know whether students’ understanding in English grammar especially in Degrees of Comparison can be improved by using Substitution Drills technique or not. Besides, its aim is also to describe how the implementation of Substitution Drills technique in improving students’ ability in Degrees of Comparison. The subject of the study is the students of X Accountancy class at Vocational School of Bangun Nusantara 2, Cipondoh, Tangerang in which the class consist of 33 students.

Furthermore, the method which is used in this study is Classroom Action Research (CAR) by using Kurt Lewin’ model. It is done in two cycles, and each cycle has four phases: Planning, Acting, Observing and Reflecting. And the instruments of the study are: observation sheet, interview guideline, questionnaire and English test which is divided into three kinds, they are: pretest, posttest 1 and posttest 2.

Based on the results of the study, the idea of using Substitution Drills technique in learning Degrees of Comparison has overcome the students’ problems. It has improved their attention and also has improved their understanding and achievement. It is proved by the result of posttest 2 which is done in the last of cycle two. The result states that there are 32 from 33 students or 96.97% of their score have passed the minimal mastery level criterion with the total mean score 84.90. It improves 24.24% from posttest 1 which gains 72.73% with the total mean score 77.12. Besides, it also improves 51.52% from pretest to posttest 2 which gains only 45.45% with the total mean score 68.18. In addition, the students’ responses to this technique are generally positive. Finally, it can be concluded that Substitution Drills can improve the students’ ability in learning Degrees of Comparison at the first grade of accountant class at Vocational School of Bangun Nusantara 2 Cipondoh, Tangerang and this Classroom Action Research can be called success because it has gained the target.

ii

(Penelitian Tindakan Kelas di kelas X Akuntansi SMK Bangun Nusantara 2, Cipondoh, Tangerang), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Syarif Hidayatullah Jakarta.

Pembimbing: Drs. Sunardi Kartowisastro, Dipl.Ed.

Penelitian ini bertujuan untuk mengetahui apakan teknik substitution drills mampu meningkatkan kemampuan siswa dalam tatabahasa Inggris, khususnya dalam materi degrees of comparison atau tidak. Di samping itu, penelitian ini juga bertujuan untuk menggambarkan tentang bagaimana penerapan teknik substitution drills dalam meningkatkan kemampuan siswa pada materi degrees of comparison. Subjek dari penelitian ini adalah siswa kelas X Akuntansi di SMK Bangun Nusantara 2 yang terletak didaerah Cipondoh, Tangerang.

Selanjutnya, metode yang digunakan dalam penelitian ini adalah metode Penelitian Tindakan Kelasdengan merujuk kepada model Kurt Lewin. Penelitian Tindakan Kelas ini dilakukan dalam dua siklus, dan masing-masing siklus memiliki empat pase yang sama, yaitu: perencanaan, tindakan, observasi dan pencerminan. Selain itu instrument yang digunakan dalam penelitian ini antara lain: lembar observasi, lembar wawancara, angket dan lembar soal bahasa Inggris yang dibagi menjadi tiga bagian, yaitu: pretest, posttest 1 dan posttest 2.

Berdasarkan hasil dari penelitian ini, diketahui bahwa ide penggunaan teknik substitution drills dalam mempelajari degrees of comparison telah mampu mengatasi masalah siswa. Teknik ini mampu meningkatkan perhatian siswa dan juga mampu meningkatkan kemampuan dan prestasi mereka dalam materi tersebut. Hasil test menunjukan bahwa ada 32 dari 33 siswa atau sekitar 96,97% dari mereka mendapakan nilai yang melewati KKM dengan nilai rata-rata yaitu 84,90. Ini meningkat 24,24% dari hasil posttest1 yang mendapatkan 72,72% dengan jumlah nilai rata-rata 77.12. Selain itu, ini juga meningkat 51.52% dari hasil pretest yang hanya mendapatkan 45,45% dengan jumlah nilai rata-rata 68,18. Sebagai tambahan, respon siswa terhadap teknik ini pada umumnya positif. Akhirnya bisa disimpulkan bahwa substitution drills teknik mampu meningkatkan kemampuan siswa dalam mempelajari degrees of comparison dikelas X AK 1 SMK BAngun Nusantara 2, Cipondoh, Tangerang dan Penelitian Tindakan Kelas ini bisa dikatakan sukses karena telah mencapai target.

iii

love and blessing to finish this skripsi. Peace and salutation be upon to the last prophet Muhammad (peace be upon him), his family, his companion and his adherence.

It is a pleasure to acknowledge the help and contribution of all people in many ways hence this skripsi is processed until it becomes a complete writing which will be presented to the Faculty of Tarbiya and Teachers Training in a partial fulfillment of the requirements for the degree of S.Pd (Strata I) in English Language Education.

First of all, the writer would like to convey his special gratitude to his beloved parents Mr. Muhidin and Mrs. Roiyah who have given him all of their infinite love, care, support and help. The writer believes that it is almost impossible to finish this skripsi without them in his side. He also would like to express his great honor and deepest gratitude to his advisor, Drs. Sunardi Kartowisastro, Dipl.Ed., who has given his time, suggestions and critical remarks to the writer until he can accomplish this skripsi. Besides, the writer also would like to give his gratitude to:

1. All of the lecturers of English Education Department who have taught the writer everything since he was in the first semester till now.

2. Drs. Syauki, M.Pd., the Chief of English Education Department.

3. Neneng Sunengsih, M.Pd., the Secretary of English Education Department.

4. Prof. DR. Dede Rosyada, the dean of Faculty of Tarbiyah and Teachers’ Training.

5. Drs. Sudin, the Headmaster of Vocational School of Bangun Nusantara 2 and Henry Priyanto S.S, the English teacher who also takes a role as the observer in this research.

iv

his old and young sister, Irma Yunita and Renita.

8. Lutfiyah, his close friend who always gives her support to him in finishing this skripsi.

9. All his beloved friends at Syarif Hidayatullah State Islamic University, especially Evan Andri and Muhammad Iqbal Rosyadi, thanks for giving the happiness when he feels bored, and English Education Department Students 2006–B Class Never Dies, for nice brotherhood and sisterhood.

The writer realizes that there are still some mistakes in this skripsi, and it is far from being perfect. It is because the writer still has limited knowledge. However, it is really expected that this skripsi will give advantages for the writer and also other people in general. Therefore, he would like to accept some criticisms and suggestions to correct the mistakes and weaknesses of this skripsi.

Jakarta, June 2011

v

TABLE OF CONTENT

...

v

LIST OF TABLES

... vii

LIST OF FIGURES

... viii

LIST OF APPENDICES

...

ix

CHAPTER I

: INTRODUCTION

...

1

A. Background of the Study ...

1

B.

Formulation of the Study ...

4

C.

Objective of the Study ...

5

D. Significance of the Study ...

5

E.

Organization of the Study ...

5

CHAPTER II

: THEORETICAL FRAMEWORK

...

7

A. The General Concept of Degrees of Comparison ...

7

1. The Definition of Degrees of Comparison ...

7

2. The Usage of Degrees of Comparison ...

9

3. The Forms and Patterns of Degrees of Comparison .... 10

B.

The General Concept of Substitution Drills ... 18

1. The Definition of Substitution Drills ... 18

2. The Objective of Substitution Drills ... 20

3. The Procedures of Substitution Drills ... 21

C.

Teaching Degrees of Comparison by Using Substitution

Drills ... 21

CHAPTER III

: RESEARCH METHODOLOGY

...

23

A. The Time and Place of Study ... 23

B.

The Subject and Object of Study ... 24

C.

The Method of Research ... 24

D. The

Writer’s Role on the Study

... 26

E.

The Research Design ... 27

F.

The Procedures of Classroom Action Research... 28

G. The Technique of Collecting Data ... 30

vi

A. Before Implementing the Classroom Action Research ... 40

B.

The Implementation of Classroom Action Research ... 45

C.

The Discussion of the Data after Classroom Action

Research ... 52

CHAPTER V

: CONCLUSION AND SUGGESTION

... 64

A. Conclusion ... 64

B.

Suggestion ... 65

BIBLIOGRAPHY

APPENDICES

vii

Table 2.3

The Comparative Form; Pattern II ...

12

Table 2.4

The Superlative Form; Pattern I ...

13

Table 2.5

The Superlative Form; Pattern II...

14

Table 2.6

The Irregular Form of Comparison ...

15

Table 3.1

Item Difficulty Scale ...

37

Table 3.2

Discriminating Power Scale ...

38

Table 4.1

The Result of Pre Questionnaire ...

43

Table 4.2

The

Students’ Degrees of Comparison Score of Pretest,

posttest 1 and posttest 2 ...

54

ix

Appendix 3

Questionnaire Sheet

Appendix 4

Lesson Planning

Appendix 5

The Specifications of Pretest, Posttest 1 and Posttest 2

Appendix 6

The Questions of Pretest, Posttest 1 and Posttest 2

Appendix 7

The Result of Discriminating Power and Item Difficulty of Pretest,

Posttest 1 and Posttest 2

1

A.

Backround of the Study

In this century English is considered as an international language that is used

in communication among people from many different countries. It has important roles

in various fields of activities such as: economics, technologies, politics, and the most

important one is in educational field. For this reason, English has been taught at

school in some countries. In Indonesia itself, English is taught as the first foreign

language for students and becomes a compulsory subject in the national curriculum. It

is taught to the students in their school.

English requires four certain major language skills that should be learned by

students. Those are speaking, writing, reading and listening. Besides, they also have

to learn the English sub-skills which consist of: grammar, vocabulary, pronunciation

and so on in order to help them in mastering the four language skills above.

As one of the English sub-skills, grammar plays an important role because it is

an integral part of language that is used in daily communications both oral and

written languages. Although there are some opinions that said using grammar in daily

communication is not necessary as long as the speaker and listener get the point of the

message being said. But if someone can use it better, she/he will certainly speak,

write and give the message correctly and accurately.

Penny Ur said,

“Grammar may be roughly defined as the way a language

manipulates and combines words (or bits of words) in order to form longer units of

meaning.”

1

According to Scott Thorn

bury “Grammar is partly the study of what

forms (or structures) are possible in a language. Traditionally, grammar has been

concerned almost exclusively with analysis at the level of the sentence. Thus a

grammar is a description of the rules that govern how a language’s sentences are

formed.”

2

Based on the statements above, it can be concluded that grammar is a study

about how the language is manipulated and how to combine one word to other words

to become a longer units of meaning. Furthermore, grammar has a wide scope in its

study, and one which is about Degrees of Comparison. It is the study about how to

modify the adjective or adverb to donate different levels of quality, quantity, or

relation of things or humans.

Degrees of comparison of an adjective or adverb describes the relational value

of one thing with something in another clause of a sentence. An adjective may

simply describe a same quality, (the positive); it may compare the quality with

that of another of its kind (comparative degree); and it may compare the

quality with many or all others (superlative degree).

3

Expressing comparative and superlative meaning in English is more complex

than other languages, not all languages make a distinction between comparative and

superlative, and some learners may find the distiction an awkward one to grasp.

1

Penny Ur, Grammar Practice Activities; A Practical Guide for Teachers, (New York: Cambridge University Press, 1988), p. 4.

2

Scott Thornbury,How to Teach Grammar,(England: Pearson Education Limited, 1999), p. 1.

3

Furthermore, in learning Degrees of Comparison the learners also need to know what

adjective and adverb are.

The form of comparative degree is adjective and adverb that are added by

-er

for one syllable (e.g: smaller, thinner, longer); by preceding

more-

for more than one

syllable (e.g: more expensive, more beautiful). And the form of superlative degree is

adjective and adverb that are added by

–

est for one syllable; by preceding most- for

more than one syllable. Besides, there are also some exceptions in forming degrees of

comparison (e.g: good, better, best; bad, worse, worst).

The formation of adjective and adverb in Degrees of Comparison above

becomes the real problems faced by students. They often make mistakes when they

put the suffix

–

er

as in comparative and

–

est

as in superlative, or prefix

more

as in

comparative and

most

as in superlative. Even they omit or misplaced the use of be

(am, is, are, was, were) as one of indicating degrees of comparison.

Marianne Celce-Murcia and Diane Larsen-Freeman noticed in the their book

that there are some common errors made by students in making degrees of

comparison, they are:

1. Omission of the comparative inflection-and perhaps also copula:

a.

John

(is) tall

than Mary

2. Substitution of some other function for

than

(a) or inappropriate use of

than

(b):

a.

John is tall(er)

from

Mary

b.

Paul is as tall

than

John

3. Use of

more

where

–

er

is required or vice versa:

a.

John is

tall more/more tall

than car

b.

Mary is

beautifuller

than Karen.

4. Use of regular pattern where an irregular form is required

a.

His handwriting is

badder

than mine

5. Double making Comparative

a.

Jim runs

more faster

than Paul.

b.

This car is

more better

than that one

While the first three errors may be explained in terms of negative

transfer, in that they reflect the learners’ native language, the last two are

developmental errors that young English-speaking children also produce

during first language acquisition.

4

From the statement above, it can be concluded that the first three common

errors of making Degrees of comparison may because the learners or the students

reflect the second language to their native language, and the last two of common

errors are made by the young native English speaker during their first language

acquisition.

Therefore, in order to solve this problem; especially the first three common

errors, the writer wants to try applying the suitable technique in teaching Degrees of

Comparison

related to the students’ need. In this case, the technique which is used is

Substitution Drills

. Hopefully they will be easier to understand the material through

this technique, and finally they get more understanding about Degrees of

Comparison. For the need of the research, the writer chooses the first grade of

Vocational school of Bangun Nusantara 2 as the place of study because according to

the writer

’s experience

during teaching and learning activity, the students still find

difficulties in learning that material.

Based on the background above, the writer is interested in discussing this case

under the title

“Improving Students’ Ability in Forming Degrees of Comparison by

Using Substitution Drills. A Classroom Action Research at the First Grade of

Accountancy Class at Vocational School of Bangun Nusantara 2 Cipondoh,

Tangerang

.”

B.

Formulation of the Problem

To make the study easier to be understood, the writer would like to formulate

the problem as follow:

“Can

Substitution Drills improve

students’ ability in

forming

Degrees of Comparison

?”

and

“

How is the students’ improvement in learning

Degrees of Comparison by using Substitution Drills?”.

4

Marianne Celce-Murcia & Diane Larsen-Freeman, The Grammar Book: An ESL/EFL

C.

Objective of the Study

According to the statement above, the writer would like to conclude that the

objective of this research is to improve students’ ability in learning

Degrees of

Comparison and also

find out the students’ av

erage improvement after using

Subtitution Drills in learning Degrees of Comparison.

D.

Significance of the Study

The results or findings of this study are expected to give the contribution to

the English teacher, students, the institution of SMK Bangun Nusantara 2, and

exclusively to the writer. The first, for the English teacher it is hoped to enrich his

technique in teaching English subject, especially in Degrees of Comparison. The

second, for students it is expected to help them in learning Degrees of Comparison

easier and get more understanding about it. The next is for the institution of

Vocational School of Bangun Nusantara 2, it can be beneficial regarding to improve

their educational quality. The last is for the writer, it is hoped to enlarge his

knowledge in teaching English and also becomes a basic consideration and

information to do further research in the future.

E.

Organization of the Study

This writing consists of five chapters which will be discusses as follows:

The first chapter explains about Introduction. It consists of five parts, they

are: Background of the Study, Formulation of the Problem, Objective of the Study,

Significance of the Study and Organization of the Study.

The second chapter defines about Theoretical Framework and it is divided

into three parts. Part A discusses about the General Concept of Degrees of

Comparison which is focussed on the Definition of Degrees of Comparison, the

Kinds and Usage of Degrees of Comparison and the Forms and Patterns of Degrees

of Comparison. Part B discusses about the General Concept of Substitution Drills

which is focussed on the Definition of Substitution Drills, the Objective of

Substitution Drills and the Procedures of Substitution Drills. The last part discusses

about Teaching Degrees of Comparison by Using Substitution Drills.

The Third Chapter talks about Researh Methodology, and it contains of: the

Time and Place of Study, The Subject and Object of study, the Method of Research,

the

Writer’s R

ole on the Study, the Research Design, the Procedures of Classroom

Action Research which have four phases, namely: Planning Phase, Acting Phase,

Observing Phase and Reflecting Phase. The next is the Technique of Collecting Data,

the Technique of Data Analysis, the Trustworthiness of Study and the Criteria of the

Action Success.

The Fourth Chapter explains about Research Findings and it has three main

parts. Firstly, Before Implementing the Action which has four items they are: the

Result of Pre interview,

the Result of Pre Observation,

the Result of Pre

Questionnaire and the Result of Pre Test.

Secondly, the Implemantation of

Classroom Action Research which has two cycles and each cycle has four same

phases, they are: Planning,

Acting,

Observing and Reflecting. Thirdly, the Discussion

of the Data after Classroom Action Research which has three items, they are: the

Result of Post Interview,

the Result of Post Test and the Result of Post Questionnaire.

The Fifth Chapter consists of two parts, they are: Conclusion and Suggestion

from the writer based on the study which had been done. Besides, Bibliography and

Appendices are also included at the end of this skripsi.

7

A. The General Concept of Degrees of Comparison

1. The Definition of Degrees of Comparison

Before discussing the kinds and forms of Degrees of Comparison, firstly it is better to know about the definition of Degrees of Comparison. There are some definitions about Degrees of Comparison according to some experts of English language which are stated in their books.

The term “comparison” is derived from Latin word “comparaso” meaning action of comparing, capacity for being compared”.1According to the Doubleday Dictionary “comparison is that inflection of adjectives or adverbs which indicates the positive, comparative and superlative degree”.2Based on the two statements above it can be concluded that comparison is the way to compare things or people in the term of capacity or quality and quantity. It is through the inflection of

1 _{C. T. Onions,}

The Oxford Dictionary of English Etymology, (London: Oxford University Press, 1966), p. 196

2_{Sidney I. Landau,}

The Doubleday Dictionary,(New York: Doubleday & Company Inc, 1975), p. 143

adjectives or adverbs which indicates the positive, comparative and superlative degree.

R.W. Zandvoort and J. A. Van Ek said in their book “When two persons or things (or two groups of persons or things) are compared or contrast as bearers of a certain quality, we use the form –er, the so-called COMPARATIVE, with reference to the person(s) or thing(s) that excel(s) (e.g: John is cleverer than Peter). When a person or thing is compared or contrasted with a group of persons or things, we use comparative if the person or thing that excels is represented as excluded from the group (John is cleverer than the other boys), the form in–est, the so called SUPERLATIVE, if he or it is represented as included in the group (John is the cleverest of the boys)”.3

According to Martin Parrot in Grammar for English Language Teachers

“comparatives are adjectives and adverbs that end in –er (e.g: bigger, richer, faster) and superlatives are adjectives and adverbs that end in –est (e.g: biggest, richest, fastest)”.4

Meanwhile, Gorell and Laird stated in their book “The degrees of comparison are known as degrees of modifiers. We recognize three degrees of modifiers, as follows: Positive, implying no comparison (fast car, beautifully landscape); comparative, implying that one exceeds another (The boulevard is a faster street than the highway and more beautifully landscaped); and the superlative which implies the highest degree, at least within the certain limitations (The boulevard is the fastest road out of town, and the most beautifully landscaped)”.5

According to the definitions stated above, the writer can conclude that Degrees of Comparison is the form of adjective or adverb which is inflected by – eror–estfor one or some of two syllables, and added by more- or most- for three syllables or some of two syllables. There are three kinds of Degrees of Comparison in English: positive, comparative and superlative degree. Each kind has different form and usage. The explanation of those three kinds of degrees of comparison will be clearly discussed as follows:

3 _{R.W. Zandvoort and J.A. Van Ek,}

A Handbook of English Grammar, (London: Longman Group Limited, 1980), 7thedition, p.188

4_{Martin Parrot,}

Grammar for English Language Teachers,(USA: Cambridge University Press, 2000), p.68

5_{Gorell and Laird,}

Modern English Handbook,(New Jersey: Prentice Hall Inc, 1964), 3rd edition, p. 371.

2. The Usage of Degrees of Comparison

As it is stated above, there are three kinds of Degrees of Comparison in English, they are: positive degree, comparative degree and superlative degree which is used for comparing two and more people or things through the level of quality, quantity or relation.

a. Positive Degree

As it is said before that positive degree implies no comparison. It means that positive degree is used to compare two peoples or things which have no

difference each other. According to Martin Hewings “we use as + adjective/adverb + as to say that something or someone is like something or someone else, or that one situation is like another, and the negative forms of sentence can use either not as or not so.6For example:

 I came roundas quickly asI could.

 The gap between the sides isnot as/so wide asit was.

b. Comparative Degree

The comparative form of degree is used to compare the quality or quantity of two persons or things on condition that one exceeds another. For example:  Amir is taller than Amar

 My car is more expensive than your car.  Leopard can run more quickly than buffalo

c. Superlative Degree

Superlative degree is used to stress the highest degree of quality or quantity of group of persons or things on condition that one excluded from the group. For example:

 Amazon is the longest river in the world.

 Amira is the most beautiful of all students in her class.

6_{Martin Hewings,}

Advanced Grammar in Use,(United Kingdom: Cambridge University Press, 2005), 2ndedition, p. 146

3. The Forms and Patterns of Degrees of Comparison

a. The Forms of Degrees of Comparison

To form the degrees of comparison we need to know the inflection or addition ways of adjective and adverb. Whether it is added by –er or–estat the end of the adjective or adverb, or preceded bymore-ormost-before it. It depends on the length of adjective and adverb word and also its last syllable. Besides, there is also the irregular form of degrees of comparison, such as the wordbad(positive degree),worse(comparative degree) andworst(superlative degree).

For further explanation about the form of degrees of comparison the writer has some formulas as stated below.

1) Positive Degree:it has the simplest form of all and it uses the base form of adjective or adverb. We just need to put or add as before and after the adjective or adverb, and for the negative sense addnotbeforeas.

Table 2.1 Positive form Adjective and

Adverb

Rule The words Positive form

 All adjective forms

 All adverb forms

Add “as” before

and after the word

Add “as” before

and after the word

 interesting, expensive, high

 soon, quickly, seldom

asinteresting as, as

expensiveas, ashighas assoonas,

asquicklyas, asseldomas

2) Comparative Degree: regular adjectives and adverbs make their comparative form in one of two ways:

a) By addition of the suffix –er (sometimes with modification in the spelling of the stem): bigger, larger, sillier, etc.

b) By the use of wordmore-:morefoolish,moreamusing, etc.7 Table 2.2

Comparative form Pattern I: addition of suffix–er Adjective and

Adverb

Rule The words Comparative

form I. Adjectives of

one syllable  ended by“e”

 ended by vowel+consona nt, except (h,w,x,y)  ended by all

other words

II. Adjective of two syllables  Ended by–er,

-ow

 Ended by–y  Ended by

consonant +le III. Adverb of one

syllable (mostly identical in form with adjectives, and sometimes not clearly distinguished from adjective in function).8

 Add–r

 Double the last consonant before adding–

er  Add–er

 Add–er

 Change“y”to

“i”and add–er  Add–r

 Add–er

 brave, wide  flat, big, hot

 short, cheap, long  clever, narrow  pretty, happy  gentle, noble

 hard, fast, soon

 braver, wider  flatter, bigger,

hotter  shorter, cheaper, longer  cleverer, narrower  prettier, happier  gentler, nobler

 harder, faster, sooner

7_{C E Nuttall,English Language Units: Comparison of Adjectives and Adverbs,(London:} Longman Group Ltd, 1971), p.7

8_{C E Nuttall,}

English Language Units: Comparison of Adjectives and Adverbs,(London: Longman Group Ltd, 1971)p.8

Table 2.3 Comparative form

Pattern II: addition of the word more-Adjective and

Adverb

Rules The words Comparative

form I. Adjective of

two syllables ended by–ful, re, ed, ing, -ish, -ous

II. Adjective of three or more syllables

III. Most adverbs that admit of the notion of comparison, these include mainly adverb of manner with the suffix–ly, and a few adverb of frequency

Put more-before the positive form

Put more-before the positive form

Put more-before the positive form doubtful, obscure, amused, boring, foolish, nervous interested, amusing, beautiful, magnificent sweetly, carefully, accurately, seldom

 moredoubtful, moreobscure, moreamused, moreboring, morefoolish, morenervous  more interested, moreamusing, morebeautiful, more magnificent

 moresweetly, morecarefully, more

accurately, moreseldom

3) Superlative Degree: regular adjectives and adverbs make their superlative form in two ways: by adding the suffix–estfor one or some of two syllables adjective or adverb, and adding the word most- for three or some of two syllables adjective or adverb.

Table 2.4 Superlative form

Pattern I: addition of the suffix–est Adjective and

Adverb

Rule The words Superlative form

I. Adjectives of one syllable  ended by “e”

 ended by vowel+consona nt, except (h,w,x,y)  ended by all

other words

II. Adjective of two syllables  Ended by–er,

-ow

 Ended by–y

 Ended by consonant + le III. Adverb of one

syllable (mostly identical in form with adjectives, and sometimes not clearly distinguished from adjective in function).9

 Add–st

 Double the last consonant before adding– est

 Add–est

 Add–est

 Change“y”to

“I”and add–

est  Add–st

 Add–est

 brave, wide  flat, big,

hot  short, cheap, long  clever, narrow  pretty, happy  gentle, noble

hard, fast, soon

 bravest, widest

 flattest, biggest, hottest  shortest, cheapest, longest  cleverest, narrowest  prettiest, happiest  gentlest, noblest  hardest, fastest, soonest 9

C E Nuttall,English Language Units: Comparison of Adjectives and Adverbs,(London: Longman Group Ltd, 1971), p.8

Table 2.5 Superlative form

Pattern II: addition of the word the most-Adjective and

Adverb

Rules The words Comparative form

I. Adjective of two syllables ended by–ful, re, ed, ing, -ish, -ous

II. Adjective of three or more syllables

III. Most adverbs that admit of the notion of comparison, these include mainly adverb of manner with the suffix –ly, and a few adverb of frequency

Putthe most-before the positive form

Putthe most-before the positive form

Putthe most-before the positive form doubtful, obscure, amused, boring, foolish, nervous interested, amusing, beautiful, magnificent sweetly, carefully, accurately, seldom

 the most doubtful,the mostobscure,the mostamused,the mostboring,the mostfoolish,the mostnervous  the most

interested,the mostamusing, the most beautiful,the mostmagnificent  the mostsweetly,

the most carefully,the mostaccurately, the mostseldom

Besides the regular form which has been discussed above, degrees of comparison has also the irregular form of adjective and adverb. It will be mentioned in the table below:

Table 2.6

Irregular Forms of Comparison10

Positive form Comparative form Superlative form Good

Well (adjective) Well (adverb)

Better Best

Bad Badly

Worse Worst

Many Much

More Most

Little Less Least

Old Elder (preferably used

in family)

Eldest

Far Farther

Further

Farthest (of distance only)

Furthest (used more widely)

b. The Patterns of Degrees of Comparison in sentences

Besides knowing the forms of degrees of comparison, we also have to know about the pattern or structure of degrees of comparison when it is put in the sentence. And here the writer will explain about it as clearly as he knows.

1) Structures of Positive Degree  Pattern 1

S + Be +as+ adjective +as+ N/NP/O/Clause

EX: He isas tall asme.

Note: We can use “so” in place of “as” in negative statements:

EX: Youaren’tso tall asher.

 Pattern 2

S + Be + times +as+ adjective +as+ N/NP/O/Clause

10_{A. J. Thomson and A. V. Martinet,}

A Practical English Grammar,(New York: Oxford University Press, 1986) Fourth Edition, p.37

EX: Salt Lake is five timesas salty asany oceans.

 Pattern 3

S + V (V+O) +as+ adverb +as+ N/NP/O/Clause

EX: I runas fast asyou do.

I will practice Englishas hard asyou will.

 Pattern 4

S + V (V+O) + times +as+ adverb +as+ N/NP/O/Clause

EX: A plane can fly three timesas fast asa helicopter can.

2) Structures of Comparative Degree  Pattern 1

S + Be + adj-er/more-adj + than + N/NP/O/Clause

EX: You are taller than me.

My shoes ismoreexpensive than yours.

 Pattern 2

S + V + adv-er/more-adv + than + N/NP/O/Clause

EX: She can type faster than me. Jim worksmorecarefully than Jane

 Pattern 3

S + Be + period of time + adj-er/more-adj + than + N/NP/O/clause

EX: She is twelve years younger than her husband. My car is three timesmoreexpensive than your car.

 Pattern 4

S + V + times + adv-er/more-adv + than + N/NP/O/Clause

EX: A computer can work 500,000 times faster than a person.

 Pattern 5

S + Be/V1 + Adj-er+ and + Adj-er/more-adj

EX: It is gettingdarker and darker. She looksmore and more beautiful.

 Pattern 6

S + Be/V1 + Adv-er+ and + Adv-er/more-adv

EX: They are learningmore and more actively.

4) Structures of Superlative Degree  Pattern 1

EX: English isthe most internationallanguage of all.

 Pattern 2

S + Be + the + Adj-est/most-adj + Of all + Plural Noun

EX: English isthe most internationalof all languages.

 Pattern 3

S + V + (O) + the + Adv-est/most-adv + …..

EX: He likes footballthe most.

 Pattern 4

S + V2 + the + Adj-est/most-adj + Noun

EX: He atethe biggestcake yesterday.

 Pattern 5

S1 + Be + the + Adj-est/most-adj + Noun + that + S2 + has/have + ever + PP

EX: Shakespeare isthe greatestdramatist that England has ever had.

B. The General Concept of Substitution Drills

1. The Definition of Substitution Drills

In teaching English material, there are so many techniques which can be used. One of those techniques is through drilling. There are many kinds of

drilling, such us: transformation drills, question-answer drills, repetition drills, substitution drills and so on. Specifically, the writer uses Substitution Drills in this research. And here the writer tries to give the definition of drilling and also substitution drills by his own opinion and ofcourse it is in line with the opinions of some experts in English teaching.

A drill is an oral exercise aiming at giving the students methodical practice of a particular syntactic structure in naturally expressed and easily remembered utterances in the target language. The aim of the exercise is to enable the students to assimilate the structure and develop fluency using that same structure in natural conversations.11

According tothe Advanced Learner’sDictionary“Drill is through training by practical experiences, usually with much repetition”.12

Substitution drills is a classroom technique used to practice new language. It involves the teacher first modeling a word or a sentence and the learners repeating it. The teacher then substitutes one or more keywords, or change the prompt, and the learners say the new structure.13

From the statements above, the writer concludes that drilling is a guide repetition which is done by students through the models given by teacher. It means that the technique involves the teachers and the students’ action. Firstly, the teacher modells the word or sentence and the students repeat it. Afterward they are requaired to replace one or more words of the sentence by their own word which must be suitable. They may replace a word of the sentence with a pronoun, number, verb or make some necessary changes. Students can be drilled individually or in a group.

Substitution drills can be a good technique for learning and practicing English. Because it allows the teacher to check thestudents’ erors. And it is also

11_{http://teacher.bravehost.com/drill.html} 12_AS.Hornby,

TheAdvanced Learner’s Dictionary of Current English,(London: Oxford University Press, 1963) 2ndedition, p. 305.

necessary to be used at all levels because it is a controlled practice activity. Using drills is not completely boring. Here the teacher can combine a lot of ways to make it more interesting and challenging for students.

2. The Objective of Substitution Drills

Teaching English grammar subject by using Substitution Drills has some objectives, and the main objective of Substitution Drills is to enable the students to begin to assimilate the structure and variation in a single frame. It enables them to recognize and use the class of segments that can fit into a particular frame.14

Substitution Drills can be useful for the students or learners and also for the teacher. The following are some advantages of substitution drills technique for the learners and the teachers:

For the learners, drills can:

 Provide for a focus on accuracy. Increased accuracy (along with increased fluency and complexity) is one of the ways in which a learner's language improves so there is a need to focus on accuracy at certain stages of the lesson or during certain task types.

 Provide learners with intensive practice in hearing and saying particular words or phrases. They can help learners get their tongues around difficult sounds or help them imitate intonation that may be rather different from that of their first language.

 Provide a safe environment for learners to experiment with producing the language. This may help build confidence particularly among learners who are not risk-takers.

 Help students notice the correct form or pronunciation of a word or phrase. Noticing or consciousness raising of language is an important stage in developing language competence.

 Provide an opportunity for learners to get immediate feedback on their accuracy in terms of teacher or peer correction. Many learners want to be corrected.

 Help memorisation and automisation of common language patterns and language chunks. This may be particularly true for aural learners.

 Meet student expectations i.e. They may think drilling is an essential feature of language classrooms.

For the teacher, drills can:

 Help in terms of classroom management, enabling us to vary the pace of the lesson or to get all learners involved.

 Help us recognise if new language is causing problems in terms of form or

pronunciation.15

3. The Procedures of Substitution Drills

Substitution Drills has been used in foreign language classrooms for many years. It is a key feature of audio lingual approaches to language teaching which placed emphasis on repeating structural patterns through oral or written practice.

Substitution Drills has the procedures or steps to do orderly. And the teacher is expected to use the procedures accurately in order to obtain the successful in teaching learning process, so that the students can get more understanding about the subject being learned.

The procedures to teach English grammar subject by using substitution drills is firstly the teacher presents the basic structure that needs to be practiced by the students. A cue word to substitute in a slot is given and the students are expected to give the new sentence retaining the same pattern. The meaning of the words is already known. And those examples are given by the teacher himself to illustrate and then the students are asked to process on similar line.16

From the statement above, the writer concludes that the procedures or steps of substitution drills are by the following activities:

a. The teacher gives and explains the basic structure of the sentence that need to be practiced by students.

b. The teacher points the cue word of the sentence and then asks the students to change or substitute the cue word.

c. The students substitute the cue word by their own word which should be suitable.

C. Teaching Degrees of Comparison by Using Substitution Drills

Degrees of comparison are involved as one of materials which are taught in English grammar. In teaching English grammar, the teacher should be aware about some important points that will help him to explain it to the students clearly, and as the result the students will get more understanding about the material being

15_{http:// www.teachingenglish.org.uk/think/articles/drilling-1} 16_{http://www.ciil-ebooks.net/html/drills/ch2.htm}

taught. According to Penny Ur there are some points in presenting a new grammatical structure:

1. A good presentation should include both oral, and written forms, and both form and meaning.

2. It is important for learners to have plenty of contextualized examples of the structure and to understand them. Visual materials can also contribute to understanding.

3. The learners will benefit more from the use of terminology.

4. The explanation should cover the great majority of instances learners are likely to encounter.17

The writer thinks that it is better to use substitution drills technique with the combination of some interesting steps in teaching degrees of comparison because one of the popular technique in teaching English grammar is through substitution drills. The following explanations are the general implementation of teaching degrees of comparison by using substitution drills which will be done by the writer as a teacher in this research.

Firstly the teacher enters the classroom and directly asking about the

students’ condition. Next the teacher stands up in front of the students and asks

three students who have the differences in height, weight and appearance. And then asks the other students to make a distinction according to three students in front of them. Afterwards they are expected to make statements based on the three students whom they distinguish. If there are some mistakes, the teacher will correct it and then he writes those statements on the blackboard.

And the last, teacher begins to give the cue word and asks the students to

substitute or replace it by another suitable cue word. To board the students’

understanding of the material, sometimes the teacher also asks some students to make their own sentence and expect the others to replace the cue word of the sentence made by their friends.

17_{Penny Ur,}

A Course in Language Teaching,(Cambridge: Cambridge University Press, 1996), p. 82-83

23

This chapter discusses about the Time and Place of Study, the Subject and

Object of Study, the Method of Research, the

Writer

’s Role

on the Study, the

Research Design, the Procedures of Classroom Action Research, the Technique of

Collecting Data, the Technique of Data Analysis, the Trustworthiness of study and

the Criteria of the Action Success.

A.

The Time and Place of Study

This Classroom Action Research was conducted more or less in two months,

started from 4

th

of April up to 6

th

of May 2011. And it takes place at Vocational

School of Bangun Nusantara 2 Cipondoh, Tangerang, precisely at the first grade of

Accountancy class, academic year 2010/2011.

B.

The Subject and Object of Study

1. Subject of the study

The subject of study is students at the first grade of Accountancy class at

Vocational School of Bangun Nusantara 2, academic year 2010/2011 which is located

in Cipondoh, Tangerang. The number of students in this class is 33 persons which

consist of 28 girls and 5 boys. The writer chooses this class based on the English

teacher

’s assumption that this

class has the lowest score in English grammar test

among other first grade classes. Finally, the writer thinks that they need an

appropriate technique in learning English grammar in order to improve their

achievement; in this case the writer limited the material about Degrees of

Comparison.

2. Object of the study

The object of study is Substitution Drills technique which is hoped to improve

the students’ achievement in learning

English grammar especially in Degrees of

Comparison.

C.

The Method of Research

The method which is used by the writer in this research is Classroom Action

Research (CAR), it is derived from the root action research. It seems a complex

research. As Jack C. Richards and David Nunan said in their book:

Action research is not simply research grafted onto practice. Rather, it

represents a particular attitude on the part of the practitioner, an attitude in

which the practitioner is engaged in critical reflection on ideas, the informed

application and experimentation of ideas in practice, and the critical

evaluation of the outcomes of such application.

1

1

Jack C. Richards and David Nunan,Second Language Teacher Education,(New York: Cambridge University Press, 1990), p. 63

Because it happens in the classroom frame, it is called Classroom Action

Research. According to Wijaya Kusuma and Dedi Dwitagama Classroom Action

Research is an action research which is done by the teacher in the classroom.

2

Besides, Arikunto said that Classroom Action Research is an action research which is

carried out in the classroom aimed to improve learning practice quality.

3

Furthermore, the writer uses two cycles in this research within each cycle has

four phases, they are: planning, acting, observing and reflecting. The previous four

phases are the only procedure in Classroom Action Research which must be done in a

line. Kurt Lewin said as it is quoted by Kunandar

“

Classroom Action Research is a

sequence step contains four phases: planning, acting, observing, and reflecting.”

4

Here are some other definitions about Classroom Action Research (CAR)

from some experts:

a. According to Michael J. Wallace, CAR is a type of classroom research carried

out by the teacher in order to solve problems or to find answers toward

context-specific issues.

5

b. John W. Creswell said that CAR is the practical design which explores a

problem with an aim toward developing a solution to a problem, and also

action research designs are systematical procedure done by the teachers (or

other individual in an educational setting) to improve their teaching, and their

students learning.

6

c. Research: Showing the activity, knowing the object by using some

methodologies to get the useful information in increasing the quality of the

2

Wijaya Kusuma and Dedi Dwitagama,Mengenal Penelitian Tindakan Kelas,(Jakarta: PT Indeks, 2009), p. 9

3

Suharsimi Arikunto,Penelitian Tindakan Kelas,(Jakarta: Bumi Aksara, 2009), p. 5 4

Kunandar, Langkah Mudah Penelitian Tindakan Kelas Sebagai Pengembangan Profesi Guru,(Jakarta:PT Raja Grafindo Persada, 2008), p. 42

5

Michael J. Wallace, Action Research for Language Teachers, (Cambridge: Cambridge University Press, 2006), p. 5

6

John W. Creswell,Educational Research, (Pearson Educational International, 2008), p. 596-597

interesting things according to the researcher. Action: An activity that is done

expressively to get the purpose. The activity is in the form of cycle.

Classroom: is a group of students who receive the same lesson from one

teacher in a time.

7

From the definitions stated above it can be concluded that Classroom Action

Research (CAR) is held by teacher or researcher to find out the solution for the

studen

ts’ problem. It also means that to begin the C

lassroom Action Research, the

researcher or the teacher needs to identify any problems really found in the classroom

concerning students’ condition

generally in learning. Besides, Classroom Action

Research has a systematic design and procedure which is done in order to improve

the students’ ability in learning the material and also the teacher’s ability in teaching

the material.

D.

The Writer’s Role on

_{the Study}

Generally the writer acts as the researcher, but in the teaching learning

process he acts as the teacher, meanwhile the English teacher acts as the observer. As

it is quoted from

Rochiati Wiriaatmadja

“if the researcher’s c

olleague; in this case the

English teacher plays a role as the observer, the writer will play a role as the teacher,

and the writer will become the subject of the research who will be observed by the

observer”.

8

Furthermore, the writer makes lesson plan, prepares the media and also makes

the tests which are given to the students before and after conducting the Classroom

Action Research. Then he collects and analyzes the data, finally he reports the results

of study. He conducts the activities above collaboratively with the English teacher.

7

Suharsimi Arikunto,Penelitian Tindakan Kelas,(Jakarta: Bumi Aksara, 2009), p. 3 8

Rochiati Wiriaatmadja, Metode Penelitian Tindakan Kelas, (Bandung: PT. Remaja Rosdakarya, 2009), p. 99.

E.

The Research Design

The design of research which is used by the writer is Kurt Lewin model. And

as the writer has said before that the research has two cycles within each cycle

consists of four phases, they are: planning, acting, observing and reflecting. The

figure below is the design of Classroom Action Research according to Kurt Lewin:

Figure 3.1KurtLewin’sModel of Classroom Action Research9

The figure above describes that the Classroom Action Research uses cyclone

model which is carried out by using the systematic phases, started by making a

planning

before doing the action and then applying it by an

action

in the classroom or

doing the classroom activity. While teaching learning activity, the real English

teacher observes the teacher’s activity, students’ participation

and attention and also

9

Suharsimi Arikunto,Penelitian Tindakan Kelas, (Jakarta: PT. Bumi Aksara, 2009), p.16 PLANNING

ACTING CYLCE 1

REFLECTING

OBSERVING

PLANNING

REFLECTING CYCLE II ACTING

OBSERVING

the class condition based on the structured observation sheet. And the last, the writer

does a feedback discussion with the English teacher about the results of acting phase

or

reflects

the results of it.

If there are still found any problems, the writer will improve the action in the

next cycle. This cycle has also the same phases as the first cycle which have been

done before. But it will be more concerned to the problems in the first cycle.

F.

The Procedures of Classroom Action Research

As it has been said before that the main concept of Classroom Action

Research according to Kurt Lewin consists of four phases in one cycle which are

done in a line, they are: planning, acting, observing and reflecting. And after

accomplishing the first cycle, it will be probably found a new problem or the previous

unfinished problems yet. Hence, it is essential to continue to the second cycle with

the same phases as the first cycle.

And the explanation of the procedures in this Classroom Action Research will

be discussed more detail as follows:

1. Planning phase

The first thing to do in this research is making a planning before applying the

action in the class. Firstly the writer

identifies and diagnoses the studen

ts’ problems

in learning English grammar, specifically in learning Degrees of Comparison by

discussing it with the English teacher. Afterward, the writer makes lesson plan based

on the recent used syllabus

and the students’ need in order to help them in

understanding the material more easily. Besides, the writer also prepares all things

related to the teaching aids and research instrument that are going to be used in

teaching learning process, such as: structured observation sheet, and the tests which

are valid because it has been tested to other first grade class before giving to the

subject of Classroom Action Research.

2. Acting phase

After making the planning, the writer begins to implement it in the classroom

and it is done in two meetings within each cycle. But before implementing the first

meeting of cycle 1 he gives the students pretest in order to know their ability in

Degrees of Comparison before he teaches them by using his technique. Afterward, he

conducts the activity based on the lesson plan by concerning to the pattern and usage

of Degrees of Comparison. In the second meeting he gives them the posttest in order

to know are there any improvements after learning the material based on the writer

’s

technique.

If the students’ improvement has not reached the criteria yet

, he will

conduct the next two meetings in cycle 2.

3. Observing phase

During teaching learning activity, he asks the English teacher to observe his

performance

, the students’ activity, the students’ participation, the students’ attention,

the students’ response and the class si

tuation by using structured observation sheet. It

means both observation and teaching learning activity are done at the same time. In

this phase the writer also collects the data from the pretest and posttest which are

given to the students.

4. Reflecting phase

The last phase of the Classroom Action Research procedures is reflecting and

it is done after conducting the acting phase. In this phase the writer analyzes and

evaluates teaching learning process in cycle 1. Furthermore, he analyzes the

observation data and reflects his teaching experiences during teaching learning

activity; and it is done collaboratively with the English teacher. Besides, he also

analyzes the students’ score of pre

-test and post-test based on the successful criteria

of the Classroom Action Research in order to know whether using Substitution Drills

in learning Degrees of Comparison

can improve studen

ts’ ability and achievement

or

not.

However,

if there are still found any problems, the writer will move to the

next cycle regarding re-planning, re-acting,

re-observing

and reflecting.

Consequently, the writer and the English teacher should work out uncompleted

problems that have been solved yet.

G.

The Technique of Collecting Data

The technique of collecting data in this Classroom Action Research used both

qualitative data (experience-based) and quantitative data (number-based). The

qualitative data includes the observation within the physical activity of the students

and the teacher in the classroom, interview to be presented for the teacher before the

Classroom Action Research and to the students after it, and questionnaire which is

presented to the students after the Classroom Action Research. Meanwhile the

quantitative data includes the tests which are given to the students before the action

(pre-test) and after the action in each cycle (postest1 and postest2).

The complete explanation of the qualitative and quantitative data which are

used in this research will be discussed as follows:

a. Interview

By using interview, the writer can get the dat

a about students’s difficulties in

understanding the Degrees of Comparison, students’ condition and the method or

technique which is used by the English teacher in teaching Degrees of Comparison

before Classroom Action Research is done. After completing Classroom Action

Research, the interview is also conducted to know the

students’

response toward the

use of Substitution Drills technique in teaching Degrees of Comparison and are there

any improvements of their understanding of the material after Classroom Action

Research. It means that the interview is done to the real English teacher before the

Classroom Action Research and it is done to the students after accomplishing

Classroom Action Research.

Furthermore, the writer used semi-structured interview in this research. It

means that he has general idea of what is the interview used for and what is expected

to become the result of it, but it has no list of predetermined questions. As David

Nunan said in his book

“In semi

-structured interview, the interviewer has the general

idea of where he or she wants the interview to go, and what should come out of it, but

doesn’t enter with a list of predetermined questions. Topic and issues rather than

questions determine the course of the interview”.

10

b. Observation

The observation is done in order to know what heppen during the teaching

learning process, such as: the teacher’s performance during the action, the students’

attention and response, and the class situation of the teaching Degrees of Comprison

activity. In addition, the writer uses the structured observation sheet which is filled by

the real English teacher as an observer. Generally, all of the need aspects that should

be noticed is to make sure whether the teaching learning process in line with the

lesson plan or not.

c. Test

There are two types of test which are used in this research. The first is the

pre-test which is given to the students before implementing Classroom Action Research.

It is used to measure students’ understanding

in Degrees of Comparison before using

Substitution Drills technique. And the second is post-test which is aimed to know

students’

improvement in understanding Degrees of Comparison after using

Substitution Drill technique. In this case, the tests are given in every second action of

each cycle and presented in the form of multiple choices.

10

David Nunan,Research Method in Language Learning,(New York: Cambridge University Press, 1992), p. 149.

d. Questionnaire

Other technique in collecting data which is used by the writer is through

questionnaire that is given to the students. David Nunan said that

“

questionnaire is

relatively means of collecting data. It enables the researcher to collect data in field

setting, and the data themselves are more amenable to quantification than discursive

data such as free-

form field notes, participant observers’ journals

and the transcripts

of oral language

”

.

11

The questionnaire in this research is carried out in two sessions; before and

after the implementation of Classroom Action Research. Through questionnaire, the

writer would like to know students’ response and experience about the

technique used

by their English teacher in teaching Degrees of Comparison and also the ideas of

using Substitution Drills technique in learning Degrees of Comparison.

Furthermore, the writer used yes/no response as the design of the

questionnaire. Each questionnaire consists of ten questions which covers three main

categories, they are: the students’ feeling

toward understanding Degrees of

Comparison, the implementation of the technique and the effects of Substitution

Drills technique to their knowledge improvement of grammar skill; especially in

Degrees of Comparison.

H.

The Technique of Data Analysis

In this research, the writer analyzes two kinds of data which have been

collected during the Classroom Action Research, they are: qualitative and

quantitative data (as it is stated before). The qualitative data covers the observation of

students’ activities during teaching learning process, th

e interview before and after

Classroom Action Research and questionnaire. Furthermore, the writer uses

descriptive analysis to analyze it.

11

David Nunan,Research Method in Language Learning,(New York: Cambridge University Press, 1992), p. 143

On the other hand, quantitative data is gained from the studen

ts’ score of

pretest, posttest 1 and posttest

2. It is used to measure students’ ability in

understanding the material given and also to know their score improvement after

learning the material by using the writer’s technique. To analyze this numerical data

,

the writer uses formulas as follows:

Firstly, the writer tries to get the average of students’ score per action within

one cycle. It is u

sed to know how well students’ score as a whole in understanding

degrees of comparison. It uses the formula:

12

X : mean

x : individual score

n : number of students

The next, he tries to get the class percentage which pass the

minimal mastery

level criterion

considering English subject gained score 70 (seventy) which has been

agreed by the English teacher. It uses the formula:

13

12

Sudjana,Metoda Statistika, (Bandung: PT. Tarsito, 2002), p. 67. 13

Anas Sudijono, Pengantar Statistis Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), p. 43.

_

∑ x

X =

──

n

F

P =

──

X 100%

N

Appendix 6

Pretest Questions

Name:

Class:

=======================================================

1. Putri

: Belladona is…plant I’ve ever seen

Nuran : Yes, look at the picture! The trunk is too tall to be placed in the

room.

a. the most unusual

b. more unusual

c. as unusual as

d. unusual

2.

Jane got 8 in English test and Zahra got 10. So, Zahra’s score is…..than

Jane.

a. higher

b. as high

c. highest

d. more higher

3.

Justin is …… of all students in his class, because he always gets the best

score in exam.

a. cleverer

b. as clever

c. more cleverer

d. the cleverest

4.

Sarah speaks English …… than Fitri

does.

a. more fluently

b. the most fluently

c. as fluently

d. fluently

5. Dimas : What do you think about banana tree and coconut tree?

Adam

: I think banana tree is … than coconut tree.

a. as small

b. more smaller

c. the smallest

d. smaller

6. My bag is 5 kg. Your bag is 5 kg.

Then my bag is ……

yours.

a. as heavy as

b. heavier

c. the heaviest

d. more heavier

7.

Susan’s score is…..than mine, because she is a clever and genius student.

a. good

b. best

c. more good

d. better

8.

Amazon is …… river in th

e world, it is located in America.

a. longer

b. the longest

c. as long as

d. the most longest

9.

The bus is …...

the truck, both of it has the same speed.

a. as fast as

b. faster than

c. the fastest

d. more faster

10.

Many people said that airplane is…….of other

public transportation.

a. more comfortable

b. as comfortable

c. the most comfortable

d. the comfortablest

11.

Steven can work……than Andrew does.

a. the most carefully

b. as carefully

c. more carefully

d. more carefullier

12.

Jessica is 80 kg in weight, and she becomes…….in her class.

a. the most fattest

b. fatter

c. more fatter

d. the fattest

13.

Farhan’s house is 4

0.000$

, and Ihsan’s house is 50.000$

Then Ihsan’s house is…….than Farhan’s house.

a. the most expensive

b. more expensive

c. as expensive

d. more expensiver

14. Ratna : Why do you go to campus by bus?

Galih : Because it is…….among ot

her public transportation.

a. cheaper

b. the cheapest

c. more cheaper

d. as cheap

15.

The motorcycle is not……as the train.

a. faster

b. the fastest

c. more fast

d. as fast

16.

Fadli is…….in his family, because his height is only

95 cm.

a. shorter

b. more shorter

c. the shortest

d. as short as

17. Samson is

…..man in the world. He can lift heavy things with his left hand.

a. stronger

b. the most strong

c. more stronger

d. the strongest

18. Richi gave his speech

……than his brother

.

a. as spontaneously

b. more spontaneously

c. not as spontaneously

d. the most spontaneously

19. This is

the…...

day of my life. I have got an accident and then lost my

wallet.

a. worse

b. worst

c. bad

d. baddest

20. Fia

: What do you think about my picture Sandra?

Sandra

: I like your picture, because it is…..and…..I have ever seen.

a. the most beautiful

–

more colorful

b. the most beautiful

–

the most colorful

c. more beautiful

–

the most colorful

d. more beautiful

–

more colorful

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Yusriyant i

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22 73

Sant i Handayani

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22 73

Linda Hidasari

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21 70

Novia Dwi Jayant i

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20 67

Sindi Fauziah

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20 67

Rosit a

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19 63

M aimunah

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18 60

Lusi Susilawat i

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18 60

Ludiah Herawat i

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13 43

Put ri Sholiyah

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12 40

Supriyant i

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12 40

Zint ya Afriyant i

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12 40

Ramadhaniel

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11 37

Novit a Sari

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9 30

Rat u Suci Ardena

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9 30

Nia Juli Prat iwi

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8 27

Jumlah 16 4 10 6 4 6 3 11 10 12 12 8 7 8 6 3 11 11 5 10 6 7 4 8 9 9 6 10 16 8

Nama Jumlah Soal Jumlah Score

Upper

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Zulham A 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 0 1 1 0 1 1 1 1 1 25 83

Tut i Nurasiyah 1 1 1 0 1 0 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 0 1 24 80

Rine Wat i 0 1 1 1 1 1 1 0 1 1 1 0 1 1 1 0 1 1 1 1 1 0 1 0 0 1 0 1 1 1 22 73

M Ibnu Sahara 1 0 0 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 0 1 0 1 1 1 0 1 1 1 0 1 22 73

Siska M ellani 1 1 1 1 1 1 0 1 0 1 0 1 1 0 1 1 1 0 1 1 1 1 0 1 1 0 1 0 0 1 21 70

M ufidah 1 1 1 1 1 0 1 1 0 1 1 1 1 0 1 0 1 0 1 1 1 0 1 0 0 0 1 0 1 1 20 67

Rafika Triyana 1 1 1 1 1 0 1 0 1 1 0 1 0 1 1 0 1 1 1 1 1 1 0 0 0 1 0 1 0 0 19 63

Yuliana 1 1 1 0 1 1 1 1 0 1 1 1 1 0 1 0 1 0 0 1 0 1 1 1 0 1 1 0 0 0 19 63

Jumlah 7 7 7 6 8 4 7 5 5 7 6 7 7 4 8 4 7 4 5 8 6 5 6 5 1 6 6 5 3 6

Lower

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Tiara M eliana 0 1 1 0 1 0 1 0 0 0 0 1 0 0 1 0 1 1 0 0 0 1 1 1 1 0 1 1 1 1 16 53

Serli Yant i 1 0 1 0 1 0 0 0 0 1 0 1 0 1 0 1 0 0 0 1 1 1 0 1 0 1 1 1 0 0 14 47

M ursidah 1 1 0 1 0 0 1 0 0 1 0 0 1 0 0 0 0 0 0 1 1 0 1 1 0 0 1 1 0 1 13 43

Yeni Ulandari 1 0 0 0 1 0 0 0 0 1 0 0 0 0 0 1 1 0 1 1 1 1 1 0 0 1 0 1 0 0 12 40

Yulyani 1 0 0 1 1 0 0 1 1 0 0 0 0 0 1 0 0 0 0 0 1 0 1 1 1 0 1 1 0 0 12 40

Yessi Anggraini 1 1 1 0 1 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 0 0 1 0 0 1 11 37

Sit i M aryat i 1 1 0 0 0 0 0 1 1 0 0 0 0 0 0 0 1 0 0 0 1 0 1 0 0 0 1 1 0 1 10 33

Warni Erlida 0 0 0 0 0 0 0 1 0 0 0 1 1 0 0 0 0 0 1 1 1 0 1 0 0 0 1 0 0 1 9 30

Jumlah 6 4 3 2 5 0 3 3 3 3 0 3 2 1 2 2 3 1 2 4 6 4 7 5 2 2 7 6 1 5

DP 0.13 0.38 0.50 0.50 0.38 0.50 0.50 0.25 0.25 0.50 0.75 0.50 0.63 0.38 0.75 0.25 0.50 0.38 0.38 0.50 0.00 0.13 -0.13 0.00 -0.13 0.50 -0.13 -0.13 0.25 0.13

Poor Sat isfac

t ory Good Good

Sat isfac

t ory Good Good

Sat isfac t ory

Sat isfac

t ory Good Excellent Good Good

Sat isfac t ory Excellent

Sat isfac t ory Good

Sat isfac t ory

Sat isfac

t ory Good Poor Poor

Discarde d Poor Discarde d Good Discarde d Discarde d Sat isfac t ory Poor

ID 0.72 0.61 0.56 0.44 0.72 0.22 0.56 0.44 0.44 0.56 0.33 0.56 0.50 0.28 0.56 0.33 0.56 0.28 0.39 0.67 0.67 0.50 0.72 0.56 0.17 0.44 0.72 0.61 0.22 0.61

Low M edium M edium M edium Low High M edium M edium M edium M edium M edium M edium M edium High M edium M edium M edium High M edium M edium M edium M edium Low M edium High M edium Low M edium High M edium

Nama Jumlah Soal Jumlah Score

Discrimanting power

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Zulham A 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 28 93

Yuliana 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 27 90

Siska M eilani 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 27 90

Rafika Triyana 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 0 1 1 0 1 1 26 87

Rine Wat i 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 0 1 1 1 1 0 1 0 1 25 83

Put ri Safit ri 0 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 0 1 1 0 1 1 24 80

M ufidah 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 0 1 1 1 1 0 1 1 1 0 1 1 1 0 0 23 77

M Ibnu Sahara 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 0 1 1 1 0 1 1 0 0 1 1 0 1 23 77

Wulandari 0 1 0 1 1 1 1 1 1 1 1 0 0 1 0 0 1 0 0 0 0 1 0 0 0 0 0 1 1 1 15 50

Wiwi Sulast ri 0 0 0 1 1 1 1 1 1 0 1 0 0 1 0 0 1 1 0 0 0 0 0 1 0 0 1 1 0 1 14 47

Normalit a Anjani 0 0 0 1 1 1 1 1 1 1 1 0 0 1 0 0 1 1 0 0 0 0 0 0 1 0 0 1 0 1 14 47

Yessi Anggraeni 0 1 0 1 1 1 0 1 1 1 1 0 0 1 0 0 0 0 0 0 1 0 0 0 1 1 0 1 0 1 14 47

Shint a M ediana 0 1 0 1 1 1 1 1 1 1 1 0 0 1 0 0 0 0 0 0 0 0 1 0 0 0 0 1 0 1 13 43

Serli Yant i 0 0 0 0 1 1 1 1 1 1 1 0 0 1 0 0 1 1 0 0 0 1 0 0 0 0 0 0 0 1 12 40

Yulyani 0 1 0 1 1 0 1 1 1 1 0 0 0 1 0 0 0 0 0 0 1 0 0 0 0 0 0 1 0 1 11 37

M ega Wat i Eka Put ri 0 0 0 0 1 1 0 1 1 0 0 0 0 1 0 0 0 1 1 0 0 0 0 1 0 1 0 1 0 1 11 37

Jumlah 7 12 8 14 15 15 14 15 15 14 14 8 3 16 8 4 12 11 9 7 9 6 9 9 3 9 8 13 5 15

Nama

Hasil ID - DP Pretest

Jumlah Score