Based on the theory above, then the researcher and the collaborator teacher determined the indicators of participation, below: Table 2 The Indicator of Contributive and Initiative Participation
CHAPTER II THEORETICAL REVIEW A. Students’ Participation 1. Definition of Participation According to Dusseldorf cited in Sudikin (2002:159) defines that
participation is an activity or situation takes part in an activity to get the benefit optimally. It means that students learn best when they take an active part in the learning process.
Related to Wenger (1998:55) says that participation is both personal and social, it involves our whole person, including our bodies, minds, emotions and social relations. In the process of teaching and learning in a classroom the whole students‟ participation is very needed to build the communication with the teacher. Without the students‟ participation, it will make the class become passive and the situation will be boring, therefore the involvement of students‟ participation including their bodies, minds, emotions and social relations in a classroom is very important.
Goodwin (in 2001:173) points out that participation focus on the structure of speech activities to form of social organization made possible through talk. A teacher should organize some certain activities that will make their students able to produce the speech in a classroom without feeling shy or doubt to participate actively in the process of teaching and learning in a classroom.
According to Sudikin (2008:12) there are two kinds of participation; contributive and initiative participations: a. Contributive Participation
Contributive participation includes participation that supports participant to follow learning well, do the structured task both in the class and at home well.
b. Initiative Participation Initiative participation aims more to the autonomous activity without structured in doing the task to have initiative to do the material had been taught by making brief notes. See the table below for more detail:
Table 1
Contributive and Initiative Participation
Participation Contributive Initiative
1. Giving reflection
2. Giving opinion
3. Giving suggestion
4. Giving contradiction
5. Joining the lesson attentively
6. Doing structured assignment
1. Doing unstructured assignment autonomously or spontaneously
2. Asking for formative and sub summative test orally
3. Learning material before it was given in the classroom
4. Making summary Thus, both contributive and initiative participation will form the students always be active and creative so they realize that science just can be get through the hard effort and realize the meaning of the importance of study.
2. Indicator Participation
The indication whether students be active in learning process can be seen from some indicators, as follows: a. Students are brave to ask question or give opinion.
b. Students have high motivation to join with the lesson (finishing the individual or group task).
c.
Students‟ are active in the discussion activity.
d. Students have relation with the teacher during the lesson.
e. Students have relation with other students during the lesson (in discussion activity).
f.
Students‟ participation in learning process be active, active in the group task, and always do the teachers‟ interactions.
Based on the theory above, then the researcher and the collaborator teacher determined the indicators of participation, below:
Table 2 The Indicator of Contributive and Initiative Participation
Contributive Participation Initiative Participation Answering question Doing the task Asking question Joining the lesson attentively
The indicators of participation above have to be observed by the researcher and the collaborator teacher while teaching learning process.
Participatory learning strategies will be conducive to good condition due to students have more roles, more open. In this condition, new ideas are easily received and creativity expanded by the students through interaction. This system can be followed by the students who willing to join and to work hard in pair, or group work. Consequently, through their learning, the students will be more responsible toward the implementation of learning because they have motivation to learn. A teacher should motivate the students in the process of teaching and learning. He/she should be better applying a media to interest his/her students to participate his/her learning in the classroom.
From the explanation previously mentioned, the teacher is not only as facilitator but also as motivator who have important roles. By picture, the teacher will be able to enhance stude nts‟ participation in learning Degree of Comparison.
3. Factors of the Students’ Low Participation
According to Abimanyu in Arsini (2007:17), there are three causal factors of students‟ low participation in teaching learning process. They are as follows: a. Students have less ability to form their idea. Instructions do not call on specific students to respond the question.
b. Students have less encouragement to give their opinion or suggestion to other. c. Students have not accustomed to competitive to give opinion or suggestion to other friends.
The mistakes above are not burdened for students but the teacher s‟ responsibility. Sometimes a teacher is aware or unaware to implement the authoritative and avoid questions from students; convey the material object, use one way communication, and also consider the students as a recorder, an acceptor or memorize.
4. Some ways to Increase Students’ Participation in a Classroom
Davis (in says that there are tactic to increase students‟ participation, as follows: a. To make certain each student has an opportunity to talk in class during the first, second or third weeks.
b. To plan an icebreaker activity in the semester.
c. To ask students to identify characteristic of effective materials.
d. To periodically divide students into small group.
e. To assign roles to students.
f. To use poker chips or comment card to encourage and to give their comment.
Based on the explanation above, the researcher concludes that there are some factors that can improve students‟ participation, i.e.: a. The environment in the classroom
Teacher should provide competitive environment to motivate students in the classroom. b. The motivation from the teacher Teacher should provide a safety, encouragement, and mutually appreciate environment in the classroom.
c. The opportunities provided by the teacher Teacher should provide students many opportunities, such as: 1) Asking and giving opinion 2) Giving suggestion or opinion 3) Leading discussion 4) Joining the lesson attentively 5) Doing the task 6) Sharing with peer or another friend about the lesson in the classroom.
d. Management of the class Management periodically divides the class in to groups. Almost of the activity require some flexibility in the constitution of groups and organization of the classroom.
B. Learning
Learning is very fundamental in every stage of education. The success of education purpose generally depends on the learning process at school, home or social environtment. Learning is an effort which is done by someone to get new change of behaviour on the whole as the result of their own experience in the interaction with their environtment.
Brown (1980:7) defines learning based on the Contemporary Dictionaries as acquiring or getting of knowledge of a subject or a skill by study, experience or instruction.
Kimble and Garmezy in Brown (1980:7) stated that learning is a relatively permanent change in a behaviour tendency and is the result of reinforced practice.
It means that in learning process, there are changes of behaviour in students‟ cognitive, effective and psychomotor to a positive way and it is hoped that students will be more progressive in their life. For example, the students can write good sentences after they learn grammar, respect the other friend emotionally and also use their part of body to positive activities, such as speak and walk politely in public place.
A more speciallized definition about learning, Hintzman in Muhibbin Syah (2003:65) stated that learning is a change in organism due to experience which can effect the organism‟s behaviour.
From the explanation above, the researcher concluded that learning is a process of acquring knowledge and a process of behaviour change in individuals who are relative permanent as a result of reinforced practice based on the experience .
C. The Nature of Degree of Comparison
Based Grolier Webster International Dictionary (1971:205) Degree is grammar one of the three form, positive, comparative or superlative used in the comparison of an adjective or adverb. Comparison is grammar the modification of an adjective of adverb to express degree of quality, quantity or intensity.
Thus, the Degree of Comparison means grammatical forms of positive, comparative and superlative of adjective and adverb. There are three kinds of Degree of Comparison such as positive, comparative and superlative.
1. Positive Degree
Korhn (1986:158) says that the positive degree is used to compare two equal things, person etc. It uses the words, the same as, different from, like, alike, the same......as, as............as in positive degree.
a. Comparison using the same as/similar to/different from/like used to compare person, thing, animals, place etc.
1. The same as Subject Verb/tobe The same as Noun/pronoun Nunu My pencil is is the same as the same as
Ida yours
2. Similar to Subject verb/tobe similar to noun/pronoun That cat John‟s coat is is similar to similar to this one
Paul‟s
3. Different from Subject verb/tobe different from noun/pronoun Bella‟s bag This book is is different from different from
Cindy that one
4. Like Subject verb/tobe Like noun/pronoun Kiwil Nunung‟s dress looks is like like his father
Gina‟s
b. Comparison using the same...................as is used with noun.
The exchange from adjective to noun that is used in the pattern of: Adjective Noun thick high hard long good thickness height hardness length well
Subject verb/tobe the same noun as noun/pronoun Suci This chair is is the same the same heigh price as as her mother the other one
c. Comparison using as..................as is used with adverb/adjective/expressions of quality such as much/many, a little, a few.
1. With adverb Subject verb/tobe as adverb as Noun/pronoun Jane Sule dances speak as well as as clearly as
I do Andre
2. With adjective Subject verb/tobe as adjective as noun/pronoun
I Marry am read English as old as as fast as you are
Paul
3. As much/many..............as Subject verb/tobe as much/many as Noun/pronoun I have got as much money as yours 4.
For negative form after „not‟ we can use as.........as or so.............as 1) Not as/so............as with adjective
Subject verb/tobe Not as/so adjective as noun/pronoun Semarang is not as/so hot as Surabaya
2) Not as/so.................as with adverb Subject verb/tobe Not as/so adverb as noun/pronoun Dr. John are not as/so patiently as Dr. Thomas 2.
Comparative Degree
According Krohn (1991:94) the comparative degree is used to compare two unequal things or person.
a. Adjective 1) The suffix
- –er is used with adjective of one syllable
old older tall taller clear clearer
Subject verb/tobe adj+er than noun/pronoun My grandfather is older than your uncle
2) When a one syllable adjective end in
‘one vowel + a consonant’, double the consonant add
- –er
big bigger hot hotter fat fatter subject verb/tobe adj+er than noun/pronoun
My aunt is fatter than my uncle
3) The suffix –er used with adjective that end in –y (one syllable).
The -y is change to
- –i busy busier easy easier heavy heavier subject verb/tobe adj+er than noun/pronoun Today is busier than yesterday
4) The word
‘more’ and ‘less’ are used with most adjective + adverb
of two or more syllables. Less is the opposite of more that used to negative compare.
Famous more famous less famous expensive more expensive less expensive subject verb/to be
More/less adjective than noun/pronoun Krisdayanti is more famous than Yuni shara
b. Adverb 1) The suffix
–er is used with adverb of one syllable
fast faster hard harder subject verb/tobe Adverb + er + than noun/pronoun Rini runs faster than Yuni
2) The word more and less are used with most adverb of two or more syllable that end in
- –ly. Less is the opposite of more that used to negative compare. easily more easily less easily quickly more quickly less quickly subject verb/tobe More/less adverb than noun/pronoun Aziz work more quickly than Parto 3.
Superlative Degree
Schampfer Azar (1996:398) says that the superlative (-est/most) compares three or more things or people.
The supperlative form is
- –est and most that is used in adjective and adverb.
a. Adjective 1) The suffix
- –est is used with adjective of one syllable
small smallest cheap cheapest young youngest subject verb/tobe the + adjective + -est noun/pronoun
Tina is the youngest in my family
2) When a one syllable adjective end in ‘one vowel + a consonant’, double the consonant add
–est
This room is the biggest than in my school
3) The suffix –est used with adjective that end in –y (two syllable).
The -y is change to
- –i
happy happiest funny funniest early earliest subject verb/tobe the + adjective + -est noun/pronoun
Lili is the heppiest girl in her office 4) The word
‘most’ and ‘least’ are used with most adjective and
adverb of two or more syllables. Less is the opposite of more that used to negative compare. expensive most expensive least expensive interesting most interesting least interesting subject verb/tobe the + most/least + adjective noun/pronoun
Harry Potter is the most interesting novel that I ever read
5) Some two syllable adjective can take either ast or most handsome handsomest/most handsome clever cleverest/most clever subject verb/tobe the adjective + est most adjective noun/pronoun
Adjie is the handsomest/most handsome in this party
b. Adverb 1) The suffix
–est is used with adverb of one syllable
fast fastest hard hardest subject verb/tobe the + adverb + est noun/pronoun Rizky is the faster boy in running competition
2) The word most and least are used with most adverb of two or more syllable that end in
- –ly. Less is the opposite of more that used to negative compare.
slowly most slowly least slowly fluently most fluently least fluently subject verb/tobe the most/least + adverb noun/pronoun Andika runs the most slowly among the other
Irregular Comparison of Adjective and Adverb Table Positive Comparative Superlative good bad sick better worse worse best worst worst many more most much more most far farther/further farthest/furthest late later/latter latest/lattest little less/smaller least/smallest old older/elder oldest/eldest
D. The Nature of Picture 1. Definition of Picture
According to the Grolier International Dictionary (1996:717) picture means a visual representation or image painted, drawn, photograped,or otherwise rendered on a flat surface. In the Oxford Advance Learner Dictionary (1992:711), picture means painting, drawing and sketch of something especially as work of art. Whereas, William little defines picture as following:
a. The action or process of painting or drawing the fact of being painted or pictorially represented the art of painting pictorial representation.
b. The concrete result of this process 1) Painting
2) An individual painting, drawing or representation and a surface of an object or objects.
From the definition above, it can be concluded that picture is an art to draw a certain object for certain purpose based on what the painter wants.
2. The Function of Picture
According to Jenkins in the Feni ‟s thesis (2009:24) states that the function of picture is as follows: a. To stimulate interest
Pictures are often to attract attention and sometimes is used to stimulate discussion, which shape a course of study.
b. To explain something that is difficult to describe in word Pictures are used to explain activity, when the words are inadequate.
c. To aid learning Pictures are used in various way to encourage learning. A picture can illustrate a fact that is difficult to understand.
d. To remind A picture can make the students to catch the lesson material easily, so it will stay l onger in the students‟ mind.
e. To variety Where studying is taken place over extended line, learners need variety to help hold their interest.
Based on experts‟ opinion above it is so obvious that the using of picture as the media in teaching learning process take many function either for teacher or students. In addition, by using picture in class the atmosphere of teaching learning process will be more conducive.
4. The Procedure of Teaching Learning Degree of Comparison Using Picture The researcher uses picture in learning Degree of Comparison.
Picture is good for students because the variety and the complexity of the picture can increase the students‟ competence and active participation in learning Degree of Comparison in a classroom.
There are some steps in learning Degree of Comparison:
a. Preparation The teacher make/design the picture.
The teacher prepare the picture which will be used in learning degree of comparison .
The teacher stimulate students by giving them question of the degree of comparison, such as “is picture A and B the same?”
b. Presentation The teacher opens the lesson and gives explanation about the material that is learning Degree of Comparison.
Teacher gives some explanation about the use and the pattern of Degree of Comparison.
Teacher shows picture and takes two of pictures for example fat women and slim women then the teacher give example of sentence using Degree of Comparison. The teacher asks student to make a sentence about Degree of Comparison based on picture given.
The teacher gives another example using picture to make sure that the students understand the material well.
c. Practice The teacher give the students some pictures.
This activity can be done individually, work in pair or group based on the teacher instruction.
The students practice Degree of Comparison using picture.
E. Basic Assumption
The reseacher ‟s basic assumption is that learning Degree of
Comparisons is difficult. Teacher needs media which make teaching Degree of Comparison more succesful. One of the media in teaching Degree of Comparison is using picture. The reseacher considers that picture can help students in learning Degree of Comparison and it can develop their interest to be active in participating in learning Degree of Comparison in a classroom. It may also increases the learning situation in a class. They can enjoy the lesson by responding to various and colorful pictures. Therefore using picture for learning Degree of Comparison could be assumed the best way to increase students‟ participation in a classroom. By picture, the teacher will be able to enhance stude nts‟ participation in learning Degree of Comparison.