(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
i
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
ii
ABSTRAK
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
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
iii
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,
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
v
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
vi
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
vii
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
viii
TABLE OF FIGURES
ix
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
1
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
Ron Cowan, The Teacher’s Grammar of English, (Cambridge: Cambridge University Press, 2008), p, 3
3
Penny Ur, Grammar Practice Activities: A Practical Guide for English Teachers,
(Cambridge: Cambridge University Press, 2002), p.4 4
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
Grammar, (Cambridge: Cambridge University Press, 2005), p. 112
7
Ibid.
8
because they can affect the learners’ motivation. If the methods are discouraging,
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
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
13
Syyed Mahdi Erfani, Pictures Speak Louder than Words in ESP, Too!. (English Language Teaching, Vol. 5 No. 8, July, 2012), p. 165
14
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
15
Jane S. Halonen and John W. Santrock, Psychology Context and Applications Third Edition, (United States of America: McGraw-Hill, 1999), p. 101
16
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
17
John W. Santrock, Psychology Updated Seventh Edition, (New York: McGraw-Hill, 2005), p. 177
18
Carole Wade and Carol Tavris, Psychology Tenth Edition, (United States of America: Pearson, 2011), p. 179
19
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
20
Sunday A. Adeyomo,The Effect of Teachers’ Perception and Students’ Perception of
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
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
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
9
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
1
A. S Hornby, Oxford Advanced Learner’s Dictionary, (England: Oxford University Pressl, 2000), p. 991
2
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
3
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.105
4
Hasnawati, Pendekatan Contextual Teaching Learning Hubungannya Dengan Evaluasi Pembelajaran, in Jurnal Ekonomi dan Pendidikan, Vol. 3, No. 1, April 2006, p. 54
5
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).
6
Marianne Celce- Murcia and Sharon Hilles, loc.cit.
7
Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University Press, 2004), p. 2
8
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
9
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
10
Stephen D. Krashen, op.cit, p. 31
11
Ibid.
12
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.
13
Ronald H. Anderson, Pemilihan dan Pengembangan Media untuk Pembelajaran, Terj.
Selecting and Developing oleh Yusufhadi Miarso, dkk, (Jakarta: Rajawali, 1987), p. 52
14
Sadiman, et. al, Media Pendidikan Pengertian, Pengembangan, dan Pemanfaatannya, (Jakarta: PT. Raja Grafindo, 2010), p. 31
15
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.
Basyiruddin Usman, Media Pembelajaran, (Jakarta: Ciputat Pers, 2002), p. 48 19
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
20
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
21
Marianne Celce- Murcia and Sharon Hilles, op.cit., p. 73
22
Ibid.
23
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
24
A. S Hornby, op.cit., p.977
25
Mike May, Sensation and Perception, (New York: Chelsea House, 2007), p. 1
26
John W. Santrock, Life Span Development, Eight Edition, (New York: McGraw- Hill Companies, 2002), p. 145
27
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
28
John W. Santrock, Psychology Updated Seventh Edition, (New York: McGraw-Hill, 2005), p. 177
29
John W. Santrock, op.cit, p. 177
30
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
Raygor, The Science of Psychology, (New York: Harcourt College Publishers), p.236
33
Wasti Soemanto, Psikologi Pendidikan, (Jakarta: Rineka Cipta, 2006), p.26
34
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
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
Marcel Danesi, Basic American Grammar and Usage: An ESL/EFL Handbook, (New
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
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
39
A.J. Thomson and A.V. Martinet, A Practical English Grammar, (Oxford: Oxford University Press, 1986), Fourth Edition, p.38
40
Table 2.2
Comparative Degree for d and g Endings
Positive Degree Comparative Degree
red
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
Kam Chuan Aik and Kam Kai Hui, loc.cit.
43
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
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
irregular comparative adjective forms. Some adjectives have their own form in
comparative and superlative degress as in the irregular forms which are different
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
46
Joko Priyana, et. al., Scaffolding: English for Junior High School Students, (Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional, 2008), p. 114
47
Nur Zaida, Bright an English Course for SMP/MTs Grade VII, (Jakarta: Erlangga, 2014), p.135-137
48
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
49
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
50
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
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
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
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
29
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
1
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.
2
John W. Creswell, op.cit, p. 543
3
Sukardi, Metodologi Penelitian Pendidikan, (Jakarta: Bumi Aksara, 2008), p. 58 4
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
