THE EFFECTIVENESS OF USING PICTURES IN
REINFORCING DEGREES OF COMPARISON OF ADJECTIVE
(An Experimental Study at the Second Grade of Students MTs Al-Falah Bogor)A “SKRIPSI”
Presented to the Faculty of Tarbiyah and Teachers‟ Training in a Partial Fulfillment of the Requirements
for the Degree of S.Pd in English Language Education
By:
Siti Munajah
NIM: 205014000379
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS
’
TRAINING
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH
JAKARTA
THE EFFECTIVENESS OF USING PICTURES IN
REINFORCING DEGREES OF COMPARISON OF ADJECTIVE
(An Experimental Study at the Second Grade of Students MTs Al-Falah Bogor)
A “SKRIPSI”
Presented to the Faculty of Tarbiyah and Teachers‟ Training in a Partial Fulfillment of the Requirements
for the Degree of S.Pd. in English Language Education
By:
Siti Munajah
NIM: 205014000379
Approved by the Advisor
Drs. H. A.M. Zaenuri, M. Pd. NIP. 1953 0304 1979 03 1 003
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS
’
TRAINING
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH
JAKARTA
ENDORSEMENT BY THE EXAMINATION COMMITTEE
The “Skripsi” entitled: THE EFFECTIVENESS OF USING PICTURES IN REINFORCING DEGREES OF COMPARISON OF ADJECTIVE (An Experimental Study at the Second Grade of Students MTs Al-falah Bogor) written by Siti Munajah, student‟s registration number 20501400379 was examined in the examination session of the Faculty of Tarbiyah and Teachers‟ Training, Syarif Hidayatullah State Islamic University Jakarta on March 16th, 2011. The “Skripsi” has been accepted and declared to have fulfilled one of the requirements for the degree of S.Pd. in English Language Education in the Department of English Education.
Jakarta, March 16th, 2011
Examination Committee:
CHAIRMAN : Drs. Syauki, M.Pd. ( ) Nip. 19641212 199103 1 002
SECRETARY : Neneng Sunengsih, S.Pd. ( ) Nip. 19730625 1999 03 2001
EXAMINER I : Dr. M. Farhan, M.Pd. ( ) Nip. 19650919200003 1 002
EXAMINER II : Drs. Syauki, M.Pd. ( ) Nip. 19641212 199103 1 002
ACKNOWLEDGED BY
Dean of Tarbiyah and Teachers‟ Training
ABSTRACT
SITI MUNAJAH. 2011. The Effectiveness of Using Picture in Reinforcing Degrees of Comparison of Adjective at the Second Grade of MTs Al-Falah Bogor. A “Skripsi”, Degree of Strata-1 of English Language Education Department Program of Faculty of Tarbiyah and Teachers‟ Training “Syarif Hidayatullah” State Islamic University Jakarta. Advisor: Zaenuri, Drs. M.Pd.
Key words: Picture, and Degrees of Comparison of Adjective
This research is aimed at proposing an alternative way in teaching degrees of comparison of adjective using pictures. The techniques are intended for the English teachers to create a new strategy in teaching the comparison degrees to be more conducive and interesting in order to enable the students learn in a positive environment and make the English teaching and learning flow smoothly and effectively.
The subjects that are described in this paper are: the definition of the degrees of comparison of adjective, the form of degrees of comparison of adjective, and the position of comparative and superlative in sentence. The writer also would like to explain the definition, basic concept, principles, patterns, characteristics, strength and weaknesses of teaching comparison degrees using pictures.
The writer wants to limit the research in term of whether teaching the comparison degrees can be conducted more effectively by using pictures.
In doing the „‟skripsi‟‟, the writer would like to use an experimental method with the paradigm of quantitative. The writer chose the sample of the second grade students of MTS Al-Falah Bogor because according to the syllabus used by the teachers of that school, the comparison degrees was taught in the second grade of Junior high School, so the writer could do her experiment in that school.
ABSTRAK
SITI MUNAJAH. 2011. The Effectiveness of Using Picture in Reinforcing Degrees of Comparison of Adjective at the Second Grade of MTs Al-Falah Bogor. Skripsi, Program Studi Pendidikan Bahasa Inggris, Program Strata 1 Universitas Islam Negeri Syarif Hidayatullah Jakarta. Pembimbing: Drs. H. A.M. Zaenuri, M. Pd.
Key words: Gambar, Tingkat perbandingan kata sifat, dan Mts Al-Falah Bogor
Penelitian ini bertujuan untuk mengusulkan sebuah alternatif dalam pengajaran tingkat perbandingan kata sifat dengan menggunakan gambar. Tehnik-tehnik ini di tujukan kepada para guru bahasa inggris untuk membuat strategi baru dalam pengajaran tingkat perbandingan kata sifat yang lebih kodusif dan menarik agar para siswa bisa lebih belajar di lingkungan yang baik dan menjadikan belajar mengajar bahasa inggris berjalan dengan perlahan-lahan dan efektif.
Pembahasan dalam skripsi ini antara lain mencakup tentang: definisi dan bentuk tingkat perbandingan kata sifat, dan posisi comparatif dan superlatif dalam kalimat.penulis juga akan membahas tentang definisi, konsep dasar, rumus, karakteristik, kelebihan dan kelemahan pengajaran tingkat perbandingan menggunakan gambar.
Penulis ini membatasi pembahasan dalam skripsi ini yaitu hanya mengenai apakah penggunaan gambar dalam pengajaran tingkat perbandingan kata sifat efektif atau tidak.
ACKNOWLEDGMENT
In the name of Allah, the Beneficent and Merciful
All praise be to ALLAH SWT, Lord of the worlds, for the health and the strength that He has given to the writer in writing this skripsi. Peace and salutation be upon the prophet Muhammad, his family, his companions as well as his followers, amen.
The writer wants to say a lot of thanks to Drs. H. A. M. Zaenuri, M. Pd as the writer‟s advisor, who has spared his busy time for the writer to give consultations with a lot of patient, help and care guidance as well as valuable advice during developing this skripsi and completing her work, may Allah SWT respond his kindness much better, amen.
Her gratitude also goes to:
1. Drs. Syauki, M.Pd, The Head of English Education Department.
2. Mrs. Neneng Sunengsih, S. Pd. As the secretary of English Education Department.
3. Prof. Dr. Dede Rosyada, MA, the Dean of Faculty of Tarbiya and Teachers‟ Training.
4. All lecturers of English Education for teaching precious knowledge, sharing philosophy of life and giving wonderful study experience.
5. Dra. Hj. N Jumrah the Head Master of MTS Al-Falah Bogor for giving permission to the writer to do observation and conduct the research.
6. Miss. Erna and Mr. Nanang as the English teacher at MTS Al-Falah, for all sincere help, time, and guidance.
7. All of her friends at State Islamic University of Syarif Hidatullah Jakarta especially, year 2005 students of English Department, she thanks for the friendship
Wahid and Bustanul Arifin, her older brothers who always give support, motivation and moral encouragement to finish her study, and for her special friend Ricky Andriansyah, thanks so much for giving support, love, help, and motivation to finish her study.
Finally the writer admits that her writing is still far from being perfect, therefore, she hopes some suggestions and criticizes from the reader for this simple paper and it will have some value for her and for a better thing in the future.
Jakarta, 3th of December 2010
TABLE OF CONTENTS
ACKNOWLEDGEMENT……….………..…vii
TABLE OF CONTENTS………..………….….. ix
LIST OF TABLES………..…….xi
LIST OF DIAGRAM………...xii
CHAPTER I INTRODUCTION A. Background of Study…………...…………...……1
B. Statement of Problem …………...………...…...5
C. Purpose of Study …………...…………...………...…..5
D. Method of Research …………...…………...……...5
E. Benefits of Study …………...…………...…...6
F. Limitation of study …………...…………...6
CHAPTER II THEORETICAL FRAMEWORK A. Degrees of Comparison of Adjective ……...…...7
1. Definition of Degrees of Comparison of Adjective ……...…...7
2. Form of Degrees of Comparison of Adjective ……...…...8
3. Position Comparative and Superlative in Sentences ……...………...14
B. Picture ……...…...……...…...15
1. Meaning of Picture ……...…...15
2. Types of Picture ……...…...17
3. Advantages and Disadvantages of Using Picture ……...…...19
C. Conceptual Framework ………...21
CHAPTER III PROFILE OF MTS AL-FALAH BOGOR
A. Facilities…………...………..……….23
B. Vision and Mission……...………..…….……... 23
C. Academic Staff…………..………..…………... 24
1. Teacher‟s Text Book…………...………….….... 24
2. Curriculum……….………...………24
3. Number of English Teachers…………..……….. 25
4. Teachers……….………..… 25
5. Students……….……….. 26 CHAPTER IV RESEARCH METHODOLOGY AND FINDINGS A. Research Methodology ………. 27
1. Subject of the Research ………... 27
2. Time and Location ……….. 27
3. Population and Sample ……….... 28
4. Research Method ………. 28
5. Instrument of the Test ……….. 29
6. Technique of Data Analyzing ………..29
B. Research Findings ……….31
1. Data Description ………. 31
2. Data Analysis ………. 36
3. Data Interpretation ………. 38
4. Test of hypothesis ……….. 38
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion……….……...39
LIST OF TABLES
[image:11.612.118.541.53.456.2]Page
Table 3.1 : The School Facilities……… 22
Table 3.2 : The Principal‟s Table………...……... 23
Table 3.3 : The Educational Background of teachers ……… 24
Table 4.1 : The Result of experimental class using pictures ……….. 32
Table 4.2 : The Result of controlled class without using pictures ………….. 33
LIST OF DIAGRAM
CHAPTER I
INTRODUCTION
A.
Background of the Study
Language is a tool of communication between two persons or more. And communication is a social incident, the incident that happens while people interact with others.1 When we stop to think about it, we realize that language is involved to some extent in almost everything we do.
All people need to communicate with each other. Whatever they do, by using verbal language, speaking or writing, the important thing is that all people need to receive and give any kinds of information. Language is an essential aspect of human life. It has big role for every individual in making a good relationship with other people, so everyone needs a language to share his ideas, opinions, or feelings to each other. Besides, it is used in many different kinds of social situations for many different purposes, such as writing, speaking, and some combination of these, dictation or reading.
Language is a system of arbitrary, vocal symbols which permit all people in a given culture, or other people who have learned the system of that culture, to communicate or to interact.2It shows that language is a tool of communication which can be expressed not only through verbal or oral communication but also through non-verbal communication.
English is the most significant subject that people learn in the world now days. It becomes the most effective tool to communicate and interact among nations. To get communication with other people in English fluently people need to learn.
1
Jalaluddin Rahmat, Psikologi Pendidikan, (Bandung: Rosda Karya, 1988), p. 27.
2
Learning is the situation where people not only consume a subject but also do recreation. Besides, it shows or helps someone to learn how to do something, provides with knowledge, causes to know and understand. While teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning.3
Learning English is a hard work for most people it also involves a considerable commitment of time and effort, it is because English is a foreign language which has different characteristics from our own language, and it means we have to learn many new aspects of the language.
English has played an important role in some parts of people's life; either it is used verbally or literally. Related to that case, Julian Edge in her book states, "English as the International language serves many people as a bridge into the worlds of higher education, science, international trade, politics, tourism or any other venture which interest them. 4 Most of people will not be able to understand those without understanding English because lots of books are written in English. And they need English to support their goals in life, especially in education.
English as a foreign language is a very important subject in curriculum of Indonesian schools and in some schools English has been taught to the students from the first grade of the Elementary school. People realize how important it is to learn English language and they hope that they can use it whenever they need.
To improve people‟s abilities in English, in Indonesia, it has been considered that English as the first foreign language which should be learned first from other languages. There are four basic language skills to be developed in learning English. They are listening, speaking, reading and writing. Besides the four skills, the learners have to master the grammar properly. It is integral part of the language we use in everyday communication, although we are probably not conscious of grammar in our
3
H. Douglas Brown, Principles..., p.7
4
own language use. According to Scott Thornbury “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 the description of the rules that govern how a language‟s sentences are formed.”5 According to Penny Ur “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.”6
Grammar is a major influence in syllabus design, grammar is supposed to be taught appropriately because it is the basic element of language. Without the proper knowledge of grammar, the learners will find many problems to make sentences to express their ideas for communication activities. An important part of grammar is how words can or cannot be combined in sentences. By using the grammar, the students will feel confident to use it in communication. In order to be effective, efficient, and enjoyable in English learning, and also to learn the grammar easier, the teacher has to find ways to teach the grammar to make it interesting for the students. With the students feeling of being interested in grammar, it is easier for the teacher to transfer his knowledge to the students.
Meanwhile, students who learn English find a number of problems, especially with the grammar as the language that can be and appear confusing. Some students think of grammar as the boring subject. When they learn English, they try to avoid the grammar of that language. It is confusing and hard to be understood. At the beginning, the students find something hard when they have to study about degrees of comparison of adjective. They find that the form of degrees of comparison of adjective that we use to compare thing, person, or places through the level of quality, quantity, or relation and it is formed from adjective. They make mistakes because of
5
Scott Thornbury, How to Teach Grammar, (Malaysia: Longman,1999), p.1.
6
the lack of knowledge of forming comparison degrees of adjective and the influence of mother tongue. There is not transforming adjective in Bahasa Indonesia.
The teaching technique is assumed as the factor that causes the students‟ grammar low. The technique used by teacher has often been said to be the cause of success or failure in language learning for it is ultimately the technique that determines „the what‟ and „the how‟ of language instructions7
It is not easy to teach a language without using suitable technique because each technique has advantages and disadvantages. Teaching English, especially grammar is like teaching other social science, which needs suitable techniques in order to get the successful learning. So, why it should be done the research.
Usually, the technique used in the teaching learning English grammar process is monotonous where the students just memorize the formula and memorize the expressing style by using dialogue based on the text book without giving opportunity to express the meaning, it makes them feel bored and they do not feel enjoyable to learn it. It can be assumed that grammar is the most boring subject in English lesson.
A good teacher is supposed to have initiative in creating the most effective and efficient way to help the students to understand the lesson. He has to be able to prepare the lesson in such a way so that he can both motivate the students and release barriers such as fear and anxiety by creating a good and interesting class atmosphere. This may be a way for the students to acquire the language easily.
Many language teachers are as concerned to help their students develop as people and in their ability to relate to others as they are to help them develop their ability to use the foreign language. In this sense, language teachers have a role as communication teachers and indeed, as teachers in the broadest sense. It is important to have as a wide range of resources as possible in the classroom so that the students can have a rich base and stimulus for this development. The resources include
7
pictures. Pictures are not just an aspect of method but through their representation of place, object and people essential parts of the overall experiences. 8
In order to solve learning English grammar which makes the students bored is by using pictures. Because using pictures is easy to get and easy to understand. The use of pictures is helpful when students have limited experience and when they are just beginning to develop a stock of words. Therefore, some of the teachers use this approach to get the purpose of teaching-learning process and make the class alive.
To prove it, the writer wants to make an experimental study, by using pictures in reinforcing degrees of comparison of adjective. From the background above, the writer is interested in searching about the effectiveness of using pictures in reinforcing degrees of comparison of adjective.
B.
Statement of Problems
The writer conducts the study to see how well the pictures encourage students‟ understanding in degrees of comparison of adjective. The statement of the problem can be formulated into research question: “Is there any effectiveness of using pictures in reinforcing degrees of comparison of adjective?”
C.
Purpose of Study
The purpose of study is to find out the effectiveness of using pictures in reinforcing degrees of comparison of adjectives for the second year students of MTS Al-Falah Nagrak Bogor.
D.
Method of Research
In collecting data, the writer took field research. In field research, the writer collects data by teaching and observing one class. The writer teaches one class by
8
using pictures in teaching degrees of comparison of adjective. Besides that she also gives pre test and post test.
E.
Significance of Study
Significance of Study from the research for:
1. Improving her knowledge in teaching grammar, especially in learning degrees of comparison of adjectives by using pictures.
2. English teacher; the result of the study is expected to be useful for the teacher to give an alternative way in teaching grammar especially in teaching degrees of comparison of adjective in order to motivate the student in learning English grammar.
F.
Limitation of Study
To avoid misunderstanding in interpreting the problem, it is necessary to make the limitation of the study. The writer will limit the problem as follows:
1. Using pictures is the technique that the writer analyses in this “Skripsi”.
2. The writer limits the subject matter to the Teaching and Learning English Grammar on degrees of comparison of adjective.
CHAPTER II
THEORETICAL FRAMEWORK
A.
Degrees of Comparison of Adjective
1. Definition of Comparison of Adjective
Before we know the definition of comparative of adjective we are supposed to know the definition of adjective. According to Paul Roberts “Adjective is a word that modifies a noun or pronoun.”9 Marcella Frank says “the adjective is a modifier that has the grammatical property of comparison. It is often identified by special derivational endings or by special adverbial modifiers that precede it. Its most usual position is before the noun it modifies, but it fills other positions as well.”10
To determine exactly what is meant by “comparative” A.S Hornby says in
English Language Teaching, Summer 1953, p. 140: “The comparative is used when
one object or group is compared with another and separate object or group. The superlative is used when we refer to one object or group that forms a part of a larger group or collection.”11
According to Martin Parrott 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).”12
From the definitions above, comparison is a process for comparing thing, person, or places through the level of quality, quantity, or relation and it is formed from adjective.
9
Paul Roberts, Understanding Grammar, (New York: Harper & Row publishers, 1954) p.91. 10
Marcella Frank, Modern English, (New Jersey: Prentice-Hall, Inc.,1972), p.109. 11
R.W. Zandvoort and J. A. Van Ek, A Hand book of English Grammar, (London: Longman Group Limited, 1980), Seventh Edition, p.188.
12
Furthermore the positive degree is not really a degree of comparison because no comparison is indicated when the positive degree is used. The positive degree is the simple form of the adjective. It shows that the quality is present, but it does not show a comparison with anything else. The comparative degree of the adjective is used when a comparison is made between two persons or things. The comparative degree shows that the quality expressed by the adjective exists to a greater or to a lesser degree in one of the two persons or things that are being compared. The comparative degree of almost all adjectives of one syllable is formed by adding er to the positive degree or to the simple form of the adjective. The superlative degree of the adjective is used when more than two persons or things are compared. The superlative degree indicates that the quality is possessed to the greatest or to the least degree by one of the persons or things included in the comparison.
2. Form of Degrees of Comparison of Adjective
The degrees of comparison are known as the positive, the comparative, and the superlative. Actually, only the comparative and superlative show degrees. We use the comparative for comparing two things and the superlative for comparing three or more things. In leveling these types of words, some of them change regularly (regular comparison) and some change irregularly (irregular comparison).
A. Regular Comparison
Adjectives are regularly compared in two different ways:13 1. Comparison by the suffixes er and est.
Words of one syllable and some words of two syllables from their comparative by adding the suffix er to the positive adjective: braver. They from the superlative by adding the suffix est to the positive adjective:
bravest.
13
Positive Comparative Superlative
Sad sadder saddest
Hot hotter hottest
Wild wilder Wildest
Simple Simpler Simplest
Narrow Narrower Narrowest
a. When the positive is one syllable adjective ends with an e, just add -r.
for the comparative form and –st for the superlative form. e.g.
Positive Comparative Superlative
brave braver bravest
large larger Largest
wise wiser wisest
b. When the positive is a monosyllable ends with a single consonant preceded by a single vowel, the final consonant is double before er for the comparative formor est for the superlative form.
e.g.:
Positive Comparative Superlative
Big bigger biggest
Red redder Reddest
Thin thinner thinnest
c. When the positive one syllable adjectives ends with a y preceded by a consonant, the y is changed to i before the suffix.
e.g.:
Dry drier driest Friendly friendlier friendliest Exceptions:
Positive Comparative Superlative
Shy Shyer shyest
Gay Gayer gayest
d. When the positive is two syllable adjective form their comparative and superlative in two different ways:14
1) Adjectives ending in ED, ING, RE, FUL, OUS and those with the stress on the first syllable usually take more and the most.
Positive Comparative Superlative
interested More interested Most interested Charming More charming Most charming Obscure More obscure Most obscure Hopeful More hopeful Most hopeful Famous More famous Most famous
2) Adjectives ending in E R , Y , L E , O W and those with the stress on the second syllable add er and est to the positive degree. 15
Positive Comparative Superlative
Clever cleverer cleverest Pretty Prettier Prettiest Simple Simpler Simplest
14
http://www.scribd.com/doc/14068774/Degrees-of-Comparison (Thursday, November 11, 2010)
15
Narrow Narrower Narrowest
e. Various other adjectives of two syllable are also compared by er and
est, according to no very definite rule. e.g.:
Positive Comparative Superlative
Bitter Bitterer Bitterest Clever Cleverer Cleverest
Cruel Crueler Cruelest
The correct usage in such words can be learned only by careful study of the dictionary and of the best authors.
2. Comparison by Adverbs, More and Most, Less and Least.
We use more and most before adjectives and adverbs when these words are long, almost always if they have more than one syllable, except as noted in the preceding section.
e.g.:
Positive Comparative Superlative
intelligent more intelligent most intelligent beautiful more beautiful most beautiful
We generally teach that we add –er or –est to the end of shorter adjectives and adverbs - if they have only one syllable.
e.g: fast: He drove faster this morning
With adjectives that are also past participles, eg. Burnt, drunk, forced, lost, spoiled, tired, and torn: I‟m getting more and more tired
With adjectives that are not gradable, e.g. dead, male, and royal: I feel more dead than I did yesterday.
We also sometimes choose to use more and most with one-syllable adjectives. To make a specific contrast with „less‟:
A: Did she say it was less cold in the north of the country? B: No. She said it was more cold.
„One-off‟ individual choices:
Don‟t blame me if you feel more illwhen you‟ve eaten all that!
With many two-syllable words (e.g. able, clever, common, frosty, happy) we can choose whether to use more / most or to add –er/est to make the comparative and superlative forms.16
We can use less and the least with all adjectives and adverbs, regardless of the number of syllables in the words.
I was less free in my last job.
Let‟s pick the least complicated solution.17
B. Irregular Comparative
List of irregular comparative and superlative forms:
Positive Comparative Superlative
Good better Best
Bad worse Worst
Little less Least
Many / much more Most
16
Martin Parrott, Grammar for English Language Teachers………, p.69. 17
Far (abstract thing) further furthest Far (concrete thing) farther farthest
Old (of age) older Oldest
Old (of rank) elder Eldest
Double comparatives or superlatives where two forms of the comparative or superlative are found the difference of meaning or use may accompany difference of form:
Farther, farthest used to notify physical objects / distance. e.g. – From Bogor, Bandung is farther than Sukabumi - From Bogor, Ciamis is the farthest town is West Java
Further, furthest used to notify any of abstract objects and to notify “the
following matter”
e.g. – I need further information from you soon.
Elder, eldest used to notify seniority or maturity, not to notify level of „age‟.
Therefore, they are often used to level family hierarchy. e.g. - Your elder sister is the oldest in our class.
- They are twin sisters. The curly-haired one is the eldest.
Word „elder‟ is never applied together with word „than‟ in comparison, for instance: “ He is older than me” (Rather than : He is elder than me).18
Older, oldest imply the qualities of age.19
3. Position of Comparative and Superlative in Sentences
a. Equal comparison
For an equal comparison, to talk about two or more things that are equal in some way, we use „as + adjective + as‟
18
Rachmat Effendi P, Cara Mudah Menulis dan Menerjemahkan, (Jakarta Pusat: Yayasan Bina Edukasi dan Konsultasi Hapsa et Studia, 2004), p.135.
19
e.g.: when Jack and Maria are the same height, - Jack is as tall as Maria.
(Jack and Maria are equally tall)
- Ron runs as good as Jimmy in the marathon
For negative comparison, to talk about two or more things that are different in some way, we use „not as + adjective + as‟.
e.g. - Maria is not as tall as Jack. - Jack is not as short as Maria. b. Comparative
When comparing only two things, we use the comparison forms. Monosyllabic adjectives form their comparative by adding er to the positive degree.
e.g.: big – bigger, short – shorter, good – better - The new room looks bigger than the old room. - Jill is shorter than Susan.
- Jean sings better than Pat.
Adjectives which have more than two syllables form their comparative by putting more in front of the adjective.
e.g.: Beautiful – more beautiful, difficult – more difficult - Angel is more beautiful than Maryssa.
- Mathematic is more difficult than Biology. c. Superlative
When comparing more than two objects we use superlative forms. Monosyllabic adjectives form their superlative by adding est to the positive degree.
e.g.: Big – bigger – biggest, small – smaller – smallest, Good – better – best.
– Nick is the biggest of Jenny and Jack.
Union.
- The director thinks she is the best singer in the musical show. Adjectives which have more than two syllables form their superlative by putting most in front of the adjective.
e.g.: Handsome – more handsome – most handsome Important – more important – most important
– Zaki is the most handsome of the three of his friends. - Education is the most important thing of everything.
B.
Picture
1. Meaning of Picture
Picture not only describes a thousand words, but also is used in a wide variety of teaching activities. Picture has been used for centuries to help students understand various aspects of foreign languages. The pictures can motivate the students, make the subject clearer, and illustrate the general idea and forms of an object or action which is particular to a culture.
Based on The Webster New World Dictionary of American English pictures are an imaginee or likeliness of an object, person or scenes on a flat surface, especially by painting, drawing or photography. 20
Vernon S. Gerlach points out that pictures are the two dimensional visual representation of persons, places or things, photographs which are most common, but sketches, cartoon, murals, cottons, charts, graphs and maps are widely used. Picture may not only be worth a thousand words. It may also be worth a thousand years or a thousand miles. Through pictures, learner can see people, places, and things from areas for outside, their own experiences. 21
20
Noah Webster's, Webster New Dictionary, (New Jersey: Prentice Hall, 1994). P. 67 21
As Saidiman Said, "Diantara media pendidikan, gambar atau photo adalah media yang paling umum dipakai. Dia merupakan bahasa umum yang dapat
dimengerti dan dinikmati di mana-mana. Oleh karena itu ada pepatah Cina yang
mengatakan sebuah gambar berbicara banyak dari seribu kata. (Picture is one of educational media that can be general used and understood everywhere. The Chinese say, picture describes a thousand words). 22
The writer can explain that there are many advantages of teaching and learning process using pictures. By using pictures in explaining materials to be taught, the teacher can teach more effectively and can motivate the students to study more seriously.
It shows that pictures are really important to use especially for young students and the hard materials. By using picture in explaining material to be taught, the teacher can teach more effectively and can motivate the students to study more seriously. The last, the students understand the materials easily, therefore using pictures as teaching aids will make the class more alive.
Through pictures in reinforcing degress of comparison of adjective, it is expected to increase and affect the quality of teaching learning processes and the student achievement. According to Andrew Wright, the advantages of using picture are: 23
1) Easy to prepare 2) Easy to organize 3) Interesting
4) Meaningful and Authentic 5) Sufficient amount of language
22
Saidiman dkk, Media Pendidikan Pengertian, Pengembangan Dan Pemanfaatannya, (Jakarta:PT Raja Grafindo,2002). P. 71
23
It can indicate that pictures as tools that can help a teacher in presenting materials, in order to be easy to understand especially in teaching degrees of comparison of adjective. In pictures there is something called illustration. It of course can help motivating students in learning.
The writer says that pictures can be used by teachers and students whatever the emphasis of the syllabus they are following can cover all possibilities and for that reason it might be of value and interest to show how one picture can be used as a reference and stimulus student's ability.
2. Types of Picture
According to Grazyna Szkyke, there are two kinds of pictures that are useful in teaching learning process as teaching aids: pictures of individual's persons and object and pictures of situations in which persons and objects are in action. 24
a. Pictures of individual
1) Pictures of individual person or things may be used, mainly at the elementary level, to introduce or test vocabulary items
2) Portraits, which are pictures that show a person in close detail, are useful for intermediate and advance learners. The students can be asked questions about the age and proportion of the person, whether she/he is married, her/his interest and traits of character.
The pictures have enough cues, so that the students can figure out the meaning of a new word and sentence structure. The students understand and retain the meaning of a word better when they have seen or have touched some objects associated with it.
b. Situational pictures
24Grazyna Szyke, “Using Pictures As Teaching Aids”,
1) Situational pictures that show or suggest relationships between objects and or people can be good teaching for introducing, practicing or reviewing grammatical structures, from the simples the most complex.
2) Situational pictures with striking details or strong points of interest are particularly useful. Such pictures can be found in various magazines and daily newspaper. They arouse interest and release imagination and entry, which is a hard thing to do in a language class.
Asnawir points out that there are many kinds of pictures that can be used by the teacher in their teaching learning process, they are:
1. Documentation photo, having history value for individual or people 2. Actual photo, explaining an even from life aspects
3. Scenery photo, explaining scenery of place 4. Reclaimed photo, used for influencing people
5. Symbolic photo, using symbols or signs for expressing messages.25
Further more, Bety Morgan states that there are some types of pictures, as follows:
1.Wall charts
2.Wall pictures, is simply a large illustration of scenes or event. It usually to be used with the whole class.
3.Sequence pictures, is a series of pictures on a single subject. Its function is to tell a story a sequence of event
4.Flash cards that consist of:
a. word flash card with printed word on it and can help up rapidly; the card can used to demonstrate exactly what the teacher wishes
25
b. Pictures flash card, useful for the representation of single concept, such as an object or an action
5. Work card, including visual as well as text magazine picture, drawing, maps and diagram, can be important par or work card at all levels, used for variety of purpose. 26
Mery Finnochario said in her book that pictures are divided into three kinds as follows, they are:
a. Pictures of person and single object
b. Pictures of people engaged in activities presenting the relationship between individual's objects.
c. A series of six to ten pictures mounted on one charts of count noun (as piece of furniture) or mass nouns (as food) or of support of work activities.27 As stated above that the pictures help the teacher to present the materials more easily especially for concrete materials. There are some kinds of pictures which are useful as teaching aids. In this case, the teacher does not hesitate to use many kinds of pictures.
3. Advantages and Disadvantages of Using Picture a. Advantages of using pictures
There are advantages of using pictures in teaching learning English, because using pictures is undeniable. Pictures can be used to provide either the general context or the illustration of particular points. Pictures also can be used by the students to show they understood non-verbally for example by pointing to detail in a pictures or adding information to a drawing. It helps the teacher in order to send the
26
Jhon Read, Assesing Vocabulary, p. 41
27Mary Finnocchario, “Visual Aids in Language Teaching as a Second Language”,
messages of the material to their students as good as possible. Some expert said picture is easy to get, to use and easy to understand. The use of pictures is helpful when pupils have limited experiences and when they are just beginning to develop a stock of words. Therefore, some of the teachers use this approach to get the purpose of teaching-learning process and make the class alive.
Vernon S. Gerlach in his book said that pictures are inexpensive and widely as available. 28 Most people believe that pictures can be used as a medium in teaching-learning process. Pictures are media which are easy to use. Beside inexpensive, it is also available anywhere.
Meanwhile, Virginia F. Allen stated about the advantages in teaching activity through the pictures. Her view according to the previous statement as follows:
1. They are little lost cost or nothing
2. They are available in places where no other pictures can be found.
3. They do not require space for storing and fillings as pictures from other source do. 29
b. Disadvantages of Using Picture
Pictures have also several disadvantages as media in teaching-learning process. It can be caused by the size and distance or it is too small and the distance is too far. So it is too difficult to be seen clearly by the students. The lack of color in some pictures will also restrict proper interpretation. Besides that, students do not always know how to read the pictures. Those reasons above can make misunderstanding as stated below as Vernon S. Gerlach, they are:
1) Sizes and distances are often distorted
2) Lack of color in some pictures limits proper interpretation 3) Students do not always know to read the pictures 30
28
Vernon S. Gerlach,“Using Pictures As Teaching Aids”., p.227
29
Furthermore Nick Under Hill points out about the disadvantages of pictures are:
1) With a visual stimulus there is a danger. That the learner will miss the point of pictures or story, for personal or culture reason
2) Unless vocabulary items in the pictures are supplied, the learner who knows the names of only two or three crucial item will be at strong. Advantage over those who do not. Even if the items are supplied on request and mark not deducted, it is physiological demodulating, to have to ask for vocabulary before you begin
3) Suitable cartoon stories are hard to find and difficult for an amateur to draw. Even deciding on a good storyline can be difficult task. Particularly in situation where learner can and find several alternative.31
From all previous statements, it seems that unsuitable pictures or bad pictures can cause several problems in teaching learning process. For example, unclear pictures can cause misinterpretation. Not all students know to read, or to explain the pictures. It can be something difficult, especially for amateur how to draw it.
C.
Conceptual Framework
This experimental study is purposed to test the hypothesis which stated that using pictures in reinforcing degrees has the effectiveness to the students understanding. Using pictures is one of the choices for the alternative way of teaching grammar especially in degrees of comparison of adjective. Pictures are interesting media for students who learn English. Picture is easy to understand when the material presented
30
Vernon S. Gerlach,“Using Pictures As Teaching Aids”., p.227
31
by it. It also has a little cost, available in places where no other pictures can be found, and does not require spare for storing and filling.
Pictures also can be used by the students to show they understood non-verbally for example by pointing to detail in a pictures or adding information to a drawing. It helps the teacher in order to send the messages of the material to their students as good as possible. Hopefully, because of the reason above the writer can find any effectiveness using pictures in reinforcing degrees of comparison of adjective.
D.
Hypothesis
This research is to know whether using pictures in reinforcing degress of comparison of adjective better for student to learn English. And to find the answer of the problem, the writer should propose alternative Hypothesis (Ha) and Null Hypothesis (Ho) as bellow:
1. Alternative Hypothesis (Ha) = “There is any effectiveness in students‟ score of comparative degrees of adjective using pictures compared with Grammar Translation Method”.
CHAPTER III
THE PROFILE OF SCHOOL
Profile of “Mts. Al-Falah” Bogor located on Jl. Raya KH. Rafe‟i No.11 Nagrak Gunung Putri Bogor will be explained below:
A. Facilities
“MTS AL-FALAH” was established in 1985. The building consists of two floors. At the first floor, there are 6 rooms for classroomand 1 room for teachers and staff office. The second floor, there are 4 rooms for classroom too.
[image:35.612.134.539.51.547.2]The school also has some facilities to support teaching and learning process. They are:
Table 3.1
The School Facilities
No Facilities Condition
1 Library Good
2 Science Laboratory Good
3 Computer Laboratory Good
B. Vision and Mission of MTS Al-Falah Bogor
The vision of MTS Al-Falah is “being creative, innovative, competitive and religious school in a good environment with dignified behavior”.
The mission is:
2) To achieve teaching and learning process that effective, efficient, and productive
3) To achieve competitive student
4) To achieve active, creative, innovative teachers so that they can think globally and act locally
5) To achieve standard facilities
6) To accomplish effective school organization
7) To increase academic and non academic achievement 8) To accomplish valid, reliable, and objective assessment 9) To accomplish good construction for human resources 10) To create the religious students
C. Academic Staffs
The following table shows the number of the academic and their educational background.
The Principal‟s table
1. Teacher’s Text Book
The text books, which are used by the teachers, are the Bridge English and Smart English. They use two text books and one student‟s work sheet for drilling.
2. Curriculum
No. Jabatan Nama
Jenis
Kelamin Usia Pendididikan terakhir
Masa Kerja L P
The curriculum which is used by the teachers is school based curriculum (KTSP). Teachers develop the indicators to make the syllabus.
3. Number of English Teachers
There are three English teachers. Their educational backgrounds are Bachelor degree of English Education Department.
4. Teachers
[image:37.612.146.534.57.699.2]The total numbers of teachers are 29 teachers. Most of teachers are strata 1. This table shows educational background of the teachers.
Table 3.2
The Educational background of teachers
No Teachers Educational Background D1/D2 D.3 S.1 S.2/S.3
1 Science 2
2 Math 1
3 Indonesian 3
4 English 3
5 Social 2
6 Health 2
7 Art 1
8 Computer 2
9 Counseling 2 10 Aqidah Akhlak 3
11 Qur‟an Hadits 3
13 Ski 1
5. Students
The total numbers of students in academic year 2009/2010 are 395 students. The students in class VII are 132, class VIII 118, and class IX are 145 students. The class VII divided into 3 classes, VII-A, VII-B,and VII-C. The class VIII divided into 3 classes, VIII-A, VIII-B, and VIII-C. And the class IX divided into 4 classes, IX-A, IX-B, IX-C, and IX-D.
CHAPTER IV
RESEARCH METHODOLOGY AND FINDINGS
This chapter presents and discusses the research methodology and findings based on the data gathered during the experimentation. In line with the problems, it presents and discusses as follows:
A.
Research Methodology
1. Subject of the Research
The subject of the research was the second grade students of MTs Al-Falah Bogor which consist of two classes. They are called experimental class and controlled class. The object of the research was teaching degrees of comparison of adjective using Pictures and teaching degrees of comparison of adjective using grammar translation method.
2. Time and Location
The research took place at MTS Al-Falah Jl. Raya KH. Rafe‟i No.11 Nagrak Gunung Putri, Bogor for two weeks, March 22nd – April 9th, 2010. The lesson was held twice a week, 40 minutes for each lesson. The research was conducted in the second semester of the academic year of 2009 – 2010.
3. Population and Sample
In this research, the writer took the population from the second year students of MTS Al-Falah Bogor. The second grade of this school consists of three classes with the total of the students is 118 persons.
VIII-A and Class VIII-B. The writer found those classes is low in grammar especially in degrees of comparison of adjective. So she used these two classes for the research because she found the problem in their grammar. Both of the classes used grammar translation method for language teaching and learning. In the research the writer used VIII-A for experimental class using pictures in reinforcing degrees of comparison of adjective and VIII-B for controlled class using grammar translation method.
4. Research Method
This is an experimental research investigating the use of picture in reinforcing degrees of comparison of adjective of second grade students of Mts Al-Falah . The experimental method differs from the naturalistic method because the essence of the experimental method is use of control and manipulation of variables. The group in which the variable is manipulated is called the experimental group. In this case, the experimental group is to teach degrees of comparison of adjective by using pictures, while, the controlled group does not use pictures during teaching-learning process. The controlled group serves as a standard for judging the effect of a manipulation you will introduce in the experimental group.
Suppose that for the experimental group we now introduce a change in one of the variables. The variable that is changed is teaching using pictures. The researcher wants to find out the result of this change of variable compared to the usual method of teaching (teaching without using pictures).
5. Instrument of the Research
The score per items is 2. It means if students can choose the answer of 1 item correctly, they will get 2 score and if they can choose the answer of 15 items correctly, they will get 30 scores.
Fill in the blank test consist of 10 items from number 16 to number 25. It‟s score per item is 5. It means if students can choose the answer of 1 item correctly, they will get 5 score and if they can choose the answer of 10 items correctly, they will get 50 scores.
Matching test consist of 5 items from number 26 to number 30. It‟s score per item is 4. It means if students can choose the answer of 1 item correctly, they will get 4 score and if they can choose the answer of 5 items correctly, they will get 20 scores.
From the description of each test from above, we can see that the high score of this test is 100 scores.
6. Technique of Analyzing Data
To analyze the data, the writer uses the comparative technique. She compares the score between experimental class and controlled class. This technique is useful to prove statistically whether there is any effectiveness between two variables, in case between using pictures in reinforcing degrees of comparison of adjective and without using pictures. To measure the effectiveness she uses the gain score of experimental and controlled class.
To know the score, the writer used t-test formula as below:
Where:
t0 = t observation
Mx = Mean of Variable X (VariableI) My = Mean of Variable Y (Variable II)
my mx
y x o
SE M M t
SE Mx = Standard Error of Mean Variable X SE My = Standard Error of Mean Variable Y32
The procedure of calculation as follow:
a. Determining mean variable X (Variable I) with formula:
b. Determining mean variable Y (Variable II) with formula:
c. Determining derivations standard 1 with formula:
d. Determining derivations standard 2 with formula:
e. Determining standard errors mean variable 1 with formula:
f. Determining standard errors mean variable 2 with formula:
g. Determining the differences of mean variable 1 and mean variable 2
with formula:
32
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2004), p.284
N X Mx
N Y My
N X SDx 2 N Y SDy 2 1 N SD
SEmx x
1
N SD
SEmy y
2 2
my mx
my
mx SE SE
h. Determining to with formula:
i. Determining the degrees of freedom with formula:
M : The average of score X : Experimental Class Y : Controlled Class N : Total of Student df : Degree of freedom
B.
Research Findings
1. Data Description
To know the result of the test (pre – test and post test) the writer makes the table of students score from both classes (experimental class and controlled class).
There are 30 items in the test. The writer divides the test into three parts. The first part, the writer gives 15 items in the form of multiple choices. In this part, if students answered the questions correctly, they would be given 2 point each items so the total points are 30 points. In the second part, the writer gives 10 items in the form of filling in the blank. In this part, if the students answered correctly, they would get 5 point each item, so the total points they would get are 50 points. And in the last part, the writer gives 5 items in the form of matching the word. In this part, if the students answered the questions correctly, they would get 4 points each item, so the total score are 20. The score for the whole items are 100 (The form of the test and the key answer can be seen in appendix). The writer obtained the score after doing the field research, as follow:
my mx
y x o
SE M M t
[image:43.612.118.541.56.407.2]1) The scores of pre-test and post-test of experiment class. The students in class VIII A average score 47.96 for pre test, 76.26 for post test, and 27.7 for gain score.
Table 4.1
The Result of Experimental Class Using Pictures Student Pre-test Post-test Gain
1 58 84 26
2 45 60 15
3 40 75 35
4 30 82 52
5 65 68 3
6 36 74 38
7 44 90 46
8 42 80 38
9 48 78 30
10 45 68 23
11 50 78 28
12 60 77 17
13 60 79 19
14 40 72 32
15 42 90 48
16 55 85 30
17 55 90 35
18 54 63 9
19 65 70 5
20 53 75 22
21 54 85 31
22 34 74 40
23 65 72 7
24 36 63 27
26 44 78 34
27 40 66 26
28 48 79 31
29 45 82 37
30 60 76 16
Total 1457 2288 831
Mean 47.96 76,27 27,7
[image:45.612.123.535.54.724.2]2) The score of pre – test and post – test of controlled class. The students in class VIII-B gained average score 48.57 for pre – test, 62.76 for post – test, and 14.19 for gain score.
Table 4.2
The Result of Controlled Class without Using Pictures Student Pre-Test Post-Test Gain
1 58 80 22
2 45 60 15
3 40 50 10
4 30 50 20
5 65 75 10
6 36 40 4
7 44 62 18
8 42 55 13
9 48 58 10
10 45 66 21
11 50 60 10
12 60 74 14
13 60 75 15
14 40 62 22
15 42 58 16
16 55 68 13
17 55 65 10
18 54 65 11
20 53 72 19
21 54 70 16
22 34 45 11
23 65 68 3
24 36 47 11
25 44 65 21
26 44 65 21
27 40 50 10
28 48 66 18
29 45 64 19
30 60 68 8
Total 1457 1883 426
Mean 48,57 62,77 14,2
3) The score of pre – test, post- test, and mean score of experimental class and controlled class.
The data collected from pre – test, post - test, gained through experimental class and controlled class showed mean score of pre – test in experiment class was 47.96, and 62,77 for post – test and 14.19 for gain score; while the average score of pre – test in controlled class is 48,57, 62,77 for post – test and 14.2 for gain score.
Diagram of pre – test, post – test, and mean score of experimental class and controlled class. 0 10 20 30 40 50 60 70 80 Experimental Class Control Class 47.96 48.57 76.27 62.77 27.70 14.20
Table 4.3
The Result Calculation of Gain Score Both Experimental Class and Controlled Class
No X Y x y x2 y2
1 26 22 -1.7 7.8 2.89 60.84
2 15 15 -12.7 0.8 161.29 0.64
3 35 10 7.3 -4.2 53.29 17.64
4 52 20 24.3 5.8 590.49 33.64
5 3 10 -24.7 -4.2 610.09 17.64
6 38 4 10.3 -10.2 106.09 104.04
7 46 18 18.3 3.8 334.89 14.44
8 38 13 10.3 -1.2 106.09 1.44
9 30 10 2.3 -4.2 5.29 17.64
10 23 21 -4.7 6.8 22.09 46.24
11 28 10 0.3 -4.2 0.09 17.64
12 17 14 -10.7 -0.2 114.49 0.04
13 19 15 -8.7 0.8 75.69 0.64
14 32 22 4.3 7.8 18.49 60.84
15 48 16 20.3 1.8 412.09 3.24
16 30 13 2.3 -1.2 5.29 1.44
17 35 10 7.3 -4.2 53.29 17.64
18 9 11 -18.7 -3.2 349.69 10.24
19 5 15 -22.7 0.8 515.29 0.64
20 22 19 -5.7 4.8 32.49 23.04
21 31 16 3.3 1.8 10.89 3.24
22 40 11 12.3 -3.2 151.29 10.24
23 7 3 -20.7 -11.2 428.49 125.44
24 27 11 -0.7 -3.2 0.49 10.24
25 31 21 3.3 6.8 10.89 46.24
26 34 21 6.3 6.8 39.69 46.24
27 26 10 -1.7 -4.2 2.89 17.64
28 31 18 3.3 3.8 10.89 14.44
30 16 8 -11.7 -6.2 136.89 38.44 Total ∑X=831 ∑Y=426 ∑x=0 ∑y=0 ∑x2=4448.3 ∑y2=784.8
It shows that the score of both classes are there a difference in minimum and maximum standard of each class. The table shows that the experimental class has higher score.
2. Data Analysis
In analyzing the data, the writer uses the comparative technique. The writer compares the gain score of both experimental class and controlled class. This technique is useful to prove statically whether there is any effectiveness of the two variables, in this case, between using pictures and without using pictures in reinforcing degrees of comparison of adjective.
To find out the difference of students‟ score in using pictures in reinforcing degrees of comparison of adjective will be compared to the students‟ score that without using pictures in reinforcing degrees of comparison of adjective. The writer calculated them based on the steps of the t – test formula, as follow: 1. Determining Mean I with formula:
7 , 27 30 831 N X I Variable
Mean
2. Determining Mean II with formula:
2 , 14 30 426 N Y II Variable
Mean
3. Determining of Standard Deviation of variable I:
18 . 12 17690 . 12 377 . 148 30 4448.3 N X SD 2
X
4. Determining standard of error mean of variable II:
115 . 5 1146847 . 5 16 . 26 30 8 . 784 SD 2
y
5. Determining standard of error mean of variable I: 262 . 2 26183 . 2 385 . 5 18 . 12 29 18 . 12 1 30 18 . 12 1 -N SD
SEMX X
6. Determining standard of error mean of variable II:
950 . 0 949861 . 0 385 . 5 115 . 5 29 115 . 5 1 -30 115 . 5 1 -N SD SEM X
Y
7. Determining standard of error mean difference of Mx and My: 2 2 2 Y 2 X Y
X M SEM SEM 2.262 0.950
SEM
9025 . 0 116644 . 5 019144 . 6 453394 . 2 453 . 2
8. Determining to with formula:
503 . 5 503465 . 5 453 . 2 5 . 13 453 . 2 2 . 14 7 , 27 M SEM M M o Y X Y
X
t
9. Determining t – table in significance level 5 % and 1 % with df: df = ( N 2 + N 1) – 2 = (30 + 30) – 2 = 60 – 2 = 58
df = 58 ( see the table of t-scores at the degree of significance of 5% and 1%). The writer gained t-table:
t-table (tt) at significance level of 5% = 2,03
t-table (tt) at significance level of 1% = 1.67
10. The comparison between t – score with t – table: SL 5 % = to > tt = 5.503 > 2.00
Form the comparison above, it shows that t-score or t-observation (to) is higher on the degree of significance of 5% than t-table (tt). It shows that the treatment given (using pictures) is accepted.
3. Data Interpretation
The test of hypotheses shows that there is any effectiveness in students‟ score between before and after they are taught by pictures. The students‟ score of experimental class are higher than before they are taught by using pictures.
Based on the data analysis and the discussion above, the writer can interpret pictures is effective and applicable in teaching degrees of comparison of adjective to the second grade students of MTs Al-Falah Bogor.
4. The test of hypothesis
The writer hypothesis described in chapter two is „‟the application of pictures is effective in reinforcing degrees of comparison of adjective”.
The statistic hypothesis:
If to > tt = there is any effectiveness and Ha is accepted, and Ho is rejected.
If to < tt = there is not effectiveness or the same and Ha is rejected, and Ho is accepted.
to = t observation tt = t table
The result of the statistic calculation indicates that the value of the to is 5.503. The degree of freedom df is 58 (obtained from (N1 + N2 – 2) = 30 + 30 – 2 in this paper, the writer used the degree of significance of 5 % and 1 %, the value of the degree of significance are 2.00 and 1.67.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion and suggestion from the researcher based on the research done at MTS Al – Falah, Nagrak, Bogor.
A.
Conclusion
The understanding of comparison degrees of adjective is very important in language learning but most of students find that it is not interesting and motivating at all. Therefore, the writer uses pictures as one of the strategies in teaching that benefits the students in many ways.
Based on the research, the writer concludes that:
1. Pictures help the students to understand the difficult of reinforcing degrees of comparison of adjective by looking at the pictures.
2. The use of pictures makes the reinforcing degrees of comparison of adjective become enjoyable and interesting.
3. Pictures can also be used in teaching pronunciation and vocabulary.
B.
Suggestion
As closing of this study, the writer feels necessary to master several points below to face some problems occurred in teaching degrees of comparison of adjective:
1. The writer suggests to the teachers to use pictures when they teach grammar especially degrees of comparison of adjective because it is more effective.
2. By using pictures the teachers are hoped they can improve their ability in conduct the class so they can build their students interest in learning.
4. Teachers are absolutely supposed to master the matter that will be taught to the students well.
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Experimental Class
I. IDENTITAS
Satuan Pendidikan : MTS Al-Falah Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII (delapan) / Genap
Waktu : 4 x 40 menit
II. STANDAR KOMPETENSI
7. Mendengarkan
Memahami makna dalam percakapan transaksional dan interpesonal pendek sederhana untuk berinteraksi dengan lingkungan sekitar.
8. Membaca
Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar
9. Berbicara
Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.
III. KOMPETENSI DASAR
8.1 Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount
9.1 Mengungkapkan makna dalam percakapan transaksional (to get thing done) dan interpersonal(bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta, memberi, menolak barang, meminta, memberi dan mengingkari informasi, menolak pendapat dan menawarkan/ menerima/menolak sesuatu.
IV. INDIKATOR
1. Merespon dengan benar tindak tutur dalam:
meminta, memberi, dan mengingkari informasi
meminta dan memberi penjelasan/keterangan
2. Mampu membuat tingkat perbandingan katasifat
V. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat:
1. Merespon & memahami dengar benar tindak tutur dalam Mengakui & mengingkari fakta
2. Merespon & memahami dengar benar tindak tutur dalam Meminta & memberi penjelasan/keteranagan
3. Memahami dan membuat tingkat perbandingan kata sifat
VI. MATERI POKOK
1. Mengakui & mengingkari fakta A: Did you break the glass?
B: Yes I did. (mengakui fakta) A: Did you throw this rubbish?
B: No, it wasn’t me. (mengingkari fakta) 2. Meminta & memberi penjelasan
Tristan and his father are visiting the zoo. Tristan sees wonderful animals thre. And ask his father for the explanation.
Tr
