IMPROVING STUDENTS’ ABILITY IN FORMING
DEGREES OF COMPARISON BY USING
SUBSTITUTION DRILLS
(A Classroom Action Research at the First Grade of Accountancy Class at Vocational School of Bangun Nusantara 2 Cipondoh, Tangerang)
“Skripsi”
Presented to the Faculty of Tarbiya and Teachers Training In Partial Fulfillment of the Requirements
For the Degree of Strata 1 (S.Pd) in English Language Education
By:
Fernando
NIM: 106014000380
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS TRAINING
“SYARIF HIDAYATULLAH” STATE ISLAMIC UNIVERSITY
JAKARTA
(A Classroom Action Research at the First Grade of Accountancy Class at Vocational School of Bangun Nusantara 2 Cipondoh, Tangerang)
“Skripsi”
Presented to the Faculty of Tarbiya and Teachers Training In Partial Fulfillment of the Requirements
For the Degree of Strata 1 (S.Pd) in English Language Education
Approved by
Drs. Sunardi Kartowisastro, Dipl.Ed NIP: 194407191965102001
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS TRAINING
“SYARIF HIDAYATULLAH” STATE ISLAMIC UNIVERSITY
JAKARTA
i
First Grade of Accountancy Class at Vocational School of Bangun Nusantara 2, Cipondoh, Tangerang), Skripsi, English Education Department, Faculty of Tarbiyah andTeachers’ Training, UIN Syarif Hidayatullah Jakarta.
Advisor: Drs. Sunardi Kartowisastro, Dipl.Ed.
This research is aimed to know whether students’ understanding in English grammar especially in Degrees of Comparison can be improved by using Substitution Drills technique or not. Besides, its aim is also to describe how the implementation of Substitution Drills technique in improving students’ ability in Degrees of Comparison. The subject of the study is the students of X Accountancy class at Vocational School of Bangun Nusantara 2, Cipondoh, Tangerang in which the class consist of 33 students.
Furthermore, the method which is used in this study is Classroom Action Research (CAR) by using Kurt Lewin’ model. It is done in two cycles, and each cycle has four phases: Planning, Acting, Observing and Reflecting. And the instruments of the study are: observation sheet, interview guideline, questionnaire and English test which is divided into three kinds, they are: pretest, posttest 1 and posttest 2.
ii
ABSTRAK
FERNANDO. 2011. Meningkatkan Kemampuan Siswa dalam Membentuk Degrees of Comparison dengan Menggunakan Teknik Substitution Drills (Penelitian Tindakan Kelas di kelas X Akuntansi SMK Bangun Nusantara 2, Cipondoh, Tangerang), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Syarif Hidayatullah Jakarta.
Pembimbing: Drs. Sunardi Kartowisastro, Dipl.Ed.
Penelitian ini bertujuan untuk mengetahui apakan teknik substitution drills mampu meningkatkan kemampuan siswa dalam tatabahasa Inggris, khususnya dalam materi degrees of comparison atau tidak. Di samping itu, penelitian ini juga bertujuan untuk menggambarkan tentang bagaimana penerapan teknik substitution drills dalam meningkatkan kemampuan siswa pada materi degrees of comparison. Subjek dari penelitian ini adalah siswa kelas X Akuntansi di SMK Bangun Nusantara 2 yang terletak didaerah Cipondoh, Tangerang.
Selanjutnya, metode yang digunakan dalam penelitian ini adalah metode Penelitian Tindakan Kelasdengan merujuk kepada model Kurt Lewin. Penelitian Tindakan Kelas ini dilakukan dalam dua siklus, dan masing-masing siklus memiliki empat pase yang sama, yaitu: perencanaan, tindakan, observasi dan pencerminan. Selain itu instrument yang digunakan dalam penelitian ini antara lain: lembar observasi, lembar wawancara, angket dan lembar soal bahasa Inggris yang dibagi menjadi tiga bagian, yaitu: pretest, posttest 1 dan posttest 2.
iii
love and blessing to finish this skripsi. Peace and salutation be upon to the last
prophet Muhammad (peace be upon him), his family, his companion and his adherence.
It is a pleasure to acknowledge the help and contribution of all people in many ways hence this skripsi is processed until it becomes a complete writing
which will be presented to the Faculty of Tarbiya and Teachers Training in a partial fulfillment of the requirements for the degree of S.Pd (Strata I) in English Language Education.
First of all, the writer would like to convey his special gratitude to his beloved parents Mr. Muhidin and Mrs. Roiyah who have given him all of their infinite love, care, support and help. The writer believes that it is almost
impossible to finish this skripsi without them in his side. He also would like to express his great honor and deepest gratitude to his advisor, Drs. Sunardi Kartowisastro, Dipl.Ed., who has given his time, suggestions and critical remarks to the writer until he can accomplish this skripsi. Besides, the writer also would like to give his gratitude to:
1. All of the lecturers of English Education Department who have taught the writer everything since he was in the first semester till now.
2. Drs. Syauki, M.Pd., the Chief of English Education Department.
3. Neneng Sunengsih, M.Pd., the Secretary of English Education Department.
4. Prof. DR. Dede Rosyada, the dean of Faculty of Tarbiyah and Teachers’ Training.
iv
6. All teachers, staffs, and students of Vocational School of Bangun Nusantara 2, Cipondoh, Tangerang.
7. All his family, especially his beloved grandmother, Mrs. Muisah and also
his old and young sister, Irma Yunita and Renita.
8. Lutfiyah, his close friend who always gives her support to him in finishing this skripsi.
9. All his beloved friends at Syarif Hidayatullah State Islamic University, especially Evan Andri and Muhammad Iqbal Rosyadi, thanks for giving
the happiness when he feels bored, and English Education Department Students 2006–B Class Never Dies, for nice brotherhood and sisterhood.
The writer realizes that there are still some mistakes in this skripsi, and it is far from being perfect. It is because the writer still has limited knowledge. However, it is really expected that this skripsi will give advantages for the writer
and also other people in general. Therefore, he would like to accept some criticisms and suggestions to correct the mistakes and weaknesses of this skripsi.
Jakarta, June 2011
v
TABLE OF CONTENT
...
v
LIST OF TABLES
... vii
LIST OF FIGURES
... viii
LIST OF APPENDICES
...
ix
CHAPTER I
: INTRODUCTION
...
1
A. Background of the Study ...
1
B.
Formulation of the Study ...
4
C.
Objective of the Study ...
5
D. Significance of the Study ...
5
E.
Organization of the Study ...
5
CHAPTER II
: THEORETICAL FRAMEWORK
...
7
A. The General Concept of Degrees of Comparison ...
7
1. The Definition of Degrees of Comparison ...
7
2. The Usage of Degrees of Comparison ...
9
3. The Forms and Patterns of Degrees of Comparison .... 10
B.
The General Concept of Substitution Drills ... 18
1. The Definition of Substitution Drills ... 18
2. The Objective of Substitution Drills ... 20
3. The Procedures of Substitution Drills ... 21
C.
Teaching Degrees of Comparison by Using Substitution
Drills ... 21
CHAPTER III
: RESEARCH METHODOLOGY
...
23A. The Time and Place of Study ... 23
B.
The Subject and Object of Study ... 24
C.
The Method of Research ... 24
D. The
Writer’s Role on the Study
... 26
E.
The Research Design ... 27
F.
The Procedures of Classroom Action Research... 28
G. The Technique of Collecting Data ... 30
vi
I.
The Trustworthiness of Study... 35
J.
The Criteria of the Action Success ... 38
CHAPTER IV
: RESEARCH FINDINGS
... 40
A. Before Implementing the Classroom Action Research ... 40
B.
The Implementation of Classroom Action Research ... 45
C.
The Discussion of the Data after Classroom Action
Research ... 52
CHAPTER V
: CONCLUSION AND SUGGESTION
... 64
A. Conclusion ... 64
B.
Suggestion ... 65
vii
Table 2.3
The Comparative Form; Pattern II ...
12
Table 2.4
The Superlative Form; Pattern I ...
13
Table 2.5
The Superlative Form; Pattern II...
14
Table 2.6
The Irregular Form of Comparison ...
15
Table 3.1
Item Difficulty Scale ...
37
Table 3.2
Discriminating Power Scale ...
38
Table 4.1
The Result of Pre Questionnaire ...
43
Table 4.2
The
Students’ Degrees of Comparison Score of Pretest,
posttest 1 and posttest 2 ...
54
[image:12.612.113.502.138.545.2]viii
[image:13.612.112.503.145.543.2]LIST OF FIGURE
ix
Appendix 3
Questionnaire Sheet
Appendix 4
Lesson Planning
Appendix 5
The Specifications of Pretest, Posttest 1 and Posttest 2
Appendix 6
The Questions of Pretest, Posttest 1 and Posttest 2
1
CHAPTER I
INTRODUCTION
A.
Backround of the Study
In this century English is considered as an international language that is used
in communication among people from many different countries. It has important roles
in various fields of activities such as: economics, technologies, politics, and the most
important one is in educational field. For this reason, English has been taught at
school in some countries. In Indonesia itself, English is taught as the first foreign
language for students and becomes a compulsory subject in the national curriculum. It
is taught to the students in their school.
English requires four certain major language skills that should be learned by
students. Those are speaking, writing, reading and listening. Besides, they also have
to learn the English sub-skills which consist of: grammar, vocabulary, pronunciation
and so on in order to help them in mastering the four language skills above.
communication is not necessary as long as the speaker and listener get the point of the
message being said. But if someone can use it better, she/he will certainly speak,
write and give the message correctly and accurately.
Penny Ur said,
“Grammar may be roughly defined as the way a language
manipulates and combines words (or bits of words) in order to form longer units of
meaning.”
1According to Scott Thorn
bury “Grammar is partly the study of what
forms (or structures) are possible in a language. Traditionally, grammar has been
concerned almost exclusively with analysis at the level of the sentence. Thus a
grammar is a description of the rules that govern how a language’s sentences are
formed.”
2Based on the statements above, it can be concluded that grammar is a study
about how the language is manipulated and how to combine one word to other words
to become a longer units of meaning. Furthermore, grammar has a wide scope in its
study, and one which is about Degrees of Comparison. It is the study about how to
modify the adjective or adverb to donate different levels of quality, quantity, or
relation of things or humans.
Degrees of comparison of an adjective or adverb describes the relational value
of one thing with something in another clause of a sentence. An adjective may
simply describe a same quality, (the positive); it may compare the quality with
that of another of its kind (comparative degree); and it may compare the
quality with many or all others (superlative degree).
3Expressing comparative and superlative meaning in English is more complex
than other languages, not all languages make a distinction between comparative and
superlative, and some learners may find the distiction an awkward one to grasp.
1
Penny Ur, Grammar Practice Activities; A Practical Guide for Teachers, (New York: Cambridge University Press, 1988), p. 4.
2
Scott Thornbury,How to Teach Grammar,(England: Pearson Education Limited, 1999), p. 1.
3
3
Furthermore, in learning Degrees of Comparison the learners also need to know what
adjective and adverb are.
The form of comparative degree is adjective and adverb that are added by
-er
for one syllable (e.g: smaller, thinner, longer); by preceding
more-
for more than one
syllable (e.g: more expensive, more beautiful). And the form of superlative degree is
adjective and adverb that are added by
–est for one syllable; by preceding most- for
more than one syllable. Besides, there are also some exceptions in forming degrees of
comparison (e.g: good, better, best; bad, worse, worst).
The formation of adjective and adverb in Degrees of Comparison above
becomes the real problems faced by students. They often make mistakes when they
put the suffix
–
er
as in comparative and
–
est
as in superlative, or prefix
more
as in
comparative and
most
as in superlative. Even they omit or misplaced the use of be
(am, is, are, was, were) as one of indicating degrees of comparison.
Marianne Celce-Murcia and Diane Larsen-Freeman noticed in the their book
that there are some common errors made by students in making degrees of
comparison, they are:
1. Omission of the comparative inflection-and perhaps also copula:
a.
John
(is) tall
than Mary
2. Substitution of some other function for
than
(a) or inappropriate use of
than
(b):
a.
John is tall(er)
from
Mary
b.
Paul is as tall
than
John
3. Use of
more
where
–
er
is required or vice versa:
a.
John is
tall more/more tall
than car
b.
Mary is
beautifuller
than Karen.
4. Use of regular pattern where an irregular form is required
a.
His handwriting is
badder
than mine
5. Double making Comparative
a.
Jim runs
more faster
than Paul.
b.
This car is
more better
than that one
developmental errors that young English-speaking children also produce
during first language acquisition.
4From the statement above, it can be concluded that the first three common
errors of making Degrees of comparison may because the learners or the students
reflect the second language to their native language, and the last two of common
errors are made by the young native English speaker during their first language
acquisition.
Therefore, in order to solve this problem; especially the first three common
errors, the writer wants to try applying the suitable technique in teaching Degrees of
Comparison
related to the students’ need. In this case, the technique which is used is
Substitution Drills
. Hopefully they will be easier to understand the material through
this technique, and finally they get more understanding about Degrees of
Comparison. For the need of the research, the writer chooses the first grade of
Vocational school of Bangun Nusantara 2 as the place of study because according to
the writer’s experience
during teaching and learning activity, the students still find
difficulties in learning that material.
Based on the background above, the writer is interested in discussing this case
under the title
“Improving Students’ Ability in Forming Degrees of Comparison by
Using Substitution Drills. A Classroom Action Research at the First Grade of
Accountancy Class at Vocational School of Bangun Nusantara 2 Cipondoh,
Tangerang
.”
B.
Formulation of the Problem
To make the study easier to be understood, the writer would like to formulate
the problem as follow:
“Can
Substitution Drills improve
students’ ability in
forming
Degrees of Comparison
?”
and
“How is the students’ improvement in learning
Degrees of Comparison by using Substitution Drills?”.
4
Marianne Celce-Murcia & Diane Larsen-Freeman, The Grammar Book: An ESL/EFL
5
C.
Objective of the Study
According to the statement above, the writer would like to conclude that the
objective of this research is to improve students’ ability in learning
Degrees of
Comparison and also
find out the students’ average improvement after using
Subtitution Drills in learning Degrees of Comparison.
D.
Significance of the Study
The results or findings of this study are expected to give the contribution to
the English teacher, students, the institution of SMK Bangun Nusantara 2, and
exclusively to the writer. The first, for the English teacher it is hoped to enrich his
technique in teaching English subject, especially in Degrees of Comparison. The
second, for students it is expected to help them in learning Degrees of Comparison
easier and get more understanding about it. The next is for the institution of
Vocational School of Bangun Nusantara 2, it can be beneficial regarding to improve
their educational quality. The last is for the writer, it is hoped to enlarge his
knowledge in teaching English and also becomes a basic consideration and
information to do further research in the future.
E.
Organization of the Study
This writing consists of five chapters which will be discusses as follows:
The first chapter explains about Introduction. It consists of five parts, they
are: Background of the Study, Formulation of the Problem, Objective of the Study,
Significance of the Study and Organization of the Study.
Substitution Drills and the Procedures of Substitution Drills. The last part discusses
about Teaching Degrees of Comparison by Using Substitution Drills.
The Third Chapter talks about Researh Methodology, and it contains of: the
Time and Place of Study, The Subject and Object of study, the Method of Research,
the
Writer’s Role on the Study, the Research Design, the Procedures of Classroom
Action Research which have four phases, namely: Planning Phase, Acting Phase,
Observing Phase and Reflecting Phase. The next is the Technique of Collecting Data,
the Technique of Data Analysis, the Trustworthiness of Study and the Criteria of the
Action Success.
7
CHAPTER II
THEORETICAL FRAMEWORK
A. The General Concept of Degrees of Comparison
1. The Definition of Degrees of Comparison
Before discussing the kinds and forms of Degrees of Comparison, firstly it
is better to know about the definition of Degrees of Comparison. There are some definitions about Degrees of Comparison according to some experts of English language which are stated in their books.
The term “comparison” is derived from Latin word “comparaso” meaning action of comparing, capacity for being compared”.1According to the Doubleday
Dictionary “comparison is that inflection of adjectives or adverbs which indicates the positive, comparative and superlative degree”.2Based on the two statements above it can be concluded that comparison is the way to compare things or people in the term of capacity or quality and quantity. It is through the inflection of
1 C. T. Onions,
The Oxford Dictionary of English Etymology, (London: Oxford University Press, 1966), p. 196
2Sidney I. Landau,
adjectives or adverbs which indicates the positive, comparative and superlative degree.
R.W. Zandvoort and J. A. Van Ek said in their book “When two persons or things (or two groups of persons or things) are compared or contrast as bearers of a certain quality, we use the form –er, the so-called COMPARATIVE, with reference to the person(s) or thing(s) that excel(s) (e.g: John is cleverer than Peter). When a person or thing is compared or contrasted with a group of persons or things, we use comparative if the person or thing that excels is represented as excluded from the group (John is cleverer than the other boys), the form in–est, the so called SUPERLATIVE, if he or it is represented as included in the group (John is the cleverest of the boys)”.3
According to Martin Parrot in Grammar for English Language Teachers “comparatives are adjectives and adverbs that end in –er (e.g: bigger, richer, faster) and superlatives are adjectives and adverbs that end in –est (e.g: biggest, richest, fastest)”.4
Meanwhile, Gorell and Laird stated in their book “The degrees of comparison are known as degrees of modifiers. We recognize three degrees of modifiers, as follows: Positive, implying no comparison (fast car, beautifully landscape); comparative, implying that one exceeds another (The boulevard is a faster street than the highway and more beautifully landscaped); and the superlative which implies the highest degree, at least within the certain limitations (The boulevard is the fastest road out of town, and the most beautifully landscaped)”.5
According to the definitions stated above, the writer can conclude that
Degrees of Comparison is the form of adjective or adverb which is inflected by – eror–estfor one or some of two syllables, and added by more- or most- for three syllables or some of two syllables. There are three kinds of Degrees of Comparison in English: positive, comparative and superlative degree. Each kind has different form and usage. The explanation of those three kinds of degrees of
comparison will be clearly discussed as follows:
3 R.W. Zandvoort and J.A. Van Ek,
A Handbook of English Grammar, (London: Longman Group Limited, 1980), 7thedition, p.188
4Martin Parrot,
Grammar for English Language Teachers,(USA: Cambridge University Press, 2000), p.68
5Gorell and Laird,
9
2. The Usage of Degrees of Comparison
As it is stated above, there are three kinds of Degrees of Comparison in English, they are: positive degree, comparative degree and superlative degree which is used for comparing two and more people or things through the level of quality, quantity or relation.
a. Positive Degree
As it is said before that positive degree implies no comparison. It means that positive degree is used to compare two peoples or things which have no
difference each other. According to Martin Hewings “we use as + adjective/adverb + as to say that something or someone is like something or
someone else, or that one situation is like another, and the negative forms of sentence can use either not as or not so.6For example:
I came roundas quickly asI could.
The gap between the sides isnot as/so wide asit was.
b. Comparative Degree
The comparative form of degree is used to compare the quality or quantity of two persons or things on condition that one exceeds another. For example: Amir is taller than Amar
My car is more expensive than your car. Leopard can run more quickly than buffalo
c. Superlative Degree
Superlative degree is used to stress the highest degree of quality or quantity of group of persons or things on condition that one excluded from the
group. For example:
Amazon is the longest river in the world.
Amira is the most beautiful of all students in her class.
6Martin Hewings,
3. The Forms and Patterns of Degrees of Comparison
a. The Forms of Degrees of Comparison
To form the degrees of comparison we need to know the inflection or addition ways of adjective and adverb. Whether it is added by –er or–estat the end of the adjective or adverb, or preceded bymore-ormost-before it. It depends on the length of adjective and adverb word and also its last syllable. Besides, there is also the irregular form of degrees of comparison, such as the wordbad(positive degree),worse(comparative degree) andworst(superlative degree).
For further explanation about the form of degrees of comparison the writer has some formulas as stated below.
[image:24.612.113.507.211.596.2]1) Positive Degree:it has the simplest form of all and it uses the base form of adjective or adverb. We just need to put or add as before and after the adjective or adverb, and for the negative sense addnotbeforeas.
Table 2.1 Positive form Adjective and
Adverb
Rule The words Positive form
All adjective forms
All adverb forms
Add “as” before and after the
word
Add “as” before and after the word
interesting, expensive,
high
soon, quickly, seldom
asinteresting as, as
expensiveas, ashighas assoonas,
asquicklyas, asseldomas
2) Comparative Degree: regular adjectives and adverbs make their comparative form in one of two ways:
11
[image:25.612.114.504.146.667.2]b) By the use of wordmore-:morefoolish,moreamusing, etc.7 Table 2.2
Comparative form Pattern I: addition of suffix–er Adjective and
Adverb
Rule The words Comparative
form
I. Adjectives of one syllable ended by“e” ended by
vowel+consona nt, except (h,w,x,y) ended by all
other words
II. Adjective of two syllables Ended by–er,
-ow
Ended by–y Ended by
consonant +le III. Adverb of one
syllable (mostly identical in form with adjectives, and sometimes not clearly distinguished from adjective in function).8
Add–r
Double the last consonant before adding– er
Add–er
Add–er
Change“y”to “i”and add–er Add–r
Add–er
brave, wide flat, big, hot
short, cheap, long clever, narrow pretty, happy gentle, noble
hard, fast, soon
braver, wider flatter, bigger,
hotter shorter, cheaper, longer cleverer, narrower prettier, happier gentler, nobler
harder, faster, sooner
7C E Nuttall,English Language Units: Comparison of Adjectives and Adverbs,(London: Longman Group Ltd, 1971), p.7
8C E Nuttall,
Table 2.3 Comparative form
Pattern II: addition of the word more-Adjective and
Adverb
Rules The words Comparative
form I. Adjective of
two syllables ended by–ful, re, ed, ing, -ish, -ous
II. Adjective of three or more syllables
III. Most adverbs that admit of the notion of comparison, these include mainly adverb of manner with the suffix–ly, and a few adverb of frequency
Put more-before the positive form
Put more-before the positive form
Put more-before the positive form doubtful, obscure, amused, boring, foolish, nervous interested, amusing, beautiful, magnificent sweetly, carefully, accurately, seldom
moredoubtful, moreobscure, moreamused, moreboring, morefoolish, morenervous more interested, moreamusing, morebeautiful, more magnificent
moresweetly, morecarefully, more
accurately, moreseldom
13
Table 2.4 Superlative form
Pattern I: addition of the suffix–est Adjective and
Adverb
Rule The words Superlative form
I. Adjectives of one syllable ended by “e”
ended by vowel+consona nt, except (h,w,x,y) ended by all
other words
II. Adjective of two syllables Ended by–er,
-ow
Ended by–y
Ended by consonant + le
III. Adverb of one syllable (mostly identical in form with adjectives, and sometimes not clearly distinguished from adjective in function).9
Add–st
Double the last consonant before adding– est
Add–est
Add–est
Change“y”to “I”and add– est
Add–st
Add–est
brave, wide flat, big,
hot short, cheap, long clever, narrow pretty, happy gentle, noble
hard, fast, soon
bravest, widest
flattest, biggest, hottest shortest, cheapest, longest cleverest, narrowest prettiest, happiest gentlest, noblest hardest, fastest, soonest 9
Table 2.5 Superlative form
Pattern II: addition of the word the most-Adjective and
Adverb
Rules The words Comparative form
I. Adjective of two syllables ended by–ful, re, ed, ing, -ish, -ous
II. Adjective of three or more syllables
III. Most adverbs that admit of the notion of comparison, these include mainly adverb of manner with the suffix –ly, and a few adverb of frequency
Putthe most-before the positive form
Putthe most-before the positive form
Putthe most-before the positive form doubtful, obscure, amused, boring, foolish, nervous interested, amusing, beautiful, magnificent sweetly, carefully, accurately, seldom
the most doubtful,the mostobscure,the mostamused,the mostboring,the mostfoolish,the mostnervous the most
interested,the mostamusing, the most beautiful,the mostmagnificent the mostsweetly,
the most carefully,the mostaccurately, the mostseldom
Besides the regular form which has been discussed above, degrees of comparison
15
Table 2.6
Irregular Forms of Comparison10
Positive form Comparative form Superlative form Good
Well (adjective) Well (adverb)
Better Best
Bad Badly
Worse Worst
Many Much
More Most
Little Less Least
Old Elder (preferably used
in family)
Eldest
Far Farther
Further
Farthest (of distance only)
Furthest (used more widely)
b. The Patterns of Degrees of Comparison in sentences
Besides knowing the forms of degrees of comparison, we also have to
know about the pattern or structure of degrees of comparison when it is put in the sentence. And here the writer will explain about it as clearly as he knows.
1) Structures of Positive Degree Pattern 1
S + Be +as+ adjective +as+ N/NP/O/Clause
EX: He isas tall asme.
Note: We can use “so” in place of “as” in negative statements: EX: Youaren’tso tall asher.
Pattern 2
S + Be + times +as+ adjective +as+ N/NP/O/Clause
10A. J. Thomson and A. V. Martinet,
EX: Salt Lake is five timesas salty asany oceans.
Pattern 3
S + V (V+O) +as+ adverb +as+ N/NP/O/Clause
EX: I runas fast asyou do.
I will practice Englishas hard asyou will.
Pattern 4
S + V (V+O) + times +as+ adverb +as+ N/NP/O/Clause
EX: A plane can fly three timesas fast asa helicopter can.
2) Structures of Comparative Degree Pattern 1
S + Be + adj-er/more-adj + than + N/NP/O/Clause
EX: You are taller than me.
My shoes ismoreexpensive than yours.
Pattern 2
S + V + adv-er/more-adv + than + N/NP/O/Clause
17
Pattern 3
S + Be + period of time + adj-er/more-adj + than + N/NP/O/clause
EX: She is twelve years younger than her husband. My car is three timesmoreexpensive than your car.
Pattern 4
S + V + times + adv-er/more-adv + than + N/NP/O/Clause
EX: A computer can work 500,000 times faster than a person.
Pattern 5
S + Be/V1 + Adj-er+ and + Adj-er/more-adj
EX: It is gettingdarker and darker. She looksmore and more beautiful.
Pattern 6
S + Be/V1 + Adv-er+ and + Adv-er/more-adv
EX: They are learningmore and more actively.
4) Structures of Superlative Degree Pattern 1
EX: English isthe most internationallanguage of all.
Pattern 2
S + Be + the + Adj-est/most-adj + Of all + Plural Noun
EX: English isthe most internationalof all languages.
Pattern 3
S + V + (O) + the + Adv-est/most-adv + …..
EX: He likes footballthe most.
Pattern 4
S + V2 + the + Adj-est/most-adj + Noun
EX: He atethe biggestcake yesterday.
Pattern 5
S1 + Be + the + Adj-est/most-adj + Noun + that + S2 + has/have + ever + PP
EX: Shakespeare isthe greatestdramatist that England has ever had.
B. The General Concept of Substitution Drills
1. The Definition of Substitution Drills
19
drilling, such us: transformation drills, question-answer drills, repetition drills, substitution drills and so on. Specifically, the writer uses Substitution Drills in this research. And here the writer tries to give the definition of drilling and also substitution drills by his own opinion and ofcourse it is in line with the opinions of some experts in English teaching.
A drill is an oral exercise aiming at giving the students methodical practice
of a particular syntactic structure in naturally expressed and easily remembered utterances in the target language. The aim of the exercise is to enable the students to assimilate the structure and develop fluency using that same structure in natural conversations.11
According tothe Advanced Learner’sDictionary“Drill is through training by practical experiences, usually with much repetition”.12
Substitution drills is a classroom technique used to practice new language. It involves the teacher first modeling a word or a sentence and the learners repeating it. The teacher then substitutes one or more keywords, or change the prompt, and the learners say the new structure.13
From the statements above, the writer concludes that drilling is a guide repetition which is done by students through the models given by teacher. It means that the technique involves the teachers and the students’ action. Firstly, the teacher modells the word or sentence and the students repeat it. Afterward they are requaired to replace one or more words of the sentence by their own word
which must be suitable. They may replace a word of the sentence with a pronoun, number, verb or make some necessary changes. Students can be drilled individually or in a group.
Substitution drills can be a good technique for learning and practicing English. Because it allows the teacher to check thestudents’ erors. And it is also
11http://teacher.bravehost.com/drill.html 12AS.Hornby,
TheAdvanced Learner’s Dictionary of Current English,(London: Oxford University Press, 1963) 2ndedition, p. 305.
necessary to be used at all levels because it is a controlled practice activity. Using drills is not completely boring. Here the teacher can combine a lot of ways to make it more interesting and challenging for students.
2. The Objective of Substitution Drills
Teaching English grammar subject by using Substitution Drills has some
objectives, and the main objective of Substitution Drills is to enable the students to begin to assimilate the structure and variation in a single frame. It enables them to recognize and use the class of segments that can fit into a particular frame.14
Substitution Drills can be useful for the students or learners and also for the teacher. The following are some advantages of substitution drills technique for
the learners and the teachers: For the learners, drills can:
Provide for a focus on accuracy. Increased accuracy (along with increased fluency and complexity) is one of the ways in which a learner's language improves so there is a need to focus on accuracy at certain stages of the lesson or during certain task types.
Provide learners with intensive practice in hearing and saying particular words or phrases. They can help learners get their tongues around difficult sounds or help them imitate intonation that may be rather different from that of their first language.
Provide a safe environment for learners to experiment with producing the language. This may help build confidence particularly among learners who are not risk-takers.
Help students notice the correct form or pronunciation of a word or phrase. Noticing or consciousness raising of language is an important stage in developing language competence.
Provide an opportunity for learners to get immediate feedback on their accuracy in terms of teacher or peer correction. Many learners want to be corrected.
Help memorisation and automisation of common language patterns and language chunks. This may be particularly true for aural learners.
Meet student expectations i.e. They may think drilling is an essential feature of language classrooms.
For the teacher, drills can:
Help in terms of classroom management, enabling us to vary the pace of the lesson or to get all learners involved.
21
Help us recognise if new language is causing problems in terms of form or pronunciation.15
3. The Procedures of Substitution Drills
Substitution Drills has been used in foreign language classrooms for many years. It is a key feature of audio lingual approaches to language teaching which placed emphasis on repeating structural patterns through oral or written practice.
Substitution Drills has the procedures or steps to do orderly. And the
teacher is expected to use the procedures accurately in order to obtain the successful in teaching learning process, so that the students can get more understanding about the subject being learned.
The procedures to teach English grammar subject by using substitution drills is firstly the teacher presents the basic structure that needs to be practiced by the students. A cue word to substitute in a slot is given and the students are expected to give the new sentence retaining the same pattern. The meaning of the words is already known. And those examples are given by the teacher himself to illustrate and then the students are asked to process on similar line.16
From the statement above, the writer concludes that the procedures or
steps of substitution drills are by the following activities:
a. The teacher gives and explains the basic structure of the sentence that need to be practiced by students.
b. The teacher points the cue word of the sentence and then asks the students to change or substitute the cue word.
c. The students substitute the cue word by their own word which should be suitable.
C. Teaching Degrees of Comparison by Using Substitution Drills
Degrees of comparison are involved as one of materials which are taught
in English grammar. In teaching English grammar, the teacher should be aware about some important points that will help him to explain it to the students clearly, and as the result the students will get more understanding about the material being
taught. According to Penny Ur there are some points in presenting a new grammatical structure:
1. A good presentation should include both oral, and written forms, and both form and meaning.
2. It is important for learners to have plenty of contextualized examples of the structure and to understand them. Visual materials can also contribute to understanding.
3. The learners will benefit more from the use of terminology.
4. The explanation should cover the great majority of instances learners are likely to encounter.17
The writer thinks that it is better to use substitution drills technique with the combination of some interesting steps in teaching degrees of comparison because one of the popular technique in teaching English grammar is through
substitution drills. The following explanations are the general implementation of teaching degrees of comparison by using substitution drills which will be done by the writer as a teacher in this research.
Firstly the teacher enters the classroom and directly asking about the
students’ condition. Next the teacher stands up in front of the students and asks three students who have the differences in height, weight and appearance. And then asks the other students to make a distinction according to three students in front of them. Afterwards they are expected to make statements based on the three students whom they distinguish. If there are some mistakes, the teacher will correct it and then he writes those statements on the blackboard.
And the last, teacher begins to give the cue word and asks the students to
substitute or replace it by another suitable cue word. To board the students’ understanding of the material, sometimes the teacher also asks some students to make their own sentence and expect the others to replace the cue word of the sentence made by their friends.
17Penny Ur,
23
CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses about the Time and Place of Study, the Subject and
Object of Study, the Method of Research, the
Writer
’s Role
on the Study, the
Research Design, the Procedures of Classroom Action Research, the Technique of
Collecting Data, the Technique of Data Analysis, the Trustworthiness of study and
the Criteria of the Action Success.
A.
The Time and Place of Study
B.
The Subject and Object of Study
1. Subject of the study
The subject of study is students at the first grade of Accountancy class at
Vocational School of Bangun Nusantara 2, academic year 2010/2011 which is located
in Cipondoh, Tangerang. The number of students in this class is 33 persons which
consist of 28 girls and 5 boys. The writer chooses this class based on the English
teacher
’s assumption that this
class has the lowest score in English grammar test
among other first grade classes. Finally, the writer thinks that they need an
appropriate technique in learning English grammar in order to improve their
achievement; in this case the writer limited the material about Degrees of
Comparison.
2. Object of the study
The object of study is Substitution Drills technique which is hoped to improve
the students’ achievement in learning
English grammar especially in Degrees of
Comparison.
C.
The Method of Research
The method which is used by the writer in this research is Classroom Action
Research (CAR), it is derived from the root action research. It seems a complex
research. As Jack C. Richards and David Nunan said in their book:
Action research is not simply research grafted onto practice. Rather, it
represents a particular attitude on the part of the practitioner, an attitude in
which the practitioner is engaged in critical reflection on ideas, the informed
application and experimentation of ideas in practice, and the critical
evaluation of the outcomes of such application.
11
25
Because it happens in the classroom frame, it is called Classroom Action
Research. According to Wijaya Kusuma and Dedi Dwitagama Classroom Action
Research is an action research which is done by the teacher in the classroom.
2Besides, Arikunto said that Classroom Action Research is an action research which is
carried out in the classroom aimed to improve learning practice quality.
3Furthermore, the writer uses two cycles in this research within each cycle has
four phases, they are: planning, acting, observing and reflecting. The previous four
phases are the only procedure in Classroom Action Research which must be done in a
line. Kurt Lewin said as it is quoted by Kunandar
“
Classroom Action Research is a
sequence step contains four phases: planning, acting, observing, and reflecting.”
4Here are some other definitions about Classroom Action Research (CAR)
from some experts:
a. According to Michael J. Wallace, CAR is a type of classroom research carried
out by the teacher in order to solve problems or to find answers toward
context-specific issues.
5b. John W. Creswell said that CAR is the practical design which explores a
problem with an aim toward developing a solution to a problem, and also
action research designs are systematical procedure done by the teachers (or
other individual in an educational setting) to improve their teaching, and their
students learning.
6c. Research: Showing the activity, knowing the object by using some
methodologies to get the useful information in increasing the quality of the
2
Wijaya Kusuma and Dedi Dwitagama,Mengenal Penelitian Tindakan Kelas,(Jakarta: PT Indeks, 2009), p. 9
3
Suharsimi Arikunto,Penelitian Tindakan Kelas,(Jakarta: Bumi Aksara, 2009), p. 5 4
Kunandar, Langkah Mudah Penelitian Tindakan Kelas Sebagai Pengembangan Profesi Guru,(Jakarta:PT Raja Grafindo Persada, 2008), p. 42
5
Michael J. Wallace, Action Research for Language Teachers, (Cambridge: Cambridge University Press, 2006), p. 5
6
interesting things according to the researcher. Action: An activity that is done
expressively to get the purpose. The activity is in the form of cycle.
Classroom: is a group of students who receive the same lesson from one
teacher in a time.
7From the definitions stated above it can be concluded that Classroom Action
Research (CAR) is held by teacher or researcher to find out the solution for the
studen
ts’ problem. It also means that to begin the Classroom Action Research, the
researcher or the teacher needs to identify any problems really found in the classroom
concerning students’ condition
generally in learning. Besides, Classroom Action
Research has a systematic design and procedure which is done in order to improve
the students’ ability in learning the material and also the teacher’s ability in teaching
the material.
D.
The Writer’s Role on
the Study
Generally the writer acts as the researcher, but in the teaching learning
process he acts as the teacher, meanwhile the English teacher acts as the observer. As
it is quoted from
Rochiati Wiriaatmadja
“if the researcher’s c
olleague; in this case the
English teacher plays a role as the observer, the writer will play a role as the teacher,
and the writer will become the subject of the research who will be observed by the
observer”.
8Furthermore, the writer makes lesson plan, prepares the media and also makes
the tests which are given to the students before and after conducting the Classroom
Action Research. Then he collects and analyzes the data, finally he reports the results
of study. He conducts the activities above collaboratively with the English teacher.
7
Suharsimi Arikunto,Penelitian Tindakan Kelas,(Jakarta: Bumi Aksara, 2009), p. 3 8
27
E.
The Research Design
[image:41.612.112.504.210.530.2]The design of research which is used by the writer is Kurt Lewin model. And
as the writer has said before that the research has two cycles within each cycle
consists of four phases, they are: planning, acting, observing and reflecting. The
figure below is the design of Classroom Action Research according to Kurt Lewin:
Figure 3.1KurtLewin’sModel of Classroom Action Research9
The figure above describes that the Classroom Action Research uses cyclone
model which is carried out by using the systematic phases, started by making a
planning
before doing the action and then applying it by an
action
in the classroom or
doing the classroom activity. While teaching learning activity, the real English
teacher observes the teacher’s activity, students’ participation
and attention and also
9
Suharsimi Arikunto,Penelitian Tindakan Kelas, (Jakarta: PT. Bumi Aksara, 2009), p.16
PLANNING
ACTING CYLCE 1
REFLECTING
OBSERVING
PLANNING
REFLECTING CYCLE II ACTING
OBSERVING
the class condition based on the structured observation sheet. And the last, the writer
does a feedback discussion with the English teacher about the results of acting phase
or
reflects
the results of it.
If there are still found any problems, the writer will improve the action in the
next cycle. This cycle has also the same phases as the first cycle which have been
done before. But it will be more concerned to the problems in the first cycle.
F.
The Procedures of Classroom Action Research
As it has been said before that the main concept of Classroom Action
Research according to Kurt Lewin consists of four phases in one cycle which are
done in a line, they are: planning, acting, observing and reflecting. And after
accomplishing the first cycle, it will be probably found a new problem or the previous
unfinished problems yet. Hence, it is essential to continue to the second cycle with
the same phases as the first cycle.
And the explanation of the procedures in this Classroom Action Research will
be discussed more detail as follows:
1. Planning phase
29
2. Acting phase
After making the planning, the writer begins to implement it in the classroom
and it is done in two meetings within each cycle. But before implementing the first
meeting of cycle 1 he gives the students pretest in order to know their ability in
Degrees of Comparison before he teaches them by using his technique. Afterward, he
conducts the activity based on the lesson plan by concerning to the pattern and usage
of Degrees of Comparison. In the second meeting he gives them the posttest in order
to know are there any improvements after learning the material based on the writer
’s
technique.
If the students’ improvement has not reached the criteria yet, he will
conduct the next two meetings in cycle 2.
3. Observing phase
During teaching learning activity, he asks the English teacher to observe his
performance, the students’ activity, the students’ participation, the students’ attention,
the students’ response and the class situation by using structured observation sheet. It
means both observation and teaching learning activity are done at the same time. In
this phase the writer also collects the data from the pretest and posttest which are
given to the students.
4. Reflecting phase
The last phase of the Classroom Action Research procedures is reflecting and
it is done after conducting the acting phase. In this phase the writer analyzes and
evaluates teaching learning process in cycle 1. Furthermore, he analyzes the
observation data and reflects his teaching experiences during teaching learning
activity; and it is done collaboratively with the English teacher. Besides, he also
analyzes the students’ score of pre-test and post-test based on the successful criteria
in learning Degrees of Comparison
can improve studen
ts’ ability and achievement
or
not.
However,
if there are still found any problems, the writer will move to the
next cycle regarding re-planning, re-acting,
re-observing
and reflecting.
Consequently, the writer and the English teacher should work out uncompleted
problems that have been solved yet.
G.
The Technique of Collecting Data
The technique of collecting data in this Classroom Action Research used both
qualitative data (experience-based) and quantitative data (number-based). The
qualitative data includes the observation within the physical activity of the students
and the teacher in the classroom, interview to be presented for the teacher before the
Classroom Action Research and to the students after it, and questionnaire which is
presented to the students after the Classroom Action Research. Meanwhile the
quantitative data includes the tests which are given to the students before the action
(pre-test) and after the action in each cycle (postest1 and postest2).
The complete explanation of the qualitative and quantitative data which are
used in this research will be discussed as follows:
a. Interview
By using interview, the writer can get the data about students’s difficulties in
understanding the Degrees of Comparison, students’ condition and the method or
31
Classroom Action Research and it is done to the students after accomplishing
Classroom Action Research.
Furthermore, the writer used semi-structured interview in this research. It
means that he has general idea of what is the interview used for and what is expected
to become the result of it, but it has no list of predetermined questions. As David
Nunan said in his book
“In semi
-structured interview, the interviewer has the general
idea of where he or she wants the interview to go, and what should come out of it, but
doesn’t enter with a list of predetermined questions. Topic and issues rather than
questions determine the course of the interview”.
10b. Observation
The observation is done in order to know what heppen during the teaching
learning process, such as: the teacher’s performance during the action, the students’
attention and response, and the class situation of the teaching Degrees of Comprison
activity. In addition, the writer uses the structured observation sheet which is filled by
the real English teacher as an observer. Generally, all of the need aspects that should
be noticed is to make sure whether the teaching learning process in line with the
lesson plan or not.
c. Test
There are two types of test which are used in this research. The first is the
pre-test which is given to the students before implementing Classroom Action Research.
It is used to measure students’ understanding
in Degrees of Comparison before using
Substitution Drills technique. And the second is post-test which is aimed to know
students’
improvement in understanding Degrees of Comparison after using
Substitution Drill technique. In this case, the tests are given in every second action of
each cycle and presented in the form of multiple choices.
10
d. Questionnaire
Other technique in collecting data which is used by the writer is through
questionnaire that is given to the students. David Nunan said that
“
questionnaire is
relatively means of collecting data. It enables the researcher to collect data in field
setting, and the data themselves are more amenable to quantification than discursive
data such as free-
form field notes, participant observers’ journals
and the transcripts
of oral language
”
.
11The questionnaire in this research is carried out in two sessions; before and
after the implementation of Classroom Action Research. Through questionnaire, the
writer would like to know students’ response and experience about the
technique used
by their English teacher in teaching Degrees of Comparison and also the ideas of
using Substitution Drills technique in learning Degrees of Comparison.
Furthermore, the writer used yes/no response as the design of the
questionnaire. Each questionnaire consists of ten questions which covers three main
categories, they are: the students’ feeling
toward understanding Degrees of
Comparison, the implementation of the technique and the effects of Substitution
Drills technique to their knowledge improvement of grammar skill; especially in
Degrees of Comparison.
H.
The Technique of Data Analysis
In this research, the writer analyzes two kinds of data which have been
collected during the Classroom Action Research, they are: qualitative and
quantitative data (as it is stated before). The qualitative data covers the observation of
students’ activities during teaching learning process, th
e interview before and after
Classroom Action Research and questionnaire. Furthermore, the writer uses
descriptive analysis to analyze it.
11
33
On the other hand, quantitative data is gained from the studen
ts’ score of
pretest, posttest 1 and posttest
2. It is used to measure students’ ability in
understanding the material given and also to know their score improvement after
learning the material by using the writer’s technique. To analyze this numerical data,
the writer uses formulas as follows:
Firstly, the writer tries to get the average of students’ score per action within
one cycle. It is used to know how well students’ score as a whole in understanding
degrees of comparison. It uses the formula:
12X : mean
x : individual score
n : number of students
The next, he tries to get the class percentage which pass the
minimal mastery
level criterion
considering English subject gained score 70 (seventy) which has been
agreed by the English teacher. It uses the formula:
1312
Sudjana,Metoda Statistika, (Bandung: PT. Tarsito, 2002), p. 67.
13
Anas Sudijono, Pengantar Statistis Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), p. 43.
_
∑ x
X =
──
n
F
P : the class percentage
F : total percentage score
N : number of students
The last, after getting the mean of students’ score per
action, he identifies
whether or not there might have students’ improvement score in understanding
Degrees of Comparison from pre-test up to posttest score in cycle 1 and cycle 2. And
to analyze it, he uses the formula:
P : percentage of students’ improvement
y : pre-test result
y1 : post-test 1
P : percentage of students’ improvement
y : pre-test result
y2 : post-test 2
Besides, the writer also calculates the result of Questionnaire, and it uses the
formula as follow:
y2 - y
P =
─ ─ ─
X 100%
y
y1 - y
35
P : percentage of the answer
F : total amount of the answer
N : number of statements
I. The Trustworthiness of Study
To get the valid data the writer uses triangulation technique. As Anne Burns
said in her book that triangulation is one of the most commonly used and best known
ways of checking for validity. The aim of triangulation technique is to gather multiple
perspectives on the situation being studied.
14Besides, Anne Burns also added the
definition of triangulation in her book from other experts, such as: R.B. Burns
(1994:272) states that triangulation is a way of arguing that
“if different methods of
investigation produce the same result then the data are likely to be valid”. Silverman
(1993:156) defines triangulation as:
Comparing different kinds of data (e.g. quantitative and qualitative)
and different methods (e.g. observation and interviews) to see whether
they corroborate one another.... This form of comparison, called
triangulation, derives from navigation, where different bearings give
the correct position of an object.”
In this case, the writer tries to gather the data of the interview, questionnaire
and tests. Afterward he compares those data, whether it is relevant or not. Besides,
the writer also examines the tests which are used as the instrument of the study to get
its validity. To analyze the examined test items, the writer implements the
14
Anne Burns,Collaborative Action Research for English Language Teachers, (New York: Cambridge University press, 1999), p.163
F
trustworthiness of the test. It is used as the evidence of the truth of this research.
Furthermore, there are some phases including:
1) Item Difficulty
The item difficulty or it can be also called item facility analysis concerns with
the proportion of comparing students who answer correctly with all of students who
follow the test. Item facility is how easy (or difficult) an item is from the viewpoint of
the group of students or examinees taking the test of which that item is a part.
15According to Kathleen M. Bailey, item facility is an index of how easy an
individual item was for the people who took it. I.F is a number, typically printed as a
decimal, ranging from 0.0 to 1.0. It represents the proportion of people who got the
item right (out of all the people who took the test).
16To analyze it, the writer uses
formula as follow:
17B
P =
──
JS
In which,
P : Index of difficulty
B : The total number of students who selected the correct answer
JS : The total number of students including upper and lower group
15
John W. Oller,Language Test at School,(London: Longman Group Limited, 1979), p. 246. 16
Kathleen M. Bailey, Learning about Language Assessment: Dilemmas, Decisions, and Direction,(London: Heinle & Heinle Publisher, 1998), p. 132.
17
37
[image:51.612.116.508.148.331.2]In addition, the writer uses criterion scale of Item Difficulty as follow:
Table 4.1
Item Difficulty Scale
ID
REMARK
0.0
–
0.30
High
0.30
–
0.70
Medium
0.70
–
1.00
Low
2)
Discriminating Power
The analysis of discriminating power of test items is aimed to know the
performance of the test through distinguishing students who have high score and low
score. Discriminating power provides a more detailed analysis of the test items than
item difficulty does, because it shows how the top scores and lower scores performed
on each item.
18To compute discriminating power the writer uses formula as follow:
19D = Ba
–
Bb
Ja Jb
In which,
D : The index of discriminating power
Ba : The number of pupils in the upper group who answered the item correctly
Bb : The number of pupils in the lower group who answered the item correctly
Ja : Number of pupils in the upper group
Jb : Number of pupils in the lower group
18
Kathleen M. Bailey, Learning about Language Assessment: Dillemas, Decisions, and Direction,(London: Heinle & Heinle Publisher, 1998), p. 135.
19
Furthermore, it uses the discriminating power scale as follow:
Table 4.2
Discriminating Power Scale
DP
REMARK
0.70 - 1.00
Excellent
0.40 - 0.70
Good
0.20 - 0.40
Satisfactory
0.00 - 0.20
Poor
Negative
Discarded
J.
The Criteria of the Action Success
Classroom Action Research can be called successful when it exceeds the
criteria which have been determined, on the other hand it will be called failed when
the result cannot achieve the determined criteria.
Classroom Action Research (CAR) is able to be called successful if it can
achieve the criteria which have been determined, and unsuccessful if it is cannot
achieve the criteria which have been determined. In this study, the research will be
success when there are 75% number of students can achieve some improvement
scores from the pre-test until the second post-test in cycle two and/or they can pass
the target score of the
minimal mastery level criterion
.
20Based on the agreement between the writer and the real English teacher, this
research will be called successful when there are at least 75% of students gaining the
20
39
minimal mastery level criterion
of English subject. In addition, the score of
minimal
mastery level criterion
of English subject in this school is 70.
If the criteria mentioned above are achieved, the next cycle of the research
40
This chapter presents the data which have been collected by the writer
during the Classroom Action Research. And it is divided into three main parts, they are: Before Implementing the Classroom Action Research, The Implementation of the Classroom Action Research and The Discussion of Data After Classroom Action Research. The complete explanation of those three main parts of this chapter will be discussed as follows:
A. Before Implementing the Classroom Action Research
The writer had done the survey b
