CHAPTER III RESEARCH METHODOLOGY
E. Approach
Approach is used to solve the problem in this research which is done in order to arrange the field fact and field summary. In this research, the researcher used case study. Case study is used to clearly describe a phenomenon.
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Case study has some research procedures, as follows:
1. Determine focused the research and formulating the questions.
The questions must be collected to focus the research. Determining case and arranging question of the research are the basic of the research.
2. Determining case, collecting and analyzing the data.
After arranging the questions, the writer would determine the case to research.
3. Supplying collecting data instrument.
Preparing the suitable research instruments was one of the factors that determine the accuracy of research data.
4. Collecting the data.
After choosing the instruments, the researcher collected the data needed by the research.
5. Evaluating and analyzing the data.
This is the important process. It is success depends on researcher ability.
There are some techniques to analyze the data. They will pattern- matching, explanation building and time series analysis.
6. Making report.
To make a research related to a foreign languagea; it is more suitable to use formal report.
The subject for this research are the student at eighth grade of MTs Riyadlatul Ulum Batanghari. Case study basically observe the subject and describe the in narrative form.
CHAPTER IV
REVIEW FINDINGS AND DISCUSSIONS
A. Result of the Review
1. Description of The Research Location
a. History of MTs Riyadlatul Ulum Batanghari
MTs Riyadlatul Ulum is a school that located in Bumiharjo, 39B Batanghari East Lampung. Established since 2014 to facing the era of globalization and the swift flow of technology and information, education occupies a very important position to answer the challenges of this era by realizing the importance of a focused and integrated Islamic education between intellectuals and akhlaqul karimah, especially at the junior secondary level / wustho / madrasah tsanawiyah level with merging and holding its headquarters in MTs Ma'arif NU 5 Sekampung.
Furthermore, MTs Riyadlatul Ulum Batanghari officially becomes an educational institution as well as obtaining an operational permit based on the Madrasah Establishment Charter issued by the Regional Office of the Ministry of Religion of Lampung Province, number: 038/2018 with Madrasah Statistics Number (NSM):
121218070099 on January 31 2018. Until now, MTs Riyadlatul Ulum Batanghari is listed as organizers of "Accredited B".
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b. Vision and Mission of MTs Riyadlatul Ulum Batanghari
MTs Riyadlatul Ulum Batanghari has the vision as follows:
To become a Madrasah Tsanawiyah Educational Institution that is superior in realizing students who are knowledgeable, charitable, and have good morals.
Besides vision, MTs Riyadlatul Ulum Batanghari also had some mission follows:
1) Educate students to become righteous, intelligent, skilled and good- natured Muslims;
2) Educating students to become intellectual cadres who are sincere, tough and steadfast in practicing and preaching Islamic teachings in a comprehensive and dynamic manner;
3) Equip students with skills in various scientific disciplines so that they are able to face the challenges and changes of an increasingly advanced and modern era;
4) Educate students to become Ahlussunnah wal jama'ah generation.
c. Teachers Data
Table 2. Teachers Data at MTs Riyadlatul Ulum Batanghari in Academic Year 2021/2022
No Teachers Status
Gender
Quantity Last Education
L P SHS S1 S2
1 GTY 15 10 25 1 21 3
2 PTY 3 - 3 2 1 -
3 Honorer 3 4 7 4 3 -
Total 21 14 35 7 25 3
d. Students Data
Table 3. Students Data at MTs. Riyadlatul Ulum Batanghari in Academic Year 2021/2022
No Class Gender
Quantity Sub Total Male Female
1
7-A 15 9 24
7-B 17 8 25 97
7-C 15 10 25
7-D 15 8 23
2
8-A 24 9 33
100
8-B 24 10 34
8-C 22 11 33
3
9-A 15 13 28
86
9-B 16 14 30
9-C 17 11 28
Total 283
e. Condition of Facilities
Table 4. Facilities Data at MTs Riyadlatul Ulum Batanghari in Academic Year 2021/2022
No Facilities Room Quantity
Conditions Good Light
Damage
Moderate Damage
Severely Damage
1 Classrooms 10 7 3 - -
2 Library 1 1 - - -
3 PAI Labj - - - - -
4 Biology Lab 1 - - - 1
5 Physics Lab 1 - - - 1
6 Chemical Lab 1 - - - 1
7 Computer Lab 1 1 - - -
8 Language Lab - - - - -
9 Principal‟s Office 1 1 - - -
10 Curriculum Vice 1 1 - - -
11 Vice for Student 1c 1 - - -
12 Teachers Roomx 1 1 - - -
13 Staff Room 1 1 - - -
14 Counselling Room 1 1 - - -
15 Mosque 1 1 - - -
16 Medical Room 1 1 -
17 Toilet 9 6 - 3 -
18 Warehouse 1 - 1 - -
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f. Organizational Structure
Figure 2. Organizational Structure of MTs. Riyadlatul Ulum Batanghari in Academic Year 2021/2022
g. Site Plan
Figure 3. Site Plan at MTs Riyadlatul Ulum Batanghari in Academic Year 2021/2022
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2. General Description of the Research Data
The purpose of this study was to evaluate and explain the findings of the interview and the qualitative documentation of the degrees of comparison on descriptive text. This research was conducted at the eighth grade of the MTs Riyadlatul Ulum Batanghari. The participant of this review was 20 students. So, respondents of this research were only student 1st to student 20th.
a. The Result of Documentation
The main objective of this research is to find out the error of degrees of comparison in writing descriptive text for eighth grade students of MTs Riyadlatul Ulum Batanghari in the academic year 2021/2022. The research data collected by the researcher was carried out using a qualitative method. This research was conducted in collaboration with English teachers at MTs Riyadlatul Ulum Batanghari. The researcher came to the school and asked permission from the Principal and the Curriculum section of MTs Riyadlatul Ulum Batanghari to conduct research. After getting permission, the researcher met the English teacher.
In this study, the researcher used observation, documentation, and interviews to collect data. The data that was analyzed by the researcher is the writing descriptive text data given by the teacher to the students through the researcher during class observation. The task given by the teacher is to exercise about degrees of comparison on the descriptive
text, then the researcher analyzes and categorizes the degrees of comparison error data based on Heidi Dulay's Theory, namely Omission, Addition, Misformation, and Misordering. The final step is to conduct interviews with students and teachers. The task as follow :
I have three cats, they are Miki, Tito and Mario. They have flat nose. Tito is 1) _____(fast) than Mario, Tito is 2) ______ (thin) than Miki, so Miki is the 3) ______ (fat) of all. Tito is a fast eater, he eats his meal 4) ______(fast) than Miki and Mario. Their fur is very clean. I often kiss them. Miki is a lazy cat, he is the lazier of all. But, his laziness makes me love him. I often put something on his head when he is sleep, because he is lazy, he will never angry to me. They are a cute, fat, and white cat that I ever had. I love them, because they are my best friend, they are 5)______ (important) than anything.
Based on the results of the analysis of degrees of comparison errors of students at MTs Riyadlatul Ulum Batanghari in their writing descriptive text, the researcher found the results in this study. The researcher concludes the number of types of errors using presentation.
The results of this study are the writer found 90 errors in the use of degrees of comparison on students' writing descriptive text.
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Table 5. The Description of Omission Error in Using degrees of comparison in Writing Descriptive text
No Number of Student
Error Identification
Error Classification
Error Correction 1 Student 4
Tito Fatterst than Mario
Omission of
word (is) Tito is fatter than Mario
Student 7 Student 13 Student 17
2 Student 14 Tito is fat than Mario
Omission of letter (-ter) Student 12
3 Student 2
Miki fattest of all Omission of word (is)
Miki is fattest of all Student 3
Student 12
4 Student 5 Tito more thinner than Miki
Omission of word (is)
Tito is thinner than Miki
Student 10 5 Student 5
They are important than anything.
Omission of word (more)
They are more important than anything
Student 11
6 Student 6 He eats his meal fast than Miki and Mario
Omission of suffix (-er)
He eats his meal faster than Miki and Mario
Student 10 Student 15
7 Student 11 Tito is thin than Omission of Tito is thinner than
Student 17 Miki letter (ner) Miki Total omission error (13 students) 19 Errors
Table 6. The Description of Addition Error in Using degrees of comparison in Writing Descriptive text
No Number of Student
Error Identification
Error Classification
Error Correction 1 Student 2
Tito is Fatteer than Mario
Addition of letter (e)
Tito is fatter than Mario
Student 3 Student 6 Student 15 Student 19 2 Student 1
Tito is thinneer than Miki
Addition of letter (e)
Tito is thinner than Miki
Student 7 Student 14 Student 20
3 Student 8 Miki is fatteest of all
Addition of letter (e)
Miki is fattest of all 4 Student 9 Miki is more
fattest of all
Addition of word (more)
Student 19
5 Student 1 He eats his meal more faster than Miki and Mario
Addition of word
(more) He eats his meal faster than Miki and Mario
Student 7 Student 19 Student 13
6 Student 9 He eats his meal fasters than Miki and Mario
Addition of suffix (-s) Student 11
7 Student 2 They are more importanter than anything
Addition of suffix (-er)
They are more important than anything Student 15
Student 18
8 Student 8 They are more importantest than
Addition of suffix (-est)
They are more important than Student 13
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Student 20 anything anything
Total additon error ( 14 students) 24 Errors
Table 7. The Description of Misordering Error in Using degrees of comparison in Writing Descriptive text
No Number of Student
Error Identification
Error Classification
Error Correction 1 Student 1
Tito more fatter than Mario
Misordering of word (more)
Tito is fatter than Mario
Student 5 Student 9 Student 15 Student 16
2 Student 5 Tito more thinner than Miki
Misordering of word (more)
Tito is thinner than Miki
Student 10 Student 19
3 Student 15 Tito most thinner than Miki
Misordering of word (most) Student 18
4 Student 9 Miki is more fattest of all
Misordering of
word (more) Miki is fattest of all Student 16
5 Student 6 Miki is most fattest of all
Misordering of word (most) Student 17
6 Student 1
He eats his meal more faster than Miki and Mario
Misordering of
word (more) He eats his meal faster than Miki and Mario
Student 7 Student 8 Student 13 Student 17 Student 19
6 Student 4 He eats his meal most faster than Miki and Mario
Misordering of word (most) Student 14
7 Student 4
They are most important than anything
Misordering of word (most)
They are more important than anything Student 6
Student 9 Student 10
Student 14 Student 16 Student 17 Student 19
Total misordering error ( 16 students) 30 Errors
Table 8. The Description of Misformation Error in Using degrees of comparison in Writing Descriptive text
No Number of Student
Error Identification
Error Classification
Error Correction 1 Student 4 Tito Fatterst than
Mario
Misformation of word (fatterst)
Tito is fatter than Mario
Student 7 Student 13
2 Student 3 Tito more thinest than Miki
Misformation of word (thinest)
Tito is thinner than Miki
Student 12 Student 16 3 Student 4
Miki is the fatter of all
Misformation of word (fatter)
Miki is the fattest of all
Student 7 Student 15 Student 18
4 Student 3 He eats his meal fastest than Miki and Mario
Misformation of word (fastest)
He eats his meal faster than Miki and Mario
Student 12 Student 16
5 Student 8 They are more importantest
Misformation of word
They are more important than Student 13
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Student 20 than anything (importantest) anything Total omission error (10 students) 16 Errors
To make it easier for readers to understand the result above, the researcher present the research result in table and diagram. The details can be seen below:
Table 9. recapitulation of students’ error in each type
NO ERROR TYPES TOTAL OF
ERROR
PERCENTAGE
Misordering 30 33.4%
Addition 25 27.8 %
Omission 19 21.2 %
Misformation 16 17.8%
Total 90 100%
Below it can be seen that there are still many degrees of comparison errors made by students in their writing descriptive text as follows:
Table 10.The Total of Errors Student Made on the Use of degrees of comparison in Writing Descriptive text
Student Number
Types Of Error Total
Error Omission Addition Misformation Misordering
1 - 2 - 2 4
2 1 2 - - 3
3 1 1 2 - 4
4 1 - 2 2 5
5 2 - - 2 4
6 1 1 - 2 4
7 1 2 2 1 6
8 - 2 1 1 4
9 - 2 - 3 5
10 2 - - 2 4
11 2 2 - - 4
12 2 - 2 - 4
13 2 2 2 1 7
14 1 1 - 2 4
15 1 2 1 2 6
16 - - 2 3 5
17 2 - - 2 4
18 - 1 1 1 3
19 - 3 - 3 6
20 - 2 1 1 4
Frequency 19 25 16 30 90
Percentage 21,2% 27,8% 17,8% 33.4% 100%
b. The Result of Interview
In terms of knowing the errors of the learners throughout the degrees of comparison on descriptive text, the researcher had used interview method as secondary data. Specifically, the researcher used a semi structured interview to get deeper information from the respondents. The researcher asked the English teacher and the student‟s five questions about the degrees of comparison on descriptive text.
Some questions were distributed to English teacher and to 20 students in VIII C class at MTs Riyadlatul Ulum Batanghari.
The English teacher response is presented below:
Questions:
1) What problems did you face while teaching the degrees of comparison?
The English teacher replies that the first issue is small media, the number of students' English books is not sufficient. Then, there is no audio-visual media yet so I find it difficult to make the learning
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atmosphere more lively and enjoyable. The next problem, students are slow to understand English lessons, their vocabulary is limited, making it painful to understand about degrees of comparison on descriptive text.
2) What is your solution to these problems of teaching the degrees of comparison?
English teacher answered: For the book problem, while I ask students to pair up in using the book, I also ask students to make a summary on degrees of comparison material so they can learn again in the dormitory. I also ask students to memorize vocabulary words that I give each week, at least 20 vocabularies. I even asked students to remember this degrees of comparison.
3) Did learnerrs make errors in degrees of comparison?
Answers: Yes, they did.
4) What errors did students make the most in degrees of comparison on descriptive text?
On either the premise of the above questions, the English teacher claimed that the majority of students' errors were in the use of the grammar form.
5) How can you help students better understand and minimize the errors that students make in degrees of comparison on descriptive text?
Formed on a question above, English teacher stated that she explained the degrees of comparison material again, guiding one by one student who did not understand by asking for help from students who were understanding to explain to their friends who did not understand. I also wrote down the comparative word changes for the students to memorize. I also asked all students to read more about changing comperative word of degrees of comparison and required students to bring a dictionary. After that, I gave more assignments to students who didn't understand.
Then the students‟ response is presented below:
1) Have you learned about the degrees of comparison?
Formed on the above question, all of 20 respondents state that they had learned the degrees of comparison on descriptive text.
2) Can you understand the degrees of comparison properly?
Formed on the above question, there were 13 students stating
”Sometimes”, and 7 students stated “Yes” from 20 respondents.
3) Did you make an error in degrees of comparison on descriptive text?
Formed on the above question, which was given to 20 respondents by the researcher, there were eighteen students stating
”Yes”, and two students stating “No” both of them did not make an error degrees of comparison on descriptive text.
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4) What error did you make in degrees of comparison on descriptive text?
Formed on the above question, which was given to 20 respondents by the writer, there were 13 students who made error in changing the comparative word of degrees of comparison and to be, while five students stated that they had made error in putting the word order and were wrong in writing vocabulary, and the remaining 2 students said they had no errors.
5) What are the steps you take to minimize errors in degrees of comparison on descriptive text?
Formed on the above question, which was given to 20 respondents by the researcher, there were students' states that, study hard again, open the dictionary, ask to their teacher, ask to their friend, and memorize more comparative word changes in dictionary also study hard to change the word of degrees of comparison.
Based on the results of the research and the conclusions of student and teacher interview answers, it was found that efforts to minimize errors in the use of degrees of comparison on students' writing descriptive text include:
(a) The teacher immediately corrects and clarifies degrees of comparison errors in students' writing descriptive text. This is so that students can find out what degrees of comparison errors are made repeatedly in an effort to minimize errors.
(b) The teacher must be able to introduce and train students to use correct comparative word form in writing descriptive text, because of the lack of knowledge of students in using the correct comparative word form.
(c) Between students, reading activities can be carried out before submitting assignments to the teacher. In this case, students can discuss with other friends and correct each other's writing as an effort to reduce writing errors with comparative word form.
(d) Students should not be in a hurry when writing, students must use their time well.
(e) Writing activities will be very fun if students are able to put their knowledge into writing, writing difficulties and errors in using comparative word form are a lack of knowledge of good and correct writing rules, so this can be overcome by always getting used to reading.
In addition, students can also ask the teacher directly for mistakes made during writing to the teacher.
B. Discussion
This finding was funded at MTs Riyadlatul Ulum Batanghari's Grade VIII students on Monday, 6 Juni 2022. As for the participants, the writer chose class C of the eighth grade. According to the students' documentation, after reads all the data and coding the data. The researcher already noted about the same kind of error where learners in the 8th grade have at MTs
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Riyadlatul Ulum Batanghari conducted were error on grammar form, error on word order, omitted an item from a well-performed vocabulary, and added an item from well-performed vocabulary.
In addition, as Heidi Dulay's Theory in the previous chapter, the types of errors referred to above are sequentially misformation, misordering, omission, and addition. Meanwhile, the interpretation of each error is omission with 19 errors or 21,2%, addition with a percentage of 14,3% or 25 errors, then misformation with 16 errors or 17,8% and misordering with a percentage of 33,4% or 30 errors. The following chart is to describe data result of the error analysis degrees of comparison of the eighth grade students' at MTs Riyadlatul Ulum Batanghari:
Diagram 1. Chart of Error Analysis Degrees of comparison Outcome Besides, as an outcome about an interview with English teachers and learners, the researcher often noted that learners of the grade 8 also made error in degrees of comparison. The English instructor assumed that its majority errors produced by the learners were in the form of grammar.
Furthermore, looking at the students' answers, the errors in degrees of comparison were conducted by the students' are verb transformation, change comparative word of degrees of comparison form, and vocabulary writing.
Thus, based on the findings of the above-mentioned documentation and interview data study , the researcher found that students had still made an error in change comparative word of degrees of comparison on descriptive text. Types of error created by students include omission, addition, misformaton, and misorder. And according to the pie chart above, the researcher also assumed that the most errors produced by the students are misordering with 30 of the total 90 errors or if a percentage was 33,4%.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
After analyzing the data of the students errors in using degrees of comparison on writing descriptive text, the researcher accomplished to the conclusion that the student of eighth grade at MTs Riyadlatul Ulum Batanghari still make an error in the degrees of comparison on descriptive text and need to be enhanced. The types of error done by student of the 8th grade in degrees of comparison on descriptive text from the largest percentage to smallest are error of misformation, omission error, error of ordering and error of addition. The most error produced by the learners of the 8th grade was the error of misordering that took place 30 errors or 33,4%. This is accompanied by an error in addition with a percentage of 27,8%, error in omission with percentage of 21,2%, and error in misformation 17,8%.
There are still many students who make erros using degrees of comparison in English writing descriptive text, students lack knowledge about the function and application of degrees of comparison, so it is necessary to learn the rules and functions of degrees of comparison on writing descriptive text. The students must study and understand more about degrees of comparison, particularly how to use comparative word, in order to minimize these errors.