THE EFFECTIVENESS OF USING PICTURE IN TEACHING DEGREE OF COMPARISON (A Quasi Experimental Study at the Second Year Students of SMP AD-DA’WAH, Duri Kosambi-Cengkareng)
Written by: MAHMUD BADARUDIN NIM. 109014000058
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
THE EFFECTIVENESS OF USING PICTURE IN TEACHING DEGREE OF COMPARISON
Picture
ABSTRACT Mahmud Badarudin (109014000058). The Effectiveness of Using Picture in Teaching Degree of Comparison (A Quasi Experimental Study at the Second Year Students of SMP AD-DA-WAH, Duri Kosambi-Cengkareng). Skripsi, Department of English Education, Faculty of Tarbiyah and Teachers’s Training, ‘Syarif Hidayatullah’ State Islamic University Jakarta, 2014 Advisor : Nida Husna M.Pd., M.A TESOL Teguh Khaerudin, MAppLing Key Words : Degree of Comparison and Picture Teaching and learning English in Indonesia emerge number of problems to the students especially in grammar. Most of them think that grammar has confusing rules so it is difficult to be learned. Therefore, in this skripsi the writer tries to find the alternative way to face that problem by using picture to teach one of grammar rules, namely degree of comparison. This research is conducted to find the empirical evidence whether there is any significance difference of students’ achievement who are taught degree of comparison by using picture and those who are taught degree of comparison without using picture. In this research, the writer uses a quasi experimental study that he compares two classes of AD-DA’WAH Junior High School which is located on Duri Kosambi-Cengkareng. The first class as the experimental class is taught degree of comparison by using picture. While for the second class as the control class is taught degree of comparison without using picture or just using conventional teaching method. The writer gives a pretest first, and then implements the treatment, and the last gives a post-test to obtain the data in this research. The data collected and analyzed by using t-test formula. According to the result of statistical calculation, for the experiment class, Mpre-test is 44, Mpost-test is 61.92, and Mgained score is 17.92. Meanwhile for the control class, Mpre-test is 41.76, Mpost-test is 53.44, and Mgained score is 11.68. Besides, t-observation (to) is 6.87 and t-table (tt) at significance level of 5% is 2.011. So it can be seen that t-observation (to) is higher than t-table (tt) or 6.87 > 2.011. It means that there is a significant difference of students’ achievement who are taught degree of comparison by using picture and those who are taught degree of comparison without using picture. In conclusion, teaching degree of comparison by using picture is effective and applicable at the second year students of ADDA’WAH Junior High School, Duri Kosambi-Cengkareng.
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ABSTRAK Mahmud Badarudin (109014000058). The Effectiveness of Using Picture in Teaching Degree of Comparison (A Quasi Experimental Study at the Second Year Students of SMP AD-DA-WAH, Duri Kosambi-Cengkareng). Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014 Pembimbing : Nida Husna M.Pd., M.A TESOL Teguh Khaerudin, MAppLing Kata Kunci
: Degree of Comparison dan Gambar
Pengajaran dan pembelajaran bahasa Inggris di Indonesia memunculkan sejumlah masalah kepada siswa terutama pada grammar. Banyak dari mereka yang beranggapan bahwa grammar memiliki aturan -aturan yang membingungkan sehingga sulit untuk dipelajari. Oleh karena itu, dalam skripsi ini penulis mencoba untuk menemukan cara alternatif dalam menghadapi masalah tersebut dengan menggunakan gambar untuk mengajarkan salah satu bagian grammar, yaitu degree of comparison. Penelitian ini diadakan untuk menemukan bukti empirik apakah terdapat perbedaan yang signifikan terhadap prestasi siswa yang diajarkan degree of comparison dengan menggunakan gambar dan mereka yang diajarkan degree of comparison tanpa menggunakan gambar. Dalam penelitian ini, penulis menggunakan metode quasi experimental study, yakni dengan membandingkan dua kelas dari SMP AD-DA’WAH yang berlokasi di Duri Kosambi-Cengkareng. Kelas pertama sebagai kelas eksprimen diajarkan degree of comparison dengan menggunakan gambar. Sementara untuk kelas kedua sebagai kelas kontrol diajarkan degree of comparison tanpa menggunakan gambar atau hanya menggunakan metode mengajar biasa. Pertama penulis memberikan tes awal, kemudian menerapkan pengajaran, dan terakhir memberikan tes akhir untuk mendapatkan data dalam penelitian ini. Data dikumpulkan dan dianalisis menggunakan rumus t-test. Berdasarkan hasil dari perhitungan statistik, untuk kelas eksperimen, Mpre-test sebesar 44, Mpost-test sebesar 61.92, dan Mgained score sebesar 17.92. Sementara itu untuk kelas kontrol, Mpre-test sebesar 41.76, Mpost-test sebesar 53.44, dan Mgained score sebesar 11.68. Selain itu, t-observation (to) sebesar 6.87 dan t-table (tt) pada taraf signifikan 5% sebesar 2.011. Maka dari itu, dapat dilihat bahwa t-observation (to) lebih tinggi dari pada t-table (tt) atau 6.87 > 2.011. Itu mengartikan bahwa terdapat perbedaan yang signifikan terhadap prestasi siswa yang diajarkan degree of comparison dengan menggunakan gambar dan mereka yang diajarkan degree of comparison tanpa menggunakan gambar. Sehingga dapat disimpulkan bahwa mengajarkan degree of comparison dengan menggunakan gambar efektif dan dapat diaplikasikan untuk siswa kelas dua SMP ADDA’WAH, Duri Kosambi-Cengkareng.
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ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful
All praise be to Allah, the Lord of the worlds, who has given the Mercy and Blessing for us, especially for the writer in writing and in accomplishing this skripsi. Peace and salutation be upon the prophet Muhammad SAW, his families, his companions, and his faithful followers forever. Alhamdulillah, finally the writer has finished in writing his skripsi entitled “The Effectiveness of Using Picture in Teaching Degree of Comparison”. This skripsi is written to fulfill one of the requirements for the degree of S.Pd (Bachelor of Arts) in English Education Department, Faculty of Tarbiyah and Teachers' Training, Syarif Hidayatullah State Islamic University. On this occasion, the writer would like to express his greatest honor and deepest gratitude to his beloved parents Mr. Muslih and Mrs. Siti Surrayah, who always give him their love, support, motivation, and advice as long as he studies in English Education Department. The writer also would like to say a lot of thanks to his advisor, Nida Husna, M.A TESOL and Teguh Khaerudin, MAppLing for their valuable help, guidance, comments, corrections and suggestions and who has been very patient to sacrifice their energy and time to assist the writer so that the writer could finish this skripsi. The writer realizes that he would have never completed writing this skripsi without the help of people around him. Therefore, he would like to give his gratitude and appreciation to: 1. All lecturers of English Education Department, who has dedicated their knowledge, motivation, and patience, during his study at UIN Syarif Hidayatullah Jakarta. 2. Drs. Syauki, M.Pd, the Chairman of English Education Department who has given support to all students to finish their study.
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3. Nurlena Rifa’i, Ph.D, the Dean of the Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta. 4. The staff and officers of UIN library and Atmajaya library, who have given permission to the writer to use their books as the reference in writing this skripsi. 5. Drs. H. Jamaludin, M.Si, the headmaster of SMP AD-DA’WAH, and the English teacher, Ubaidillah, S.Pd, who have given the writer help and permission to do the research at their school. Also, all the second year students of SMP AD-DA’WAH for their participation. 6. All of his friends in English Education Department, especially B Class in academic year 2009 for the great friendship, support, togetherness and knowledge they have shared. 7. The writer’s best friend, AGC Community (Yona Erviani, Ikrima Nur Endah, Riyana Muntika. S, Allen Subekti, Ahmad Subhan, Restu Esa Putra, and M. Noor Afdillah) for their valuable help, support, and advice to the writer during his study at English Education Department. 8. Special thanks also given to Anisa Faradiba, who has given a lot of contributions to the writer, especially to teach him in analyzing the data patiently, and lend him many references until he could finish his skripsi.
May Allah, the Almighty bless them all, Amien.
Finally, hoping this skripsi be useful for the the writer in particular and for the readers in general. The writer also realizes that this skripsi still has some weakness and still far from being perfect. Therefore, the writer would like to accept critique and suggestion to make this skripsi better. Jakarta, May 8th, 2014
The Writer
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TABLE OF
CONTENTS
ABSTRACT ___________________________________________________
i
ABSTRAK ____________________________________________________
ii
ACKNOWLEDGEMENT _______________________________________
iii
TABLE OF CONTENTS ________________________________________
v
LIST OF TABLES _____________________________________________ vii LIST OF PICTURE ____________________________________________ viii LIST OF CHARTS _____________________________________________
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LIST OF APPENDICES_________________________________________
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CHAPTER
1
CHAPTER
I INTRODUCTION _______________________________ A. The Background of the Study ........................................
1
B. The Identification of Problem ........................................
5
C. The Limitation of the Problem .......................................
6
D. The Formulation of the Problem ....................................
6
E. The Objective of the Study ............................................
6
F. The Significance of the Study........................................
7
II THEORETICAL FRAMEWORK _________________
8
A. The Picture ....................................................................
8
1. The Definition of Pictures........................................
9
2. The Types of Pictures .............................................. 10 3. The Criteria of Good Pictures .................................. 12 4. The Advantages and Disadvantages of Using Picture 13 a. The Advantages of Using Picture ....................... 13 b. The Disadvantages of Using Picture................... 17 B. The Degree of Comparison............................................ 20 1. The Definition of Degree of Comparison ................. 20 2. The Forms of Degree of Comparison ....................... 22 v
C. Teaching Degree of Comparison by Using Picture......... 27 D. Teaching Degree of Comparison without Using Picture 29
CHAPTER III RESEARCH METHODOLOGY __________________ 32 A. The Method of the Research .......................................... 32 B. The Place and the Time of Research .............................. 33 C. The Population and the Sample ..................................... 34 D. The Instrument of the Research ..................................... 35 E. The Technique of Data Collecting ................................. 36 F. The Technique of Data Analysis .................................... 37 G. The Hypothesis of the Research .................................... 39
CHAPTER IV RESEARCH FINDINGS _________________________ 40 A. The Data Description..................................................... 40 B. The Data Analysis ......................................................... 45 C. The Data Interpretation.................................................. 47 D. The Test of Hypotheses ................................................ 47
CHAPTER
V CONCLUSIONS AND SUGGESTIONS ____________ 48 A. Conclusions ................................................................... 48 B. Suggestions ................................................................... 49
BIBLIOGRAPHY ______________________________________________ 50 APPENDICES _________________________________________________ 52
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LIST OF TABLES
Table 2.1 :
One syllable adjective by adding -er and -est ............................ 24
Table 2.2 :
Adjectives ending in -e by adding -r and st ............................... 24
Table 2.3 :
Adjectives ending in vowel + consonant by doubling the last consonant and adding -er and -est ............................................. 24
Table 2.4 :
Two syllables adjectives by adding more and most.................... 25
Table 2.5 :
Adjectives ending in -y, the -y is changed to -i .......................... 25
Table 2.6 :
Two syllables adjectives use either -er/est or more/most ........... 25
Table 2.7 :
Three or more syllables adjectives by adding more and most .... 26
Table 2.8 :
Irregular comparative and superlative adjectives ....................... 26
Table 3.1 :
The schedule and the agenda of the research ............................. 33
Table 4.1 :
Student’s score of control class and experiment class ................ 40
Table 4.2 :
Gained score interval in control class ........................................ 43
Table 4.3 :
Gained Score interval in experiment class ................................. 44
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LIST OF FIGURES
Figure 2.1
:
An English dictionary ............................................................ 11
Figure 2.2
:
A girl plays football ............................................................... 11
Figure 2.3
:
The comic strip “peanuts” ...................................................... 11
Figure 2.4
:
Picture of three people ........................................................... 28
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LIST OF CHARTS
Chart 4.1 :
The graphic of pre-test, post-test, and gained score ................... 42
Chart 4.2 :
The graphic frequency of gained score in control class .............. 43
Chart 4.3 :
The graphic frequency of gained score in experiment class ....... 44
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LIST OF APPENDICES
Appendix 1 : Test specification or kisi-kisi ................................................... 52 Appendix 2 : The research instrument........................................................... 53 Appendix 3 : Answer key ............................................................................. 57 Appendix 4 : Surat permohonan bimbingan skripsi ...................................... 58 Appendix 5 : Surat permohonan izin penelitian ............................................ 59 Appendix 6 : Surat keterangan dari sekolah ................................................. 60 Appendix 7 : The lesson plan........................................................................ 61 Appendix 8 : T-table ..................................................................................... 96 Appendix 9 : Result of reliability and validity test ........................................ 97
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CHAPTER I INTRODUCTION
In this chapter, the writer discusses Introduction which consists of six main topics; The Background of Study, The Identification of the Problem, The Limitation of the Problem, The Formulation of the Problem, The Objective of the Study, and The Significance of the Study.
A. The Background of the Study As a foreign language, teaching and learning English in Indonesia emphasize on four basic skills; they are listening, speaking, reading, and writing.
The students will learn all of those when they learn English at
schools, and they also need to have the ability to understand and to use the language components, such as; vocabulary, grammar, pronunciation, etc. The mastery in vocabulary, grammar, and pronunciation in language components will influence the student’s ability in mastering the communication skill. Therefore it is very important to learn the language components. Grammar as one of the language components is very important to be learnt and to be understood by the students. In order to make the communication more meaningful, grammar becomes one of the basic requirements that must be mastered when they learn English at school. Grammar is also needed to help them in minimizing their problem in using English, in comprehending the content of the text, in improving their skill in writing, and in making the communication more meaningful. Penny Ur said that, “Grammar is the way a language manipulates and combined words (or bits or words) in order to form longer units of meaning”. 1 The statement shows that grammar is a basic knowledge that are needed by 1
Penny Ur, Grammar Practice Activities: A Practical Guide for English Teachers, (Cambridge: Cambridge University Press, 2004), p. 4.
1
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the students to assist them in combining words becomes the longer units and more meaningful in using the language. By learning grammar, hopefully the students can communicate clearly and precisely, and therefore grammar could not be separated in learning English. Grammar covers lots of language elements; one of them is degree of comparison. According to Leech and Svartvik, “Comparison is expressed either by the endings -er and -est or by the words more and most before the adjective or adverb”. 2
The use of -er, -est, more, and most depends on the
total of syllable of adjective or adverb.
Adjectives nearly always appear
immediately before the noun or noun phrase that they modify, for example: a beautiful girl, a new car, a tall man, the interesting books, etc. While for adverb, Azhar elaborated that it was used to modify a verb.
An adverb
indicates manner, time, place, cause, or degree. The commonest way to form an adverb is to add -ly to the adjective: careful-carefully, slow-slowly, etc.3 Although the students have learnt degree of comparison at school, most of them still find difficulties in understanding and using them. They think that degree of comparison has confusing rules and sometimes they feel bored when learning it. The writer found those problems when he had done The Integrated Professional Teacher Training Program-Praktek Profesi Keguruan Terpadu (PPKT) for four months in Al-Fajar Islamic Junior High Shool, KedaungPamulang. Observing English teaching activity in the classroom for several times, the writer noticed that while the teacher was explaining degree of comparison rules, some of the students were paid attention but the others were preferred talking to each other during the lesson because they did not understand what the teacher explained. Most of the students in writer’s class feel confused and didn’t understand how to use it. This is because comprehending and using the rules of degree of
2
Geoffrey Leech and Jan Svartvik, A Communicative Grammar of English, (London: Pearson Education Limited, 2002), Third Edition, p. 267. 3 Betty Schramfer Azhar, Fundamentals of English Grammar, (New Jersey: Preniice Hall, 1992), Second Edition, p. 332.
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comparison was different from comprehending and using degree of comparison in their mother tongue; there are a lot of different items between English and bahasa. For example, in degree of comparison in English, there are three types of comparison; positive, comparative, and superlative degrees in which each type has their own rule, while in bahasa the separation is different like we see in English. Such as in English we have smart, smarter, and smartest, while in bahasa there is only rajin, lebih rajin and paling rajin. Moreover, degree of comparison in English has irregular words like good, better and best, while in bahasa there is no such irregular words such as bagus, lebih bagus and paling bagus. Therefore, it is very understandable that the students get the difficulties in comprehending and in using degree of comprehension properly. Many of them made some mistakes when they made the sentences which used degree of comparison. To solve this problem, it is important to find another strategy or technique in conveying the material in order to minimize the students’ difficulties in learning degree of comparison, and make them understand how to use it. By using an appropriate strategy or technique, the subject matter hopefully will be more interesting to learn, thus the teaching learning process can be more effective. Larsen-Freeman in her book stated, depending on how it is managed, the particular technique might look very different and might lead students to very different conclusions about their learning.4 One of the ways to make the students more interested in their learning process especially in grammar lesson is by using a media. There are many kinds of media that the teacher may choose in teaching and learning process. One of them is visual media; it is a picture to teach degree of comparison. Pictures are not just an aspect of method, but through their representation of place, object and people essential parts overall experience. 5 Moreover, Harmer also highlighted to facilitate learning; teachers have always used pictures or graphics - whether 4
Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (Oxford: Oxford University Press, 2000), p. 4. 5 Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University Press, 2004), p. 2.
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drawn, taken from books, newspapers and magazines, or photographs.6 The picture also can be in the form of flashcards (smallish cards which we can hold up for our students to see), large wall pictures (big enough for everyone to see details), cue cards (small cards which students use in pair or group work), photographs, or illustrations (typically in a textbook). 7 The writer considers that picture can be an effective and helpful medium to motivate students in learning English. Therefore the writer chooses the picture as the media to convey the material especially in teaching degree of comparison to make them more interesting. Celce-Murcia and Hilles highlighted that “Pictures are versatile and useful resources for teaching aspects of grammar that require a structure-meaning match”. 8 They can be used in all phases of a grammar lesson (i.e., in presentation, focused practice, communicative practice, and for feedback and correction). They also add that interesting or entertaining pictures motivate students to give a feedback of teachers' explanation. 9 Thus, teaching and learning process can be more interactive and more interesting. Therefore, in this study the writer would like to find out whether the use of picture can improve the students’ understanding in learning degree of comparison. Based on the explanations above, the writer is interested in making the teaching experiment and take the title “The Effectiveness of Using
Picture
in
Teaching
Degree
of
Comparison”
(A
Quasi
Experimental Study at the Second Year Students of SMP AD-DA’WAH Duri Kosambi- Cengkareng)
6
Jeremy Harmer, The Practice of English Language Teaching, (London: Longman, 2001), Third Edition, p. 134. 7 Ibid. 8 Marrianne Celce-Murcia and Sharon Hilles, Techniques and Resources in Teaching Grammar, (Oxford: Oxford University Press, 1998), p.73. 9 Ibid.
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B. The Identification of the Problem The identification of problem consists of some factors that become cause of the problem happened; in the identification of the problem, the researcher hopefully explains some factors that have a relation or become cause of the problem which is happened through a logic argumentation and based on the empirical and theoretical fact deeply. 10 From the background of the study above, there are some causes of problems arising: 1. Most of the students are not interested in learning English, especially in learning grammar. 2. Most of the students are not interested in learning grammar, especially in learning degree of comparison 3. Most of the students still find the difficulties in learning English, especially in understanding and using the grammar. 4. Most of the students still find the difficulties in learning grammar, especially in understanding and using degree of comparison. 5. Most of the students feel bored when they are learning grammar which has the confusing rules. 6. Most of the students cannot use and comprehend degree of comparison properly because each type has different rules. 7. Most of the students made some mistakes when making the sentences which is used degree of comparison. 8. There is the probability that the technique and the strategy that are used by the teacher are not suitable for teaching degree of comparison. 9. The technique that was implemented by the teacher currently make the teaching degree of comparison less effective.
10
Kadir. et al., Pedoman Penulisan Skripsi, (Jakarta: Fakultas Ilmu Tarbiyah dan Keguruan, 2013), p. 54.
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C. The Limitation of the Problem The limitation of the problem has a mean in determining research area and operational limitation of research variable; it also can be done in some aspects; time, location, and object or subject of the research. 11 The writer limits the problem of the research just to find the effectiveness on using of pictures as the media to make the teaching and learning degree of comparison at Second Year students of SMP AD-DA’WAH more effective. The degree of comparison covers only regular adjectives forms in positive, comparative, and superlative degree. And the media is only limited to the pictures.
D. The Formulation of the Problem The formulation of the problem consists of the questions that will be found its answer through the research, and it is made based on the identification of the problem and the limitation of the problem. 12 Based on the description in the background of the study, the formulation of the problem can be stated as: 1. is using picture in teaching degree of comparison effective? 2. To what extent is the effectiveness of using picture in teaching degree of comparison at the second year students of SMP AD-DA’WAH Duri Kosambi-Cengkareng?”
E. The Objective of the Study In general, the objective of the study is to give the answer to the research problem that has been made to the formulation of the problem; it also can be declared in the sentence which has the characteristic in concerning to factual information, and the words that can be used in the objective of the study such as; to study, to explore, to analysis, to find out, to reveal, etc.13 According to the formulation of the problem above, the objective of the study is to find out the effectiveness of using picture media in teaching degree of comparison at the second year students of SMP AD-DA’WAH Duri Kosambi-Cengkareng. 11
Ibid., p. 55. Ibid., p. 55. 13 Ibid., p. 56.
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F. The Significance of the Study The significance of the study talks about the benefit or the contribution that we can get after the research problem is answered; the benefit of the study can be made by mentioning party who can get the advantage directly from the result of the research which has been done. 14 The result of this study is expected to provide useful information to: 1. The writer, in improving teaching skills and using an appropriate technique in teaching and learning English, especially in using picture in teaching degree of comparison. 2. The English Teacher, in giving an alternative solution in teaching degree of comparison by using pictures. 3. The students, in order to make them more pleasant in teaching and learning process. Thus, it will improve their understanding in learning degree of comparison. 4. Further researchers, as a reference for those who are interested in conducting similar study and the next in doing a better research.
14
Ibid., p. 56.
C H A P T E R II THEORETICAL FRAMEWORK
In this chapter, the writer discusses Theoretical Framework which consists of four main topics. The first is The Picture which comprises several sub topics; the definition of pictures, the types of pictures, the criteria of good pictures, and the advantages and the disadvantages of using pictures. The second topic talks about The Degree of Comparison which is divided into two sub topics; they are definition of degree of comparison and forms of degree of comparison. The third topic explains about Teaching Degree of Comparison Using Picture. And the last topic is about Teaching Degree of Comparison without Using Picture.
A. The Picture Media are one of the important factors in the successful of teaching and learning process. The use of picture as one of the media may assist the teacher in conveying the lesson to students in order to make them more comprehend to what the teacher explained and make the subject clearer. Beside, the use of picture specifically contribute to; a) interest and motivation, b) a sense of the context of the language, and c) a specific reference points or stimulus.1 In addition, students understand the meaning of the word better when they have seen some object associated with it. For this reason, the teacher should expose the student to real-life situations; when this is not possible, the visual aid can serve as a useful substitute. Picture is one of visual aid that will be discussed in this study. Pictures are much easier to recall than words. That is why pictures should be an integral part of every teacher‟s professional equipments; and each teacher should make a collection of pictures.
1
Andrew Wright, Pictures for Language Learning, (New York: Cambridge University Press, 2004), p. 2.
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1. The Definition of Pictures According to Andrew Wright, pictures is the representation of places, objects and people that they are an essential part of the overall experiences, not just aspect of method.2 People do not need to write many sentences to convey their messages, for example, the picture of cigarette with cross sign means people are forbidden to smoke at that area. People use pictures not only for public places, but also for teaching and learning process especially for teaching a foreign language such as English. Celce-Murcia and Hilles pointed out that, “picture may focus on one specific subject, such as house, or on an event, such as a boy jumping a fence; alternatively, a picture may evoke an entire story (e.g. a Norman Rockwell Print)”.3 Meanwhile, Vernon S. Gerlach highlighted 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. 4 From the description above, it can be concluded that picture are easy to find in every single place, especially in public place. Picture also has a simple form to convey their message without any additional sentences. Picture has many forms like a person, a house, an event, a photograph, a chart, a maps, etc. Picture not only worth a thousand words, but it may also be worth a thousand years or a thousand miles. In addition, the use of picture is not only for public places, but also for teaching and learning process such as for teaching a foreign language.
2
Ibid. Marrianne Celce-Murcia and Sharon Hilles, Techniques and Resources in Teaching Grammar, (Oxford: Oxford University Press, 1998), p. 73. 4 Venon S. Gerlach, Teaching and Media "A Systematic Approach”, (New Jersey: Prentice Hall, 1992), p. 273. 3
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2. The Types of Picture There are several kinds 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; 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 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. 5 Meanwhile, Marry Finnochiaro and Michael Bonomo broke down picture into three broad categories; pictures of individual person or object, picture of situation, and a series of pictures (six to ten) as a number of related composite pictures; a. Picture of individual person or individual object. In this kind of picture there is only single picture of object or person. It can be in form of photo or real object or illustration. The example of this kind of picture is shown in the figure 2.1
5
Grazyna Szyke, “Using Pictures as Teaching Aids”, in English Teaching Forum, No. 4, Volume XIX, October 1981, p.45.
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b. Picture of situation in which person is doing something with object and in which relationship of objects and/or people can be seen. This kind of picture can be in form of photo of real object or illustration. The example of this kind of picture can be seen in the figure 2.2 c. A series of pictures (six to ten) as a number of related composite pictures linked form a series or sequence. 6 The example of this kind of picture can be found in a comic strip like shown in the figure 2.3
Figure 2.1 An English Dictionary
Figure 2.2 A Girl Plays Footbal
Source: www.glogster.com
Source: www.dailymail.co.uk
Figure 2.3 The Comic Strip “Peanuts” Source: www.dailymail.co.uk
6
Mary Finocchiaro and Michael Bonomo, The Foreign Language Learner: A Guide For Teacher, (New York: Regents Publishing Company, 1997), p. 164.
12
Picture also can be used for teaching and learning activities. According to Mackey in his book, there are three types of languageteaching pictures; a. Thematic Pictures Thematic pictures are those used simply to illustrate a theme of a text. Their use in getting meaning across can only be incidental to their function as illustration. Thematic structure most often comes in the form of crowded scene, illustrating a single theme e.g. a teacher teaches in a classroom, a family leaves for vacation, etc. b. Mnemonic Pictures Mnemonic pictures are those designed to remind the learner of certain word or sentences. They may be pictures of thing or situation, presented simultaneously with sentences about these situations, and used later to remind the learner of these sentences. c. Semantic Pictures Semantic pictures are whose sole function is to give a specific meaning. They may be pictures of single thing or plural thing. 7 3. The Criteria of Good Pictures To make the use of picture effective in class, and to make teaching and learning process become optimal, the teacher need to know criteria in choosing and using pictures as visual aids in teaching language. There are some criteria that should be considered by the teachers. According to Fininochiaro, there are four criteria that guide the teachers in choosing pictures in teaching; a. Pictures should be large enough to be seen by all students. b. The pictures of individual objects or people should be as simple as possible. c. Some of them should contain color for later use when adjectives of color are presented. d. The pictures should have no captions. 8 Wright also stated when the English teacher uses or chooses the pictures, he/she has to consider some criteria as a consideration in using
7
William Francis Mackey, Language Teaching Analysis, (Bloomington and London: Indiana University Press, 1996), p. 245. 8 Mary Finocchiaro, English as second Language/Foreign Language: From Theory to Practice, (New Jersey: Prentice-Hall, 1996), Fourth Edition, p. 137.
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picture in teaching and learning process; there are five criteria in choosing picture in the teaching and learning process, such as: a. b. c. d.
It should be easy to prepare It should be easy to organize It should be interesting for the student The language and the way teacher wants the students to use the media will be authentic and meaningful to the activity. e. The activity should give rise to a sufficient amount of language. 9
From the description above, it can be seen that when the teacher want to use pictures in their teaching learning activity, the pictures should be large enough to be seen, should be as simple as possible, contain color for using adjective of color, and should have no captions. Picture also has to be easy to prepare and organized, interesting for the students, has to be authentic and meaningful to the activity, and should give rise to a sufficient amount of language. Last but not least, there are some points for the teachers who will select and use pictures in his/her teaching process; choosing the picture that suitable with the grammatical structure, suitable with items of vocabulary, consider the size and clarity of the picture, and choosing pictures that appeal to the eyes and have the entertainment value.
4. The Advantages and Disadvantages of Using Picture
a. The Advantages of Using Picture Picture all kinds can be used in multiplicity of ways, such as: Drills With lower level students a traditional use for pictures especially flashcards. Flashcards are particularly useful for „drilling‟ grammar items for cueing different sentence or practicing vocabulary. (Communication) games Pictures are extremely useful for a variety of communication activities, especially where they have a game-like feel, such as describe and draw activities. 9
Wright, op. cit., p. 3.
14
Understanding One of the most appropriate uses for pictures is for the presenting and checking the meaning of the word. Ornamentation Pictures of various kinds are often used to make work more appealing. Prediction The pictures are useful for getting students to predict what is coming next in lesson. Discussion Pictures can stimulate questions such as: what is showing? How does it make you feel? How much would you pay for the picture?.10 From the statement above, it clearly shows that there are many advantages of using pictures in teaching and learning activities, such as in drilling, picture can be used for practicing grammar items or practicing vocabulary. In communication games, picture can be used for describing something and drawing activities. Picture also can be used for presenting the meaning of word in order to make the students get the meaning easily, picture will make work more appealing or interesting, for the student especially, picture can make them predict what the next lesson and the last picture can stimulate the questions for the students to discuss. Celce-Murcia and Hilles also highlighted some advantage of using picture, “Interesting or entertaining picture motivate student to respond in ways that more routine teaching aids, such as textbook or a sentence on the board, cannot.” 11 The statement shows that the using of textbook or a board and chalk for the teachers are common aids which can make the students sometimes feel bored.
Therefore by using
different aids such as pictures be able to make the students enthusiastic and motivate them in teaching and learning process. Pictures also add variety and maintain a high level of learners‟ interest. 10
In addition,
Jeremy Harmer, The Practice of English Language Teaching, (London: Longman, 2001), Third Edition, p. 135. 11 Celce-Murcia and Hilles, loc. cit.
15
she also stated that, “Picture can be used in various ways to enhance learning and practice, such as work in pairs or groups.” 12 They enable students to do activities that encourage them to be more active and courageous in learning grammar by pairing or group working Moreover, Finocchiaro stated that, “Pictures can also be used to play games, to illustrate stories, and to do numerous other activities which will certainly occur to you as you use them”. 13 It is clear that picture can be used in playing games, to enhance story and other activities such as to assist teacher in presentation or to exercise. Another opininion stated by Li-Shing in English Teaching Forum articles some benefits that provided by the use of pictures, they are: Pictures can add students‟ interest and attract their attention. Pictures create an atmosphere in which students enable to learn to thing and speak in English naturally. Pictures create a live language situation. 14 From Li-Shing‟s opinion above, we know that pictures are helpful medium in teaching and learning a foreign language. They add the students‟ interest and attract them to give their attention to the lesson. Hopefully if the students give their attention to the teacher, they will understand teacher explanation easily. Then pictures also can create a good atmosphere and live learning situation in class which enable the students learn to think and learn to speak in English. Li Shing also added that, “Pictures are not only effective and interesting but also they are economical so that the teachers can use the pictures easily”. 15 From the statement, it shows that the teachers who want to use pictures as teaching aids do not worry to spend much money because pictures are cheap and easy to find. They can find pictures from any source such as stick figures, magazines, advertisement in newspaper, photo, 12
Celce-Murcia and Hilles, loc. cit. Finocchiaro, op. cit., p. 141. 14 Tang Li-Shing, “English Through Pictures”, in English Teaching Forum, No. 4 Volume XIX, October 1981, p. 11. 15 Ibid.p. 15. 13
16
etc. It is very helpful to teach new language material differently, not just use commonly aids like chalk and blackboard in class. According to Harmer in his book stated that, “even in increasingly technological age, there is still a good value to be had from pictures of all shapes and size. Language teachers can use pictures as medium for controlled language work as an alternative to holding up objects”. 16 It clearly shows that the use of pictures from all sizes and shapes can be used as an alternative to show representation or real objects in class. For example, if the teacher want to show an elephant to the students, it is impossible to bring it in class.
We can use the picture as an
alternative way to bring representation of an elephant. In the same argument, Syzke in English Teaching Forum articles stated that “Picture provide a change in maintaining a high level of interest, they are simpler and more vivid to gives clear concept of what a word or structure may mean that a long explanation”. 17 From this statement, it shows that the use of pictures can add interest of students in learning English and they are simple and more realistic that the object in students‟ imagination. Furthermore, in teaching and learning English, picture can play an important role because it has a lot of contribution.
Specifically, Wright states about the contribution of
picture. The picture contribute to; interested and motivation, a sense of the context of the language, a specific reference point or stimulus. 18 In conclusion, picture provides some advantages for teaching and learning process.
One of them is it can attract the students‟
motivation and interest to respond the teacher explanation in teaching and learning process. Besides the teacher can use picture in various ways such as pair work or group, it enables students to be more active and communicative with their pairs or groups. 16
Jeremy Harmer, How to Teach English, (Britain: Pearson Longman, 1998), p. 182. Grazyna Syzke, “Using Pictures as Teaching Aids”, in English Teaching Forum, No. 4 Vol XIX, October 1981, p. 46. 18 Wright, op. cit., p. 2. 17
17
b. The Disadvantages of Using Picture Pictures not only have advantages in some cases, but they also have several disadvantages as media in teaching-learning process. One of the disadvantages is unclear pictures will make the students misunderstand of what the picture describe. Lado stated that, “Pictures provide a great deal of information at a glance, but when used to illustrate the meaning of a particular expression, they can mislead”.19 For example, the picture of trumpet with cross sign around the mosque or the church that means the vehicle are not allowed to produce a sound, many children still don‟t know the meaning of this picture. Sudjana and Rivai has given some points that if the pictures are too small, they are difficult to see.
Thus, the students‟ attention and
interest will lose. 20 It means, it is bad if the teacher shows the small pictures to the students in front of the classroom. Every student will compete to see and make noisy. Obviously, the student will not give their attention anymore. However, small picture still can be used in pair or small group. There are also other disadvantages of using picture in teaching and learning process, such as; Students pay attention on the picture more than on learned material. It takes time and costs much to provide attractive picture. Small and unclear pictures may cause problem in the teaching learning process since the students may misunderstand about the picture.21 Based on the points above, because of picture, students cannot pay attention to the material that must be an important thing to learn instead of the picture that will make them pay more attention. Beside, 19
Robert Lado, Language Teaching: A Scientific Approach, (New York: McGraw-Hill, Inc., 2003), p. 194. 20 Nana Sudjana dan Ahmad Rivai, Media Pengajaran, (Bandung: Sinar Baru Algesindo, 2001), Cet. IV, p. 75. 21 http://www.05128800.blogspot.com/2011/06/advantages-and-disadvantages-of picture. html, (retrieved on November 12th, 2013)
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the use of picture as medium of teaching learning activities needs a lot of time and costs. And the last, size of picture is important because small and unclear pictures are not suitable for big group students. It can cause problem since the students do not understand about the picture. In addition, Sadiman dkk gave another opinion about some disadvantages of pictures as follows: a. The pictures only focus at the sight perception. b. The pictures that are too complex are ineffective in teaching learning process. Students do not know how to read the pictures. c. The lack of size is not suitable for the big group.22 Based on Sadiman dkk's view above, the students sometimes do not understand of what the pictures describe about. It is because pictures are too complex. That is why, to make the use of pictures to be effective, the teacher should choose simple pictures to describe something. Another opinion stated by Vernon S. Gerlach that picture also has a significant problem. 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. 23 Furthermore Nick Under Hill pointed 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 22
Arief S. Sadiman, dkk, Media Pendidikan: Pengertian, Pengembangan, dan pemanfaatan, (Jakarta: PT. Raja Grafindo Persada, 2007), p. 31. 23 Vernon S. Gerlach, "Using Pictures As Teaching Aids"., p. 227.
19
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. 24 In summary, there are some disadvantages of using pictures as a media of teaching and learning process; picture can cause misunderstand and hard to see if the pictures are unclear and too small. Thus, the student‟s attention and interest to the material will lose. It also seems that the use of picture make the students pay attention to the picture more rather than the material, and the use of attractive picture also takes time and costs much. Moreover, the pictures that are too complex are ineffective in teaching and learning process because students do not know how to read or to explain the pictures. To avoid this problem and to make the use of pictures to be effective, the teacher should use clear, simple, and big pictures to the students in order to make teaching and learning process more attractive.
24
Nick Under Hill, Testing Spoken Language: A Handbook of Oral Testing Technique, (Cambridge: Cambridge Universily press, 2002), p. 67.
20
B. The Degree of Comparison 1. The Definition of Degree Comparison Before the writer discusses and gets the understanding about degree of comparison, he believes that it is important to know about the meaning of comparison first.
There are some definitions about
comparison which stated by the some experts. Larsen-Freeman and Celce-Murcia in Grammar Book stated that “One of the most basic and powerful of human cognitive processes is the ability to comprehend and express the fact that two things are similar of different, often such similarity or difference is expressed in terms of degree, extent, or quantity”. 25 As stated by Larsen-Freeman and CelceMurcia above, it clearly shows that the ability to comprehend and to show two things are similar or different which is expressed in terms degree of comparison both in adjective and adverb are essential for English learners. Another opinion, according to Danesi “Comparison of adjectives and adverbs can be used to indicate that something or someone has relatively equal, greater, or lesser degree of some quality or feature”. 26 From this statement, it clearly shows adjective and adverb are used to compare the quality of people or things whether they are equal, greater or lesser degree of a quality or feature. The process involves comparing dissimilarity or similarity of people or things by using adjective or adverb. Adjective are words which give extra information about noun. They do not change their form except when they are comparative or superlative. 27 An adjective changes the meaning of a noun by giving more information about it. The adjective usually comes immediately before nouns; for example: a good book,
25
Marriane Celce-Murcia & Dianne Larsen-Freeman, The Grammar Book: An ESL/EFL Teacher’s Course, (Rowley: Newburry House, 1999), Second Edition, p. 717. 26 Marcel Danesi, Basic American Grammar and Usage: An ESL/EFL Handbook, (New York: Barron‟s Educational Series, 2006), p. 71. 27 Mark Foley & Diane Hall, Advanced Learners’ Grammar, (Essex: Pearson Longman, 2003), p. 216.
21
beautiful flowers, a tall woman, etc. 28
While for adverbs, Murphy
highlighted that adverbs tell us about a verb; how somebody does something or how something happens. 29 From the statement above it clearly shows that an adjective does not change its form except when they are in comparative and superlative forms. Although adjectives can be compared but not all adjectives lend themselves to the comparison.
Some adjectives cannot be compared
because the positive (simplest) form expresses the only degree possible. Here the list of incomparable adjectives; perfect, unique, fatal, universal, dead, wrong, straight, blind, final, vertical, right, left.30 “Degree of comparison in English grammar are made with the adjective and adverb words to show how big or small, high or low, more or less, many or few, etc., of the qualities, numbers, and position of the nouns (person, things, and place) in comparison to the others mentioned in the other part of a sentence or expression”31 For example: a. Michael is as tall as Winston b. Winston is taller than Robert c. Paul is the tallest person in his class
The example of sentence a above shows that the words as tall as mean both Michael and John have the same height. The word taller than in sentence b shows that John and Paul have different height. Their height difference such as John is 180 cm and Paul is 170 cm. So, John‟s height is above from Paul‟s height. Then, the word the tallest in sentence c shows that George‟s height is above among his friends in the class.
28
Betty Schramfer Azar, Fundamentals of English Grammar, (New York: Longman Pearson Education, 2003), Third Edition, p. 166. 29 Raymond Murphy, English Grammar in Use, (Cambridge: Cambridge University Press, 1994), p. 198. 30 http://www.esldesk.com/grammar/adjectives, (retrieved on November 7th, 2013) 31 http://www.weblearneng.com/the-degree-of-comparison, (retrieved on November 7, 2013th, 2013)
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From all the explanations above, the writer concludes that degree of comparison is the modification of adjectives and adverbs to indicate that something or someone has relatively equal, greater, or lesser degree of some quality or quantity. Although some adjectives can be compares but not all of them led themselves to the comparison like; perfect, unique, fatal, universal, dead, wrong, straight, etc. Degree of comparison in English grammar also has a function to show how big or small, high or low, more or less, many or few of the qualities, numbers, and position of the nouns (person, things, and place). They are used to show whether things or persons are equal, higher or highest degree of quality or quantity.
2. The Forms of Degree of Comparison Form of degree of comparison of adjective are divided into the form regular comparison and irregular comparison.
In the following
below is the form of degree of comparison of adjectives: positive, comparative and superlative. a. Positive form The positive degree is the adjective in its simple form. It is the general way to show only existence of some quality. 32 In addition, there are two more comparisons with the positive form of the adjectives.
Danesi stated that “to compare two things (people,
animals, or objects) that they are have the same or equal degree of some attribute or feature, we use as…as and not as…as to compare things that they are not having the same quality”. 33 For example: Tom is tall Julia is as tall as Ricky Winston is not as tall as John
32
http://www.weblearneng.com/the-degree-of-comparison, (retrieved on November 7, 2013 , 2013) 33 Danesi, loc. cit. th
23
b. Comparative and Superlative forms Comparative are adjectives that end in -er (e.g. bigger, richer, and faster) or more (e.g. more interesting, more expensive). 34 We use comparative to compare one person or a thing with another person or a thing.35 For example: Tiger is bigger than Cat. Detective Conan is more interesting than Dragon Ball. While superlatives forms are adjectives that end in -est (e.g. biggest, richest, fastest) or most (e.g. the most interesting, the most expensive). 36 Superlatives degree distinguishes one thing or person from a number of others.37 We use superlative adjectives to compare somebody or something with the whole group that he or she or it belongs to.38 For example: Brian is the tallest boy in the class. Motorcycle is the most expensive of them all.
Comparative and superlative degree has many forms based on their syllables, their ending in vocal and consonant letter as the following example below: 1) One-syllable adjective (Regular comparison) a) For one-syllable adjective form their comparative and superlative by adding -er and -est to the positive form.39
34
Martin Parrot, Grammar for English Language Teachers, (Cambridge: Cambridge University Press, 2010), Second Edition, p. 79. 35 Michal Swan, Practical English Usage, (Oxford: Oxford University Press, 2005), Third Edition, p. 139. 36 Parrot, loc. cit. 37 Foley & Hall, op. cit., p. 224. 38 Swan, loc. cit. 39 Azar, op. cit., p. 253.
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Table 2.1 Adjectives
Comparative
Superlative
Old
Older
The oldest
Wise
Wiser
The wisest
Cheap
Cheaper
Cheapest
(Adapted from Betty Schrampfer Azar; Fundamentals of English Grammar)
b) For adjectives ending in -e form their comparative and superlative by adding -r and -st.40 Table 2.2 Adjectives
Comparative
Superlative
Brave
Braver
Bravest
Late
Later
Latest
Nice
Nicer
Nicest
(Adapted from Betty Schrampfer Azar; Fundamentals of English Grammar)
c) For adjectives ending in one vowel and one consonant, form their comparative and superlative by doubling the last consonant and adding -er and -est.41 Table 2.3 Adjectives
Comparative
Superlative
Fat
Fatter
Fattest
Big
Bigger
Biggest
Thin
Thinner
Thinnest
(Adapted from Betty Schrampfer Azar; Fundamentals of English Grammar)
2) Two -syllable adjectives a) For most two-syllable adjectives, more and most are used.42
40
Swan, op. cit., p. 113. Ibid. 42 Azar, op. cit., p. 253.
41
25
Table 2.4 Adjectives
Comparative
Superlative
Famous
More famous
The most famous
Pleasant
More pleasant
The most pleasant
(Adapted from Betty Schrampfer Azar; Fundamentals of English Grammar)
b) For adjectives ending in -y form comparative and superlative by adding -er and -est. The -y is changed to -i.43 Table 2.5 Adjectives
Comparative
Superlative
Happy
Happier
The happiest
Pretty
Prettier
The prettiest
(Adapted from Betty Schrampfer Azar; Fundamentals of English Grammar)
c) For some two-syllables adjectives use either -er/est or more/most.44 Table 2.6 Adjectives Clever
Friendly
Comparative
Superlative
Cleverer
The cleverest
More clever
The most clever
Friendlier
The friendliest
More friendly
The most friendly
(Adapted from Betty Schrampfer Azar; Fundamentals of English Grammar)
3) Theree or more syllables adjectives a) For adjectives with three or more syllables form their comparative and superlative by adding more and most.45
43
Azar, op. cit., p. 253. Azar, op. cit., p. 253. 45 Azar, op. cit., p. 253.
44
26
Table 2.7 Adjectives
Comparative
Superlative
Important
More important
The most important
Fascinating
More fascinating
The most fascinating
(Adapted from Betty Schrampfer Azar; Fundamentals of English Grammar)
c. Irregular Comparison Comparison of adjective is not only having regular adjectives but also there are irregular adjectives for comparative and superlative forms.
Parrot pointed out irregular adjective in comparative and
superlative degree.
The table shows some of the most common
irregular forms. 46 Table 2.8 Irregular Comparative and Superlative Forms
Adjectives/adverb
Comparative
Superlative
Good
Better
Best
Well
Better
Best
Bad
Worse
Worst
Badly
Worse
Worst
Far
Farther/further
Farthest/furthest
Old
Elder
Eldest
Farther and farthest generally refer only to distance; further and furthest can also have abstract meaning.
Older and oldest are the standard forms. The use elder and eldest only talks about family relationship, and only normally before a noun.
46
Parrot, op. cit., p. 81.
27
C. Teaching Degree of Comparison by Using Picture According to Celce-Murcia and Hilles, “Pictures are versatile and useful resources for teaching aspects of grammar that require a structure-meaning match; they can be used in all phases of a grammar lesson (i.e. in presentation, focused practice, communicative practice, and for feedback and correction)”. 47 This statement shows that picture is one of visual aids that can be used for teaching grammar in all stages such as presentation, communicative practice, and also for giving feedback and correction to the students. Meanwhile Ur highlighted in her book, that pictures can be used to teach degree of comparison. 48 Ur states that the use of pictures in teaching degree of comparison in various activities.
According to her, “Pictures of two
different people (stick figures or magazine cutouts will do) can create a context for structured or communicative practice of comparison”. 49 For structured practice, the teacher can use the question form as an example below: “Budi is_____________Rozak.” “Rozak is_____________Budi.” In this activity, the teacher gives each pair of students a picture of George and Bill who have different age; and both of students have to compare their age by using comparative degree. Then, another activity of using pictures for teaching comparison is communicative practice of comparison.
“'For communicative practice,
students sit back to back so they cannot see each other's pictures. Thus the two students have to ask each other many questions and share a lot of information. 50 In this activity, the students have a conversation to share a lot of information about their pictures; they can think and talk about their picture by themselves naturally.
47
Celce-Murcia and Hilles, loc. cit. Ur, op. cit., p. 81. 49 Ur, op. cit., p. 81. 50 Ibid., p. 82.
48
28
In addition, she also adds that, “Pictures also can form the basis for pair and group activities. They are used for eliciting verbal responses or in short to elicit talking”. 51 In this activity, the teacher divides the students into some groups. Then, he/she gives different pictures for each group to make sentences about comparison based on the pictures given. Then, each of groups has to make sentences consist of comparative or superlative degree of adjective. After making four or five sentences, they have to present in the front of class for showing group activity. The activity will enhance active learning because every student will present their work in front of class. For example: (Group I) Task: Compare the height of the three women on the picture below.
Figure 2.4 Picture of three people The sentences are: 1. Alice is the tallest of all. 2. Linda is the shortest of the three. 3. Karen is taller than Linda. 4. Karen is shorter than Alice
51
Ibid., p. 74.
29
D. Teaching Degree of Comparison without Using Picture Teaching grammar without using picture is the same with teaching through conventional teaching method. The way is by explaining the grammatical rules following with some examples. Then, ask the students to memorize the rules and do the different examples. 52 Therefore, especially for teaching degree of comparison, the teacher gives the explanation to the students about the rules and patterns of positive, comparative, and superlative forms of degree of comparison. After that, the teacher writes or gives some examples as following below:
1. The pattern of positive degree Subject + verb/to be + as + adjective + as + noun Subject + verb/to be + not + as + adjective + as + noun Examples: Abdul is as old as Amir. The lemon is not as big as the watermelon.
2. The pattern of comparative degree a. For one syllable adjective, form their comparative by adding -er to the positive form: Subject + verb/to be + (adjective + er) + than + noun Examples: Bali is smaller than Kalimantan. The car is bigger than the motorcycle.
b. For adjectives ending in -e, forms their comparative by adding -r: Subject + verb/to be + (adjective + r) + than + noun Examples: Alfian is braver than Andi. 52
Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (Oxford: Oxford University Press, 2000), p. 20.
30
The penguin is nicer than than duck.
c. For adjectives ending one vowel and one consonant, form their comparative by doubling the last consonant and adding -er: Subject + verb/to be + (adjective + er) + than + noun Examples: Sofian is fatter than Joko. The bus is bigger than the taxi.
d. For adjectives that have three or more syllables, more are used: Subject + verb/to be + (more + adjective) + than + noun Examples: The lion is more dangerous than the buffalo. The Television is more expensive than the radio.
e. For adjectives ending in -y form comparative by adding -er, the -y is changed to -i: Subject + verb/to be + (adjective + er) + than + noun Examples: Suci is prettier than Anio. The bos is happier than the secretary.
3. The pattern of superlative degree a. For one syllable adjective, form their comparative by adding -est to the positive form: Subject + verb/to be + (the + adjective + est) + complement. Examples: My father is the tallest person in my family. Mahmud is the oldest boy of the three.
b. For adjectives ending in -e, forms their comparative by adding -st:
31
Subject + verb/to be + (the + adjective + st) + complement Examples: Riki is the bravest person among his friends. Rudi is the latest one in his class.
c. For adjectives ending one vowel and one consonant, form their comparative by doubling the last consonant and adding -est. Subject + verb/to be + (the + adjective + est) + complement. Examples: Abdullah is the thinnest person among his friends. The bus is the biggest among of the three vehicles.
d. For adjectives that have three or more syllables, most are used: Subject + verb/to be + (the + most + adjective) + complement. Examples: The lion is the most dangerous animal in the jungle. He is the most popular student in my school.
e. For adjectives ending in -y form comparative by adding -est, the -y is changed to -i: Subject + verb/to be + (the + adjective + er) + complement. Examples: Adinda is the prettiest girl in her class. The bos is the happiest person among his employees.
After explaining some patterns and examples, the teacher asks the students to memorize the patterns and make some other examples of positive, comparative and superlative adjective. Then, the teacher asks his/her students to translate one by one the sentences they have made into students‟ native language sentences.
C H A P T E R III RESEARCH METHODOLOGY
In this chapter, the writer discusses Research Methodology which consists of seven main topics; The Method of The Research, The Population and The Sample, The Instrument of The Research, The Place and The Time of Research, The Technique of Data Collecting, The Technique of Data Analysis, and The Hypothesis of The Research.
A. The Method of the Research In this study, the writer used quasi-experiment method. The quasi experiment research has characteristics as stated by Nunan “Quasi-experiment has both pretest and posttests and experimental and control groups, but no random assignment of subjects”. 1 Means that the writer will not give an assignment to each subject/student in determining which person that will be in experiment class and which person that will be in control class. He only took the sample from existing group/class to determine which group that will be experiment class and which group that will be control class. The writer took and compared two classes for the research; they were experiment class and control class.
The research was conducted in five
meetings. In the first meeting, the writer gave pre-test to obtain the students’ achievement before the treatment was done.
Then the writer gave the
treatment for three meetings in teaching degree of comparison using pictures for the experimental class and without using picture or through conventional teaching method for the control class. The last, the writer gave post-test to know whether there was significance difference of students’ achievement after doing a treatment in both classes. 1
David Nunan, Research Methods in Language Learning, (Cambridge: Cambridge University Press, 1992), p. 41.
32
33
B. The Place and the Time of Research The place of research is a location where the research is done; while for the time, it consists of the description of when the research is done, such as: semester, academic year and how long the research is done. 2 The research was conducted at SMP AD-DA’WAH which is located at Jalan Madrasah Tanah Koja Rt. 007/02 Kel. Duri Kosambi, Kec. Cengkareng, Jakarta Barat, from March 3rd 2014 until March 29th 2014.
First the writer asked the
permission to headmaster in doing the research on March 3 rd 2014. The next was giving the pre-test to the students on March 20th 2014, and then he gave the treatment for three meetings; the first meeting started on March 21th 2014, the second meeting on March 27th 2014, and the last meeting on March 28th 2014. After that, the writer gave a post-test to the students on March 29th 2014. The research was done for 5 times (90minutes/meeting) and was conducted at the second semester of academic year 2013-2014
Table 3.1 The Schedule and the Agenda of The Research No.
Time
Agenda
1
Monday, March 3rd 2014
The writer asked the permission to headmaster of SMP AD-DA’WAH to do the research.
2
Thursday, March 20th 2014
The writer gave pre-test to the students in both experiment class and control class.
3
Friday, March 21th 2014,
The writer started the first treatment to the students in both experiment class and control class.
4
Thursday, March 27th 2014
The writer did the second treatment to the students in both experiment class and control class.
5
Friday, March 28th 2014.
The writer did the third treatment to the students in both experiment class and control class.
6
Saturday, March 29th 2014
The writer gave post-test to the students in both experiment class and control class.
2
Kadir. et al., Pedoman Penulisan Skripsi, (Jakarta: Fakultas Ilmu Tarbiyah dan Keguruan, 2013), p. 61.
34
C. The Population and the Sample Population is the whole subject of the research; it can be said as the population research when someone wants to research all the elements that exist in that research area.3 While for sample, Arikunto defined sample as part or representation of the population being researched; if we just research a part of population, the research can be said as the sample population. 4 The population of this research was the whole second year students of SMP AD-DA’WAH, Duri Kosambi, Cengkareng. The total of the second year students was 98 people. There were three classes comprising VIII-A, VIII-B, and VIII-C. The writer used purposive sampling technique to determine the sample, so he just took two classes based on the recommendation of English teacher. The sample of this research was two classes. Those were VIII-B which consisted of 32 students as the control class and VIII-C which consisted of 34 students as the experiment class. When the writer gave the students pre-test in experiment class, there were only 30 students who came and did the assignment that were given by the writer. On the other day, there were only 28 students who came and did the assignment when the writer gave them post-test. Meanwhile, when the writer gave the students pre-test for the control class, there were only 27 students who came and did the assignment that given by the writer. And the other day, there were only 28 students who came and did the assignment when the writer gave them a post-test. In fact, the writer saw that there were only 25 students who came in both pre-test and post-test in experiment class, and there were only 27 students who came in both pre-test and post-test in control class. Therefore, it can be concluded that there were some students who absent in both experiment class and control class when he did pre-test, treatment, and also post-test to complete his research. Thus, the writer only took 25 students in both experiment class and control class as a sample in this research.
3
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: Rineka Cipta, 2010), p. 173. 4 Ibid., p. 174.
35
D. The Instrument of the Research To obtain the data in this research, the writer gave the students pre-test and post-test for both control class and experiment class. The instrument that was used for this research was test which was developed by the writer for both control class and experimental class. The material of test that was used for pre-test and post-test was developed from syllabus of English lesson at the second year students of junior high school, and then it was expanded by the writer into several points of indicator to make the test, it can be said as test specification or kisi-kisi 5 . The test consisted of 25 questions in multiple choices.6 The score per items was 4. It means if students could choose the answer of 1 item correctly, they would get 4 score. And if they could choose the answer of 25 items correctly, they would get 100 as the highest score. The test that was used for both pre-test and post-test was taken from the same test specification, and the writer divided the test specification into three general materials that consisted of several indicators. And from each indicator, the writer made a number of questions based on the content of its indicator. The first material talked about Positive Degree which consisted of two indicators; to show the sentence in positive degree form (three questions) and to choose the appropriate adjective in positive degree sentences (three questions). The second material talked about the Comparative Degree which comprised three indicators; to identify the sentence of comparative degree correctly (three questions), to choose the appropriate adjective in sentence of comparative degree (three questions), and to differ the adjective that uses suffix -er and additional more correctly (three questions). And the last material talked about Superlative Degree which also consisted of three indicators; to identify the sentence of superlative degree correctly (three questions), to choose the appropriate adjective in superlative degree sentence (four questions), and to differ the adjective that uses suffix -est and additional most correctly (three questions). Thus, the total of questions was 25 items. 5 6
See Appendix 1. See Appendix 2.
36
E. The Technique of Data Collecting The technique of data collecting explains what technique which is used by the writer to obtain the data about the variable or focus of the research; in the quantitative research, the technique of data collecting is divided into test and non test. 7 The technique of the test such as: achievement test, potential test and IQ test.
Meanwhile, technique of non test is used to measure the
performance of individual typical, for example: the questioner (about the kind of jobs, religion, hobby, etc), interview, observation, and documentation. The technique of data collecting that was used in this research are test which is divided into:
a. Pre-test The writer gave a pre-test to the students before the treatment was done for both experiment and control class. As the writer have discussed in the instrument of the research, the form of the test that was given to the students was multiple choices that consist of 25 questions. The objective of giving pre-test is to know the basic knowledge of the students before the treatment was done.
b. Post-test The last step was giving post-test to the students after the treatment is given for both experiment class and control class. The test that was used for post test were the same as the test that was used for pre-test. It was multiple choices that consist of 25 questions. The objective of giving posttest is to know students’ learning achievement after the treatment is given.
7
Kadir. op. cit., p. 65.
37
F. The Technique of Data Analysis Data analysis was the last step of the research that was done as one of the procedures of experiment. In this case, the writer calculated the data which was obtained from the research. The objective of data processing is to know students’ learning achievement of both experiment class and control class. After getting the data from pre-rest and post test of both experiment class and control class, the writer compared the result of both class to know the average score of each class. This technique is used to know whether there is significant difference of students’ achievement that are taught degree of comparison through pictures and students’ achievement who are taught degree of comparison without using picture or through conventional teaching method. Anas Sudijono highlighted, to test the difference between two means is used t-test formula as following below.8
t0 =
M1 −M2 SEM1−M2
𝑀1
: Mean of the Difference of Experiment Class
𝑀2
: Mean of the Difference of Control Class
𝑆𝐸𝑀1
: Standard Error of Experiment Class
𝑆𝐸𝑀2
: Standard Error of Control Class
The Procedur of calculation were as follows: 1. Determining Mean of Variable X, the formula is: M1 =
X N1
2. Determining Mean of Variable Y, the formula is: M2 = 8
Y N2
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo Persada, 2005), p. 324-235.
38
3. Determining Standard of Deviation Score of Variable X, the formula is: SD1 =
X2 N1
4. Determining Standard of Deviation Score of Variable Y, the formula is: SD2 =
X2 N2
5. Determining Standard Error of Mean of Variable X, the formula is: SEM 1 =
SD1 N2 − 1
6. Determining Standard Error of Mean of Variable Y, the formula is: SEM 2 =
SD2 N2 − 1
7. Determining Standard Error of Difference of Mean of Variable X and Variable y, with formula: SEM 1 −M 2 =
SEM 1 2 + SEM 2 2
8. Determining t 0 with formula: t0 =
M1 −M2 SEM1−M2
9. Determining t-table in significance level 5% with degree of Freedom (df): df = N1 + N2 − 2 Variable X
: Teaching Degree of Comparison by Using Picture
Variable Y
: Teaching Degree of Comparison without Using Picture
39
G. The Hypothesis of the Research The hypothesis of the research is supposed as the temporary answer concerning to the problem that has been formulated in the research and it also needs to validate the truth which using empirical data.9 The hypothesis also means as the temporary conclusion about the relation between two variables or more.10 The hypothesis of this study will be formulated as follows: a. Alternative hypothesis (Ha) There is significant difference of students’ achievement that are taught degree of comparison by using pictures in experiment class and students’ achievement who are taught degree of comparison without using picture or through conventional teaching method in control class. b. Null hypothesis (Ho) There is no significant difference of students’ achievement that are taught degree of comparison by using pictures in experiment class and students’ achievement who are taught degree of comparison without using picture or through conventional teaching method in control class. Statistic hypothesis: 1. If t-test (t0) > t-table (tt): there is significance difference. The alternative Hypothesis (Ha) is accepted and null Hypothesis (H0) is rejected. 2. If t-test (t0) < t-table (tt): there is no significance difference. The alternative Hypothesis (Ha) is rejected and null Hypothesis (H0) is accepted.
9
Djaali, 2003 in Kadir (ed), Pedoman Penulisan Skripsi, (Jakarta: Fakultas Ilmu Tarbiyah dan Keguruan, 2013), p. 59. 10 Kerlinger, 2003 in Kadir (ed), Pedoman Penulisan Skripsi, (Jakarta: Fakultas Ilmu Tarbiyah dan Keguruan, 2013), p. 59.
40
C H A P T E R IV RESEARCH FINDINGS
In this chapter, the writer discusses Research Findings which consists of four main topics;
The Data Description, The Data Analysis, the Data
Interpretation, and the Test of Hypothesis.
1. The Data Description After the writer conducted pre-test and post-test for both control class and experiment class, then he analyzed students’ worksheet of both classes and found the total of right answer to be calculated into the score. After that, he compared the result of the students’ pre-test and post test score, and then made the table of the students’ score from both control class and experiment class. Table 4.1 shows the students’ score of both control class and experiment class that consists of students’ number, pre-test score, post-test score and gained score from both classes.
Table 4.1 Student’s Score of Control Class and Experiment Class
Pre-Test Score
Post-Test Score
Gained Score
1
40
48
8
2
40
44
3
36
4 5
Students
Students
Control Class
Experiment Class Pre-Test Score
Post-Test Score
Gained Score
1
52
64
12
4
2
40
48
8
44
8
3
56
76
20
40
44
4
4
48
76
28
48
60
12
5
52
68
16
41
Pre-Test Score
Post-Test Score
Gained Score
6
40
56
16
7
44
64
8
24
9
Students
Students
Control Class
Experiment Class Pre-Test Score
Post-Test Score
Gained Score
6
52
76
24
20
7
48
56
8
36
12
8
28
40
12
60
68
8
9
52
64
12
10
44
52
8
10
48
56
8
11
36
44
8
11
56
72
16
12
48
68
20
12
36
64
28
13
48
56
8
13
56
72
16
14
28
40
12
14
36
56
20
15
44
52
8
15
28
60
32
16
48
64
16
16
48
76
28
17
48
64
16
17
40
56
16
18
28
40
12
18
32
52
20
19
44
56
12
19
44
56
12
20
44
48
4
20
52
72
20
21
44
60
16
21
32
60
28
22
48
60
12
22
48
72
24
23
36
48
12
23
32
44
12
24
52
72
20
24
44
60
16
25
32
48
16
25
40
52
12
Σ
1044
1336
292
Σ
1100
1548
448
X
1044 25
1336 25
292 25
X
1100 25
1548 25
448 25
𝟒𝟏. 𝟕𝟔
𝟓𝟑. 𝟒𝟒
𝟏𝟏. 𝟔𝟖
𝟒𝟒
𝟔𝟏. 𝟗𝟐
𝟏𝟕. 𝟗𝟐
42
Based on the description of data in both control class and experiment class above, it can be concluded that the result of pre-test in control class; the lowest score is 24 and the highest score is 60. Meanwhile, the result of posttest in control class; the lowest score is 28, and the highest score is 72. On the other hand, the result of pre-test in experiment class; the lowest score is 28 and the highest score is 56. Meanwhile, the result of post-test in experiment class; the lowest score is 40 and the highest score is 72. Therefore it can be summarized that the lowest score and the highest score in the post-test is higher than in the pre-test of both control class and experiment class. The writer gave pre-test first to the students before doing a treatment for both control class and experiment class. And then he got the result that the average score of pre-test in both control class and experiment class were 41.76 and 44.
After that, the writer did the treatment with teaching degree of
comparison without using picture in control class and by using picture in experiment class for three meetings.
And then he got the result that the
average score of post-test in both control class and experiment class were 53.44 and 61.92. It means that there was a significance difference of students’ achievement in pre-test and post-test after the writer conducted the treatment with teaching degree of comparison without using picture in control class and by using picture in experiment class.
70 60 50 40 30 20 10 0
61.92 53.44 44
41.76
Pre-Test 17.92 11.68
Control Class
Post-Test Gained Score
Experiment Class
Chart 4.1 The Graphic of Pre-test, Post-test, and Gained Score of Classes
43
Table 4.2 The Gained Score Interval in Control Class No
Gained Score Interval
Frequency (f)
1
1-5
3
2
6-10
7
3
11-15
7
4
16-20
8
Total
25
The table 4.2 above describes that the highest frequency is no. 4, where there are eight students who have gained score in interval 16 – 20. On the other hand, the lowest frequency is no. 1, where there are only three students who have gained score in interval 1-5. Meanwhile, the frequency no. 2 and no. 3 are in the same rank, where there are seven students who had gained score in interval 11-15 and in interval 16-20.
Frequency (f) 8 7 6 5 4 3 2 1 0 1-5
6-10
11-15
16-20
Score Interval
Chart 4.2 The Graphic Frequency of Gained Score in Control Class
44
Table 4.3 The Gained Score Interval in Experiment Class No
Gained Score Interval
Frequency (f)
1
6-10
3
2
11-15
6
3
16-20
9
4
21-25
2
5
26-30
4
6
35-40
1
Total
25
The table 4.3 above describes that the highest frequency is no. 3, where there are nine students who have gained score in interval 16-20. On the other hand, the lowest frequency is no. 6, where there is only one student who has gained score in interval 35-40. Meanwhile, there are three students who have gained score in interval 6-10, six students who have gained score in interval 11-15, two students who have gained score in interval 21-25, and four students who have gained score in interval 26-30.
Frequency (f) 9 8 7 6 5
4 3 2 1 0 6-10
11-15
16-20
21-25
26-30
35-40 Score Interval
Chart 4.3 The Graphic Frequency of Gained Score in Experiment Class
45
2. The Data Analysis In analyzing the data, the writer uses the comparative technique.
He
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 teaching degree of comparison. The writer calculated them based on the steps of the t – test formula, as following below:
1. Determining Mean of Variable X, the formula is: M1 =
X N1
=
448 = 𝟏𝟕. 𝟗𝟐 25
2. Determining Mean of Variable Y, the formula is: M2 =
Y N2
=
292 = 𝟏𝟏. 𝟔𝟖 25
3. Determining Standard of Deviation Score of Variable X, the formula is: SD1 =
X2 = N1
17.922 = 25
321.12 25
SD1 = 12.84 = 𝟑. 𝟓𝟖 4. Determining Standard of Deviation Score of Variable Y, the formula is: SD2 =
X2 = N2
11.682 = 25
136.42 = 5.45 = 𝟐. 𝟑𝟑 25
SD2 = 5.45 = 𝟐. 𝟑𝟑 5. Determining Standard Error of Mean of Variable X, the formula is: SEM 1 =
SD1 N2 − 1
=
3.58 25 − 1
=
3.58 24
=
3.58 = 𝟎. 𝟕𝟑 4.89
46
6. Determining Standard Error of Mean of Variable Y, the formula is: SEM 2 =
SD2 N2 − 1
=
2.33 25 − 1
=
2.33 24
=
2.33 = 𝟎. 𝟒𝟕 4.89
7. Determining Standard Error of Difference of Mean of Variable X and Variable y, with formula: SEM 1 −M 2 =
SEM 1 2 + SEM 2 2
SEM 1 −M 2 =
0.732 + 0.472
SEM 1 −M 2 = 0.5329 + 0.2916 SEM 1 −M 2 = 0.8245
𝐒𝐄𝐌𝟏 −𝐌𝟐 = 𝟎. 𝟗𝟎𝟖
8. Determining t 0 with formula: t0 =
M1 −M2 SEM1−M2
17.92 − 11.68 0.908 6.24 t0 = 0.908
t0 =
𝐭 𝟎 = 𝟔. 𝟖𝟕
9. Determining degree of freedom (df), with formula: df = N1 + N2 − 2 df = 25 + 25 − 2 df = 50 − 2
𝐝𝐟 = 𝟒𝟖
df = 48 (see the table of “t” values at the significance level of 5% = 2.011). The value of df 48 at the degrees of significance 5% or t table is 2.011
47
3. The Data Interpretation According to the calculation of the data, for the experiment class, the mean of the pre-test is 54, the mean of the post-test is 73.93, and the mean of the gained score is 19.93; while for the control class, the mean of the pre-test is 52.4, the mean of the post-test is 71.13, and the mean of the gained score is 18.73. It means that the mean of the pre-test, the post-test, and the gained score in the experiment class are higher than the mean of the pre-test, the posttest, and the gained score in the control class. Furthermore, the calculation of t-observation is 6.87 and the value of df (48) at significance level of 5% is 2.011. Comparing the t-observation with the t-table, the result of this study shows that t-observation (t o = 6.87) is higher than t-table (tt5% = 2.011) or 6.87 > 2.011. Because t-observation is higher than t-table (to > tt) in 5% significance level, so that the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. Based on Larsen-Freeman’s argument in Chapter I, it has been proved that the particular technique and strategy might look very different and might lead students to very different conclusions about their learning depending on how the teachers managed. The writer feels that using visual media especially picture in teaching grammar give him lot of benefit; according to CelceMurcia and Hilles in Chapter I, the picture can be used in all phases of a grammar lesson (i.e., in presentation, focused practice, communicative practice, and for feedback and correction). Interesting ad entertaining pictures also motivate student to give a feedback of teacher’s explanation. Especially for teaching degree of comparison, Ur in Chapter II highlighted that picture can be used for structured practiced and communicative practiced. For structured practiced, the teacher gives each pair of students a picture of George and Bill who have different age; and both of students have to compare their age by using comparative degree. While for communicative practice, students have to sit back to back so they cannot see each other's pictures. Thus the two students have to ask each other many questions and share a lot of information. In this activity, the students have a conversation to share a lot of
47
information about their pictures; they can think and talk about their picture by themselves naturally. Last but not least, in any non English lesson, the picture also give lot of advantages, it can be used to play games, to illustrate stories, and to do numerous other activities such as to assist teacher in presentation or to exercise based on Finocchiaro argument’s in chapter II. In conclusion, it can be interpreted that there is significant difference between students’ achievement who were taught degrees of comparison by using pictures and those who were taught degree of comparison without using pictures. So, that teaching the degree of comparison by using pictures is effective and applicable.
4. The Test of Hypothesis After calculating the data, the writer tested his hypothesis based on the statistical hypothesis. The statistical hypothesis states: a. If t-test (t0) > t-table (tt): there is significant difference of students’ achievement that are taught degree of comparison through picture and without picture. the alternative Hypothesis (Ha) is accepted and null Hypothesis (H0) is rejected b. If t-test (t0) < t-table (tt): there is no significant difference of students’ achievement who are taught degree of comparison through picture and without picture. the alternative Hypothesis (Ha) is accepted and null Hypothesis (H0) is rejected.
CHAPTER V CONCLUSION AND SUGGESTION
In this chapter, the writer tries to give the conclusion and suggestions based on the research findings that had been gained after conducting the research.
A. Conclusion The writer found that there was a problem arising at the second year students of SMP AD-DA’WAH. Most of them got the difficulties in learning grammar, especially in learning degree of comparison. It was because they thought that learning degree of comparison was different from learning their mother tongue. Degree of comparison had some confusing rules and lot of forms to be mastered. Thus, the writer tried to solve this problem by teaching degree of comparison by using pictures. Based on the data which was obtained from the research findings previously, the result from statistic calculation for the experiment class; Mpretest
was 44, Mpost-test was 61.92, and Mgained score was 17.92. Meanwhile for the
control class; Mpre-test was 41.75, Mpost-test was 53.44, and Mgained
score
was
11.68. It means that the mean of the pre-test, the post-test, and the gained score in the experiment class are higher than the mean of the pre-test, the posttest, and the gained score in the control class. Moreover, the result of tobservation (to) was 6.87 and t-table (tt) at significance level 5% was 2.011. Thus, t-observation (t o = 6.87) is higher than t-table (tt = 2.011) or 6.87 > 2.11. It shows that there is significant difference between students’ achievement in learning degrees of comparison by using pictures and without using pictures. From the result of the calculation above, it can be concluded that teaching degree of comparison by using pictures is more effective and applicable to be applied by the writer at the second year students of SMP AD-DA’WAH, Duri Kosambi-Cengkareng.
48
49
B. Suggestion Closing this study, the writer would like to give some suggestions that might be useful especially for the English Teachers: 1.
The English teacher is expected to use visual aids, such as pictures as an alternative technique to convey the material to help the students in improving their ability in learning English, especially grammar.
2.
The English teacher is expected to use pictures when they teach grammar, especially in teaching degree of comparison because it is more effective than teaching degree of comparison without using picture.
3.
The English teacher might use pictures in teaching and learning process to make the students more interested and more active in learning English, especially grammar. So, they will not be bored when learning it at class.
4.
The English teacher is supposed to know the students’ problem in their learning activities in order to give them the solution.
BIBLIOGRAPHY Arikunto, Suharsimi. Prosedur Penelitian Suatu Pendekatan Praktik, Jakarta: Rineka Cipta, 2010. Azar, Betty Schrampfer. Fundamentals of English Grammar, New York: Longman Pearson Education, Third Edition, 2003. Celce-Murcia, Marianne and Sharon Hilles. Techniques and Resources in Teaching Grammar, Oxford: Oxford University Press, 1998. Celce-Murcia, Marianne and Dianne Larse-Freeman. The Grammar book: An ESL/EFL Teacher's Course, Rowley: Newbury House, Second Edition, 1999. Danesi, Marcel. Basic American Grammar and Usage: An ESL/EFL Handbook, New York: Barron's Educational Series, 2006. Finnochiaro, Mary. English as a Second/Foreign Language: From Theory to Practice, New Jersey: Prentice Hall, Fourth Edition, 1996. Finnochiaro, Mary and Michael Bonomo. The Foreign Language Learner: A guide For Teacher, New York: Regents Publishing Company, 1997. Foley, Mark and Diane Hall. Advanced Learners' Grammar, Essex: Pearson Longman, 2003. Gerlach, Venon S. Teaching and Media "A Systematic Approach”, New Jersey: Prentice Hall, 1992. Harmer, Jeremy. How to Teach English, Britain: Pearson Longman, 1998. ____________, The Practice of English Language Teaching, London: Longman, Third Edition, 2001. Lado, Robert. Language Teaching: A Scientific Approach, New York: McGrawHill, Inc., 2003. Larsen-Freeman, Diane. Techniques and Principles in Language Teaching, Oxford: Oxford University Press, 2000. Leech, Geoffrey and Jan Svartvik. A Communicative Grammar of English, London: Pearson Education Limited, Third Edition, 2002.
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Li-Shing, Tang. “English Through Pictures”, in English Teaching Forum, Vol. XIX No. 4, 1981. Mackey, William Francis. Language Teaching Analysis, Bloomington and London: Indiana University Press, 1996. Murphy, Raymond. English Grammar in Use, Cambridge: Cambridge University Press, 1994. Nunan, David. Research Methods in Language Learning, Cambridge: Cambridge University Press, 1992. Parrot, Martin. Grammar for English Language Teachers, Cambridge: Cambridge University Press, Second Edition, 2010. Sadiman, Arief S. Media Pendidikan: Pengertian, Pengembangan, dan Pemanfaatan, Jakarta: PT. Raja Grafindo Persada, 2007. Sudjana, Nana and Ahmad Rivai. Media Pengajaran, Bandung: Sinar Baru Algesindo, 2001), Cet. IV, p. 75. Sudijono, Anas. Pengantar Statistik Pendidikan, Jakarta: Raja Grafindo Persada, 2005. Swan, Michael. Practical English Usage, Oxford: Oxford University Press, Third Edition, 2005. Szyke, Grazyna. “Using Pictures as Teaching Aids”, in English Teaching Forum, Vol. XIX No. 4, 1981. Under Hill, Nick. Testing Spoken Language: A Handbook of Oral Testing Technique, Cambridge: Cambridge Universily Press, 2002 Ur, Penny. Grammar Practice Activities: A Practical Guide for English Teachers, Cambridge: Cambridge University Press, 2004. Wright, Andrew. Pictures for Language Learning, New York: Cambridge University Press, 2004.
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Websites: http://www.05128800.blogspot.com/2011/06/advantages-and-disadvantages-of picture.html (retrieved on November 12th, 2013) http://www.esldesk.com/grammar/adjectives (retrieved on November 7th, 2013) http://www.weblearneng.com/the-degree-of-comparison (retrieved on November 7, 2013th, 2013) http://www.weblearneng.com/the-degree-of-comparison (retrieved on November 7, 2013th, 2013)
52
APPENDIX 1
KISI-KISI SOAL PRE TEST DAN POST TEST KELAS EKSPERIMEN DAN KELAS KONTROL
Jenjang Pendidikan
: SMP AD-DA’WAH
Alokasi Waktu
: 2x40 menit
Kelas/Semester
: IX / II
Jumlah Soal
: 25 Butir Soal
Mata Pelajaran
: Bahasa Inggris
Bentuk Soal
: Pilihan Ganda
Standar Kompetensi
Kompetensi Dasar
Materi
1. Merespon makna dan Positive langkah retorika dalam Degree esai pendek sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar Membaca: dalam teks berbentuk Comparative Memahami makna teks descriptive dan recount. Degree tulis fungsional dan esai pendek sederhana berbentuk descriptive 2. Mengungkapkan makna dan langkah retorika dan recount untuk dalam esai pendek berinteraksi dengan sederhana dengan lingkungan sekitar.. menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
Superlative Degree
Indikator 1. menunjukan kalimat dalam bentuk positive degree. 2. memilih adjective yang tepat dalam bentuk kalimat positive degree. 1. mengidentifikasi kalimat comparative degree dengan benar. 2. memilih adjective yang tepat dalam bentuk kalimat comparative degree. 3. membedakan adjective yang menggunakan akhiran -er dan tambahan more dengan benar. 1. mengidentifikasi kalimat superlative degree dengan benar. 2. memilih adjective yang tepat dalam bentuk kalimat superlative degree. 3. membedakan adjective yang menggunakan -est dan tambahan most dengan benar. 52
Nomor Soal
Kunci Jawaban
13, 16, 25
C, A, A
Bentuk Soal
Pilihan Ganda 5, 8, 21
B, A, C
1, 9, 24
A, B, D
14, 15, 18
C, B, B
3, 6, 12
B, B, C
2, 7, 10
A, B, D
4, 11, 19, 23
C, A, D, B
17, 20, 22
A, A, B
Pilihan Ganda
Pilihan Ganda
APPENDIX 2
Name Class Date
: : :
Choose the correct answer by crossing A, B, C or D use comparison degree of adjective! Look at the pictures below! (Question for number 1-3)
Television Rp. 1.000.000,-
Refrigerator Rp. 2.400.000,-
VCD Player Rp. 400.000,-
1. The prize of the Refrigerator is expensive. The prize of the Television is …….... than VCD a. more expensive b. expensiver
c. more cheap
2. The prize of the Refrigerator is the …….... among them a. most expensive b. expensivest c. most cheap
d. cheaper
d. cheapest
3. Which one is the right sentence? a. The Television is more tall than VCD Player b. The Refrigerator is taller than the Television c. The VCD player is more short than the Television d. The Refrigerator is shorter than the VCD Player The sentences below is for number 4- 6 Doni gets 9 in English, Dini gets 10, and Dina gets only 5, surprisingly Dani gets 9. 4. Dini gets ………. score among her friends in English. a. the lowest b. the tallest c. the highest
d. the biggest
5. Doni gets score …….... Dani does. a. as thick as b. as high as
d. as thin as
c. as tall as
6. Which one is the right sentence? a. Doni gets more high score than Dina does b. Dini gets higher score than Dani does c. Dina gets more low score than Doni does d. Dani gets lower score than Dina does The sentences below is for number 7 and 8 Rina is 40kg, Susi is 60kg, kiki is 40kg, while Wati is 50kg. 7. Susi is the ………. person among them a. most heavy b. heaviest
c. most small
d. smallest
8. Rina’s weight is …….... Kiki a. as heavy as b. as pretty as
c. as smart as
d. as long as
53
Look at the pictures below! (Question for number 9-12)
9. The age of Tom is ………. than Tio a. more old b. older
c. more young
d. younger
10. Toni is the ………. person among them a. most short b. shortest
c. most tall
d. tallest
11. Tio is ………. among his family. a. the youngest b. the oldest
c. the tallest
d. the biggest
12. Which one is the right sentence? a. Tom is younger than Tio b. Tio is more young than Toni c. Toni is older than Tio d. Tom is more old than Toni 13.
Which one is the right sentence? a. Apple A is as bigger as apple B b. Apple A is as more big as apple B c. Apple A is as big as apple B d. Apple A is as the most big as apple B
Look at the pictures below! (Question for number 14 and 15)
14. The prize of the motorcycle is ………. than the car a. shorter b. smaller c. cheaper
d. bigger
15. The size of the car is ……….than the motorcycle a. cheaper b. bigger c. shorter
d. smaller
54
Look at the pictures below! (Question for number 16 and 17)
16. Which one is the right sentence based on the pictures? a. the pen is as long as the spoon b. the spoon is as long as the ruler c. the pen is as long as the ruler d. the spoon is longer as the pen 17. Which one that shows superlative degree form based on the pictures? a. The ruler is the longest among them b. The pen is shortest among them c. The spoon is the most long among them d. The pen is the most short among them Look at the pictures below! (Question for number 18-21)
18. Rico’s body is ………. than Tom a. bigger b. thinner
c. higher
d. taller
19. Bryan is ………. person among them. a. the highest b. the tallest
c. the thinnest
d. the fattest
20. Which one is the right sentence? a. Rico is the slimmest person among them b. Tom is the fattest person among them c. Bryan is the most slim person among them d. Tom is the most fat person among them 55
The sentence below is for number 22-24 The religion book is 200 pages, the history book is 350 pages, the dictionary is 1500 pages, and English book is 350 pages. 21. The weight of history book is ………. the English book a. as thick as b. as thin as c. as heavy as
d. as big as
22. Which one is the right sentence? a. The religion is the most thin of all. b. The religion is the thinnest of all. c. The dictionary is the most thin of all. d. The dictionary is the thinnest of all. 23. The religion book is ………. of all. a. the thinnest b. the thickest
c. the biggest
d. the smallest
24. If you go to Bali by an airplane, you will arrive …….... than by ship. a. more slow b. slower c. more fast 25. Desi's room is 4m x 5m; and my room's size is 4m x 5m. It means that.... a. My room is as large as Desi's room. b. My room is as larger as Desi's room. c. My room is as more large as Desi's room. d. My room is as the most large as Desi's room.
56
d. faster
APPENDIX 3
ANSWER KEY
1. A
6. B
11. A
16. A
21. C
2. A
7. B
12. C
17. A
22. B
3. B
8. A
13. C
18. B
23. B
4. C
9. B
14. C
19. D
24. D
5. B
10. D
15. B
20. A
25. A
57
58
APPENDIX 5
59
APPENDIX 6
60
APPENDIX 7
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Kelas Eksperimen Pertemuan Ke-1
Nama Sekolah
: SMP AD-DA’WAH
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII (Delapan) / 2
Alokasi Waktu
: 2 x 40 menit
Tema
: Degree of Comparison (Linguistic Aspect and Structure)
Teknik
: Pictures
Aspek/Skill
: Menulis
Tahun Pelajaran
: 2014/2015
Hari/Tanggal
: Jumat, 21 Maret 2014
I.
STANDAR KOMPETENSI Menulis Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sederhana berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan sekitar.
II.
KOMPETENSI DASAR Mengungkapkan makna dan langkah retorika dalam esai pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
III.
INDIKATOR 1. Setelah siswa melakukan diskusi tentang positive degree, siswa dapat memilih adjective yang tepat untuk membentuk kalimat positive degree berdasarkan gambar dengan benar. 2. Setelah siswa melakukan diskusi tentang positive degree, siswa dapat membuat kalimat positive degree dengan benar.
61
IV.
TUJUAN PEMBELAJARAN Setelah mempelajari positive degree, siswa diharapkan dapat: 1. Menggunakan kalimat positive degree. 2. Memahami kalimat dalam bentuk positive degree.
V.
VI.
KARAKTER SISWA YANG DIHARAPKAN Kreatif (creative)
- Percaya diri (confident)
Komunikatif (communicative)
- Bertanggung jawab (responsibility)
Berkerja sama (cooperative)
- Disiplin (discipline)
Sopan santun (polite)
- Mandiri (independent)
MATERI PEMBELAJARAN Positive degree describes two things with same quality and quantity. Use as… …as to indicate that two things (people, animals, objects, and so on) have the same or equal degree of some attribute, feature, and so on.
A
B The sentences are: 1. Apple A is as heavy as apple B 2. Apple A is as big as apple B 3. Apple A is as red as apple B
The sentences are: 1. Glass A is as tall as glass B 2. Glass A is as empty as glass
62
VII.
LANGKAH-LANGKAH KEGIATAN
No. 1.
Langkah-langkah Kegiatan
Waktu
Kegiatan Pendahuluan. a. Guru member salam. b. Guru mengabsen siswa.
10 menit
c. Tanya jawab berbagai hal terkait kondisi siswa. d. Apersepsi: game tentang adjective. e. Menyampaikan tujuan pembelajaran. 2.
Kegiatan Inti. Eksplorasi a. Menunjukkan 2 gambar kepada siswa. b. Menanyakan siswa tentang apa maksud gambar yang ditunjukkan.
25 menit
c. Menjelaskan positive degree melalui gambar tersebut. d. Siswa dikelompokkan menjadi beberapa kelompok. Satu kelompok terdiri dari 4-5 orang. Elaborasi a. Siswa diminta mengidentifikasi gambar yang ditunjukkan b. Siswa dalam kelompok diminta membuat kalimat dalam bentuk positive degree sesuai dengan gambar yang diberikan. c. Siswa
dalam kelompok diminta
membuat
5 kalimat
40 menit
menggunakan positive degree. Konfirmasi. a. Siswa diminta menjawab pertanyaan baik lisan maupun tulisan untuk menguatkan penguasaan materi. 3.
Kegiatan Penutup a. Menanyakan kesulitan siswa selama KBM. b. Menyimpulkan materi pembelajaran c. Guru bersama siswa mereview topic utama dalam pertemuan ini d. Guru member salam
63
5 menit
VIII. SUMBER PEMBELAJARAN 1. Buku English on the Sky for Junior High School Students Year VIII 2. www.google.com
IX.
PENILAIAN Bentuk Instrumen Esai
Esai
X.
Contoh Instrumen Kunci Jawaban Write 4 sentences in the The ruler A is as positive degree form long as the pen based on the pictures! Write 5 sentences in the positive degree form based on the things in your class!
INSTRUMEN PENILAIAN A. Write 4 sentences in the positive degree form based on the picture below! Group 1
Group 2
Group 3
64
Skor 5
4
Group 4
Group 5
B
C
D
B. Write 4 sentences in the positive degree form based on the things in your class!
XI.
PEDOMAN PENILAIAN Instrumen pengamatan sikap yang mencerminkan nilai-nilai karakter
No
NO. DAFTAR HADIR SISWA *)
INDIKATOR NILAI KARAKTER 1
1.
Siswa menyimak pelajaran dengan antusias.
2.
Berkomunikasi secara santun dan partisipasi aktif dalam interaksi di kelas.
3.
Menunjukkan rasa ingin tahu.
4.
Mengerjakan tugas-tugas yang diberikan secara tanggung jawab.
5.
Berusaha
keras
untuk
mengerjakan
dan
menyelesaikan tugas yang diberikan dengan baik. 6.
Mengikuti prosedur atau kegiatan pembelajaran dengan baik. Jumlah Nilai
65
2
3
4
5
6
7
8
9
10
*) Diisi dengan nilai: -
BT (Belum Terlihat) setara dengan nilai 41-55 – jika peserta didik belum memperlihatkan perilaku yang tertera dalam indikator
-
MT (Mulai Terlihat) setara dengan nilai 56-70 – jika peserta didik mulai memperlihatkan perilaku yang tertera dalam indicator, tetapi belum konsisten.
-
MB (Mulai Berkembang) setara dengan nilai 71-85 – jika peserta didik mulai konsisten memperlihatkan perilaku yang tertera dalam indikator.
-
MK (Menjadi Kebiasaan) setara dengan nilai 86-100 – jika peserta didik terus menerus/konsisten memperlihatkan perilaku yang tertera dalam indikator.
𝐍𝐢𝐥𝐚𝐢 𝐀𝐟𝐞𝐤𝐭𝐢𝐟 𝐒𝐢𝐬𝐰𝐚 =
𝐉𝐮𝐦𝐥𝐚𝐡 𝐒𝐞𝐥𝐮𝐫𝐮𝐡 𝐍𝐢𝐥𝐚𝐢 𝐉𝐮𝐦𝐥𝐚𝐡 𝐈𝐧𝐝𝐢𝐤𝐚𝐭𝐨𝐫
Instrumen penilaian kognitif siswa 1. Untuk bagian A, tiap jawaban benar diberi skor 5
4 X 5 = 20
2. Untuk bagian B, tiap jawaban benar diberi skor 4
5 X 4 = 20 +
Jumlah skor
= 40
3. Nilai maksimal = 40
𝐍𝐢𝐥𝐚𝐢 𝐊𝐨𝐠𝐧𝐢𝐭𝐢𝐟 𝐒𝐢𝐬𝐰𝐚 =
Mengetahui,
𝐍𝐢𝐥𝐚𝐢 𝐏𝐞𝐫𝐨𝐥𝐞𝐡𝐚𝐧 𝐗 𝟏𝟎𝟎 𝐍𝐢𝐥𝐚𝐢 𝐌𝐚𝐤𝐬𝐢𝐦𝐚𝐥
Jakarta, 21 Maret 2014
Guru Bahasa Inggris
Mahasiswa
Ubaidillah, S.Pd
Mahmud Badarudin
66
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Kelas Eksperimen Pertemuan Ke-2
Nama Sekolah
: SMP AD-DA’WAH
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII (Delapan) / 2
Alokasi Waktu
: 2 x 40 menit
Tema
: Degree of Comparison (Linguistic Aspect and Structure)
Teknik
: Pictures
Aspek/Skill
: Menulis
Tahun Pelajaran
: 2014/2015
Hari/Tanggal
: Kamis, 27 Maret 2014
I.
STANDAR KOMPETENSI Menulis Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sederhana berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan sekitar.
II.
KOMPETENSI DASAR Mengungkapkan makna dan langkah retorika dalam esai pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
III.
INDIKATOR 1. Setelah siswa melakukan diskusi tentang comparative degree, siswa dapat memilih adjective yang tepat untuk membentuk kalimat comparative degree berdasarkan gambar dengan benar. 2. Setelah siswa melakukan diskusi tentang comparative degree, siswa dapat membedakan adjective yang menggunakan akhiran -er dan dan tambahan more 3. Setelah siswa melakukan diskusi tentang comparative degree, siswa dapat membuat kalimat comparative degree dengan benar. 67
IV.
TUJUAN PEMBELAJARAN Setelah mempelajari comparative degree, siswa diharapkan dapat: 1. Menggunakan kalimat berbentuk comparative degree. 2. Membedakan bentuk adjective dalam comparative degree. 3. Memahami kalimat dalam bentuk comparative degree degree.
V.
VI.
KARAKTER SISWA YANG DIHARAPKAN Kreatif (creative)
- Percaya diri (confident)
Komunikatif (communicative)
- Bertanggung jawab (responsibility)
Berkerja sama (cooperative)
- Disiplin (discipline)
Sopan santun (polite)
- Mandiri (independent)
MATERI PEMBELAJARAN Comparative degree implies that the entries are comparable in a greater or less degree of different from them; and it is used to compare two things. Some forms of comparative degree: a. One and two syllable adjectives and adverbs: for most one and two syllable adjectives, -er is added. b. For most three or more syllable adjectives, more is used. c. –er is used with two syllable adjectives that end in –y. The –y is changed to -i For examples: a. One and two syllable adjectives
b. Three or more syllable adjectives:
The sentences are:
The sentence is:
1. The apple is bigger than the pear.
1. The plane is more expensive than
2. The pear is smaller than the apple. 3. The apple is heavier than the pear.
68
the motorcycle.
VII.
LANGKAH-LANGKAH KEGIATAN
No. 1.
Langkah-langkah Kegiatan
Waktu
Kegiatan Pendahuluan. a. Guru member salam. b. Guru mengabsen siswa. c. Tanya jawab berbagai hal terkait kondisi siswa.
10 menit
d. Apersepsi: game tentang adjective. e. Menyampaikan tujuan pembelajaran. 2.
Kegiatan Inti. Eksplorasi a. Menunjukan beberapa gambar kepada siswa. b. Menanyakan siswa tentang perbedaan yang ada pada gambar.
25 menit
c. Menjelaskan comparative degree melalui gambar tersebut. d. Siswa dikelompokkan menjadi beberapa kelompok.
Satu kelompok terdiri dari 3-4 orang. Elaborasi a. Siswa diminta mengidentifikasi perbedaan gambar yang ditampilkan. b. Siswa diminta menunjukan adjective yang berbentuk comparative degree. c. Siswa dalam kelompok diminta melengkapi kalimat dalam bentuk comparative degree.
40 menit
d. Siswa dalam kelompok diminta membuat 4 kalimat comparative degree sesuai dengan gambar. Konfirmasi. a. Siswa diminta menjawab pertanyaan baik lisan maupun tulisan untuk menguatkan penguasaan materi. 3.
Kegiatan Penutup a. Menanyakan kesulitan siswa selama KBM. b. Menyimpulkan materi pembelajaran c. Guru bersama siswa mereview topic utama dalam pertemuan ini d. Guru member salam
69
5 menit
VIII. SUMBER PEMBELAJARAN 1. Buku English on the Sky for Junior High School Students Year VIII 2. www.google.com
IX.
PENILAIAN Bentuk Instrumen
Contoh Instrumen
Ubah kata
Change the adjectives below into the comparative degree form!
Melengkapi Kalimat
Esai
X.
Fill in the blank the sentences below with the right adjective in the comparative form! Write 4 sentences of the comparative degree based on the pictures!
Kunci Jawaban The ruler A is long. The ruler B is longer than the ruler A. Toni is fat; but Ega is fatter than Toni
Skor 5
5
4
INSTRUMEN PENILAIAN A. Change the adjectives below into comparative degree form! 1. The ruler A is long The ruler B is ………. than the ruler A
A
2. The ruler B is short The ruler A is ………. than the ruler B
B
` 3. The lemon A is big The lemon B is ………. than the lemon A 4. The lemon B is small A
The lemon A is ………. than the lemon B
B
5. The motorcycle is expensive The car is ………. than the motorcycle
70
B. Fill in the blank the sentences below with the right adjective in the comparative form!
Ahmad 1. 2. 3. 4.
Ahsan
Andi
Ahmad is fat, but Ahsan is ……………….. than Ahmad Ahsan is thin, but Ahmad is ………….……. than Ahsan Ahsan is fat, but Andi is ………….……. than Ahsan Andi is thin, but Ahsan is ………….……. than Andi
5. Petronas is ………….……. than Monas 6. Monas is …………….…. than Petronas 7. Shanti feels comfortable in Malaysia. But she feels ……………….. in Indonesia 8. Manohara is famous in Indonesia. But she is …………….…. in Malaysia C. Write 4 senences of the comparative degree based on the pictures below! Group 1
Group 2
Group 3
Alvin Hasan
Anto Andi Mira
71
Gusti
Group 4
Group 5
Sheryl
XI.
Micheal
PEDOMAN PENILAIAN Instrumen pengamatan sikap yang mencerminkan nilai-nilai karakter
No
NO. DAFTAR HADIR SISWA *)
INDIKATOR NILAI KARAKTER 1
1.
Siswa menyimak pelajaran dengan antusias.
2.
Berkomunikasi secara santun dan partisipasi
2
3
4
5
6
7
8
aktif dalam interaksi di kelas. 3.
Menunjukkan rasa ingin tahu.
4.
Mengerjakan tugas-tugas yang diberikan secara tanggung jawab.
5.
Berusaha
keras
untuk
mengerjakan
dan
menyelesaikan tugas yang diberikan dengan baik. 6.
Mengikuti prosedur atau kegiatan pembelajaran dengan baik. Jumlah Nilai
*) Diisi dengan nilai: -
BT (Belum Terlihat) setara dengan nilai 41-55 – jika peserta didik belum memperlihatkan perilaku yang tertera dalam indikator
-
MT (Mulai Terlihat) setara dengan nilai 56-70 – jika peserta didik mulai memperlihatkan perilaku yang tertera dalam indicator, tetapi belum konsisten. 72
9
10
-
MB (Mulai Berkembang) setara dengan nilai 71-85 – jika peserta didik mulai konsisten memperlihatkan perilaku yang tertera dalam indikator.
-
MK (Menjadi Kebiasaan) setara dengan nilai 86-100 – jika peserta didik terus menerus/konsisten memperlihatkan perilaku yang tertera dalam indikator.
𝐍𝐢𝐥𝐚𝐢 𝐀𝐟𝐞𝐤𝐭𝐢𝐟 𝐒𝐢𝐬𝐰𝐚 =
𝐉𝐮𝐦𝐥𝐚𝐡 𝐒𝐞𝐥𝐮𝐫𝐮𝐡 𝐍𝐢𝐥𝐚𝐢 𝐉𝐮𝐦𝐥𝐚𝐡 𝐈𝐧𝐝𝐢𝐤𝐚𝐭𝐨𝐫
Instrumen penilaian kognitif siswa 1. Untuk bagian A, tiap jawaban benar diberi skor 2
5 X 2 = 10
2. Untuk bagian B, tiap jawaban benar diberi skor 2
8 X 2 = 16
3. Untuk bagian C, tiap jawaban benar diberi skor 2
4X2= 8+
Jumlah skor
= 24
4. Nilai maksimal = 24
𝐍𝐢𝐥𝐚𝐢 𝐊𝐨𝐠𝐧𝐢𝐭𝐢𝐟 𝐒𝐢𝐬𝐰𝐚 =
Mengetahui,
𝐍𝐢𝐥𝐚𝐢 𝐏𝐞𝐫𝐨𝐥𝐞𝐡𝐚𝐧 𝐗 𝟏𝟎𝟎 𝐍𝐢𝐥𝐚𝐢 𝐌𝐚𝐤𝐬𝐢𝐦𝐚𝐥
Jakarta, 27 Maret 2014
Guru Bahasa Inggris
Mahasiswa
Ubaidillah, S.Pd
Mahmud Badarudin
73
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Kelas Eksperimen Pertemuan Ke-3
Nama Sekolah
: SMP AD-DA’WAH
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII (Delapan) / 2
Alokasi Waktu
: 2 x 40 menit
Tema
: Degree of Comparison (Linguistic Aspect and Structure)
Teknik
: Pictures
Aspek/Skill
: Menulis
Tahun Pelajaran
: 2014/2015
Hari/Tanggal
: Jumat, 28 Maret 2014
I.
STANDAR KOMPETENSI Menulis Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sederhana berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan sekitar.
II.
KOMPETENSI DASAR Mengungkapkan makna dan langkah retorika dalam esai pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
III.
INDIKATOR 1. Setelah siswa melakukan diskusi tentang superlative degree, siswa dapat memilih adjective yang tepat untuk membentuk kalimat superlative degree berdasarkan gambar dengan benar. 2. Setelah siswa melakukan diskusi tentang superlative degree, siswa dapat membedakan adjective yang menggunakan akhiran -est dan dan tambahan most 3. Setelah siswa melakukan diskusi tentang superlative degree, siswa dapat membuat kalimat superlative degree dengan benar. 74
IV.
TUJUAN PEMBELAJARAN Setelah mempelajari superlative degree, siswa diharapkan dapat: 1. Menggunakan kalimat berbentuk superlative degree. 2. Membedakan bentuk adjective dalam superlative degree. 3. Memahami kalimat dalam bentuk superlative degree.
V.
VI.
KARAKTER SISWA YANG DIHARAPKAN Kreatif (creative)
- Percaya diri (confident)
Komunikatif (communicative)
- Bertanggung jawab (responsibility)
Berkerja sama (cooperative)
- Disiplin (discipline)
Sopan santun (polite)
- Mandiri (independent)
MATERI PEMBELAJARAN The superlative degree allows you to compare more than two things or people that have different quality and quantity. Some forms of the superlative degree: a. One and two syllable adjectives and adverbs: for most one and two syllable adjectives, -est is added. b. For most three or more syllable adjectives, the most is used. c. –est is used with two syllable adjectives that end in –y. The –y is changed to -i For Examples: a. One and two syllables adjectives: The sentences are: 1. Gina is the tallest among them 2. Tomi is the shortest of all. 3. Gina is the heaviest of the three.
Abdul Tomi Gina
75
b. Adjectives with more than two syllables add most.
The sentences are: 1. The car is the most expensive of all. 2. The car is the most luxurious among them. VII.LANGKAH-LANGKAH PEMBELAJARAN Kegiatan 1.
2.
Waktu
Kegiatan Pendahuluan. a. Guru memberi salam. b. Guru mengabsen siswa. c. Tanya jawab berbagai hal terkait kondisi siswa. d. Menyampaikan tujuan pembelajaran. Kegiatan Inti. Eksplorasi a. Menunjukan beberapa gambar kepada siswa. b. Menanyakan siswa tentang perbedaan yang ada pada gambar. c.
Menjelaskan
10 menit
25 menit
superlative degree melalui gambar
tersebut. d.
Siswa dikelompokkan menjadi beberapa kelompok. 1
kelompok terdiri dari 3-4 orang. Elaborasi a. Siswa diminta mengidentifikasi perbedaan gambar yang ditampilkan. b. Siswa diminta menunjukan adjective yang berbentuk superlative degree. c. Siswa dalam kelompok diminta melengkapi kalimat dalam bentuk superlative degree. d.
Siswa dalam kelompok diminta membuat 4 kalimat
superlative degree sesuai dengan gambar. Konfirmasi a. Siswa diminta menjawab pertanyaan baik lisan maupun tulisan untuk menguatkan penguasaan materi.
76
40 menit
3.
Kegiatan Penutup a. Menanyakan kesulitan siswa selama PBM. b. Menyimpulkan materi pembelajaran. c. Guru bersama siswa mereview topik utama dalam pertemuan ini. d. Guru memberi salam.
5 menit
VIII. SUMBER PEMBELAJARAN 1. Buku English on the Sky for Junior High School Students Year VIII 2. www.google.com IX. PENILAIAN Bentuk Instrumen Contoh instrument Ubah kata
Melengkapi
Esai
Change the adjectives below into superlative degree form! Fill in the blank the sentences below with the right adjective form in superlative form! Write 4 sentences of superlative degree based on the pictures!
Kunci jawaban Big-the biggest Small-the smallest
4
The short story book is the thinnest of all.
X. INSTRUMEN PENELITIAN A. Change the adjectives below into superlative degree form!
77
Skor
3
4
1. 2. 3. 4.
The orange is big. The pear is………………….. of all The apple is small. The chocolate is………………..among them The pear is expensive. The chocolate is…………….. of all The orange is heavy. The pear is………………of the four.
B. Fill in the blank the sentences below with the right adjective form in the superlative form!
Short story history dictionary 1. The short story book is……………………of all. (thin) 2. The dictionary is………………..among them. (thick) 3. The dictionary is………………..among them. (expensive) C. Write 4 sentences of the superlative degree based on the pictures!
78
Group 3 A
B
C
Group 4 Roni
Bob
Sony
Group 5
79
XI.
PEDOMAN PENILAIAN Instrumen pengamatan sikap yang mencerminkan nilai-nilai karakter
No
NO. DAFTAR HADIR SISWA *)
INDIKATOR NILAI KARAKTER 1
1.
Siswa menyimak pelajaran dengan antusias.
2.
Berkomunikasi secara santun dan partisipasi
2
3
4
5
6
7
8
aktif dalam interaksi di kelas. 3.
Menunjukkan rasa ingin tahu.
4.
Mengerjakan tugas-tugas yang diberikan secara tanggung jawab.
5.
Berusaha
keras
untuk
mengerjakan
dan
menyelesaikan tugas yang diberikan dengan baik. 6.
Mengikuti prosedur atau kegiatan pembelajaran dengan baik. Jumlah Nilai
*) Diisi dengan nilai: -
BT (Belum Terlihat) setara dengan nilai 41-55 – jika peserta didik belum memperlihatkan perilaku yang tertera dalam indikator
-
MT (Mulai Terlihat) setara dengan nilai 56-70 – jika peserta didik mulai memperlihatkan perilaku yang tertera dalam indicator, tetapi belum konsisten.
-
MB (Mulai Berkembang) setara dengan nilai 71-85 – jika peserta didik mulai konsisten memperlihatkan perilaku yang tertera dalam indikator.
-
MK (Menjadi Kebiasaan) setara dengan nilai 86-100 – jika peserta didik terus menerus/konsisten memperlihatkan perilaku yang tertera dalam indikator.
𝐍𝐢𝐥𝐚𝐢 𝐀𝐟𝐞𝐤𝐭𝐢𝐟 𝐒𝐢𝐬𝐰𝐚 =
80
𝐉𝐮𝐦𝐥𝐚𝐡 𝐒𝐞𝐥𝐮𝐫𝐮𝐡 𝐍𝐢𝐥𝐚𝐢 𝐉𝐮𝐦𝐥𝐚𝐡 𝐈𝐧𝐝𝐢𝐤𝐚𝐭𝐨𝐫
9
10
Instrumen penilaian kognitif siswa 1. Untuk bagian A, tiap jawaban benar diberi skor 2
1X4=4
2. Untuk bagian B, tiap jawaban benar diberi skor 2
1X3=3
3. Untuk bagian C, tiap jawaban benar diberi skor 2
2X4= 8+
Jumlah skor
= 15
4. Nilai maksimal = 24
𝐍𝐢𝐥𝐚𝐢 𝐊𝐨𝐠𝐧𝐢𝐭𝐢𝐟 𝐒𝐢𝐬𝐰𝐚 =
Mengetahui,
𝐍𝐢𝐥𝐚𝐢 𝐏𝐞𝐫𝐨𝐥𝐞𝐡𝐚𝐧 𝐗 𝟏𝟎𝟎 𝐍𝐢𝐥𝐚𝐢 𝐌𝐚𝐤𝐬𝐢𝐦𝐚𝐥
Jakarta, 28 Maret 2014
Guru Bahasa Inggris
Mahasiswa
Ubaidillah, S.Pd
Mahmud Badarudin
81
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Kelas Kontrol Pertemuan ke-1
I.
Nama Sekolah
: SMP AD-DA’WAH
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII (Delapan) / 2
Aspek / Skill
: Menulis
Alokasi Waktu
: 2 x 40 menit
Tema
: Degrees of Comparison (Linguistic Aspect and Structure)
Teknik
: Ceramah
Tahun Pelajaran
: 2014/2015
STANDAR KOMPETENSI Menulis Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sederhana berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan sekitar.
II. KOMPETENSI DASAR Mengungkapkan makna dan langkah retorika dalam esai pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk
descriptive
dan recount. III. INDIKATOR 1. Setelah siswa melakukan diskusi tentang
positive degree, siswa dapat
memilih adjective yang tepat untuk membentuk kalimat
positive degree
berdasarkan informasi dengan benar. 2. Setelah siswa melakukan diskusi tentang
positive degree, siswa dapat
membuat kalimat positive degree dengan benar.
82
IV. TUJUAN PEMBELAJARAN Setelah mempelajari positive degree, siswa dapat: 1. Menggunakan kalimat positive degree. 2. Memahami kalimat dalam bentuk positive degree. V. MATERI AJAR Positive degree describes two things with same quality and quantity. Use as…….as to indicate that two things (people, animals, objects, and so on) have the same or equal degree of some attribute, feature, and so on. The Formula: S + Verb + as + Adjective + as + O The Examples: Rina is 38 years old, her height is 155cm Susi is 38 years old, and her height is 155cm The Sentences: 1. Rina is as old as Susi 2. Susi is as tall as Rina VI.LANGKAH-LANGKAH PEMBELAJARAN Kegiatan 1.
2.
Waktu
Kegiatan Pendahuluan. a. Guru memberi salam. b. Guru mengabsen siswa. c. Tanya jawab berbagai hal terkait kondisi siswa. d. Apersepsi: game tentang adjective. e. Menyampaikan tujuan pembelajaran. Kegiatan Inti. Eksplorasi a. Menuliskan 3 kalimat di papan tulis. b. Menanyakan siswa tentang kalimat yang dituliskan c. Menjelaskan postive degree dengan menuliskan formula dan contoh kalimatnya.
83
10 menit
25 menit
Elaborasi a. Siswa diminta membuat kalimat dalam bentuk positive degree sesuai dengan kalimat yang berisi informasi yang diberikan guru. b. Siswa secara diminta membuat 5 kalimat menggunakan positive degree. Konfirmasi a. Siswa diminta menjawab pertanyaan baik lisan maupun tulisan untuk menguatkan penguasaan materi. 3. Kegiatan Penutup a. Menanyakan kesulitan siswa selama PBM. b. Menyimpulkan materi pembelajaran. c. Guru bersama siswa mereview topik utama dalam pertemuan ini. d. Guru memberi salam.
40 menit
5 menit
VII. SUMBER PEMBELAJARAN 1.
Buku English on the Sky for Junior High School Students Year VIII
2.
www.google.com
VIII.PENILAIAN Bentuk Instrumen Contoh instrument
Kunci jawaban
Write 4 sentences in
The physic book is
the positive degree
as expensive as
form based on the information below! Write 5 sentences in
chemistry book
Esai
Esai
positive degree form!
84
Skor
4
5
IX.INSTRUMEN PENILAIAN A. Write 4 sentences in the positive degree form based on the information below! No. Book
Price
Pages
Size
1.
Physic
Rp. 75.000,- 270 pages
40cmx15cm
2.
Chemistry
Rp. 75.000,- 270 pages
40cmx15cm
3.
Biology
Rp. 75.000,- 270 pages
40cmx15cm
B. Write 5 sentences in positive degree form! X.
PEDOMAN PENILAIAN 1. Untuk bagian A, tiap jawaban benar skor 2
2X4 =
2. Untuk bagian B, tiap jawaban benar skor 2
2 X 5 = 10
Jumlah skor
8
= 18
3. Nilai maksimal = 18 4. Nilai siswa
= Skor perolehan
X 100
= …………
Skor maksimal
Mengetahui,
Jakarta, 21 Maret 2014
Guru Bahasa Inggris
Mahasiswa
Mahmud Badarudin
Ubaidillah, S.Pd
85
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Kelas Kontrol Pertemuan ke-2
I.
Nama Sekolah
: SMP AD-DA’WAH
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII (Delapan) / 2
Aspek / Skill
: Menulis
Alokasi Waktu
: 2 x 40 menit
Tema
: Degrees of Comparison (Linguistic Aspect and Structure)
Teknik
: Ceramah
Tahun Pelajaran
: 2014/2015
STANDAR KOMPETENSI Menulis Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sederhana berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan sekitar.
II. KOMPETENSI DASAR Mengungkapkan makna dan langkah retorika dalam esai pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk
descriptive
dan recount. III. INDIKATOR 1. Setelah siswa melakukan diskusi tentang comparative degree, siswa dapat
memilih adjective yang tepat untuk membuat kalimat
comparative degree
berdasarkan informasi dengan tepat. 2. Setelah siswa melakukan diskusi tentang comparative degree, siswa dapat membedakan adjective yang menggunakan akhiran
dengan tepat.
86
–er dan tambahan
more
3. Setelah siswa melakukan diskusi tentang comparative degree, siswa dapat membuat kalimat comparative degree dengan tepat. IV. TUJUAN PEMBELAJARAN Setelah mempelajari comparative degree, siswa dapat: 1. Menggunakan kalimat yang berbentuk comparative degree. 2. Membedakan bentuk-bentuk adjective dalam comparative degree. 3. Memahami kalimat dalam bentuk comparative degree. V. MATERI AJAR Comparative degree implies that the entries are comparable in a greater or less degree of different from them; and it is used to compare two things. Some forms of comparative degree are: 1.
Adjectives that have two syllables Subject + verb + adjective + er + than + object Examples: The History book is thicker than the Biology book Toni is smarter than Susi
2.
Adjectives that have three syllables have their own patterns: Subject + verb + more + adjective + than + object Examples: The refrigerator is more expensive than the radio Rani is more beautiful than Siska Sherly is 40 years old Toni is 55 years old Sherly is younger than Toni Toni is older than Sherly TV is Rp. 1.000.000,VCD is Rp 200.000,TV is more expensive than VCD Pencil A is 10 cm Pencil B is 15 cm Pencil A is shorter than Pencil B Pencil B is longer than Pencil A
87
Computer room is 10m x 10m Teacher room is 15m x 15m Teacher room is larger than computer room. Computer room is smaller than teacher room.
VI.LANGKAH-LANGKAH PEMBELAJARAN Kegiatan
Waktu
1.
Kegiatan Pendahuluan. a. Guru memberi salam. b. Guru mengabsen siswa. c. Tanya jawab berbagai hal terkait kondisi siswa. d. Menyampaikan tujuan pembelajaran. 2. Kegiatan Inti. Eksplorasi a. Menuliskan 3 kalimat di papan tulis. b. Menanyakan siswa tentang perbedaan yang ada pada kalimat yang dituliskan. c. Menjelaskan comparative degree dengan menuliskan formula dan contoh kalimatnya. Elaborasi a. Siswa diminta menunjukan adjective yang berbentuk comparative degree. b. Siswa diminta melengkapi kalimat dalam bentuk comparative degree sesuai dengan kalimat yang berisi informasi yang diberikan. c. Siswa diminta membuat 4 kalimat menggunakan comparative degree. Konfirmasi a. Siswa diminta menjawab pertanyaan baik lisan maupun tulisan untuk menguatkan penguasaan materi. 3. Kegiatan Penutup a. Menanyakan kesulitan siswa selama PBM. b. Menyimpulkan materi pembelajaran. c. Guru bersama siswa mereview topik utama dalam pertemuan ini. d. Guru memberi salam.
88
10 menit
25 menit
40 menit
5 menit
VII. SUMBER PEMBELAJARAN 1.
Buku English on the Sky for Junior High School Students Year VIII
2.
www.google.com
VIII. PENILAIAN Bentuk Instrumen Contoh instrument Ubah kata
Melengkapi
Esai
Change the adjectives below into comparative degree form! Fill in the blank the sentences below with the right adjective in comparative form! Write 4 sentences in comparative degree form!
Kunci jawaban
Skor
Long-longer Short - shorter
5
Toni is fat; but Ega is fatter than Toni
5
4
IX. INSTRUMEN PENILAIAN A. Change the adjectives below into comparative degree form! 1. 2.
Long Short
3.
Big
4. 5.
Small Expensive
= = = = =
B. Fill in the blank the sentences below with the right adjective in comparative form! Toni is 45 kg Ega is 55 kg 1. Toni is fat. But Ega is…………… than Toni 2. Ega is thin. But Toni is…………. than Ega
89
Petronas is 452 m Monas is 137 m 3. Petronas is ………….. than Monas 4. While Monas is ……………….than Petronas 5. Shanti feels comfortable in Malaysia. But she feels …………………… in Indonesia C. Write 4 sentences in comparative degree form! X.
PEDOMAN PENILAIAN 1. Untuk bagian A, tiap jawaban benar skor 1 2. Untuk bagian B, tiap jawaban benar skor 1 3. Untuk bagian C, tiap jawaban benar skor 2 Jumlah skor 4. Nilai maksimal = 18 5. Nilai siswa = Skor perolehan Skor maksimal
Mengetahui,
1X5 1X5 2X4
X 100
= 5 = 5 = 8 = 18
= …………
Jakarta, 27 Maret 2014
Guru Bahasa Inggris
Mahasiswa
Mahmud Badarudin
Ubaidillah, S.Pd 90
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Kelas Kontrol Pertemuan ke-3
I.
Nama Sekolah
: SMP AD-DA’WAH
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII (Delapan) / 2
Aspek / Skill
: Menulis
Alokasi Waktu
: 2 x 40 menit
Tema
: Degrees of Comparison (Linguistic Aspect and Structure)
Teknik
: Ceramah
Tahun Pelajaran
: 2014/2015
STANDAR KOMPETENSI Menulis Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sederhana berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan sekitar.
II. KOMPETENSI DASAR Mengungkapkan makna dan langkah retorika dalam esai pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk
descriptive
dan recount. III. INDIKATOR 1. Setelah siswa melakukan diskusi tentang superlative degree, siswa dapat memilih adjective yang tepat untuk membuat kalimat berdasarkan informasi yang diberikan dengan tepat.
91
superlative degree
2. Setelah siswa melakukan diskusi tentang superlative degree, siswa dapat membedakan adjective yang menggunakan akhiran –est dan tambahan most dengan tepat. 3. Setelah siswa melakukan diskusi tentang superlative degree, siswa dapat membuat kalimat superlative degree dengan benar. IV. TUJUAN PEMBELAJARAN Setelah mempelajari superlative degree, siswa dapat: 1. Menggunakan kalimat yang berbentuk superlative degree. 2. Membedakan bentuk-bentuk adjective dalam superlative degree. 3. Memahami kalimat dalam bentuk superlative degree. V. MATERI AJAR The superlative degree allows you to compare more than two things or people that have different quality and quantity. Some of the superlative degree form: 1. One and two syllable adjectives: for most one and two syllable adjectives, -est is added. Subject + verb + the + adjective + est + object The examples: Sherly is 40 years old Toni is 55 years old Roni is 70 years old Sherly is the youngest of the three Roni is the oldest among them 2. Superlative degree of adjectives that consists of more than three syllables also has their own pattern: Subject + verb + the most + adjective object The examples: TV is Rp. 1.000.000,VCD is Rp 200.000,Motorcycle is Rp. 12.000.000,TV is more expensive than VCD
92
VI.LANGKAH-LANGKAH PEMBELAJARAN Kegiatan
Waktu
1.
Kegiatan Pendahuluan. a. Guru memberi salam. b. Guru mengabsen siswa. c. Tanya jawab berbagai hal terkait kondisi siswa. d. Menyampaikan tujuan pembelajaran. 2. Kegiatan Inti. Eksplorasi a. Menuliskan beberapa kalimat di papan tulis. b. Menanyakan siswa tentang perbedaan yang ada pada kalimat yang dituliskan. c. Menjelaskan superlative degree dengan menuliskan formula dan contoh kalimatnya. Elaborasi a. Siswa diminta menunjukan adjective yang berbentuk superlative degree. b. Siswa diminta melengkapi kalimat dalam bentuk superlative degree. c. Siswa dalam diminta membuat 4 kalimat menggunakan superlative degree. Konfirmasi a. Siswa diminta menjawab pertanyaan baik lisan maupun tulisan untuk menguatkan penguasaan materi. 3. Kegiatan Penutup a. Menanyakan kesulitan siswa selama PBM. b. Menyimpulkan materi pembelajaran. c. Guru bersama siswa mereview topik utama dalam pertemuan ini. d. Guru memberi salam.
10 menit
25 menit
40 menit
5 menit
VII. SUMBER PEMBELAJARAN 1.
Buku English on the Sky for Junior High School Students Year VIII
2.
www.google.com
93
VIII.PENILAIAN Bentuk
Contoh instrument
Kunci jawaban
Skor
Instrumen Change the adjectives below into superlative degree form! Fill in the blank the sentences below with the right adjective form in superlative form! Write 4 sentences in the superlative degree
Ubah kata
Melengkapi
Esai
5
5
4
IX. INSTRUMEN PENILAIAN A. Change the adjectives below into superlative degree form! 1. Big 2. Long
3. Heavy 4. Fat 5. Expensive
= = = = =
B. Fill in the blank the sentences below with the right adjective form in the superlative form!
1. 2. 3. 4. 5.
No. Book
Price
Pages
Size
1.
Physic
Rp. 50.000,- 270 pages
40cmx15cm
2.
Chemistry
Rp. 75.000,- 320 pages
60cmx15cm
3.
Biology
Rp. 80.000,- 380 pages
50cmx15cm
The physic book’s price is...............................................of all. The biology book’s price is...............................................of the three. The chemistry book’s size is..........................................among them. The biology book’s page is.............................................of the books. The physic book’s page is............................................... among them.
C. Write 4 sentences in the superlative degree form!
94
X. PEDOMAN PENILAIAN 1. Untuk bagian A, tiap jawaban benar skor 1
1X5 = 5
2. Untuk bagian B, tiap jawaban benar skor 1
1X5 = 5
3. Untuk bagian C, tiap jawaban benar skor 2
2X4 = 8 = 18
Jumlah skor 4. Nilai maksimal
= 18
5. Nilai siswa
= Skor perolehan
X 100
= …………
Skor maksimal
Mengetahui,
Jakarta, 28 Maret 2014
Guru Bahasa Inggris
Mahasiswa
Mahmud Badarudin
Ubaidillah, S.Pd
95
APPENDIX 8 Tabel T d.f. dua sisi satu sisi 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60
20% 10% 1,341 1,337 1,333 1,330 1,328 1,325 1,323 1,321 1,319 1,318 1,316 1,315 1,314 1,313 1,311 1,310 1,309 1,309 1,308 1,307 1,306 1,306 1,305 1,304 1,304 1,303 1,303 1,302 1,302 1,301 1,301 1,300 1,300 1,299 1,299 1,299 1,298 1,298 1,298 1,297 1,297 1,297 1,297 1,296 1,296 1,296
10% 5% 1,753 1,746 1,740 1,734 1,729 1,725 1,721 1,717 1,714 1,711 1,708 1,706 1,703 1,701 1,699 1,697 1,696 1,694 1,692 1,691 1,690 1,688 1,687 1,686 1,685 1,684 1,683 1,682 1,681 1,680 1,679 1,679 1,678 1,677 1,677 1,676 1,675 1,675 1,674 1,674 1,673 1,673 1,672 1,672 1,671 1,671
TINGKAT SIGNIFIKANSI 5% 2% 1% 2,5% 1% 0,5% 2,131 2,602 2,947 2,120 2,583 2,921 2,110 2,567 2,898 2,101 2,552 2,878 2,093 2,539 2,861 2,086 2,528 2,845 2,080 2,518 2,831 2,074 2,508 2,819 2,069 2,500 2,807 2,064 2,492 2,797 2,060 2,485 2,787 2,056 2,479 2,779 2,052 2,473 2,771 2,048 2,467 2,763 2,045 2,462 2,756 2,042 2,457 2,750 2,040 2,453 2,744 2,037 2,449 2,738 2,035 2,445 2,733 2,032 2,441 2,728 2,030 2,438 2,724 2,028 2,434 2,719 2,026 2,431 2,715 2,024 2,429 2,712 2,023 2,426 2,708 2,021 2,423 2,704 2,020 2,421 2,701 2,018 2,418 2,698 2,017 2,416 2,695 2,015 2,414 2,692 2,014 2,412 2,690 2,013 2,410 2,687 2,012 2,408 2,685 2,011 2,407 2,682 2,010 2,405 2,680 2,009 2,403 2,678 2,008 2,402 2,676 2,007 2,400 2,674 2,006 2,399 2,672 2,005 2,397 2,670 2,004 2,396 2,668 2,003 2,395 2,667 2,002 2,394 2,665 2,002 2,392 2,663 2,001 2,391 2,662 2,000 2,390 2,660
96
0,2% 0,1% 3,733 3,686 3,646 3,610 3,579 3,552 3,527 3,505 3,485 3,467 3,450 3,435 3,421 3,408 3,396 3,385 3,375 3,365 3,356 3,348 3,340 3,333 3,326 3,319 3,313 3,307 3,301 3,296 3,291 3,286 3,281 3,277 3,273 3,269 3,265 3,261 3,258 3,255 3,251 3,248 3,245 3,242 3,239 3,237 3,234 3,232
0,1% 0,05% 4,073 4,015 3,965 3,922 3,883 3,850 3,819 3,792 3,768 3,745 3,725 3,707 3,690 3,674 3,659 3,646 3,633 3,622 3,611 3,601 3,591 3,582 3,574 3,566 3,558 3,551 3,544 3,538 3,532 3,526 3,520 3,515 3,510 3,505 3,500 3,496 3,492 3,488 3,484 3,480 3,476 3,473 3,470 3,466 3,463 3,460
