THE EFFECT OF USING PICTURES IN LEARNING COMPARATIVE ADJECTIVES TO LEARNERS’ SCORE AND PERCEPTION (A Mixed Method Research in the Eighth Grade of MTs Al- Islamiyah Ciledug Tangerang)
By: SITI AFIFAH 1110014000004
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
ABSTRACT The Effect of Using Pictures in Learning Comparative Adjectives to Learners’ Score and Perception (A Mixed Method Research in the Eighth Grade of MTs Al- Islamiyah Ciledug Tangerang). A Skripsi, English Departement, Faculty of Tarbiyah and Teachers’ Training, UIN Syarif Hidayatullah, Jakarta, 2014. Advisors Keywords
: Dr. Farida Hamid, M.Pd Teguh Khaerudin, M.AppLing : Pictures, Comparative Adjectives, and Perception
The purpose of the study was to know the effect of the use of pictures in learning comparative adjectives to learners’ score and perception. Whether or not the use of pictures can affect the learners’ score and how the learners perceive the use of pictures when learning comparative adjectives. The scopes of this study were learners’ score and perceptions. Sample of the study was 37 learners from 181 learners of 8th grade of MTs. Al- Islamiyah Ciledug. This study used mixed method with explanatory sequential design which gathering the data, quantitative and qualitative data, sequentially in two phases, with one form of data collection following and informing the other. The techniques of data collection of the study were testing for collecting the quantitaive data and interviewing for collecting the qualitative data. The findings of the study came from two kinds of data, quantitative and qualitative data. The result of quantitative data showed that the use of pictures in learning comparative adjectives affected the learners’ score. The result showed that tvalue is higher than t-table, 18,086 > 2,028. It concluded that H1 was accepted which meant that the use of pictures affected on learners’ score. The result of qualitative data showed that 5 of 6 learners who had high gained score had positive perception toward the use of pictures in learning comparative adjectives. Further, only 1 of 6 learners who had little gained score had negative perception toward it. From those findings, it concluded that the use of pictures in learning comparative adjective could affect the learners’ score and perceptions positively and negatively, and those perceptions could also effect on learners’ score.
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ABSTRAK The Effect of Using Pictures in Learning Comparative Adjectives to Learners’ Score and Perception (A Mixed Method Research in the Eighth Grade of MTs Al- Islamiyah Ciledug Tangerang). A Skripsi, English Departement, Faculty of Tarbiyah and Teachers’ Training, UIN Syarif Hidayatullah, Jakarta, 2014. Advisors Keywords
: Dr. Farida Hamid, M.Pd Teguh Khaerudin, M.AppLing : Pictures, Comparative Adjectives, and Perception
Penelitian ini ditujukan untuk mengetahui pengaruh penggunaan gambar dalam pembelajaran comparative adjectives terhadap nilai dan persepsi siswa. Apakah penggunaan gambar dapat mempengaruhi nilai siswa dan bagaimana persepsi siswa terhadap penggunaan gambar dalam pembelajaran comparative adjective. Penelitian ini mencakup nilai dan persepsi siswa. Sampel dalam penelitian ini adalah 37 siswa dari populasi sebanyak 181 siswa kelas 8 MTs. Al- Islamiyah Ciledug. Penelitian ini menggunakan metode campuran dengan desain explanatory sequential dimana mengumpulkan data kuantitatif dan kualitatif secara berurutan dalam dua tahap, dimana satu data didukung oleh data lain. Teknik yang digunakan dalam mengumpulkan data pada penelitian ini adalah tes untuk pengumpulan data kuantitatif dan wawancara untuk pengumpulan data kualitatif. Hasil penelitian yang diperoleh berasal dari dua jenis data. Hasil dari data kuantitatif menunjukkan bahwa penggunaan gambar dalam pembelajaran comparative adjectives mempengaruhi nilai siswa. Hasil ini menunjukkan nilai t lebih besar dari pada t tabel, 18,086 > 2,028. Dapat disimpulkan bahwa H1 diterima yang berarti penggunaan gambar mempengaruhi nilai siswa. Hasil dari data kualitatif menunjukkan bahwa 5 dari 6 siswa yang memiliki nilai selisih pre- test dan post- test yang tinggi mempunyai persepsi positif terhadap penggunaan gambar dalam pembelajan comparative adjectives. Selanjutnya, hanya 1 dari 6 siswa yang memiliki nilai sesilih yang kecil memiliki persepsi negatif terhadap penggunaan gambar. Dari hasil penelitian tersebut, dapat disimpulkan bahwa penggunaan gambar dalam pembelajaran comparative adjectives dapat mempengaruhi nilai dan persepsi siswa, positif maupun negatif, dan persepsi- persepsi tersebut dapat juga memengaruhi nilai siswa.
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ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. All praises be to Allah, the Lord of the world who has given the Mercy and Blessing upon the writer in completing this Skripsi. Peace and salutation be upon the prophet Muhammad, his family and his followers. In this occasion, the writer would like to express her greatest appreciation, honour and gratitude to her beloved parents (Drs. H. Ashim Sutardi and Hj. Yayah Taswiyah), for their valuable supports and moral encouragement in motivating the writer to finish her study. Then, the writer thanks to her beloved sister and brothers (Ayu Arsyi Rahayu, S.Pd., Zakaria, and Ahmad Fakih) for their supports to the writer in writing this Skripsi. The writer also would like to express her deepest gratitude to Dr. Farida Hamid, M.Pd. and Teguh Khaerudin, M.AppLing for their advices, guidances, corrections, and suggestions in finishing this Skripsi. Her gratitude also goes to: 1. All lecturers of Department of English Education who have taught and educated the writer during his study at UIN Syarif Hidayatullah Jakarta. 2. Drs. Syauki, M.Pd., The Head of Department of English Education. 3. Zaharil Anasy, M.Hum., The Secretary of Department of English Education. 4. Didin N. Hidayat, MA. TESOL., The Academic Advisor 5. Dra. Nurlena Rifa’i, MA., Ph. D The Dean of Faculty of Tarbiya and Teachers` Training. 6. H. Syafe’i Ibrahim, S.PdI., The headmaster of MTs. Al-Islamiyah Ciledug Tangerang who has permitted the writer to conduct this research in his school. 7. Her beloved close friends; Sari Febrianti, Nur Pratiwi, Robiatul Adawiyah, Listianty Ridayu Maksum, Sita Pradhita, N.Yani Saniyatul A, Rani Junita
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Amalia, Ummu Salamah and Nur Maw’izzatillah for sharing knowledge, cares, motivation, times, supports, laugh and happiness. 8. Her beloved friends in Department of English Education Academic Year 2010 for giving cares and supports. 9. Her beloved close friends, Ulfa Affandayanti S.Kom., Erna Ratna Wibiastuti, Nuryana Amalia, and Gea Eka for giving supports, cares and happiness. 10. Her beloved big families. 11. To all of MTs. Al-Islamiyah Ciledug Tangerang teachers. 12. To any other person who cannot be mentioned one by one for their contribution to the writer during finishing her Skripsi. The words are not enough to say any appreciations for their help.
May Allah bless them for all of what they have done.
Finally, the writer feels that it is really pleasure for her to receive critics and suggestions to make this Skripsi better. She also hopes that this Skripsi would be beneficial, particularly for her and for those who are interested in it.
Jakarta, September 16, 2014
The writer
Siti Afifah
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TABLE OF CONTENTS
ABSTRACT ........................................................................................................... i ACKNOWLEDGEMENTS ................................................................................ iii TABLE OF CONTENTS ......................................................................................v TABLE OF TABLES ......................................................................................... vii TABLE OF FIGURES ...................................................................................... viii TABLE OF APPENDICES ................................................................................ ix CHAPTER I. INTRODUCTION .........................................................................1 A. Background of Study ..................................................................................1 B. Identification of Problem .............................................................................6 C. Limitation of Problem .................................................................................6 D. Formulation of Problem ..............................................................................7 E. Purpose of Study .........................................................................................7 F. Significance of Study ..................................................................................7
CHAPTER II. REVIEW OF RELATED LITERATURE ................................9 A. Literature Review ........................................................................................9 1. Picture ................................................................................................9 2. Perception .........................................................................................15 3. Comparative Adjectives ...................................................................18 B. Previous Related Studies ............................................................................22 C. Theoretical Framework .............................................................................25 D. Research Hypothesis .................................................................................28
CHAPTER III. RESEARCH METHODOLOGY ...........................................29 A. Place and Time of Studuy .........................................................................29 B. Research Design .........................................................................................29 C. Population and Sample ..............................................................................30
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D. Research Instrument ..................................................................................31 E. Technique of Data Collection ...................................................................36 F. Technique of Data Analysis .....................................................................36 G. Statistical Hypothesis ...............................................................................39
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION .......................40 A. Research Findings ....................................................................................40 B. Research Discussion .................................................................................49
CHAPTER V. CONCLUSION AND SUGGESTION ......................................53 A. Conclusion ...............................................................................................53 B. Suggestion ................................................................................................54
REFERENCES ....................................................................................................55 APPENDICES .....................................................................................................59
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TABLE OF TABLES
Table 2.1 Comparative and Superlative Degree for Short Adjectives ...........19 Table 2.2 Comparative Degree for d and g Endings ........................................20 Table 2.3 Comparative and Superlative Degree for y Endings........................20 Table 2.4 Comparative and Superlative Degree for Long Adjectives ............20 Table 2.5 Comparative and Superlative Degree for Certain Adjectives .......21 Table 2.6 Positive, Comparative, and Supelative Degree for Irregular Adjectives .................................................................................................21 Table 3.1 Valid and Invalid Test Items .............................................................33 Table 3.2 Number of Eliminated Questions ......................................................33 Table 3.3 Number of Questions Used in Pre-Test and Post- Test ...................35 Table 4.1 Descriptive Statistic ............................................................................41 Table 4.2 Descriptive Statistic for Normality Test ...........................................43 Table 4.3 ANOVA Table of Homogeneity Test ................................................44 Table 4.4 ANOVA Table of Linearity Test .......................................................45 Table 4.5 Learners’ Interview Responses .........................................................45 Table 4.6 Paired Samples Test ...........................................................................47
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TABLE OF FIGURES
Figure 2.2 Theoretical Framework Scheme ......................................................27 Figure 4.1 Box Plot Chart of Pre- Test and Post- Test Score ..........................41
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TABLE OF APPENDICES
Appendix 1. Kisi- Kisi Instrumen Pre- Test dan Post- Test ..............................60 Appendix 2. Validity and Reliability Test .........................................................63 Appendix 3. Test Specifications and R- Value .................................................67 Appendix 4. Pre- Test and Post- Test Questions ..............................................69 Appendix 5. Result of Pre- Test and Post- Test ................................................72 Appendix 6. Questions Used in Interview .........................................................74 Appendix 7. Interview Response ........................................................................75 Appendix 8. Lesson Plan .....................................................................................87 Appendix 9. Documentation .............................................................................109
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CHAPTER I INTRODUCTION
In this chapter, there are explanations about background of study, identification of problem, limitation of problem, formulation of problem, purpose and significance of study.
A. Background of Study English grammar as one of English components is clearly essential for learners.1 According to Cowan, “grammar is the set of rules that describes how words and groups of words can be arranged to form sentences in a particular language”.2 In addition, Ur states that “grammar is the way a language manipulates and combined words in order to form longer units of meaning”.3 It shows that grammar is a basic knowledge that essentially needed to assist the learners to use a language grammatically and meaningfully. Hence, English grammar is taught in some schools. English grammar is taught in order to make learners comprehend and produce written and spoken English in communicatively proficient and accurate ways.4 Without a proper knowledge of grammar, the learners will find many problems to make sentences to express their ideas for communication activities. Therefore, the learners have to master English grammar if he or she wants to write or speak English properly. In grammar, English teachers usually teach their learners about tenses, direct and indirect speech, question tags, command and request, parts of speech, and soon. Werner and Nelson states that there are nine parts of speech which are 1
Jeremy Harmer, The Practice of English Languange Teaching, (New York: Longman Publishing, 1996), p. 22 2 Ron Cowan, The Teacher’s Grammar of English, (Cambridge: Cambridge University Press, 2008), p, 3 3 Penny Ur, Grammar Practice Activities: A Practical Guide for English Teachers, (Cambridge: Cambridge University Press, 2002), p.4 4 Jerry G. Gebhard, Teaching English as a Foreign or Second Language, A Teacher SelDevelopment and Methodology Guide: Second Edition, (United States of America: The University of Michigan Press, 2009), p. 63
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adjective, adverb, article, conjunction, interjection, noun, preposition, pronoun, and verb.5 As one of parts of speech, adjective is usually used as a noun modifier6, such as she is beautiful. Besides, adjective also has a function as inflection for grade.7 It means that the adjective shows a contrast between plain, comparative, and superlative forms, called comparative adjective or comparative degree, such as Mike is taller than Richard and Cathrine is the tallest. Sometimes, to form those sentences of comparative adjectives is difficult for some Indonesian learners. Some Indonesian learners still face difficulty in applying the rules of comparative adjectives. It can be seen when the writer did a pre-research in MTs. Al- Islamiyah Ciledug Tangerang on November 2013. She found that some learners faced difficulty in applying comparative adjectives. They have low score on several comparative adjectives exercises on learners’ score book. The average score of their comparative adjectives exercises was 44,6. It categorized as low score because it was below 65 as the English standard score at MTs. Al- Islamiyah Ciledug Tangerang. The result of interview on Wednesday, November 27th 2013 with the English teacher also showed that the learners faced difficulty in applying comparative adjectives. The teacher said that there were several possible factors which could cause the problem and affect the learners’ achievement, for instance, learners’ motivation, learners’ intelligence, learner’s background and school facility. According to M. Ngalim Purwanto, there are also some social factors which influence the learners’ learning and achievement.8 Those social factors are family condition, teacher and teaching method, equipment which used in teaching learning process, learning environment, and social motivation. As one of factors which influence learners’ achievement, the teaching methods are important factor 5
Patricia K. Warner and John P. Nelson, Mosaic 2 Grammar: Silver Edition, (New York: The McGraw- Hill Companies, 2007), p. 5 6 Rodney Huddleston and Geoffrey K. Pullum, A Students’s Introduction to English Grammar, (Cambridge: Cambridge University Press, 2005), p. 112 7 Ibid. 8 M. Ngalim Purwanto, Psikologi Pendidikan, (Bandung: Remaja Rosdakarya, 2010), p. 102
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because they can affect the learners’ motivation. If the methods are discouraging, the learners will probably demotivate. On the other hand, if the methods are interesting, the learners will be motivated.9 Based on the interview with the English teacher in MTs. Al- Islamiyah Ciledug Tangerang, she said that she explained comparative adjectives by giving the rules textually based on the textbook to the learners, and then giving them the exercises on their exercise book. This method may not encourage learners’ activities so that the learners tend not to pay attention and they do not understand what the teacher explained in front of the class. Hence, teaching method is important in teaching learning process because it can affect students’ motivation in teaching learning process. Having a good teaching method is one of criteria of good teachers. Harmer states that the teachers have to create interesting class.10 He or she has to be able to prepare interesting class atmosphere by using variuos teaching method. Hence, he or she can both motivate the learners and release barriers such as fear and anxiety. This may be a way for the learners to acquire the language more easily by interesting class atmosphere. The English teacher can use a variation of method in teaching English to make interesting class atmosphere. The teacher also can use various sources in teaching language, for instance, teaching language by using authentic visual materials, authentic printed materials, and realia.11 By using various sources in teaching language, the learners may be more motivated in learning English especially in learning comparative adjectives. They also would more understand about the explanation while learning comparative adjectives. Based on the description above, the researcher selects one of authentic visual materials that are picture because the picture may be an effective and helpful medium to motivate learners in language learning. Harmer states that pictures are interesting and have the power to engage learners.12 Further, the presence of
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Jeremy Harmer, op.cit., p. 5 Ibid., p.6 11 Jerry G. Gebhard, op.cit., p.104 12 Jeremy Harmer, The Practice of English Language Teaching, Fourth Edition, p. 179 10
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pictures also can improve learners’ understanding.13 Therefore, giving explanation about comparative adjectives by using of pictures will presumably affect learners’ score because the pictures can improve learners’ understanding. Additionally, many previous researches recommend using picture as one of several media or teaching aids. One of those previous researches, as stated by Seyed Jalal and Neda Karimi that it is recommended for teachers to use visual treatment for better teaching and learning because pictures are attractive and easy for learners to remember the material.14 But in practice, throughout the researcher’s English as a foreign language education, her teachers seldom used visual aids in the classroom. As a learner, the researcher found that her learning experience consisted of memorizing English words and grammar forms. This could be done very quickly, but forgetting what she learnt about English could also be very quick. Further, the teacher in MTs. Al- Islamiyah Ciledug Tangerang also taught the rules of comparative adjectives textually based on the textbook. She did not use pictures as medium to teach comparative adjectives. Hence, if the teacher uses pictures in teaching comparative adjectives, it may be new for some learners. Because of this condition, the learners may have different perceptions of the use of pictures in learning comparative adjectives. The different learners’ perceptions of the use of pictures when learning comparative adjective is common because the brain uses previous information as a basis for interpreting about something and everyone has his or her own previous information.15 Coon also claims that changes in perception can be attributed to prior experience.16 The different learners’ perceptions may be caused by learners’ different background of economic, social, culture, and soon. In this research, the students may perceive that the use of pictures is interesting, motivating, or 13
Syyed Mahdi Erfani, Pictures Speak Louder than Words in ESP, Too!. (English Language Teaching, Vol. 5 No. 8, July, 2012), p. 165 14 Seyed Jalal Abdul Manafi Rokni and Neda Karimi, Visual Instruction: An Advantage or Disadvantage? What About Its Effect on EFL Learners’ Vocabulary Leaning?, in Asian Journal of Social Sciences and Humanities, Vol. 2 No. 4, November 2013, p. 241 15 Jane S. Halonen and John W. Santrock, Psychology Context and Applications Third Edition, (United States of America: McGraw-Hill, 1999), p. 101 16 Dennis Coon, Introduction to Psychology Tenth Edition, (United States of America: Wadsworth, 2004). 227
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entertaining teaching aid. On the other hand, the students may perceive that pictures are complex, not interesting, or ineffective teaching aid for studying comparative adjectives. According to Santrock, perception is the process of organizing and interpreting sensory information to give it meaning.17 In the researchers’ opinion, perception is important because everyone has different perceptions of something and the perception can affect his/her thinking. As stated by Wade and Tavris that the perception is important because it provides the foundation for learning, thinking, and acting.18 Hence, the learners’ perceptions of the use of pictures when learning comparative adjectives is needed to know because learners’ perceptions are basic for the learners think. They also are as an aid for teachers to reflect their teaching strategy. As stated by Etuk, et.al. that “The knowledge of the way the students think and perceive can aid the teacher to reflect upon and adjust his teaching strategies to enhance students’ understanding and achievement”.19 Not only as an aid for teachers to reflect their teaching strategy, but the learners’ perceptions also needed to know because they can affect learners’ learning achievement.20 What the learners perceive about learning environment can influence their learning achievement. Hence, the learners’ perceptions of learning environment play important role in learners’ learning achievement. Although many factors which influence learners’ achievement, as explained before, such as family condition, teacher and teaching method, equipment which used in teaching learning process, learning environment, social motivation, and perception, the researcher only focuses on two factors of learning achievement; teaching method and perception. By using interesting teaching method, the use of 17
John W. Santrock, Psychology Updated Seventh Edition, (New York: McGraw-Hill, 2005), p. 177 18 Carole Wade and Carol Tavris, Psychology Tenth Edition, (United States of America: Pearson, 2011), p. 179 19 Etuk N. Etuk, et. al., Students’ Perception of Teachers’ Characteristics and Their Attitude towards Mathematics in Oron Education Zone Nigeria, (International Education Studies, Vol. 6, No. 2, 2013), p. 197 20 Sunday A. Adeyomo, The Effect of Teachers’ Perception and Students’ Perception of Physics Classroom Learning Environment on Their Academic Achievement in Senior Secondary Schools Physics, in International Journal of Education Research and Technology, Vol. 2 Issue 1, June 2011, p. 75
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pictures in teaching comparative adjectives, and positive learners’ perception of leaning environment, the learners’ achievement may increase. Based on the statement above, the writer intends to investigate the effect of the use of pictures on learners’ score and perception in learning comparative adjectives. Further she intends to write her skripsi entitled “The Effect of Using Pictures in Learning Comparative Adjectives to Learners’ Score and Perception”. (A Mixed Method Research in the Eighth Grade of MTs AlIslamiyah Ciledug Tangerang).
B. Identification of Problem According the background study, the writer identifies some problems relating to the teaching comparative adjectives: 1. Although many factors which can affect leaners’ achievement, teaching method is important in teaching learning process because it can affect learners’ motivation in learning. 2. The teaching method used in MTs. Al- Islamiyah Ciledug Tangerang may not encourage learners’ activities, especially teaching method in teaching comparative adjectives. 3. Some learners in MTs. Al- Islamiyah Ciledug Tangerang have low score on several comparative adjectives exercises. 4. Some learners of MTs. Al- Islamiyah Ciledug Tangerang may be demotivated and they do not seem interested while learning comparative adjectives. 5. The use of pictures as one of teaching aids in teaching comparative adjectives may be new for some students. 6. Some learners may have different perceptions, positive or negative perceptions, of the use of pictures when studying comparative adjectives.
C. Limitation of Problem In conducting this research, the writer limits the problem to avoid misunderstanding and only focuses on the effect of the use of pictures in learning
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comparative adjectives to learners’ score and perception in the eighth grade of MTs Al- Islamiyah Ciledug Tangerang in 2014/2015 academic year.
D. Formulation of Problem In conducting this study, the researcher intends to give the use of pictures as teaching aid in teaching comparative adjectives. Hopefully, by giving interesting teaching aid, it can affect positively on learners’ score and perception. Hence, the researcher formulates the research problem as following: 1. Does the use of pictures affect the learners’ score when learning comparative adjectives? 2. How do the learners perceive the use of pictures in learning comparative adjectives?
E. Purpose of Study The purpose of this study is to investigate the effect of the use of pictures in learning comparative adjectives to learners’ score and perception. Whether or not the use of pictures can affect the learners’ score and how the learners perceive the use of pictures when learning comparative adjectives.
F. Significance of Study The research result is expected to give information: a.
For the teachers, the result of this research is expected to give them information about the effect of the use of pictures on learners’ score and perception when studying comparative adjectives. The teachers can know whether the use of pictures can increase the learners’ score and the teachers also can know what the leaners perceive toward it. So, if the result of this research is that the use of pictures can increase learners’ score and has positive learners’ perception, the teachers can use pictures as one of some alternatives way in teaching comparative adjectives.
b. For the learners, the research is expected to motivate them in learning comparative adjectives because by using the pictures, the class will be
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interesting. Hence, the learners can improve their understanding of comparative adjectives. c. For the reader, the research result is expected to give information and knowledge about the effect of the use of pictures in teaching comparative adjective on learners’ score and perception on the eighth grade of junior high school. d. For the school, the research result is expected to be a reference and information for the school to encourage their English teachers to be more creative and innovative in conducting English teaching and learning activities; to enhance their facilities; and the last, eagerly to improve the education standard in Indonesia generally.
CHAPTER II REVIEW OF RELATED LITERATURE
In this chapter, the researcher would like to elaborate the theories related to the research. It is crucial for the researcher and the readers to recognize the definition of the meaning of title of this research in order to make easier for the researcher in analyzing and understanding the problem deeply.
A. Literature Review 1. Picture Some learners of English as a foreign language may have many obstacles in learning English. To reduce those obstacles, selecting teaching method and media are one of several ways which can be done by teachers. By using appropriate and interesting teaching method and media, the teachers can raise learners‟ motivation and interest in teaching- learning activities. Therefore, picture is one of visual media or visual aids which will be discussed in this study. a. Nature of Picture Generally, based on Oxford Advanced Learner‟s Dictionary, picture is a painting or drawing, etc. to show a scene, a person, or a thing.1 In English language teaching, pictures are one of useful media to deliver learning material to learners. As stated by Celce- Murcia and Hilles that, “Pictures are versatile and useful resources for teaching aspects of grammar that require a structure- meaning match. They can be used in all phases of grammar lesson (i.e., in presentation, focused practice, communicative practice, and for feedback and correction)”.2 Hence, the pictures are painting or drawing which can be used as practical and useful resources for teaching aspects of grammar. Furthermore, the pictures are one of visual media used in teaching grammar which can make contextual language learning. According to Gebhard, pictures can 1
A. S Hornby, Oxford Advanced Learner’s Dictionary, (England: Oxford University Pressl, 2000), p. 991 2 Marianne Celce- Murcia and Sharon Hilles, Techniques and Resources in Teaching Grammar, (England: Oxford University Press, 1988), p. 73
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reinforce for learners the direct relation between the language classroom and the outside world.3 Contextual teaching and learning involves making learning meaningful to learners by connecting to the real world. As stated by Hasnawati that in contextual learning, result of learning is hopefully more meaningful because the learning material delivered naturally.4 Moreover, with contextual and meaningful learning environment, the material of learning also will be retentive. Galindo states that comprehensive, applicative, and retentive learning only happens when there is meaningful learning.5 Therefore, the use of pictures in teaching grammar can make contextual, meaningful, comprehensive, and retentive learning. Besides making contextual, meaningful, comprehensive, and retentive learning, pictures are also one of visual media which can increase learners‟ interest and motivation in learning. The pictures are one of visual media which can motivate learners to respond more often than other teaching aids, such as a textbook or a sentence on the board.6 As Wright states that “picture contributes to interest and motivation; a sense of the context of the language; a specific reference point or stimulus”.7 Hence, the learners will be motivated and interested while studying by using the pictures. The learners‟ motivation and interest can be increased by providing interesting activities which can reduce affective filter. As stated by Krogh that providing interesting and intriguing activities is one of several ways to reduce affective filter.8 According to Krashen, affective filter is affective factors which relate to
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Jerry G. Gebhard, Teaching English as a Foreign or Second Language, A Teacher SelDevelopment and Methodology Guide: Second Edition, (United States of America: The University of Michigan Press, 2009), p.105 4 Hasnawati, Pendekatan Contextual Teaching Learning Hubungannya Dengan Evaluasi Pembelajaran, in Jurnal Ekonomi dan Pendidikan, Vol. 3, No. 1, April 2006, p. 54 5 Israel Galindo, Five Stages for Effective Teaching and Meaningful Learning in the Classroom, 2013, (http://wabashcenter.typepad.com/12_surprises_when_lecturi/2013/11/fivestages-for-effective-teaching-and-meaningful-learning-in-the-classroom.html). 6 Marianne Celce- Murcia and Sharon Hilles, loc.cit. 7 Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University Press, 2004), p. 2 8 Kristin Krogh, Understanding Stephen Krashen’s Affective Filter Hypothesis, 2011, (https://suite.io/kristin-krogh/5c27243 )
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the second language acquisition process.9 Those factors are motivation, selfconfidence, motivation, and anxiety.10 Those three factors play a prominent role in language acquisition, either heightening or interfering with learner‟s ability to progress. Learners who are highly motivated, have a strong sense of self, and enter a learning situation with low level of anxiety are much likely to be successful language acquirers than those who do not. As stated by Krashen that:11 “Performers with high motivation generally do better in second language acquisition (usually, but not always, “integrative”); Performers with self-confidence and a good self-image tend do better in second language acquisition; Low anxiety appears to be conducive to second language acquisition, whether measured as personal or classroom anxiety.”
Hence, the English teachers can use pictures to help their learners in developing their English ability by providing interesting activities which can reduce learners‟ affective filter. To sum up from the descriptions above, pictures are painting or drawing which can be one of several ways used by teachers in teaching English because it is useful resource. Further, the use of pictures as one of visual aids can make contextual, meaningful, comprehensive, and retentive learning; and it also can increase learners‟ motivation and interest.
b. Criteria of Good Picture for Teaching Learning Process To make the most use of picture is effective in the class; teachers need to know some criteria in choosing pictures as one of visual aids in teaching language. The picture is more likely to be used well if it has good criteria. There are some criteria of good picture which should be considered by teachers. Wright states that when the English teacher uses or chooses the picture, he or she has to consider five criteria of using the picture.12 Those five criteria are: 1. easy to prepare
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Stephen D. Krashen, Principles and Practice in Second Language Acquisition, (Internet Edition, 2009, http://www.sdkrashen.com/content/books/principles_and_practice.pdf), p. 30 10 Stephen D. Krashen, op.cit, p. 31 11 Ibid. 12 Andrew Wright, op.cit., p.3
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A good picture for teaching learning process should be easy to prepare in order to consume teaching time effectively. By using easy prepared pictures, teachers will not waste their time only for preparing the pictures. Hence, teaching learning process will be effective in time. 2. easy to organize A good picture for teaching learning process should also be easy to organize. As same as previous criterion, easy organized pictures will not waste teachers‟ time during teaching learning process. 3. interesting for the learners An interest is one of criteria of good pictures for teaching and learning which is important. An interesting pictures will make learners pay attention to learning material which delivered by teachers. Further, Anderson adds that teachers also have to provide the pictures which are liked by learners because the teachers want the learners to pay attention to learning material.13 4. authentic and meaningful to the activity An authenticity of pictures means that the pictures draw a real situation. As Sadiman, et. al., states that the pictures have drawn a situation which what people say it is.14 5. the activity should give rise to a sufficient amount of language Furthermore, Hamalik adds that pictures which are used in teaching learning process have to be simple.15 The pictures are simple in color, creating a certain impression, valuable in aesthetics, and practical. From the criteria above, it can be seen that when teachers want to use pictures as visual aid in their teaching activity, they should consider those criteria. They are easy to prepare, easy to organize, interesting, authentic and meaningful to the activity, able to give rise to a sufficient amount of language and simple.
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Ronald H. Anderson, Pemilihan dan Pengembangan Media untuk Pembelajaran, Terj. Selecting and Developing oleh Yusufhadi Miarso, dkk, (Jakarta: Rajawali, 1987), p. 52 14 Sadiman, et. al, Media Pendidikan Pengertian, Pengembangan, dan Pemanfaatannya, (Jakarta: PT. Raja Grafindo, 2010), p. 31 15 Oemar Hamalik, Media Pendidikan, (Bandung: Alumni, 1986), p. 86
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c. Advantages of Using Picture in Teaching Learning Process The use of pictures in teaching learning process has many advantages. The researcher categorizes those advantages into three categories which are in practicality, learning process, and learners‟ attitude toward learning. Practically, the use of pictures in teaching learning process has many advantages. One of them is that pictures is easy to get and inexpensive.
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Teachers can find various pictures easily and inexpensively in internet, for instance, or in other media, such as magazine, newspaper, etc. Because of pictures‟ economical advantage, teachers can use them as one of teaching media. Further, the pictures can show more realistic than the subject matter than the mere verbal media. Then, learners can see learning material discussed clearly. The pictures also can overcome limitations of space and time because not all objects or events can be brought to class.17-18 For instance, when teachers will compare size of human and dinosaur, it is impossible to bring a real dinosaur to class. Hence, the teachers can use dinosaur pictures as teaching aid which can overcome limitations of space and time. Moreover, the use of pictures in teaching learning process also has some advantages in learning process. Pictures are one of visual media which can improve learners‟ understanding and memorizing. Fathurrohman and Sutikno say that the advantages of the use of pictures are19: 1. images can improve perception 2. images can improve understanding 3. images can improve learning transfer 4. images can reinforce knowledge 5. images can improve memorizing. Hence, by the use of pictures in teaching learning process, learners will understand and memorize learning material easily.
16
Sadiman, et. al, op.cit., p. 29 Ibid. 18 Basyiruddin Usman, Media Pembelajaran, (Jakarta: Ciputat Pers, 2002), p. 48 19 Pupuh Fathurrohman and M. Sobry Sutikno, Strategi Belajar Mengajar, (Bandung: PT. Refika Aditama, 2009), p. 16. 17
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The next advantages of the use of pictures are in learners‟ attitudes toward learning. As stated before that the use of pictures in teaching learning process can increase learners‟ motivation and interest. A result of study conducted by Klasone shows that pictures can improve learners‟ interest and motivation when learning preposition of grade 3-4.20 Furher, Celce- Murcia and Hilles state that one of advantages of picture is motivating learners to respond in ways more routine than other teaching aids, such as text book or a sentence on the board. 21 The statement shows that using text book or a board and chalk for the teachers are common aids which can make the learners sometimes feel bored. Therefore, by using different aids such as picture will be able to make the learners enthusiastic and motivate them in teaching learning process. Furthermore, Celce- Murcia and Hilles also state that “Pictures can be used in various ways to enhance learning and practice, such as work in pairs or group. They enable students to do activities that encourage them to be more active and courageous in learning grammar by pairing or group working”.22 In summary, good pictures provides some advantages in some aspects. The using of pictures in teaching learning process has some advantages such as in practicality, learning process, and learners‟ attitude toward learning. Therefore, because of those advantages, teachers can choose pictures as visual aid in teaching learning process.
d. Disadvantages of Using Picture in Teaching Learning Process Pictures do not only have benefits or advantages, but also they have several disadvantages as one of teaching aids in teaching and learning process. According to Sadiman, et. al. these disadvantages are23: 1. images only emphasize the eye- sensory perception 2. images which are too complex is less effective for learning activities
20
Inta Klasone, Using Pictures when Teaching Prepositions in English Lesson in the forms 3-4, Journal of Language and Literature Education, 8, 2013, p. 36 21 Marianne Celce- Murcia and Sharon Hilles, op.cit., p. 73 22 Ibid. 23 Sadiman, et. al, op.cit., p. 31
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3. images size are very limited for large group. From all previous statements, it seems that unsuitable pictures or bad pictures can cause several problems in teaching learning process. Sometimes, the learners do not always know how to read the pictures or what the pictures describe about. It is caused by the pictures which are too complex to read. Further, the size of pictures is too small to see if the class is big. Hence, to make the usage of pictures are effective, the teacher should choose simple, clear, and big enough pictures to make the learners understand easily about the material that taught by the teacher.
2. Perception a. Nature of Perception In defining the perception, the researcher defines it as an interpretation of something as a result of observing and sensing. In general sense, according to Oxford Advanced Learner‟s Dictionary, perception is an idea, a belief or an image you have as a result of how you see or understand something. 24 Additionally, in psychological term, Mike May on his book Sensation and Perception define perception as something what you observe and how you interpret it.25 Further, Santrock also states that “Perception is the interpretation of what is sensed”.26 For example, the information about physical events that contacts the ears may be interpreted as musical sounds. Briefly, perception is the process of interpreting information through human‟s sense organ system.
b. Factors of Perception Someone‟s perception toward one object is influenced by some factors. Acccording to Bimo Walgito, those factors are the following:27 1. Object are perceived
24
A. S Hornby, op.cit., p.977 Mike May, Sensation and Perception, (New York: Chelsea House, 2007), p. 1 26 John W. Santrock, Life Span Development, Eight Edition, (New York: McGraw- Hill Companies, 2002), p. 145 27 Bimo Walgito, Pengantar Psikologi Umum, (Yogyakarta: Andi, 2004), pp. 89-90 25
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Stimulus object raises the sensory organs or receptors. Stimulus not only can come from outside the individual, but it can also come from within the individual itself. In fact, the bulk of the stimulus comes from outside the individual. 2. Sensory organs, nerves, and central nervous system Sensory organs or receptors are some means to receive the stimulus. Besides, there should be a sensory nerve as a mean to continue the stimulus received by the receptors to the central nervous system. 3. Attention To realize the perception, someone needs attention which is the first step as a preparation in order to perceive the object. Attention is a centralization or concentration of all individual activities toward something or objects.
c. Process of Perception Psychologists distinguish between bottom-up and top-down processing in sensation and perception. In bottom-up processing, sensory receptors register information about the external environment and sent it up to the brain for analysis and interpretation.28 Bottom-up processing means that taking in information and trying to make sense of it. In contrast, top-down processing starts out with cognitive processing at the higher level of the brain.29 In top-down processing, we begin with some sense of what is happening and apply that framework to information. In addtion, according to Alex Sobur, there are three main components in the process of perception.30 They are: 1. Selection Selection is a process of selection by sensory organs toward stimulus which come from outside of individual. 2. Interpretation
28
John W. Santrock, Psychology Updated Seventh Edition, (New York: McGraw-Hill, 2005), p. 177 29 John W. Santrock, op.cit, p. 177 30 Alex Sobur, Psikologi Umum, (Bandung: Pustaka Setia, 2003), p. 447
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Interpretation is a process of organizing information so that it has a meaning for someone. The interpretation is influenced by some factors, for instance, previous experiences, motivation, personality, and intelligence. 3. Interpretation and Perception The interpretation and perception then is interpreted into someone‟s act. Hence, the process of perception is doing selection and interpretation toward the information received by sensory organs.
d. Perception and Learning Perception and learning are interrelated. Perception is defined as the process by which someone organizes and interprets patterns of stimuli in environment.31 Then, learning is defined as relatively permanent change in behavior due to experience.32 It refers to a person experience of the world. Hence, when one perceives something through his or her environment, he or she then learns it and somehow puts it into practice. In Psikologi Pendidikan, Wasti Soemanto states that a positive perception will lead to happiness, on the other hand, a negative perception will lead to unhappiness.33 Those happiness and unhappiness will influence someone‟s desire and action, including learners‟ desire and action in learning. Because the perceptions have important role in education, teachers have to accommodate the positive perceptions to the learners to improve the happiness which leads to the learners‟ desire and action in learning. Furthermore, the other explanations about perception and learning come from other research. Maarten van Wesel, et.al state that the perception influences the learners learning.34 The learners‟ perception of a learning environment effects the way learners manage to work in the environment. Additionally, the result of 31
Rita L. Atkinson, et.al., Introduction to Psychology, (New York: Harcourt Brace Jovanovich, 1983), p. 133 32 Raygor, The Science of Psychology, (New York: Harcourt College Publishers), p.236 33 Wasti Soemanto, Psikologi Pendidikan, (Jakarta: Rineka Cipta, 2006), p.26 34 Maarten van Wesel, et. al, The Influence of Portofolio Media on Student Perceptions and Learning Outcomes, at Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?, November 19-20th 2008
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research which conducted by Sunday A. Adeyomo is that the perception of classroom learning environment plays a significant role in the achievement of the students.35 It shows that the perception of learning environment and availability of infrastructural facilities contribute to a positive learning outcome. Hence, the learners‟ perceptions of learning environment affect the way they think which can affect to learning outcome. The classroom learning environment refers to a setting or space where teachers and learners interact with each other and use variety of tools and information resources with each other and use variety of tools and information resources in their pursuit of learning activities.36 Therefore, if the students perceive their learning environment not conducive, the students‟ learning may not be effective. In other word, without positive perception, the students may have little chance of learning appropriately.
3. Comparative Adjectives In defining comparative adjectives, the researcher defines comparative adjective as an adjective which has a function to compare two or more things to see the difference or similarity. As stated by Cowan that comparative is the adjective which compares something to see a difference or similarity on the dimension on which they are being compared.37 In turn, Danesi also defines that “comparison of adjectives and adverbs can be used to indicate that something or someone has relatively equal, greater, or lesser degree of some quality or feature”.38 From the definitions, comparison is a process for comparing things, persons, or places through the level of quality, quantity to see a difference or similarity.
35
Sunday A. Adeyomo, The Effect of Teachers’ Perception and Students’ Perception of Physics Classroom Learning Environment on Their Academic Achievement in Senior Secondary Schools Physics, in International Journal of Education Research and Technology, Vol. 2 Issue 1, June 2011, p. 75 36 Ibid. 37 Ron Cowan, op.cit., p. 573 38 Marcel Danesi, Basic American Grammar and Usage: An ESL/EFL Handbook, (New York: Barron‟s Educational Series, 2006), p.71
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Moreover, comparative adjectives have three forms with different function. Those three forms are positive, comparative, and superlative. 1. Positive Form Thomson and Martinet explain that to form positive comparison with the positive form of the adjective, we use as...as in the affirmative and not as...as in the negative sentences.39 For example: She is as tall as her brother. Your cake is not as sweet as my cake. 2. Comparative and Superlative Forms Chuan Aik and Kai Hui states that there are four rules to form comparative and superlative adjectives.40 a. Many short adjectives (i.e. adjectives of one syllable) form comparatives and superlatives with –er and –est. Table 2.1 Comparative and Superlative Degree for Short Adjectives Comparative Degree
Superlative Degree
cheaper
cheapest
taller
tallest
older
oldest
smaller
smallest
later
latest
longer
longest
bigger
biggest
fatter
fattest
Additionally, Danesi states that if the adjective or adverb ends in a single vowel followed by –d or –g, the consonant is doubled when – er is added.41 39
A.J. Thomson and A.V. Martinet, A Practical English Grammar, (Oxford: Oxford University Press, 1986), Fourth Edition, p.38 40 Kam Chuan Aik and Kam Kai Hui, Longman Dictionary of Grammar and Usage, (Singapore: Addison Wesley Longman Singapore, 1997), p. 27
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Table 2.2 Comparative Degree for d and g Endings Positive Degree
Comparative Degree
red
redder
big
bigger
b. Adjectives of two syllables that end in –y also form comparatives and superlatives with –er and –est.42 Table 2.3 Comparative and Superlative Degree for y Endings Comparative Degree
Superlative Degree
happier
happiest
heavier
heaviest
c. Many adjectives of two or more syllables form their comparatives and superlatives with more and most.43 Table 2.4 Comparative and Superlative Degree for Long Adjectives Comparative Degree
41
more tiring
most tiring
more courageous
most courageous
more dangerous
most dangerous
more generous
most generous
more interesting
most interesting
more industrious
most industrious
more learned
most learned
Marcel Danesi, loc.cit. Kam Chuan Aik and Kam Kai Hui, loc.cit. 43 Kam Chuan Aik and Kam Kai Hui, loc.cit. 42
Superlative Degree
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d. A few two-syllabled adjectives have two ways of forming comparatives and superlatives. These words are polite, handsome, wicked, quiet, pleasant, common, stupid, cruel, tired and words ending in –ow (e.g. narrow), -le (e.g. gentle, and –er (e.g. clever).44 Table 2.5 Comparative and Superlative Degree for Certain Adjectives Comparative Degree
Superlative Degree
quieter/ more quiet
quitest/ most quiet
narrower/ more narrow
narrowest/ most narrow
gentler/ more gentle
gentlest/ most gentle
cleverer/ more clever
cleverest/ most clever
3. Irregular Comparison Chuan Aik and Kai Hui also states that there are some adjectives form their comparatives and superlatives irregularly and not from the positive form.45 Table 2.6 Positive, Comparative, and Superlative Degree for Irregular Adjectives Positive Degree
Comparative Degree
Superlative Degree
good
better
best
little
less
least
bad
worse
worst
much
more
most
many
more
most
From the table explanation above, it is clear that there are regular and irregular comparative adjective forms. Some adjectives have their own form in comparative and superlative degress as in the irregular forms which are different from the regular forms. 44 45
Kam Chuan Aik and Kam Kai Hui, Ibid., p. 28 Kam Chuan Aik and Kam Kai Hui, op.cit., p. 28
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Moreover, after elaborating the usages and the forms of comparative adjectives above, in this part the researcher will explain materials of comparative adjectives taught in some schools in Indonesia. As one of grammar material, the three forms of comparative adjectives -positive, comparative, and superlative- are taught in second grade of junior high school in Indonesia.46-47 Additionally, in comparative and superlative forms, are rules of adjectives with one syllables, two or more syllables, and irregular form of adjectives. Those rules of comparative adjectives are taught in order to make Indonesian learners are able to differentiate two or more equal or unequal objects correctly. Hence, the Indonesian learners can express their ideas of comparing objects in communication appropriately.
B. Previous Related Studies Some previous related studies which relate to the teaching comparative adjective by the use of pictures will be explained by the researcher in this sub chapter. The first previous related study which will be discussed was conducted by Sunday A. Adeyomo. 48 His study was aimed to investigate the effects of teacher‟s perception and students‟ perception of physics classroom learning environment and how it affected their achievement in physics. The similarity of Adeyomo‟s study with this research is that both of them investigate the perception of learners. The difference is that in Adeyomo‟s study, he investigated the effect of teachers and learners‟ perception of learning environment. Further, this research investigates the effect of learners‟ perception of using pictures in learning comparative adjectives. The respondents of his research were 250 senior secondary school students. They were selected randomly and were given a questionnaire to achieve the objectives of the study. The data collected were
46
Joko Priyana, et. al., Scaffolding: English for Junior High School Students, (Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional, 2008), p. 114 47 Nur Zaida, Bright an English Course for SMP/MTs Grade VII, (Jakarta: Erlangga, 2014), p.135-137 48 Sunday A. Adeyomo, op.cit., pp. 74- 81
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analyzed using mean, standard deviation simple percentage analysis of variance (ANOVA). Further, major outcomes of his study were that there exist a significant difference in students‟ perception of physics classroom learning environment and their academic achievement; there exists a significant difference in teachers‟ perception of physics classroom learning environment and learners‟ academic achievement; the learners‟ perception and teachers‟ perception of physics classroom learning environment have an effect on learners‟ academic achievement. From the results of the study above, it was concluded that learners‟ perception and teacher‟s perception of physics classroom learning environment played an important roles in learners‟ academic achievement. The second related study was conducted by Melor MD. Yunus, Hadi Salehi, and Dexter Sigan Anak John.49 Their research was aimed to investigate the teachers‟ perceptions on the use of visual aids (e.g. animation videos, pictures, films, and projectors) as a motivational tool in enhancing students‟ interest in reading literary text. The similarity of their study with this research is that both of them investigate the perception and the visual aids. Moreover, both of them also use mix- method in conducting the research. In contrast, the difference is the instruments used in the research. Yunus et.al. used both quesionnaire and interview for collecting two kinds of data, quantitative and qualitative, while the research uses both test and interview in collecting the data. The subject of this research was 52 English teachers from seven national secondary schools in Kapit, Sarawak, Malaysia. Five of those respondents were also randomly selected for the interview. This research used a mix- method approach in which the researchers simultaneously collected both quantitative and qualitative data using questionnaire and face-to-face interview. The respondents were selected by using convenience sampling. Moreover, the analysis of the result showed that the majority (96,2 %) of the teachers agreed that the use of visual aids was relevant and enjoyable. It was 49
Melor MD. Yunus, et. al., “Using Visual Aids as a Motivational Tool in Enhancing Students’ Interest in Reading Literary Texts”, Recent Advances in Educational Technologies, 2013, pp. 114-117
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happened probably because the use of visual aids made it easier for the students to understand the abstract ideas in the text. The majority (92.3 %) of the teachers were in agreement with the statement „I find it easier to teach literary texts using visual aids‟. Since the literary texts were often abstract, it made it easier for the teachers to explain the texts through visual aids such as pictures and animation videos. Overall, it could be interpreted that the majority of the teachers had positive perceptions of the use of visual aids in teaching literary texts. In other words, this was a clear indicator that the use of visual aids in literature teaching was relevant as it met the needs of the second language learners in reading and learning literary texts. Besides, it was enjoyable to teach using visual aids which lead to the improvement in students‟ performance in literature. The last related study was conducted by Seyed Jalal Abdul Manafi Rokni and Neda Karimi.50 Their study was aimed to investigate the effects of visual materials such as pictures, real objects, and flash cards on EFL learners‟ vocabulary learning. Rokni and Karimi‟s study were same with the research in investigating the effect of visual material in learning English. Further, the difference is that the research investigate other effect of using visual material. The research also investigates the effect of visual materials, specifically pictures, toward learners‟ perception. The respondents of Rokni and Karimi‟s research were 46 female students between 16-20 years old. They were selected randomly into two groups, controlled and experimental group, which consisted of 23 learners in each group. Their research used experimental design where they gave a treatment to the experimental class. They gave the treatment during the eight sessions. There were 56 vocabulary items which were instructed visually in experimental class. On the other hand, in the controlled group, those vocabulary items were instructed traditionally. Before the treatment, both of groups got the pre- test, and at the end of the treatment, both of groups got the post- test. Then, they calculate the difference of post-test between those two groups. In the pre- test, both of groups had the same mean. Thus, both groups were homogeneous. The experimental 50
Seyed Jalal Abdul Manafi Rokni and Neda Karimi, op.cit., pp. 236- 243
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group gained the mean score of 3,217 and the controlled group received the mean score of 2,826. The mean scores of both groups showed that there was no significant difference between the groups in pre- test. On the other hand, there was significant difference between the controlled group and experimental group in post- test. The controlled group got 7,695 mean score, while the experimental group received 16,043 mean score. From the descriptive statistic, it showed that the visual aids wer effective in teaching vocabulary.
C. Theoretical Framework The researcher‟s opinions which related to her study will be discussed in this sub- chapter. It is related to the use of pictures as one of teaching aids which is used in teaching comparative adjectives and the effect of the use of pictures on learners‟ score and perception in learning comparative adjectives. Firstly, the use of pictures as one of teaching aids when learning comparative adjectives and its effect on learners‟ score will be discussed. Selecting interesting media is one of alternative ways to make better and interesting class in teaching comparative adjectives. By using interesting media, the learners will understand the material of comparative adjective more easily. Many interesting media which can be used by teachers create interesting class atmosphere in delivering material of comparative adjectives. One of them is pictures. The picture which is used in teaching comparative adjective is the picture about some objects. Those objects can be some people, animals or things which are comparable. Hence, the learners can see the differences between those objects easily. Hence, by using pictures, the learners‟ score of comparative adjectives will increase. In using pictures for teaching comparative adjectives, the researcher gave the treatment four times. Those four meetings discuss the three forms of comparative adjectives; positive, comparative, and superlative. Before the learners were given the treatment, they were pre- tested. Futher, the learners were post- tested to measure the difference between pre- test and post- test.
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Secondly, this research will also study about the effect of the use of pictures on learners‟ perception when learning comparative adjectives. Based on some previous studies, the perception and learning are interrelated. On the researcher‟s opinion, the perception and learning also are interrelated because the perceptions can influences someone‟s thinking. It happens because the eyes are the window of someone‟s body and the information which someone gets is the result of sensing and observing process. Hence, what one sees may affect what he or she thinks. To know the learners‟ perceptions, the researcher did an interview to six learners who came from three categories of gained score; high, medium, low score. Seven questions of interview was related to the learners‟ perceptions of using pictures in learning comparative adjectives. Hence, by doing the interview, the learners‟ perceptions of using pictures in learning comparative adjective can be known. Moreover, if the perception is assumed can affect someone‟s thinking, the learners‟ perception of the use of pictures in studying comparative adjectives may also affect the learners‟ learning and learning achievement. Because the positive perceptions can lead happiness, and in contrast, the negative perceptions can lead unhappiness, which influence learners‟ desire and action in learning, the perception can influence learners‟ achievement. Hence, it is assumed that if the learners perceive positively the use of pictures in their learning, the learners may have positive learning outcome. In consequence, if the learners respond negatively, they may have negative learning outcome. In this research, the learning outcome can be referred as learners‟ score of comparative adjectives test. The overall research theoretical framework is drawn as the following scheme:
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Low participation
Increasing participation Process
Low concept mastery
Increasing concept mastery
Teaching learning process in class
Concept reinforcement
Learning comparative adjectives textually
Active learners, Higher attention, Happiness
Problems : Passive learners, Less attention
Low achievement (under KKM)
Learners‟ positive perception of the use of pictures in learning comparative adjectives
Treatment : Applying pictures in teaching comparative adjectives
Unhappiness
Figure 2.1 Theoretical Framework Scheme
Learners‟ negative perception of the use of pictures in learning comparative adjectives
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D. Research Hypothesis After elaborating some theories related to this research, the researcher has assumption or hypothesis which related to the effect of using pictures in learning comparative adjectives to leaners score and perception. The hypothesis is that using pictures in learning comparative adjectives can affect to the learners‟ score and can encourage to the learners‟ perceptions positively.
CHAPTER III RESEARCH METHODOLOGY
In this chapter, research methodology is elaborated to explain a method used in this research. The sub chapters are place and time of study, research design, population and sample, research instruments, technique of data collection, and technique of data analysis. A. Place and Time of Study This research was conducted at Madrasah Tsanawiyah (MTs) Al- Islamiyah Ciledug Tangerang, which was located on Jl. Raden Fatah No. 36 Sudimara Timur, Ciledug, Tangerang. The research was held on August 2014.
B. Research Design The researcher used mixed method to conduct this study. She used that method because she intended to collect both quantitative and qualitative data. The quantitative data was needed to answer first research question about the effect of the use of pictures in learning comparative adjectives to learners’ score. To collect those quantitative data, the research used both pre- test and post- test. Then, the qualitative data was needed to answer second research question about how the learners perceive the use of pictures in learning comparative adjectives. The qualitative data were collected by using open- ended questions in interview. Moreover, the researcher used explanatory sequential design which gathering the data sequentially in two phases, with one form of data collection following and informing the other.1 This design consisted of collecting quantitative data firstly and then collecting qualitative data to help the researcher in explaining or elaborating on the quantitative results. Creswell states that the second phase or
1
John W. Creswell, Educational Research 4th edition, (Boston: Pearson Education, 2012), p. 542
29
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collecting the qualitative data is purposed to refine or elaborate the findings through in-depth qualitative exploration.2 To get the deep information, the researcher needed to determine what aspect of the quantitative result to follow up on. In this case, the researcher needed to know what learners’ perceive about the use of pictures in learning comparative adjectives, whether the pictures are motivating, interesting, encouraging, contextual, practical, understandable, enjoyable, too complex, or ineffective teaching aid for learners in learning the comparative adjectives.
C. Population and Sample 1. Population The population in this research was learners of second grade of Madrasah Tsanawiyah (MTs) Al- Islamiyah Ciledug Tangerang academic year 2013/2014. There were 181 students of the second grade which are divided into five classes. 2. Sample In this research, the researcher took a sample because the population consists of five classes. The sample was randomly assigned as respondents for collecting quantitative data. Random sampling is a sampling that chooses the population of a research randomly because it has same probability.3 Prior to the assignment, the population was pre- tested in order to know whether they had the same background or not. Then, the researcher chose 1 (one) class of learners randomly because she used pre-experimental design which only needed one group of sample to be given a treatment.4 The pre-experimental design was chosen for this research because the researcher intended to conduct the research deeply. She did not only investigate the effect of the use of pictures in learning comparative adjectives to leaners’ score, but also she intended to investigate the learners’ perception of using picture in learning comparative adjectives. Hence, the researcher recognized that using one class of learners as respondents of collecting quantitative data was enough. 2
John W. Creswell, op.cit, p. 543 Sukardi, Metodologi Penelitian Pendidikan, (Jakarta: Bumi Aksara, 2008), p. 58 4 Ibid., p. 184 3
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The selected respondent for this research was 8-1 class which consisted of 37 learners. Then, the respondents were given post- test to measure their achievement after they were given a treatment, teaching comparative adjectives by using pictures. Further, for gathering qualitative data, knowing learners’ perception of the use of pictures in learning comparative adjectives, the researcher selected the respondents based on their gained score (pre- test and post- test). The researcher used clustering sampling in determining the respondents of qualitative data collection by grouping them based on the gained score. The researcher selected this sampling because she intended to investigate learners’ perception of the use of pictures in learning comparative adjectives from all level of gained score. The respondents might perceive the using pictures in learning comparative adjectives positively or negatively. Six learners who selected came from three categories of gained score- high, medium, and low. It meant that from each category of gained score, the researcher selected two learners to be respondents in gathering qualitative data.
D. Research Instrument In this research, the researcher used two research instruments. Firstly, for gathering the quantitative data, the researcher used test as the research instrument. Moreover, for gathering the qualitative data, the researcher interviewed the respondents. 1. Test In collecting the quantitative data, the research instrument which was used in this research was a test which was developed by the researcher. The tests which were used in this research were pre-test and post-test. Further, the material of the test was taken from learners hand book and other book about comparative adjectives. The type of test was multiple- choice which consisted of 30 items from number 1 to number 30. The score per item was 10. It meant that if the respondents could
32
choose the answer of 1 item correctly, they would get 10 score. Further, to get a total score, the writer used formula as following: Total score = amount of true item(s) 3 From the description of each test from above, the highest score of this test was 100 scores. Before the test was given to the respondents, the researcher did a pilot study in SMP YPPUI Ciledug Tangerang to measure a validity and reliability to know whether the test is acceptable or not to use in this research. In conducting the pilot study to measure the validity and reliability of the test, the researcher did some steps as following: a. the researcher made test specification with 9 indicators (see Appendix 1) b. the researcher made 50 test items based on the test specification. c. the researcher gave the test to students of VIII-I of SMP YPPUI Ciledug Tangerang which consisted of 40 students. d. the researcher scored the test and measured the validity and reliability of the test by using data analysis in SPSS (Statistical Product and Service Solution) software. After measuring the validity and reliability by using data analysis in SPSS, the reliability value of this test was 0,939.5 Weir states that “A correlation of 0,9 or above is normally considered a desirable level of marker reliability...”. 6 Further, according to Lado on Hughes’ book, Testing for Language Teachers Second Edition, the reliability coefficient of test is different based on types of language tests. Lado states that “Good vocabulary, structure and reading tests are usually in the .90 to .99 range”.7 Hence, this test fulfilled the good reliability of vocabulary, structure and reading test.
5
Appendix 3, Validity and Reliability Test Cyril J. Weir, Languange Testing and Validation, (New York: Palgrave Macmillan, 2005), p.201 7 Arthur Hughes, Testing for Language Teachers Second Edition, (Cambridge: Cambridge University Press, 2003), p. 39 6
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Further, the result of the test validity was as following:8 Table. 3.1 Valid and Invalid Test Items Total of Test Items
Valid Item
Invalid
50
42
8
Because the researcher only took 30 questions for pre- test and post- test, the researcher eliminated 8 invalid questions and 12 valid questions with lowest r value in each indicator.9 Table. 3.2 Number of Eliminated Questions Test Specification
1. Disajikan sebuah kalimat rumpang, siswa dapat melengkapi kalimat tersebut dengan comparative adjective (positive form) yang sesuai. 2. Disajikan dua buah objek gambar dan kalimat rumpang, siswa dapat melengkapi kalimat tersebut sesuai dengan gambar yang disajikan.
Number of
Number of Eliminated
Questions
Questions
1, 5, 17, 26, 34, 42, 50
2, 4, 7, 18, 20, 28, 44
3. Disajikan sebuah kalimat rumpang, siswa dapat melengkapi kalimat tersebut dengan comparative 3, 14, 25, 32, 40, adjective (superlative form of more 48 than two syllables) yang sesuai. 4.
Disajikan sebuah kalimat rumpang, siswa dapat melengkapi kalimat tersebut dengan comparative adjective (superlative form of one 8 9
Appendix 2, Validity and Reliability Test Appendix 3, Test Specifications and r- value
6, 8, 13, 16, 22, 30, 39, 46
5, 17, 50
4, 20, 28
3, 25, 32
13, 22, 30, 46
34
syllable). 5. Disajikan sebuah kalimat rumpang, siswa dapat melengkapi kalimat tersebut dengan comparative 9, 12, 19, 29, 35, adjective (comparative form of more 43 than two syllables) yang sesuai. 6. Disajikan sebuah kalimat rumpang, siswa dapat melengkapi kalimat tersebut dengan comparative adjective (comparative form of one syllable) yang sesuai. 7. Disajikan sebuah kalimat rumpang, siswa dapat melengkapi kalimat tersebut dengan comparative adjective (irregular form of comparative) yang sesuai. 8. Disajikan sebuah kalimat rumpang, siswa dapat melengkapi kalimat tersebut dengan comparative adjective (irregular form of superlative) yang sesuai 9. Disajikan tiga objek gambar dan kalimat rumpang, siswa dapat melengkapi kalimat tersebut sesuai dengan gambar yang disajikan.
10, 11, 21, 31, 41, 49
9, 19
11, 21
15, 23, 36, 47
36
27, 37
-
24, 33, 38, 45
24
Hence, the number of questions which was used in the pre- test and post- test was as following:
35
Table. 3.3 Number of Questions Used in Pre- Test and Post- Test Number of Indicators
Number of Questions
1
1, 26, 34, 42
2
2, 7, 18, 44
3
14, 40, 48
4
6, 8, 16
5
12, 29, 35, 43
6
10, 31, 41, 49
7
15, 23, 47
8
27, 37
9
33, 38, 45
Total
30 questions
2. Interview In collecting qualitative data, the researcher used interview to figure out how the learners’ perception of the use of pictures in learning comparative adjectives. In interviewing, there were seven questions for each six learners as sample of qualitative data collection. The questions in the interview related to learners’ perception when learning comparative adjectives by using pictures. Those seven questions were about the importance of use media in learning English, and how the learners’ feeling and perception of use of pictures in learning comparative adjective (see Appendix 6 for detail questions used in interview). The respondents might feel and perceived that the pictures were motivating, interesting, encouraging, understandable, too complex, or ineffective teaching aid for learners when studying the comparative adjectives. Those questions was needed to ask because the researcher intended to elaborate learners’ perception of using pictures when studying comparative adjective which might affect to learners’ score. Furthermore, the researcher gave open- ended questions so the respondents could express their experiences unconstrained by any perspectives of the researcher or past research findings.
36
Before those questions were used in this research, the researcher examined a validity of those questions by turning to her advisors for help to examine the validity. After doing a content validity, by checking theose specifications of interview with the item of questions, they all agreed that the questions item used in interview were indeed suitable with the indicators which needed to ask to answer the second research question about the learners’ perception of the use of pictures in learning comparative adjectives. Hence, those questions were used in collecting qualitative data in this research.
E. Technique of Data Collection In conducting this study, the researcher divided the research into two phases. Firstly, the researcher gave a pre- test to all population of this research in order to know whether they had the same background or not. After the population all were pre- tested, the researcher took one class randomly as a sample for the collecting quantitative data. Then, the respondents received a treatment, teaching comparative adjectives by using picture from the researcher four times. Further, the respondents were post- tested to see any different gained score of pre- test and post- test. In conclusion, this step was called first phase. In second phase, the researcher took six learners from the respondents to be interviewed about what they perceived of the use of pictures which might affect their score on comparative adjectives. Moreover, the researcher conducted the interview to the respondents individually by recording their answer. Then, after analyzing the result of interview, the researcher could conclude how the learners’ perceptions of using pictures when learning comparative adjectives.
F. Technique of Data Analysis 1. Technique of Quantitative Data Analysis In analyzing the quantitative data, the researcher compared the mean score of the pre- test score and the post- test score to find out the difference of them. In this research, the scores of pre- test were categorized as a X variable. Moreover, the scores of post- test were categorized as Y variable.
37
Manually, in comparing the score both pre- test and post- test, t- test formula that adopted from Sudijono was used. The steps of calculating of t- test were the following:10 1. Determining difference between both score of first variable (pre- test) and score of second variable (post- test) with formula:
D
= difference value
X’
= first variable (pre- test)
Y
= second variable (post- test)
2. Summing the values of D to get ∑ 3. Determining Mean of Difference with formula: ∑ N
= number of respondents
4. Squaring the values of D, then summing them to get ∑ 5. Determining standard deviation of difference (SDD) with formula: ∑
√
(
∑
)
6. Determining of standard error of difference mean with formula: √ 7. Determining t- observation (t0) with the formula:
8. Determining t- table (tt) in significant level 5% with the degree of freedom (df), with formula:
df
= degree of freedom
N
= number of students
10
p.306
Anas Sudijono. Pengantar Statistik Pendidikan, (Jakarta: PT Grafindo Persada, 2008),
38
In doing the above mentioned calculation, the researcher used statistical software named SPSS (Statistical Product and Service Solution) to measure the difference score between X and Y variables. The researcher used some steps as following:11 a. Input the score of pre- test and post- test on different column on new file of SPSS program. b. Choose analyze c. Choose compare means d. Choose paired simple t- tests e. Input the X and Y variables into paired variable column f. Choose option and fill confidence interval g. Choose continue h. Choose OK By doing those steps, the result of comparing means scores of pre- test and post- test could be easily and instantly seen.
2. Technique of Qualitative Data Analysis In analyzing qualitative data, firstly the writer transcribed the audiotape recorder of qualitative data into text data. Creswell states that the transcription is the process of converting audiotape recordings or field notes into text data.12 After transcribing the data, the researcher focused on analyzing how pictures affected respondents’ score and ignored any unimportant information from the respondents. Then, the researcher classified the respondents’ answer into some classifications, whether the pictures were motivating, interesting, encouraging, understandable, too complex, or ineffective teaching aid for learners when studying the comparative adjectives. Finally, the researcher interpreted the data by developing a list of key points or important findings from the classified data.13
11
Budi Susetyo, Statistika untuk Analisis dan Penelitian, (Bandung: Refika Aditama, 2010), p. 277 12 John W. Creswell, op.cit., p. 239 13 Ellen Taylor-Powell and Marcus Renner, Analyzing Qualitative Data, Program Development and Evaluation of Uni versity of Wisconsin-Extension, 2003, p. 5
39
G. Statistical Hypotheses Quantitatively, the hypotheses were used only for the first research question about the effect of using pictures in learning comparative adjectives to learners’ score, which needed the analyzing data statistically. Those research hypotheses are: H0
: The use of pictures does not affect on learners’ score in learning comparative adjectives.
H1
: The use of pictures affects on learners’ score in learning comparative adjectives. In stastitical notation, those hypotheses are drawn as following:
H0
: µa = µb
H1
: µa ≠ µb
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presents the result of the research. In this case, it describes the result of the research about the effect of the use of pictures in learning comparative adjectives to learners’ score and perception.
A. Research Findings 1. Data Description In describing data of this research, the researcher divides this part into two parts. Firstly, there is a description about quantitative data, and secondly, there is a description about qualitative data. This part is divided into two parts because the researcher needs to analyze both quantitative and qualitative data to answer two research questions. The quantitative data is needed to answer first research question about the effect of the use of pictures in learning comparative adjectives to learners’ score. Moreover, the qualitative data is needed to analyze to answer second research question about the effect of the use of pictures in learning comparative adjectives to learners’ perceptions. Besides, those two data description, there is also elaboration about assumption test of quantitative data. a. Quantitative Data Description As described in previous chapter, the researcher held the research at MTs. AlIslamiyah Ciledug Tangerang. She held the research by taking the learners’ score of the tests (pre-test and post-test) and giving the learners the treatment, use pictures in learning comparative adjectives. The pre- test was given before the treatment and the post- test was given after the treatment. The test consisted of 30 questions valued 10 score in each question. Additionally, if a learner answered one question correctly, he/she got 10 point. In
40
41
calculating the total score of the test, the researcher divided the amount of correct answer with 3. Hence, the highest score of this test was 100. In describing the result of test (pre- test and post- test), the researcher provides descriptive statistic and box plot chart as following (for detail learners’ pre- test and post- test score see Appendix 5): Table 4.1 Descriptive Statistic
pretest Valid
posttest
37
37
0
0
Mean
19.09
78.08
Median
20.00
86.00
20
90
6.967
18.024
Variance
48.533
324.854
Minimum
3
30
Maximum
36
100
706
2889
25
13.00
61.50
50
20.00
86.00
75
23.00
93.00
N Missing
Mode Std. Deviation
Sum
Percentiles
Figure 4.1 Box Plot Chart of Pre- Test and Post- Test Score
42
From the table and chart above, it showed that the average score of pre- test was 19.09 and the average of post- test was 78.08. The minimal score in pre- test was 3; while in post- test was 30. Further, the maximal score in pre- test was 36; while in post- test was 100. The quartile scores (Q1, Q2, and Q3) was 13, 20, and 23 for pre- test, and 61.5, 86, and 93 for post- test. Therefore, it also could be seen clearly an improvement between pre- test and post- test on the boxplot chart. b. Assumption Test Before the quantitative data on this research were statistically analyzed, the data were assumption tested to determine whether parametric or non-parametric statistic was used. The parametric statistic had some requirements to fulfill, such as test of data normality, data homogeneity, and data linearity. 1 In this part, the researcher shows the result of those tests. 1.
Test of Data Normality In the test of data normality, the sample of this research was tested in order to
know whether the sample came from a normally distributed population or not. In testing the normality of data, the researcher used SPSS (Statistical Product and Service Solution) to make easier and less time consuming. There were some ways in testing the data normality. There are three ways in testing the data normality. They are Skewness value, histogram display normal curve, and P-plot normal curve. In this research, the Skewness value was chosen in testing the data normality by following these steps: a. choose analyze b. choose descriptive statistic c. choose descriptive d. choose names of variable and put them on variable column e. choose option 1
138
Budi Susetyo, Statistika untuk Analisis dan Penelitian, (Bandung: Refika Aditama, 2010), p.
43
f. choose skewness and kurtosis g. choose continue h. choose OK After following those steps, the result of testing data normality was as following: Table 4.2 Descriptive Statistics for Normality Test
N
Minimum
Maximum
Mean
Std. Deviation
Statistic
Statistic
Statistic
Statistic
Statistic
Skewness
Kurtosis
Statistic
Std. Error
Statistic
Std. Error
pretest
37
3
36
19.09
6.967
.196
.388
.251
.759
posttest
37
30
100
78.08
18.024
-.766
.388
-.181
.759
Valid N
37
(listwise)
The normality of data can be seen from the value of Skewness. If the value of Skewness is about 0 (zero), the data can be categorized as a normal data because a curve has normal curve.2 From the result of testing of normality data above, the values of Skewness were 0,196 and -0,766. They were about 0 (zero). Hence, it could be concluded that the data came from the normally distributed population. 2.
Test of Data Homogeneity The test of data homogeneity was conducted in order to know whether the
data in this research had same variance or not. In other words, whether the data used in this research had same characteristic or not. In testing the data homogeneity, the researcher also used SPSS (Statistical Product and Service Solution) to help the steps easier. The steps were: a. choose analyze
2
Budi Susetyo, op.cit, p. 272
44
b. choose compare means c. choose one way anova d. fill dependent list column and factor column e. choose option f. mark on descriptive and homogeneity of variance test g. choose OK Then, the result of testing data homogeneity was as following: Table 4.3 ANOVA Table of Homogeneity Test Pretest Sum of Squares Between Groups
Df
Mean Square
478.519
13
36.809
Within Groups
1268.677
23
55.160
Total
1747.196
36
F
Sig. .667
.773
The data was categorized as homogeneous data if the significant value was more than 0.05 and the F-value was less than the F-table. In this research, from the table above, the significant value was 0.773 and the F-value was 0.667. This data was categorized as homogeneous data because the significant value was more than 0.05 and the F-value was less than the F-table, 2.27. 3.
Test of Data Linearity The data in this research was linearity tested in order to know whether the data
were linearly correlated or not. The researcher used SPPS (Statistical Product and Service Solution) in calculating the data linearity by following these steps: a. choose analyze b. choose compare means c. choose means d. choose dependent and independent variable e. choose option f. on statistic for first layer, choose test for linearity
45
g. choose continue h. choose OK The result of data linearity was as following: Table 4.4 ANOVA Table of linearity Test Sum of Squares (Combined) pretest * posttest
df
Mean Square
F
478.519
13
36.809
.667
.773
11.384
1
11.384
.206
.654
467.135
12
38.928
.706
.731
Within Groups
1268.677
23
55.160
Total
1747.196
36
Between Groups
Linearity Deviation from Linearity
The linearity of data could be seen from a linearity significant value. If the linearity significant value was above 0,05, the data was concluded as linear data. From the table above, the value of linearity significant value was 0,654. Therefore, this data was categorized as linear data. After testing those three tests- test of data normality, test of data homogeneity, and test of data linearity- the data in this research fulfilled the requirements of parametric statistic. Hence, the researcher used parametric statistic in analyzing quantitative data.
c. Qualitative Data Description In describing the qualitative data, the researcher elaborated the interview specifications with the learners’ responses in a table as following: Table 4.5 Learners’ Interview Responses No 1
Sig.
Interview Specification
Response
Mengetahui persepsi siswa tentang
5 of 6 learners stated that it was
pentingnya penggunaan media gambar
needed to use media in order to
46
dalam pengajaran comparative adjectives.
make the learning easier and more understandable. 1 of 6 six learners stated that it was not needed to use media because he disliked the use of pictures in learning. 5 of 6 learners stated that: -
the use of pictures could create interesting, unboring, fun, and enjoyable class.
-
learners felt happy when learning comparative adjectives by the use of pictures.
-
material easier and more
Mengetahui persepsi siswa tentang 2
penggunaan media gambar dalam belajar materi comparative adjectives?
pictures could make learning
understandable. -
the use of pictures affected on their score.
1 of 6 learners states that: -
the use of pictures was time consuming and made the learning material unclear.
-
the use of pictures did not assist in memorizing learning material.
-
the use of pictures did not effect on his score
47
2. Data Analysis a. Quantitative Data Analysis and Hypotheses Testing Analyzing quantitative data was conducted to answer the first research question about whether or not the use of pictures affected the learners’ score when learning comparative adjectives. Because the data of this research fulfilled the requirements of parametric statistic, the researcher used t- test formula in comparing means between two data groups, pre- test score and post- test score, for testing research hypotheses. The researcher used SPSS (Statistical Product and Service Solution) in analyzing the quantitative data. As the result of analyzing, the researcher provided it as follow: Table 4.6 Paired Samples Test Paired Differences Mean
Pair 1
posttest pretest
58.992
Std. Deviation
19.841
Std. Error Mean
t
df
95% Confidence Interval of the Difference Lower Upper
3.262
52.377
Sig. (2tailed)
65.607 18.086 36
In testing the hypotheses, the hypotheses of this research are: H0: The use of pictures does not affect on learners’ score in learning comparative adjectives significantly. H₁: The use of pictures affects on learners’ score in learning comparative adjectives significantly. Further, the criteria of testing hypotheses are: H0 is accepted if t-value is less than t-table. H0 is rejected if t-value is higher than t-table.
.000
48
From the table above, it could be seen that the t-value was 18.086, and the ttable for α = 0.05, df = 36 and 0.975 was 2.028.3 From that result it could be concluded that H0 was rejected and H1 was accepted. It meant that the use of pictures affected on learners’ score in learning comparative adjectives.
b. Qualitative Data Analysis The qualitative data analysis was conducted for answering the research question. The result of analyzing qualitative data could answer the second research question about the learners’ perception of the use of pictures in learning comparative adjectives. In analyzing the qualitative data, as described in qualitative data description, the researcher elaborated the qualitative data- result of interview- based on the interview specifications. There were two interview specifications which were constructed by the researcher. They were to know learners’ perceptions about the importance of using picture in learning comparative adjectives, and to know learners’ perceptions about the use of pictures in learning comparative adjectives. The first interview specification consisted of 2 questions. Further, the second interview specification consisted of 5 questions. Firstly, the first two interview questions were asked to find out the learners’ perceptions about the importance of the use of pictures in learning comparative adjectives. Five of six learners stated that using media such as picture were needed to use in learning English especially in learning comparative adjectives because the use of media, such as pictures could create unboring and enjoyable class and made the learning material easier and more understandable. One of them said that “enak belajarnya santai”. The other respondent also said that “soalnya biar lebih ngerti”. Further, only one of six learners stated that the using media, such as pictures was not needed to use in learning comparative adjectives. He said that he 3
Budi Susetyo, op.cit, p. 322
49
was not interested in learning comparative adjectives by the use of pictures. He stated that “... males aja” and “lama- lamain Miss, ribet”. Secondly, the next five interview questions were about the learners’ perception of the use of pictures in learning comparative adjectives. Five of six learners had positive perceptions of the use of pictures in learning comparative adjectives. They perceived that the use of pictures in learning comparative adjectives could create interesting, unboring, fun, and enjoyable class. They were happy when learning comparative adjectives by the use of pictures. They expressed their happiness like “enak aja Miss seneng, lebih ngerti belajarnya”. They also perceived that the use of pictures could make learning material easier and more understandable. Additionally, the pictures were also could assist them in memorize the learning material. They argued that pictures could explain the learning material more clearly than a text did. One of them said that “...soalnya kan ada gambarnya jadi bisa dilihat. Kalau kata- kata kan susah Miss ga bisa dilihat”. Therefore, they stated that the use of pictures in learning comparative adjectives affected on their score of comparative adjectives test. The rest of qualitative data respondents, one of six learners perceived the use of pictures in learning comparative adjectives negatively. He was unhappy when learning comparative adjectives by the use of pictures,”emm.. biasa aja Miss. Ga enak”. He also argued that the use of pictures was time consuming, complex, and unclear in delivering the learning material. Moreover, he stated that the use of pictures did not assist him in memorizing the learning material. Hence, he perceived that the use of pictures did not effect on his score of comparative adjectives test.
B. Research Discussion From the analysis of quantitative data, it could be seen that the use of pictures in learning comparative adjectives affected learners’ score. The high gained score of this research showed an improvement that could be caused by media selection for teaching
50
comparative adjectives. In this research, the selected media were pictures of some objects which could be used in explaining the learning material of comparative adjectives. Therefore, the use of pictures could be used by other teachers in explaining comparative adjectives, because it can affect learners’ score positively. Additionally, in this research, the learners had positive and negative perceptions of the use of pictures in learning comparative adjectives. As elaborated in qualitative data analysis, most learners had positive perceptions of the use of pictures in learning comparative adjectives. The learners perceived that the use of pictures in learning comparative adjectives made the learning material easier and more understandable. Moreover, the use of pictures also could assist the learners to memorize the learning material easily. This research result supported a statement stated by Syyed Mahdi Erfani on her article that the presence of pictures could improve learners’ understanding and memory.4 The other statement which was in line with this research result was also stated by Faturrohman and Sutikno.5 They stated that pictures or images could improve understanding and memorizing. The learners’ also perceived that the use of pictures was interesting technique to deliver comparative adjective materials. The interesting media used in the class could create interesting activities which could affect learners’ affective filter- self-confidence, motivation, and anxiety.6 This research result also proves a statement delivered by Wright that “picture contributes to interest and motivation...”.7 Next, most learners who had high gained score perceived that the use of pictures in learning comparative adjectives made the learners happy and enjoy in the teaching learning process. It means that the researcher found that the learners perceived the use 4
Syyed Mahdi Erfani, Pictures Speak Louder than Words in ESP, Too!. (English Language Teaching, Vol. 5 No. 8, July, 2012), p. 165 5 Pupuh Fathurrohman and M. Sobry Sutikno, Strategi Belajar Mengajar, (Bandung: PT. Refika Aditama, 2009), p. 16. 6 Kristin Krogh, Understanding Stephen Krashen’s Affective Filter Hypothesis, 2011, (https://suite.io/kristin-krogh/5c27243 ) 7 Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University Press, 2004), p. 2
51
of pictures in explaining the learning materials positively. As Wasti Soemanto stated that a positive perception would lead to happiness, on the other hand, a negative perception would lead to unhappiness.8 Those happiness and unhappiness would influence the learners’ desire in learning and action. Further, the result of this research showed that one of six learners who had little gained score perceived negatively the use of pictures in learning comparative adjective. Hence, it was also in line with the Wasti Soemanto’s statement above that unhappiness would not lead to learners’ desire in learning and action. Further, to know a reason why one learner perceived negatively the use of pictures in learning comparative adjective, the researcher did a further unstructured and unofficial interview to the learner. In that interview, the researcher asked why he disliked the use of pictures in learning comparative adjectives. From that interview, the researcher knew that he disliked the use of pictures in learning comparative adjectives because he liked another media used in teaching learning process. He stated that he liked using game in teaching learning process. By using game, he could learn more happily than the pictures did. Based on the result of the interview, it can be seen that teaching method and media used in teaching learning process plays important role to the learners’ score and perception. The teaching method can affect on learners’ score and perception positively and negatively. The result of interview proved the M. Ngalim Purwanto’s statement that there are some social factors which influence the learners’ learning and achievement.9 Those social factors are family condition, teacher and teaching method, equipment which used in teaching learning process, learning environment, and social motivation. Lastly, selecting media for the teaching learning process is important. By using interesting media, such as the use of pictures in learning comparative adjectives, the learners’ positive perceptions can be encouraged. Then, those learners’ positive 8 9
Wasti Soemanto, Psikologi Pendidikan, (Jakarta: Rineka Cipta, 2006), p.26 M. Ngalim Purwanto, Psikologi Pendidikan, (Bandung: Remaja Rosdakarya, 2010), p. 102
52
perceptions can lead to happiness and reduce the anxiety which then can affect the learners’ score positively. On the other hand, the learners’ negative perception of media used in teaching learning process also can affect learners’ score negatively. In this research, learners’ who had positive perceptions toward the use of pictures in learning comparative adjectives had high gained score. It means that the positive perception could affect learners’ score positively. In contrast, the learner who had negative perception toward the use of pictures had low gained score which means that it affected on learner’s score negatively. Therefore, the media used in teaching learning process, such as pictures, can affect learners’ score and perception positively and negatively.
CHAPTER V CONCLUSION AND SUGGESTION
This chapter presents conclusion and suggestion based on the research which had been done at MTs. Al-Islamiyah Ciledug Tangerang on August 2014 about the effect of the use of pictures in learning comparative adjective to learners’ score and perception. A. Conclusion After collecting and analyzing the data of this research about the effect of the use of pictures in learning comparative adjectives to learners’ score and perception, the researcher concludes some points related to this research as following: 1. The use of pictures as one of media used in teaching comparative adjectives affected the learners’ score positively. It can be seen from the analysis of quantitative data where the t-value was higher than t-table, 18.086 > 2,028, and the high gained score of pre- test and post- test. 2. Interesting media and interesting activities could encourage learners’ positive perceptions. 3. The use of pictures in learning comparative adjectives promoted learners’ positive perception. It can be seen from the analysis of qualitative data which showed that 5 of 6 learners perceived the use of pictures in learning comparative adjectives positively. 4. As the result of the interview, the learners’ who were happy when learning comparative adjectives by using pictures perceived the use of pictures positively, they came from high achiever or high gained score. 5. In contrast, the learner who perceived the use of pictures in learning comparative adjectives negatively came from low achiever or low gained score. He was unhappy or dislikes learning comparative adjectives by using pictures.
53
54
B. Suggestion As closing of this research, the researcher provides some suggestions as following: 1. Teachers can use pictures as media in teaching comparative adjective because they can affect learners’ score positively. 2. Teachers have to create interesting activities by using interesting media in order to encourage learners’ positive perceptions. 3. Teachers have to pay attention on learners’ perceptions toward teaching media because they can affect on learners’ learning achievement. 4. For further research, different genders can be investigated to know whether or not the genders, boy and girl, had different perception toward the use of pictures in learning comparative adjectives which can affect the learners’ achievement.
55
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dan
Santrock, John W. Psychology Updated Seventh Edition. New York: McGrawHill, 2005. Santrock, John W. Life Span Development, Eight Edition. New York: McGrawHill Companies, 2002. Sobur, Alex. Psikologi Umum. Bandung: Pustaka Setia, 2003. Soemanto, Wasti. Psikologi Pendidikan. Jakarta: Rineka Cipta, 2006. Sudijono. Anas. Pengantar Statistik Pendidikan. Jakarta: PT Grafindo Persada, 2008. Sukardi. Metodologi Penelitian Pendidikan. Jakarta: Bumi Aksara, 2008. Susetyo, Budi. Statistika untuk Analisis dan Penelitian. Bandung: Refika Aditama, 2010. Taylor-Powell, Ellen and Renner, Marcus. Analyzing Qualitative Data, Program Development and Evaluation of University of Wisconsin-Extension, 2003. Thomson, A.J. and Martinet, A.V. A Practical English Grammar. Oxford: Oxford University Press, 1986. Ur, Penny. Grammar Practice Activities: A Practical Guide for English Teachers. Cambridge: Cambridge University Press, 2002. Usman, Basyiruddin. Media Pembelajaran. Jakarta: Ciputat Pers, 2002. Wade, Carole and Tavris, Carol. Psychology Tenth Edition. United States of America: Pearson, 2011. Walgito, Bimo. Pengantar Psikologi Umum. Yogyakarta: Andi, 2004.
58
Warner, Patricia K and Nelson, John P. Mosaic 2 Grammar: Silver Edition. New York: The McGraw- Hill Companies, 2007. Weir, Cyril J. Languange Testing and Validation. New York: Palgrave Macmillan, 2005. Wesel, Maarten van et. al, The Influence of Portofolio Media on Student Perceptions and Learning Outcomes, at Student Mobility and ICT: Can E LEARNING overcome barriers of Life-Long learning?, November 19-20th 2008. Wood, Samuel E. et.al. Mastering the World of Psychology, Fourth Edition. United States of America: Pearson Education. 2011. Wright, Andrew. Pictures for Language Learning. Cambridge: Cambridge University Press, 2004. Yunus, Melor MD. et. al. Using Visual Aids as a Motivational Tool in Enhancing Students’ Interest in Reading Literary Texts. Recent Advances in Educational Technologies, 2013. Zaida, Nur. Bright an English Course for SMP/MTs Grade VII. Jakarta: Erlangga, 2014.
59
APPENDICES
Appendix 1 KISI-KISI INSTRUMEN PRE TEST DAN POST TEST Nama Sekolah Kelas Mata Pelajaran Jumlah soal No.
: MTs. Al- Islamiyah Ciledug Tangerang : VIII : Bahasa Inggris : 50 Butir
INDIKATOR C1
1
2
3
4
Disajikan sebuah kalimat rumpang, siswa dapat melengkapi kalimat tersebut dengan comparative adjective (positive form) yang sesuai. Disajikan dua buah objek gambar dan kalimat rumpang, siswa dapat melengkapi kalimat tersebut sesuai dengan gambar yang disajikan. Disajikan sebuah kalimat rumpang, siswa dapat melengkapi kalimat tersebut dengan comparative adjective (superlative form of more than two syllables) yang sesuai. Disajikan sebuah kalimat rumpang, siswa dapat melengkapi kalimat tersebut
Indikator Soal (Aspek Kognitif) C2 C3 C4 C5
RUANG LINGKUP MATERI C6
No. Soal
Comparative adjective (positive form) 1, 5, 17, 26, 34, 42, 50
Comparative adjective (comparative form of one syllable) 2, 4, 7, 18, 20 28, 44
Comparative adjective (superlative form of more than two syllables) 3, 14, 25, 32, 40, 48
Comparative adjective (superlative form of one syllable)
6, 8, 13, 16, 22, 30, 39, 46
dengan comparative adjective (superlative form of one syllable) 5
6
7
8
9
Disajikan sebuah kalimat rumpang, siswa dapat melengkapi kalimat tersebut dengan comparative adjective (comparative form of more than two syllables) yang sesuai Disajikan sebuah kalimat rumpang, siswa dapat melengkapi kalimat tersebut dengan comparative adjective (comparative form of one syllable) yang sesuai Disajikan sebuah kalimat rumpang, siswa dapat melengkapi kalimat tersebut dengan comparative adjective (irregular form of comparative) yang sesuai Disajikan sebuah kalimat rumpang, siswa dapat melengkapi kalimat tersebut dengan comparative adjective (irregular form of superlative) yang sesuai Disajikan tiga objek gambar dan
Comparative adjective (comparative form of more than two syllables)
9, 12, 19, 29, 35, 43 Comparative adjective (comparative form of one syllable) 10, 11, 21, 31, 41, 49
Comparative adjective (irregular form of comparative)
15, 23, 36, 47
Comparative adjective (irregular form of superlative)
27, 37
Comparative adjective (superlative
24, 33, 38, 45
kalimat rumpang, siswa dapat melengkapi kalimat tersebut sesuai dengan gambar yang disajikan.
form of one syllable)
63
Appendix 2. Validity and Reliabity Test RELIABILITY /VARIABLES=Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20 Q21 Q22 Q23 Q24 Q25 Q26 Q27 Q28 Q29 Q30 Q31 Q32 Q33 Q34 Q35 Q36 Q37 Q38 Q39 Q40 Q41 Q42 Q43 Q44 Q45 Q46 Q47 Q48 Q49 Q50 /SCALE('ALL VARIABLES') ALL /MODEL=ALPHA /SUMMARY=TOTAL.
Validity Item-Total Statistics
Scale Mean if
Scale Variance
Corrected
Cronbach's
Item Deleted
if Item Deleted
Item-Total
Alpha if Item
Correlation
Deleted
Question 1
34.35
120.182
.461
.938
Question 2
34.15
120.490
.503
.938
Q3
34.00
123.692
.258
.939
Q4
34.20
120.831
.439
.938
Q5
34.43
121.738
.317
.939
Q6
34.18
118.866
.655
.937
Q7
34.18
118.866
.655
.937
Q8
34.13
119.856
.593
.937
Q9
34.05
122.510
.361
.938
Q10
34.10
118.810
.742
.936
Q11
34.13
120.266
.548
.937
Q12
34.03
121.204
.571
.937
Q13
34.15
121.362
.411
.938
Q14
34.07
120.328
.598
.937
Q15
34.18
120.251
.512
.937
64
Q16
34.28
119.897
.502
.938
Q17
34.32
123.969
.117
.940
Q18
34.07
119.866
.654
.937
Q19
34.15
121.362
.411
.938
Q20
34.23
127.153
-.173
.942
Q21
34.18
119.789
.559
.937
Q22
34.43
122.661
.233
.940
Q23
34.23
118.846
.624
.937
Q24
34.13
121.446
.419
.938
Q25
34.23
122.025
.313
.939
Q26
34.40
118.656
.600
.937
Q27
34.05
122.254
.393
.938
Q28
34.15
124.592
.076
.940
Q29
34.20
120.421
.480
.938
Q30
34.55
124.869
.039
.941
Q31
34.23
118.435
.665
.936
Q32
34.13
121.189
.447
.938
Q33
34.03
120.794
.628
.937
Q34
34.45
117.844
.679
.936
Q35
34.18
117.943
.751
.936
Q36
34.38
123.933
.119
.940
Q37
34.10
118.913
.730
.936
Q38
34.13
120.317
.542
.937
Q39
34.35
122.028
.292
.939
Q40
34.15
118.336
.734
.936
Q41
34.28
117.589
.724
.936
Q42
34.35
119.054
.566
.937
Q43
34.10
120.810
.511
.938
Q44
34.13
120.471
.525
.937
Q45
34.23
120.128
.498
.938
Q46
34.35
121.259
.362
.939
65
Q47
34.13
119.702
.610
.937
Q48
34.10
120.810
.511
.938
Q49
34.15
118.336
.734
.936
Q50
34.32
120.430
.441
.938
66
Reliability Case Processing Summary N % Valid 40 100.0 a Cases Excluded 0 .0 Total 40 100.0 a. Listwise deletion based on all variables in the procedure.
Reliability Statistics Cronbach's N of Items Alpha .939 50
67
Appendix 3 TEST SPECIFICATIONS AND R- VALUE Nama Sekolah Kelas Mata Pelajaran Jumlah Soal No
1
2
3
4
: MTs. Al- Islamiyah Ciledug Tangerang : VIII : Bahasa Inggris : 50 butir Indikator
Disajikan sebuah kalimat rumpang, siswa dapat melengkapi kalimat tersebut dengan comparative adjective (positive form) yang sesuai.
Disajikan dua buah objek gambar dan kalimat rumpang, siswa dapat melengkapi kalimat tersebut sesuai dengan gambar yang disajikan.
Disajikan sebuah kalimat rumpang, siswa dapat melengkapi kalimat tersebut dengan comparative adjective (superlative form of more than two syllables) yang sesuai. Disajikan sebuah kalimat rumpang, siswa dapat melengkapi kalimat tersebut dengan comparative adjective
No. Soal 1 5 17 26 34 42 50 2 4
nilai-r
rtabel
Keterangan
0,461 0,317 0,117 0,600 0,679 0,724 0,441 0,503 0,439
0,312 0,312 0,312 0,312 0,312 0,312 0,312 0,312 0,312
valid valid, eliminated invalid, eliminated valid valid valid valid, eliminated valid valid, eliminated
7
0,655
0,312
valid
18 20 28 44 3 14 25 32
0,654 -0,173 0,076 0,525 0,258 0,598 0,313 0,447
0,312 0,312 0,312 0,312 0,312 0,312 0,312 0,312
valid invalid, eliminated invalid, eliminated valid invalid, eliminated valid valid, eliminated valid, eliminated
40 48 6 8 13 16
0,734 0,511 0,655 0,593 0,411 0,502
0,312 0,312 0,312 0,312 0,312 0,312
valid valid valid valid valid, eliminated valid
68
(superlative form of one syllable).
5
6
7
8
9
Disajikan sebuah kalimat rumpang, siswa dapat melengkapi kalimat tersebut dengan comparative adjective (comparative form of more than two syllables) yang sesuai. Disajikan sebuah kalimat rumpang, siswa dapat melengkapi kalimat tersebut dengan comparative adjective (comparative form of one syllable) yang sesuai. Disajikan sebuah kalimat rumpang, siswa dapat melengkapi kalimat tersebut dengan comparative adjective (irregular form of comparative) yang sesuai. Disajikan sebuah kalimat rumpang, siswa dapat melengkapi kalimat tersebut dengan comparative adjective (irregular form of superlative) yang sesuai. Disajikan tiga objek gambar dan kalimat rumpang, siswa dapat melengkapi kalimat tersebut sesuai dengan gambar yang disajikan.
22 30 39 46 9 12 19 29
0,233 0,039 0,292 0,362 0,361 0,571 0,411 0,480
0,312 0,312 0,312 0,312 0,312 0,312 0,312 0,312
invalid, eliminated invalid, eliminated invalid, eliminated valid, eliminated valid, eliminated valid valid, eliminated valid
35 43 10 11 21 31 41 49 15 23 36 47
0,751 0,511 0,742 0,548 0,559 0,665 0,724 0,734 0,512 0,624 0,119 0,610
0,312 0,312 0,312 0,312 0,312 0,312 0,312 0,312 0,312 0,312 0,312 0,312
valid valid valid valid, eliminated valid, eliminated valid valid valid valid valid invalid, eliminated valid
27 37
0,393 0,730
0,312 0,312
valid valid
24 33 38
0,419 0,628 0,542
0,312 0,312 0,312
valid, eliminated valid valid
45
0,498
0,312
valid
69 Appendix 4. Pre- Test and Post- Test Questions PRE- TEST AND POST- TEST Choose the right form based on the comparative adjectives! 1. Bayu is .......... as Rika. a. taller
b. as tall
c. more tall
d. tallest
2. Look at to the pictures! The pen is ........... than the pencil. a. b. c. d. 3. Hedi is the .......... in his family. a. oldest b. older 4. Look at to the pictures!
long longest longer more long
c. old
d. more old
The A book is .......... than the B book. a. thick than b. thickest than
c. thicker d. most thick
5. Aldi is .......... student in the school. a. smart b. the smartest c. the smarter d. more smart 6. Mr. Wahyu is .......... Mr. Haikal a. short b. shortest than c. shorter than d. most shorter 7. Yani is .......... than Yeni. a. more beautiful c. most beautiful b. beautiful than d. beautifuler 8. Aldo is .......... than Andi. a. creativer c. most creative b. more creative d. creative 9. She sings ........... than Tono. a. good b. bad c. better d. best 10. This book is the .......... in the book store. a. cheapest b. cheap c. cheaper d. more cheap 11. Look at to the pictures! The A car is .......... than B car. A car : 80 km/h
B car : 40 km/h
a. fast b. most fast
c. more fast d. faster
70
FINISH
12. My work is ......... you. a. Badder than b. worse than c. good d. worst 13. Hana is .......... Toni. a. as braver b. bravest c. most brave d. as brave as 14. My house is the .......... a. furthest b. further c. far d. farer 15. My cake is .......... than yours. a. Deliciouser than b. most delicious c. more delicious d. deliciousest 16. Your class is .......... than my class. a. dirtier b. dirty c. dirtiest d. most dirty 17. Look at the pictures! Sarah is .......... rider. a. most slow c. the slowest b. slower d. more slow Intan
Y
Andi
Sarah
18. The weather in June is as .......... as in August. a. hotter b. hottest c. more hot d. hot 19. My brother is .......... than Anggi. a. patient b. most patient c. patientest d. more patient 20. This hotel is the .......... in Jakarta. a. good b. best c. goodest d. most good 21. Look at the pictures! The A temperature is 50o C. The B temperature is 30o C. The C temperature is 10o C. So, the C temperature is the .......... one. a. as low as b. lowest c. more low d. the most low A
B
C
22. Anton is .......... student in the class. a. the playful b. the more playful c. the most playful d. the playfuler 23. Today, I am .......... than yesterday a. happier b. happiest c. most happy d. happy 24. My father is .......... your uncle. a. wise as b. wiser c. as wise as d. more wise 25. This morning is .......... than yesterday morning. a. as peaceful as b. most peaceful c. more peaceful d. peacefulest 26. Look at the picture below! Budi’s score is .......... than Yulia’s score. English Score a. high as b. the most high c. higest than d. higher Budi
Yulia
95
75
71
27. Look at the pictures! The cake is the .......... one. a. as sweet as c. sweeter b. sweetest d. more sweet than 28. My house is .......... than your house. a. further b. far 29. Hana is .......... student in the class. a. intelligent b. more intelligent 30. Your father is .......... than my unce. a. busy b. busiest
c. furthest
c. the most intelligent d. the intelligentest c. most busy
ANSWER KEY 1. B 2. C 3. A 4. C 5. B 6. C 7. A 8. B 9. C 10. A
11. D 12. B 13. D 14. A 15. C 16. A 17. C 18. D 19. D 20. B
d. most far
21. B 22. C 23. A 24. C 25. C 26. D 27. B 28. A 29. C 30. D
d. busier
72
Appendix 5. Result of Pre- Test and Post- Test Gained
Student No
Pre- test
Post- test
1
16
90
74
2
20
63
43
3
23
83
60
4
20
86
66
5
26
76
50
6
36
80
44
7
13
63
50
8
16
80
64
9
23
60
37
10
16
96
80
11
23
70
47
12
10
46
36
13
30
86
56
14
3
76
73
15
20
93
73
16
13
56
43
17
16
36
20
18
20
60
40
19
20
90
70
20
30
86
56
21
13
90
77
22
20
76
56
23
13
100
87
24
23
90
67
25
6
96
90
Score
73
26
20
93
73
27
30
90
60
28
20
100
80
29
16
60
44
30
16
30
14
31
13
93
80
32
26
46
20
33
20
93
73
34
30
70
40
35
13
100
87
36
13
86
73
37 Total
20 706
100 2889
80 2183
Average
19,09
78,08
59
Appendix 6. Questions Used in Interview KISI – KISI INTERVIEW
No. 1
Indikator Mengetahui persepsi siswa tentang pentingnya penggunaan media gambar dalam pengajaran comparative adjectives
Pertanyaan 1. Menurut kamu, apakah dalam pengajaran bahasa Inggris perlu menggunakan
Pertanyaan No. 1
media? Kenapa? 2. Apakah guru sebaiknya menggunakan menggunakan media, seperti gambar dalam
2
mengajar comparative adjectives? 3. Setelah memperlajari comparative adjectives dengan menggunakan gambar, apakah
7
ada pengaruh penggunaan gambar terhadap nilai kamu? 2
Mengetahui persepsi siswa tentang penggunaan media gambar dalam belajar materi comparative adjectives?
1. Bagaimana perasaan kamu ketika belajar comparative adjectives dengan
3
menggunakan media gambar? 2. Apakah media gambar yang digunakan ketika mempelajari comparative adjectives
4
mempermudah atau mempersulit kamu dalam memahami pelajaran? Kenapa? 3. Apakah media gambar yang disampaikan dapat menjelaskan isi materi pelajaran comparative adjectives dengan jelas? Kenapa?
5
4. Apakah penggunaan gambar membantu kamu mengingat materi tentang comparative adjectives?
6
75 Appendix 7. Interview Response INTERVIEW Respondent Name : Learner A Researcher (R) : Hello Learner (L)
: Hai miss
R
: How are you?
L
: Yah miss jangan pake bahasa inggris dong, hehehe... gak ngerti miss.
R
: Hehehe... engga ko. Waktu itu kan kita belajar comparative adjective pake gambar. Kalau menurut kamu, belajar bahasa Inggris itu harus pake media gak sih? Kaya kemaren kita pake media gambar.
L
: Ga perlu.
R
: Kenapa ga perlunya?
L
: Ga apa-apa miss, males aja.
R
: eeemmm...oke. Terus kalau belajar comparative adjective itu guru sebaiknya pake gambar ga?
L
: Ga usah miss.
R
: Kenapa?
L
: Lama-lamain miss, ribet.
R
: Terus perasaan kamu pas belajar comparative adjective pake gambar gimana?
L
: eemmm, biasa aja miss. Gak enak.
R
: Kenapa gak enaknya?
L
: Gak masuk ke otak miss pelajarannya.
R
: Oke....oke. Terus penggunaan gambar dikelas waktu itu mempermudah kamu atau mempersulit buat ngerti pelajaran?
L
: Bikin aku kurang ngerti miss.
R
: Kalau gambar yang ditampilin itu menurut kamu uda jelas belom?
76 L
: Jelas sih miss, tapi aku tetep ada yang gak ngerti.
R
: Terus gak ngertinya kenapa?
L
: eemmm....gak tau miss kenapa. Hehe..
R
: Hehehe....engga merhatiin saya kali kamu mah....
L
: Merhatiin ko miss. Hehehe
R
: Kalau pake gambar bikin kamu inget pelajaran gak? Kaya waktu itu belajar comparative adjective pake gambar, kamu jadi inget?
L
: Engga miss, hehehe
R
: Berarti menurut kamu, waktu itu kita belajar pake gambar ga ada pengaruhnya?
L
: Kalau menurut aku sih ga ada ngaruhnya miss.
R
: Okeh....thank you very much
L
: Yaah....miss mah pake bahasa Inggris lagi, hehehe
R
: Hehehehe
77 INTERVIEW Respondent Name : Learner B Researcher (R) : Hai Nisa Learner (L)
: Iya miss
R
: How are you?
L
: I’m fine miss.
R
: Kamu masuk terus ga minggu-minggu kemarin?
L
: Masuk miss.
R
: Waktu itu kan kita belajar comparative adjective pake gambar. Kalau menurut kamu, belajar bahasa Inggris itu perlu pake media ga? Kaya media gambar misalnya.
L
: Perlu miss, biar lebih tau.
R
: Tau apanya?
L
: Tau pelajarannya miss.
R
: Oh... oke oke. Terus kalau belajar comparative adjective sebaiknya pake gambar gak?
L
: Eemm perlu sih miss, tapi jadi agak ribet kalau pake gambar.
R
: Ribet kenapa?
L
: Ribet missnya nyiap-nyiapin. Kasian missnya.
R
: Terus perasaan kamu pas belajar comparative adjective pake gambar gimana?
L
: Eemm seneng sih miss, seru belajarnya.
R
: Kalau pas belajar pake gambar, mempermudah atau mempersulit kamu buat ngertiin pelajaran?
L
: Mempermudah miss, lebih jelas jadi lebih gampang juga.
R
: Eemm....kalau menurut kamu, gambar yang disampaikan di kelas waktu itu, udah cukup jelas belum?
L
: Udah ko miss, udah jelas. Cuma karena kelasnya gelap aja miss jadi agak silau.
R
: Iya sih kelas kamu gelap sih ya, hehehe. Kalau belajar pake gambar itu bantu kamu inget sama pelajarannya gak? Pelajaran comparative adjective.
78 L
: Iya miss, ngebantu banget. Jadi inget materi pelajaran, tapi ada yang lupa juga sih dikit miss, hehe.
R
: Hehehe....kamu mah ingetnya pacar mulu kali.
L
: Iiihh....engga miss. Aku mah gak punya pacar, hehehe.
R
: Pas udah tau nilai kamu, menurut kamu ada ga pengaruh belajar comparative adjective pake gambar ke nilai kamu?
L
: Eemm, ga miss kayanya.
R
: Terus karena kamu pinter ya?
L
: Hehehehehe.....
R
: Oke....makasih ya...
L
: Iya miss
79 INTERVIEW Respondent Name : Learner C Researcher (R) : Hai, namanya siapa? Learner (L)
: Endira Miss
R
: Kita ngobrol-ngobrol sebentar ya?
L
: Iya miss..
R
: Waktu itu kan kita belajar comparative adjective pake gambar. Kalau menurut kamu, belajar bahasa Inggris itu perlu ga sih pake media? Kaya kita pake media gambar.
L
: Perlu sih miss.
R
: Kenapa perlunya?
L
: Soalnya biar lebih jelas miss.
R
: Terus kalau belajar comparative adjective, guru itu sebaiknya pake media gambar ga?
L
: Eeemmm pake miss, eanak belajarnya santai. Miss juga ga usah nulis-nulis lagi, hehehe.
R
: Iya ya saya jadi ga cape, hehehe. Kalau perasaan kamu waktu belajar comparative adjectives pake gambar gmn?
L
: Emm, enak Miss seru. Saya seneng.
R
: Kalau pake gambar itu mempermudah kamu atau mempersulit buat ngertiin pelajaran?
L
: Mempermudah miss, jadi lebih jelas terus lebih ngerti.
R
: Terus gambar-gambar yang ditampilin di kelas uda jelas belum menurut kamu?
L
: Udah cukup jelas sih miss. Saya jadi ngerti.
R
: Oke... Eemm kalau pake gambar itu, kamu jadi inget sama materi pelajaran ga?
L
: Eemm.....
R
: Kya waktu itu tuh, kita belajar comparative adjective pake gambar, kamu jadi inget ga pelajaran comparative adjective?
80 L
: Ooh... iya miss jadi inget, kalau pake gambar jadi lebih jelas.
R
: Kalau menurut kamu, pas kita belajar pake gambar, ada pengaruhnya ga ke nilai kamu?
L
: Ada miss, kan jadi lebih ngerti.
R
: Oke....makasih ya...
L
: Iya miss sama-sama.
81 INTERVIEW Respondent Name : Learner D Reseacher (R) : Hai, apa kabar? Learner (L)
: Baik miss
R
: Siapa namanya?
L
: Meira Miss
R
: Saya mau nanya-nanya nih. Waktu itu kan kita belajar comparative pake gambar. Menururt kamu, belajar bahasa Inggris itu perlu pakai media gak sih? Kaya gambat atau video?
L
: Pelu miss.
R
: Kenapa perlu?
L
: Soalnya biar lebih ngerti.
R
: Terus kalau ngajarin comparative adjective sebaiknya guru itu pake gambar atau engga?
L
: Iya miss enaknya pake soalnya lebih ngerti.
R
: Pas kita belajar comparative adjective pake gambar perasaan kamu gimana?
L
: eeemmm, gimana ya miss.
R
: Hayo gimana? Hehehe
L
: Enak aja mis seneng, lebih ngerti belajarnya.
R
: Kalau pake gambar itu bikin kamu gampang nerima pelajaran atau jadi tambah pusing?
L
: Bikin jadi gampang miss, nambah ngerti.
R
: Kenapa ko jadi gampang?
L
: Jadi nambah jelas miss pelajarannya, jadinya gampang.
R
: eeemm...menurut kamu gambar-gambar yang ditampilin pas belajar uda jelas belom gambar-gambarnya?
L
: Uda ko miss, uda jelas semuanya.
R
: Terus kalau pake gambar itu bantu kamu inget pelajaran comparative adjective gak?
L
: eemmm...jadi inget miss.
82 R
: Menurut kamu, belajar pake gambar pas pelajaran comparative adjactive, ada pengaruhnya gak ke nilai kamu?
L
: Kalau menurut aku ada miss. Kan belajarnya jadi gampang trus enak. Jadi lebih ngerti.
R
: Oke....makasih ya
L
: Iya miss sama-sama.
83 INTERVIEW Respondent Name: Learner E Researcher (R)
: Halo Mirajuddin, how are you?
Learner (L)
: Baik Miss
R
: Saya mau nanya- nanya sebentar ya...
L
: Iya Miss.
R
: Waktu itu kan kita belajar comparative adjective pake gambar. Menurut kamu, kalau belajar bahasa Inggris perlu pake media ga sih?
L
: Perlu Miss.
R
: Emang kenapa perlunya?
L
: Biar ga bosen Miss nulis mulu.
R
: Emang kalau nulis mulu bosen?
L
: Iya Miss bosen, ga seru.
R
: Oke.. berarti kalau belajar comparative adjective, guru sebaiknya pake gambat ga buat ngejelasin materinya?
L
: Iya Miss enak kalau pake gambar.
R
: Kalau perasaan kamu waktu belajar comparative adjective pake gambar gimana?
L
: Perasaan gimana Miss maksudnya?
R
: Perasaan kamu, atau seneng, atau malah ngebetein, ngebosenin atau seru, asik.
L
: oh... seru Miss. Enak, ga ngebosenin ko.
R
: Kalau belajar pake gambar itu mempermudah kamu atau mempersulit buat ngertiin materi pelajaran? Terutama pelajaran comparative adjective.
L
: Iya Miss mempermudah. Ga usah nyari- nyari catetan lagi.
R
: Emm... terus menurut kamu, gambar yang waktu itu saya tampilin di kelas uda cukup jelas belum?
L
: Jelas Miss. Saya jadi ga usah baca.
R
: Kamu ga suka baca ya?hehehe
L
: hehehe Miss tau aja hehehe
84 R
: hehehe. Kalau pake gambar itu bantu kamu inget pelajaran ga sih?
L
: Kan dicatet Miss.
R
: Tapi jadi inget ga kalau belajar pake gambar?
L
: Iya Miss inget.
R
: Emm..kalau menurut kamu, ada oengaruhnya ga kita belajar comparative adjective pake gambar sama nilai tes kamu kemarin?
L
: ada sih Miss. Kan belajarnya seru jadi saya bisa.
R
: Oke.. makasih ya..
L
: Iya Miss
85 INTERVIEW Respondent Name: Learner F Researcher (R)
: Halo.. what’s your name?
Learner (L)
: Nur Mulyanis
R
: Kita ngobrol- ngobrol sebentar yaa.. ga apa- apa kan?
L
: Iya Miss ga apa- apa.
R
: waktu itu kan kita uda belajar comparative adjective pake gambar. Kalau menurut kamu, perlu ga sih belajar bahasa Inggris pake media? Kaya kita belajar pake gambar.
L
: perlu Miss.
R
: emang kenapa?
L
: biar ga ribet, terus ga ngomong terus jadinya Miss.
R
: Terus kalau belajar comparative adjective, sebaiknya guru pake gambar atau ga waktu ngejelasin?
L
: Iya Miss harusnya pake gambar jadi ga bingung banding- bandinginnya.
R
: Kalau perasaan kamu waktu belajar comparative adjective pake gambar gimana?
L
: Kalau saya ngerasa seru Miss, ga ngebetein terus lebih gampang juga.
R
: Emmm... terus kalau media gambar itu bikin kamu gampang ngertiin pelajaran atau justru bikin kamu pusing?
L
: Jadi lebih gampang Miss. Soal nya kan ada gambarnya jadi bisa diliat. Kalau kata- kata kan susah Miss ga bisa diliat.
R
: Oke.. kalau gambar yang waktu itu saya tampilin uda cukup jelas belum?
L
: Uda Miss jelas semuanya.
R
: Berarti kamu ngerti semua dong aturan- aturan di comparative adjective?
L
: Iya Miss Alhamdulillah. Cuma kadang- kadang agak- agak lupa. Hehehe
R
: emm.. berarti menurut kamu gambar itu mempermudah kamu ga inget sama materi comparative adjective?
L
: Iya Miss jadi inget. Kan jadi jelas
R
: Kalau menurut kamu, kita belajar comparative adjective pake gambar kaya waktu itu, ada pengaruhnya ga ke nilai kamu yang kemarin kita tes?
86 L
: Iya Miss ada.
R
: Sip.. makasih yaa..
L
: Iya sama- sama Miss.
87
Appendix 8. Lesson Plans RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah
: MTs. Al- Islamiyah Ciledug Tangerang
Mata Pelajaran
: Bahasa Inggris
Komponen Bahasa
: Grammar- Comparative Adjectives
Kelas/ Semester
: VIII/ Ganjil
Pertemuan ke
:1
Alokasi Waktu
: 2 x 40 menit
Kompetensi Inti: KI 1
: Menghargai dan menghayati ajaran agama yang dianutnya
KI 2
: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya KI 3
:
Memahami dan menerapkan pengetahuan (faktual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. KI 4
: Mengolah, dan menyaji dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
Kompetensi Dasar: 3.3 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks deskriptif lisan dan tulis tentang orang/binatang/benda, sangat pendek dan sederhana.
88
4.4 Menyusun teks deskriptif lisan dan tulis, sangat pendek dan sederhana, tentang orang/binatang/benda, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks. Indikator:
Siswa membedakan pola comparative adjective berbentuk positif.
Siswa menggunakan comparative adjectives berbentuk positif dalam kalimat.
Siswa membuat kalimat comparative adjectives berbentuk positive form.
A. Tujuan Pembelajaran
Siswa membedakan pola comparative adjective berbentuk positif.
Siswa membedakan pola comparative adjective berbentuk negatif.
Siswa menggunakan comparative adjectives berbentuk positif dalam kalimat.
Siswa menggunakan comparative adjectives berbentuk negatif dalam kalimat.
Siswa membuat kalimat comparative adjectives berbentuk positif.
Siswa membuat kalimat comparative adjectives berbentuk negatif.
B. Materi Ajar Adjectives:
near
89
Positive Form of Comparative Adjective: as (adjective) as Negative Form of Comparative Adjective: not as (adjective) as
For example: Anti
Ami
59 kg
130 cm
61 kg
130 cm
Upin’s height is 130 cm. Ipin’s height is 130 cm.
Anti’s weight is 59 kg. Ami’s weight is 61 kg.
Upin is as tall as Ipin.
Anti is not as fat as Ami.
C. Metode Pembelajaran
Pairing dicussion
Presentation
D. Langkah- langkah Pembelajaran a. Bagian awal ( 7 menit) Bentuk Kegiatan
Alokasi Waktu
Salam dan menanyakan keadaan siswa
1 menit
Meminta ketua kelas untuk memimpin
1 menit
berdoa Guru memberikan ice breaking: Adjective
3 menit
Quiz Guru menjelaskan tujuan pembelajaran
2 menit
90
b. Bagian inti ( 66 menit) Bentuk Kegiatan
Alokasi Waktu
Guru menampilkan gambar- gambar dan
Mengamati
beberapa kata sifat
(5 menit)
Guru menampilkan gambar beserta contoh
Mengamati
kalimat comparative adjectives dalan bentuk
(5 menit)
positif dan negatif Guru menjelaskan kalimat comparative
Mengamati
adjectives dalam bentuk positif dan negatif
(10 menit)
serta cara membuat kalimatnya Guru memberikan kesempatan pada siswa
Mempertanyakan
untuk bertanya
(2 menit)
Guru meminta siswa untuk berpasangpasangan
1 menit
Guru memberikan gambar kepada setiap
Mengeksplorasi
pasang siswa dan meminta mereka membuat
(10 menit)
kalimat comparative adjective dalam bentuk positif atau negatif sesuai dengan gambar yang diberikan lalu meminta siswa membuat satu kalimat berbentuk positif dan negatif beserta gambarnya Siswa menukar hasil kerja dengan pasangan
Mengasosiasi
lain dan memberikan komentar hasil kerja
(10 menit)
pasangan lain Guru meminta siswa untuk menjelaskan
Mengkomunikasikan
kesalahan (jika ada) kepada pasangan yang
(10 menit)
hasil kerjanya telah dikoreksi Guru memberikan apresiasi kepada pasangan yang telah membuat kalimat dengan benar dengan memberikan kertas
1 menit
91
potongan bintang “
c.
“
Guru membahas kesalahan- kesalahan yang
Mengamati
ada secara bersama- sama
(10 menit)
Guru memberi kesempatan kepada siswa
Mempertanyakan
untuk bertanya
(2 menit)
Bagian akhir (7 menit) Bentuk Kegiatan
Alokasi Waktu
Guru menyimpulkan pelajaran
5 menit
Guru menginformasikan materi pelajaran
1 menit
yang akan diberikan pada pertemuan selanjutnya Guru menutup pelajaran dengan membaca
1 menit
Hamdalah E. Alat dan Sumber Belajar
Buku ajar bahasa Inggris
Gambar- gambar dan beberapa kata sifat
Gambar dan contoh kalimat comparative adjective bentuk positif dan negatif
Gambar- gambar
Kertas berbentuk Bintang “
In focus
”
F. Evaluasi Meminta siswa secara berpasangan untuk membuat kalimat comparative adjectives dalam bentuk positif atau sesuai dengan gambar yang diberikan
92
Ciledug, 4 Agustus 2014 Mengetahui, Peneliti
(____Siti Afifah________)
Guru Mata Pelajaran
(____________________)
93
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah
: MTs. Al- Islamiyah Ciledug Tangerang
Mata Pelajaran
: Bahasa Inggris
Komponen Bahasa
: Grammar- Comparative Adjectives
Kelas/ Semester
: VIII/ Ganjil
Pertemuan ke
:2
Alokasi Waktu
: 2 x 40 menit
Kompetensi Inti: KI 1
: Menghargai dan menghayati ajaran agama yang dianutnya
KI 2
: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya KI 3
:
Memahami dan menerapkan pengetahuan (faktual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. KI 4
: Mengolah, dan menyaji dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
Kompetensi Dasar: 3.3 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks deskriptif lisan dan tulis tentang orang/binatang/benda, sangat pendek dan sederhana. 4.4 Menyusun teks deskriptif lisan dan tulis, sangat pendek dan sederhana, tentang orang/binatang/benda, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.
94
Indikator:
Siswa membedakan pola comparative adjective berbentuk regular and irregular comparative.
Siswa menggunakan comparative adjectives berbentuk comparative dalam kalimat.
Siswa membuat kalimat comparative adjectives berbentuk comparative form.
A. Tujuan Pembelajaran
Siswa membedakan pola comparative adjective berbentuk comparative untuk kata sifat yang terdiri dari satu suku kata.
Siswa membedakan pola comparative adjective berbentuk comparative untuk kata sifat yang terdiri dari dua suku kata atau lebih.
Siswa membedakan pola comparative adjective tidak beraturan.
Siswa menggunakan comparative adjectives berbentuk comparative form dalam kalimat.
Siswa mampu membuat kalimat comparative adjectives berbentuk comparative.
B. Materi Ajar Comparative Adjective : Adjectives with one syllable (adjective + -er) + than
95
For example:
Adjectives with more than two syllables more + adjective + than
For example: The grape is more expensive than the mango.
Rp. 80.000
Rp. 40.000
William is more handsome than Richard.
William
Richard
Irregular form of comparative adjective
96
C. Metode Pembelajaran
Small Group dicussion
Presentation
D. Langkah- langkah Pembelajaran a. Bagian awal ( 7 menit) Bentuk Kegiatan
Alokasi Waktu
Salam dan menanyakan keadaan siswa
1 menit
Meminta ketua kelas untuk memimpin
1 menit
berdoa Guru memberikan ice breaking : Konsentrasi 3 menit Guru menjelaskan tujuan pembelajaran
2 menit
b. Bagian inti ( 63 menit) Bentuk Kegiatan Guru membagi siswa menjadi beberapa kelompok yang terdiri dari 4 siswa
Alokasi Waktu 4 menit
Guru menampilkan gambar- gambar dan
Mengamati
contoh kalimat berpola comparative
(5 menit)
adjectives Guru menjelaskan penggunaan comparative
Mengamati
adjectives berpola comparative pada kata
(15 menit)
sifat dengan satu suku kata, lebih dari dua suku kata, dan kata sifat tidak beraturan Guru memberikan dan meminta siswa secara
Mengeksplorasi
97
berkelompok untuk mengerjakan Lembar
(10 menit)
Kerja Siswa 1 Guru membahas hasil kerja siswa
Mengamati (10 menit)
Guru memberikan kesempatan pada siswa
Mempertanyakan
untuk bertanya
(2 menit)
Guru menampilkan beberapa kalimat
Mengasosiasi
berpola comparative dan meminta siswa
(10 menit)
secara berkelompok untuk membuat gambar sesuai dengan kalimat yang ditampilkan.
c.
Guru meminta siswa untuk menampilkan
Mengkomunikasikan
gambar hasil kerja kelompoknya.
(5 menit)
Guru memberi kesempatan kepada siswa
Mempertanyakan
untuk bertanya
(2 menit)
Bagian akhir (10 menit) Bentuk Kegiatan
Alokasi Waktu
Guru menyimpulkan pelajaran
5 menit
Guru menginformasikan materi pelajaran
1 menit
yang akan diberikan pada pertemuan selanjutnya Guru memberi memberi tugas kepada setiap
3 menit
kelompok untuk mencari penggunaan dan contoh kalimat dari comparative adjectives berbentuk superlative dari internet Guru menutup pelajaran dengan membaca
1 menit
Hamdalah E. Alat dan Sumber Belajar
Buku ajar bahasa Inggris
Gambar dan contoh kalimat comparative adjective
Gambar- gambar
98
Lembar Kerja Siswa 1
In focus
F. Evaluasi Bentuk evaluasi:
Guru memberikan dan meminta siswa secara berkelompok untuk mengerjakan Lembar Kerja Siswa 1
Guru meminta siswa secara berkelompok untuk membuat gambar yang sesuai dengan kalimat yang ditampilkan.
Ciledug, 4 Agustus 2014 Mengetahui, Peneliti
(_____Siti Afifah______)
Guru Mata Pelajaran
(____________________)
99
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah
: MTs. Al- Islamiyah Ciledug Tangerang
Mata Pelajaran
: Bahasa Inggris
Komponen Bahasa
: Grammar- Comparative Adjectives
Kelas/ Semester
: VIII/ Ganjil
Pertemuan ke
:3
Alokasi Waktu
: 2 x 40 menit
Kompetensi Inti: KI 1
: Menghargai dan menghayati ajaran agama yang dianutnya
KI 2
: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya KI 3
:
Memahami dan menerapkan pengetahuan (faktual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. KI 4
: Mengolah, dan menyaji dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
Kompetensi Dasar: 3.3 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks deskriptif lisan dan tulis tentang orang/binatang/benda, sangat pendek dan sederhana. 4.4 Menyusun teks deskriptif lisan dan tulis, sangat pendek dan sederhana, tentang orang/binatang/benda, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.
100
Indikator:
Siswa membedakan pola comparative adjective berbentuk regular and irregular superlative.
Siswa menggunakan comparative adjectives berbentuk superlative dalam kalimat.
Siswa membuat kalimat comparative adjectives berbentuk superlative.
A. Tujuan Pembelajaran
Siswa membedakan pola comparative adjective berbentuk superlative dengan kata sifat yang terdiri dari satu suku kata.
Siswa membedakan pola comparative adjective berbentuk superlative dengan kata sifat yang terdiri dari dua suku kata atau lebih.
Siswa membedakan pola superlative adjective tidak beraturan.
Siswa mampu menggunakan comparative adjectives dengan pola superlative dalam kalimat.
Siswa mampu membuat kalimat comparative adjectives berbentuk superlative.
B. Materi Ajar Comparative Adjective (superlative form) Adjectives with one syllable: The + (adjective + -est)
101
For example:
A
B
C
The C apple is the biggest apple.
The snail is the slowest animal.
Adjectives with more than two syllables:
The + most + adjective
For example:
Kevin is the most dilligent student.
Kevin
Thomas
Nilam The grape is the most expensive fruits.
Rp. 80.000
Rp. 40.000
Rp. 20.000
102
Irregular form of comparative adjective
C. Metode Pembelajaran
Small Group dicussion
Presentation
D. Langkah- langkah Pembelajaran a. Bagian awal ( 7 menit) Bentuk Kegiatan
Alokasi Waktu
Salam dan menanyakan keadaan siswa
1 menit
Meminta ketua kelas untuk memimpin
1 menit
berdoa Guru memberikan games berkelompok
3 menit
korek api, dengan kelompok yang sama pada pertemuan sebelumnya Guru menjelaskan tujuan pembelajaran
2 menit
103
b. Bagian inti ( 66 menit) Bentuk Kegiatan
Aspek
Guru memeriksa hasil tugas yang dikerjakan
Mengamati
siswa secara berkelompok yang diberikan
(2 menit)
pada pertemuan sebelumnya Guru meminta salah satu kelompok untuk
Mengkomunikasikan
mempresentasikan tugas kelompoknya
(5 menit)
Guru memberi kesempatan bagi siswa yang
Menanyakan
ingin bertanya
(2 menit)
Guru meminta setiap kelompok untuk
Mengeksplorasi
menuliskan kata sifat yang terdiri dari satu
(5 menit)
suku kata dan yang lebih dari dua suku kata, masing- masing 5 kata sifat Guru meminta salah satu kelompok untuk
Mengkomunikasikan
membacakan hasil kerjanya
(3 menit)
Guru menampilkan gambar- gambar dan
Mengamati
contoh kalimat comparative adjectives
(5 menit)
berpola superlatives Guru menjelaskan penggunaan comparative
Mengamati
adjectives berpola superlatives pada kata
(10 menit)
sifat dengan satu suku kata, lebih dari dua suku kata, dan kata sifat tidak beraturan Guru memberikan kesempatan bagi siswa
Menanyakan
untuk bertanya
(2 menit)
Guru meminta setiap kelompok untuk
Mengeksplorasi
membuat kalimat comparative adjectives
(15 menit)
berpola superlatives dengan menggunakan kata sifat yang telah dibuat sebelumnya Setiap kelompok siswa menuliskan hasil
Mengeksplorasi
kerjanya di papan tulis
(5 menit)
104
Guru membahas hasil kerja siswa
Mengamati (10 menit)
c.
Guru memberikan kesempatan pada siswa
Mempertanyakan
untuk bertanya
(2 menit)
Bagian akhir (7 menit) Bentuk Kegiatan
Aspek
Guru menyimpulkan pelajaran
5 menit
Guru menginformasikan materi pelajaran
1 menit
yang akan diberikan pada pertemuan selanjutnya Guru menutup pelajaran dengan membaca
1 menit
Hamdalah E. Alat dan Sumber Belajar
Buku ajar bahasa Inggris
Gambar dan contoh kalimat comparative adjective berpola superlatives
In focus
F. Evaluasi Bentuk evaluasi:
Guru meminta setiap kelompok untuk menuliskan kata sifat yang terdiri dari satu suku kata dan yang lebih dari dua suku kata, masingmasing 5 kata sifat
Guru meminta setiap kelompok untuk membuat kalimat comparative adjectives berpola superlatives dengan menggunakan kata sifat yang telah dibuat sebelumnya. Ciledug, 4 Agustus 2014 Mengetahui,
Peneliti
(_____Siti Afifah______)
Guru Mata Pelajaran
(____________________)
105
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah
: MTs. Al- Islamiyah Ciledug Tangerang
Mata Pelajaran
: Bahasa Inggris
Komponen Bahasa
: Grammar- Comparative Adjectives
Kelas/ Semester
: VIII/ Ganjil
Pertemuan ke
:4
Alokasi Waktu
: 2 x 40 menit
Kompetensi Inti: KI 1
: Menghargai dan menghayati ajaran agama yang dianutnya
KI 2
: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya KI 3
:
Memahami dan menerapkan pengetahuan (faktual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. KI 4
: Mengolah, dan menyaji dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
Kompetensi Dasar: 3.3 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks deskriptif lisan dan tulis tentang orang/binatang/benda, sangat pendek dan sederhana. 4.4 Menyusun teks deskriptif lisan dan tulis, sangat pendek dan sederhana, tentang orang/binatang/benda, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.
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Indikator:
Siswa membedakan penggunaan comparative adjectives.
A. Tujuan Pembelajaran
Siswa mampu membedakan penggunaan comparative adjectives dengan pola positif dalam kalimat.
Siswa mampu membedakan penggunaan comparative adjectives dengan pola comparative dalam kalimat.
Siswa mampu membedakan penggunaan comparative adjectives dengan pola superlative dalam kalimat.
Siswa mampu membedakan penggunaan comparative adjectives dengan pola irregular dalam kalimat.
B. Materi Ajar Lembar Kerja Siswa 2
C. Metode Pembelajaran
Pairing dicussion
Presentation
D. Langkah- langkah Pembelajaran a. Bagian awal ( 10 menit) Bentuk Kegiatan
Alokasi Waktu
Salam dan menanyakan keadaan siswa
1 menit
Meminta ketua kelas untuk memimpin
1 menit
berdoa Guru memberikan ice breaking : Sarimin
6 menit
dan Sariman Guru menjelaskan tujuan pembelajaran
2 menit
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b. Bagian inti ( 65 menit) Bentuk Kegiatan Siswa dibagi menjadi kelompok yang sama
Alokasi Waktu 3 menit
pada pertemuan yang lalu Guru menampilkan gambar-gambar dan
Mengkomunikasikan
meminta siswa secara berkelompok
(15 menit)
mengucapkan kalimat yang sesuai dengan gambar. Guru meminta siswa untuk saling
1 menit
berpasangan Guru memberikan Lembar Kerja Siswa 2
Mengeksplorasi
dan meminta siswa secara berpasangan
(17 menit)
untuk mengerjakan Lembar Kerja Siswa 2 Guru meminta beberapa pasang siswa untuk
Mengkomunikasikan
membacakan hasil kerja meminta pasangan
(15 menit)
lain untuk memberi komentar terhadap hasil kerja
c.
Guru memberi kesempatan siswa untuk
Mempertanyakan
bertanya
(2 menit)
Guru membahas hasil kerja siswa secara
Mengamati
bersama- sama
(10 menit)
Guru memberi kesempatan siswa untuk
Mempertanyakan
bertanya
(2 menit)
Bagian akhir (5 menit) Bentuk Kegiatan
Alokasi waktu
Guru menyimpulkan pelajaran
4 menit
Guru menutup pelajaran dengan membaca
1 menit
Hamdalah
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E. Alat dan Sumber Belajar
Buku ajar bahasa Inggris
Lembar Kerja Siswa 2
F. Evaluasi Bentuk evaluasi:
Guru meminta siswa secara berpasangan untuk mengerjakan Lembar Kerja Siswa 2
Ciledug, 4 Agustus 2014 Mengetahui, Peneliti
(_____Siti Afifah______)
Guru Mata Pelajaran
(____________________)
109
Appendix 9. Documentation Pre- test
110
Using Picture in Learning Comparative Adjectives
111
112
Post- test
