THE EFFECTIVENESS OF USING PICTURES IN

REINFORCING DEGREES OF COMPARISON OF ADJECTIVE

(An Experimental Study at the Second Grade of Students MTs Al-Falah Bogor)

A SKRIPSI
Presented to the Faculty of Tarbiyah and Teachers Training
in a Partial Fulfillment of the Requirements
for the Degree of S.Pd in English Language Education

By:

Siti Munajah
NIM: 205014000379

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH
JAKARTA
2011

THE EFFECTIVENESS OF USING PICTURES IN

REINFORCING DEGREES OF COMPARISON OF ADJECTIVE
(An Experimental Study at the Second Grade of Students MTs Al-Falah Bogor)

A SKRIPSI
Presented to the Faculty of Tarbiyah and Teachers Training
in a Partial Fulfillment of the Requirements
for the Degree of S.Pd. in English Language Education

By:

Siti Munajah
NIM: 205014000379

Approved by the Advisor

Drs. H. A.M. Zaenuri, M. Pd.

NIP. 1953 0304 1979 03 1 003

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH
JAKARTA
2011

ENDORSEMENT BY THE EXAMINATION COMMITTEE

The Skripsi entitled: THE EFFECTIVENESS OF USING PICTURES IN
REINFORCING DEGREES OF COMPARISON OF ADJECTIVE (An
Experimental Study at the Second Grade of Students MTs Al-falah Bogor) written by
Siti Munajah, students registration number 20501400379 was examined in the
examination session of the Faculty of Tarbiyah and Teachers Training, Syarif
Hidayatullah State Islamic University Jakarta on March 16th, 2011. The Skripsi has
been accepted and declared to have fulfilled one of the requirements for the degree of
S.Pd. in English Language Education in the Department of English Education.
Jakarta, March 16th, 2011

Examination Committee:
CHAIRMAN

: Drs. Syauki, M.Pd.

Nip. 19641212 199103 1 002

SECRETARY

: Neneng Sunengsih, S.Pd.

Nip. 19730625 1999 03 2001

EXAMINER I

: Dr. M. Farhan, M.Pd.

Nip. 19650919200003 1 002

EXAMINER II

: Drs. Syauki, M.Pd.

Nip. 19641212 199103 1 002

ACKNOWLEDGED BY
Dean of Tarbiyah and Teachers Training

Prof. Dr. Dede Rosyada, M.A

Nip. 19571005 1987 03 1 003

ABSTRACT

SITI MUNAJAH. 2011. The Effectiveness of Using Picture in Reinforcing Degrees of

Comparison of Adjective at the Second Grade of MTs Al-Falah Bogor. A
Skripsi, Degree of Strata-1 of English Language Education Department
Program of Faculty of Tarbiyah and Teachers Training Syarif
Hidayatullah State Islamic University Jakarta. Advisor: Zaenuri, Drs. M.Pd.
Key words: Picture, and Degrees of Comparison of Adjective
This research is aimed at proposing an alternative way in teaching degrees of
comparison of adjective using pictures. The techniques are intended for the English
teachers to create a new strategy in teaching the comparison degrees to be more
conducive and interesting in order to enable the students learn in a positive
environment and make the English teaching and learning flow smoothly and
effectively.
The subjects that are described in this paper are: the definition of the degrees
of comparison of adjective, the form of degrees of comparison of adjective, and the
position of comparative and superlative in sentence. The writer also would like to
explain the definition, basic concept, principles, patterns, characteristics, strength and
weaknesses of teaching comparison degrees using pictures.
The writer wants to limit the research in term of whether teaching the
comparison degrees can be conducted more effectively by using pictures.
In doing the skripsi, the writer would like to use an experimental method
with the paradigm of quantitative. The writer chose the sample of the second grade
students of MTS Al-Falah Bogor because according to the syllabus used by the
teachers of that school, the comparison degrees was taught in the second grade of
Junior high School, so the writer could do her experiment in that school.

ABSTRAK

SITI MUNAJAH. 2011. The Effectiveness of Using Picture in Reinforcing Degrees of

Comparison of Adjective at the Second Grade of MTs Al-Falah Bogor.
Skripsi, Program Studi Pendidikan Bahasa Inggris, Program Strata 1
Universitas Islam Negeri Syarif Hidayatullah Jakarta. Pembimbing: Drs. H.
A.M. Zaenuri, M. Pd.

Key words: Gambar, Tingkat perbandingan kata sifat, dan Mts Al-Falah Bogor

Penelitian ini bertujuan untuk mengusulkan sebuah alternatif dalam

pengajaran tingkat perbandingan kata sifat dengan menggunakan gambar. Tehniktehnik ini di tujukan kepada para guru bahasa inggris untuk membuat strategi baru
dalam pengajaran tingkat perbandingan kata sifat yang lebih kodusif dan menarik
agar para siswa bisa lebih belajar di lingkungan yang baik dan menjadikan belajar
mengajar bahasa inggris berjalan dengan perlahan-lahan dan efektif.
Pembahasan dalam skripsi ini antara lain mencakup tentang: definisi dan
bentuk tingkat perbandingan kata sifat, dan posisi comparatif dan superlatif dalam
kalimat.penulis juga akan membahas tentang definisi, konsep dasar, rumus,
karakteristik, kelebihan dan kelemahan pengajaran tingkat perbandingan
menggunakan gambar.
Penulis ini membatasi pembahasan dalam skripsi ini yaitu hanya mengenai
apakah penggunaan gambar dalam pengajaran tingkat perbandingan kata sifat efektif
atau tidak.
Dalam penulisan skripsi ini penulis menggunakan metode pre-experimental
kuantitatif. Penulis juga memilih sampel penelitian nya siswa tingkat kedua Mts AlFalah karena berdasarkan silabus tingkat perbandingan kata sifat di ajarkan d tingkat
kedua sekolah menengah pertama. Oleh karena itu, penulisan bisa melakukan
penelitiannya di sekolah tersebut.

ACKNOWLEDGMENT

In the name of Allah, the Beneficent and Merciful

All praise be to ALLAH SWT, Lord of the worlds, for the health and the
strength that He has given to the writer in writing this skripsi. Peace and salutation be
upon the prophet Muhammad, his family, his companions as well as his followers,
amen.
The writer wants to say a lot of thanks to Drs. H. A. M. Zaenuri, M. Pd as
the writers advisor, who has spared his busy time for the writer to give consultations
with a lot of patient, help and care guidance as well as valuable advice during
developing this skripsi and completing her work, may Allah SWT respond his
kindness much better, amen.
Her gratitude also goes to:
1. Drs. Syauki, M.Pd, The Head of English Education Department.
2. Mrs. Neneng Sunengsih, S. Pd. As the secretary of English Education
Department.
3. Prof. Dr. Dede Rosyada, MA, the Dean of Faculty of Tarbiya and Teachers
Training.
4. All lecturers of English Education for teaching precious knowledge, sharing
philosophy of life and giving wonderful study experience.
5. Dra. Hj. N Jumrah the Head Master of MTS Al-Falah Bogor for giving
permission to the writer to do observation and conduct the research.
6. Miss. Erna and Mr. Nanang as the English teacher at MTS Al-Falah, for all
sincere help, time, and guidance.
7. All of her friends at State Islamic University of Syarif Hidatullah Jakarta
especially, year 2005 students of English Department, she thanks for the
friendship
The writer in this occasion, would like to express her greatest honor and
acknowledgment to her beloved parents, Syamsuddin (Alm) and Suhartini, and Abdul

Wahid and Bustanul Arifin, her older brothers who always give support, motivation
and moral encouragement to finish her study, and for her special friend Ricky
Andriansyah, thanks so much for giving support, love, help, and motivation to finish
her study.
Finally the writer admits that her writing is still far from being perfect,
therefore, she hopes some suggestions and criticizes from the reader for this simple
paper and it will have some value for her and for a better thing in the future.

Jakarta, 3th of December 2010

The writer

TABLE OF CONTENTS
ACKNOWLEDGEMENT...vii
TABLE OF CONTENTS..... ix
LIST OF TABLES .. .xi
LIST OF DIAGRAM...xii
CHAPTER I

INTRODUCTION
A. Background of Study..............1
B. Statement of Problem ............5
C. Purpose of Study ...........5
D. Method of Research ..............5
E. Benefits of Study .......................6
F. Limitation of study ........................6

CHAPTER II

THEORETICAL FRAMEWORK
A. Degrees of Comparison of Adjective ................7
1. Definition of Degrees of Comparison of Adjective
...................................................................7
2. Form of Degrees of Comparison of Adjective
...................................................................8
3. Position Comparative and Superlative in Sentences
................14
B. Picture ..................................................15
1. Meaning of Picture .................................15
2. Types of Picture .....................................17
3. Advantages and Disadvantages of Using Picture
.................................................................19
C. Conceptual Framework ...........21
D. Hyphotesis .......................................................21

CHAPTER III

PROFILE OF MTS AL-FALAH BOGOR

A. Facilities... ...23
B. Vision and Mission......... 23
C. Academic Staff....... 24
1. Teachers Text Book........ 24
2. Curriculum....24
3. Number of English Teachers.... 25
4. Teachers... 25
5. Students... 26

CHAPTER IV

RESEARCH METHODOLOGY AND FINDINGS

A. Research Methodology . 27
1. Subject of the Research ... 27
2. Time and Location .. 27
3. Population and Sample .... 28
4. Research Method . 28
5. Instrument of the Test .. 29
6. Technique of Data Analyzing ..29
B. Research Findings .31
1. Data Description . 31
2. Data Analysis . 36
3. Data Interpretation . 38
4. Test of hypothesis .. 38

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion............39
B. Suggestion....38

BIBLIOGRAPHY........ 41
APPENDICES .... 43

LIST OF TABLES
Table 3.1 : The School Facilities

Page
22

Table 3.2 : The Principals Table.............

23

Table 3.3 : The Educational Background of teachers

24

Table 4.1 : The Result of experimental class using pictures ..

32

Table 4.2 : The Result of controlled class without using pictures ..

33

Table 4.3 : The Result calculation of gain score both experimental and
controlled class

35

LIST OF DIAGRAM
Diagram 1

The diagram of pretest, posttest, and mean score of experimental class

and controlled class...32

CHAPTER I
INTRODUCTION

A. Background of the Study

Language is a tool of communication between two persons or more. And
communication is a social incident, the incident that happens while people interact
with others.1 When we stop to think about it, we realize that language is involved to
some extent in almost everything we do.
All people need to communicate with each other. Whatever they do, by using
verbal language, speaking or writing, the important thing is that all people need to
receive and give any kinds of information. Language is an essential aspect of human
life. It has big role for every individual in making a good relationship with other
people, so everyone needs a language to share his ideas, opinions, or feelings to each
other. Besides, it is used in many different kinds of social situations for many
different purposes, such as writing, speaking, and some combination of these,
dictation or reading.
Language is a system of arbitrary, vocal symbols which permit all people in a
given culture, or other people who have learned the system of that culture, to
communicate or to interact.2 It shows that language is a tool of communication which
can be expressed not only through verbal or oral communication but also through
non-verbal communication.
English is the most significant subject that people learn in the world now
days. It becomes the most effective tool to communicate and interact among nations.
To get communication with other people in English fluently people need to learn.

Jalaluddin Rahmat, Psikologi Pendidikan, (Bandung: Rosda Karya, 1988), p. 27.

H. Douglas Brown, Principles of Language Learning and Teaching, ( New York: Longman
Group Ltd, 2000) Third Edition, p.4

Learning is the situation where people not only consume a subject but also do
recreation. Besides, it shows or helps someone to learn how to do something,
provides with knowledge, causes to know and understand. While teaching is guiding
and facilitating learning, enabling the learner to learn, setting the conditions for
learning.3
Learning English is a hard work for most people it also involves a
considerable commitment of time and effort, it is because English is a foreign
language which has different characteristics from our own language, and it means we
have to learn many new aspects of the language.
English has played an important role in some parts of people's life; either it is
used verbally or literally. Related to that case, Julian Edge in her book states,
"English as the International language serves many people as a bridge into the worlds
of higher education, science, international trade, politics, tourism or any other venture
which interest them.

Most of people will not be able to understand those without

understanding English because lots of books are written in English. And they need
English to support their goals in life, especially in education.
English as a foreign language is a very important subject in curriculum of
Indonesian schools and in some schools English has been taught to the students from
the first grade of the Elementary school. People realize how important it is to learn
English language and they hope that they can use it whenever they need.
To improve peoples abilities in English, in Indonesia, it has been considered
that English as the first foreign language which should be learned first from other
languages. There are four basic language skills to be developed in learning English.
They are listening, speaking, reading and writing. Besides the four skills, the learners
have to master the grammar properly. It is integral part of the language we use in
everyday communication, although we are probably not conscious of grammar in our
3

H. Douglas Brown, Principles..., p.7

4

Julian Edge, Essentials of English Language teaching:3 rd Edition, (London :Longman,

2003), p. 25

own language use. According to Scott Thornbury Grammar is partly the study of
what forms (or structures) are possible in a language. Traditionally, grammar has
been concerned almost exclusively with analysis at the level of the sentence. Thus a
grammar is the description of the rules that govern how a languages sentences are
formed.5 According to Penny Ur Grammar may be roughly defined as the way a
language manipulates and combines words (or bits of words) in order to form longer
units of meaning.6
Grammar is a major influence in syllabus design, grammar is supposed to be
taught appropriately because it is the basic element of language. Without the proper
knowledge of grammar, the learners will find many problems to make sentences to
express their ideas for communication activities. An important part of grammar is
how words can or cannot be combined in sentences. By using the grammar, the
students will feel confident to use it in communication. In order to be effective,
efficient, and enjoyable in English learning, and also to learn the grammar easier, the
teacher has to find ways to teach the grammar to make it interesting for the students.
With the students feeling of being interested in grammar, it is easier for the teacher to
transfer his knowledge to the students.
Meanwhile, students who learn English find a number of problems, especially
with the grammar as the language that can be and appear confusing. Some students
think of grammar as the boring subject. When they learn English, they try to avoid
the grammar of that language. It is confusing and hard to be understood. At the
beginning, the students find something hard when they have to study about degrees of
comparison of adjective. They find that the form of degrees of comparison of
adjective that we use to compare thing, person, or places through the level of quality,
quantity, or relation and it is formed from adjective. They make mistakes because of
5

Scott Thornbury, How to Teach Grammar, (Malaysia: Longman,1999), p.1.

Penny Ur, Grammar Practice Activities: a practical guide for teachers, (New York:
Cambridge University Press, 2004), p.4.

the lack of knowledge of forming comparison degrees of adjective and the influence
of mother tongue. There is not transforming adjective in Bahasa Indonesia.
The teaching technique is assumed as the factor that causes the students
grammar low. The technique used by teacher has often been said to be the cause of
success or failure in language learning for it is ultimately the technique that
determines the what and the how of language instructions7
It is not easy to teach a language without using suitable technique because
each technique has advantages and disadvantages. Teaching English, especially
grammar is like teaching other social science, which needs suitable techniques in
order to get the successful learning. So, why it should be done the research.
Usually, the technique used in the teaching learning English grammar process
is monotonous where the students just memorize the formula and memorize the
expressing style by using dialogue based on the text book without giving opportunity
to express the meaning, it makes them feel bored and they do not feel enjoyable to
learn it. It can be assumed that grammar is the most boring subject in English lesson.
A good teacher is supposed to have initiative in creating the most effective
and efficient way to help the students to understand the lesson. He has to be able to
prepare the lesson in such a way so that he can both motivate the students and release
barriers such as fear and anxiety by creating a good and interesting class atmosphere.
This may be a way for the students to acquire the language easily.
Many language teachers are as concerned to help their students develop as
people and in their ability to relate to others as they are to help them develop their
ability to use the foreign language. In this sense, language teachers have a role as
communication teachers and indeed, as teachers in the broadest sense. It is important
to have as a wide range of resources as possible in the classroom so that the students
can have a rich base and stimulus for this development. The resources include
7

William F. Mackey, Language Teaching Analysis.(London: Longman,Green and Co. Ltd,

1966), p.138

pictures. Pictures are not just an aspect of method but through their representation of
place, object and people essential parts of the overall experiences. 8
In order to solve learning English grammar which makes the students bored is
by using pictures. Because using pictures is easy to get and easy to understand. The
use of pictures is helpful when students have limited experience and when they are
just beginning to develop a stock of words. Therefore, some of the teachers use this
approach to get the purpose of teaching-learning process and make the class alive.
To prove it, the writer wants to make an experimental study, by using pictures
in reinforcing degrees of comparison of adjective. From the background above, the
writer is interested in searching about the effectiveness of using pictures in
reinforcing degrees of comparison of adjective.

B. Statement of Problems
The writer conducts the study to see how well the pictures encourage
students understanding in degrees of comparison of adjective. The statement of the
problem can be formulated into research question: Is there any effectiveness of using
pictures in reinforcing degrees of comparison of adjective?

C. Purpose of Study
The purpose of study is to find out the effectiveness of using pictures in
reinforcing degrees of comparison of adjectives for the second year students of MTS
Al-Falah Nagrak Bogor.

D. Method of Research
In collecting data, the writer took field research. In field research, the writer
collects data by teaching and observing one class. The writer teaches one class by

Andrew Wright, Pictures for Language Learning, (Cambridge :Cambridge University Press,
1989), p. 2

using pictures in teaching degrees of comparison of adjective. Besides that she also
gives pre test and post test.

E. Significance of Study
Significance of Study from the research for:
1. Improving her knowledge in teaching grammar, especially in learning
degrees of comparison of adjectives by using pictures.
2. English teacher; the result of the study is expected to be useful for the
teacher to give an alternative way in teaching grammar especially in
teaching degrees of comparison of adjective in order to motivate the student
in learning English grammar.

F. Limitation of Study
To avoid misunderstanding in interpreting the problem, it is necessary to
make the limitation of the study. The writer will limit the problem as follows:
1. Using pictures is the technique that the writer analyses in this Skripsi.
2. The writer limits the subject matter to the Teaching and Learning English
Grammar on degrees of comparison of adjective.
3. The effectiveness of using pictures that the writer wants to find in reinforcing
degrees of comparison of adjectives.

CHAPTER II
THEORETICAL FRAMEWORK
A. Degrees of Comparison of Adjective
1. Definition of Comparison of Adjective
Before we know the definition of comparative of adjective we are supposed to
know the definition of adjective. According to Paul Roberts Adjective is a word that
modifies a noun or pronoun.9 Marcella Frank says the adjective is a modifier that
has the grammatical property of comparison. It is often identified by special
derivational endings or by special adverbial modifiers that precede it. Its most usual
position is before the noun it modifies, but it fills other positions as well.10
To determine exactly what is meant by comparative A.S Hornby says in
English Language Teaching, Summer 1953, p. 140: The comparative is used when
one object or group is compared with another and separate object or group. The
superlative is used when we refer to one object or group that forms a part of a larger
group or collection.11
According to Martin Parrott in Grammar for English Language Teachers
Comparatives are adjectives and adverbs that end in er (e.g. bigger, richer, faster)
and superlatives are adjectives and adverbs that end in est (e.g. biggest, richest,
fastest).12
From the definitions above, comparison is a process for comparing thing,
person, or places through the level of quality, quantity, or relation and it is formed
from adjective.
9

Paul Roberts, Understanding Grammar, (New York: Harper & Row publishers, 1954) p.91.
Marcella Frank, Modern English, (New Jersey: Prentice-Hall, Inc.,1972), p.109.
11
R.W. Zandvoort and J. A. Van Ek, A Hand book of English Grammar, (London: Longman
Group Limited, 1980), Seventh Edition, p.188.
10

12

Martin Parrott, Grammar for English Language Teachers, (USA: Cambridge University
Press, 2000) p.68.

Furthermore the positive degree is not really a degree of comparison because

no comparison is indicated when the positive degree is used. The positive degree is
the simple form of the adjective. It shows that the quality is present, but it does not
show a comparison with anything else. The comparative degree of the adjective is
used when a comparison is made between two persons or things. The comparative
degree shows that the quality expressed by the adjective exists to a greater or to a
lesser degree in one of the two persons or things that are being compared. The
comparative degree of almost all adjectives of one syllable is formed by adding er to
the positive degree or to the simple form of the adjective. The superlative degree of
the adjective is used when more than two persons or things are compared. The
superlative degree indicates that the quality is possessed to the greatest or to the least
degree by one of the persons or things included in the comparison.

2. Form of Degrees of Comparison of Adjective

The degrees of comparison are known as the positive, the comparative, and
the superlative. Actually, only the comparative and superlative show degrees. We use
the comparative for comparing two things and the superlative for comparing three or
more things. In leveling these types of words, some of them change regularly (regular
comparison) and some change irregularly (irregular comparison).

A. Regular Comparison
Adjectives are regularly compared in two different ways: 13
1. Comparison by the suffixes er and est.
Words of one syllable and some words of two syllables from their
comparative by adding the suffix er to the positive adjective: braver. They
from the superlative by adding the suffix est to the positive adjective:
bravest.
13

James C. Fernald, English Grammar Simplified, (New York: Harper & Row publisher,
1979) p.66-67.

Positive

Comparative

Superlative

Sad

sadder

saddest

Hot

hotter

hottest

Wild

wilder

Wildest

Simple

Simpler

Simplest

Narrow

Narrower

Narrowest

a. When the positive is one syllable adjective ends with an e, just add -r.
for the comparative form and st for the superlative form. e.g.

Positive

Comparative

Superlative

brave

braver

bravest

large

larger

Largest

wise

wiser

wisest

b. When the positive is a monosyllable ends with a single consonant

preceded by a single vowel, the final consonant is double before er for
the comparative form or est for the superlative form.
e.g.:
Positive

Comparative

Superlative

Big

bigger

biggest

Red

redder

Reddest

Thin

thinner

thinnest

c. When the positive one syllable adjectives ends with a y preceded by a

consonant, the y is changed to i before the suffix.
e.g.:
Positive

Comparative

Superlative

Dry

drier

driest

Friendly

friendlier

friendliest

Positive

Comparative

Superlative

Shy

Shyer

shyest

Gay

Gayer

gayest

Exceptions:

d. When the positive is two syllable adjective form their comparative and
superlative in two different ways:14
1) Adjectives ending in ED, ING, RE, FUL, OUS and those with the
stress on the first syllable usually take more and the most.
Positive

Comparative

Superlative

interested

More interested

Most interested

Charming

More charming

Most charming

Obscure

More obscure

Most obscure

Hopeful

More hopeful

Most hopeful

Famous

More famous

Most famous

2) Adjectives ending in E R , Y , L E , O W and those with the

stress on the second syllable add er and est to the positive degree.
15

Positive

Comparative

Superlative

Clever

cleverer

cleverest

Pretty

Prettier

Prettiest

Simple

Simpler

Simplest

14

http://www.scribd.com/doc/14068774/Degrees-of-Comparison (Thursday, November 11,

15

http://www.scribd.com/doc/14068774/Degrees-of-Comparison (Thursday, November 11,

2010)
2010)

Narrow

Narrower

Narrowest

e. Various other adjectives of two syllable are also compared by er and

est, according to no very definite rule.
e.g.:
Positive

Comparative

Superlative

Bitter

Bitterer

Bitterest

Clever

Cleverer

Cleverest

Cruel

Crueler

Cruelest

The correct usage in such words can be learned only by careful study of
the dictionary and of the best authors.

2. Comparison by Adverbs, More and Most, Less and Least.

We use more and most before adjectives and adverbs when these words
are long, almost always if they have more than one syllable, except as
noted in the preceding section.
e.g.:
Positive

Comparative

Superlative

intelligent

more intelligent

most intelligent

beautiful

more beautiful

most beautiful

We generally teach that we add er or est to the end of shorter adjectives and
adverbs - if they have only one syllable.
e.g: fast: He drove faster this morning
Although we may choose not to teach this at least until a much higher level,
in fact we sometimes have to use more and most with one-syllable adjectives.

With adjectives that are also past participles, eg. Burnt, drunk, forced, lost,
spoiled, tired, and torn: Im getting more and more tired
With adjectives that are not gradable, e.g. dead, male, and royal: I feel more
dead than I did yesterday.
We also sometimes choose to use more and most with one-syllable adjectives.
To make a specific contrast with less:
A: Did she say it was less cold in the north of the country?
B: No. She said it was more cold.
One-off individual choices:
Dont blame me if you feel more ill when youve eaten all that!
With many two-syllable words (e.g. able, clever, common, frosty, happy) we
can choose whether to use more / most or to add er/est to make the
comparative and superlative forms.16
We can use less and the least with all adjectives and adverbs, regardless of the
number of syllables in the words.
I was less free in my last job.
Lets pick the least complicated solution.17

B. Irregular Comparative
List of irregular comparative and superlative forms:

16
17

Positive

Comparative

Superlative

Good

better

Best

Bad

worse

Worst

Little

less

Least

Many / much

more

Most

Martin Parrott, Grammar for English Language Teachers, p.69.

Martin Parrott, Grammar for English Language Teachers, p.70.

Far (abstract thing)

further

furthest

Far (concrete thing)

farther

farthest

Old (of age)

older

Oldest

Old (of rank)

elder

Eldest

Double comparatives or superlatives where two forms of the comparative or

superlative are found the difference of meaning or use may accompany difference of
form:
Farther, farthest used to notify physical objects / distance.
e.g. From Bogor, Bandung is farther than Sukabumi
- From Bogor, Ciamis is the farthest town is West Java
Further, furthest used to notify any of abstract objects and to notify the
following matter
e.g. I need further information from you soon.
Elder, eldest used to notify seniority or maturity, not to notify level of age.
Therefore, they are often used to level family hierarchy.
e.g. - Your elder sister is the oldest in our class.
- They are twin sisters. The curly-haired one is the eldest.
Word elder is never applied together with word than in comparison, for
instance: He is older than me (Rather than : He is elder than me).18
Older, oldest imply the qualities of age.19

3. Position of Comparative and Superlative in Sentences

a. Equal comparison
For an equal comparison, to talk about two or more things that are equal in
some way, we use as + adjective + as
18

Rachmat Effendi P, Cara Mudah Menulis dan Menerjemahkan, (Jakarta Pusat: Yayasan
Bina Edukasi dan Konsultasi Hapsa et Studia, 2004), p.135.
19
James C. Fernald, English Grammar Simplified.,p.68.

e.g.: when Jack and Maria are the same height,

- Jack is as tall as Maria.
(Jack and Maria are equally tall)
- Ron runs as good as Jimmy in the marathon
For negative comparison, to talk about two or more things that are different in
some way, we use not as + adjective + as.
e.g. - Maria is not as tall as Jack.
- Jack is not as short as Maria.
b. Comparative
When comparing only two things, we use the comparison forms.
Monosyllabic adjectives form their comparative by adding er to the positive
degree.
e.g.: big bigger, short shorter, good better
- The new room looks bigger than the old room.
- Jill is shorter than Susan.
- Jean sings better than Pat.
Adjectives which have more than two syllables form their comparative by
putting more in front of the adjective.
e.g.: Beautiful more beautiful, difficult more difficult
- Angel is more beautiful than Maryssa.
- Mathematic is more difficult than Biology.
c. Superlative
When comparing more than two objects we use superlative forms.
Monosyllabic adjectives form their superlative by adding est to the positive
degree.
e.g.: Big bigger biggest, small smaller smallest,
Good better best.
Nick is the biggest of Jenny and Jack.
- Luxembourg is the smallest of the countries of the European

Union.
- The director thinks she is the best singer in the musical show.
Adjectives which have more than two syllables form their superlative by
putting most in front of the adjective.
e.g.: Handsome more handsome most handsome
Important more important most important
Zaki is the most handsome of the three of his friends.
- Education is the most important thing of everything.

B. Picture
1. Meaning of Picture
Picture not only describes a thousand words, but also is used in a wide variety
of teaching activities. Picture has been used for centuries to help students understand
various aspects of foreign languages. The pictures can motivate the students, make
the subject clearer, and illustrate the general idea and forms of an object or action
which is particular to a culture.
Based on The Webster New World Dictionary of American English pictures
are an imaginee or likeliness of an object, person or scenes on a flat surface,
especially by painting, drawing or photography.

20

Vernon S. Gerlach points out that pictures are the two dimensional visual
representation of persons, places or things, photographs which are most common, but
sketches, cartoon, murals, cottons, charts, graphs and maps are widely used. Picture
may not only be worth a thousand words. It may also be worth a thousand years or a
thousand miles. Through pictures, learner can see people, places, and things from
areas for outside, their own experiences. 21

20
21

p.273

Noah Webster's, Webster New Dictionary, (New Jersey: Prentice Hall, 1994). P. 67
Venon S. Gerlach, Teaching and Media" A Systematic Approach, (New Jersey, 1980),

As Saidiman Said, "Diantara media pendidikan, gambar atau photo adalah

media yang paling umum

dipakai. Dia merupakan bahasa umum yang dapat

dimengerti dan dinikmati di mana-mana. Oleh karena itu ada pepatah Cina yang
mengatakan sebuah gambar berbicara banyak dari seribu kata. (Picture is one of
educational media that can be general used and understood everywhere.

The

Chinese say, picture describes a thousand words). 22

The writer can explain that there are many advantages of teaching and
learning process using pictures. By using pictures in explaining materials to be
taught, the teacher can teach more effectively and can motivate the students to study
more seriously.
It shows that pictures are really important to use especially for young
students and the hard materials. By using picture in explaining material to be taught,
the teacher can teach more effectively and can motivate the students to study more
seriously. The last, the students understand the materials easily, therefore using
pictures as teaching aids will make the class more alive.
Through pictures in reinforcing degress of comparison of adjective, it is
expected to increase and affect the quality of teaching learning processes and the
student achievement. According to Andrew Wright, the advantages of using picture
are: 23
1)

Easy to prepare

2)

Easy to organize

3)

Interesting

4)

Meaningful and Authentic

5)

Sufficient amount of language

22

Saidiman dkk, Media Pendidikan Pengertian, Pengembangan Dan Pemanfaatannya,

(Jakarta:PT Raja Grafindo,2002). P. 71
23
Andrew Wright, Pictures for Language Learning, (Cambridge :Cambridge University Press,
1989), p. 3

It can indicate that pictures as tools that can help a teacher in presenting
materials, in order to be easy to understand especially in teaching degrees of
comparison of adjective. In pictures there is something called illustration. It of course
can help motivating students in learning.
The writer says that pictures can be used by teachers and students whatever
the emphasis of the syllabus they are following can cover all possibilities and for that
reason it might be of value and interest to show how one picture can be used as a
reference and stimulus student's ability.

2. Types of Picture
According to Grazyna Szkyke, there are two kinds of pictures that are useful
in teaching learning process as teaching aids: pictures of individual's persons and
object and pictures of situations in which persons and objects are in action. 24
a. Pictures of individual
1) Pictures of individual person or things may be used, mainly at the elementary
level, to introduce or test vocabulary items
2) Portraits, which are pictures that show a person in close detail, are useful for
intermediate and advance learners. The students can be asked questions about
the age and proportion of the person, whether she/he is married, her/his
interest and traits of character.
The pictures have enough cues, so that the students can figure out the meaning
of a new word and sentence structure. The students understand and retain the
meaning of a word better when they have seen or have touched some objects
associated with it.

b. Situational pictures
24

Grazyna Szyke, Using Pictures As Teaching Aids, English Teaching Forum, (Cambridge
:Cambridge University, 1981), p. 45

1) Situational pictures that show or suggest relationships between objects and or

people can be good teaching for introducing, practicing or reviewing
grammatical structures, from the simples the most complex.
2) Situational pictures with striking details or strong points of interest are
particularly useful. Such pictures can be found in various magazines and daily
newspaper. They arouse interest and release imagination and entry, which is a
hard thing to do in a language class.

Asnawir points out that there are many kinds of pictures that can be used by
the teacher in their teaching learning process, they are:
1. Documentation photo, having history value for individual or people
2. Actual photo, explaining an even from life aspects
3. Scenery photo, explaining scenery of place
4. Reclaimed photo, used for influencing people
5. Symbolic photo, using symbols or signs for expressing messages.25

Further more, Bety Morgan states that there are some types of pictures, as
follows:
1.Wall charts
2.Wall pictures, is simply a large illustration of scenes or event. It usually to be
used with the whole class.
3.Sequence pictures, is a series of pictures on a single subject. Its function is to
tell a story a sequence of event
4.Flash cards that consist of:
a. word flash card with printed word on it and can help up rapidly; the card
can used to demonstrate exactly what the teacher wishes

25

Asnawir, Media Pembelajaran, (Jakarta: Ciputat Press, 2002), p. 51

b. Pictures flash card, useful for the representation of single concept, such as
an object or an action
5. Work card, including visual as well as text magazine picture, drawing, maps
and diagram, can be important par or work card at all levels, used for variety of
purpose. 26

Mery Finnochario said in her book that pictures are divided into three kinds as
follows, they are:
a. Pictures of person and single object
b. Pictures of people engaged in activities presenting the relationship
between individual's objects.
c. A series of six to ten pictures mounted on one charts of count noun (as
piece of furniture) or mass nouns (as food) or of support of work activities.27
As stated above that the pictures help the teacher to present the materials more
easily especially for concrete materials. There are some kinds of pictures which are
useful as teaching aids. In this case, the teacher does not hesitate to use many kinds of
pictures.

3. Advantages and Disadvantages of Using Picture

a. Advantages of using pictures
There are advantages of using pictures in teaching learning English, because
using pictures is undeniable. Pictures can be used to provide either the general
context or the illustration of particular points. Pictures also can be used by the
students to show they understood non-verbally for example by pointing to detail in a
pictures or adding information to a drawing. It helps the teacher in order to send the
26

27

Jhon Read, Assesing Vocabulary, p. 41

Mary Finnocchario, Visual Aids in Language Teaching as a Second Language, English

Teaching Forum, XIII, (London: Hunter College,1982), p. 265

messages of the material to their students as good as possible. Some expert said
picture is easy to get, to use and easy to understand. The use of pictures is helpful
when pupils have limited experiences and when they are just beginning to develop a
stock of words. Therefore, some of the teachers use this approach to get the purpose
of teaching-learning process and make the class alive.
Vernon S. Gerlach in his book said that pictures are inexpensive and widely as
available. 28 Most people believe that pictures can be used as a medium in teachinglearning process. Pictures are media which are easy to use. Beside inexpensive, it is
also available anywhere.
Meanwhile, Virginia F. Allen stated about the advantages in teaching activity
through the pictures. Her view according to the previous statement as follows:
1.

They are little lost cost or nothing

2.

They are available in places where no other pictures can be found.

3.

They do not require space for storing and fillings as pictures from other
source do. 29

b. Disadvantages of Using Picture

Pictures have also several disadvantages as media in teaching-learning
process. It can be caused by the size and distance or it is too small and the distance is
too far. So it is too difficult to be seen clearly by the students. The lack of color in
some pictures will also restrict proper interpretation. Besides that, students do not
always know how to read the pictures. Those reasons above can make
misunderstanding as stated below as Vernon S. Gerlach, they are:
1) Sizes and distances are often distorted
2) Lack of color in some pictures limits proper interpretation
3) Students do not always know to read the pictures 30
28

29

Vernon S. Gerlach, Using Pictures As Teaching Aids., p.227

Virginia F.Allen, Technique in Teaching Vocabulary, (New York: Oxford University Press,
1983). P.28

Furthermore Nick Under Hill points out about the disadvantages of pictures
are:
1) With a visual stimulus there is a danger. That the learner will miss the point
of pictures or story, for personal or culture reason
2) Unless vocabulary items in the pictures are supplied, the learner who knows
the names of only two or three crucial item will be at strong. Advantage
over those who do not. Even if the items are supplied on request and mark
not deducted, it is physiological demodulating, to have to ask for vocabulary
before you begin
3) Suitable cartoon stories are hard to find and difficult for an amateur to draw.
Even deciding on a good storyline can be difficult task. Particularly in
situation where learner can and find several alternative.31

From all previous statements, it seems that unsuitable pictures or bad pictures
can cause several problems in teaching learning process. For example, unclear
pictures can cause misinterpretation. Not all students know to read, or to explain the
pictures. It can be something difficult, especially for amateur how to draw it.

C. Conceptual Framework
This experimental study is purposed to test the hypothesis which stated that using
pictures in reinforcing degrees has the effectiveness to the students understanding.
Using pictures is one of the choices for the alternative way of teaching grammar
especially in degrees of comparison of adjective. Pictures are interesting media for
students who learn English. Picture is easy to understand when the material presented

30

31

Vernon S. Gerlach, Using Pictures As Teaching Aids., p.227

Nick Under Hill, Testing Spoken Language, A Handbook of Oral Testing Technique,
(Cambridge :University press, 1987), p. 67

by it. It also has a little cost, available in places where no other pictures can be found,
and does not require spare for storing and filling.
Pictures also can be used by the students to show they understood non-verbally
for example by pointing to detail in a pictures or adding information to a drawing. It
helps the teacher in order to send the messages of the material to their students as
good as possible. Hopefully, because of the reason above the writer can find any
effectiveness using pictures in reinforcing degrees of comparison of adjective.

D. Hypothesis
This research is to know whether using pictures in reinforcing degress of
comparison of adjective better for student to learn English. And to find the answer of
the problem, the writer should propose alternative Hypothesis (Ha) and Null
Hypothesis (Ho) as bellow:
1. Alternative Hypothesis (Ha) = There is any effectiveness in students score of
comparative degrees of adjective using pictures compared with Grammar
Translation Method.
2. Null Hypothesis (Ho) = There is no effectiveness in students score of
comparative degrees of adjective using pictures compared with Grammar
Translation Method.

CHAPTER III
THE PROFILE OF SCHOOL

Profile of Mts. Al-Falah Bogor located on Jl. Raya KH. Rafei No.11
Nagrak Gunung Putri Bogor will be explained below:
A. Facilities
MTS AL-FALAH was established in 1985. The building consists of two floors.
At the first floor, there are 6 rooms for classroomand 1 room for teachers and staff
office. The second floor, there are 4 rooms for classroom too.
The school also has some facilities to support teaching and learning process. They
are:
Table 3.1
The School Facilities
No

Facilities

Condition

Library

Good

Science Laboratory

Good

Computer Laboratory

Good

B. Vision and Mission of MTS Al-Falah Bogor

The vision of MTS Al-Falah is being creative, innovative, competitive and
religious school in a good environment with dignified behavior.
The mission is:
1) To achieve the dynamic and democratic curriculum

2) To achieve teaching and learning process that effective, efficient, and

productive
3) To achieve competitive student
4) To achieve active, creative, innovative teachers so that they can think
globally and act locally
5) To achieve standard facilities
6) To accomplish effective school organization
7) To increase academic and non academic achievement
8) To accomplish valid, reliable, and objective assessment
9) To accomplish good construction for human resources
10) To create the religious students

C. Academic Staffs
The following table shows the number of the academic and their educational
background.
The Principals table
Jenis
No.

Jabatan

Nama

Kelamin
L

Kepala Sekolah

Hj. N Jumroh S.Ag.

Usia

P
V

45

Pendididikan

Masa

terakhir

Kerja

S.1

25 Th

1. Teachers Text Book

The text books, which are used by the teachers, are the Bridge English
and Smart English. They use two text books and one students work sheet for
drilling.

2. Curriculum

The curriculum which is used by the teachers is school based

curriculum (KTSP). Teachers develop the indicators to make the syllabus.
3. Number of English Teachers
There are three English teachers. Their educational backgrounds are
Bachelor degree of English Education Department.

4. Teachers
The total numbers of teachers are 29 teachers. Most of teachers are
strata 1. This table shows educational background of the teachers.
Table 3.2
The Educational background of teachers
Educational Background
No Teachers
D1/D2

D.3

S.1

1 Science

2 Math

3 Indonesian

4 English

5 Social

6 Health

7 Art

8 Computer

9 Counseling

10 Aqidah Akhlak

11 Quran Hadits

12 Fiqih

S.2/S.3

13 Ski

5. Students
The total numbers of students in academic year 2009/2010 are 395 students.
The students in class VII are 132, class VIII 118, and class IX are 145 students. The
class VII divided into 3 classes, VII-A, VII-B,and VII-C. The class VIII divided into
3 classes, VIII-A, VIII-B, and VIII-C. And the class IX divided into 4 classes, IX-A,
IX-B, IX-C, and IX-D.
There are some extracurricular activities. The writer classified into three
categories. The first is the activities that relate to the sport such as football, volley
ball, tennis, and basket ball. The second is the activities that relate to the art such as
traditional dance, Qosidah, and Marawis. The third is for the other activities such as
PMR, Rohis, Scouting and Paskibra.

CHAPTER IV
RESEARCH METHODOLOGY AND FINDINGS
This chapter presents and discusses the research methodology and findings
based on the data gathered during the experimentation. In line with the problems, it
presents and discusses as follows:

A. Research Methodology
1. Subject of the Research
The subject of the research was the second grade students of MTs Al-Falah
Bogor which consist of two classes. They are called experimental class and
controlled class. The object of the research was teaching degrees of comparison
of adjective using Pictures and teaching degrees of comparison of adjective
using grammar translation method.

2. Time and Location

The research took place at MTS Al-Falah Jl. Raya KH. Rafei No.11 Nagrak
Gunung Putri, Bogor for two weeks, March 22nd April 9th, 2010. The lesson
was held twice a week, 40 minutes for each lesson. The research was conducted
in the second semester of the academic year of 2009 2010.

3. Population and Sample

In this research, the writer took the population from the second year students
of MTS Al-Falah Bogor. The second grade of this school consists of three
classes with the total of the students is 118 persons.
The writer did not take the total number of population as sample but it was
taken randomly by using lottery or we can call simple random sampling. The
sample of this research is 60 students divided into 2 classes, namely class VIII-

A and Class VIII-B. The writer found those classes is low in grammar
especially in degrees of comparison of adjective. So she used these two classes
for the research because she found the problem in their grammar. Both of the
classes used grammar translation method for language teaching and learning. In
the research the writer used VIII-A for experimental class using pictures in
reinforcing degrees of comparison of adjective and VIII-B for controlled class
using grammar translation method.

4. Research Method
This is an experimental research investigating the use of picture in
reinforcing degrees of comparison of adjective of second grade students of Mts
Al-Falah . The experimental method differs from the naturalistic method
because the essence of the experimental method is use of control and
manipulation of variables. The group in which the variable is manipulated is
called the experimental group. In this case, the experimental group is to teach
degrees of comparison of adjective by using pictures, while, the controlled
group does not use pictures during teaching-learning process. The controlled
group serves as a standard for judging the effect of a manipulation you will
introduce in the experimental group.
Suppose that for the experimental group we now introduce a change in one
of the variables. The variable that is changed is teaching using pictures. The
researcher wants to find out the result of this change of variable compared to the
usual method of teaching (teaching without using pictures).

5. Instrument of the Research

The instrument of this research is structure test which is developed by
herself. The material of the test was taken from students hand book and other
book about degrees of comparison of adjective. The test consist of 30 (thirty)
questions. Multiple choice consist of 15 items from number 1 to number 15.

The score per items is 2. It means if students can choose the answer of 1 item
correctly, they will get 2 score and if they can choose the answer of 15 items
correctly, they will get 30 scores.
Fill in the blank test consist of 10 items from number 16 to number 25. Its
score per item is 5. It means if students can choose the answer of 1 item
correctly, they will get 5 score and if they can choose the answer of 10 items
correctly, they will get 50 scores.
Matching test consist of 5 items from number 26 to number 30. Its score
per item is 4. It means if students can choose the answer of 1 item correctly,
they will get 4 score and if they can choose the answer of 5 items correctly, they
will get 20 scores.
From the description of each test from above, we can see that the high score
of this test is 100 scores.

6. Technique of Analyzing Data

To analyze the data, the writer uses the comparative technique. She
compares the score between experimental class and controlled class. This
technique is useful to prove statistically whether there is any effectiveness
between two variables, in case between using pictures in reinforcing degrees of
comparison of adjective and without using pictures. To measure the
effectiveness she uses the gain score of experimental and controlled class.
To know the score, the writer used t-test formula as below:
to

Mx My
SE mx my

Where:
t0

= t observation

Mx

= Mean of Variable X (Variable I)

My

= Mean of Variable Y (Variable II)

SE Mx

= Standard Error of Mean Variable X

SE My

= Standard

Error of Mean Variable Y32

The procedure of calculation as follow:

a. Determining mean variable X (Variable I) with formula:

Mx

X
N

b. Determining mean variable Y (Variable II) with formula:

My

Y
N

c. Determining derivations standard 1 with formula:

X 2
SD x
N
d. Determining derivations standard 2 with formula:
Y 2
N
e. Determining standard errors mean variable 1 with formula:
SD y

SE mx

SD x

SE my

SD y

N 1
f. Determining standard errors mean variable 2 with formula:
N 1
g. Determining the differences of mean variable 1 and mean variable 2

with formula:
SE mx my SE mx SE my
2

32

2004), p.284

Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo Persada,

h. Determining to with formula:

Mx My
to
SE mx my
i. Determining the degrees of freedom with formula:

df N x N y 2
M : The average of score
X : Experimental Class
Y : Controlled Class
N : Total of Student
df : Degree of freedom

B.

Research Findings
1.

Data Description
To know the result of the test (pre test and post test) the writer makes the

table of students score from both classes (experimental class and controlled
class).
There are 30 items in the test. The writer divides the test into three parts.
The first part, the writer gives 15 items in the form of multiple choices. In this
part, if students answered the questions correctly, they would be given 2 point
each items so the total points are 30 points. In the second part, the writer gives
10 items in the form of filling in the blank. In this part, if the students answered
correctly, they would get 5 point each item, so the total points they would get are
50 points. And in the last part, the writer gives 5 items in the form of matching
the word. In this part, if the students answered the questions correctly, they
would get 4 points each item, so the total score are 20. The score for the whole
items are 100 (The form of the test and the key answer can be seen in appendix).
The writer obtained the score after doing the field research, as follow:

1) The scores of pre-test and post-test of experiment class. The students in class
VIII A average score 47.96 for pre test, 76.26 for post test, and 27.7 for gain
score.
Table 4.1
The Result of Experimental Class Using Pictures
Student

Pre-test

Post-test

Gain

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

58
45
40
30
65
36
44
42
48
45
50
60
60
40
42
55
55
54
65
53
54
34
65
36
44

84
60
75
82
68
74
90
80
78
68
78
77
79
72
90
85
90
63
70
75
85
74
72
63
75

26
15
35
52
3
38
46
38
30
23
28
17
19
32
48
30
35
9
5
22
31
40
7
27
31

26
27
28
29
30
Total
Mean

44
40
48
45
60
1457
47.96

78
66
79
82
76
2288
76,27

34
26
31
37
16
831
27,7

2) The score of pre test and post test of controlled class. The students in class
VIII-B gained average score 48.57 for pre test, 62.76 for post test, and 14.19
for gain score.
Table 4.2
The Result of Controlled Class without Using Pictures
Student
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19

Pre-Test
58
45
40
30
65
36
44
42
48
45
50
60
60
40
42
55
55
54
65

Post-Test
80
60
50
50
75
40
62
55
58
66
60
74
75
62
58
68
65
65
80

Gain
22
15
10
20
10
4
18
13
10
21
10
14
15
22
16
13
10
11
15

20
21
22
23
24
25
26
27
28
29
30
Total
Mean

53
54
34
65
36
44
44
40
48
45
60
1457
48,57

72
70
45
68
47
65
65
50
66
64
68
1883
62,77

19
16
11
3
11
21
21
10
18
19
8
426
14,2

3) The score of pre test, post- test, and mean score of experimental class and
controlled class.
The data collected from pre test, post - test, gained through experimental class
and controlled class showed mean score of pre test in experiment class was 47.96,
and 62,77 for post test and 14.19 for gain score; while the average score of pre test
in controlled class is 48,57, 62,77 for post test and 14.2 for gain score.
Diagram of pre test, post test, and mean score of experimental class and
controlled class.
80

76.27

70

62.77

60
50

47.96

48.57

40
30

Pre - Test

27.70

20

Post - Test

14.20

10
0
Experimental
Class

Control Class

Gain Score

Table 4.3
The Result Calculation of Gain Score
Both Experimental Class and Controlled Class
No
1
2
3
4
5
6
7
8
9
10
11
12

X
26
15
35
52
3
38
46
38
30
23
28
17

Y
22
15
10
20
10
4
18
13
10
21
10
14

x
-1.7
-12.7
7.3
24.3
-24.7
10.3
18.3
10.3
2.3
-4.7
0.3
-10.7

y
7.8
0.8
-4.2
5.8
-4.2
-10.2
3.8
-1.2
-4.2
6.8
-4.2
-0.2

x2
2.89
161.29
53.29
590.49
610.09
106.09
334.89
106.09
5.29
22.09
0.09
114.49

y2
60.84
0.64
17.64
33.64
17.64
104.04
14.44
1.44
17.64
46.24
17.64
0.04

13

19

15

0.8

32
48
30
35
9
5
22
31
40
7
27
31
34
26
31
37

22
16
13
10
11
15
19
16
11
3
11
21
21
10
18
19

75.69
18.49
412.09
5.29
53.29
349.69
515.29
32.49
10.89
151.29
428.49
0.49
10.89
39.69
2.89
10.89
86.49

0.64

14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29

-8.7
4.3
20.3
2.3
7.3
-18.7
-22.7
-5.7
3.3
12.3
-20.7
-0.7
3.3
6.3
-1.7
3.3
9.3

7.8
1.8
-1.2
-4.2
-3.2
0.8
4.8
1.8
-3.2
-11.2
-3.2
6.8
6.8
-4.2
3.8
4.8

60.84
3.24
1.44
17.64
10.24
0.64
23.04
3.24
10.24
125.44
10.24
46.24
46.24
17.64
14.44
23.04

30
Total

16

X=831

Y=426

-11.7
x=0

-6.2
y=0

136.89
x2=4448.3

38.44
y2=784.8

It shows that the score of both classes are there a difference in minimum
and maximum standard of each class. The table shows that the experimental
class has higher score.

2.

Data Analysis
In analyzing the data, the writer uses the comparative technique. The

writer compares the gain score of both experimental class and controlled class.
This technique is useful to prove statically whether there is any effectiveness of
the two variables, in this case, between using pictures and without using
pictures in reinforcing degrees of comparison of adjective.
To find out the difference of students score in using pictures in reinforcing
degrees of comparison of adjective will be compared to the students score that
without using pictures in reinforcing degrees of comparison of adjective. The
writer calculated them based on the steps of the t test formula, as follow:
1.

Determining Mean I with formula:

Mean Variable I

2.

X 831 27 ,7
N

Determining Mean II with formula:

Mean Variable II

3.

Y 426 14,2
N

30

Determining of Standard Deviation of variable I:

SD X
4.

30

4448.3
148.377 12.17690 12.18
30

Determining standard of error mean of variable II:

SD y

Y
N

784.8
26.16 5.1146847 5.115
30

5.

Determining standard of error mean of variable I:

SEM X

6.

N -1

12 .18
30 1

12 .18
29

12 .18
2.26183 2.262
5.385

Determining standard of error mean of variable II:

SEM Y

7.

SD X

SD X
N -1

5.115
30 - 1

5.115
29

5.115
0.949861 0.950
5.385

Determining standard of error mean difference of Mx and My:

SEM X M Y SEM X SEM Y 2.2622 0.9502

2

5.116644 0.9025

6.019144

2.453394
2.453
8.

Determining to with formula:

to

9.

MX MY
27 ,7 14 .2 13 .5

5.503465 5.503
SEM X M Y
2.453
2.453

Determining t table in significance level 5 % and 1 % with df:

df = ( N 2 + N 1) 2 = (30 + 30) 2 = 60 2 = 58

df = 58 ( see the table of t-scores at the degree of significance of 5% and

1%). The writer gained t-table:
t-table (tt) at significance level of 5% = 2,03
t-table (tt) at significance level of 1% = 1.67
10. The comparison between t score with t table:
SL 5 % = to > tt = 5.503 > 2.00
SL 1% = to > tt = 5.503 > 1.67

Form the comparison above, it shows that t-score or t-observation (to) is

higher on the degree of significance of 5% than t-table (tt). It shows that the
treatment given (using pictures) is accepted.

3.

Data Interpretation
The test of hypotheses shows that there is any effectiveness in students

score between before and after they are taught by pictures. The students score
of experimental class are higher than before they are taught by using pictures.
Based on the data analysis and the discussion above, the writer can
interpret pictures is effective and applicable in teaching degrees of comparison
of adjective to the second grade students of MTs Al-Falah Bogor.

4.

The test of hypothesis

The writer hypothesis described in chapter two is the application of

pictures is effective in reinforcing degrees of comparison of adjective.

The statistic hypothesis:
If to > tt = there is any effectiveness and Ha is accepted, and Ho is
rejected.
If to < tt = there is not effectiveness or the same and Ha is rejected, and Ho
is accepted.
to = t observation
tt = t table
The result of the statistic calculation indicates that the value of the to is
5.503. The degree of freedom df is 58 (obtained from (N1 + N2 2) = 30 + 30
2 in this paper, the writer used the degree of significance of 5 % and 1 %, the
value of the degree of significance are 2.00 and 1.67.
Comparing the result of to with each value of the degree of significance, the
result is 5.50 > 32.00. Since the score in t observation (to) is bigger than t table

(tt) score obtained from the result of the calculating, the alternative hypothesis
(Ha) is accepted and the null Hypothesis (Ho) is rejected, or there is
significance difference between reinforcing degrees of comparison of adjective
using and without pictures.

CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion and suggestion from the researcher based on
the research done at MTS Al Falah, Nagrak, Bogor.

A. Conclusion
The understanding of comparison degrees of adjective is very important in
language learning but most of students find that it is not interesting and motivating at
all. Therefore, the writer uses pictures as one of the strategies in teaching that benefits
the students in many ways.
Based on the research, the writer concludes that:
1. Pictures help the students to understand the difficult of reinforcing degrees of
comparison of adjective by looking at the pictures.
2. The use of pictures makes the reinforcing degrees of comparison of adjective
become enjoyable and interesting.
3. Pictures can also be used in teaching pronunciation and vocabulary.

B. Suggestion
As closing of this study, the writer feels necessary to master several points
below to face some problems occurred in teaching degrees of comparison of
adjective:
1. The writer suggests to the teachers to use pictures when they teach grammar
especially degrees of comparison of adjective because it is more effective.
2. By using pictures the teachers are hoped they can improve their ability in conduct
the class so they can build their students interest in learning.
3. Teachers are supposed to know the students problem in their learning in order to
give the solution.

4. Teachers are absolutely supposed to master the matter that will be taught to the
students well.
5. Teachers are also supposed to know their students. Knowing the students
physically, mentally, their interest, and type of their learning characteristic will
make the teachers easier to conduct the class.

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)
Experimental Class
I. IDENTITAS
Satuan Pendidikan

: MTS Al-Falah

Mata Pelajaran

: Bahasa Inggris

Kelas / Semester

: VIII (delapan) / Genap

Waktu

: 4 x 40 menit

II. STANDAR KOMPETENSI

7. Mendengarkan
Memahami makna dalam percakapan transaksional dan interpesonal pendek
sederhana untuk berinteraksi dengan lingkungan sekitar.
8. Membaca
Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk
descriptive dan recount yang berkaitan dengan lingkungan sekitar
9. Berbicara
Mengungkapkan makna dalam percakapan transaksional dan interpersonal
lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.
III. KOMPETENSI DASAR
7.1 Merespon makna yang terdapat dalam percakapan transaksional ( to get
things done ) dan interpersonal bersosialisasi pendek sederhana secara
akurat,lancar,dan berterima untuk berinteraksi dengan lingkungan yang terdekat
melibatkan tindak tutur:meminta, memberi, menolak, jasa, memberi, menolak
barang dan meminta memberi dan mengingkari informasi meminta memberi
dan menolak pendapat dan menawarkan / menerima / menolak sesuatu.

8.1 Merespon makna dan langkah retorika dalam esei pendek sederhana secara
akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam
teks berbentuk descriptive dan recount

9.1 Mengungkapkan makna dalam percakapan transaksional (to get thing done)
dan interpersonal(bersosialisasi) pendek sederhana dengan menggunakan ragam
bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan
lingkungan terdekat yang melibatkan tindak tutur: meminta, memberi, menolak
jasa, meminta, memberi, menolak barang, meminta, memberi dan mengingkari
informasi, menolak pendapat dan menawarkan/ menerima/menolak sesuatu.
IV. INDIKATOR
1. Merespon dengan benar tindak tutur dalam:
meminta, memberi, dan mengingkari informasi
meminta dan memberi penjelasan/keterangan
2. Mampu membuat tingkat perbandingan katasifat

V. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat:
1. Merespon & memahami dengar benar tindak tutur dalam

Mengakui &

mengingkari fakta
2. Merespon & memahami dengar benar tindak tutur dalam
memberi penjelasan/keteranagan
3. Memahami dan membuat tingkat perbandingan kata sifat

VI. MATERI POKOK

a.

Percakapan-percakapan singkat memuat ungkapan berikut:

Meminta &

1.

Mengakui & mengingkari fakta

A: Did you break the glass?

B: Yes I did. (mengakui fakta)

A: Did you throw this rubbish?

B: No, it wasnt me. (mengingkari fakta)

2.

Meminta & memberi penjelasan

Tristan and his father are visiting the zoo. Tristan sees wonderful
animals thre. And ask his father for the explanation.
Tristan : Look at that animal, Dad! Its very tall.
Father : Yeah, it is a girrafe.
Tristan : Girrafe? Can you explain about it, Dad?
Father : Okay. Indeed it is the tallest animalin the world. It has two
short horns onits head and certainpatternof spots.
Tristan

: Wow. Ive never met such tall animal before. Thanks

for the explanation.

Father

b.

: Okay. Lets look at the other animals!

Membuat perbandingan kata sifat menggunakan (making comparison of

adjective
Comparison of Adjectives
1. comparative
When you compare two people or things, use the comparative
form of the adjective. Lots of comparative adjectives end in -er.

Small

Smaller

Fast

Bright

2.

Faster

Brighter

Superlative

Cheap
clear
loud
new
old
rich
short
tall
slow
thick

Use the superlative form of an adjective to compare three or more nouns. Lots
of superlatives end in -est.
You often add the before the superlative form. For example, you say:
Mount Everest is the highest mountain in theworld.
Peter is the tallest boy in his class.

dark

darker

darkest

cheaper
clearer
louder
newer
older
richer
shorter
taller
slower
thicker

The word than is often used with comparative

adjectives. For example, you might say:
Jack is taller than John.

A sports car is faster than a motorbike.

Thick
clean
easy
fat
flat
heavy
hot
narrow
noisy
simple
thin
wet

Thicker
cleaner
easier
fatter
flatter
heavier
hotter
narrower
noisier
simpler
thinner
wetter

Thickest
cleanest
easiest
fattest
flattest
heaviest
hottest
narrowest
noisiest
simplest
thinnest
wettest

Long

Longer

Longest

You often add the before the superlative form.

For example, you say:
Mount Everest is the highest mountain in the world.
Peter is the tallest boy in his class.

With adjectives that end in -e, add -r to form the comparative, and -st
to form the superlative. For example:

Comparative
closer
larger
safer
wider

Close
Large
Safe
Wide

Superlative
closest
largest
safest
widest

Some adjectives have only one syllable, end with a consonant, and
have a single vowel before the consonant. With these adjectives,
double the last letter before adding er to form the comparative, and est to form the superlative. For example:
big
dim
mad
sad

Comparative
bigger
dimmer
madder
sadder

Superlative
biggest
dimmest
maddest
saddest

Some adjectives have two syllables and end in -y. With these adjectives
change the y to i. Then add -er to form the comparative, and -est to form the
superlative. For example:
Comparative
Superlative
Busy
busier
busiest
Dirty
dirtier
dirtiest
Happy
happier
happiest
Pretty
prettier
prettiest

With some adjectives, you use more to make the comparative

form, and most to make the superlative form.

beautiful

more beautiful

most beautiful

active
charming
cheerful
comfortable
delicious

more active
more charming
more cheerful
more comfortable
more delicious

most active
most charming
most cheerful
most comfortable
most delicious

Adjectives that form their comparative and superlative with more and
most are usually adjectives with two or more syllables, or sounds. For
example:
ac-tive
ex-pen-sive
beau-ti-ful
fa-mous
charm-ing
for-tu-nate
cheer-ful
in-tel-li-gent
com-fort-a-ble
pow-er-ful
de-li-cious
val-u-a-ble

The comparative and superlative forms of some adjectives are

completely different words

Good

Little

Better

Less

Best

Least

bad
few
many
much

worse
less
more
more

worst
least
most
most

With these adjectives, you dont add er or more to form the comparative, or
-est or most to form the superlative.

VII. METODE PEMBELAJARAN

-Three-phase technique

VIII. LANGKAH-LANGKAH KEGIATAN

a. Kegiatan pendahuluan
1. Mengucapkan salam
2. Menanyakan berbagai hal terkait kondisi siswa
3. Memotivasi siswa
4. Mengulang materi terdahulu dan mengaitkannya dengan materi baru
b. Kegiatan inti
1. Membahas kata-kata baru yang ada dalam dialog
2. Siswa mendengarkan dialog yang dibacakan guru atau kaset
3. Siswa meniru membaca dialog
4. Menentukan fungsi dan makna kalimat yang didengar
5. Menjawab pertanyaan tentang isi percakapan
6. Merespon & memahami tindak tutur berupa:

Mengakui & mengingkari fakta

Meminta & memberi penjelasan

7. Guru Menjelaskan materi perbandingan kata sifat

8. Siswa merespon dan memahami perbandingan kata sifat
9. Melaksanakan tugas-tugas yang diberikan guru
c. Kegiatan penutup
1. Menanyakan kesulitan siswa selama PBM
2. Meyimpulkan materi pembelajaran

3. Menugaskan siswa untuk menggunakan tindak tutur yang sudah dipelajari

dalam situasi yang sebenarnya
4. Mengucapkan salam
IX. SUMBER BELAJAR
a. Buku teks Bahasa Inggris (English Way 2, Mulyono, S.Pd., M.A.)
b. Basic English Grammar for English Language Learner (Anne Seaton Y. H.
Mew)
c. Script percakapan
d. Gambar-gambar yang relevan
X. PENILAIAN
a. Teknik

: tes tulis

b. Bentuk

: tes isian

c. Instrument

: terlampir

d. Pedoman Penilaian
1. Listening:
a) Tiap nomor benar diberi skor 2
b) Skor maksimal: 2x5= 10
c) Nilai maksimal: 10
2. Comparison
a) Tiap nomor benar diberi skor 2
b) Skor maksimal: 2x10= 20
c) Nilai maksimal: 20
d) Nilai siswa

Skor perolehan x 10
Skor maksimal

e. Rubrik Penilaian:
No

Uraian

Skor

1.

Setiap jawaban benar, tata bahasa benar, susunan kata benar, pemilihan kata

2.
3.
4.
5.

benar
Setiap jawaban benar, tata bahasa kurang tepat, susunan kata benar, pemilihan
kata tepat
Setiap jawaban benar, tata bahasa salah, susunan kata kurang tepat, pemilihan
kata kurang tepat tepat
Setiap jawaban benar, tata bahasa salah, susunan kata salah, pemilihan kata
kurang tepat
Setiap jawaban kurang tepat, tata bahasa salah, susunan kata salah, pemilihan
kata salah
Ciputat, 27 Mei
2010

Mengetahui:
Guru Pamong

Guru Mata

Pelajaran

Ernawati, S.Pd.

Siti Munajah

Dosen Pembingbing

Drs. H.A.M. Zaenuri, M.Pd.

4
3
2
1

LAMPIRAN
INSTRUMEN PENILAIAN KBM (Kegiatan Belajar Mengajar)
Listening
Task I
Listen to the teacher and complete the missing words!
Tristan and his father are visiting the zoo. Tristan sees wonderful animals thre. And
ask his father for the explanation.
Tristan

: Look at that ..... (1), Dad! Its very tall.

Father

: Yeah, it is a .... (2).

Tristan

: Girrafe? Can you explain about it, Dad?

Father

: Okay. Indeed it is the .... (3) animal in the world. It has two short
horns on its head and certain patternof ... (4).

Tristan

: Wow. Ive never met such tall animal before. Thanks for the ... (5).

Father

: Okay. Lets look at the other animals!

Comparison
Task 2
Fill in the blanks with the correct comparative and superlative forms of the
following adjectives.
Comparative
Superlative
1. Hard
......................
......................
2. Cold

......................

......................

3. Mad

......................

......................

4. Funny

......................

......................

5. Big

......................

......................

6. Foolish

......................

......................

7. Harmful

......................

......................

8. Poisonous

......................

......................

9. Valuable

......................

......................

10. Difficult

......................

......................

THE INSTRUMENT TEST

I.

Choose the right form based on degrees of comparison of adjective!

1. Carissa is as as Banu.
a. clever

b. more clever

c. cleverest

d. cleverer

Gorilla is than Monkey

2.

a. strong

b. stronger

c. strongest

d.

most

strong
3. My sister is the in our family.
a. beautiful

b. more beautiful

c. most beautiful

d. beautifuler

Whale is than dolphin.

4.

a. longest

b. long

c. more long

d.

longer
5. Farhan is as as his brother.
a. more handsome

b. most handsome

c. handsome

d. handsomest

6. John is the.. in the class.

a. old

b. older

c. oldest

d. more old

A giraffe is ..than an elephant.

7.

a. tall

b. taller

c. tallest

d.

more

tall
8. Jenny is the .in the class.
a. shortest
9.

b. shorter

c. short

d. most short

Apartment in Jakarta is ..than in Bali.

a. expensive
expensive

b. most expensive

c. expensiver

d. more

10. Mr. Jim comes . than Mr. Joko.

a. early

b. earliest

c. more early

d. earlier

c. fat

d. fattest

c. most diligent

d. diligener

11. Amira is ..than Fira.

a. fatter

b. more fat

12. Arman is . than Rizky

a. diligent

b. more diligent

13. My Boss is the ..worker of all his members.

a. harder

b. most hard

c. more hard

d. hardest

I think Mr. Susilo Bambang Yudoyono is the person

14.

in Indonesia.
a. most famous

b. more famous

c. famous

d.

famousest
15. She sings . than Tom.
a. good

II.

b. bad

c. better

d. best

Complete the following sentences with adjectives and (a) the comparative
and (b) the superlative forms of the underlined words.

Yolanda looks pretty today.

16. a. Yolanda looks than Sasky.
17. b. Yolanda looks the of her friends.
My dad bought me a new car. He is a very generous man.
18. a. He isthan Johns father.
19. b. I think he is the person in the world.
Soul music is popular among young people.
20. a. Jazz music isthan soul music among young people.
21. b. Rock and roll music are theamong young people.

 Jenny is learning English fast.

22. a. He is learning it than His brother.
23. b. But he isnt the. learner in his class.
I come to school early this morning.
24. a. My friend comes to school .. than I do.
25. b. My teacher comes to school the of all his students.

III.

Match the irregular comparative forms of the words in column!

good

farthest

farther

worst

less
better

bad
least

best
worse

26. Drinking too much is . habit than smoking. ( bad )

27. From Bogor, Ciamis is the..town in west Java. (far)
28. Marry drink . than I do. ( little )
29. Rico runs . than Jimmy. ( good )
30. My team football felt the of all participator. (bad)

little

THE KEY ANSWERS OF INSTRUMENT TEST

I. 1. A

6. C

11. A

2. B

7. B

12. B

1. C

8. A

13. D

2. D

9. D

14. A

3. C

10. D

15. C

II. 16. prettier

17. prettiest
18. more generous
19. most generous
20. more popular
21. most popular
22. faster
23. fastest
24. earlier
25. earliest

III. 26. worse

27. farthest
28. less
29. better
30. worst