CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with some previous research findings, some pertinent
ideas, resume, theoretical framework and hypothesis.
A. Previous Related Findings
The researcher finds some previous findings related to this research and its
can help the writer as her literature in writing this research. They are:
(Aunana, Sinta: 2014) Word order of adjective is one of the materials that
learned in vocational high school. Every student is expected to able to use word
order of adjective in phrase, sentence or in their English simple communication.
However, the fact is that most students can describe person or thing correctly if
they only use one adjective. When they are asked by a teacher to make a phrase or
a sentence by using two or more adjectives, some of them could not do it. The
students still confused to order the adjectives even the teacher had explained the
material.
As well as serving as modifying words like beautiful and big, adjectives are
also used for indicating the position on a scale of comparison. The lowest point on
the scale is known as the absolute form, the middle point is known as the
comparative form, and the highest point is known as the superlative form (www.
Ginger). This is one of the students problem, they are not understand how to use
er-, est, more, and most well.

From previous findings above, the researcher finds out the difficulties
when the students learn adjective and using systematic in reading skill. And
researcher tries to use systematic approach but different topic, it means that the
researcher use systematic approach to helps student to understand adjective
especially order and degrees of adjective.
B. Some Pertinent Ideas
1. Adjectives
a. Definitions of Adjective
Arthur Melville Clark in the Spoken English of Idiomatic Grammar (1958:
64) defined that An adjective is a word that qualifies or tell us something about:
a noun, a pronoun, an adjective or participle used as a noun, a phrase used as a
noun, or a clause used as a noun. In accordance with to Homer C. House
(Descriptive English Grammar, 1950: 109) an adjective is used with a noun or
other substantive as a modifier to describe or define it.
There are many definitions of adjective According to Rachmat and

Kristyowati (1994: 132), adjective is the words to explain or narrow Noun

and Pronoun.In addition, Marcella Frank in her book (1972: 109) said
Adjective is a modifier that has the grammatical property of comparison, its
usual position is before the noun it modifies.

An adjective is a kind of word that modifies a noun. Nouns are words that
name a place, a person, a thing, or an idea. An adjective is a word that gives
more information about the noun that goes with it. As a rule, in English, the
adjective comes before the noun it describes. It is also a part of speech
(Wikipedia).

Based on definitions above, it is concluded that adjective is a word which

has the grammatical property of comparison and is used to explain Noun or
Pronoun by providing descriptive or specific detail and then Adjectives are
words that discribe or modify another person or thing in the sentence. Unlike
adverbs, adjectives do not modify verbs, other adjectives, or adverbs.
Adjectives do not have to agree in number or gender with the nouns they
describe.
b. Classification of Adjective
According to Masud (1992: 93), generally adjective is divided into ten
classifications:
a. Descriptive Adjective which explains condition. It covers size, shape,
color, scent, and taste such as big, red, small, round, tall, and delicious
b. Limiting Adjective which narrows Noun or Pronoun without
information about condition and kind, for examples: My book, this car
and three men
c. Adjectives of quality which show shape, cut and condition noun or
pronoun such as small, fat, large, poor, and short.
d. Adjectives of quantity which show quantity of uncountable object such as
many, much, little, and any.
e. Numerical Adjectives which show the definite (cardinal, ordinal and
multiplication) and Indefinite (few, several, some, all and many).
f. Demonstrative Adjectives which are adjectives of instruction such as this,
that, those, these, another, any other, and the.
g. Proper Adjectives which derive from Proper Noun and explains about
language or nation. Proper Nouns are such as England, Holland, Java, and
Canada. Proper Adjectives are such as English, Dutch, Javanese, and
Canadian.

h. Interrogative Adjectives used for question such as what, which, and,

whose.
Examples:

What time will you come?

Which man do you mean?
Whose book is this?
i. Possessive Adjectives which show possessive pronoun such as my, her,
our, their, and your.
j. Distributive Adjectives which show one of the some quantities such as
every, each, either, and neither.
c. Position of Adjective
Positions of Adjective According to Rahmat and Kristyowati (1994: 132),
there are three positions of adjectives:
a. Adjectives in front of noun
Examples: Blue book, Large size
b. Adjectives after linking verbs (be, seem, appear, look, become, feel,
remind, sound, stay, taste, and smell.) Examples: He is busynow, They
look tired
c. Adjectives after noun as object complement
Examples: He paints the wall white, They make the room beautiful.

d. Functions of Adjective
Related to Masud (1992: 99), function of adjectives is divided into two
kinds:
a. Attribute Adjectives. Attribute adjective is an adjective which explains
Noun. It has position between determiner and noun, for example:
The beautiful painting, the main argument, the small boy, the new
book.
b. Predicative Adjectives. Predicative adjective is an adjective which
explains Noun or Pronoun and has function as a predicate.
There are two kinds of predicative adjectives. Those are:
1) As a subject complement. examples:
Your daughter is pretty.

She is beautiful.
The book is new.
2) As a object complement. examples:
He made his wife happy
She pushed the window open
He writes his letters large
Adjective is a word which explains Noun and Pronoun. It
means that adjective gives more information about it. An adjective can be
indicated as a quality of the person or thing. It can be concluded that
adjective has many classifications, positions, and functions. Each of
themexplains about Noun and Pronoun in a phrase or sentence

e. Order of Adjective
Generally, the definition of adjective is the words that describe noun and
order is the ways in which people or thing are arranged in relation to one
another. According to Swan (1980: 19), adjective order is when several
adjectives come before a noun; they usually have to be put in a particular
order. Murphy (1994: 196) and Masud (1992: 111) explain that adjective
order is divided into two parts:
a. Opinion Adjective
Opinion adjective is an adjective which is put among determiner and fact
in a phrase or sentence, for example: In the kitchen, there was a beautiful
large round wooden table. In that sentence, an adjective beautiful is
opinion.

10

b. Fact adjective
Fact adjective gives the factual information about size, age, color,
origin, and material. Murphy (1994: 196) says that in adjective order,
we use two or more fact adjectives very often (but not always). We put
fact adjectives in this order:

Example: A tall young man (1-2)

A small black plastic bag (1-3-5)
A large wooden table (1-5)
An Old Russian song (2-4)
An old white cotton shirt (2-3-5)
When there are two color adjectives, we use and.
Example:

A black and white dress

A red, white, and green flag

Adjectives of size and length (big, small, tall, short, long, etc.) go before
adjectives of shape and width (round, fat, thin, slim, wide, etc.).
Example:

A large round table

A tall thin girl

11

Adjective order in noun phrase is a phrase of adjectives which are

arranged based on the order before a Noun. It can be concluded that we
must be careful if we want to arrange adjectives before noun because there
is a right sequence of adjectives before noun. Sequences of adjectives in
noun phrase are opinion, size, age, color, origin, and material.
This test consists of jumbled word, such as beautiful big the
ornament red Italian wooden new. The students must arrange
those words into right order. If they cannot arrange adjectives into right
order, they do not get score (0), if the students can arrange that words into
right order, they will get score one (1). In arranging of adjective order in
noun phrase, the students must remember the sequence of adjective order;
it is opinion, size, age, color, origin, and material. After that they must put
the adjectives based on category such as beautiful is opinion, big is size,
the is determiner,
Ornament is noun, red is color, Italian is origin, wooden is
material, new is age. The construction of that is the beautiful big new
red Italian wooden ornament. There is no credit point if the students
wrong in arranging adjective order. Below is the example of scoring
adjective order in noun phrase.
12

Where: = correct
X = wrong
f. Degrees of Adjective
Adjectives can express degrees of modification:
1) Comparative adjective
We use the comparative for comparing two things and the superlative for
comparing three or more things. Notice that the word than frequently
accompanies the comparative and the word pre-cedes the superlative. The
inflected suffixes -er and -est suffice to form most comparatives and
superlatives, although we need -ier and -iest when a two-syllable adjective
ends in y (happier and happiest); otherwise we use more and most when an
adjective has more than one syllable.Comparative is the name for the grammar
used when comparing two things. The two basic ways to compare are
using as... as or than. Examples of each are shown below:
She s twice as old as her sister
He s not as stupid as he looks?
Im almost as good in maths as in science
This book is not as exciting as the as usual
Russian is not quite as difficult as Chinese.

13

 This computer is better than that one.

Shes stronger at chess than that one.
Our car is bigger than your car.
Note: In each of the example sentences above, the comparative form of
the adjective is shown. See the foot of this page for information about the
comparison of adverbs.
When comparing with as .. as, the adjective does not change. When comparing
with than, however, some changes are necessary, depending on the number of
syllables the adjective has:
a) 1-syllable adjectives: add -er to the adjective
My sister is much taller than me
Its colder today than it was yesterday.
Note: If the word ends: consonant-vowel-consonant, then the last consonant is
usually doubled in the comparative. Examples: big-bigger, fat-fatter, hot-hotter.
b) 2-syllable adjectives ending in -y: change the -y to -ier
She's looking happier today.
This grammar topic is easier than the last one.
Why is everyone else luckier than me?
Beware: Do not confuse adjectives and adverbs. 2-syllable adverbs ending in y must be compared with the word more. Example: I drive more quickly
(quicklier) than my brother.
c) Other 2-syllable adjectives: use more with the unchanged adjective
The shops are always more crowded just before Christmas.
Is there anything more boring than reading about grammar?
My sister is more careful with her writing than I am with mine.
Note: The comparative of some shorter 2-syllable adjectives can be formed with er. Examples: simple-simpler, clever-cleverer, and narrow-narrower. To be sure
which comparative method to use, you will need to consult a good dictionary.
d) Adjectives with 3 or more syllables: use more with the unchanged
adjective
14

 Russian grammar is more difficult than English grammar.

My sister is much more intelligent than me.
I find math lessons more enjoyable than science lessons.
The older you get, the more irritating you become
2) Superlative adjective
In the superlative you talk about one thing only and how it is the best, worst,
etc. You do not compare two things. The following guidelines apply to the
superlative:
a) 1-syllable adjectives: add -est to the adjective (plus the)
My sister is the tallest in our family
Yesterday was the coldest day of the year so far
Note: If the word ends: consonant-vowel-consonant, then the last
consonant is usually doubled in the superlative. Examples: big-biggest,
fat-fattest, hot-hottest.
b) 2-syllable adjectives ending in -y: change the -y to -iest (plus the)
The richest people are not always the happiest.
Which do you think is the easiest language to learn?
She s the luckiest person I know.
Beware: Do not confuse adjectives and adverbs. 2-syllable adverbs ending
in -y form their superlative with the words the most. Example: Of all the
people I know my father drives the most quickly (quickliest).
c) Other 2-syllable adjectives: use the most with the unchanged adjective
The most boring thing about ESL class is doing grammar
exercises.
My sister is the most careful person I know.
Note: The superlative of some shorter 2-syllable adjectives can be formed
with -er. Examples:simple-simplest, clever-cleverest, narrow-narrowest.
To be sure which superlative method to use, you will need to consult a
good dictionary.
d) Adjectives with 3 or more syllables: use the most with the unchanged
adjective

15

 Some people think that Russian is the most difficult language.

Albert Einstein was the most intelligent person in history.
My most enjoyable class is English
You are the most irritating person I have evermet!
Following are two common irregular comparative/superlative forms:
Good- better- the best
Bad worse the worst
The following guidelines apply to the comparative/superlative of mostadverbs:
1) 1-syllable adverbs: add -er/-est
I can run faster than you / I can run the fastest in my class.
She works harder than me / She works the hardest of all students.
Other adverbs: use more / the most*
She ran more quicly than me / Of all the students she ran the most
quickly
In informal English it is common to hear the adjectival comparative/superlative
form of two-syllable adverbs. For example: She ran quicker than me. | She ran
the quickest.
3) Special Adjectives 1. There a few adjectives that can use both -er and -est and more and
most to form their comparative and superlative forms. The distinction
between these is that -er and -est are used when we are comparing the
noun to another noun and more and most is used when we are
comparing characteristics within the noun.
Positive
Clever
Quiet
Brave

Comparative

Superlative

Example
He is cleverer than her.
Cleverer/
MoreCleverest/Most
He is more clever than
Clever
Clever
studious.
This is the most quiet it gets
Quieter/ More Quiet Quietest/ Most Quiet here.
This is the quietest place.
She is braver than other girls.
Braver/ More Brave Bravest/ Most Brave She was more brave than
afraid.
16

Sure

Surer/ More Sure

Surest/ Most Sure

He was surer of the result

than others.
Youll be more sure about the
concept after you read the
chapter.

2. Irregular Comparisons These adjectives do not make their comparative and superlative forms using
the rules above. Their comparative and superlative forms are different words
altogether.
Positive
Bad
Good
Far (place & time)
Far (place)
Old (people)
Little (amount)
Late (order)
3. Gradation of adjectives

Comparative
Worse
Better
Further
Farther
Elder
Less
Latter

Superlative
Worst
Best
Furthest
Farthest
Eldest
Least
Last

Qualifying adjectives can be graded by adverbs of intensity or of degree, and

by some other adverbs. The most common adverbs of intensity are: quite, rather,
fairly, very, extremely, highly.
These adverbs come before the adjective. But note the following points:

Enough: qualifying an adjective, enough comes, exceptionally, after the word

it qualifies (examples 6 and 7). (Qualifying a noun, enough comes before the
word it qualifies)

Rather and quite: used attributively, quiet and rather can either follow the
article, or come before the article: i.e. we can choose between a rather good
book and rather a good book, or quite a nice guy and a quite nice guy. With

17

rather, the choice is generally open, with quite it is more usual to say quite
than a quite.
Adjectives that are in the comparative form can be modified by intensifiers
such as much, far and sometimes by adverbs of degree. Some kinds of
adjectives, notably participles, can be modified by a wide range of adverbs
Examples:
1.

I'm quite certain I left my hat in the car.

2.

This is a rather good restaurant OR this is rather a good restaurant.

3.

That was much better than last time. It's rather better than I expected.

4.

They are a newly married couple.

5.

He made a carefully worded statement.

4. Typical adjective endings.Many adjectives are lexical words in their own

right, i.e. they exist independently of any other word, or are the root word
of a word family. For example good, bad, ugly. Other adjectives are
inflected forms of other words, derived notably from verbs. For example
charming, lost. Other adjectives can be formed from nouns, for example
beautiful (from beauty) or motionless (from motion), or even from other
adjectives (for example yellowish).
One of the beauties of the English language is the simplicity with
which words can be formed from other words: all that is needed is to add
the appropriate ending, and a new word is made. Some adjectives can be
identified by their endings. Typical adjective endings include:
1. -able/-ible understandable, capable, readable, incredible
2. -al mathematical, functional, influential, chemical

18

3. -ful beautiful, bashful, helpful, harmful

4. -ic artistic, manic, rustic, terrific
5. -ive submissive, intuitive, inventive, attractive
6. -less sleeveless, hopeless, groundless, restless
7. -ous gorgeous, dangerous, adventurous, fabulous
Sometimes when adding these endings changes have to be made. Here are
some rules for forming adjectives and their exceptions:
Add

Exceptions

-al

If ending with an e, drop it

-y

If ending with an e, drop it

-ful

If ending with a y, replace with an i

-ous/-ious If ending with a y, drop it

-ic

If ending with a y, drop it

Word
Nature
Function
Ice
Oil
Beauty
Peace
Mystery
Danger
History
Rust

Adjective
Natural
Functional
Icy
Oily
Beautiful
Peaceful
Mysterious
Dangerous
Historic
Rustic

5. Forming adjectives from nouns and verbs

Adjectives can be formed from different words. They are:

2.

Noun
Accident
Danger
Length
Star
Wind

Adjective
accidental
dangerous
Long
Starry
Windy

Verb
enjoy
help
obey
play
talk

Adjective
enjoyable
helpful
obedient
playful
talkative

Adjectiv
Adjective
e
Comic Comical
Correct Corrective
Elder
Elderly
Red
Reddish
Sick
Sickly

Systematic Approach
a. Definition of Systematic Approach

19

Systematic approach has various definitions; it depends on the variety of

the peoples point of view, so the writer present some following definition of
systematic approach:
The Garlicky& Ely model was developed as systematic approach to
teaching and learning and not as a systems approach due to the failure rate of
systems models applied to classroom teaching. In the authors opinion,
teachers are not provided with enough time, money or resources to use a
model as complex as systems approach (Gerlack, 1980). In a systematic
approach there is more emphasis on the learner, where as in a systems
approach the emphasis is on the entire outcome. And systematic approach is a
dealing with a comprehensive system in which all elements are related to each
other, all elements contribute a common goal.
Dick and Carey (1990) stated that systematic refers to the effort to take
action as directed and step by step to achieve the intended purpose. How
systematic is the perspective that consider a system as unified whole with the
component that function.
Systems of thinking systematically are able to define the problem as well
and helps to stay focused on the last goal to be achieved. For example, when
we want to make a post, if we apply thinking method like this a first step we
do is set the initial steps of writing and also determine the final result of
writing that we make. If the input and its output are clear, then in writing we
can still keep writing until the end of the flow. In addition to facilitate this will
also improve the quality of any system that make (Rachmawan, 2008)
Benny A. Pribadi (2009) stated that the best away to improve the learners
quality is the way to thinking use system recognized with term systematic

20

approach. Systematic approach is procedure that use by instructional design to

create a learners activity. The steps in this approach are systematically
activity (step by step) and systemic (totally) to get the purpose the specified
before.
b. Advantages of Systematic Approach
According toViswanath Shankar (2007), the advantage of systematic
approach, particularly in E-learning consist of:
1. Unlike a classroom setting for learning a systematic approach to ELearning benefits the E-Learning process in more ways than one
2. Systematic approach allows individuals other than the instructors, such as
other learners, or students wishing to take up the course, to view and
weigh up the content, discussion, interactions, etc.
3. Systematic approach makes objective assessment of E-learning quality
possible
4. Systematic approach guarantees the examination of vital theories trough
opposite presentation and patient learning.
5. Systematic approach makes E-learning process more transparent, thereby
bequeathing quality upon it.
6. Systematic approach immensely helps the students of online programs
through good content presentation and interactive sessions
7. Systematic approach renders distance learning more effective due to its
interactive characteristic and transparency compared to conventional
distance learning programs
8. Systematic approach provides students with the liberty of picking the
instructional framework governing students choice of course
9. Systematic approach builds a comfortable link between pedagogy and
technology, thereby allowing a change in the plan of instruction depending
upon the student response, which cannot be achieved by technology alone

21

10. Systematic approach to e-learning is enhanced by well-organized subject

content and well thought out strategies for teaching
11. Systematic approach helps in blending the material offered by different
instructors and different courseware
12. Systematic approach begins and ends with the learner and his experience
13. The development of the instructional material is a time consuming process
and hence a major concern. Systematic approach to e-learning accelerates
the development process to come up with the most effective way of
content presentation and structure to navigate through the courseware
The advantages of Systematic approach to e-learning can be related to
the learning system regularly than can be make the learning process to be
effective, transparent, and enhance the quality of the learning process.
c. Systematic Approach Model
The are some models that can apply in systematic approach, and they are;
1) Dick and Careys Model
Dick and Careys (1996) stated that, this model is systematic in nature.
The model is a procedural system including ten major process components
(nine basic steps in an interactive and a culminating evaluation of the
effectiveness of the instruction)

Figure 1. Dick and Carey Design Model

The components of the systems approach model, also known as the Dick
and Carey Model are as follow:
a) Asses needs to identify instructional goal(s) ; to identify what it is the
learners are expected to be able to do at the end of the instruction

22

b) Conduct instructional analysis ; to determine a step-by-step of what

learners are doing when they are performing the goal; to determine
what skills and knowledge are required
c) Analyze learners and contexts; to identify learners present skills,
references and attitude as well as the characteristics of the instructional
setting; the useful information about the target population includes
entry behaviors, prior knowledge of the topic area, attitudes toward
content and potential delivery systems, academy motivation, attitudes
toward the organization.
d) Write performance objectives; to specify what it is the learners will be
able to do with the statements of the skills to be learned, the conditions
and the criteria.
e) Develop assessment instruments; to develop a criteria-referenced
assessment consistent with the performance objectives
f) Develop instructional strategy; to develop strategies in preinstructional activities (motivation, objectives and entry behavior),
presentation of the information (instruction sequence, information,
examples), learners participation (practice and feedback), testing
(pretest and posttest) and follow-through activities(remediation,
enrichment, memorization and transfer)
g) Develop and select instruction; to use the instructional strategies to
procedure the instruction
h) Design and conduct formative evaluation; to collect data that are used
to identify how to improve the instruction
i) Revise instruction; to use the data from the formative evaluation

23

j) Examine the validity of the instructional analysis, learner and context

analysis, performance objectives, assessment instrument, instructional
strategies and instruction
k) The final process is to design and conduct summative evaluation,
which is an evaluation of the value of the instruction
2) The ASSSURE Model
The ASSURE Model is an ISD(Instructional Systems Design) process that
was modified to be used by teachers in the regular classroom the ISD process
is one in which teachers and trainers can use to design and develop the most
appropriate learning environment for their students.

Figure 2. ASSURE Model

a) A (Analyze Learners)
This is description of the class as a whole. This includes such
information as the number of the students, grade of age level, gender,
socioeconomic factors, exceptionalities and cultural/ethnic/or other
types of diversity.
b) S (State Objectives)
The ABCDs of writing objectives are;
Audience (who are you students?)
Behavior to be demonstrated
Conditions under which the behavior will be observed
Degree to which the learned skills are to be mastered
c) S (Select Instructional Method, Media and Material)

24

Instructional method that you feel is most appropriate to meet the

objectives for these particular students.

Media that would be best suited to work with your instructional
method, the objectives and your students. Media could be text, still

images, video, audio, and computer multimedia

Materials that provide your students with the help they need in
mastering the objectives. Materials would be specific software
programs, music, videotapes, images, but would also be

equipment, i.e., overhead projector, computer, etc.

d) U (Utilize Media and Material)
You should always preview the materials before using them in a class
and you should also use the equipment in advance to be sure it works
and you know how to use it.
e) R (Require Learner Participation)
We have to have teaching strategy that can incorporate questions and
answers, discussions, group work, hand-on activities and other ways of
getting students actively involved in the learning of the content
f) E (Evaluate and Revise)
Good teachers must reflect upon the lesson, the stated objectives, the
instructional strategy, the instructional materials, and the assessment
and determine if these elements of the lesson were effective or if one
or more of them need to be changed the next time the lesson is done.
3) ADDIE Model
ADDIE is one model of instructional design model that shows the basic
stages of learning the system design is simple and easy to learn, this model
consists

of

five

phases,

namely;

analysis,

design,

development,

25

implementation, and evaluation. The phases of the model need to be

conducted are ADDIE systemic and systematic.

Figure 3. ADDIE Model

4) The Gerlach and Ely Model
The Gerlach and Ely Model is an attempt to portray graphically a method
os systematically planning instruction. Incorporated in this model are two
items; the necessity of carefully defined goals and the tactics on how to reach
each goal. Both parts are absolutely essential for effective teaching.

Figure 4. The Gerlach and Ely Model

There are ten elements to this model. The first is the specification
of the content and the second is specification of objectives. The teacher is
ultimately responsible for selecting what parts of the content will be taught
when. These decisions can be based on many things, including state/local
guidelines, supervisors, personal experiences and long-range goals.

26

Objectives are defined to be specific skills that the learner should be able
to display under defined conditions at a designated time (Gerlach, 1980).
Step three consists of assessing the learners entering behaviors.
Every student affected by this particular model (or lesson plan) will come
into the situation with different starting knowledge. Steps four through
eight are dependent on one another. Any decision that is made in one of
these steps will influence the range of the decisions available in the others.
These decisions are simultaneous and interactive.
Determination of strategy is the first in this special group. The
choices here can range from the expository, more traditional approach of
the teacher presenting all the information, to the inquiry approach where
the teacher is facilitator helping students discover. The next decision in
this model is the organization of groups. The objectives can help select the
most appropriate group size by answering the following three questions
(Gerlach, 1980);
1. Which objectives can be reached by the learners on their own?
2. Which objectives can be achieved through interaction among the learners
themselves?
3. Which objectives can be achieved through formal presentation and
through interaction between you and the learner?
Answers to these questions will also narrow your choices steps six and
seven, where the allocation of time and space are determined. Time can be
divided up among the various teaching strategies, while watching out for time
constraints such as school class periods. Time also can greatly affect the
possible learning spaces and vice versa. The allocation of learning space is
also closely tied to the organization of groups. The last step in this special

27

group is the selection of resources. This is when appropriate instructional

materials are located, obtained and adapted or supplemented to fit your needs.
Once the group of simultaneous decisions is complete, evaluation of
performance can be decided. How will students be measured on achievement
and attitude toward content and instruction; and what was the overall
effectiveness and efficiency of the lesson? And finally, the last step is the
analysis of the feedback.
There are some models that can use when systematic approach is applied
in the class. But especially this research, the researcher will be apply ASSURE
model in learning teaching process because same with other learning system
design model, this model is developed to create learning activity to be
effective and efficient, especially in learning activity that use media and
technology
ASSURE model is more focused in lesson plan to use in learning situation
in the class actually. Learning system design model like this is seem more
simple or easy rather than learning other system design model because in
generally the other system is implemented to the learning system with the
biggest scale.
C. Resume
Mastering structure is very important in language. Due to having good
knowledge of structure, it will help language learners to create sentence correctly.
One of the crucial elements of sentence is the use appropriate adjective. But in
reality, there are many students get difficulties in learning adjective. Because that,

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the teacher should apply a strategy in teaching to simulate students in learning and
give the students comprehensible input in English language learning. One ways to
increase the students comprehension in learning English. Especially in English
adjective and it will be focused inteaching adjective especially degree and order of
adjective by using systematic approach.
Using systematic approach will help the students to increase their English
especially in English adjective. So, we have to try to eliminate all problems found
the students and found something that make them enthusiastic to learn English.
Through systematic approach, the students comprehension can be increase
because learn English adjective by using systematic approach is interesting and
the student here not only know adjective in English but also there are any part of
English that can they know after they learn it.
D. Theoretical Framework
Systematic Approach
ASSURE MODEL
T1

T1

T1

T1

English Adjective Achievement

Spelling

Pronounciatio

Usage

Meaning

Sentence

E. Hypothesis
The hypothesis is the systematic approach helpsthe Student at the second
year of SMPN 4 Bajeng in learning English adjective.

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