CHAPTER I

INTRODUCTION

1.1 Background

Grammar is one of important aspects in teaching and learning language. It is because

if the students have good understanding in grammar, they can communicate their
messages clearly and precisely. They also can identify whether their sentences are true or
false. Grammar is needed to help them in minimizing their problem in using English, in
comprehending the content of the text, and in improving their skill in writing.

In 2013 Curriculum, students at eighth grade are demanded to apply the social
function, structure of text, and linguistic elements in interaction transactional verbal and
written that involve giving and asking act for information related to the number of
comparison and the characteristics of people, animals, and things, based on the context.

In grammar, English teachers usually teach their students about tenses, direct and
indirect speech, question tags, parts of speech, and so on. There are eight parts of speech
which are adjective, adverb, verb, noun, conjunction, interjection, preposition, and
pronoun. As one of parts of speech, adjective is usually used to modify a noun. Besides,
adjective has a function as inflection for grade. It means that the adjective shows a
contrast between plain, comparative, and superlative forms called degrees of comparison
of adjectives.

In process of learning degrees of comparison of adjectives, students at eight grade of

SMP Negeri 3 Palu still find difficulties. Many of them make some mistakes when they
made the sentences which use it. First, students made same form in comparative and
superlative degree. Second, students were confused of how to differentiate pattern of one
or more syllables of the adjective.

Therefore, it is important to find method, technique, strategy or media that can

minimize the students’ difficulties in learning degrees of comparison of adjectives and
make them understand how to use it. The English teacher can use a variation of method in
teaching English to make interesting class atmosphere. The teacher also can use various
sources in teaching language, for instance, teaching language by using audio media,
visual media, or audio-lingual media. By using various sources in teaching language, the
students can be more motivated in learning English especially in learning degrees of
comparison of adjectives. They also would more understand about the explanation while
learning degrees of comparison of adjectives.

In this research the researcher uses one kind of visual media that is pictures to teach
degrees of comparison because pictures can be helpful medium to motivate students in
language learning. With this medium students will not feel bored and they will become
active students in learning English. Pictures are really important and suitable to be used
by English teacher because they can give visual description concretely about something
described. Picture will help the students in understanding the meaning of comparison
being taught.

1
1.2 Problem Statement

Based on the background above, there are some problems that are faced in learning
degrees of comparison especially in adjective by the students. The first, students made
same form in comparative and superlative degree. The second, students were confused of
how to differentiate pattern of one or more syllables of the adjective. The researcher
formulates the research question as follow: “Are pictures effective to teach degrees of
comparison of adjectives of the eighth grade students at SMP Negeri 3 Palu?”

1.3 Objective of the Research

The objective of this research is to give the answer to the research problem that has
been made in problem statement. According to the research question, the objective of this
research is to prove whether the pictures can be an effective way in teaching degrees of
comparison of adjectives of the eighth grade at SMP Negeri 3 Palu or not. The objective
of this research is also to find out the effect of pictures in students’ degrees of comparison
of adjectives achievement.

1.4 Significance of the Research

This research is expecting to give some benefits for students, teachers, and other
researchers. First, the students can be motivated in learning degrees of comparison
especially in adjective by using pictures. Second, the teacher can implement this way in
teaching degrees of comparison of adjective. Last, it will help the other researchers to find
references or resources for those who are interested in conducting similar study and the
next in doing a better research.

1.5 Scope of the Research

In a research, it is important to make the scope of problem to get the specific data.
The researcher will limit the research on teaching degrees of comparison to grade eight
students of SMP Negeri 3 Palu. The degrees of comparison consist of positive degree,
comparative degree and superlative degree of adjective in regular form. The adjective in
this research is not abstract adjective (i.e good, safe, brave). The media is pictures of
people, animals, and things.

1.6 Operational Definition of Key Terms

In order to avoid any other misunderstandings and to give clear the concept about this
research, the researcher should define the following key terms:
1) Teaching is an interactive process between the teacher and students.
2) Degrees of comparison refer to adjective being written in different forms to compare
one, two or more nouns which are words describing persons, places and things.
3) Adjective is a word describes a noun.
4) Picture is a design or representation made by various means (such as painting,
drawing, or photography).

2
 CHAPTER II

RELATED STUDY, LITERATURE REVIEW, THEORITICAL FRAMEWROK AND

HYPOTHESIS

2.1 Related Studies

In conducting this research, the researcher has two relevant previous studies that
support this research. First study is by Afifah (2014), in her skripsi “The Effect of Using
Pictures in Learning Comparative Adjectives to Students’ Score and Perception, A
Mixed Method Research in the Eighth Grade of MTs Al- Islamiyah Ciledug Tangerang.”
Her research used mixed method with explanatory sequential design which gathering the
data, quantitative and qualitative data, sequentially in two phases, with one form of data
collection following and informing the other. The techniques of data collection of her
were testing for collecting the quantitative data and interviewing for collecting the
qualitative data. The result of quantitative data showed that the use of pictures in learning
comparative adjectives affected the learners’ score.

The second study is written by Haryati (2015), her conducting her skripsi “The Use of
Picture in Teaching Comparison Degree at the Second Year Students of SMP Negeri 9
Mataram in Academic 2014/2015.” In her research, she used test and questionnaire to get
the quantitative data. The result of her research showed that the mean scores of
experimental class is higher than control class. It means there is influence using pictures
in teaching degrees of comparison.

Related to the two previous studies above, it can be concluded that pictures can be
effective way to teach degrees of comparison of adjectives.

2.2 Literature Review

2.2.1 The Definition of Degrees of Comparison
Comparison according to Randolph Quirk, et, al “comparison is with gradable
adjective and adverb to show its three degrees of quality.” Degrees of comparison in
English grammar are made with the adjective and adverb words to show how big or
small, high or low, more or less, many or few, etc., of the qualities, numbers and
positions of the nouns (persons, things and places) in comparison to the others
mentioned in the other part of a sentence or expression. Meanwhile, Danesi states
“Comparison of adjectives and adverbs can be used to indicate that something or
someone has relatively equal, greater, or lesser degree of some quality or feature.” So,
degrees of comparison is the modification of adjectives and adverbs to indicate that
something or someone has relatively equal, greater, or lesser degree of some quality or
quantity.

2.2.2 The Definition of Adjective

Seaton and Mew (2007:52) state, “An adjective is a describing word. It tells you
more about noun. An adjective usually appears before the noun it describes. Sometimes,
though, the adjective appears after the noun, later in sentence.” This statement means
that the words that belong to adjectives are told to describe and give information or
description. The form of this description is information that tells you about the quality,
total or amount, and another description about noun and pronoun that is described by
adjective. To give more explanation, here are some examples of adjective:

3
 - A smart cat : (Smart is an adjective describes cat as a noun).
- A big house : (Big is an adjective describes house as a noun).
- The sky is blue : (Blue is an adjective describes the sky as a noun).
- Jessica is beautiful : (Beautiful is an adjective describes Jessica as a noun)

2.2.3 Types of Degrees of Comparison of Adjective

2.2.3.1 Positive Degree

Positive degree of adjective is an adjective in its simple form. The positive degree
is used to compare two things that have same quality. Danesi states that “to compare
to things (people, animals, or objects) that they are have the same or equal degree of
some attribute or feature, we use as .... as and not as .... as to compare things that they
are not having the same quality.” For examples:
- Janie is beautiful.
- Harry is as tall as Louis.
- Her cake is not as delicious as yours.

2.2.3.2 Comparative Degree

We use comparative to compare two person or two 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 person or thing that are being compared. When we
want to compare two things or people, we need to add –er at the end of the words that
have one syllable and more before the words that have two or more syllables, and
followed by than. For examples:
- Cat is smaller than tiger.
- Car is more expensive than bicycle.

2.2.3.3 Superlative Degree

Superlative degree distinguishes one thing or person from the number of others.
We use superlative degree to compare one thing or person with the whole group that
the thing or person belongs to. The superlative degree indicates that the quality is
possessed to the greatest or to the least degree by one of the person or things included
in comparison. In superlative degree, we use the + adjective + est for adjectives that
have one syllable and the most before the adjectives that have two or more syllable.
For examples:
- Lola is the smartest students in her class.
- Dani’s car is the most expensive in his family.

2.2.4 Forms of Degrees of Comparison of Adjective

2.2.4.1 Regular Form

2.2.4.1.1 One-syllable adjectives
2.2.4.1.1.1 Ending in –e, add –r after the adjectives for comparative and –st for superlative.
Positive Comparative Superlative
Large Larger than The largest
Ripe Riper than The ripest

4
2.2.4.1.1.2 Ending in a single vowel + a single consonant, double the final consonant and
add –er for comparative and –est for superlative.
Positive Comparative Superlative
Big Bigger than The biggest
Hot Hotter than The hottest
Thin Thinner than The thinnest
Sad Sadder than The saddest
Fat Fatter than The fattest

2.2.4.1.1.3 Ending in a consonant + y, change y into i and add –er

Positive Comparative Superlative
Dry Drier than The driest
Exception:
Positive Comparative Superlative
Shy Shyer than The shyest

2.2.4.1.1.4 One syllable past participle adjectives

Positive Comparative Superlative
Bored More bored than Most bored
Creased More creased than Most creased
Pleased More pleased than Most pleased

2.2.4.1.2 Two-syllable adjectives

Positive Comparative Superlative
Famous More famous than The most famous
Boring More boring than The most boring
Confused More confused than The most confused
Charming More charming than The most charming

2.2.4.1.2.1 Two-syllable adjectives that end in –y use –er than and the –est for comparative
and superlative respectively.
Positive Comparative Superlative
Pretty Prettier than The prettiest
Busy Busier than The busiest
Lazy Lazier than The laziest
Happy Happier than The happiest

Certain two-syllables adjectives are used with either –er than or more than/the –est or
the most. They are able, angry, clever, cruel, friendly, gentle, handsome, narrow,
obscure, polite, quiet, secure, simple, and stupid.
Positive Comparative Superlative
Cleverer than The cleverest
Clever
More clever than The most clever
Simpler than The simplest
Simple
More simple than The most simple

2.2.4.1.3 Three or more syllable adjectives

5
 Positive Comparative Superlative
Important More important The most important
Beautiful More beautiful The most beautiful
Fascinating More fascinating The most fascinating
Expensive More expensive The most expensive

2.2.5 Picture
2.2.5.1 Definition of Picture

According to Klasone (2013) pictures can spark interest on learners, put into
context a particular language point, and motivate students to learn. Meanwhile,
Andrew Wright (1990) stated that “pictures are not just an aspect of method but
through their representation of places, objects, and people they are an essential part of
the overall experiences we must help our students to cope with.” Syzke in English
Teaching Forum articles (1981) stated that “Picture provide a change in maintaining a
high level of interest, they are simpler and more vivid to gives clear concept of what a
word or structure may mean that a long explanation.”
Picture is a painting, drawing that shows a scene, a person or thing. Picture not
only describes a thousand words but also is used in a wide variety of teaching
activities. Teacher can teach more effectively and the students can understand the
materials easily by using pictures. Using pictures as one of media will make the class
more alive.

2.2.5.2 Advantages and Disadvantages of Pictures

All kinds of pictures can be used in multiplicity of ways, such as:

1. Drills
With lower level students a traditional use for pictures especially flashcards.
Flashcards are particularly useful for ‘drilling’ grammar items for cueing different
sentence or practicing vocabulary.
2. (Communication) games
Pictures are extremely useful for a variety of communication activities, especially
where they have a game-like feel, such as describe and draw activities.
3. Understanding
One of the most appropriate uses for pictures is for thepresenting and checking the
meaning of the word.
4. Ornamentation
Pictures of various kinds are often used to make work more appealing.
5. Prediction
The pictures are useful for getting students to predict what is coming next in
lesson.
6. Discussion
Pictures can stimulate questions such as: what is showing? How does it make you
feel? How much would you pay for the picture?.

From the statement above, it clearly shows that there are many advantages of using
pictures in teaching and learning activities, such as in drilling, picture can be used for
practicing grammar items or practicing vocabulary. In communication games, picture
can be used for describing something and drawing activities. Picture also can be used
for presenting the meaning of word in order to make the students get the meaning

6
 easily, picture will make work more appealing or interesting, for the student
especially, picture can make them predict what the next lesson and the last picture can
stimulate the questions for the students to discuss.

According to Li-Shing in English Teaching Forum articles some benefits that

provided by the use of pictures, they are:
1. Pictures can add students‟ interest and attract their attention.
2. Pictures create an atmosphere in which students enable to learn to thing and speak
in English naturally.
3. Pictures create a live language situation.

Pictures not only have advantages in some cases, but they also have several
disadvantages as media in teaching-learning process. One of the disadvantages is
unclear pictures will make the students misunderstand of what the picture describe.
Lado stated that, “Pictures provide a great deal of information at a glance, but when
used to illustrate the meaning of a particular expression, they can mislead.”
Furthermore Nick Under Hill pointed out about the disadvantages of pictures are:
1. With a visual stimulus there is a danger. That the learner will miss the point of
pictures or story, for personal or culture reason.
2. Unless vocabulary items in the pictures are supplied, the learner who knows the
names of only two or three crucial item 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.

2.2.5.3 Teaching Degrees of Comparison of Adjectives Through Pictures

In teaching learning English, picture is very important especially for vocabulary

and grammar lesson. Pictures can present all parts of people, things, and places. They
can also stimulate the student’s brain, feeling, attention, and desire. Interesting or
entertaining pictures motivate students to respond in ways that more routine teaching
aids. Moore (1982) assumed “visual aids, especially pictures and colourful posters can
add much to the attractiveness and atmosphere of a classroom.” Furthermore, Byrne
(1990) maintains that pictures can stimulate students’ discussion and interpretation of
the topic.

Relating to importance of teaching degrees of comparison of adjectives through

pictures there are many ways to make the students interested in what they are learning
which the students can think an adjective that related to the picture. Teaching degrees
of comparison of adjectives through pictures make students easily to catch the ideas
or information more clearly from pictures to compare the people, things or places.

2.3 Theoretical Framework

As been known already, the title of this research is teaching degrees of comparison of
adjectives through pictures. It is obvious that the researcher must explain the background
of the research and the theory about degrees of comparison generally, types of degrees of
comparison of adjectives and its form. Besides that, the researcher also explains the

7
 media that the researcher used in this research. To give more obvious explanation, look
at the chart 1.1.

2.4 Hypothesis
The hypothesis of the research is supposed as the temporary answer concerning to the
problem that has been formulated in the research and it also needs to validate the truth
which using empirical data. The hypothesis also means as the temporary conclusion
about the relation between two variables. After elaborating some theories related to this
research, the researcher has assumption or hypothesis which related to teaching degrees
of comparison of adjectives through picture. The hypothesis is pictures can be effective
in teaching degrees of comparison of adjectives to the eighth grade at SMP Negeri 3
Palu.

8
 CHAPTER III

RESEARCH METHOD

3.1 Research Design

The research design in this research will be non-equivalent (pre-test post-test) control
group design which belongs to quasi-experimental design. This quasi-experiment will be
conducted in pre-test, treatment and post-test. The pre-test will be given to the
experimental and control class. It is to measure students’ understanding in learning
degrees of comparison at first. Then, the post-test will be given to the experimental class
to find out the improvement of the students’ understanding about degrees of comparison
which is taught by using pictures. The post-test also will be given to the control class but
they do not receive the treatment. The formula of be non-equivalent (pre-test post-test)
control group design can be seen as follows:

O1 X O2
O3 O4
Where:
O1 = Pre Test in Experimental Group
O2 = Post Test in Experimental Group
O3= Pre Test in Control Group
O4= Post Test in Control Group
X = Independent Variable/Treatment

In control group, the researcher will teach the students about degrees of comparison of
adjectives without using pictures. First, the researcher will ask two students to stand up.
Then, the other students will compare their height. Next, the researcher will explain
about the topic. After the researcher explain about the material, the students will make a
simple paragraph by using degree of comparison of adjective in positive, comparative
and also superlative. They also will be divided into groups. The researcher will ask the
students to make two sentences related to positive, comparative and superlative degree of
adjectives. At the end, the students will do task related to the topic.

3.2 Population and Sample

3.2.1 Population

Population is one of the components that have to be determined by researcher in a

research. The population in this research will be the eighth grade students SMP Negeri
3 Palu consisting of VIII A to VIII G. Each class consists of 40 up to 42 students. The
distribution of each class could be seen in the following table:

Table 3.1
Population Distribution

No Grades Number of Students

1 VIIIA 40
2 VIIIB 40
3 VIIIC 40
4 VIIID 42
5 VIIIE 41

9
 6 VIIIF 40
7 VIIIG 41
Total 284

3.2.2 Sample

Sample is a smaller group or subset of a population. In this research, the researcher

will use cluster sampling technique. To decide which class becomes experimental and
control group, the researcher will provide five pieces of paper. Two pieces of paper are
written control group and experimental group while other three pieces are blank. The
representative of class VIII A until VIII E will choose the paper. From that, VIIIA will
be the control group and VIII C will be the experimental group for being the sample of
research.

3.3 Research Variable

In this research, the variable will be independent and dependent variable. Independent
variables are those that (probably) cause, influence, or affect outcomes. They are also
called treatment, manipulated, antecedent, or predictor variables. Dependent variables
are those that depend on the independent variables; they are the outcomes or results of
the influence of the independent variables. Other names for dependent variables are
criterion, outcome, effect, and response variables. The independent variable in this
research is the use of picture, and then the dependent variable is the ability of the eighth
grade students at SMP Negeri 3 Palu in degrees in comparison of adjectives.

3.4 Technique of Data Collection

In this research, the researcher will use a method to collect the data. The researcher
will use paper and pencil method. In conducting this research, the researcher will use test
as the research instrument. The test will be divided into pre-test and post-test. The pre-
test will be conducted first, before giving the treatment. Then, the post-test will be
conducted to measure the performance of the students in using pictures in degrees of
comparison of adjectives after get the treatment.

Table 3.2
Scoring Rubric

Aspects Scores Criteria

5 Very appropriate
4 Appropriate
Mechanics of Writing 3 Rather appropriate
2 Less appropriate
1 Not appropriate
5 Very appropriate
4 Appropriate
Organization 3 Rather appropriate
2 Less appropriate
1 Not appropriate

3.4.1.1. Pre Test

10
 Pre-test will be applied before treatment in order to know the students ability in
degrees of comparison of adjectives. It can be guidance for the researcher to know the
students ability in mastering degrees of comparison of adjectives. The result of this
test gives the researcher preceding information about the students’ ability in degrees
of comparison of adjectives. The test consists of 20 questions. Multiple choices
consist of 15 items from number 1 to number 15. The score for each item is 5. Fill in
the blank consists of 5 items from number 1 to number 5. The score for each item is 5.

3.4.1.2. Post Test

Post-test will be given after conducting the treatment. The purpose of this post-test
is to know the students ability in degrees of comparison of adjectives after giving the
treatment. It is also purposed to know the significant difference between the students’
ability in degrees of comparison of adjectives before and after treatment and to find
out whether the media that is used will be effective or not. The test that is used for
post-test are the same as the test that is used in pre-test.

3.5 Treatment
Treatment will be the researcher’s opportunity to use pictures in order to achieve the
objective of the research. The treatment will be conducted after giving the pre-test. The
researcher conducted the treatment for six meetings. Each meeting will take about 2x40
minutes.

Table 3.1 Teaching Outlines

Activities
Meetings Topic
Teacher Students

11
1st Positive Degree  Asks two students to stand  Pay attention to the
of People and up. teacher
Animals  Asks the other students to  Answer the question.
compare their height.
 Introduces the topic.  Pay attention to the
 Gives other examples of teacher.
positive degree by using
pictures.
 Asks the volunteer students  Write the sentence.
to write a sentence based on
the pictures in the
whiteboard.
 Explains about positive  Pay attention to the
degree. teacher.
 Divides students into groups.
Each group consists of 5-6
students.
 Asks each group to make  Do the task.
sentences of positive degree
based on the pictures that
they have been received.
 Asks each group to read
loudly one of their sentences
while showing the picture in
front of the class.
 Asks each student to make a
paragraph that related to
positive degree of people or
animals.
2nd Positive Degree  Asks the students to compare  Answer the question.
of Things two things which have
similarities.
 Gives other examples of  Pay attention to the
positive degree by using teacher.
pictures.
 Asks the volunteer students  Write the sentence.
to write a sentence based on
the pictures in the
whiteboard.
 Divides students into groups.
Each group consists of 5-6
students.
 Asks each group to make  Do the task.
sentences of positive degree
based on the pictures that
they have been received.
 Asks each group to read
loudly one of their sentences
while showing the picture in

12
 front of the class.
 Asks each student to make a
paragraph that related to
positive degree of things.
3rd Comparative  Asks two students to stand  Pay attention to the
Degree of up. teacher
People and  Asks the other students to  Answer the question.
Animals compare their height.
 Introduces the topic.  Pay attention to the
 Gives other examples of teacher.
comparative degree by using
pictures.
 Asks the volunteer students  Write the sentence.
to write a sentence based on
the pictures in the
whiteboard.
 Explains about comparative  Pay attention to the
degree. teacher.
 Divides students into groups.
Each group consists of 5-6
students.
 Asks each group to make  Do the task.
sentences of comparative
degree based on the pictures
that they have been received.
 Asks each group to read
loudly one of their sentences
while showing the picture in
front of the class.
 Asks each student to make a
paragraph that related to
comparative degree of people
or animals.
4th Comparative  Asks the students to compare  Answer the question.
Degree of two things.
Things  Gives other examples of  Pay attention to the
comparative degree by using teacher.
pictures.
 Asks the volunteer students  Write the sentence.
to write a sentence based on
the pictures in the
whiteboard.
 Divides students into groups.
Each group consists of 5-6
students.
 Asks each group to make  Do the task.
sentences of comparative
degree based on the pictures
that they have been received.

13
  Asks each group to read
loudly one of their sentences
while showing the picture in
front of the class.
 Asks each student to make a
paragraph that related to
comparative degree of things.
5th Superlative  Asks three students to stand  Pay attention to the
Degree of up. teacher
People and  Asks the other students to  Answer the question.
Animals compare their height.
 Introduces the topic.  Pay attention to the
 Gives other examples of teacher.
superlative degree by using
pictures.
 Asks the volunteer students  Write the sentence.
to write a sentence based on
the pictures in the
whiteboard.
 Explains about superlative  Pay attention to the
degree. teacher.
 Divides students into groups.
Each group consists of 5-6
students.
 Asks each group to make  Do the task.
sentences of superlative
degree based on the pictures
that they have been received.
 Asks each group to read
loudly one of their sentences
while showing the picture in
front of the class.
 Asks each student to make a
paragraph that related to
superlative degree of people
or animals.
6th Superlative  Asks the students to compare  Answer the question.
Degree of more than two things.
Things  Gives other examples of  Pay attention to the
superlative degree by using teacher.
pictures.
 Asks the volunteer students  Write the sentence.
to write a sentence based on
the pictures in the
whiteboard.
 Divides students into groups.
Each group consists of 5-6
students.
 Asks each group to make  Do the task.

14
 sentences of superlative
degree based on the pictures
that they have been received.
 Asks each group to read
loudly one of their sentences
while showing the picture in
front of the class.
 Asks each student to make a
paragraph that related to
superlative degree of things.

3.6 Technique of Data Analysis

In analyzing the data, the researcher employs a simple statistics analysis. The
researcher computes the individual score both in pre-test and post-test by using the
formula proposed by Arikunto (2006:240) as follows:
𝒙
∑= 𝒙𝟏𝟎𝟎
𝒏
Where:
∑ : Standard score
x : Number of correct items
n : Maximum score

After getting the students’ individual score, the researcher calculates the students’
mean score in both experimental and control group by using the formula proposed by
Arikunto (2006:307) as follows:

∑𝐗
𝐌=
𝐍
Where:
M : mean scores
∑𝑥 : the sum of the score
N : the number of students

After having the mean scores of experimental and control group, the researcher
computes the standard of deviation both of groups. She uses formula proposed by
Arikunto (2006:312) as follows:

The formula for experimental group

∑𝑿
𝑴𝒙 =
𝑵
The formula for control group

∑𝒚
𝑴𝒚 =
𝑵
Where

15
 𝑀𝑥 : Mean score of deviation of experimental group
𝑀𝑥 : Mean score of deviation of control group
∑𝑋 : Sum scores of experimental group
∑𝑦 : Sum scores of control group
N : Number of students in each group

The next stage of analyzing the data is to compute the sum of squared deviation by
employing formula proposed by Arikunto (2006:312) as follows:

The formula for experimental group:

2
(∑x)2
2
∑x = ∑x −
n
The formula for control group:

(∑y)2
∑y 2 = ∑y 2 −
n
Where:
∑𝑥 2 : The square deviation sum of experimental group
∑𝑦 2 : The square deviation sum control group
∑𝑥 : The score sum of experimental group
∑𝑦 : The score sum of control group
N : The total number of students

After calculating all of the formula above, the researcher computes the result of the
mean score and square deviation in order to know the significant difference in both two
groups by using t-count formula as proposed by Arikunto (2006:311) as follows:

𝑀𝑥 − 𝑀𝑦
𝑡=
∑𝑥 2+ ∑𝑦 2 1 1
√{ } + {𝑛𝑥 + }
𝑛𝑥+𝑛𝑦−2 𝑛𝑦

Where:
Mx : Mean of experimental group
My : Mean of control group
∑𝑥 2 : The total square of experimental group
∑𝑦 2 : The total square of control group
Nx : Total number of experimental group
Ny : Total number of control group

3.7 Testing Hypothesis

To know the effectiveness of pictures in teaching degrees of comparison of adjectives,
the researcher will test the hypothesis whether it will be rejected or accepted. If there is
significant difference of students’ achievement that are taught degree of comparison by
using pictures in experiment class and students’ achievement who are taught degree of

16
comparison without using picture or through conventional teaching method in control
class. But, if there is no significant difference of students’ achievement that are taught
degree of comparison by using pictures in experiment class and students’ achievement
who are taught degree of comparison without using picture or through conventional
teaching method in control class.

Statistic hypothesis:

 If t-test (t0) > t-table (tt): there is significance difference. The alternative hypothesis
(Ha) is accepted and null hypothesis (H0) is rejected.
 If t-test (t0) < t-table (tt): there is no significance difference. The alternative hypothesis
(Ha) is rejected and null hypothesis (H0) is accepted.

17
 REFERENCES

Afifah, Siti. 2014. The Effect of Using Pictures in Learning Comparative Adjectives to
Learners’ Score and Perception, A Mixed Method Research in the Eighth Grade of
MTs Al- Islamiyah Ciledug Tangerang. Jakarta: UIN Syarif Hidayatullah.

Arikunto, S. (2006). Prosedur Penelitian: Suatu Pendekatan Praktek. (Edisi Revisi VI).
Jakarta: PT. Bhineka Chipta Jakarta.

Azar, B.S. (2003). Fundamentals of English Grammar. 3rd edition. New York: Longman
Pearson Education.

Byrne, D. (1980). English Teaching Perspectives. London: Longman.

Creswell, J. W. (2014). Research Design: Qualiative, Quantitative, and Mixed Method

Approaches. 4th edition. United States of America : SAGE Publication Inc.

Danesi, Marcel. (2006). Basic American Grammr and Usage: An ESL/EFL Handbook. New
York: Barron’s Educational Series.

Harmer, Jeremy. (2001). The practice of English Language Teaching. 3rd edition. London:
Longman.

Haryati. (2015). The Use of Picture in Teaching Comparison Degrees at the Second Year
Students of SMP Negeri 9 Mataram in Academic 2014/2015. Mataram: UIN Mataram.

Hill, N.U. (2002). Testing Spoken Language: A Handbook of Oral Testing Technique.
Cambridge: Cambridge University Press.

Klasone, I. (2013). Using pictures when teaching prepositions in English lesson in the forms
3-4. Dil ve Edebiyat Egitimi Dergisi, 2(8), 23.

Lado, Robert. (2003). Language Teaching: A Scientific Approach. New York: McGraw-Hill,
Inc.

Li-shing, Tang. (1981). “English Through Pictures”, in English Teaching Forum, No. 4 Vol
XIX.

Manurung, Konder. (2006). Let’s Study Englsih Structure. Structure III. Palu: Tadulako
University Press.

Moore, K.D. (1992). Classroom Teaching Skill. New York: McGraw-Hill, Inc.

Murcia, C.M. and Hilles, Sharon. (1988). Techniques and Resources in Teaching Grammar.
England: Oxford University Press.

Nunan, David. (1992). Research Methods in Language Learning. Cambridge: Cambridge

University Press.

Seaton & Mew (2007) Basic English Grammar for English Language Learner. United States:
Saddleback Educational Publishing.

18
Syzke, Grazyna. (1981). “Using Pictures as Teaching Aids”, in English Teaching Forum,
No. 4 Vol XIX No. 4.

Wright, Andrew. (1990). Pictures for Language Learning. New York: Cambridge University
Press.

19