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THE EFFECTIVENES OF USING INDUCTIVE TECHNIQUE IN TEACHING DEGREES OF
COMPARISON
(A Quasi – Experimental Study at the Eighth Grade Students of SMP IT Cordova)
By
Alfiah Nur Fauziah
1110014000072
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2017
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iv
ABSTRACT
Alfiah Nur Fauziah, 1110014000072. The Effectiveness of Using InductiveTechnique in Teaching Degrees of Comparison; A Quasi –
ExperimentalStudy at The Eighth Grade Students of SMP IT Cordova. ‘Skripsi’ of English Education at Faculty of Tarbiyah Ana Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2016.
Keywords: Inductive Technique, Grammar, Degrees of Comparison
The aim of the study was to find out the numerical evidence about the effectiveness of using inductive technique in teaching degrees of comparison at the eighth grade students of SMP IT Cordova. The method and the design used were quantitative method and quasi – experimental design. It used total populationsampling and some instruments written in multiple choice form. Each of test consisted of 25 questions. The result of this study showed that tvalue was 2.47. Thettable is 1.684 with the degree of freedom was 58. It indicated that tvalue was higher than ttable or 2.47 ≥ 1.684. As a result, the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. Hence, it was inferred that there was significant difference between students’ comparison degrees taught by inductive technique and vice versa. In conclusion, inductive technique is effective in teaching degrees of comparison.
v
ABSTRAK
Alfiah Nur Fauziah, 1110014000072. The Effectiveness of Using InductiveTechnique in Teaching Degrees of Comparison; A Quasi –
ExperimentalStudy at The Eighth Grade Students of SMP IT Cordova. ‘Skripsi’ of English Education at Faculty of Tarbiyah Ana Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2016.
Kata Kunci: Inductive Technique, Grammar, Degrees of Comparison
Tujuan penelitian ini adalah untuk menemukan bukti secara numerik tentang keefektifan penggunaan tekhnik induktif dalam pengajaran degrees of comparison kepada SMP IT Cordova kelas 8. Metode dan disain yang dipakai adalah metode kuantitatif dan disain quasi – experimental. Penelitian ini menggunakan jenuh sampling dan instrument yang digunakan adalah dalam bentuk pertanyaan pilihan ganda. Masing – masing instrumen terdiri dari 25 pertanyaan. Hasil penelitian menunjukkan bahwa nilai tvalue adalah 2.47 dengan nilai ttable adalah 1.684 dan derajat kebebasan adalah 58. Dapat disimpulkan bahwa nilai tvalue lebih besar daripada ttable atau 2.47 ≥ 1.684. Dengan demikian, kesimpulannya adalah ada perbedaan yang signifikan antara para siswa yang diajarkan degrees of comparison dengan menggunakan tekhnik induktif dengan para siswa yang sebaliknya.
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ACKNOWLEDGEMENT
All praises be to Allah, the Lord of the worlds. Thanks to Allah, the writer
has accomplished her skripsi finally. Peace and Blessings from Allah be upon to
Allah’s Messenger, Prophet Muhammad SAW, his family, companions, and
followers who are loyal to him.
Alhamdulillah, finally the writer has finished her skripsi entitled The
Effectiveness of Using Inductive Technique in Teaching Degrees of Comparison.
The primary objective of writing this skripsi is to complete a partial fulfillment for
Degree of Sarjana (S1) in the Faculty of Tarbiyah and Teachers’ Training.
First of all, the writer would express her warm gratitude to her parents, Mr.
Ali Achmadi and Mrs. Siti Samini for supporting her as long as her studies in
English Education Department. The great gratitude is dedicated to her advisors,
Ismalianing Eviyuliwati, M.Hum. and Yenny Rahmawati, M.Ed., who always
give their valuable helps, guidance, corrections, and suggestions to complete this
skripsi.
Her gratitude also goes to the following people who have assisted her very
kindly. They are:
1. All lecturers at English Education Department for their knowledge,
motivation, and patience, during her study at UIN Syarif Hidayatullah Jakarta,
2. Drs. Alex, M.Pd., the head of English Education Department,
3. Prof. Dr. Ahmad Thib Raya, the Dean of Faculty of Educational Sciences,
4. Laili Syahra, S.Pd., the headmaster of SMP IT Cordova , and Ahmad Fauzi,
S.Pd., the English teacher who has given the writer help and permission to do
the research at their school. Also, all of the eighth grade students of SMP IT
Cordova for their participation.
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5. Almarhum Mr. Aryo, the writer’s beloved husband who gave his affection,
patience, and support to her to complete this skripsi, and
6. All of her friends in English Education Department academic year 2010.
Jakarta, September 14th, 2016
The writer
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TABLE OF CONTENTS
CERTIFICATION OF ORIGINALITY............................................. i
APPROVAL .......................................................................................... ii
ENDORSEMENT SHEET ................................................................... ii
ABSTRACT .......................................................................................... iv
ABSTRAK .............................................................................................. v
ACKNOWLEDGMENTS ................................................................... vi
TABLE OF CONTENTS ..................................................................... viii
CHAPTER I: INTRODUCTION
A. Background of the Study........................................................1
B. Identification of the Problem..................................................4
C. Limitation of the Study........................................................... 4
D. Formulation of the Problem ...................................................5
E. Purpose of the Study............................................................... 5
F. Significances of the Study......................................................5
CHAPTER II: THEORETICAL FRAMEWORK
A. Degrees of Comparison .........................................................6
1. Definitions of Degrees of Comparison.............................6
2. Types and Usage of Degrees of Comparison ...................7
3. Forms of Degrees of Comparison ....................................9
B. Inductive Technique ..............................................................12
1. Definitions of Inductive Technique ..................................12
2. Procedures of Inductive Technique...................................14
3. Advantages and Disadvantages of Inductive Technique ..16
C. Previous Studies .....................................................................17
D. Hypotheses of the Study.........................................................19
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CHAPTER III: RESEARCH METHODOLOGY
A. Place and Time of the Study................................................... 20
B. Method and Design of the Study............................................20
1. Observation .......................................................................20
2. Teaching............................................................................21
3. Tests ..................................................................................21
4. Analysis.............................................................................21
C. Population and Sample...........................................................22
D. Instrument of the Study ..........................................................22
E. Data Collection.......................................................................23
F. Data Analysis .........................................................................24
G. Statistical Hypothesis of the Study.........................................28
CHAPTER IV: RESEARCH FINDING
A. Data Description.................................................................... 29
B. Data Analysis ........................................................................32
C. Data Interpretation.................................................................42
CHAPTER V: Conclusion
A. Conclusion ............................................................................45
B. Suggestion ..............................................................................45
BIBLIOGRAPHY ...............................................................................................46
APPENDIXES .....................................................................................................47
1
CHAPTER I
INTRODUCTION
A. Background of the Study
English is learnt by many Indonesian learners because it is a compulsory
subject in many schools. Based on 2006 Curriculum, the general goal of
English study of second year of Junior High School is to develop
communicative competence in English both oral and written forms.1
Communicative competence involves the mastery of English language skills.
They are listening, speaking, reading and writing. Learning English for
Indonesian learners is important for the development of knowledge, science,
culture, and relationship among countries. It becomes an obligation because it
has many goals stated in government regulations. They are to develop
communicative competence to achieve functional literacy and to develop
understanding about the relationship between language and culture in global
society.2 Furthermore, English is the most significant subject that people learn
in the world nowadays and it becomes the most effective tool to communicate
and interact among nations. Therefore, here are the reasons of why English is
must be taught from the first grade of the Elementary school to most of all
Indonesian learners.
Receptive and productive skills are develop in learning a language.
Understanding of listening and reading is included in receptive skills. The
language is received and decoded by the readers and the listeners to
understand the meaning and enable them to communicate with other people.
Moreover, productive skills are speaking and writing. The speakers use the
language they acquired and produce a message through speech or written text
that they want others to understand.
1 Badan Standar Nasional Pendidikan (BSNP), Standar Isi, Standar Kompetensi dan Kompetensi Dasar SMP/MTs, (Jakarta, 2006), p. 124.
2 Ibid.
2
Learning those skills is included in learning English. Those skills are
listening, speaking, reading, and writing. In addition to mastering its skills, it
is necessary to master its components. They are vocabulary, pronunciation,
spelling, and grammar.
According to Scott Thornbury, grammar is also a study of how to form
appropriate structure which deals with analysis in a language. In other words,
grammar is the description of language rules that help a writer or speaker
make appropriate use of language.”3 It is concluded that grammar is simply
the word for the rules that people follow when they use the language. Those
rules are vital to make the people communicate effectively in oral or written
communication.
Learning grammar is important because according to Guth’s statement, it
can be concluded that grammar is useful in constructing accurate sentences to
convey ideas and information comprehensively by avoiding the ambiguity and
misunderstanding.4
Grammar consists of forms and rules, as Dianne Larsen – Freeman states
that grammar is about form and one way to teach form is to give students
rules. However, grammar is about much more than form and its teaching will
be served if students are simply given rules.5 It can be inferred from the
statements above that grammar has an important role in learning English.
Therefore, it is very important for students to master grammatical rules.
The knowledge of grammar is one of the necessary factors which students
need. It happens because grammar is important even in spoken language. This
statement coheres with Richards and Renandya said in their book that people
now agreed that grammar is vital and that without having adequate knowledge
3 Scott Thornbury, How to Teach Grammar, (London: Pearson Education Limited, 1999), p. 1.
4Hans P. Guth, Concise English Handbook, (California: Wadsworth Publishing Company, Inc., 1969), p. 1.
5Dianne Larsen-Freeman, Teaching Grammar in Teaching English as a Second or Foreign Language, (USA: Heinle & Heinle, 2001), third edition, p. 251.
3
of grammar, learners’ language development will be severely out of order.6 It
means that the students must comprehend the structure of English grammar in
learning English. They have to understand how and when to use it both in
spoken and written language.
However, Indonesian learners find some difficulties in learning grammar.
The writer observed the researched school and asked the students what the
difficulties they faced in learning grammar. They consider that they feel
discomfort because they are worried about the mistakes they made. If their
mistakes were pointed out of others, they will feel worried. As the writer
observed, their English teacher always formulate the grammar rules by himself
and do not let them in formulating the grammar rules. They are just given the
rules without letting them analyze the grammar rules by themselves.
Besides, they said that when they had done the grammar exams, it was
difficult to apply the proper rules. Moreover, when learning English, they tend
to avoid grammar because they have to memorize the irregular grammar rules.
Students may know the rules but they are incapable of applying them in their
own use language.
Based on the interviews, the writer found that they also cannot compare
something or someone. In other words, they cannot compare the quality of
noun, whether it is describes about someone or something. Here, the writer
concluded that they find difficulties about degrees of comparison. It studies
comparison of one adjective to other adjective. They consider degrees of
comparison is difficult to learn because they have many forms and they also
find many exceptions that will be explained later. However, grammar is one of
the main tools to communicate in spoken and written language.
After the writer did the observation and the interview, the writer is
interested in teaching degrees of comparison by one of teaching techniques,
6 Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An Anthology of Current Practice, (New York: Cambridge University Press, 2008), p. 145.
4
inductive technique. This technique is usually used in direct method found by
Gouin. In this method, grammar is taught inductively. The writer take
inductive technique as the solution in learning grammar because it can
motivate the students to participate in formulating grammatical rules.
The writer wants to make a quasi-experimental study which is related to
teaching degrees of comparison by using inductive technique. Therefore, the
title of her skripsi is “The Effectiveness of Using Inductive Technique in
Teaching Degrees of Comparison (A Quasi Experimental Study at the Eighth
Grade Students of SMP IT Cordova South Tangerang)”.
B. Identification of the Problem
Based on the explanation of background of the study, some problems
identified are:
1. Students still make mistake in learning grammar.
2. Students still do not know how to compare something or someone in
English accurately.
3. Students do not know how to apply the rules into the grammar exercise
4. Students still get low score in English grammar, especially degrees of
comparison part in writing skill.
C. Limitation of the Study
To avoid misunderstanding and to clarify the study, it is necessary to make
the limitation of the study. The writer limits the study in learning degrees of
comparison in three types and it will be taught by using inductive technique at
the eighth grade students of SMP IT Cordova South Tangerang.
5
D. Formulation of the Problem
The writer formulates the research problem “is using inductive technique
effective in teaching degrees of comparison at the eighth grade students of
SMP IT Cordova?”
E. Purpose of the Study
The main purpose of the study is to find out whether the inductive
technique is effective in teaching degrees of comparison at the eighth grade
students of SMP IT Cordova or not.
F. Significances of the Study
Some elements that will get the significances of the study are:
1. For the students, it assists them to solve their problem in understanding the
degrees of comparison and help them to improve their grammar
knowledge. It also can ease them to compare something or someone in
English accurately.
2. For the teacher, it gives the alternative technique in teaching grammar
especially in degrees of comparison. This study will also help them
increase students’ ability in grammar proficiency.
3. Further researchers
For further researchers who are interested in teaching grammar at junior
high school level can get basic information from this study to do further
research. Also, they can apply inductive technique for other English
material or teach degrees of comparison by using other teaching technique.
6
CHAPTER II
THEORETICAL FRAMEWORK
A. Degrees of Comparison
1. Definitions of Degrees of Comparison
Before exploring of degrees of comparison, the writer would like to
explain what comparison is. One of the most basic and powerful of human
cognitive process is the ability to comprehend and express the fact that two things
are similar or different. Often, such similarity or difference is expressed in terms
of degree, extent, or quantity.1 Betty Schrampfer Azar said that comparison is the
method by which an adjective or adverb expresses a greeter or less degree of the
same quality.2 It is in accordance with what Marcel Danesi said in his book. He
said that the function of comparison is to indicate that something or someone has
a relatively equal, greater, or lesser, degree of some quality or feature.3 In other
words, comparison is to compare a quality of something to something else. It
means comparison is a process of comparing people, things, or places through the
level of quality, quantity, or relation.
Comparison can be used for adverb and adjective. Comparison used for
adverb is to compare the manner of verb itself meanwhile comparison used for
adjective is to compare the quality of noun itself. It describes the relational value
of an adjective or adjectival expression. Comparison of adjective is the
modification of an adjective to denote the different level of quality, quantity, or
relation. Therefore, comparison is the most important English construction which
is used to express similarities or differences of degree or extent. In this study, the
writer focused on comparison of adjective or degrees of comparison.
1 Marianne Celce-Murcia and Dianne Larsen-Freeman, The Grammar Book. An ESL / EFL Teacher’s Course. 2nd ed, (USA: Heinle and Heinle Publishers, Inc., 1999), p. 717.
2Betty Schrampfer Azar, A Reference Grammar Understanding and Using English Grammar, (New York: Pearson Education Longman, 1993), p. 91.
3Marcel Danesi, Basic American Grammar and Usage: an ESL/EFL Handbook, (New York: Barron’s Educational Series, Inc., 2006), p. 71.
7
Ed Swick explains in English Verbs and Essential Grammar for ESL
Learner that adjective can be transformed to the comparative and superlative
forms. While the comparative gives a comparison between two people or things,
the superlative gives the greatest degree of the meaning of the adjectives.4
Therefore, the degrees of comparison are divided into three types. They are
positive, comparative, and superlative degrees. Each type has different form and
usage. The forms of adjective comparison degree are not simply described. Their
forms are also divided into the forms of comparison degrees of regular adjectives
and the forms of comparison degrees of irregular adjectives that would be
discussed next.
2. Types and Usage of Degrees of Comparison
Degrees of Comparison have three types. They are positive, comparative, and
superlative degree. Actually, only the comparative and superlative show degrees.
We use 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). Here are the types of comparison degrees with regular adjective
forms.
a. Positive Degree
Positive degree is the most basic form of the adjective. It is called as positive
because it does not relate to any superior or inferior qualities of other things.
Positive refers to the quality of one person or thing. It is used the simply adjective
form. Positive is also used to compare two nouns or verbs that are equal or almost
equal (equality).5 We can use as + adjective + as for comparing two persons or
things that have similarity of quality or quantity. For example:
1) My mother is as old as my father.
4Ed Swick, English Verbs and Essential Grammar for ESL Learner, (New York: The McGraw-Hill Companies, Inc., 2010), p.95.
5Ruth Pierson and Susan Vik, Making Sense in English, (USA: Addison-Wesley Publishing Company, 1987), p.77.
8
2) My uncle is as handsome as brother.
3) Health is as important as money.
For negative comparison, to talk about two things which is different in some way,
we use not + as + adjective + as. For example:
1) Her book is not as thick as mine.
2) My school is not as large as my house.
b. Comparative Degree
Comparative degree denotes a greater amount of a quality relative to something
else. R. W. Zandvoort and J. A. Van Ek said in their book that the comparative is
used when one object or group is compared with another and separate object or
group.6 Comparative degree is used to compare two persons, places, or things. We
can use suffix –er + than or more + adjective + than for comparing two persons
or things that have greater or less of quality or quantity. For example:
1) I am taller than you.
2) Rosita is slimmer than you.
3) Tom Cruise is more handsome than Aamir Khan.
4) Raisa Andriana is more beautiful than Suriyatmi.
c. Superlative Degree
Superlative Degree is used to stress the highest degree of quality for more than
two objects compared. It is the highest degree or the lowest degree of quality
when more than two persons or things are compared. The superlative degree is
used to compare one member of a group with the whole group (including that
6R. W. Zandvoort and J. A. Van Ek, A Handbook of English Grammar, (London: Longman Group Limited, 1980), p. 188.
9
member).7 We can use affixes the + –est + noun to denote that it is the highest
degree of quality. For example:
1) Farras is the tallest boy in the class.
2) Kalimantan is the biggest island in Indonesia.
3) Justin Bieber is the most handsome singer from Canada.
4) Harry Potter is the most interesting book I’ve ever read.
3. Forms of Degrees of Comparison
Degrees of comparison are compared regularly in two different ways.8
a. Regular Comparison
1) Comparison by adding –er and –est
Words that have one or two syllables are formed in comparative adjective by
adding –er (taller) and in superlative adjective by adding –est (tallest). For
instance,
Positive Comparative Superlative
Small Smaller Smallest
Thick Thicker Thickest
Cool Cooler Coolest
Low Lower Lowest
High Higher Highest
a) When the positive adjective has one syllable and ends with e, it is
added by –r for the comparative adjective and –st for the superlative
one. For instance,
7Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1980), p. 144.8James C. Fernald, English Grammar Simplified, (New York: Harper & Row Publisher,
1979) p. 66 – 67.
10
Positive Comparative Superlative
Brave Braver Bravest
Large Largest Largest
Wise Wiser Wisest
Wide Wider Widest
Simple Simpler Simplest
b) When the positive adjective is monosyllable ends with a single
consonant preceded by a single vowel, the final consonant is double
before –er for the comparative adjective and –est for the superlative
one. For instance,
Positive Comparative Superlative
Big Bigger Biggest
Thin Thinner Thinnest
Red Redder Reddest
Slim Slimmer Slimmest
c) When the positive adjective has one syllable and ends with y preceded
by a consonant, the y is changed to i before –er. For instance,
Positive Comparative Superlative
Happy Happier Happiest
Dry Drier Driest
Pretty Prettier Prettiest
2) Comparison by adding determiner more and most
a) We use more and most before adjectives if they have more than one or
two syllables. For instance,
11
Positive Comparative Superlative
Charming More Charming Most Charming
Handsome More Handsome Most Handsome
Beautiful More Beautiful Most Beautiful
Mesmerizing More Mesmerizing Most Mesmerizing
Intelligent More Intelligent Most Intelligent
Marvelous More Marvelous Most Marvelous
b) We use more and most before past participle adjective that has only
one syllable.9 For instance,
Positive Comparative Superlative
Bored More Bored Most Bored
Creased More Creased Most Creased
Pleased More Pleased Most Pleased
Worn More Worn Most Worn
b. Irregular Comparison
Here are list of irregular comparative and superlative forms:
Positive Comparative Superlative
Good Better Worse
Bad Worse Worst
Little Less Least
Many / Much More Most
Far Farther / Further Farthest / Furthest
Old Older / Elder Oldest / Eldest
Late Later Latest / Last
9Martin Hewings, Advanced Grammar in Use, Second Edition, (Cambridge: Cambridge University Press, 2005), p.144.
12
B. Inductive Technique
1. Definitions of Inductive Technique
Experts believe in some teaching techniques used in teaching and
learning English such as dictation, guided repetition, drilling, problem
solving, and so forth. Each method has its own technique and strategy
which depends on method used by the teachers. One of some known
techniques is induction which is known as inductive technique. This
technique is mostly used in direct method.10
Induction is a process of reasoning moving from specific
observations to broader generalizations and theories.11 In other words,
inductive technique is logical reasoning process that obtains or discovers
general laws from particular facts or examples. It is a process of explaining
something which is started by presenting the examples and ended by
theories or grammar rules. It is also called bottom-up approach.12
Inductive technique is one of many techniques that can be applied
in classroom. It can ease the teacher in explaining the material and its
examples. In an inductive technique, the teacher first gives the students
examples of the grammatical structure to be learned. After the examples
have been practiced, the students are guided in forming a generalization
about grammatical principle they have been working with.
There are some arguments about the meaning of inductive
technique. According to Thornbury, inductive technique is generalizing
the rule discovered by students.13 The one who is generalizing the formula
or the rule is student, without teacher’s help. His argument shows that
students are expected to increase their autonomy. But, Moutone stated that
10 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, (Cambridge: Cambridge University Press, 1992), p. 10.
11 S.M. Aqil Burney, Inductive and Deductive Research Approach, (Pakistan: Karachi University, 2008). p. 5.
12 George J. Posner, Analyzing the Curriculum, (United States: McGraw – Hill, 2004).,p. 170.
13 Scott Thornbury, How to Teach Grammar, (London: Pearson Education Limited, 1999), p. 47.
13
by using inductive technique, teachers give the example of the patterns and
guide students to identify the concept rule of the patterns. Also, Allen and
Valette added, after giving the examples at the first presentation, the
students practice the form in sentences and they are guided to generalize
the grammatical point in structure that the teacher had given.14
In inductive technique, the teacher gives students the material and
lets students draw their own conclusions from the material. The students
notice how the concept is used and figure out and then verbalize the rule.
The inductive technique to teaching is not glorification of learning
specific answer as opposed to learning general principles.15 It means that
the inductive technique starts the learning process with the interest and
challenges of people and moves toward an understanding of general
principles that may provide a basis for solving other problems in similar
circumstances.
When taught inductively, the students observe a number of specific
instances and they infer a general principle or concept. In the case of
pedagogical grammar, inductive technique suggests that a teacher teaches
grammar starting with presenting some examples of sentences. In this
sense, learners understand grammatical rules from the examples. The
presentation of grammatical rules can be spoken or written.
Inductive technique makes use of student “noticing”. Instead of
explaining a given concept and following this explanation with examples,
the teacher presents with many examples showing how the concept is
used. The intent is for students to “notice”, by way of the examples, how
the concept works. 16
The more interesting an activity of inductive technique is, the
easier to get students’ focusing and involving in the lesson. The inductive
14 Edward David Allen and Rebecca M. Valetta, Classroom Techniques; Foreign Languages and English as a Second Language, (New York: Harcourt Brace Jovanovich, Inc., 1977). p. 90.
15 Ernest W. Anderson, An Approach to Effective Teaching, Journal of Extension, pp. 9.16http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/inductivedeductiv
e.html.
14
technique is also effective for developing perceptual and observational
skills. Students not only learn content but they also learn how to analyze
the grammar rules.
It can be concluded that using inductive technique in teaching
grammar either teacher states the rule to the students or students identify
the rule by themselves.
2. Procedures of Inductive Technique
Inductive presentation of grammar follows some general patterns.
They are presentation of examples, oral or written practice, and
generalization or rule that grows out of the previous activity.17
a. Presentation of Examples
In this step, teacher presents many examples of each type of degrees of
comparison also some examples obtained with the help of students.
Teacher give examples:
ÿ Her wallet is as beautiful as my bag.
ÿ My picture book is as thick as her comic book.
ÿ James is fatter than Paul.
ÿ Ani is more beautiful than Sinta.
ÿ Paul is the thinnest man.
ÿ Andi Arsyil Rahman is the most handsome actor in
Indonesia.
Teacher ask students to make other examples and must remind them if
they make mistakes. Probably, they will say:
ÿ I am beautiful you. (false)‡ I am as beautiful as you.
(true)
17 Edward David Allen and Rebecca M. Valetta, Classroom Techniques; Foreign Languages and English as a Second Language, (New York: Harcourt Brace Jovanovich, Inc., 1977). p. 90.
15
ÿ My sister is thin me. (false) ‡ My sister is as thin as me.
(true)
ÿ Mr. Halim is thin Miss. Ainul. (false) ‡ Mr. Halim is
thinner Miss. Ainul. (still false) ‡ Mr. Halim is thinner
than Miss. Ainul. (true)
ÿ Rizky is handsome Acong. (false) ‡ Rizky is more
handsome than Acong. (true)
ÿ Miss. Ria is kind teacher. (false) ‡ Miss. Ria is kindest
teacher. (still false) ‡ Miss Ria is the kindest teacher.
(true)
ÿ I am beautiful student. (false) ‡ I am the most beautiful
student. (true)
In this step, teacher and students work together to make examples. If
students are mistaken in making some examples, the teacher must
remind them to see the examples once more time. The teacher is not
allowed to tell the pattern of degrees of comparison. She or he must
force them to think critically.
b. Oral or written practice
In this step, teacher ask students to read the examples aloud and also
they are asked to make other examples in oral practice. For instance:
T : (Teacher point one student) Make an example of positive degree!
S : He is as handsome as my father.
T : (Teacher point another student) Ahmad, make an example of
comparative adjective!
S : I am smarter than you.
T : Excellent for you Ahmad and Baihaqie! Thank you for your
answers.
16
After asking some students to make some similar examples, teacher
ask the students to do the written practice to deepen their
understanding of degrees of comparison. They are asked to do the
written practice as well as they can. This step is aimed to know how far
they understand degrees of comparison. If they still make mistake in
written practice, it can be solved in the next step through
generalization.
c. Generalization
After the examples presented and practices done, the teacher and the
students decide some common formula or principle by mutual
discussion. Before the teacher elaborate the formula, she or he may ask
the students’ opinion first although every student has his or her own
opinion. The questions will be like:
ÿ T : How is the formula of positive degree? Anyone knows?
ÿ S1 : Adding as and as before and after adjective, Sir.
ÿ T : Anyone else?
ÿ S2 : Subject + as + adjective + as + complement, Sir!
ÿ T : Anyone else?
ÿ S3 : Subject + be + as + adjective + as + complement, Sir!
Such these questions can be asked to the students for the remaining
types of degrees of comparison. In this step, students are forced to
construct their own opinion about how to elaborate the formula of
degrees of comparison. Not only the teacher will elaborate the formula
or the principle by himself or herself but also the students will
participate in elaborating the formula.
3. Advantages and Disadvantages of Inductive Technique
Advantages Disadvantages
Learners are trained to be familiar The technique is time and energy-
17
with the rule discovery; this could
enhance learning autonomy and
self-reliance
consuming as it leads learners to
have the appropriate concept of
the rule.
Learners’ greater degree of
cognitive depth is “exploited”.
The concepts given implicitly
may lead the learners to have the
wrong concepts of the rule taught.
The learners are more active in
the learning process, rather than
being simply passive recipients. In
this activity, they will be
motivated.
The technique can place emphasis
on teachers in planning a lesson.
The technique involves learners’
pattern-recognition and problem
solving abilities in which
particular learners are interested
in this challenge.
It encourages the teacher to
design the material taught
carefully and systematically.
If the problem-solving activity is
done collaboratively, learners get
an opportunity for extra language
practice.
The technique may frustrate the
learners with their personal
learning style or their past
learning experience (or both)
would prefer simply to be told the
rule.
C. Previous Studies
This study is related to other study conducted by Afriani18 with her
skripsi entitled The Effectiveness of Teaching Degrees of Comparison
through Picture conducted in 2012. Her skripsi was conducted at SMP Al-
Hasra. It is conducted to find out the empirical evidence whether there is
18 Dia Eliza Afriani, “The Effectiveness of Teaching Degrees of Comparison through Pictures”, Skripsi at UIN Syarif Hidayatullah, Jakarta, 2012, unpublished.
18
any significant differences between students’ achievement in learning the
degrees of comparison through pictures or not. She used experimental
method and the result showed that the t-observation (to = 3.33) was higher
than t-table (tt = 2.05). It concluded that there is a significant difference
between students’ achievement in learning degrees of comparison through
picture.
The second study is conducted by Fuadah19 with the title The
Comparative Study of Using Deductive and Inductive Techniques in
Teaching the Present Continuous Tense (A Case Study in Mts. Syafi’iyah
Pulorejo Ngoro Jombang East Java). It was conducted in 2007. She
conducted this study to find out whether there is a significant difference
between teaching present continuous tense deductively and inductively.
The population of the study was 60 students and she used random
sampling system. Therefore, she only took 40 students for both of
experimental and controlled classes. The result of this study showed that to
was lower than tt in significant level 5% (2.02) and significant level 1%
(2.71) where to was 1.73. It is concluded that the use of inductive and
deductive technique and in teaching present continuous tense do not have
any significant difference to students’ achievement in learning present
continuous tense.
The last study related to this study is The Application of Cooperative
Learning in Teaching Degrees of Comparison (An Experimental Study of Second
Year Students at MTS Attaqwa 02 Bekasi) conducted by Salwa20. The purpose
of her study is to know the effectiveness of cooperative learning in
teaching degrees of comparison. It took the same material as Afriani took
but she used other teaching technique. In this study, Salwa used total-
population sampling. It means she used all of the population as the sample
in her study. In this study, she found that the mean score of post-test of
19Zakiyatul Fuadah, “The Comparative Study of Using Deductive and Inductive Techniques in Teaching the Present Continuous Tense”, Skripsi at UIN Syarif Hidayatullah, Jakarta, 2007, unpublished.
20Siti Salwa, “The Application of Cooperative Learning in Teaching Degrees of Comparison”, Skripsi at UIN Syarif Hidayatullah, Jakarta, 2009, unpublished.
19
experimental class was 79.46 and the controlled class was 68.13. It was
proven that there is significant difference in students’ score between
learning degrees of comparison using cooperative learning and without
cooperative learning.
From all of the previous studies above, the writer will conduct about
teaching degrees of comparison like Salwa and Afriani did but in this study, the
writer will use different technique in teaching degrees of comparison. The writer
will teach degrees of comparison by using inductive technique like Fuadah did in
her study. The writer will teach the degrees of comparison to the eighth grade
students of SMPIT Cordova.
D. Hypotheses of the Study
In this research, the writer proposes null hypothesis (Ho) and alternative
hypothesis (Ha):
(Ho) : “There is no significant difference of students’ mastery of degrees
of comparison achievement between students who are taught by inductive
technique and students who are taught without inductive technique.
(Ha) : “There is a significant difference of students’ mastery of degrees of
comparison achievement between students who are taught by inductive
technique and students who are taught without inductive technique.
6
CHAPTER II
THEORETICAL FRAMEWORK
A. Degrees of Comparison
1. Definitions of Degrees of Comparison
Before exploring of degrees of comparison, the writer would like to
explain what comparison is. One of the most basic and powerful of human
cognitive process is the ability to comprehend and express the fact that two things
are similar or different. Often, such similarity or difference is expressed in terms
of degree, extent, or quantity.1 Betty Schrampfer Azar said that comparison is the
method by which an adjective or adverb expresses a greeter or less degree of the
same quality.2 It is in accordance with what Marcel Danesi said in his book. He
said that the function of comparison is to indicate that something or someone has
a relatively equal, greater, or lesser, degree of some quality or feature.3 In other
words, comparison is to compare a quality of something to something else. It
means comparison is a process of comparing people, things, or places through the
level of quality, quantity, or relation.
Comparison can be used for adverb and adjective. Comparison used for
adverb is to compare the manner of verb itself meanwhile comparison used for
adjective is to compare the quality of noun itself. It describes the relational value
of an adjective or adjectival expression. Comparison of adjective is the
modification of an adjective to denote the different level of quality, quantity, or
relation. Therefore, comparison is the most important English construction which
is used to express similarities or differences of degree or extent. In this study, the
writer focused on comparison of adjective or degrees of comparison.
1 Marianne Celce-Murcia and Dianne Larsen-Freeman, The Grammar Book. An ESL / EFL Teacher’s Course. 2nd ed, (USA: Heinle and Heinle Publishers, Inc., 1999), p. 717.
2Betty Schrampfer Azar, A Reference Grammar Understanding and Using English Grammar, (New York: Pearson Education Longman, 1993), p. 91.
3Marcel Danesi, Basic American Grammar and Usage: an ESL/EFL Handbook, (New York: Barron’s Educational Series, Inc., 2006), p. 71.
7
Ed Swick explains in English Verbs and Essential Grammar for ESL
Learner that adjective can be transformed to the comparative and superlative
forms. While the comparative gives a comparison between two people or things,
the superlative gives the greatest degree of the meaning of the adjectives.4
Therefore, the degrees of comparison are divided into three types. They are
positive, comparative, and superlative degrees. Each type has different form and
usage. The forms of adjective comparison degree are not simply described. Their
forms are also divided into the forms of comparison degrees of regular adjectives
and the forms of comparison degrees of irregular adjectives that would be
discussed next.
2. Types and Usage of Degrees of Comparison
Degrees of Comparison have three types. They are positive, comparative, and
superlative degree. Actually, only the comparative and superlative show degrees.
We use 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). Here are the types of comparison degrees with regular adjective
forms.
a. Positive Degree
Positive degree is the most basic form of the adjective. It is called as positive
because it does not relate to any superior or inferior qualities of other things.
Positive refers to the quality of one person or thing. It is used the simply adjective
form. Positive is also used to compare two nouns or verbs that are equal or almost
equal (equality).5 We can use as + adjective + as for comparing two persons or
things that have similarity of quality or quantity. For example:
1) My mother is as old as my father.
4Ed Swick, English Verbs and Essential Grammar for ESL Learner, (New York: The McGraw-Hill Companies, Inc., 2010), p.95.
5Ruth Pierson and Susan Vik, Making Sense in English, (USA: Addison-Wesley Publishing Company, 1987), p.77.
8
2) My uncle is as handsome as brother.
3) Health is as important as money.
For negative comparison, to talk about two things which is different in some way,
we use not + as + adjective + as. For example:
1) Her book is not as thick as mine.
2) My school is not as large as my house.
b. Comparative Degree
Comparative degree denotes a greater amount of a quality relative to something
else. R. W. Zandvoort and J. A. Van Ek said in their book that the comparative is
used when one object or group is compared with another and separate object or
group.6 Comparative degree is used to compare two persons, places, or things. We
can use suffix –er + than or more + adjective + than for comparing two persons
or things that have greater or less of quality or quantity. For example:
1) I am taller than you.
2) Rosita is slimmer than you.
3) Tom Cruise is more handsome than Aamir Khan.
4) Raisa Andriana is more beautiful than Suriyatmi.
c. Superlative Degree
Superlative Degree is used to stress the highest degree of quality for more than
two objects compared. It is the highest degree or the lowest degree of quality
when more than two persons or things are compared. The superlative degree is
used to compare one member of a group with the whole group (including that
6R. W. Zandvoort and J. A. Van Ek, A Handbook of English Grammar, (London: Longman Group Limited, 1980), p. 188.
9
member).7 We can use affixes the + –est + noun to denote that it is the highest
degree of quality. For example:
1) Farras is the tallest boy in the class.
2) Kalimantan is the biggest island in Indonesia.
3) Justin Bieber is the most handsome singer from Canada.
4) Harry Potter is the most interesting book I’ve ever read.
3. Forms of Degrees of Comparison
Degrees of comparison are compared regularly in two different ways.8
a. Regular Comparison
1) Comparison by adding –er and –est
Words that have one or two syllables are formed in comparative adjective by
adding –er (taller) and in superlative adjective by adding –est (tallest). For
instance,
Positive Comparative Superlative
Small Smaller Smallest
Thick Thicker Thickest
Cool Cooler Coolest
Low Lower Lowest
High Higher Highest
a) When the positive adjective has one syllable and ends with e, it is
added by –r for the comparative adjective and –st for the superlative
one. For instance,
7Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1980), p. 144.8James C. Fernald, English Grammar Simplified, (New York: Harper & Row Publisher,
1979) p. 66 – 67.
10
Positive Comparative Superlative
Brave Braver Bravest
Large Largest Largest
Wise Wiser Wisest
Wide Wider Widest
Simple Simpler Simplest
b) When the positive adjective is monosyllable ends with a single
consonant preceded by a single vowel, the final consonant is double
before –er for the comparative adjective and –est for the superlative
one. For instance,
Positive Comparative Superlative
Big Bigger Biggest
Thin Thinner Thinnest
Red Redder Reddest
Slim Slimmer Slimmest
c) When the positive adjective has one syllable and ends with y preceded
by a consonant, the y is changed to i before –er. For instance,
Positive Comparative Superlative
Happy Happier Happiest
Dry Drier Driest
Pretty Prettier Prettiest
2) Comparison by adding determiner more and most
a) We use more and most before adjectives if they have more than one or
two syllables. For instance,
11
Positive Comparative Superlative
Charming More Charming Most Charming
Handsome More Handsome Most Handsome
Beautiful More Beautiful Most Beautiful
Mesmerizing More Mesmerizing Most Mesmerizing
Intelligent More Intelligent Most Intelligent
Marvelous More Marvelous Most Marvelous
b) We use more and most before past participle adjective that has only
one syllable.9 For instance,
Positive Comparative Superlative
Bored More Bored Most Bored
Creased More Creased Most Creased
Pleased More Pleased Most Pleased
Worn More Worn Most Worn
b. Irregular Comparison
Here are list of irregular comparative and superlative forms:
Positive Comparative Superlative
Good Better Worse
Bad Worse Worst
Little Less Least
Many / Much More Most
Far Farther / Further Farthest / Furthest
Old Older / Elder Oldest / Eldest
Late Later Latest / Last
9Martin Hewings, Advanced Grammar in Use, Second Edition, (Cambridge: Cambridge University Press, 2005), p.144.
12
B. Inductive Technique
1. Definitions of Inductive Technique
Experts believe in some teaching techniques used in teaching and
learning English such as dictation, guided repetition, drilling, problem
solving, and so forth. Each method has its own technique and strategy
which depends on method used by the teachers. One of some known
techniques is induction which is known as inductive technique. This
technique is mostly used in direct method.10
Induction is a process of reasoning moving from specific
observations to broader generalizations and theories.11 In other words,
inductive technique is logical reasoning process that obtains or discovers
general laws from particular facts or examples. It is a process of explaining
something which is started by presenting the examples and ended by
theories or grammar rules. It is also called bottom-up approach.12
Inductive technique is one of many techniques that can be applied
in classroom. It can ease the teacher in explaining the material and its
examples. In an inductive technique, the teacher first gives the students
examples of the grammatical structure to be learned. After the examples
have been practiced, the students are guided in forming a generalization
about grammatical principle they have been working with.
There are some arguments about the meaning of inductive
technique. According to Thornbury, inductive technique is generalizing
the rule discovered by students.13 The one who is generalizing the formula
or the rule is student, without teacher’s help. His argument shows that
students are expected to increase their autonomy. But, Moutone stated that
10 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, (Cambridge: Cambridge University Press, 1992), p. 10.
11 S.M. Aqil Burney, Inductive and Deductive Research Approach, (Pakistan: Karachi University, 2008). p. 5.
12 George J. Posner, Analyzing the Curriculum, (United States: McGraw – Hill, 2004).,p. 170.
13 Scott Thornbury, How to Teach Grammar, (London: Pearson Education Limited, 1999), p. 47.
13
by using inductive technique, teachers give the example of the patterns and
guide students to identify the concept rule of the patterns. Also, Allen and
Valette added, after giving the examples at the first presentation, the
students practice the form in sentences and they are guided to generalize
the grammatical point in structure that the teacher had given.14
In inductive technique, the teacher gives students the material and
lets students draw their own conclusions from the material. The students
notice how the concept is used and figure out and then verbalize the rule.
The inductive technique to teaching is not glorification of learning
specific answer as opposed to learning general principles.15 It means that
the inductive technique starts the learning process with the interest and
challenges of people and moves toward an understanding of general
principles that may provide a basis for solving other problems in similar
circumstances.
When taught inductively, the students observe a number of specific
instances and they infer a general principle or concept. In the case of
pedagogical grammar, inductive technique suggests that a teacher teaches
grammar starting with presenting some examples of sentences. In this
sense, learners understand grammatical rules from the examples. The
presentation of grammatical rules can be spoken or written.
Inductive technique makes use of student “noticing”. Instead of
explaining a given concept and following this explanation with examples,
the teacher presents with many examples showing how the concept is
used. The intent is for students to “notice”, by way of the examples, how
the concept works. 16
The more interesting an activity of inductive technique is, the
easier to get students’ focusing and involving in the lesson. The inductive
14 Edward David Allen and Rebecca M. Valetta, Classroom Techniques; Foreign Languages and English as a Second Language, (New York: Harcourt Brace Jovanovich, Inc., 1977). p. 90.
15 Ernest W. Anderson, An Approach to Effective Teaching, Journal of Extension, pp. 9.16http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/inductivedeductiv
e.html.
14
technique is also effective for developing perceptual and observational
skills. Students not only learn content but they also learn how to analyze
the grammar rules.
It can be concluded that using inductive technique in teaching
grammar either teacher states the rule to the students or students identify
the rule by themselves.
2. Procedures of Inductive Technique
Inductive presentation of grammar follows some general patterns.
They are presentation of examples, oral or written practice, and
generalization or rule that grows out of the previous activity.17
a. Presentation of Examples
In this step, teacher presents many examples of each type of degrees of
comparison also some examples obtained with the help of students.
Teacher give examples:
ÿ Her wallet is as beautiful as my bag.
ÿ My picture book is as thick as her comic book.
ÿ James is fatter than Paul.
ÿ Ani is more beautiful than Sinta.
ÿ Paul is the thinnest man.
ÿ Andi Arsyil Rahman is the most handsome actor in
Indonesia.
Teacher ask students to make other examples and must remind them if
they make mistakes. Probably, they will say:
ÿ I am beautiful you. (false)‡ I am as beautiful as you.
(true)
17 Edward David Allen and Rebecca M. Valetta, Classroom Techniques; Foreign Languages and English as a Second Language, (New York: Harcourt Brace Jovanovich, Inc., 1977). p. 90.
15
ÿ My sister is thin me. (false) ‡ My sister is as thin as me.
(true)
ÿ Mr. Halim is thin Miss. Ainul. (false) ‡ Mr. Halim is
thinner Miss. Ainul. (still false) ‡ Mr. Halim is thinner
than Miss. Ainul. (true)
ÿ Rizky is handsome Acong. (false) ‡ Rizky is more
handsome than Acong. (true)
ÿ Miss. Ria is kind teacher. (false) ‡ Miss. Ria is kindest
teacher. (still false) ‡ Miss Ria is the kindest teacher.
(true)
ÿ I am beautiful student. (false) ‡ I am the most beautiful
student. (true)
In this step, teacher and students work together to make examples. If
students are mistaken in making some examples, the teacher must
remind them to see the examples once more time. The teacher is not
allowed to tell the pattern of degrees of comparison. She or he must
force them to think critically.
b. Oral or written practice
In this step, teacher ask students to read the examples aloud and also
they are asked to make other examples in oral practice. For instance:
T : (Teacher point one student) Make an example of positive degree!
S : He is as handsome as my father.
T : (Teacher point another student) Ahmad, make an example of
comparative adjective!
S : I am smarter than you.
T : Excellent for you Ahmad and Baihaqie! Thank you for your
answers.
16
After asking some students to make some similar examples, teacher
ask the students to do the written practice to deepen their
understanding of degrees of comparison. They are asked to do the
written practice as well as they can. This step is aimed to know how far
they understand degrees of comparison. If they still make mistake in
written practice, it can be solved in the next step through
generalization.
c. Generalization
After the examples presented and practices done, the teacher and the
students decide some common formula or principle by mutual
discussion. Before the teacher elaborate the formula, she or he may ask
the students’ opinion first although every student has his or her own
opinion. The questions will be like:
ÿ T : How is the formula of positive degree? Anyone knows?
ÿ S1 : Adding as and as before and after adjective, Sir.
ÿ T : Anyone else?
ÿ S2 : Subject + as + adjective + as + complement, Sir!
ÿ T : Anyone else?
ÿ S3 : Subject + be + as + adjective + as + complement, Sir!
Such these questions can be asked to the students for the remaining
types of degrees of comparison. In this step, students are forced to
construct their own opinion about how to elaborate the formula of
degrees of comparison. Not only the teacher will elaborate the formula
or the principle by himself or herself but also the students will
participate in elaborating the formula.
3. Advantages and Disadvantages of Inductive Technique
Advantages Disadvantages
Learners are trained to be familiar The technique is time and energy-
17
with the rule discovery; this could
enhance learning autonomy and
self-reliance
consuming as it leads learners to
have the appropriate concept of
the rule.
Learners’ greater degree of
cognitive depth is “exploited”.
The concepts given implicitly
may lead the learners to have the
wrong concepts of the rule taught.
The learners are more active in
the learning process, rather than
being simply passive recipients. In
this activity, they will be
motivated.
The technique can place emphasis
on teachers in planning a lesson.
The technique involves learners’
pattern-recognition and problem
solving abilities in which
particular learners are interested
in this challenge.
It encourages the teacher to
design the material taught
carefully and systematically.
If the problem-solving activity is
done collaboratively, learners get
an opportunity for extra language
practice.
The technique may frustrate the
learners with their personal
learning style or their past
learning experience (or both)
would prefer simply to be told the
rule.
C. Previous Studies
This study is related to other study conducted by Afriani18 with her
skripsi entitled The Effectiveness of Teaching Degrees of Comparison
through Picture conducted in 2012. Her skripsi was conducted at SMP Al-
Hasra. It is conducted to find out the empirical evidence whether there is
18 Dia Eliza Afriani, “The Effectiveness of Teaching Degrees of Comparison through Pictures”, Skripsi at UIN Syarif Hidayatullah, Jakarta, 2012, unpublished.
18
any significant differences between students’ achievement in learning the
degrees of comparison through pictures or not. She used experimental
method and the result showed that the t-observation (to = 3.33) was higher
than t-table (tt = 2.05). It concluded that there is a significant difference
between students’ achievement in learning degrees of comparison through
picture.
The second study is conducted by Fuadah19 with the title The
Comparative Study of Using Deductive and Inductive Techniques in
Teaching the Present Continuous Tense (A Case Study in Mts. Syafi’iyah
Pulorejo Ngoro Jombang East Java). It was conducted in 2007. She
conducted this study to find out whether there is a significant difference
between teaching present continuous tense deductively and inductively.
The population of the study was 60 students and she used random
sampling system. Therefore, she only took 40 students for both of
experimental and controlled classes. The result of this study showed that to
was lower than tt in significant level 5% (2.02) and significant level 1%
(2.71) where to was 1.73. It is concluded that the use of inductive and
deductive technique and in teaching present continuous tense do not have
any significant difference to students’ achievement in learning present
continuous tense.
The last study related to this study is The Application of Cooperative
Learning in Teaching Degrees of Comparison (An Experimental Study of Second
Year Students at MTS Attaqwa 02 Bekasi) conducted by Salwa20. The purpose
of her study is to know the effectiveness of cooperative learning in
teaching degrees of comparison. It took the same material as Afriani took
but she used other teaching technique. In this study, Salwa used total-
population sampling. It means she used all of the population as the sample
in her study. In this study, she found that the mean score of post-test of
19Zakiyatul Fuadah, “The Comparative Study of Using Deductive and Inductive Techniques in Teaching the Present Continuous Tense”, Skripsi at UIN Syarif Hidayatullah, Jakarta, 2007, unpublished.
20Siti Salwa, “The Application of Cooperative Learning in Teaching Degrees of Comparison”, Skripsi at UIN Syarif Hidayatullah, Jakarta, 2009, unpublished.
19
experimental class was 79.46 and the controlled class was 68.13. It was
proven that there is significant difference in students’ score between
learning degrees of comparison using cooperative learning and without
cooperative learning.
From all of the previous studies above, the writer will conduct about
teaching degrees of comparison like Salwa and Afriani did but in this study, the
writer will use different technique in teaching degrees of comparison. The writer
will teach degrees of comparison by using inductive technique like Fuadah did in
her study. The writer will teach the degrees of comparison to the eighth grade
students of SMPIT Cordova.
D. Hypotheses of the Study
In this research, the writer proposes null hypothesis (Ho) and alternative
hypothesis (Ha):
(Ho) : “There is no significant difference of students’ mastery of degrees
of comparison achievement between students who are taught by inductive
technique and students who are taught without inductive technique.
(Ha) : “There is a significant difference of students’ mastery of degrees of
comparison achievement between students who are taught by inductive
technique and students who are taught without inductive technique.
20
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Study
This study was conducted to the eighth grade students of SMP IT Cordova
located on Jl. Japos Raya, Pondok Jati, West Jurang Mangu, Pondok Aren,
South Tangerang. It was conducted in October - November 2015.
B. Method and Design of the Study
A quasi experimental study was used as the method in this study. It
has controlled group but it can’t control the outer variables thoroughly
which influence the implementation of experimental design. It is
developed from true experimental design. Furthermore, the design used in
this study was non – equivalent control group design because the writer
will conduct the research by dividing the students into experimental and
control group. This design is similar to pre-test post-test control group
design. Both of them has experimental and control groups but this design
used non-random sampling meanwhile pre-test post-test control group
design used random sampling. The study compared students’ achievement
in mastery of comparison degrees by using inductive technique in
experimental group and vice versa for the control group. This quasi
experimental study was divided into steps which were observation,
teaching, tests, and analysis.
1. Observation
The writer observed the researched school and asked the students what
the difficulties they faced in learning grammar. This observation was
done to know how far the differences between experimental and
control groups in this study.
21
2. Teaching
In this step, the writer gave treatment to both of experimental and
control groups with teaching. Although they were given same material,
the writer taught in different ways. The writer taught degrees of
comparison to experimental group by using inductive technique and to
control group without using inductive technique.
3. Tests
Tests were pre-test and post-test. The writer gave pre-test to both of
experimental and control groups before teaching degrees of
comparison. The objective of giving pre-test is to know the basic
knowledge which students have. After being given treatment, they also
were given post-test to know the result of their achievement in learning
degrees of comparison. Each of pre-test and post-test consisted of 25
multiple choice questions.
4. Analysis
It was the last step in this study. In this step, the writer calculated the
data obtained from students’ result of pre-test and post-test. The
objective of this step is to know students’ learning achievement in
mastery of comparison degrees of both experimental and control
groups.
Tabel 3.1 Design of the Study
Sample Pre-test Treatment Post-test
Experimental Group
(EG)
Control Group (CG)
O1
O1
XE
XC
O2
O2
The description:
O1 : Pre-test for EG
O2 : Post-test for CG
22
XE : The treatment of experimental group by using inductive technique on
students’ achievement of mastery of comparison degrees.
XC : The treatment of control group without using inductive technique on
students’ achievement of mastery of comparison degrees.
C. Population and Sample
The population of the study were the eighth grade students of SMP IT
Cordova. There were only two classes and each of class consisted of thirty
students. Thus, the total of the population was sixty students. In sampling
technique, the writer used all of the population as the sample. It is called as total
population sampling1. The writer used this sampling technique because the
population were too small. The writer decided to use class 8A and 8B for the
sample.
The writer gave pre – test to both of classes. The writer found that class 8B is
higher than 8A in pre – test scoring. Therefore, the writer decided to use 8A as the
experimental class and 8B as the control group because 8A need more
improvement in learning degrees of comparison than the control class.
D. Instrument of the Study
Instruments used in this study were pre – test and post – test. The writer gave
the same test for experimental and controlled group. Before doing pre – test, the
writer conducted validity and reliability test for some items used as pre – test. The
writer conducted the validity and reliability test to other eighth grade students in
other school.
The writer used 45 items for the validity test of pre – test and each item was 2
for correct answer and 0 for the wrong one. If the answers are correct, they will
get 90. Additionally, the writer also used 30 items for the validity test of post –
test and each item was 3 for the best answer and 0 for the wrong answer. They
1 Sugiono, Metode Penelitian Pendidikan, (Bandung: Alfabeta, 2012), p. 124.
23
will also get 90 if they answer the questions correctly. To measure the validity and
reliability, the writer used ANATES software.
A language test will be valid if it measures language skills accurately2 because
validity is vital to know how accurate the test represents students’ language skill
is. For all of researches, validity is very important to measure what they want to
measure by using instrument.
In this study, the writer used ANATES program to know the validity of the
test consisted of 75 multiple choice items. By using ANATES, the writer found 38
significant items from the validity test of pre – test and 26 significant items from
the validity test of post – test.
In addition to validity, reliability is also important. Reliability is the degree
where an assessment tool produces stable and consistent result. Similarly, Hughes
adds that to be valid a test must provide consistently accurate measurement. It
must therefore be reliable. 3 In other words, reliability is necessary in the research
to assess whether the instrument good or not and whether the students get stable
and consistent result or not after getting that instrument. To know the reliability
score, the writer used ANATES.
E. Data Collection
1. Pre-test
The pre-test was conducted to both of the groups, experimental, and
control group, in order to know students’ ability on mastery of comparison
degrees before the treatment was being given.
2. Treatment
The writer taught degrees of comparison to both of experimental and
control group. In experimental group, the writer delivered the material by
using inductive technique but not using it in control group.
2 Arthur Hughes, Testing for Language Teachers, (New York: Cambridge University
Press, 2003), p. 26.
3 Hughes, op. cit., p. 50.
24
3. Post-test
The post-test was given after the writer had gave treatment. It was used to
know whether or not the students understood the degrees of comparison.
F. Data Analysis
After the writer getting students’ scores of comparison degrees pre-test
and post-test between experimental and control classes, the writer analyzed the
data by using requirement tests before. It consisted of normality and
homogeneity test.
1. Normality test
Normality test is to determine whether the data from population spread
normally or not.4 The purpose of the normality test is to ensure the
distribution of data taken from the population had normal distribution or
not. Normality test used is the Liliefors test. The writer tested normality test
by using SPSS 18. The criteria of the testing follow:
If the value (p) > significant (α =0,05) it means that the sample
from the population, Ho was accepted and H1 was rejected (normal
distribution).
If the value (p) < significant (α =0,05) it means Ho was rejected
and H1 was accepted (not normal distribution).
2. Homogeneity test
Homogeneity test is to know whether the variance in population of
the research is homogenous or not. Homogeneity test was used to measure
the data of the population whether it is homogenous or not. The writer used
SPSS 18 in this research. The criteria of the testing are as follows:
a. If the value (p) > significant (α =0,05), H0 is accepted, it means
that sample has homogenous variance which means the students
had the same character on mastery of comparison degrees.
Moreover, if it is homogeneous, the data will be valid.
4 Budi Susetyo, Statistika untuk Analisis Data Penelitian, (Bandung: Aditama, 2010), p.
137.
25
b. If the value (p) < significant (α =0.05), H0 is rejected, it means that
sample does not have homogenous variance which means, the
students had not the same character on mastery of comparison
degrees.
3. T-test formulation
The writer analyzed the scores between experimental and control
classes. This test assumed that the data are normally distributed. The
technique of data analysis in this study was statistical analysis with t-test to
know the effectiveness of inductive technique on students’ mastery of
comparison degrees which is the significance α= 0,05. The formula is as
follows5:
� = �̅ − �̅� √� + � ��ℎ �̅ = ∑ �� ��� �̅ = ∑ ��
� = √ � − � + � − �� + � −
Description: � � = the price of t value �̅ = average score of the experimental class �̅ = average score of the control class � = variant data of the experimental class � = variant data of the control class � = standard deviation of both classes � = the total students of the experimental class � = the total students of the control class
5 Dr. Kadir, M.Pd, Statistika untuk Penelitian Ilmu-ilmu Sosial.(Jakarta: Rosemata
Sampurna, 2010), p. 195.
26
After all of the data calculated, the last procedure is determining of
df (degree of freedom). The formula:
df = N1 + N2 - 2
The criteria of the testing are as follows:
If � � ≤ � � , H0 is accepted and Ha is rejected
If � � > � � , H0 is rejected and Ha is accepted
4. Mean
Mean or average is a sum of all scores divided by number of
scores. 6 Moreover, Charles and Dianne adds that mean is score on a test
which is commonly known as the average; that is the sum of all the
students’ scores divided by the number of students.
a. Determining mean of gained score of experimental group, the formula :
Mx =
b. Determining mean of gained score of control group, the formula :
My =
5. Range
The symbol of range is (R) and range is the difference between
lowest score and highest score. 7
The formula is follow:
Range (R) = Rmax- Rmin
6. Variance
Variance is the amount of dispersion from standard deviation. The
formula is: � = ∑� � − x∑�
6 Prof. Drs.Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo,
2012), p. 79.
7 Ibid., p. 144.
27
7. Standard Deviation
Standard deviation is the square root of variance. Standard
deviation is aimed to measure the degree of dispersion data from mean.
The formula is:
S= √∑ ��−� 2∑� or (S) = √S2
8. Effect Size
The effect size is used to know whether the differences of two
groups or the relationship between two variables are strong or weak.8
Moreover, the effect size of Cohen’s d has formula as follows:9
d = � � − � � P l a a via i
Pooled standard deviation =
(standard deviation of group 1 + standard deviation of group 2)
2
The criteria of effect size range are small, medium, or large. The
criteria are:10
Table 3.2 Criteria of Cohen’s d (Effect Size)
Effect size range Criteria
0.2 Small
0.5 Medium
0.8 Large
8Daniel Muijis, Doing Quantitative Research in Education,(London: Sage Publications,
2004), p. 139.
9Ibid, p. 136.
10
Barry H.Cohen and R. Booke Lea, Essentials of Statistics for the Social and Behavioral
Sciences, (New Jersey: John Wiley & sons, Inc.,2004), p. 125.
28
G. Statistical Hypothesis of the Study
The statistical hypotheses of the study are:
1. Ho = X1 < X2 ; If � � ≤ � � (There is no significant difference of
using inductive technique on students’ mastery of comparison
degrees).
2. Ha = X 1 > X2 ; If � � > � � (There is significant difference of
using inductive technique on students’ mastery of comparison
degrees).
29
CHAPTER IV
RESEARCH FINDING
A. Data Description
1. The Experimental Class Data
The writer obtained the data pre-test and post-test from experimental
class consisted of 30 students of the eighth grade.
Table 4.1
The Scores of Experimental Class
No Student's
Name
Pre-test Post-test Gained Score
(X1) (X2) (X)
1 Adinda 88 88 0
2 Nisa 92 88 -4
3 Dede 84 92 8
4 Zorvan 84 76 -8
5 Rafly 80 80 0
6 Omar 76 84 8
7 Restu 76 76 0
8 Zaidan 76 96 20
9 Rasyid 76 92 16
10 Steven 72 80 8
11 Khosyi 72 80 8
12 Rafi 72 76 4
13 Rifa 72 80 8
14 Haikal 68 80 12
15 Rifki 68 64 -4
16 Haydar 64 84 20
17 Tsaqif 64 80 16
18 Nabila 64 72 8
30
19 Zakky 60 80 20
20 Azizi 60 76 16
21 Imani 60 68 8
22 Fadil 60 60 0
23 Dedaza 56 76 20
24 Ramadhan 56 80 24
25 Ersya 56 80 24
26 Rinaldi 56 72 16
27 Fahimah 52 68 16
28 Nada 52 84 32
29 Abiy 52 68 16
30 Nail 52 64 12
Total score 2020 2344 324
Mean score (X) 67.3 78.13 10.8
Max score 92 96 32
Min score 52 60 -8
The table shows the results pre-test and post-test scores from
experimental class. The table shows that the mean score of pre-test is 67.3
and the mean score of post-test is 78.13. Moreover, the highest score of
pre-test is 92 meanwhile the lowest score of pre-test is 52. Then, the table
also shows that the highest score of post-test is 96 whereas the lowest
score of post-test is 60.
2. The Control Class Data
The writer obtained the data of pre-test and post-test from control class
consisted of 30 students of the eighth grade.
31
Table 4.2
The Scores of Control class
No Student's
Name
Pre-test Post-test Gained Score
(Y1) (Y2) (Y)
1 Aini 88 68 -20
2 Regita 80 80 0
3 Emilia 80 80 0
4 Nur 80 60 -20
5 Anisa 80 72 -8
6 Fifah 80 80 0
7 Nazhifah 80 56 -24
8 Rifah 76 76 0
9 Dzaky 76 72 -4
10 Lingga 76 72 -4
11 Aiman 76 76 0
12 Hikmal 72 88 16
13 Huzaifah 72 84 12
14 Tanti 72 80 8
15 Alify 72 56 -16
16 Wanda 68 68 0
17 Ana 68 68 0
18 Ani 64 88 24
19 Habib 64 56 -8
20 Hafidz 64 76 12
21 Alif 64 72 8
22 Bintang 60 84 24
23 Febrian 60 72 12
24 Wafiki 60 76 16
25 Reza 60 80 20
32
26 Faras 60 56 -4
27 Ara 60 76 16
28 Hanin 56 76 20
29 Khanza 52 60 8
30 Umais 52 60 8
Total score 2072 2168 96
Mean score (X) 69.06 72.26 3.2
Max score 88 88 24
Min score 52 56 -24
The table shows the results pre-test and post-test scores from
controlled class. The table shows that the mean score of pre-test is 69.06
and the mean score of post-test is 72.26. Moreover, the highest score of
pre-test is 88 meanwhile the lowest score of pre-test is 52. Then, the table
also shows that the highest score of post-test is 88 whereas the lowest
score of post-test is 56.
B. Data Analysis
After the writer had got student’s scores of pre – test and post – test
from both experimental and control classes, she will analyze by using t-
test formula to test the hypotheses that the writer proposed before. Before
calculating them by using t-test formula, she tested normality and
homogeneity test after she got students’ score in pre-test and post-test of
degrees of comparison by using SPSS 18.
1. Normality Test of Pre-test and Post-test
Based on Lilifors from sample (n) 30 with significance level α= 0.05
a. If the value (p) > significant (α =0.05) it means that the sample
from the population, 69.7. Ho was accepted and H1 was rejected
(normal distribution).
33
b. If the value (p) < significant (α =0.05) it means Ho was rejected
and H1 was accepted (not normal distribution)
Table 4.3 Experimental and controlled class (pre-test)
Pre-test Kolmogorov-Smirnova
Statistic Df Sig.
Experimnt Al ,138 30 ,150
Controlled ,135 30 ,170
Based on table 4.3 above, the writer compared of normality
in pre-test of experimental class was 0.150 with significant 0.05. It
concluded the result pre-test of experimental was higher than the
significant 0.05; (0.150 > 0.05). Furthermore, the normality in pre-
test of control class was 0.170 with significant 0.05. The result pre-
test of control class was higher than the significant 0.05; (0.170 >
0.05). Therefore, the data pre-test of experimental and control
classes was normal distribution.
Table 4.4 Experimental and controlled class (post-test)
Post-test Kolmogorov-Smirnova
Statistic Df Sig.
Experimnt al ,152 30 ,074
Controlled ,156 30 ,061
Based on table 4.4 above, the writer compared of normality
in post-test of experimental class was 0.074 with significant 0.05. It
concluded the result post-test of experimental was higher than the
significant 0.05; (0.074 > 0.05). Furthermore, the normality in post-
test of control class was 0.061 with significant 0.05. The result post-
test of control class was higher than the significant 0.05; (0.061 >
34
0.05). Therefore, the data post-test of experimental and control class
were normal distribution.
2. Homogeneity Test of Pre-test and Post-test
The writer tested homogeneity test after she got students’ score of
degrees of comparison in experimental and control class (Pre-test and
Post-test of degrees of comparison by using SPSS 18.)
Table 4.5 Experimental and Controlled Class (pre-test)
Levene Statistic df1 df2 Sig.
1,167 1 58 ,285
Based on table 4.5 above, the result of homogeneity test (pre-test)
of experimental and controlled class was higher than the significant
0.05; (0.285 > 0.05) it means that the data was homogenous.
Table 4.6 Experimental and Controlled Class (post-test)
Levene Statistic df1 df2 Sig.
,580 1 58 ,450
The result of homogeneity test (post-test) from the table 4.6
described for experimental and control class was higher than the
significant 0.05; (0.450 > 0.05) it means that the data were
homogenous.
3. Hypothesis Test
After the data had been proved in normality and homogeneity tests,
the writer calculated the data to test the hypotheses by using t-test
formula. This was main calculation and it is vital to this research
35
because this calculation functions as an answer for the research
problem to know whether the inductive technique is effective or not on
students’ mastery of comparison degrees.
Before the writer found the frequency distribution, she had
recapitulated the mean scores of both experimental and control classes.
Table 4.7 Brief Summary of Mean Scores
Mean Scores Experimental Control
Pre – Test 67.3 78.13
Post – Test 69.06 72.26
a. Experimental Class Frequency Distribution
Table 4.8 Frequency Distribution (Experimental Class Pre-Test)
No. Interval Fi Xi Xi2
Fixi
Fixi2
(Xi-X)2 f(Xi- X)
2
1 52-58 8 55 3025 440 193600 151.29 1210.32
2 59-65 7 62 3844 434 188356 28.1 196.7
3 66-72 6 69 4761 414 171396 2.89 17.34
4 73-79 4 76 5776 304 92416 75.69 302.76
5 80-87 3 83.5 6972.25 250.5 62750.25 262.44 787.32
6 88-94 2 91 8281 182 33124 561.69 1123.38
Total 30 2024.5 3637.82
1) Mean (X)
Mx = �
= 2024,5 = 67.48
30
2) Variance (�� � = ∑� �� − x∑�
36
= 3637.82 = 121.261
30
3) Standard Deviation (S)
S= √∑ �− 2∑�
= √ . = √ . = 11.01
Table 4.9 Frequency Distribution (Experimental Class Post-Test)
No. Interval Fi Xi Xi2
Fixi
Fixi2
(Xi-X)2 f(Xi- X)
2
1 60-66 3 63 3969 189 35721
228.92 686.76
2 67-72 5 69.5 4830.25 347.5 120756.25
74.48 372.4
3 73-78 5 75.5 5700.25 377.5 142506.25
6.92 34.6
4 79-84 12 81.5 6642.25 978 956484
11.36 136.32
5 85-90 2 87.5 7656.25 175 30625
87.79 175.58
6 91-96 3 93.5 8742.25 280.5 78680.25
236.23 708.69
Total 30 2347.5
2114.35
4) Mean (X)
Mx =
= 2347,5 = 78.25
30
5) Variance (�� � = ∑� �� − x∑�
= 2114.35 = 70.48
30
37
6) Standard Deviation (S)
S= √∑ �− 2∑�
= √ . = √ . = 8.39
b. Control Class Frequency Distribution
Table 4.10 Frequency Distribution (Control Class Pre-Test)
No. Interval Fi Xi Xi2
Fixi
Fixi2
(Xi-X)2 f(Xi- X)
2
1 52-57 3 54.5 2970.25 163.5 26732.25 211.99 635.97
2 58-63 6 60.5 3660.25 363 131769 73.27 439.62
3 64-69 6 66.5 4422.25 399 159201 6.55 39.3
4 70-75 4 72.5 5256.25 290 84100 11.83 47.32
5 76-82 10 79 6241 790 624100 98.8 988
6 83-88 1 85.5 7310.25 85.5 7310.25 270.27 270.27
Total 30 2091
2420.48
1) Mean (X)
Mx =
= 2091 = 69.7
30
2) Variance (�� � = ∑� �� − x∑�
= 2420.48 = 80.683
30
3) Standard Deviation (S)
S= √∑ �− 2∑�
38
= √ . = √ . = 8.98
Table 4.11 Frequency Distribution (Control Class Post-Test)
No. Interval Fi Xi Xi2
Fixi
Fixi2
(Xi-X)2 f(Xi- X)
2
1 56-61 7 58.5 3422.25 409.5 167690.3 189.34 1325.4
2 62-67 0 64.5 4160.25 0 0 60.22 0
3 68-73 8 70.5 4970.25 564 318096 3.09 24.72
4 74-79 6 76.5 5852.25 459 210681 17.98 107.88
5 80-85 7 82.5 6806.25 577.5 333506,3 104.86 734.02
6 86-91 2 88.5 7832.25 177 31329
263.74 527.5
Total 30 2187
2719.52
4) Mean (X)
Mx =
= 2187 = 72.9
30
5) Variance (�� � = ∑� �� − x∑�
= 2719.52 = 90.65
30
6) Standard Deviation (S)
S= √∑ �− 2∑�
= √ . = √ . = 9.52
39
From the calculation above, here is the table of brief summary from the
calculation above.
Table 4.12 Brief Summary of the Calculation of Post-Test Data
Variable Total of
Students
(n)
Mean (X) Variance
(S2)
Standar
Deviation (S)
Experimental
Class
30 78.25 70.48 8.39
Control
Class
30 72.9 90.65 9.52
After the writer found the calculation of mean, variance, and standar
deviation score, she found the score of t-test which has the significance α= 0.05.
Here is the description of t-test calculation:
Descriptions: � = the price of t value �̅ = average score of experimental class �̅ = average score of control class � = variant data of experimental class � = variant data of control class � = standard deviation of both classes � = the total students of experimental class � = the total students of control class
� = √ � − � + � − �� + � −
= √ − . + − .+ −
40
= √ . + .
= √ .
= √ .
= 8.98 � = �̅ − �̅� √� + �
� = . − .. √ +
� = .. √
� = .. √ .
� = .. . .
� = ..
41
� = .
Based on calculating above, the result of t-test from experimental and controlled
classes is 2.47.
c. Determining the t-test significance level α= 0.05 by calculating the
degree of freedom
df = (N1 + N2) - 2
df = (30 + 30) – 2
= 60 -2
= 58
The degree of freedom (df) = 58
Those all of calculations showed us that t-count (2.47) was higher than t-table
(1.684). The writer concluded that � � > � � ; 2.47 > 1.684 or H0 is rejected
and H1 is accepted. In other words, t-count was higher than t-table.
d. The Effect Size
The effect size is used to know the strong or weak of the difference of two
groups or the relationship between two variables.
Cohen’s formula :
d = � � − � � P l a a via i
Pooled standard deviation =
(standard deviation of group 1 + standard deviation of group 2)
2
Pooled standard deviation =
= . + .
= 8.96
42
d = . − ..
= ..
= 0,597
Therefore, the calculation of effect size was 0.597 (medium effect).
Table 4.13 the Result of Experimental and Control Class
(Post-test)
Statistic Experimental Controlled
Mean (X) 78.25 72.9
Variance (S2) 70.48 90.65
S gab 8.98
t – value 2.47
t – table 1.684
Effect Size 0.597
The table shows the statistic calculation of the research. The mean
score of experimental class is 78.25 and the mean score of control class is
72.9. The variance score for experimental class is 70.48 and for control
class is 90.65. Additionally the standard deviation for both classes is 8.98.
Then, the result of t-value is 2.47. It is higher than t-table, 1.684.
Moreover, the effect size is 0.597. It is indicated as medium effect.
C. Data Interpretation
After calculating the data, the writer found her hypothesis. Based
on the calculation, the hypothesis test states:
a. If � � ≤ � � , it means that H0 is accepted and Ha is
rejected.
b. If � � > � � , it means that H0 is rejected and Ha is
accepted.
43
As the result of the writer’s calculation, the writer gained the tvalue
was 2.47 while ttable was 1.684. Moreover, it concluded that tvalue (2.07) >
ttable (1.684) or H0 is rejected and Ha is accepted. Therefore, there was a
significant effect of using inductive technique on students’ mastery of
comparison degrees.
On the other hands, after the writer found the result of t-test which
proved a significant effect of using inductive technique on students’
mastery in degrees of comparison, the writer used Statistic Calculators The
Effect Size (Cohen’s d) Calculator for a Student t-Test to know how large
the effect of inductive technique applied in the learning process of
comparison degrees in the class is. The result of the effect size (Cohen’s d)
was 0.597 and as stated in table 3.2 on chapter three that was medium
effect. Therefore, inductive technique has medium effect size in the class
on students’ mastery of comparison degrees.
Both of those classes from pre-test and post-test scores got
normality and homogeneity data which the value (p) < significant (α
=0.05). The gained hypothesis test using t-test with significant 0.05
showed that tvalue (2.47) > ttable (1.684). It concluded there was a significant
effect using inductive technique as a treatment in the experimental class on
students’ mastery in degrees of comparison. Furthermore, based on the
effect size range of Cohen that found a medium effect by using inductive
technique on students’ mastery in degrees of comparison was 0.597.
Degrees of comparison are part of grammar that should be learnt. It
tells about comparison between adjective or even adverb sometimes. The
students feel confused to learn it because it has many parts and rules.
Inductive technique treatment in the experimental class gave a chance to
the students to be familiar with some examples meaningful in their life.
The result of the post-test showed that there was a significant
difference between experimental and control class. The experimental class
44
students got higher score than control class students because the
experimental class were taught by using inductive technique but the
control class were taught without using inductive technique.
The result above is related to the previous study conducted by
Zakiyatul Fuadah with the title “The Comparative Study of Using
Deductive and Inductive Techniques in Teaching The Present Continous
Tense” (A Case Study in Mts. Syafi’iyah Pulorejo Ngoro Jombang East
Java). Although the study found that inductive technique cannot improve
the students’ present continuous mastery but in this study, inductive
technique was effective in teaching degrees of comparison.
As the conclusion, the description stated in this chapter told us that
the calculation scores of post-test in experimental class given treatment of
inductive technique had higher scores than control class taught without
inductive technique. Therefore, there was a significant effect on students’
achievement in mastery degrees of comparison by using inductive
technique.
45
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the findings of the research, the result of the statistical
hypothesis on significance level α=0.05 showed that tvalue was higher than
ttable (2.47 >1.68), thus the H0 (Null hypothesis) was rejected and Ha
(Alternative hypothesis) was accepted. Besides, the main effect size used in
this research is to know the strength of inductive technique as a treatment on
students’ mastery in the degrees of comparison by statistical calculators The
Effect Size (Cohen’s d) Calculator for a Student t-Test. Based on the
calculation, it was found 0.597. As stated in the category of table, it means
medium effect. Therefore, inductive technique is effective in teaching degrees
of comparison at the eighth grade students of SMP IT Cordova.
B. Suggestion
Based on the result of the study, the writer gives suggestions as follows:
a. English teachers should improve their knowledge of English language
method and technique in teaching and should be creative and confident in
the teaching and learning process.
b. For other researchers, the result of this study can be used as reference or
basic information to do the further research and this technique can be
applied in their classroom for other grammar material or this material can
be applied by using other teaching technique.
46
BIBLIOGRAPHY
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Cohen, Barry H., and Lea, R. Brooke, Essentials of Statistics for the Social and Behavioral Sciences, New York: John Wiley and Sons, Inc., 2004.
Danesi, Marcel, Basic American Grammar and Usage, New York: Barrons Educational Series, 2006.
Fernald, James C., English Grammar Simplified, New York: Funk and Wagnalls Company, Inc., 1968.
Foley, Mark, and Hall, Diane, Advanced Learners’ Grammar, London: PearsonEducation Longman, 2008.
Freeman, Diane Larsen, Teaching Grammar in Teaching English as a Second or Foreign Language, Oxford: Oxford University Press, 2011.
Guth, Hans P., Concise English Handbook, California: Wadsworth PublishingCompany, Inc., 1969.
Hughes, Arthur, Testing for Language Teachers, Cambridge: Cambridge University Press, 2003.
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Mubin, Helmy Abd., A Communicative Grammar of English for Pesantren in Indonesia, Jakarta: Daarur Rahman Press, 2010.
Muijs, Daniel, Doing Quantitative Research in Education with SPSS, California: Sage Publications, 2004.
Posner, George J., Analyzing the Curriculum, New York: McGraw-Hill Companies, 2004.
Richards, Jack C., and Renandya, Willy A., An Anthology of Current Practice, Cambridge: Cambridge University Press, 2002.
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Richards, Jack C., and Theodore S. Rodgers, Approaches and Methods inLanguage Teaching, Cambridge: Cambridge University Press, 1992
Rozakis, Laurie, English Grammar for the Utterly Confused, New York: McGraw- Hill Companies, 2008.
Sudijono, Anas, Pengantar Statistik Pendidikan, Jakarta: Rajawali Press, 2009.
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Scanned by CamScanner
49
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP 1 – Experimental Class)
SMP/MTS : SMP IT Cordova
Kelas/Semester : VIII A / 1
Jenis Kelas : Kelas Experimental
Standar Kompetensi : 2. Memahami makna dalam teks lisan fungsional dan monolog
pendek sederhana berbentuk descriptive dan recount untuk
berinteraksi dengan lingkungan sekitar
Kompetensi Dasar : 2.2 Merespon makna yang terdapat dalam monolog pendek
sederhana secara akurat, lancar, dan berterima untuk berinteraksi
dengan lingkungan sekitar dalam teks berbentuk descriptive dan
recount
Jenis teks : Monologue (descriptive)
Tema : Beloved Parents
Aspek/Skill : Menulis
Alokasi Waktu : 2 x 40 menit
1. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat:
a. Memahami teks deskriptif secara komprehensif
b. Mengidentifikasi kata sifat (adjective) dalam teks deskriptif
c. Memahami struktur dan penggunaan positive degree di dalam adjective
2. Materi Pembelajaran
a. Teks deskriptif
Beautiful Presents
My father bought me a new beautiful bag today. The bag is big and blue. It has
a pencil case and tumbler in it. He also bought a new beautiful wallet for my sister.
The wallet is pink with a picture of Doraemon on it. Her wallet is as beautiful as my
bag. Moreover, not only my father, but also my mother gave me a picture book and
comic book for my sister. The picture book has 50 pages and the comic book also has
50 pages. My picture book is as thick as her comic book. We are really happy today
because our mother is as kind as our mother. They really love us.
b. Grammar Material of Positive Degree
Positive Degree digunakan untuk menunjukkan 2 benda yang bersifat sama
atau benda tersebut memiliki kesamaan.
50
Dalam hal ini, kita menggunakan “as” sebelum dan sesudah adjective (as . . . .
as). Contoh:
Her wallet is as beautiful as my bag.
My picture book is as thick as her comic book.
Our mother is as kind as our father.
c. Grammar Exercise
Fill in the missing words with the appropriate positive degree forms!
1. My ruler is 35 cm in length and Andi’s ruler is also 35 cm in length. It means my ruler is . . . his ruler. (long)
2. We have to be careful of some animals such as tiger and lion because lion is . . .
tiger. (wild)
3. English dictionary is 2 kg meanwhile my bag is also 2 kg in weight. My bag is . . .
the English dictionary. (heavy)
4. Razor and knife are used to cut. Razor is to cut hair mustache or beard whereas
knife is used to cut something or as a weapon. Razor is . . . knife. (sharp)
5. Money is important for our needs and health is also important for our life.
Therefore, health is . . . money. (important)
3. Tekhnik Pembelajaran: inductive technique
4. Langkah-langkah Kegiatan
A. Kegiatan Pendahuluan
Mengucapkan salam dengan ramah kepada siswa.
Mengkondisikan kelas (mempersiapkan para siswa untuk mengikuti pembelajaran
yang akan dilakukan dengan meminta para siswa untuk duduk dengan rapi).
Warming-up activity: mention your favorite teacher and describe him! The winner
is who described clearly.
Tanya jawab tentang benda yang mereka sukai
Menjelaskan pentingnya materi yang akan dipelajari berikut kompetensi yang
harus dikuasai siswa
B. Kegiatan Inti
Memberikan contoh berupa teks deskriptif
Meminta para siswa untuk membaca teks tersebut
Melakukan tanya jawab tentang isi materi teks dan beberapa kata sifat dari teks
tersebut.
Menjelaskan kepada siswa beberapa contoh kalimat yang terdapat degrees of
comparison.
Guru memberikan contoh lain tentang degrees of comparison.
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Para siswa menganalisa bersama tentang rumus penggunaan degrees of
comparison.
Para siswa memberikan hasil analisa mereka tentang penggunaan degrees of
comparison kepada guru.
Guru memeriksa kembali hasil analisa terhadap rumus tersebut dan
memaparkannya kepada para siswa.
Meminta para siswa untuk mengerjakan latihan tentang degrees of comparison
yang telah disediakan.
C. Kegiatan Penutup
Memberikan kesimpulan akan pelajaran hari ini.
Memberikan kesempatan kepada siswa untuk bertanya sebelum KBM berakhir.
Menutup pertemuan dengan salam.
5. Sumber belajar
a. Buku teks yang relevan (English in Focus Grade VIII)
b. Teks deskriptif yang relevan
c. Gambar-gambar yang relevan
6. Penilaian
Indikator Pencapaian
Kompetensi
Teknik
Penilaian
Bentuk
Instrumen Instrumen/ Soal
1. Mengidentifikasi
informasi/makna
yang terdapat
dalam teks
deskriptif
2. Mengidentifikasi
kata sifat
(adjective) dalam
teks deskriptif
3. Memahami struktur
dan penggunaan
positive degree di
dalam adjective
Tes lisan
Tes lisan
Tes tulis
Pertanyaan
lisan
Pertanyaan
lisan
Pertanyaan
tulis
Answer the questions orally based
on the text you listened to!
Please, mention some adjectives
based on the text you’ve read!
Fill in the missing words with the
appropriate positive degree forms!
a. Instrumen Lisan (1):
Answer the questions orally based on the text you listened to!
1) What did the Father buy for the writer and her sister?
2) How are the bag and the wallet?
3) What did the mother buy for the writer and her sister?
4) How are the picture book and the comic book?
52
5) How are their parents’ character?
b. Instrumen Lisan (2):
Please, mention some adjectives based on the text you’ve read!
Scanned by CamScanner
53
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP 1 – Controlled Class)
SMP/MTS : SMP IT Cordova
Kelas/Semester : VIII B / 1
Jenis Kelas : Kelas Kontrol
Standar Kompetensi : 2. Memahami makna dalam teks lisan fungsional dan monolog
pendek sederhana berbentuk descriptive dan recount untuk
berinteraksi dengan lingkungan sekitar
Kompetensi Dasar : 2.2 Merespon makna yang terdapat dalam monolog pendek
sederhana secara akurat, lancar, dan berterima untuk berinteraksi
dengan lingkungan sekitar dalam teks berbentuk descriptive dan
recount
Jenis teks : Monologue (descriptive)
Tema : Beloved Parents
Aspek/Skill : Menulis
Alokasi Waktu : 2 x 40 menit
1. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat:
a. Memahami teks deskriptif secara komprehensif
b. Mengidentifikasi kata sifat (adjective) dalam teks deskriptif
c. Memahami struktur dan penggunaan positive degree di dalam adjective
2. Materi Pembelajaran
a. Teks deskriptif
Beatiful Presents
My father bought me a new beautiful bag today. The bag is big and blue. It has
a pencil case and tumbler in it. He also bought a new beautiful wallet for my sister.
The wallet is pink with a picture of Doraemon on it. Her wallet is as beautiful as my
bag. Moreover, not only my father, but also my mother gave me a picture book and
comic book for my sister. The picture book has 50 pages and the comic book also has
50 pages. My picture book is as thick as her comic book. We are really happy today
because our mother is as kind as our mother. They really love us.
b. Grammar Material of Positive Degree
Positive Degree digunakan untuk menunjukkan 2 benda yang bersifat sama
atau benda tersebut memiliki kesamaan.
54
Dalam hal ini, kita menggunakan “as” sebelum dan sesudah adjective (as . . . .
as). Contoh:
Her wallet is as beautiful as my bag.
My picture book is as thick as her comic book.
Our mother is as kind as our father.
c. Grammar Exercise
Fill in the missing words with the appropriate positive degree forms!
1. My ruler is 35 cm in length and Andi’s ruler is also 35 cm in length. It means my ruler is . . . his ruler. (long)
2. We have to be careful of some animals such as tiger and lion because lion is . . .
tiger. (wild)
3. English dictionary is 2 kg meanwhile my bag is also 2 kg in weight. My bag is . . .
the English dictionary. (heavy)
4. Razor and knife are used to cut. Razor is to cut hair mustache or beard whereas
knife is used to cut something or as a weapon. Razor is . . . knife. (sharp)
5. Money is important for our needs and health is also important for our life.
Therefore, health is . . . money. (important)
3. Tekhnik Pembelajaran: deductive technique
4. Langkah-langkah Kegiatan
A. Kegiatan Pendahuluan
Mengucapkan salam dengan ramah kepada siswa.
Mengkondisikan kelas (mempersiapkan para siswa untuk mengikuti pembelajaran
yang akan dilakukan dengan meminta para siswa untuk duduk dengan rapi).
Warming-up activity: mention your favorite teacher and describe him! The winner
is who described clearly.
Tanya jawab tentang benda yang mereka sukai
Menjelaskan pentingnya materi yang akan dipelajari berikut kompetensi yang
harus dikuasai siswa
B. Kegiatan Inti
Menjelaskan tentang degrees of comparison
Menjelaskan tentang rumus degrees of comparison serta penggunaannya di dalam
kalimat.
Memberikan beberapa contoh degrees of comparison
Memberikan contoh berupa teks deskriptif
Meminta para siswa untuk membaca teks tersebut
55
Melakukan tanya jawab tentang isi materi teks dan meminta siswa untuk
menganalisa contoh degrees of comparison yang terdapat di dalam teks deskriptif
tersebut.
Meminta para siswa untuk mengerjakan latihan tentang degrees of comparison
yang telah disediakan.
C. Kegiatan Penutup
Memberikan kesimpulan akan pelajaran hari ini.
Memberikan kesempatan kepada siswa untuk bertanya sebelum KBM berakhir.
Menutup pertemuan dengan salam.
5. Sumber belajar
a. Buku teks yang relevan.(English in Focus Grade VIII)
b. Teks deskriptif yang relevan
c. Gambar-gambar yang relevan
6. Penilaian
Indikator Pencapaian
Kompetensi
Teknik
Penilaian
Bentuk
Instrumen Instrumen/ Soal
1. Mengidentifikasi
informasi/makna
yang terdapat
dalam teks
deskriptif
2. Mengidentifikasi
kata sifat
(adjective) dalam
teks deskriptif
3. Memahami struktur
dan penggunaan
positive degree di
dalam adjective
Tes lisan
Tes lisan
Tes tulis
Pertanyaan
lisan
Pertanyaan
lisan
Pertanyaan
tulis
Answer the questions orally based
on the text you listened to!
Please, mention some adjectives
based on the text you’ve read!
Fill in the missing words with the
appropriate positive degree forms!
a. Instrumen Lisan (1):
Answer the questions orally based on the text you listened to!
1) What did the Father buy for the writer and her sister?
2) How are the bag and the wallet?
3) What did the mother buy for the writer and her sister?
4) How are the picture book and the comic book?
5) How are the their parents’ character?
56
b. Instrumen Lisan (2):
Scanned by CamScanner
57
PRE-TEST
Name : Class :
Choose the correct answer by crossing a, b, c, or d!
These sentences are for number 1 – 3.
Biology and History book have 50 pages. Chemistry book has 43 pages and Psychology book
has 70 pages.
1. Chemistry book is _______ than Biology book.
a. as thin as b. thinner c. the thinnest d. more thin
2. Psychology book is ______ book of all.
a. more thick b. thicker c. as thick as d. the thickest
3. History book is _______ Biology book.
a. the thinnest b. the most thick c. as thick as d. thicker
4. Alfa’s toys are lost today because she doesn’t put them away after playing them.
Unlike her brother, she is … than her brother.
a. careless b. more careless c. as careless as d. most careless
5. My father cannot bring the box and my mother also cannot bring the same box. My
mother is … my father.
a. most weak b. more weak c. weaker d. as weak as
6. Dian Peishesha was _______ singer in 1985.
a. gooder b. as good as c. the best d. better
7. TV programs are _______ than radio programs.
a. more interesting b. most interesting c. as interesting as d. interestinger
8. Slug and snail walk slowly. In other words, snail is … slug.
a. slower b. as slow as c. slowest d. slow
9. Ika talks about her family whereas Jannah also talks about her school every day.
Jannah is … Ika.
a. talkative b. more talkative c. most talkative d. as talkative as
10. Titanic is one of … movies I have ever seen.
a. as amazing as b. more amazing c. the most amazing d. amazinger
11. Tomy came to the school at 07.40 a.m. meanwhile Andri came to the school at 07.43
a.m. Their teacher considered that Andri is … Tomy.
58
a. more late b. the most late c. latest d. as late as
12. In Cinderella story, a witch is usually … than the seven dwarves.
a. as ugly as b. uglier c. ugliest d. most ugly
13. Nil river is …. river in the world.
a. long b. longer c. the longest d. more long
This picture is for number 14 – 18.
14. Paul is _______ boy among them.
a. younger b. the youngest c. more young d. the oldest
15. James is _______ than Paul.
a. older b. younger c. more old d. as young as
16. Toby is the _______ boy among them.
a. youngest b. younger c. as old as d. oldest
17. James is _______ than Toby.
a. as young as b. most young c. younger d. as old as
18. Paul is _______ than Toby.
a. heavier b. more heavy c. as heavy as d. the most heavy
19. Sinta can lift the box and Tati also can lift the same box. It means Tati is ______
Sinta.
a. the strongest b. strong c. stronger d. as strong as
59
20. Ali helps his father in the garden every Sunday and Usman helps his sister in his
bookstore every Saturday. Usman is ______ Ali.
a. diligent b. diligenter c. as diligent as d. more diligent
This table is for number 21 – 25.
Item Lists Price Lists
LED TV Rp. 2.000.000,00
Washing Machine Rp. 1.500.000,00
Air Conditioner (AC) Rp. 2.800.0000,00
Handphone Rp. 2.000.000,00
21. Based on the table, AC is _______ thing among them.
a. the cheapest b. more cheap c. expensive d. the most
expensive
22. Handphone is ______ LED TV.
a. the most cheap b. expensiver c. as expensive as d. cheaper
23. Washing machine is _______ thing among them.
a. cheaper b. the cheapest c. as expensive as d. as cheap as
24. AC is _______ than LED TV.
a. more expensive c. as cheap as
b. expensivest d. the most expensive
25. Washing machine is _______ than handphone.
a. as cheap as b. expensive c. cheaper d. the most cheap
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POST-TEST
Name : Class :
Choose the correct answer by crossing a, b, c, or d!
1. Ali’s father died today because of accident and Umar’s sister also died because of
cancer. Umar is … Ali today.
a. sadder b. sad c. as sad as d. saddest
2. My friend asked who … girl in your class is.
a. pretty b. the prettiest c. prettier d. most pretty
3. Sinta can lift the box and Tati also can lift the same box. It means Tati is ______
Sinta.
a. the strongest b. strong c. stronger d. as strong as
4. Rendang, Indonesian food, is one of … food in the world.
a. more delicious b. delicious c. deliciouser d. most delicious
5. I can do these exercises because these exercises are … than I did before.
a. easier b. easiest c. as easy as d. most easy
6. Mount Mahameru is one of … mountain in Indonesia.
a. wonderful b. more wonderful
b. the most wonderful c. wonderfuler
7. Amazon river is … than Cisadane river.
a. dangerous b. most dangerous c. more dangerous d. dangerousest
8. The Hunger Games is one of … movies I have ever seen.
a. as amazing as b. more amazing c. the most amazing d. amazinger
9. My uncle sweeps his room and dining room every day then I find his room is always
… his dining room.
a. cleaner b. as clean as c. cleanest d. most clean
10. Razor is … knife.
a. sharper b. as sharp as c. sharpest d. most sharp
11. Aburizal Bakrie is one of … man in Indonesia.
a. the richest b. richer c. more rich d. rich
12. We understand English grammar because the explanation of English grammar
delivered by Mrs. Rosi is … the explanation of English grammar delivered by Mr.
Fauzi.
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a. clearer b. clearest c. as clear as d. more clear
13. Travelling by car is … travelling by bus.
a. as safe as b. safer c. the safest d. more safe
14. My grandpa has never been sick for one month and my grandma has never got an ill
for four weeks. Recently, my grandma is … my grandpa.
a. as healthy as b. healthier c. healthiest d. healthy
Theses sentences are for number 15 – 18.
Ina got 85 in Biology exam meanwhile Dian got 90 for hers. Windy got only 60 for the
Biology exam whereas Dhea got 85 for hers.
15. Dian got _______ score among them.
a. higher b. lower c. the highest d. the lowest
16. Windy got _______ score among them.
a. as high as b. the lowest c. higher d. low
17. Dhea’s score is _______ Ina’s score.
a. as high as b. the most low c. more high d. lower
18. Ina’s score is _______ than Windy’s score.
a. lower b. the lowest c. higher d. more low
19. Going to Yogyakarta by an airplane is ______ than by bus.
a. the fastest b. faster c. the most fast d. more fast
20. The patient is _______ today than he was yesterday.
a. bader b. the badest c. as bad as d. worse
21. Gold is _______ than metal.
a. valuabler b. valuablest c. as valuable d. more valuable
This picture is for number 22 – 24.
22. Based on the picture, Ana is _______ girl among them.
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a. the shortest b. the tallest c. shorter d. taller
23. Eni is _______ than Ani.
a. shorter b. as short as c. taller d. the most tall
24. Eni is _______ girl among them.
a. the most short b. the most tall c. the tallest d. the shortest
25. This exercise book is ______ than that notebook.
a. as good as b. better c. best d. gooder
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